ORHAN SEYFi ARI - Philosopher teacher Ari on teaching, philo
Orhan Seyfi Ari
Teacher & Philosopher
A philosopher was Orhan Seyfi Ari (1918 - 1992) an educator,
teacher, dubbed teacher of teachers, a teacher a street's
been named after -Ari was a teacher teaching, reforming
education, columnist, poet, philosopher -these appear to be some
of this philosopher's philosophy -also on some philosophers'
philosophies ~he saw himself a humble teacher: "I'm neither
a scholar nor a philosopher" -scholar & philosopher he was.
Dogrusoz -Kibris, on educators, teachers, teaching & teacher Orhan Ari, 5 Feb. 99
"Sometimes a great school is a man, sometimes a man is himself a great school"
Fedai -Halkin Sesi, on this teacher philosopher's deeds, 27 Dec. 92
"Seeking of you insight the wonders of the universe into
I knew, at last, this, that the universe was you"
Metiner -Birlik, poem, 29 Jan 93
"Well known and versed, none was he... Than the pilgrim -the teacher: Orhan Ari"
Philosophers' philosophies, thinkers, teachers' teachings weren't teaching man's difference from wild animals he was behaving as.
" ‘I was an ape' you say -or amphibian
And now?! Are you not, now, ‘man'!? "
Failings were of philosophers, eastern and western thinkers', educational philosophy, teachers, teaching -in teaching values.
Were affecting educational philosophies and educational philosophers, educators and education, teachers and teaching, philosophy and science, knowledge and wisdom, biases of those who thrived on ignorance and sought to unpopularise each other's kind to the masses with many concerns or under pain of ridicule or other injury 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 education, teaching of young minds.
Ethical scepticism 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, it 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 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 great philosophers' not fully understanding the transcendental did not justify educators', teachers' deeming it untruth in epistemology, education, teaching.
Good considered some eastern and western philosophies and philosophers man, bad other philosophies and philosophers; while differed philosophers' knowledge and wisdom and philosophy, logic in philosophy on man's behavior (irrespective of varying teaching of history by educators and teachers) suggested that man was neither good nor bad but 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 and assuming man irrational and neglecting his being regulated also by intrinsic desires and confusing strength with power and ignoring most philosophy and philosophers supported by history that man, his rationality always overcoming temporary hysteria (when he represented wicked abuse and ignorance) and most powerful, whenever considered the nature or extent of retribution or neglect of intrinsic values intolerable, always (alas not necessarily through educators and teachers of morals, or education, teaching) changed what he disliked.
"Continues the suffering, and continues the wait
But so long as tomorrows there are, the hope is great"
Philosophy, philosophers on ethics, morals, educators, teachers, often forgot that, ‘bad' everywhere in minority, while man's passion made it impossible always to ‘turn the other cheek' and e.g. his various laws extended mitigating circumstances to crimes of passion though cruel when by his biological constitution unchangeable by education he was in fright without flight, his morality included a sense of proud fairness and desire not to fail himself or loved ones by behaving badly -but for abuse or ignorance he preferred being thought well of to being thought ill of.
‘Truth' of philosophy and philosophers, in practice -whether personal or (and especially) impersonal, whether experienced or presupposed, two kinds of existed: truth global, truth environmental; both were good, essential in teaching, education. Truth global was truth known as perceived -or through science, and truth accepted inductively or deductively by logic of philosophers and philosophy -man's ‘understanding' ~man everywhere, always, desiring to enjoy more, better, including satisfaction of his intellectual curiosities by metaphysics, aspired to this -sometimes with biases of philosophers and philosophy or of educators and teachers in education and teaching. Truth environmental was that which, for reasons affected by various factors -e.g. resources, as distinct from or as variations of truth global, some of man's aspirations and behaviour had to be based on for better and more enjoyment in his immediate environment of avoiding society's retribution and of extrinsic and intrinsic rewards -through philosophy and philosophers, educators and teachers, this suffered in teaching, education (mostly of history and in metaphysics) much bias. In philosophy philosophers on values, in education educators and teachers, had to balance these truths in teaching and education of educators, teachers, in teaching pupils.
Philosophers and philosophy of education and teaching, history of teaching and education, showed bias in epistemology, science, philosophy, incorrect knowledge in teaching and education of educators and teachers, through educators, teachers in formal teaching, about nature and man ~when cultural philosophy of education and teaching ignored another's cultural philosophy of education and teaching -and attitude, and was not balanced environmental truth with global truth, that did not change e.g. adultery also in the laws of Austria [until 1997] and over 20 states of the USA being a crime nor the extent of unacceptability of pre-marital relationships no less than in Turkey being in Greece, but gave rise by abuse or ignorance to extreme speculations also through philosophers, philosophy, educators, teachers, education, teaching, causing leanings globally undesirable, injurious to both society and the individual.
"Society is the soil, individuals the seeds to grow
Honest & sure's the deal: you reap what you sow"
Philosophy, science, argued religion, great philosophers differed on God -education and teaching of and by educators, teachers, continued to be based on obstinacy and ignorance; whether on spirituality with accepted unknowns man considered himself more knowledgeable in teaching and education on much eastern and western philosophy by many eastern and western philosophers on afterlife than when in the womb about the world, was 'God' of religion not basically the ‘mysterious force' of all philosophers and philosophy and science -reminding of same basic values of all philosophers and philosophy in keeping social order that were, as based e.g. on ‘the ten commandments', of all religious, materialist, secular societies?!
Despite philosophers and philosophy, educators and teachers and education, wasn't man's imagination shameless, unknowns of philosophers and philosophy and science limiting reason -and (notwithstanding influences through religion, philosophers and philosophy, science, educators and teachers in education and teaching) in religions, major faiths, beliefs that came into play regulate philosophers', philosophy's, psychology's ‘conscience'?!
Concern with language of philosophers, of philosophy, had to be more, extended beyond its symbolism which knowledge changed: Language, was being perverted with biases or ignorance -it was disservice to future generations that e.g. ‘gaiety' they would hardly understand the meaning of as used in great literature ~it was as wrong for artistes, intellectuals, academics, to consider forceful replacing of words from languages of nations they hailed to be advancement in civilisation as internationally to fund literacy programs to teach basic ‘international language'; language competently used had been responsible for social reforms through e.g. Dickens or Ibsen, such enjoyment through e.g. Shakespeare or Fuzuli, such mystical and philosophical literature as e.g. Goethe's -the long term effect might be comparable to e.g. loss of great works of literature and philosophy by mobs' burning of the library of Alexandria. Philosophers in education, teachers, it fell upon, in teaching, to explain, to ensure appreciation of this.
In philosophy philosophers, in teaching and education educators and teachers, did innocent disservice where on lines of biases or ignorance of influences based on philosophy and teaching truth of two and two making four dependent on who said it, even in terms of e.g. of Avecinna's philosophy being right but Ibn Sina's philosophy wrong ~much more than man's experiences when young did that at all times enable cruelty by presenting to man his fellow men as bad, his being advocated by abusers of his innocence or by the ignorant to behave badly effecting similar response; there was much to an address to a teachers school that true victory and greatest service to mankind was against ignorance. It fell on philosophy and philosophers in education, on educators, teachers, to take heed of the need to balance practical teaching with academic teaching enabling doers to be or with them also there to be thinkers ~man aspired to quiet enjoyment -did not systems that failed man's aspirations to cherish always perish?!
It would not help knowledge in philosophy or in teaching and education of and by educators and teachers for philosophical thought to resign itself to silence on what none could deny but many could not explain; philosophy and philosophers, philosophical thought and philosophical logic, unaffected by ‘metaphilosphy' existed because man's curiosity compelled him what he could not know to seek to have an appreciation of, although one could not identically experience another's e.g. joy or pain and disagreement on e.g. the extent of it was possible and argument in view of unequal knowledge possibly impossible ~in philosophy philosophers, in teaching and education educators, teachers, aspiring to prevent forcing on or distorting young minds were forgetting that religions advocated a mind usable well or badly as science the intellect and philosophy man's will in systems and orders requiring faith in unknowns or faith in reasons secret and both abusable, some assuming only e.g. Dewey or Darwin worth mention, St. La Salle or monk Mendell not -that disregarded man's reasons in requiring, e.g. UK's Education Act, when a theory is taught other theories on the matter also to be to enable man to apply his own mind, and that appreciaion.
Philosophy was not nonsense divorced from logic, nor affected ‘metaphilosopy' application of philosophical logic, inductive or deductive, to the known about both the known and the unknown -also in the latter respect capable of useful sense. Scientific research on philosophy, even with e.g. eventual agreement with millennia old philosophy and philosophers on man's faculties in relation to teaching and education, was good ~but that scorn through educators and teachers in formal teaching and education for philosophy and philosophers was considerably based on ignorance, e.g. of psychologists' increasing acceptance of ‘mind', of evolutionary theories not being as hypothesised, the uncertainty principle of physics, personal development theories being adaptations from philosophy and philosophers, was bad for teaching, education, educators, teachers.
Man had potential, always learned -his appearance of being more capable of learning when young had to do with many concerns of adult life affecting as non-use did a car battery ~love aided in education and teaching but left much to be desired if rapport or response was without conscious understanding.
Educators and teachers in teaching, philosophers in philosophy, did owe care in teaching and education not to couple biases affecting teaching and education contrary to man's aspirations with such innocence -that began by exercising thought in education, and teaching to think.
"Never the thinker expires
Who in others thinking inspires"
About the Author
Author's authority is based on published and unpublished reference to and by Orhan Seyfi Ari, including some articles in outline, poems by and about him on his his various deeds hailed.