Perception Without Reason Is Mere Experience, but Reason Without Perception Is Nothing Essays

Perception Without Reason Is Mere Experience, but Reason Without Perception Is Nothing Essays Perception Without Reason Is Mere Experience, but Reason Without Perception Is Nothing Essay Perception Without Reason Is Mere Experience, but Reason Without Perception Is Nothing Essay Perception without reason is mere experience, but reason without perception is nothing. In order to comment on the statement given above, we must first understand what is meant by the terms perception and reason. One of the most commonly used definitions, from the most trusted source of definitions, of perception is the ability to become aware of something through our senses and to understand/interpret it in a particular way, whereas reason is commonly defined as the ability to think and draw logical conclusions?.However, I believe that to perceive something in our mind is to interpret the sensory input received from our immediate surroundings, whereas reason is associated with logical thought and rationale. Therefore the statement above can be rephrased to say that Interpretation of the outside world without the interference of a logical thought is what we call experience, but logical thought and rationale without any interpretation of the world does not exist. But how can one be a ware of something if ones brain does not think about it? How can one interpret something without the interference of thought? Since in my opinion, thinking is just using ones mind to process the information input from our senses, how can that information be interpret without having ones brain process it? Thus, put in another way, how can perception exist without reason? It cannot, because to perceive something would mean to unconsciously think.However, others may argue that by mentioning reason the statement refers to a stream of conscious thought instead of something as instinctual as unconscious processing of sensory data. However, keeping in mind the counter-argument, the second half of the statement could still be challenged. I believe that our mind is capable of thinking of abstract thought without the interference of senses. Our mind is able to comprehend concepts and platonic ideas such as goodness and can think about them without the need of an interpretation of the world.Go odness is not something that can be touched or tasted or seen. However, one may argue that such abstract trail of thought and understanding should not be classified as reason as it is just a concept that can be understood, but does not relate to any sort of rationale. One could also argue that in order to understand and comprehend goodness, we need to relate the concept to an appropriate context from the real world that we become aware of through our senses. That is why children are always told fables and fairy tales so that they would develop the understanding of good and evil.Therefore, the ability of our mind to grasp the very concept of goodness, along with all other examples of such abstract thought, is based upon perception. However, one cogent example as a proof of reason existing without perception is mathematical reasoning. Abstract numbers and abstract concepts of addition and subtraction cannot be seen or touched or felt. They are something that only the mind can grasp. T he fact that we are able to say that 2 + 1 = 3 does involve rationale and logical thought but does not need any basis of perception.The concept of numbers is understood without the interference of any senses. A baby born deaf and blind would still know the number of limbs it has. As Roger Penrose says? , You cannot understand atomic particles and structures, such as gluons and electrons except with mathematics. Our whole perception of particle physics is based upon mathematical reasoning and logic, and in order to be the basis of perception in this case, such reasoning and logic should exist separately from perception. Thus, I conclude that I disagree with the statement above as I believe that reason can exist without perception.

Pros and Cons on Flexible Grouping in Grades 7-12

Pros and Cons on Flexible Grouping in Grades 7-12 Every student learns differently.  Some students are visual  learners who  prefer using pictures or  images;  some students are  physical  or  kinesthetic who prefer using their bodies and sense of touch. Different learning styles mean that teachers must try to address the variety of learning styles of their students to target instruction. One way to achieve this is through flexible-grouping. Flexible grouping  (flex grouping) is the purposeful  and  strategic  grouping/regrouping  of students within the classroom  and in combination with other classes in various ways based on the subject area and/or type of task. Flexible grouping is used in middle and high school, grades 7-12, to help differentiate instruction for students in any content area.   Flex-grouping  allows teachers the opportunity to organize collaborative and cooperative activities in the classroom. In creating flexible groups teachers may use  test results, student in-class performance, and an individualized evaluation of a students set of skills to determine the group into which a student should be placed.  Regular review of placement in flex-grouping is recommended. In flex-grouping, teachers can also group students by levels of ability. There are ability levels organized in three (below proficiency, approaching proficiency) or four (remedial, approaching proficiency, proficiency, goal).  Organizing students by ability levels is a form of proficiency-based learning which is more common in the elementary grades. A type of assessment that is growing at the secondary level is standards-based grading which ties performance to proficiency levels. If there is a need to group students by ability, teachers can organize students into  heterogeneous grouping  mixing students with different skills  or  into  homogenous groups  with students in separate groups based on high, medium, or low academic achievement.  Homogeneous grouping  is used for improving specific student skills or measuring student understanding more often.  The student grouped with students demonstrating similar needs is one way a teacher can target identified needs students have in common. By targeting the help each student needs, a teacher can create flex groups for the most remedial students  while also offering flex groups for higher achieving students.   As a caution, however, educators should recognize that when homogeneous grouping is used consistently in the classroom, the practice is similar to  tracking  students. The sustained separation of students by  academic ability into groups for all subjects  or specific classes  within a school is called tracking.  This practice of tracking is discouraged as  research shows that tracking  negatively impacts academic growth. The key word in the  definition of tracking is the word sustained which contrasts with the purpose of flex grouping. Since the groups are organized around a particular task, flex grouping is not sustained. Should there be a need to organize groups for socialization, teachers can  create groups through a drawing or lottery. Groups can be created through pairs spontaneously. Once again, each students learning style  is an important consideration as well. Asking students to participate in organizing the flex groups (How would you like to learn this material?) may increase student engagement and motivation. Pros in Using Flexible Grouping Flexible grouping is one strategy  that allows the teacher opportunities to address each learners  specific needs, while regular grouping and regrouping encourage student relationships with teacher and classmates. These collaborative experiences in the classroom help to prepare students for the authentic experiences of working with others in college and their chosen career.   Research shows  that flex grouping  minimizes the stigma of being different and for many students helps to  reduce their anxiety. Flex grouping provides an  opportunity for all students  to develop leadership skills and take responsibility for their learning.   Students in flex groups need  to communicate with other students, a practice which develops speaking and listening skills. These skills are part of the Common Core State Standards in Speaking and Listening  CCSS.ELA-LITERACY.CCRA.SL.1 [Students] repare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others ideas and expressing their own clearly and persuasively. While developing speaking and listening skills are important for all students, they are particularly important for students labeled as  English Language Learners  (ELL, EL, ESL or EFL). Conversations between students may not always be academic, but for these ELs, speaking to and listening to their classmates is an academic exercise regardless of topic. Cons in Using Flexible Grouping Flexible grouping takes time to implement successfully. Even in grades  7-12, students need to be trained in the procedures and expectations for group work. Setting standards for cooperation and practicing routines can be time-consuming. Developing stamina for working in groups takes time. Collaboration in groups may be uneven. Everyone has had an experience in school or at work of working with a slacker who may have contributed little effort. In these cases, flex grouping may penalize students who may work harder than other students who may not help. Mixed ability groups may not provide the support needed for all members of the group. Moreover, single ability groups limit peer to peer interaction.  The concern with separate ability groups is that placing students into lower groups often results in lower expectations. These kinds of homogenous groups organized only by ability can result in  tracking.   The National Education Association  (NEA) research on tracking shows that when schools track their students, those students  generally stay at one level. Staying at one level means that the achievement gap grows exponentially over the years, and academic delay for the student gets worse over time. Tracked students may never have the opportunity to escape to higher groups or levels of achievement.   Finally, in grades 7-12,  social influence can complicate grouping students. Some students may be negatively affected by peer pressure. Student social and emotional needs require that teachers need to be aware of their students social interactions before organizing a group. Conclusion Flexible grouping means that teachers can group and regroup students to address student academic skills. The collaborative experience of flexible grouping can also better prepare students for working with others after they leave school. While there is no formula for creating perfect groups in class, placing students in these collaborative experiences is a critical component of college and career readiness.