ORHAN SEYFi ARI - Philosopher teacher Ari on teaching, philosophy of education, philosophies of philosophers

Written by eoa

Orhan Seyfi Ari Teacher & Philosopher

A philosopher was Orhan Seyfi Ari (1918 - 1992) an educator, teacher, dubbed teacher of teachers, a teacher a street's been named after -Ari was a teacher teaching, reforming education, columnist, poet, philosopher -these appear to be some of this philosopher's philosophy -also on some philosophers' philosophies ~he saw himself a humble teacher: "I'm neither a scholar nor a philosopher" -scholar & philosopher he was.

Dogrusoz -Kibris, on educators, teachers, teaching & teacher Orhan Ari, 5 Feb. 99 Sometimes a great school is a man, sometimes a man is himself a great school

Fedai -Halkin Sesi, on this teacher philosopher's deeds, 27 Dec. 92 Seeking of you insightrepparttar wonders ofrepparttar 149337 universe into I knew, at last, this, thatrepparttar 149338 universe was you

Metiner -Birlik, poem, 29 Jan 93 Well known and versed, none was he... Thanrepparttar 149339 pilgrim -the teacher: Orhan Ari

Philosophers' philosophies, thinkers, teachers' teachings weren't teaching man's difference from wild animals he was behaving as.

" ‘I was an ape' you say -or amphibian And now?! Are you not, now, ‘man'!? "

Failings were of philosophers, eastern and western thinkers', educational philosophy, teachers, teaching -in teaching values.

Were affecting educational philosophies and educational philosophers, educators and education, teachers and teaching, philosophy and science, knowledge and wisdom, biases of those who thrived on ignorance and sought to unpopularise each other's kind torepparttar 149340 masses with many concerns or under pain of ridicule or other injury unable not to believe or accept as told, by e.g. supporting ‘the monkey trial' or ‘discovering'repparttar 149341 Piltdown man, by abusingrepparttar 149342 trust and innocence of man in bigotry or ignorance ~in teaching, educational philosophy, educational philosophers, educators, teachers too readily adopted viewpoint applications of not educators into philosophy of education, teaching -even in education, teaching of young minds.

Ethical scepticism in philosophy by some philosophers was a concern of daily life in philosophy of education to educators and teachers in teaching -through philosophies of education educators and teachers, teaching, affected society's learned behavior ~whether ontology, philosophy, philosophers, could explain or notrepparttar 149343 transcendental, whether man lacked mental capacity forrepparttar 149344 transcendental as in some philosophers' philosophies or not, some educational philosophies' and educators' suggestion that ‘truth' could be only scientifically known psychology's increased acceptance of philosophy's and philosophers' ‘mind', cosmology's agreement with eastern and western philosophy and great philosophers on a ‘mysterious force', made doubtful; science's, ontology's, philosophy's great philosophers' not fully understandingrepparttar 149345 transcendental did not justify educators', teachers' deeming it untruth in epistemology, education, teaching.

Weren't enlightened genuine mystic philosophers, while not sole arbiters -rightly, without effort to convince to less indirect, more, assistance to science and philosophy, perhaps defeatingrepparttar 149346 object of understandable reluctance, possibly extreme, as increased resources of seekers to monopolise knowledge harmfully to, or underrepparttar 149347 guise of it abuse, man?

Good considered some eastern and western philosophies and philosophers man, bad other philosophies and philosophers; while differed philosophers' knowledge and wisdom and philosophy, logic in philosophy on man's behavior (irrespective of varying teaching of history by educators and teachers) suggested that man was neither good nor bad but impressionable ~society's imperfections contributed (also through ethics of some philosophers and philosophy, biased philosophies of education, teaching of and by educators, teachers) to man's suffering alone -this arose from influences ignorant of man's morality not being only about society's retribution and assuming man irrational and neglecting his being regulated also by intrinsic desires and confusing strength with power and ignoring most philosophy and philosophers supported by history that man, his rationality always overcoming temporary hysteria (when he represented wicked abuse and ignorance) and most powerful, whenever consideredrepparttar 149348 nature or extent of retribution or neglect of intrinsic values intolerable, always (not necessarily through educators and teachers of morals, or education, teaching) changed what he disliked.

"Continuesrepparttar 149349 suffering, and continuesrepparttar 149350 wait But so long as tomorrows there are,repparttar 149351 hope is great"

Philosophy, philosophers on ethics, morals, educators, teachers, often forgot that, ‘bad' everywhere in minority, while man's passion made it impossible always to ‘turnrepparttar 149352 other cheek' and e.g. his various laws extended mitigating circumstances to crimes of passion though cruel when by his biological constitution unchangeable by education he was in fright without flight, his morality included a sense of proud fairness and desire not to fail himself or loved ones by behaving badly -but for abuse or ignorance he preferred being thought well of to being thought ill of.

‘Truth' of philosophy and philosophers, in practice -whether personal or (and especially) impersonal, whether experienced or presupposed, two kinds of existed: truth global, truth environmental; both were good, essential in teaching, education. Truth global was truth known as perceived -or through science, and truth accepted inductively or deductively by logic of philosophers and philosophy -man's ‘understanding' ~man everywhere, always, desiring to enjoy more, better, including satisfaction of his intellectual curiosities by metaphysics, aspired to this -sometimes with biases of philosophers and philosophy or of educators and teachers in education and teaching. Truth environmental was that which, for reasons affected by various factors -e.g. resources, as distinct from or as variations of truth global, some of man's aspirations and behaviour had to be based on for better and more enjoyment in his immediate environment of avoiding society's retribution and of extrinsic and intrinsic rewards -through philosophy and philosophers, educators and teachers, this suffered in teaching, education (mostly of history and in metaphysics) much bias. In philosophy philosophers on values, in education educators and teachers, had to balance these truths in teaching and education of educators, teachers, in teaching pupils.

Philosophers and philosophy of education and teaching, history of teaching and education, showed bias in epistemology, science, philosophy, incorrect knowledge in teaching and education of educators and teachers, through educators, teachers in formal teaching, about nature and man ~when cultural philosophy of education and teaching ignored another's cultural philosophy of education and teaching -and attitude, and was not balanced environmental truth with global truth, that did not change e.g. adultery also inrepparttar 149353 laws of Austria [until 1997] and over 20 states ofrepparttar 149354 USA being a crime norrepparttar 149355 extent of unacceptability of pre-marital relationships no less than in Turkey being in Greece, but gave rise by abuse or ignorance to extreme speculations also through philosophers, philosophy, educators, teachers, education, teaching, causing leanings globally undesirable, injurious to both society andrepparttar 149356 individual.

"Nature's Fireworks" - A Beginner's Guide to OPAL - Part 6/7 Valuing Opals and Opal Dictionary

Written by Stuart Bazga

In this,repparttar final instalment, we learn what factors are involved when determiningrepparttar 149336 value of an Opal andrepparttar 149337 meanings behind some of those terms used throughout my 7 part series.

Valuing Opals

When determiningrepparttar 149338 value of an opal, several factors are involved:

Type of opal


Base colour

Fire colour

Colour pattern

Brightness of fire

Background (base) Colour:

Solid precious opal is more valuable than a doublet or triplet, and black opal is more valuable than boulder opal, and so forth. The darkerrepparttar 149339 body colour,repparttar 149340 more valuablerepparttar 149341 gem.

Fire Colour:

The clarity ofrepparttar 149342 opals colour is critical when determiningrepparttar 149343 value ofrepparttar 149344 opal. Opal is graded according to its colour, with red fire beingrepparttar 149345 most rare, followed by green/orange, green/blue, blue, and finally, purple. However, brilliance and clarity of colour, along with proportional pattern arerepparttar 149346 main decision makers; a brilliant blue/green opal can cost more than a dull red. An opal displaying a bright “pinfire” pattern can cost more than a cloudy open pattern of similar colouration.

Colour Pattern:

Nearly all opal displays some type of pattern, with no two opals being alike.

The various patterns are:


The most prized of all nice patterns and its name is derived from its likeness to floral dress material.


Closely resembles a mass of pinheads in different colours.

Mobile rolling Flash:

Consists of one colour, which travels across part of or all ofrepparttar 149347 stone as it is moved.

Palette Pattern:

Asrepparttar 149348 name suggests, resembles an artist’s palette.


Opal should be free from cracks and flaws.



Agitator: Modified cement mixer used to wash dirt away

from precious opal.

Boulder Opal: Formed in cavities and cracks of Ironstone,

usually from Queensland, Australia.

Black Opal: Naturally occurring solid opal with a coloured

face and black backing.

Blower: A large truck mounted vacuum cleaner used to

suck dirt torepparttar 149349 surface.

Cabochon: The rounded surface of a cut stone.

Crystal: Transparent/translucent opal.

Cont'd on page 2 ==>
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