A Brief Overview of Progressive Education

During most of the twentieth century, the term "progressive education" has been used to describe ideas and practices that aim to make schools more effective agencies of a democratic society. Although there are numerous differences of style and emphasis among progressive educators, they share the conviction that democracy means active participation by all citizens in social, political and economic decisions that will affect their lives. The education of engaged citizens, according to this perspective, involves two essential elements: (1). Respect for diversity, meaning that each individual should be recognized for his or her own abilities, interests, ideas, needs, and cultural identity, and (2). the development of critical, socially engaged intelligence, which enables individuals to understand and participate effectively in the affairs of their community in a collaborative effort to achieve a common good. These elements of progressive education have been termed "child-centered" and "social reconstructionist" approaches, and while in extreme forms they have sometimes been separated, in the thought of John Dewey and other major theorists they are seen as being necessarily related to each other. 

http://www.uvm.edu/~dewey/articles/proged.html

Herbal Medicine

The rising rate of herbal medicine usage among developed countries made scientists and researchers to put emphasis on this area of health care. Developed countries used to rely on this kind of health care for centuries and they are re-discovering the benefits of herbal medicine as an alternative to chemical medicine, herbal medicine has remained on element of primary health care in many developing countries.

Research is putting effort on reviewing herbal medicine’s efficiency and safety. Although common belief is that herbal medicine comes from nature and it cannot be potentially as harmful as allopathic medicine, scientists are in doubt to accept this proposition about complementary and alternative medicine (CAM). Herbal medicine has to be examined in laboratories with precise research as cautious as allopathic medicine in order to prove its efficacy and the degree of its safety.

ADDICTIVE BEHAVIORS AND THE ADDICTIVE PROCESS

    "Any activity, substance, object, or behavior that has become the major focus of a person's life to the exclusion of other activities, or that has begun to harm the individual or others physically, mentally, or socially is considered an addictive behavior. A person can become addicted, dependent, or compulsively obsessed with anything.  Some researchers imply that there are similarities between physical addiction to various chemicals, such as alcohol and heroin, and psychological dependence to activities such as compulsive gambling, sex, work, running, shopping, or eating disorders. It is thought that these behavior activities may produce beta-endorphins in the brain, which makes the person feel "high."  Some experts suggest that if a person continues to engage in the activity to achieve this feeling of well-being and euphoria, he/she may get into an addictive cycle. In so doing, he/she becomes physically addicted to his/her own brain chemicals, thus leading to continuation of the behavior even though it may have negative health or social consequences. Others feel that these are just bad habits.


    Most physical addictions to substances such as alcohol, heroin, or barbiturates also have a psychological component. For example, an alcoholic who has not used alcohol for years may still crave a drink. Thus some researchers feel that we need to look at both physical and psychological dependencies upon a variety of substances, activities, and behaviors as an addictive process and as addictive behaviors. They suggest that all of these behaviors have a host of commonalities that make them more similar to than different from each other and that they should not be divided into separate diseases, categories, or problems."

Reference:
http://www.indiana.edu/~engs/hints/addictiveb.html

Moral Leadership Capabilities

This subject has a close relationship with two capabilities of moral leadership capabilities. These two are, “Personal and social transformation” and “Essential nobility of human”. Competition can be a powerful enemy for social transformation that would prevent personal transformation consequently. In a space which members think about their own advancement and would be happy only by their own successfulness, personal and social transformation would be convinced to failure. In competition people will be happy by others failure and try to conquer others rather than helping them in their successfulness.  

Competition ignores human nobility. Goal of competition is to be better than others rather than developing latent ability of each person. On the other hand people are different from each other because of their nobility and they are not comparable with each other. Competition cannot help any of winner and loser; because winner is just better than loser and it does not mean that he/she can discover its own abilities. And loser will be hopeless for having initiatives in other ways.  

Keeping the Earth not for the sake of Human

1  Are we keeping earth for the benefits that it can have for us? Are we protecting animals to protect ourselves? why do we think about global warming? 

       Nature is a inspiration of understanding God qualities.If each individual tries to understand God qualities he or she can improve her or his own qualities better and vice versa.  Each part of nature is a sample of God’s quality which can perform that quality in best way. Understanding the essence of each part of nature can lead any person to percept one of God’s qualities. 

Harmony between Science and Religion

"Throughout history, humanity has depended upon science and religion as the two principal knowledge systems that have propelled the advancement of civilization, guided its development, and channeled its intellectual and moral powers. The methods of science have allowed humanity to construct a coherent understanding of the laws and processes governing physical reality, and, to a certain degree, the workings of society itself, while the insights of religion have provided understanding relating to the deepest questions of human purpose and action.
human purpose and action.
The social role of knowledge as it relates to the building of a world civilization is of immense importance. In this context, the relation between science and religion, the two great systems of knowledge, assumes vital significance, as do issues surrounding the acquisition of knowledge by the individual, the highest goal of the individual is to be "a source of social good."


Reference:

Arbab F 1997-98 , KNOWLEDGE and CIVILIZATION: Implications for the Community and the Individual, The Bahá'í World.

What is Progressive Education?

Progressive education is one of the results of democratic society in twentieth century. This process has two main factors; first respect for diversity, and second cultivating of critical, socially engaged intelligence. This thinking has been shaped when people start to think about shared power and private wealth. Progressive educators were against an increasing national progress that divide academic education for the few and limit vocational training for the masses. Ivan Illich was one who had grate ideas about educational systems. He criticized schools based on these thinking.