Philosophy of Education of Thinker Teacher Orhan Seyfi Ari on Educational Philosophy

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.

In educational philosophy also, good considered some eastern and western philosophies and philosophers man, bad other philosophies and philosophers; while differed philosophers' knowledge and wisdom and philosophy and preferred educational philosophy, logic in philosophy on man's behavior (irrespective of educators' different policies and teachers' teaching varied history) suggested that man was neither 'good' nor 'bad' but his developable original unique mind and intellect 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, assuming man irrational and neglecting (also in educational philosophy) his being regulated also by intrinsic desires, their confusing strength with power and ignoring most philosophy and philosophers supported by history that man, his rationality always overcoming temporary hysteria representing wicked abuse and ignorance, and most powerful, whenever considered the nature or extent of retribution or neglect of intrinsic values intolerable, always (not necessarily through educators in educational philosophy and teachers of moral philosophy, by education and teaching) changed what he disliked.

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