PHILOSOPHY MATRICES ASSIGNMENT INSTRUCTIONS
OVERVIEW
The overview of the first three modules of this course will lead you into an exploration of
various educational philosophies. Traditional philosophies, modern and post-modern
philosophies, as well as educational theories of transformation and transmission will all be
studied along with their corresponding personalities. This assignment will give you the
opportunity to organize the essential components of each of these major educational philosophies
and to compare these components against one another. The result will be an invaluable tool in
your educational toolbox for years to come.
INSTRUCTIONS
Using the Gutek textbook, the Jerry Falwell library, and any other research databases to complete
the empty white cells in the accompanying template. Your responses in each column should
reflect the beliefs about that category according to the specific philosophy for that section. This
will assist you in comparing the various philosophies. Ensure that the major principles of each
philosophy are clarified. Key words, phrases, and short sentences will suffice. Lengthy
paragraphs are unnecessary. The textbook aligns with the matrix chronologically, so you will
find the information as you read through the book. Much of this information is clear in the text.
For a few of the philosophies near the end of the matrix, however, you may need to make some
inferences based on the information you read. The following list is to help you consider what
should be written in each column.
 Metaphysics = What is reality/truth? What is purpose and meaning in life?
 Epistemology = Is it possible to know reality/truth? If so, how?
 Axiology = What values should be developed in education?
 Learner’s Nature = What is the role of the learner? What is the human condition?
Good? Bad? Neutral? What learner factors should be considered in education?
 Teacher’s Role = What is the most effective approach the teacher should take?
 Curricular Focus = What content is most important?
 Methodology = What pedagogical strategies are most effective?
 Criticisms = What do opponents of this philosophy/theory say about it?
The template will be completed according to the following schedule:
Module: Week Matrices
Module 1: Week 1 Matrices 1–3: Idealism, Realism, and Neo-
Scholasticism
Module 2: Week 2 Matrices 4–5: Pragmatism and Existentialism
Module 3: Week 3 Matrices 6–11: Perennialism, Essentialism,
Behaviorism, Reconstructionism, Critical
Pedagogy, and Constructivism

Week 8 Discussion – Scope Creep Is Good

   Please respond to the following:

• In  many risk programs, risks are managed individually. A robust risk  program, however, considers the cumulative effect of all risks. Assess  the following scenario and identify the effect of multiple events on a  risk management strategy:
  • When the Titanic struck the iceberg,  the weather was bad, the lookouts were not properly equipped, the radio  operator was not monitoring other ship traffic in the area, and the ship  design had a major flaw in the construction of the hull’s “watertight”  compartments.

Be sure to respond to at least one of your classmates’ posts.

Respond to student below

Thomas Gutche         

Wednesday Aug 23 at 11:10pm          

Hello Dr. Marion and Classmates

This week’s discussion looks at risk planning for multiple events vs. managing risk individually. The scenario of the sinking of the Titanic was a barrage of bad events happening simultaneously. The  probability of all those issues and the negative impact happening  simultaneously would have been low on a risk probability and impact  matrix. Even each individual one would have had a low probability, with some having a high impact (i.e., weather or design flaws). Even  with low probability, the project should have identified the potential  weather issues, design defects, and staff not following policy. Risk happening one at a time or all at once must be considered in risk planning.

Regardless of whether one risk event materialized or multiple, risk  responses could have been created and helped mitigate some of the impact  of the risk events that happened that night. The bad weather response could have been ‘accept,’ knowing that open oceans can be unpredictable. Accepting potential bad weather could have triggered more training for the crew on how to run the ship in bad weather. The  risk response for the radio operator could have used a ‘mitigation’  response on policies being always created to have two staff on duty. If one stepped away without reason, there would always be a second. The  ship design response could have been a ‘transfer’ strategy, and the  shipbuilder could have hired an independent contractor to inspect the  hull design and potentially discover the flaw and request a change in  design. Responding to the multiple risks could have had a  positive chain reaction that reduced the probability of additional  events happening on the ship.

The project team managing the Titanic would have had to have been  diligent in the monitoring and control phase to continue accessing the  risk register and add/reevaluate new risks as they became known. New  risks could have been identified by other ships experiencing impacting  events that the Titanic crew didn’t know about when first assessing risk  at project initiation.

Feedback welcomed. I hope everybody has a great week!

 The president of your company would like to deploy a wireless networking solution at the company’s headquarters to help improve productivity. He understands the benefits of wireless networking, but he has reservations due to the potential security risks. He reaches out to you, the company’s knowledgeable networking administrator, for advice. In your initial post, explain the different types of wireless security options, including the protocols and encryption levels necessary. Provide an evaluation of the security differences between the security options. Explain any risks or other technical considerations of which the president should be aware. Propose a wireless solution for the company, supporting your recommendations with evidence from the readings. 

We will use IntelliJ IDEA for coding within this course. 
1) Go to this website and download/install the IntelliJ IDEA (Community version) software onto your computer https://www.jetbrains.com/idea/download (follow the installation instructions on the left hand side menu). 
2) After you have installed the IntelliJ IDEA, create a new project (JAVA) by following this YouTube – the project’s name is ‘HelloWorld’
a) See this video for example to get started with creating the ‘HelloWorld’ project https://www.youtube.com/watch?v=H_XxH66lm3U
**you will change program’s System.out.println so that it will print  Hello, World! My name is – your firstname, lastname

3) Locate the HelloWorld folder on your computer and zip the entire folder.
4) Submit the zipped file from step 3 to complete this assignment

Historians tend to claim that the Islamic empires (Ottoman, Safavid, and Mughal) were notably tolerant. Indeed, these empires demonstrated a high level of open-mindedness toward religious and ethnic minorities when compared to their European contemporaries. How accurate was this historical narrative?

Part I

Write a short paragraph using 3 examples as evidence supporting this view. 2 pieces of evidence should be quoted or paraphrased from 2 different readings (i.e.: 1 piece of evidence per reading) and 1 piece of evidence should be from lecture. Include an in-text citation for each piece of evidence. In your paragraph, explain how your evidence proves that the Islamic empires were tolerant of religious and ethnic minorities. You may also talk about Ottoman, Safavid, and Mughal treatment of women.

Part II

So… you know how modern academia is infamous for only being able to deconstruct existing narratives, and now we’re forever trapped in a cycle of seeking nuance and finding only obfuscation? Let’s do that! Write a short paragraph using 3 examples as evidence supporting an opposing viewpoint. 2 pieces of evidence should be quoted or paraphrased from 2 different readings (i.e.: 1 piece of evidence per reading) and 1 piece of evidence should be from lecture. Include an in-text citation for each piece of evidence. In your paragraph, explain how your evidence proves that the Islamic empires were only tolerant of religious and ethnic minorities when it suited their goals. Construct this paragraph as if Part I were your counterargument, and Part II is your rebuttal. (In other words, acknowledge the opposing viewpoint in this paragraph.)

https://sourcebooks.fordham.edu/islam/1493janissaries.asp

https://sourcebooks.fordham.edu/mod/montagu-smallpox.asp