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Individuality Synonyms, Individuality Antonyms | Thesaurus…
What is individuality? Is it something that we invent as some unattainable goal to separate ourselves from each other? Or is it a tangible thing that we should each strive for? It is a deep philosophical question that has its grounding in the societal issues that we all face each and every day. Researching such a difficult topic as the individual and society can be daunting, but it is a topic to which many of the ideas and subjects you will cover lie inside of you, as we all have strong opinions about this kind of philosophical issue.
The argument then continues as follows: that a permutation of theparticles is counted as giving a different arrangement in classicalstatistical mechanics implies that, although they areindistinguishable, such particles can be regarded as individuals(indeed, Boltzmann himself made this explicit in the first axiom ofhis ‘Lectures on Mechanics’, couched in terms of theimpenetrability assumption noted above). Since this individualityresides in something over and above the intrinsic properties of theparticles in terms of which they can be regarded as indistinguishable,it has been called ‘Transcendental Individuality’ by Post(1963). This notion can be cashed out in various well-known ways, asindicated in the Introduction above: in terms of some kind ofunderlying Lockean substance, for example, or in termsof primitive thisness. More generally, one mightapproach it in modal fashion, through the doctrine of haecceitism:this asserts that two possible worlds may describe some individual inqualitatively the same way (that is, as possessing the same set ofproperties), yet represent that individual differently by ascribing adifferent haecceity or thisness in each world, or more generally, byascribing some non-qualitative aspect to the individual (Lewis 1986;Huggett 1999).
Quotes About Individuality (787 quotes)
This is just a sketch of some of the various positions that havebeen adopted. There has been considerable debate over which of themapplies to the everyday objects mentioned above. But at least it isgenerally agreed that such objects should be regarded as individuals tobegin with. What about the fundamental objects posited by currentphysical theories, such as electrons, protons, neutrons etc.? Can thesebe regarded as individuals? One response is that they cannot, sincethey behave very differently in aggregates from ‘classical’individuals.
My children attend school 30 hours a week, use about 6 hours getting ready, going and coming home, and spend an average of 7 hours a week in homework - a total of 45 hours. During that time, they are under constant surveillance, have no private time or private space, and are disciplined if they try to assert individuality in the use of time or space. That leaves 12 hours a week out of which to create a unique consciousness. Of course, my kids eat, and that takes some time - not much, because they've lost the tradition of family dining, but if we allot 3 hours a week to evening meals, we arrive at a net amount of private time for each child of 9 hours.
787 quotes have been tagged as individuality: Bernard M
Acquiring this expertise will require that educators play greater attention to differentiated instruction. "Differentiated instruction is a process to approach teaching and learning for students of differing abilities in the same class. The intent of differentiating instruction is to maximize each student’s growth and individual success by meeting each student where he or she is, and assisting in the learning process." Educators who differentiate instruction strive to "recognize students varying background knowledge, readiness, language, preferences in learning, interests; and to react responsively" (Hall, Strangman, & Meyer, 2003, Definition section). As promoters of differentiated instruction, Carol Ann Tomlinson and Jay McTighe (2006) indicated that it is primarily an instructional design model that focuses on "whom we teach, where we teach, and how we teach" (p. 3). Tomlinson's website, , will enhance your knowledge of differentiated instruction. She also clarifies myths and misconceptions about differentiation in an ASCD podcast,.
The process of differentiation is challenging for educators, as it requires developing skills to teach in a flexible manner that responds to the unique needs of learners. Often total lessons or the pace of individual lessons need to be adjusted "on-the-fly." Teacher-led group instruction is only one model of instruction. So, teachers also need to know about additional resources beyond what's in the textbook or available in print format that can be used to help learners. For example, students can also learn from each other in collaborative groups, or from virtual instructors in online settings, or by working alone using software or apps. They can get different perspectives on a topic from viewing podcasts.
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Emerson s Individualism Essay - 892 Words
Students should become active in the learning process immediately upon entering the classroom. Muschla, Muschla, and Muschla-Berry (2013) stated: "Classes in which students begin working from the minute they take their seats are usually more successful than those in which the first few minutes are lost as the students get settled" (p. 3). Losing just the first five minutes daily amounts to 25 lost minutes per week of instruction and could amount to a loss of 20 class periods of instruction per school year. Their solution is using a math-starter problem that students begin immediately upon entering the classroom. In, they present at least one problem for each Common Core math standard for grades 6-12. Each is designed to be completed in 5-10 minutes, which includes reviewing the answer and any follow-up discussion. This strategy is also good for classroom management, as during this time the teacher can take attendance, pass back papers, interact individually with students, and observe students as they work (p. 3).
It is difficult to obtain true individuality
Indeed, Howard Gardner has stated that multiple intelligences are not learning styles. In Gardner's view, a style or learning style "is a hypothesis of how an individual approaches the range of materials." There are two basic problems. First, "the notion of 'learning styles' is itself not coherent. Those who use this term do not define the criteria for a style, nor where styles come from, how they are recognized/assessed/exploited." Second, "When researchers have tried to identify learning styles, teach consistently with those styles, and examine outcomes, there is not persuasive evidence that the learning style analysis produces more effective outcomes than a 'one size fits all approach.' " Labeling a style (e.g., visual or auditory learner) might actually be unhelpful or inconceived. Putting a label on it does not mean the "style" fits all learning scenarios (Gardner, in Strauss, 2013).
Identity, Individuality and Indiscernibility: an Essay ..
Linda Gojak (2012), former NCTM President, noted that "Over the last three decades a variety of instructional strategies have been introduced with a goal of increasing student achievement in mathematics. Such strategies include individualized instruction, cooperative learning, direct instruction, inquiry, scaffolding, computer-assisted instruction, and problem solving" with the flipped classroom being a recent addition to the list (para. 1). Blended learning is also on the rise, which adds online learning to traditional classrooms. Thus, another goal for teachers is to investigate instructional and assessment methods and how they might be incorporated appropriately into lesson plans.
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