Fundamentals of Effective Communication in the Workplace Coursework

Fundamentals of Effective Communication in the Workplace - Coursework Example This reason was earlier provided to the class by the lecturer. The teacher carefully listened to my claim and then accepted his mistake and corrected my answer as well as increased my grade. Communication is said to be effective if the message and the meaning that the sender of the message wants to provide to the receiver is similar to the meaning and the message that the receiver attains. Most important part of effective communication is the feedback that is received from the receiver of the message. If the message is understood by the receiver and his response is similar to the expected response of the sender, the message is said to have been communicated in an effective manner (Borkowski 72). In the above incident effective communication took place because the purpose for which I talked to my instructor of accepting that my answer was correct and then adjusting my grade effectively was attained. The change of the grade by the instructor is the feedback that I expected and received from my instructor. Another reason due to which I perceive that my message was effectively communicated is that my instructor had allotted sincere effort and time to listen to me. In order for effective communication to take place it is essential that an individual listens to what is being said and then taking any action (Guffey 22). My instructor became a very good listener when I described him the problem and then only he took the corrective action. I even perceive that my communication was effective in nature because I selected the right medium for communicating my message. I could have used other ways such as writing a letter to the instructor or an email. But I choose to talk to him face to face because without this medium I would not have been able to discuss the issue in detail (Guffey 107). The corrective measures that were taken by my teacher made me feel that the educational institute has an

Why I Selected a Career Path as a Special Education Teacher Essay Example for Free

Why I Selected a Career Path as a Special Education Teacher Essay With the passage of the No Child Left Behind Act (NCLB) in 2001 and revisions of Individuals with Disabilities Education Act (IDEA), schools have implemented the pre-referral process encouraging individual based level of education for a particular student. Historically, before recent updates to state and federal special education guidelines, students typically received special attention to their specific needs through parent conferences, generic observations, a few general intervention techniques, psychological evaluation, or simply a review of report cards, social records. Since the implementation of IDEA, students are now receiving proactive approaches to match his or her level of need. Two such approaches of evaluating individual students are Positive Behavior Support (PBS) and Response to Intervention (RTI). Both PBS and RTI are structured on a different model, but both have the same goals. Each intervention approach takes into account components and accounts for critical universal factors that target a specific individual, group, or level. These two models offer a range of interventions that are scientifically applied to a student, based on the student’s level of needs through previous monitoring in the classroom. Response to Intervention (RTI) is defined as â€Å"the practice of providing high-quality instruction and interventions matched to student need, monitoring progress frequently to make decisions about changes in instruction or goals, and applying child response data to important educational decisions† (Batsche et al. , 2006). RTI has emerged as the more popular of the two intervention model’s and has been accepted by most schools in the United States, as the new way of thinking about early intervention and identifying a child’s educational disability. The RTI approach considers the application of an individual student’s difficulties in schools by evaluating student’s environment and then provides intervention as soon as the student shows signs difficulty, lack of focus, or academic problems. The goal of RTI is to ensure all students receive the highest quality of education and instruction and reduce any possible false referrals to unnecessary classes, or programs. RTI has a three tier model for also eliminating unqualified teachers as a reason for a student’s lack of performance, or grades. For example in, tier I of the three modeled tier, teachers are required to implement different teaching techniques in order to gauge a student’s performance and focus toward learning. This form of teaching is a method only most qualified teachers can provide in the RTI process. Tier one is described as a universal assessment using formal and informal instructional techniques. Tier two targets students that have not made progress in a given amount of time and are monitored frequently. These students are considered as having some academic weakness. Tier three is more of an intensive intervention and for students that do not respond to instruction form tier two. Tier three students may be eligible for special education classes and programs. When a student is evaluated and qualifies for tier three, the students will be specially monitored and eventually reviewed for receiving an individual educational program (IEP). Positive Behavior Intervention and Support (PBIS), is based more on a model of how to solve inappropriate behavior and prevent that behavior through teaching and reinforcing appropriate behaviors. â€Å"Positive Behavior Intervention and Support (PBIS) is a process for creating school environments that are more predictable and effective for achieving academic and social goals. For some schools, PBIS will enhance their current systems and practices, for others it will radically change the culture for the better† (www. cms. k12. nc. us). Positive Behavioral Intervention and Supports (PBIS) is a systemic approach to proactive, school-wide behavior based on a Response to Intervention (RTI) model. â€Å"The concept of PBIS has been researched in education for approximately 15 years† (www. cms. k12. nc. us) and has been implemented successfully in thousands of schools in over 40 states. PBIS applies evidence-based programs, practices and strategies for all students to increase academic performance, improve safety, decrease problem behavior, and establish a positive school culture. Schools implementing PBIS build on existing strengths, complementing and organizing current programming and strategies. The PBIS model had resulted in dramatic reductions in disciplinary interventions and increases in academic achievement. Data-based decision making is a hallmark of PBIS and is a scientific approach to the pre-referral process to special education. There are many ways to define, or explain the concepts of PBIS and RTI, but each provides a specific three tiered pre-referral process to special education that will enhance the quality of life for students participating in these interventions. Whichever intervention a student is placed, he, or she should receive a higher quality education and instruction. Elements common in these models indicate a system of intervention based on a student’s performance that will indicated whether there is a legitimate learning disability, not just the need for additional instruction for no reason. References RESPONSE TO INTERVENTION. (2006). In Encyclopedia of Special Education: A Reference for the Education of the Handicapped and Other Exceptional Children and Adults. Retrieved May 23, 2012, from: http:library. gcu. edu:2048/login? qurl=http%3A%2F%2Fwww. cred oreference.com/entry/ wileyse/response_to_intervention CPI Educate. Empower. Enrich. (2012). Retrieved May 23, 2012, from: http://www. crisisprevention. com/Resources/Knowledge-Base/Positive-Behavior-Support SEDL Advancing research, improving education (2012). Retrieved May 23, 2012, from : http://www. sedl. org/pubs/sedl-letter/v19n02/rti. html CMS Charlotte-Mecklenburg Schools. (2011). Retrieved May 23, 2012, from: http://www. cms. k12. nc. us/cmsdepartments/PBIS/Pages/default. aspx Response to Intervention (2012). Retrieved May 23, 2012, from: http://www. nasponline. org/resources/handouts/revisedPDFs/rtiprimer. pdf.

A Creative Society Helps the Development of a Country

A Creative Society Helps the Development of a Country Jonathan Alberto Hermenejildo Bello Suneeta Williams    Abstract The next pages focus on an investigation of how creativity can become a great tool, which helps the development the country with the creation of new things. The methodology that was used to carry out the research was through the collection of data of articles, documentaries, videos on YouTube, and dictionaries. Creativity needs to be cultivated in children between four and five years old at school to create efficient people by changing the model of education in the country. Moreover, with inclusion of creativity in the educational system can generate breakthroughs in the society of a country. This way can change the world and help to have a better society. Whats done to children, they will do to society. -Karl A. Menninger (2001) Creativity is the capacity to generate new interesting ideas. These ideas might be applied to real life, and this is called innovation. Also, creativity is another way of seeing things compared to other people. According to Ossola (2014) creativity is innate because each person thinks in different ways. Nowadays creativity is being lost and one of the most important reasons is that students do not have motivation to improve their capacity to think or develop imagination. The way students learn and what they need to learn is rapidly changing. The antiquated model of education used in Ecuador does not develop good creativity in students. Creativity needs to be cultivated in children between four and five years old at school to create efficient people by changing the model of education in the country. First, historically the Ecuadorian educational system was guided by republican governments and religion, specifically Catholicism. Ecuador is funding has given priority to invest resources in other areas as the construction of roads or other public works; neglecting thus the process education in the country. Vicente Rocafuerte founded schools and colleges in the country. The general direction of studies, which, although they provided guidelines to meet the requirement in Quito and Guayaquil were targeting other governments in Ecuador remained insufficient education for many years. (Eval, 2016) Kofi Annan said that Knowledge is power. Information is liberating. Education is the premise of progress, in every society, in every family. As it has been creativity and innovation are important factors in developing countries and have to put special attention in the education as the way in which people can get more creativity and innovation and expand it. Every country has their own education system managed and directed by a government. A system education well managed and organized will have positive effects on teaching-learning of their students. For this reason is important to renew the educational model to develop creativity and imagination in students. Hence the Ecuadorian educational system has been progressing for many years. Second, society needs to stimulate creativity from an early age. According to Robinson (2012) we have to rethink the fundamental principles on which we are educating our children, because of early age they are developing their abilities. The Ecuadorian educational system needs to promote critical thinkers, innovators, and excellent citizens. The professor cannot just focus on theory in class. The educational model of Finland is leaving aside the memorization of concepts and emphasizes the development of curiosity, creativity and experimentation. To finish, people, matter of transmitting information is not the only important thing, where it is most important to learn to think. In a study UNICEF (2008), the range of ages where a person develops the capacity the capacity to reason and communicate is from four to six years of age. This period of time a child devoted all their energy and all their interest to learn and playing, which some of the activities necessary for the development of life. Where each person that is around him is responsible of his education principally the family, teachers and friends. Those people contribute to teaching that this child will develop and practice for their life. Third, the children have the need of exploring, know and act on the world that it surrounds and is starting from there build and develop their expertise. According Juscelina is the Director of Ananda Marga said that We are going to focus on their balance, boundaries, education and values. We involve the entire learning process; cognitive, intellectual, physical, and creative. (Zoomin TV World News, 2016) A child needs to make decisions and take action to control the environment that surrounds it. For this reason is important to stimulate the mind and body of the child from an early age. For instance the language of a child is poor and this is learning all the words that this listening around him. On the other hand, the movements of a child of six years are more complex than them from one of two. Therefore, Schools must take a more holistic approach to education and centering mindfulness as a component of instruction. Thus, the set of changes that experiences the child with the increa se of its age is called development, which helps him to future life. Another clear example is the Cedarsong Nature School in U.S. is defined as unstructured free time in nature resulting in an intimate, deep and personal connection to the natural world. (Kenny, 2011) This educational center focuses on children between two and six years age. The focus of this school is that children need to be outdoors to get stimulation of their brains through interacting with nature. That practical learning is the best educational approach for children. Also the teachers arouse the curiosity in the children, besides fomenting confidence in them. In times of crisis, only imagination is more important than knowledge. Albert Einstein said it because he knew that an idea might be more useful than a mathematical calculation or a chemical formula. Many characteristics of talent that a human being comes from a well-worked childhood where in areas such as art, music, sports and reading are part of parenting, as a mechanism to complement learning and understanding of exact sciences. I think we take for granted that we rely heavily on scientific creativity, whether we realize it or not, said Rex Jung (cited in Ossola), a professor of neurosurgery at the University of New Mexico in Albuquerque. Whether we use the advanced technology for to create new methods of communication and thus shorten distances. Also in the medical field as vaccines for any disease or simply facilitate the resolution of the problems of daily life, creativity and innovation is incredibly important to our quality of life, Jung said (cited in Ossola). Creativity is fundamental in the development of a country and social welfare of this. The capacity we have to change things and people through the creation of unimaginable things. While creativity is the meeting point between imagination and reality, the door to both our emotions and our knowledge; is a fundamental right of children and a human responsibility. Creativity is a great motivator because it makes people interested in what they are doing. Creativity gives hope that there can be a worthwhile idea. Creativity gives the possibility of some sort of achievement to everyone. Creativity makes life more fun and more interesting. Edward de Bono said. A good school does not only mean having the best grades or competing to be the best without assimilating what has been learned and without coherence between to teach and learning. For a good education you need to instruct the children on a path to love what they do. While a child is at ease with himself and his surroundings can build things that change the world towards comfort. Nowadays, education in Ecuador must development approach in the creativity of its infants. Children need principles that help them be reflective and interpret the information that teachers teach them. In addition to having knowledge in an area specifies for example, mathematical or physical, the professor must also have a preparation of as educate. Thus, that master also will have the tools necessary to mold of the best way to a student. These teachers will get the best potential of their directed and place them in the route of creativity and innovation. On the other hand, the family also has an important role in the development of creativity of sons. The parents can achieve it through the game where he proposes to the child is what experiment. It is to say to prove your potential to a problem to make you think that there are many ways to solve it and any solutions, is correct. Because this do not try to annoy child, but this tries that child travels for himself, his personal tastes and his character. So the child can motivate himself and learn as much as he wants without any limitation. So the child will be able to develop with the necessary tools to be able to face any difficulty that is presented around him. Specifically, the role of educators and parents is to be close, not wanting to eliminate their creativity in children. Also, understand that as much as children and adults, we are wrong. The mistakes the child makes will teach him not to repeat them again. In the other hand, if the child feels permanently criticized, this will generate insecurity in itself. All this will take the child to leave that use his imagining. Therefore, the child will not think that there are other ways to solve problems and he will agree what society dictates. I truly believe that everything that we do and everyone that we meet is put in our path for a purpose. According Marla Gibbs said There are no accidents; were all teachers if were willing to pay attention to the lessons we learn, trust our positive instincts and not be afraid to take risks or wait for some miracle to come knocking at our door. Finally, Ecuador cannot fail to recognize the role of the professors in education, since it is true that their role is changing in response to new demands of the knowledge society. It can be referred to an inspirational role. Furthermore, the role of government, which would be invested in the education of the country is pivotal. A good model of education helps to improve, prepare, develop virtues, and promote autonomy. The government needs to concern their effort in improving the quality of education and giving the necessary tools to children from an early age. Those people can develop things to improve not just the world, but also a tenacious society that is unafraid. Thus, those future thinkers will change their current situation in Ecuador with creativity and innovation. Works cited BrainyQuote, 2016 (2001) Marla Gibbs quotes. Available at: https://www.brainyquote.com/quotes/quotes/m/marlagibbs499846.html (Accessed: 12 December 2016). Childress, S. (2007) A Young Tinkerer builds a windmill, electrifying a nation. Available at: http://www.wsj.com/articles/SB119742696302722641 (Accessed: 20 November 2016). Education (2008) Available at: https://www.unicef.org/education/ (Accessed: 20 November 2016). Eval, N. (2016) Ecuador educational System-overview. Available at: http://education.stateuniversity.com/pages/400/Ecuador-EDUCATIONAL-SYSTEM-OVERVIEW.html (Accessed: 8 December 2016). Hamblin, J., Ossola, A., Brannen, P., Smith, E.E., Stern, J.E., Cooper, M., Graham, D.A., Prestowitz, C., Bodenner, C., Beinart, P., Gilbert, S., Green, E., Ajaka, N., Skurie, J. and Pollock, N. (2014) Scientists are more creative than you might imagine. Available at: http://www.theatlantic.com/education/archive/2014/11/the-creative-scientist/382633/ (Accessed: 13 December 2016). Jaime (2012) The Finland phenomenon: El mejor Sistema Educativo del mundo. Available at: https://www.youtube.com/watch?v=c2JGeGNxlh4 (Accessed: 20 November 2016). Kenny, E. (2011) Cedarsong nature school. Available at: http://cedarsongnatureschool.org/forestkindergarten/forest-kindergarten/ (Accessed: 8 December 2016). In-text citations: Kelley, T., Bodenner, C., Fallows, J., Kitfield, J., Rosengren, J., McGill, A., Ossola, A., McAdams, D.P., Green, A., Mokyr, J., Goldberg, J., Bigelsen, J., Varjacques, L., Ajaka, N., Hamblin, J., Pollock, N. and Skurie, J. (2014) Scientists are more creative than you might imagine. Available at: http://www.theatlantic.com/education/archive/2014/11/the-creative-scientist/382633/ (Accessed: 20 November 2016). Menninger, K.A. (2001) Karl A. Menninger quotes. Available at: https://www.brainyquote.com/quotes/authors/k/karl_a_menninger.html (Accessed: 20 November 2016). Thomson, S. (2016) World economic forum on Latin America 2016. Available at: https://www.weforum.org/events/world-economic-forum-on-latin-america-2016 (Accessed: 20 November 2016). Zoomin TV World News (2016) Zen preschool: Wellness parenting brazil style. Available at: https://www.youtube.com/watch?v=3-45C9kvv7A (Accessed: 8 December 2016).

Structuralism Developed by Ferdinand de Saussure Essays -- literary the

Structuralism was developed by Ferdinand de Saussure in the mid-twentieth century (Cuddon and Preston 923). This creation was brought on, in part, by the French existentialism period and is often combined with the semiotic theory of literary criticism; both are the source of development for other literary criticisms from the formalist schools of thought. As the name suggests, structuralism examines the structure of the work, investigating the ramifications of the organizations of literatures (McManus, 1998). As an image to portray this idea is examining the structure of a building and comparing it to the structures of other buildings in its surroundings, and then subsequently comparing the common features of those buildings to buildings from other cultures and what those architectural discrepancies represent (Brizee and Tompkins, 2011). Structuralism employs terms to help in the understanding of one of the most complex literary theories (McManus, 1998; Brizee and Tompkins, 2011). All words in any given language are either classified as parole or langue (McManus, 1998). Barbara McManus is an expert on literary criticism, has authored two books on the subject, is a retired professor of Classics Emerita, including the topics of Feminism and general literary criticism courses, from College of New Rochelle who defines the two terms as â€Å"any particular meaningful use of spoken or written language (also called ‘performance’)† and â€Å"the underlying system of sounds, forms, and rules of combination of a language which make meaningful communication possible (a speaker's implicit knowledge of this system is called ‘competence’),† respectively (McManus, 2003; McManus, 1998). McManus later states that â€Å"[Structuralists are] interested in langu... ...ll D. Moyers. The Power of Myth. New York: Doubleday, 1988. Print. "Cormac McCarthy on James Joyce and Punctuation." Interview by Oprah Winfrey.Oprah.com. OPRAH, 01 June 2008. Web. 05 Feb. 2014. . Cuddon, J. A., and Claire Preston. The Penguin Dictionary of Literary Terms and Literary Theory. London: Penguin, 1999. Print. McCarthy, Cormac. The Road. New York: Alfred A. Knopf, 2006. Print. McManus, Barbara F. "Barbara McManus Home Page." CNR.com. College of New Rochelle, July 2003. Web. 4 Feb. 2014. McManus, Barbara F. "Structuralist Approaches." Structuralist Approaches. The College of New Rochelle, Oct. 1998. Web. 16 Jan. 2014. Murfin, Ross, and Supryia M. Ray. "VirtuaLit: Critical Approaches." VirtuaLit: Critical Approaches. Bedford/St. Martin's, n.d. Web. 04 Feb. 2014.

Communication Essay

In this assignment I will be explaining which each of the different forms of communication are and describing them in more detail and giving examples of each one. In health and social care we need communication skills are vital for anyone who wants to work within this environment. One to one communication is basically one person communication with another person but nobody else will be joining in the conversation. Other ways of having a one to one communication could be sending an email to someone and them replying or instant messaging someone. An example of having a one to one communication within health and Social care would be when a patient is talking to his/her doctor or a doctor talking to a patient’s family. Group communication is harder than one to one communication skills because it only works properly if everyone within the group is communication. This is very hard because normally within a group there is people who talk a lot and some who rarely talk or sometimes people who do not talk at all. An example of group communication would be when people go to an AA meeting. If you have no idea what an AA meeting is its Alcohol Anonymous so people who are alcoholics go to there to try and stop drinking. Formal communication is normally used by a professional. It is normally started with a polite greeting like â€Å"how are you today? † or â€Å"Good Morning† because they want to show respect to you. People normally use formal communication when in a meeting or a conference. In this type of communication using slang words or foul language like swearing is avoided and correct pronunciation is used. An example of this would be if a staff member isn’t working as good as they should be then the manager would have to give them a warning so they would have to use the correct use of wording so that they won’t think they are getting fired. Informal Communication is normally used with people who you are close with or know very well like family, friends and boyfriends. Informal Communication is the opposite of formal communication. It is usually used when in face to face conversation with a friend or relative- a personally known person. Informal communication is also used in e-mail, texts, and telephone conversations. An example of this would be in some areas it is common to call people love even though you have only just met them. Verbal communication is using words to tell your ideas, thoughts and feelings. Good verbal communication skills are being able to express your ideas clearly through your words. An example of this is by showing video’s you are helping the client to listen, by making hear a tape they are also listening, helping them to read books allows them to reading words and so on and understand them. Non-verbal communication is sending out message without speaking. You can send messages using your eyes, the tone of your voice, facial expression, hands and arms, gestures, the angle of your head and body posture. Within a few seconds of meeting a service user most people will usually be able to what they are feeling. You will be able to tell if they are tired, happy, angry or sad even before they haven’t said anything. You can tell what people are feeling by the use of body language. Now I will be explaining the non verbal messages which we send by using our bodies. The ones I will be talking about are posture, gestures,facial expression, touch or contact, use of signs, symbols and pictures, objects of references, writing, technology aids. Voice tone is basically the way you say something. If you say something in a loud voice people may seem you as angry and if you say something in a calm voice it will show that you are friendly. An example of this would be if you say â€Å"Hello, are you having a good morning† then this will show that you are friendly. Posture is the way you sit or stand. Sitting with crossed arms normally means you’re not taking any notice. Leaning back can send the message that you are relaxed or bored which leaning forward means you are interested. Posture is the way you sit or stand. Sitting with crossed arms can mean you’re not taking any notice. When you are leaning back can send the message that you are bored or not interested and when you are leaning forward it shows that you are interested in the conversation. An example in a health and social care setting would be when you are talking to a child at a school then you would be leaning forward to make sure the child knows you are interested in the conversation. Gestures are hand and arm movements that can help us to understand what a person is saying. Some gestures carry a meaning of their own. When you do something that is a success most people will put their thumbs up and if you do something perfection most people will put one hand on their waist and do a circle with their hands. You can tell what a person is feeling or thinking by the way they have their eyes. Your eyes get wider when you are excited or attracted to someone. A fixed stare may send the message that someone is angry at the person who she/he is staring at. When someone is looking away when they are talking to you it means they are not interested. Standing or sitting eye to eye can send a message of formality or hostility. A slight angle can create a more relaxed and friendly feeling. Touching another person during a conversation can send message of care, affection, power over them or sexual interest. Gestures made with hands or arms, written symbols or diagrams such as traffic signs all communicate message to people. Braille is a form of written language for the blind, in which characters are represented by patterns of raised dots that are felt with the fingertips. An example of braille being used in the health and social sector would be a blind person maybe reading a letter in braille sent from hospital concerning their health; they’d have to feel the dots to understand what has been written. Paintings, photographs, sculptures, architecture, ornaments and other household objects can communicate messages and emotions to people. People often take photographs or buy souvenirs to remind them of happy experiences they have had. Language does not have to be based on sounds that are hears. Signing systems such as Sign Language provide a full language system for people who do not use spoken language. An example of sign language would be if someone needs help with their hearing difficulties. Written Communication is where someone talks by writing a letter or an email. An example of written communication would be if someone is trying to get a care assistant job will be sending their cv of by an email. Technological aids – Humans can communicate across distance and time by using written messages, email and text messages. Information can be recorded electronically, helping us to communication more efficiently than writing on paper. Electronic aids can turn speech into writing such as mini com for people with a hearing disability or voice typing for people with dyslexia. AN interpreter is someone who can translate speech. A signer is someone who can use sign language to speak. A translator is a person who translates one language to another. Lip reading is an aid to communication for Deaf and hard of hearing people. Lip-reading classes help regain confidence and lessen the feelings of isolation that so often come with hearing loss. Most people misunderstand deafness. It’s invisible and doesn’t change the way you appear to other people, but it can change the way you feel. You may: * Feel excluded from everyday activities and conversations * Find it difficult to cope in some situations * Feel frustrated when trying to communicate with people around you Makaton is a language programme designed to provide a means of communication to individuals who cannot communicate efficiently by speaking.

The Validity of Knowledge

Lia Thompson Mr. Faria HZT 4U1 Wednesday January 18, 2012 The Validity of Knowledge This paper will explain the validity of John Locke’s Theory of Knowledge. Epistemology has been the topic of discussion for many philosophers over the centuries. The study of knowledge is important because as humans, it is necessary to understand where the basis for our knowledge originates. Locke, like many philosophers believed that all knowledge about the world is derived from sensory perceptions.Empiricists such as Locke believe this â€Å"posteriori† view of knowledge. He explains in his theory that we are born with â€Å"blank slates† or Tabula Rasa, the term used in Locke’s theory in his writing, â€Å"An Essay Concerning Human Understanding† (Locke 163). Philosophical arguments are as varied as the philosophers who construct them. For each theory, there is an opposing view. Rationalists, such as Rene Descartes would argue against Locke and his empiricist view of knowledge, believing knowledge to be innate.Descartes believed that all humans are innately born with these truths without the aid of our senses as argued in his first, second and third Meditations (Descartes 3). Locke’s theory goes against not only Descartes views but Plato’s as well. But Despite the arguments against Locke’s empiricist view, he is most reasonable. I agree with John Locke’s theory of sensory perception because we would not be able to survive without our senses. John Locke was born on August 29, 1632 in a village in Somerset, England (John Locke-Biography).He wrote several major works that have made a big impact on today’s view of the world, but his major theory on knowledge was in his book, â€Å"An Essay Concerning Human Understanding†, where he outlined his views as well as argued against rationalist’s view on innate knowledge. He wrote his book based on his belief that true knowledge is gained through experien ce, â€Å"a posteriori† (Velasquez 330). â€Å"Locke holds that the mind is a tabula rasa or blank sheet until experience in the form of sensation and reflection provide the basic materials — simple ideas — out of which most of our more complex knowledge is constructed† (Uzgalis).Reflection and sensory experiences go hand in hand because in order for our senses to be used, we must experience the world around us. Once we have experienced, for example the sweet taste of an apple, from eating it, we are able to reflect on what our senses were able to establish about it and gain truths about what we experienced. â€Å"Reason is our intellect, our power to think and make judgments based on our sensory experience† (Locke 59). Locke does agree that we as humans have reason but our senses are paired up with reason, as we are to reason what our senses are experiencing.Locke created the theory of â€Å"Primary and Secondary Qualities† to explain his i deas about the differences between our perception of the world and what the world really is. Based on scientific research, humans are aware that not everything we perceive is the same as how other living creatures perceive it. Animals in comparison to humans may experience the same things as humans do, but the way they are perceived can be totally different. For example, it is scientifically proven that dogs cannot see in colour, so to them everything is in black and white.Dogs still use their sight, but are unable to see the same colour humans can. Primary Qualities are measurable qualities by size, weight, shape etc. and will stay the same regardless of our perception. Secondary Qualities are the hidden powers an object has that can produce in us a sensory experience such as the colour we see in the sky. (Velasquez 333) We can understand his theory on Primary and Secondary Qualities because scientists are able through research to study other living things and their perceptions of senses.Locke’s theories are a clear explanation to the many things we experience as human beings. Descartes was born on March 31st, 1596 in Touraine. After finishing school in 1612, it left him feeling unsettled and dissatisfied. He felt the need to travel, so he could discover new surroundings and he joined the army at the age of seventeen. He was in search of discovering more truth than he had found at school. Descartes lived in a time of great uncertainty as to what truth was, and what it wasn’t.There were new scientific discoveries being made which were unheard of at that time, as well as the new protestant branch of Christianity that went against the old traditional religious beliefs. With everything around Descartes changing, he began to doubt all his prior knowledge (Velasquez 320). Descartes began to search for true knowledge, which was the beginning of Descartes’ first meditation on Doubt. He questioned the idea that we may all be unaware of our state o f mind; are we dreaming, or are we awake?Descartes concluded that there are no ways to tell whether or not we are awake or dreaming. So where did this idea come from? He went on to say that there must be something of a higher power deceiving him, an â€Å"evil genius† of deceiving nature creating this illusion for all to get caught up in. Descartes reasoned that, if this were the case, we couldn’t trust our senses at all because our senses are illusions. With this mindset, Descartes believed that the only basic truths are those that cannot be doubted. The undeniable truth he discovered was â€Å"I think, therefore I am† which he reasoned that even if he was being deceived about everything else, he could not be deceived that he was thinking he was deceived, therefore he exists† (Velasquez 321). In order for Descartes to rule out sensory perceptions, he would need to rely on another basis for our knowledge. Based on his inner reflection, he believed that kno wledge is not learned, ideas are present in the mind at birth. â€Å"We have a priori knowledge – we are born with knowledge and truths without the aid of sense perceptions†¦Ã¢â‚¬ (Velasquez 324).Descartes would argue against Locke’s sensory perceptions theory because to Descartes, our senses are invalid. In Descartes† second meditation, he uses an example of a piece of wax to prove our senses wrong. â€Å"Let us take, for example this piece of wax: it has been taken quite freshly from the hive, and it has not yet lost its sweetness of the honey which it contains; it still retains somewhat of the odor of the flowers from which it has been culled; its colour, its figure, its size are apparent; it is hard, cold, easily handled, and if you strike it with a finger, it will emit a sound† (Descartes 190-191).Here Descartes explains, in every respect all physical aspects of the wax that is experienced with our senses. â€Å"But notice that while I speak a nd approach the fire what remained of the taste is exhaled, the smell evaporated, the colour alters, the figure is destroyed, the size increases, it becomes liquid, it heats, scarcely one can handle it, and when one strikes it, no sound is emitted†¦What then did I know so distinctly of this piece of wax? It could certainly be nothing of all that the senses brought to my notice, since all hese things which fall under taste, smell, sight, touch, and hearing, are found to be changed, and yet the same wax remains†¦ it is mind alone which perceives†¦this piece of wax† (Descartes 190-191). Descartes explains that because the wax can transform, leaving us with different sense perceptions than before, it cannot be trusted as knowledge. Descartes was unable to grasp Locke’s concepts of sensory experiences and therefore rejects everything but the knowledge we are innately born with.Although Descartes gives an adequate theory, his views do not stand up to Locke and other philosopher’s criticisms. To Locke, Descartes’ whole argument on innate knowledge and the ideas behind his meditations are weak, not only invalid because of their opposing views on how humans attain knowledge, but invalid in regards to his reasoning behind his theories. There are many things to point out about Descartes, based on Locke’s ideas. Locke understood the ideas of innate knowledge, but disagreed because he believes we are too much a part of this world to doubt its existence.If innate knowledge were the only true way to have knowledge, people would not be having arguments of what is right and what is wrong. â€Å"[Descartes ideas of doubt are invalid] because there are none to which all mankind give a universal assent† (Uzgalis). Descartes’ explanation of existence of things states that because Descartes can think, and because thinking things exist, Descartes therefore exists. But this argument is invalid because this is the same as saying, â€Å"I am walking, hence I am the walking. The author, William Benton in the book, â€Å"Descartes/Spinoza† objected to Descartes’ second meditation on doubt by saying, â€Å"this is an assumption on Descartes part to say that which one understands is the same exercise of understanding†¦for the entity of understanding itself, is one thing and the essence is another† (Benton 135). This relates back to Descartes invalid argument because Descartes defense can be restated as a claim that he is thought.One may think, but can never be the â€Å"entity† or the actual action of thinking. All of Descartes meditations on knowledge surround the main idea of innate knowledge and thought, â€Å"but whence comes our knowledge of this proposition, I think? †¦ we cannot think of leaping, apart from that which leaps, of knowing apart from a knower, of thinking without a thinker† (Benton 135). Descartes has no explanations of how we are able to c ome to thoughts on actions.Actions can relate to the idea of innate knowledge because they both are thought, but are unseen to the senses, at least until the thought or action is indeed physically done. â€Å"But for example, willing fearing and denying always go hand in hand with something physical as the subject of those thoughts, you cannot have the knowledge of what scares you without experiencing it in some way† (Hutchins 138). Locke also expresses his opinion not on emotions that derive from experiences but with the nature of this world. For I imagine any one will easily grant that it would be impertinent to suppose the ideas of colours innate in a creature to whom God hath given sight, and a power to receive them by the eyes from external objects: and no less unreasonable would it be to attribute several truths to the impressions of nature, and innate characters† (Uzgalis). If we know what the term â€Å"colour† means, that is some sort of knowledge, and s o we are unable to identify colour unless we use our senses. We cannot believe we know the term colour, without actually experiencing it.Just as the author in the book â€Å"Descartes/Spinoza† explains that one is unable to know what an actual angel looks like, but from our experiences through visual senses, we are able to construct ideas of what one might look like based on our visual surroundings. (Hutchins 136) Now this goes against Descartes ideas of thought and innate knowledge because, â€Å"Notice that in order for Descartes to doubt his beliefs, he needs a language in which to express his doubt. But then, if Descartes were to doubt his beliefs about what words mean, then he could not formulate any doubts at all.He would be totally incapable to express his doubts. Thus the attempt to doubt anything would be necessarily self defeating† (Albert). Descartes’ arguments on doubt are self-defeating because Descartes does not believe anything exists but his mind , ruling out all language and terms used and formulated in this world. The example of wax used by Descartes to validate his view that sensory knowledge is the only knowledge, can be looked at differently to validate sensory experiences.From an empiricist’s point of view, one would indeed gain knowledge by putting the wax near the fire because in doing so, one would understand what happens to wax when it is being scorched. By using the senses to experience the wax in a different form, one is able to reflect and learn from the experiment. Descartes theories have many flaws, therefore making his arguments invalid. Although there are many other rationalists that oppose the views of empiricism, Plato was another great philosopher who developed the very foundations of innate knowledge based on Socrates dialogue with the slave boy.Socrates, being one of the significant founders of western philosophy, along with his student Plato was famous for imposing difficult thought-provoking in quiries to the fellow Athenian citizens. Although Socrates did not record any of his philosophical discussions or inquiries, his student Plato explains to us the works of Socrates. Plato, like Descartes believed that there was only one way to have knowledge. He believed knowledge was not acquired through the use of our senses, but merely obtained before we were born.Plato went farther than Descartes by believing that our souls must have lived in another universe before being born in this one. This other universe would have been perfect where we would have been able to experience perfect objects and were able to experience all that was perfect in the prior universe. The reason we would have innate knowledge would be because when we were born into this imperfect world, according to Plato, all the perfect concepts of the previous world would still be within our souls. â€Å"Most rationalist philosophers have rejected Plato’s claim that before we were born we existed in another perfect universe.But many rationalists have accepted Plato’s more basic insight: we do not acquire the basic truths of math and science by observing the world around us†(Velasquez 326). Although his beliefs about how we attained innate knowledge were not much accepted, he uses a dialogue between Socrates and Meno, the slave boy’s master to explain his beliefs on innate knowledge. â€Å"In Meno, Plato tells us how Socrates once made a slave boy â€Å"remember† his knowledge of geometry by showing him some imperfect figures drawn on the ground.Socrates shows the slave boy a square that is supposed to be two feet by two feet in size. Socrates asks the boy to draw a second square that is exactly twice the size of the first square†¦the boy initially realizes that his first answer is wrong. If you double the length of each side of the square, you will get a new square that is exactly four times as big as the first square. Yet the boy knows this without mak ing exact measurements†¦ and even if the boy had measured the squares, they would probably not have turned out to be exactly the right sizes. So where did this boy’s knowledge come from? (Velasquez 324) In this summary of the dialogue, Plato argues that the boy’s knowledge of the Pythagorean theorem could not have come from observing the imperfect figures drawn on the ground. This proves that it must be knowledge that is already in our minds then, because Plato explains that the knowledge of mathematical theorems are not obtained through sensory experiences. It is impossible to rely on our senses to give us knowledge of math because there is no physical experience to go hand in hand them. This belief is the total opposite of Locke’s views because Plato denies any thing that relies on the senses.In Plato’s dialogue involving the slave boy, there is some questionable material that can relate back to Locke’s beliefs of relying on our senses. Even though the slave boy was able to answer Socrates’ geometrical question, the dialogue stated that the boy hesitated and also made a mistake before arriving at the correct answer. â€Å"At first the boy says that if you double the length of each side of the first square, you will get a second square that is exactly twice the size of the first square†¦the boy quickly realizes that his first answer is wrong. (Velasquez 324) His knowledge was based on observation not innate knowledge. The boy was able to use his visual perception to determine the measurements of the squares. As Locke would say, â€Å"Reason is our intellect, our power to think and make judgments based on our sensory experience† (Locke 59). It merely takes reason and reflection to first observe the dimensions of square and then come to a realization about how to double the square. Although he was answering a question, Socrates used an example of an imperfect square and then asked him to solve the ques tion.The answer was discovered through trial and error. It was clearly not based on innate knowledge but visual senses. I agree with Locke’s theory because it is the most reasonable approach to the idea of gaining knowledge. With out sensory perception feeding us, we have nothing to base our knowledge on. We have been born with blank slate, but are still equipped with reason as human beings. One can relate scientific discoveries to sensory perceptions because all scientific knowledge comes from observations.One cannot call something a scientific discovery if it does not have evidence to back up their hypotheses. The evidence used does not come from innate knowledge, but from observation, touching, hearing, smelling, tasting. If, according to Plato and Descartes, basic science and math were innately known, then science would not improve. If science were innate, scientists would not have a job, and everyone wouldn’t be arguing about their beliefs. Science is constantly d iscovering something new, constantly realizing that something once thought as true, turned out to be false.For example, Einstein’s Theory of Relativity is based on mathematical structures and therefore is valid in the eyes of a rationalist. But if this knowledge were innate it would automatically have to be true. Scientists just recently have discovered subatomic particles that defy the theory of relativity, as these particles move faster than the speed of light. If this is the case, it is impossible to say that innate knowledge is the only truth. The whole world would have to be in agreement and collectively accept things as they are, and the world is nothing like that.We can all agree to this because we have all gained knowledge through the use of our senses. Knowledge itself is something that we as humans are still discovering, questioning and experiencing in our own way. John Locke helps us to see that knowledge is something gained individually, in our own ways, in our ow n time. We all have something in common and that is our ability to use our senses in such ways that we have been able to create magnificent pieces of art, unravel the mysteries of the universe, invent new and convenient strategies for the human race and so on.All this made possible by the pursuit of knowledge. Works cited Books Hutchins, Robert Maynard// Rene Descartes// Baruch Spinoza. Great Books of the Western World: Descartes Spinoza. Chicago: Encyclopedia Britannica, 1952. Print. Locke, John. An Essay Concerning Human Understanding. Ed. Kenneth Winkler. Hackett Publishing Company, 1996. Velasquez, Manuel. â€Å"Chapter 5: The Source of Knowledge. † Philosophy. 10th ed. Belmont: Thomas Wadsworth, 2008. 320-33. Print. Websites Albert. â€Å"Criticisms to Descartes’ Cogito  « Albert’s PHI101/103 Weblog. Albert’s PHI101/103 Weblog. 1 Apr. 2008. Web. 20 Jan. 2012. . â€Å"John Locke – Philosopher – Biography. † The European Graduat e School – Media and Communication – Graduate & Postgraduate Studies Program. 2010. Web. 20 Jan. 2012. . Uzgalis, William, â€Å"John Locke†, The Stanford Encyclopedia of Philosophy (Winter 2010 Edition), Edward N. Zalta  (ed. ), URL = .