The debate often involves profound ethical questions: can we, in one way or another, consider that a worldview is deficient without being guilty of parochialism? How do we defend the preference for the idea of a culture of justice or good and evil over that of another? The best way to solve this problem remains problematic among the philosophies of multicultural education, with some opting for some form of cultural relativism and others for a compromise between multiculturalism and universalism. firstly, its greater sophistication in terms of language and penetration of language and study, secondly, its attempt to follow the modern example of science in the empirical mind, in the rigor, in the attention to detail, alternatives and objectivity of the method, and third, its use of techniques of symbolic logic that have only been put into full evolution in the last fifty years… It`s… this union of the scientific mind and the logical method, applied to the clarification of fundamental ideas that characterizes the current analytical philosophy [and which should characterize the analytical philosophy of education]. (Scheffler 1973 [1989: 9-10]) Individualized learning was an integral part of his theory of child-rearing. He argued that the student associates already known information with what he has learned and that he follows a unique perspective on newly learned information. [20]:356 Montaigne also believed that tutors should encourage students` natural curiosity and allow them to question things. [18] He postulated that successful students were encouraged to question new information and study it themselves, rather than simply accepting what they had heard from the authorities on a particular topic. Montaigne believed that a child`s curiosity could be used as an important teaching tool if the child could explore things that the child is curious about.
Early training classes often separated the concept of philosophy from separate schools (Roberson 2000, p. 8). « Philosophy was taught in the theoretical sense rather than in the practical sense of the word, » which means that ideas were presented to teachers without scaffolding to build a bridge in the classroom (Roberson 2000, p. 7). Teachers, as students, have been given a number of thoughts and expect this to translate into course for their own students. How can you apply it to teaching when you have the idea? In the medieval Islamic world, a primary school was known as Maktab, which dates back to at least the 10th century. Like the madrasahs (who referred to higher education), a maktab was often cultivated at a mosque. In the 11th century, Ibn Sina (Western Avicenna) wrote a chapter on maktab entitled « The Role of the Teacher in the Education and Education of Children » as a guide for teachers working in maktab schools. He wrote that children can learn better by being taught in class by private tutors instead of individual teaching, and he gave a number of reasons why this is the case by citing the value of competition and counterfeiting among students, as well as the usefulness of debates and group debates.