Thinker on Philosophies on the Trancendental & Attitudes
Theorist Orhan Seyfi Ari’s approach on philosphers and approaches on faith and faith, on the transcendental, and the academic, social, mindsets.
his viewpoint on those concerns seems quickly, as listed below …
Educational approaches utilized, option of thinkers’ approaches, instructors’ mentors, weren’t teaching the distinction from wild animals.
” ‘I was an ape’ you state -or amphibian
And now ?! Are you not now ‘guy’!? ”
Failings were of thinkers, western and eastern thinkers, instructional viewpoint, instructors, mentor– viewpoints of education.
Were impacting viewpoint of education, academic theorists and academic viewpoints, academic thinkers, teachers and education, instructors and approach, mentor and science, understanding and knowledge– all, predispositions prospering on lack of knowledge, looking for to unpopularise each other to masses with lots of issues or under discomfort of ridicule or other injury not able not to accept or think as informed, by e.g. supporting ‘the monkey trial’ or ‘finding’ the Piltdown male, by abusing trust and innocence of guy in bigotry,|in mentor, academic viewpoint, academic thinkers, thinkers, teachers, instructors too easily embraced perspective applications of not teachers into viewpoints of education, mentor– in education, mentor young minds, approach of education was stopping working.
Ethical scepticism in viewpoint by some thinkers and theorists was an issue of every day life in approach of education to instructional thinkers, teachers, instructors in mentor -through approaches of education, thinkers, teachers, instructors, mentor, it impacted society’s discovered behaviour|whether ontology, viewpoint, thinkers, thinkers, might discuss or not the transcendental, whether male did not have psychological capability for the transcendental as in some thinkers’ and theorists’ viewpoints or not, some instructional viewpoints’ and teachers’ tip that ‘fact’ might be just clinically understood psychology’s increased approval of viewpoint’s and theorists’ ‘mind’, cosmology’s accord with western & eastern viewpoint & excellent thinkers on a ‘mystical force’, made uncertain; science’s, ontology’s, academic approach’s, terrific thinkers’, excellent thinkers’ not totally comprehending the transcendental didn’t validate instructors’, teachers’, considering it incorrect in viewpoints of education, epistemology, education, mentor– some academic approaches, instructional viewpoint utilized s was incorrect.
Excellent thought about some western and eastern approaches, thinkers, theorists, male, bad other viewpoints, thinkers, theorists; in viewpoints of education while varied thinkers’, thinkers’ understanding, knowledge, viewpoint, reasoning in approach on male’s behaviour (irrespective of teachers, instructors, teaching differing history) recommended that guy was neither excellent nor bad however impressionable|society’s flaws contributed (likewise principles of some theorists and viewpoint, thinkers, prejudiced instructional viewpoints, mentor of & by teachers, instructors) to guy’s suffering alone– in approach, education, viewpoints of education, this occurred from impacts oblivious of male’s morality not being just about society’s retribution and presuming guy unreasonable and disregarding his being controlled likewise by intrinsic desires and complicated strength with power and disregarding most academic approach and thinkers supported by history that guy, his rationality constantly conquering hysteria (when he represented wicked abuse & lack of knowledge) and effective, when thought about nature or level of retribution or disregard of intrinsic worths excruciating, constantly (alas not just through teachers, morals instructors, education, mentor) altered what he did not like.
” Continues the suffering, and continues the wait
So long as tomorrows there are, the hope is fantastic”
In academic viewpoints embraced as policy, some approach, theorists, thinkers on principles, morals, teachers, instructors, frequently forgot that, ‘bad’ all over in minority, while guy’s enthusiasm made it difficult constantly to ‘turn the other cheek’ and e.g. his different laws extended mitigating situations to criminal offenses of enthusiasm though harsh when by his biological constitution unchangeable by education he remained in shock without flight, his natural morality consisted of fairness and desire not to fail himself or enjoyed ones by misbehavior– embraced academic approaches overlooked that however for abuse, lack of knowledge, he chose being believed well of to being believed ill of.
guy all over, constantly, wanting to take pleasure in more, much better, consisting of fulfillment of his intellectual interests in metaphysics, desired this– often with predispositions of theorists and approach or of thinkers, teachers, instructors in education and mentor. Reality ecological was that which, for factors impacted by different aspects– e.g. resources, as unique from or as variations of reality international, a few of guy’s goals and behaviour needed to be based upon for much better and more pleasure in his instant environment of preventing society’s retribution and of intrinsic and extrinsic benefits– through viewpoint and theorists, thinkers, instructors and teachers, this suffered in education, mentor (mainly of history and metaphysics) much predisposition. In approach theorists and thinkers on worths, in education teachers, instructors, need to stabilize these facts in academic viewpoints, in mentor and education of teacher and instructors, in mentor students.
when cultural viewpoint of education and mentor disregarded another’s cultural approach of education and mentor -and mindset, and was not well balanced ecological reality with worldwide reality, that did not alter e.g. infidelity likewise in the laws of Austria [up until 1997] and over 20 states of the USA being a criminal activity nor the level of unacceptability of pre-marital relationships no less than in Turkey remaining in Greece, however provided increase by abuse or lack of knowledge to severe speculations likewise through theorists, viewpoint, thinkers, teachers, instructors, education, mentor, triggering leanings worldwide unwanted, damaging to both society and the person.” Society is the soil, people the seeds to grow
Honest & sure’s the offer: you enjoy what you plant”
Viewpoint, science, argued on religious beliefs, excellent thinkers varied on God -education and mentor of and by teachers, instructors, pertained to embrace the other extreme of instructional approaches with exact same innocence, lack of knowledge, obstinacy; whether on spirituality with confessed unknowns adopters and adapters instructional approaches considered themselves more educated in mentor and education on much eastern and western viewpoint by numerous eastern and western thinkers on afterlife than when in the womb about the world, was ‘God’ of religious beliefs not essentially the ‘strange force’ of all theorists and viewpoint and science -advising of exact same fundamental worths of all thinkers and approach in keeping social order that were, as based e.g. on ‘the 10 rules’, of all spiritual, nonreligious, materialist societies ?!
Despite some thinkers and viewpoint, teachers and instructors and education, wasn’t male’s creativity outrageous, unknowns of theorists and approach and science restricting factor -and (regardless of impacts through religious beliefs, theorists, viewpoint, science, teachers, instructors in education, mentor) faiths’ fundamentals thinkers’, approach’s ‘morality’, psychology’s super-ego or affective value-order-meaning based ‘conscience’?!
Concern with language of thinkers, of viewpoint, needed to be more, extended beyond its significance which understanding altered: Language, was being perverted with predispositions or lack of knowledge– it was injustice to future generations that e.g. ‘merriment’ they would barely comprehend the significance of as utilized in terrific literature|it was as incorrect for artistes, intellectuals, academics, to think about strong changing of words from languages of countries they hailed to be development in civilisation as worldwide to money literacy programs to teach standard ‘worldwide language’; language properly utilized had actually been accountable for social reforms through e.g. Dickens or Ibsen, such pleasure through e.g. Shakespeare or Fuzuli, such magical and philosophical literature as e.g. Goethe’s– the long term impact may be equivalent to loss of fantastic works of literature, viewpoint, by mobs’ burning of library of Alexandria; thinkers, teachers embracing instructional viewpoints, instructors mentor, need to discuss, make sure gratitude of this.
a lot more than guy’s experiences when young did that, at all times, make it possible for ruthlessness by providing to man his fellow males as bad, his being promoted by abusers of his innocence or by the oblivious to act terribly effecting comparable reaction; there was much to an address to an instructors school that real success and biggest service to humanity protested lack of knowledge. It fell on approach and thinkers of education, on teachers, instructors, to beware of the requirement to stabilize useful mentor with scholastic mentor making it possible for doers to be or with them likewise there to be thinkers; guy desired peaceful satisfaction– did not systems that stopped working guy’s goals to value constantly die?!
It would not assist understanding in approach, nor in mentor and education of and by instructors and teachers, for philosophical idea to resign itself to silence on what none might reject however numerous might not discuss; approach and theorists, philosophical idea and philosophical reasoning, untouched by ‘metaphilosophy’ existed since male’s interest forced him what he might not understand to look for to have a gratitude of, although one might not identically experience another’s e.g. happiness or discomfort and difference on e.g. the degree of it was possible and argument in view of unequal understanding perhaps difficult Approach was not rubbish separated from reasoning, nor afflicted ‘metaphilosophy’ application of philosophical reasoning, deductive or inductive, to the learnt about both the recognized and the unidentified– likewise in the latter regard efficient in helpful sense. Scientific research study on viewpoint, even with e.g. ultimate arrangement with millennia old viewpoint and thinkers on guy’s professors in relation to mentor and education, was great|That reject through teachers and instructors in official mentor and education for some approaches and theorists was substantially based on lack of knowledge, e.g. of psychologists’ increasing approval of ‘mind’, of evolutionary theories not being as hypothesised, the unpredictability concept of physics, individual advancement theories being adjustments from viewpoint & theorists, was bad for mentor, education, teachers, instructors, as patterns in academic viewpoint.
Guy had possible, constantly found out -his look of being more efficient in finding out when young pertained to lots of issues of adult life impacting as non-use did an automobile battery|If connection or action was without mindful understanding, love assisted in education and mentor however did leave much to be wanted.
Educators and instructors mentor, theorists in viewpoint, did owe care in mentor and education not to couple predispositions impacting mentor and education contrary to male’s goals with such innocence– in appropriately used viewpoints of education that did start by working out believed in education, and mentor to believe.
” Never the thinker ends
Who in others believing inspires”
‘ Truth’ of viewpoint and thinkers, in practice– whether individual or (and particularly) impersonal, whether skilled or presupposed, 2 kinds of existed: reality worldwide, fact ecological; both were excellent, vital in mentor, education. Fact ecological was that which, for factors impacted by numerous elements– e.g. resources, as unique from or as variations of reality worldwide, some of guy’s goals and behaviour had actually to be based on for much better and more satisfaction in his instant environment of preventing society’s retribution and of intrinsic and extrinsic benefits– through approach and thinkers, instructors, teachers and thinkers, this suffered in education, mentor (mainly of history and metaphysics) much predisposition. In approach theorists and thinkers on worths, in education teachers, instructors, need to stabilize these facts in instructional viewpoints, in mentor and education of teacher and instructors, in mentor students.
Viewpoint was not rubbish separated from reasoning, nor afflicted ‘metaphilosophy’ application of philosophical reasoning, deductive or inductive, to the understood about both the recognized and the unidentified– likewise in the latter regard capable of helpful sense. That reject through teachers and instructors in official mentor and education for some viewpoints and theorists was substantially based on lack of knowledge, e.g. of psychologists’ increasing approval of ‘mind’, of evolutionary theories not being as hypothesised, the unpredictability concept of physics, individual advancement theories being adjustments from approach & theorists, was bad for mentor, education, teachers, instructors, as patterns in academic approach.