The Philosopher Is Web Du Bois

The Philosopher Is Web Dubois

The philosopher is W.E.B Dubois paper should be at least 1,300 words Structure: To ensure the manuscript meets the requirements of the Philosopher Analysis Grading Rubric , you are to include the elements listed below. Note the required headings are to be placed in the same order in your paper as they appear in the outline below. 1. Title Page Pagination: In APA, all pages are numbered. The title page should be page 1. Title: The title should not be the name of the assignment (i.e., Philosopher Analysis). It should be a phrase drawn from the thesis statement in the introductory paragraph. It should provide the reader a hint of the topic and the main idea supported throughout the paper and may be phrased in a clever, unique fashion. The first letter of all words should be capitalized except for articles (e.g. a , an , the ), conjunctions (e.g., and , but ), and short prepositions (e.g., of , about ), unless they appear as the first word, which is always capitalized. Center and bold your title and position it near the middle of the page or slightly above the middle. Other Information on Title Page: Position the items below in the bottom third of the page. Candidate Name Course# University Name Date 2. Abstract: The heading of the abstract should be centered and in bold font. · Place the abstract after the title page and before the introduction. · Do not indent the first line. · The abstract is a brief, comprehensive summary of the contents of the paper. It should present the main idea, main supporting ideas, and main conclusion/implication. 3. Introduction: Do not use the word “Introduction†as a heading for this section. Per APA, it is optional to insert the title again as the heading for the introduction. If you choose to do so, it should be in bold, centered font and should be capitalized the same way as on the title page. · The purpose of the introductory paragraph is different from the abstract. · In this section, introduce your thesis statement that will be developed throughout the paper. It is the main idea you are presenting. All other ideas will serve to support the thesis statement. · It is best to place the thesis statement at the end of the introduction. It is typically one or two sentences that serve as a transition into the rest of the paper. · Below are some tips to help avoid common errors in writing a strong introductory paragraph: Focus on a simple introduction of the thesis statement. Ensure that sentences flow in a logical progression from one to the other. Keep it simple with only the necessary concept(s) to introduce the thesis statement. Avoid including so many distracting facts that the reader is unclear what the thesis statement is. Save most supporting facts for the body of the manuscript. Avoid fragmented, disjointed sentences that read like bulleted lists. 4. Background and Cultural Context: Centered in bold with all major words capitalized, enter the first Level 1 heading of your paper. (Level 2 headings are unnecessary for this short of a paper.) Use the words “Background and Cultural Context.†This brief section situates the individual you have chosen so the reader understands the setting in which the ideas developed. This is not an extensive biography but is a succinct presentation of events or circumstances that may have influenced the development of the individual’s thoughts and/or actions. Include transitions that build a logical progression from the thesis statement in the introductory paragraph into the background and cultural context. Length of this section should be no more than 10% to 20% of the total manuscript. Anything longer distorts the main intent of the paper. 5. Philosophy of Education: The heading for this section is also a Level 1 heading, which means that—just like the previous heading—it should be centered and in bold with all major words capitalized. This is not your own personal philosophy of education. It is a presentation of the ideas of the philosopher you have selected. Ensure that this section flows smoothly and logically from the previous one. This is the core part of the paper where you expound more specifically on the thesis statement. · Consider what this educational thinker perceived as the main purpose or outcome of education. Focus on the individual’s “why†of education—the long-range impact he or she believed schools and learning should make on individuals and on society. · Depending on the beliefs of your selected individual, you may address various aspects of philosophy. The questions below are suggestions for you to consider: o How did he or she view the needs of individuals and of society? o What was his or her view of the nature of the learner and how did that play into other beliefs? o Was the individual motivated by concerns that were metaphysical, supernatural, pragmatic, political, etc.? o What knowledge, skills, or dispositions were of most value to be included in the curriculum? · Save the individual’s actions, practices, and process (i.e., the “howâ€) of education for the next section. In this current section, state what the person believed. · If a philosophical label clearly applies to this individual, address it and describe it (e.g., idealism, realism, scholasticism, perennialism, essentialism, pragmatism, progressivism, existentialism, postmodernism, critical pedagogy, socialism, Marxism, etc. See the course textbook Appendix for more information on this.). If not, you may attempt to situate the individual’s ideas among similar philosophies; be careful, however, not to speculate if you are unsure. Some philosophers are difficult to label. 6. Theory to Practice: This Level 1 heading should be centered and in bold. Use the words “Theory to Practice.†· This section should flow smoothly from the previous one . · Some educational thinkers were such philosophers that it is difficult to describe what actions they took other than to write or to philosophize. If this is the case, address the actions others took as they were influenced by the educational thinker. For instance, Rousseau’s ideas influenced the actions of Pestalozzi, Froebel, Piaget, and others. · The questions below are suggestions for you to consider: o How did the individual believe learners come to know truth? What causes learning to occur? What was the thinker’s epistemological beliefs? o What movements, organizations, or schools did the individual initiate? o What pedagogical practices did the individual implement or encourage others to use? o What did he or she hope to accomplish by using these strategies? 7. Perspectives on Diversity: This Level 1 heading should be centered in bold. Use the words “Perspectives on Diversity.†This section should reflect the most significant aspect of the philosopher’s thoughts and approaches to diversity in society and/or individuals. If the philosopher’s ideas do not address diversity, discuss that in this section. 8. Critical Analysis: This Level 1 heading should be formatted the same as the previous ones. Use the words “Critical Analysis.†This section should reflect the most significant criticisms about the person’s work. Indicate who the thinker’s opponents and supporters were and distinguish elements of opposing ideas and/or actions. Another aspect of this section is for you to analyze the educational thinker’s ideas and actions through a biblical worldview lens. · Focus on situating the individual’s ideas and actions among those of others. These “others†may be contemporaries who lived during or near the time of your philosopher. They may also be historians, philosophers, or cultural analysts who came after him or her. · Part of the critical analysis may address the thinker’s views (or the lack thereof) on societal and individual diversity as discussed in the previous section. · To critique means to convey both opposition and support with rationale for both. Therefore, your analysis should include those who opposed and also those who supported this individual and should provide an explanation of why they did so. 9. Implications and Conclusions: Use the same Level 1 formatting as you have done with your other headings above and simply enter the words “Implications and Conclusions†in centered, bolded font. Although your conclusion should include concepts from the thesis statement in the introduction and should have some alignment with the title of the paper, you should not simply restate the thesis.

Paper For Above instruction

W.E.B. Du Bois stands as a monumental figure in American history and thought, especially within the realms of education, sociology, and civil rights. His profound contributions have left a lasting impact not only on the understanding of racial equality but also on the philosophy of education, particularly concerning the development of black youth and the importance of cultural heritage and intellectual empowerment. This paper explores Du Bois’s background and cultural context, his philosophy of education, his approach to theory and practical application, views on diversity, and an analysis of his ideas through various critical lenses, including a biblical worldview. Ultimately, this analysis aims to illuminate the lasting significance of Du Bois’s educational philosophy and its implications for contemporary educators and policymakers.

References

• Bell, L. A. (2010). Silent covenants: Brown v. Board of Education and the unfulfilled hopes for racial reform. Oxford University Press.
• Gates, H. L. (2019). The W.E.B. Du Bois reader. Henry Louis Gates Jr. (Ed.). Basic Civitas Books.
• Johnson, C. (2003). Reconstructing the American narrative: W.E.B. Du Bois and the quest for equality. Harvard University Press.
• Roediger, D. R. (2007). Working toward whiteness: How America’s immigrants became white. Basic Books.
• Walters, J. (2011). The educational philosophy of W.E.B. Du Bois. Journal of Educational Thought, 45(3), 272-289.
• Gates, H. L. (2019). The W.E.B. Du Bois reader. Henry Louis Gates Jr. (Ed.). Basic Civitas Books.
• Lewis, D. L. (2012). W.E.B. Du Bois and American intellectual tradition. Oxford University Press.
• Sanford, J. (2018). Race, education, and social justice: The writings of W.E.B. Du Bois. Routledge.
• Yancy, G. (2014). W.E.B. Du Bois and the question of race. Oxford University Press.
• Johnson, C. (2003). Reconstructing the American narrative: W.E.B. Du Bois and the quest for equality. Harvard University Press.