Today, People, Going from World...

Tonight, A terror attack has been made at the Istanbul airport. Until now, forty-one people have passed away, and two hundred thirty-nine people have been wounded.

Except for military attacks, other terror attacks which have targeted directly to the civil population at the last one and half years as follows:


06 Jan 2015, İstanbul, 2 people,

20 July 2015, Suruç, 34 people,

10 Oct 2015, Ankara, 109 people,

12 Jan 2016, İstanbul, 11 people,

17 Feb 2016, Ankara, 29 people,

13 March 2016, Ankara, 38 people,

19 March 2016, İstanbul, 5 people,

28 Apr 2016, Bursa, 1 person,

01 May 2016, Antep, 5 people,

07 June 2016, İstanbul, 11 people,

Someones have ended of life of 286 people!

It is not known numbers of wounded people exactly. It is thought that it may be about one thousand.

It is not reached numbers of people who serves as caregivers in the family of dead or wounded people.

It is not known numbers of animal injured or dead.

It is not known numbers of goods, possession, serving which is ended.

There has not been anything else...happened... Nobody has said, done something else or gone anywhere...

Deferred Gratification -II-

In the late 1960's, a psychologist named Walter Mischel conducted an experiment on a group of four-year olds. He gave each child a marsmallow and told them that if they don't eat  it and wait for him to return in the room after 20 minutes, he would give them another one as a reward for being patient. Some children ate the marsmallow right away while a number of them were able to resist the temptation and waited.

 Fourteen years later, Mischel followed up on the children. Those who couldn't wait suffered from low self-esteem and was regarded by their teachers and parents as stubborn, prone to envy and easily frustrated. Meanwhile, those who did not eat their marsmallows were more self-motivated, educationally successful and emotionally intelligent.

This study proved that people who believe in delayed gratification for better returns lead more positive lives. 

Deferred Gratification -I-

"Deferred gratification or delayed gratification is the ability to wait in order to obtain something that one wants. This is known by many names, including impulse control, will power, and self control. In formal terms, and individual should calculate present value of future rewards and defer near-term rewards of lesser value. Research has shown that animals do not do this, so this problem is fundamental to human nature.

Conventional wisdom considered good impulse control to be personality trait important for life success. Daniel Goleman has suggested it is an important element of emotional intelligence. People who lack this trait are said to need instant gratification and may suffer from poor impulse control.

Almost everyone, every day, practices delay of gratification-whether deciding to skip dessert in order to lose weight or give up smoking in order to live longer. The ability to delay gratification is often a sign of emotional and social maturity. Young children, for example, find it more difficult to delay gratification than older children. When kindergartners in one study were offered a choice between getting a small candy bar immediately or a larger one later, 72% chose the smaller candy bar. This number decreased to 67% among first and second garders and 49% for third and fourth graders. By the fifth and sixth grades it had fallen to 38%, nearly half the rate for kindergartners" 

to be continued...

Learning is Learning How to Think -II-

"The theories of John Dewey (1859-1952)i philosopher and educator, have had a tremendous impact on generations of thinkers. Dewey viewed life as a continuously reconstructive process, with experience and knowledge building on each other. He believed that learning is more than the amassing and retention of information; learning is learning how to think. Thinking is not something abtsract; it is aliving process that starts when old habits meet new situations. 

For Dewey, experience cannot be separated from nature because all experience is rooted in nature. Nature is what we experience: air, stones, plants, diseases, pleasure, and suffering. Dewey believed that experience is an interaction between what a person already knows and person's present situation. Previous knowledge of nature interacts with the present environment, and together they lead to new knowledge that in turn will influence future experience. 

Dewey asserted that experience is central to education; however, experience cannot be equated with education because all experiences are not necessarily educative. Experience is educative only when it contributes to the growth of the individual. It can be miseducative if it distorts the growth of further experience. It is the quality of experience that matters. Thus, productive experience is both the means and the goal od education.

Dewey felt that education should be problem-centered and interdisciplinary rather than subject-centered and fragmented. The methods and curricula of education must take the cdild's growth the central concern. Furthermore, truly progressive education must involve the participation of the learner in direction the learning experience."

Learning is Learning How to Think -I-

"Two American philosophers, William James and John Dewey, developed very influential theories about how we think and learn. Both believed that truth of any idea is a function of its usefulness and that experience is central to learning. 

William James (1842-1910) was a philosopher and psychologist who believed that truth is not absolute and unchangeable; rather, it is made in actual, real-life events. In a person's life, there are experiences that have meaning and truth for that person. Truth cannot be separated from experience, and in order to understand truth, we have to study experience itself. Thus, for James, human experience should be the primary subject of study, and he called upon thinkers to concentrate on experience instead of essences, abstractions, or universal laws.

James focused on what he called the stream of experience, the sequential course of events in our lives. He belived that human consciousness is a stream of thoughts and feelings, and that this stream of consciousness is always going on, whether we are awake or asleep. The stream consists of very complex waves of bodily sensations, desires and aversions, memories of past experiences, and determinations of the will. One wave dissolves into another gradually, like the ripples of water in a river.

In James's theory, thought and experience are connected. Incoming waves of thought flow in next to outgoing waves of previous experience and thus become associated with each other. An incoming thought is workable only if it is meaningful and can be associated with something already in the person's mind. James's theory supports later theories of associative learning, which assert that new learning involves activating previous learning to find hooks on which to hang new information.  To be continued..."