Ankaran Education

Were affecting educational philosophies, educational philosophers, educators and education, teachers and teaching, philosophy and science, knowledge and wisdom, the biases in educational philosophy of those who thrived on ignorance and sought to unpopularize in their philosophies of education each other’s kind to the masses with many concerns or under pain of ridicule or other injury and unable not to believe or accept as told, by, e.g., supporting ‘the monkey trial’ or ‘discovering’ the Piltdown man, by abusing the 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 the education and teaching of young minds.

Ethical skepticism 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 not the transcendental, whether man lacked mental capacity for the transcendental as in some philosophers’ philosophies or not, some educational philosophies’ and educators’ suggestion, that ‘truth’ could be only scientifically known in philosophy, 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, even great philosophers’ not fully understanding the transcendental did not justify educators’ and teachers’, in educational philosophy, deeming transcendental philosophy untruth in epistemology, education, school teaching; such attitude to transcendental philosophy, in any philosophy of education was disservice to mankind whose expectations from philosophies of education included aspirations global to transcendental philosophy based knowledge.

Philosophers philosophies through philosophies of education, educators’ and teachers’ teaching affected society’s learned behavior ~ whether ontology, philosophy, philosophers could explain or not the transcendental, whether man lacked mental capacity for the transcendental as in some philosophers’ philosophies or not, some educational philosophies’ and educators’ suggestion, that ‘truth’ could be only scientifically known in philosophy, 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, even great philosophers’ not fully understanding the transcendental did not justify educators’ and teachers’, in educational philosophy, deeming transcendental philosophy untruth in epistemology, education, school teaching; such attitude to transcendental philosophy, in any philosophy of education was disservice to mankind whose expectations from philosophies of education included aspirations global to transcendental philosophy biased knowledge.

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