Philosophy of Education Essay -- Philosophy of Teaching Statement

Philosophy of Education missing works cited The Education process is one that gradually proceeds throughout life, greatly in early years and really never stops. There will always be something someone has not learned. Knowledge is a powerful tool. One of the most well-known educators in the 20th Century, Christa McAuliffe, before her tragic death said, â€Å"I touch the future, I teach.† As an educator you seek to influence each of your students. A goal, common to many new and old teachers; as well as, those who ‘hope to be† desire the ability to touch someone’s future. In the opportunity one has as an educator it is likely that the future of one immediate student or even a small part of the success of our nation will be affected. If it had not been for the hard work and dedication of previous teachers our nation and even world would not be at the level it is today. If no one had ever learned the fundamental concepts of mathematics and science we would not have vehicles, airplanes, t elevisions, compact discs, computers, and the list continues. In other words, our world would virtually not exist as we know it. One example, from a long list of other notable achievements possible only thought the education process is a man by the name of Bill Gates, founder of Microsoft. If there had not been teachers to help him understand the basics of math, science, English and other usual subjects, he would not have made it to the collegiate level, thus banishing any ideas that Microsoft has contributed to our technological advancement in the computer industry. In fact, we would not have the computer operation system like the one utilized in homes and offices at present. So, in proclaiming that a teacher touches the futu... ...working toward a Masters degree either in education or educational administration. It will likely be educational administration; however, I will decide after I become involved in an actual classroom environment I have also considered a Doctorate in one of these two fields; though, at this time it is too early to commit myself. As an educator I will probably join a local, state, and national teacher organization such as National Education Association. This for support of various aspects of my professional career, including salary, better working environment, and legal issues. Overall, I feel my desire to be an educator, my diverse philosophy, and the plans I have for my professional development will all contribute to my effectiveness as a teacher. I also feel that my philosophy will likely become more enriched as I gain experience in the field.

A Case Analysis of Cirque Du Soleil

Cirque Du Soleil is a company that has built its success on its ability to be creative and innovative. It has successfully developed a new market and continued to expand on that market. This makes Cirque Du Soleil an example of a company that has creativity and innovation at its base. The following paper will focus on Cirque Du Soleil as a creative and innovative company. It will consider its product and creative strategy. It will look at the structure of the company and how this enhances creativity. Finally, it will look at the threats facing Cirque Du Soleil and what the company can do to ensure its ongoing success. Cirque Du Soleil's product is a performing circus. The basis of the company is a show combining music, dance, and theater. The show uses acrobats, gymnasts, clowns, and other performers. The show also uses a type of music based on a created language. The purpose of the music is to transcend cultural boundaries and make the show accessible to everyone. The company's show is also multicultural in nature. It is designed to reach the widest audience possible. This is done by using the music that is not based on any real language. It is also done by using performers from around the world. The company is global and shows are performed throughout the world. Cirque Du Soleil has also expanded into other areas. This has included releasing two films and a television special. This has also included ventures in publishing and merchandising. Cirque Du Soleil also opened a permanent theater near Disneyland, Florida, in 1998, with the theater including a Cirque Du Soleil store. These expansions show that the company is diversifying in a creative way. The expansions are all based on ways to increase the value of the Cirque Du Soleil show. This shows creativity, not in creating new things, but in finding new ways to benefit from the basic product of the company. The organizational structure of Cirque Du Soleil is based on recognizing the value of the performers. The case study describes the former tour director Vincent Gagne stating that he always emphasized to tour staff that they were there to serve the artists. This shows that the artists are recognized as representing the value of the company. The other services then become support services. This is not a case where the artists are at the top of the organizational hierarchy. However, it is a case where the artists are recognized as delivering the service that allows the organization to succeed. Gagne also suggests a good metaphor for the organizational structure, which is that of a circle. The performers can be considered as being at the center of the circle. They do not have high positions or decision-making authority, however they are the basis of the organization. The support staff are in the next circle. They have greater decision-making authority, but their work is defined by their need to satisfy the performers. Several of the employees described in the case study are in this level and they all describe their work as being focused on the performers. Gange does this when he states that the tour staff and technical people have to realize that they are there to support the artists. The casting director for Cirque Du Soleil, Cantin, describes how she looks for performers based on whether they will be able to fit in at the company. This shows that the performers are central to the organization and to the decisions made. In the final outer layer of the circle are the upper management. They have the greatest decision-making authority, but they are also operating based on pleasing the performers. This structure supports creativity because it puts the creative people of the company as central to its functioning. At the same time, the decision-making being at higher levels allows the creative people to be free to create and be innovative, without having any concerns related to how the company functions. Another key part of the organizational structure is that it is informal. This is seen in the case study, where Gagnon describes the company as not having a handbook on employee conduct. It is also seen in the case study where Gagnon describes employees as being fired and then rehired. Gagnon also describes an employee newsletter where employee's uncensored comments are published. These all show an informal structure and an organizational culture that is based on employee freedom and low authority over employees. Schein (2003, p. 121) notes that a culture of freedom increases employee creativity. Daft (1997, p. 325) also notes that â€Å"many organizations today are becoming less formal in order to be flexible and responsive to a changing global environment. † In the case of Cirque Du Soleil, the structure has always been informal and this allows it to encourage creativity and be more flexible and capable of change. One of the key environmental challenges is related to the artists and performers. It has been noted that the artists and performers are central to Cirque Du Soleil's product. This makes ensuring the good performance of the artists a key concern. There are several factors that are risks for the company. The first is that the artist's may rebel against the company. The case study notes that this occurred in 1987 and 1988, when many performers rebelled over concerns that management was not doing what was best for them and that the company was not operating based on the original spirit of the group. As the company expands furthers, it seems reasonable that the performers may again feel that the company is not operating in the same spirit as before. This is especially likely to occur as the company becomes more focused on finances. This may lead to either artist rebellion again or to artists leaving the show. Another problem related to performers is the high injury rate. The case study notes that 37 injuries were listed for 57 artists three-quarters of the way into the United States tour of the show Dralion. This shows an ongoing problem that has the potential to reduce the quality of the show produced. Finally, the work of the performer is demanding, with the case study noting that many performers leave because they cannot handle the touring life. These problems related to the performers are critical ones for two reasons. Firstly, the performers are the basis of the company's product. Secondly, finding, hiring, and training employees is a considerable expense. This makes it crucial that Cirque Du Soleil find a way to manage employees effectively, while promoting their creativity. Another challenge that faces Cirque Du Soleil is based on one of its key success factors, which is its ability to offer a new and unique show that impresses the audience. There are two main reasons that this ability to astonish an audience may be lost. One of them is seen in the experience of the conductor at Cirque Du Soleil, Oberacker. Oberacker notes in the case study that he is not as highly impressed with the show as the audience is. He links this to his experience on Broadway and notes that he has seen more astonishing things. He also notes that the shows ability to impress is not based entirely on the artists, but on how it is presented with lights, costumes, and music all adding a larger sense of awe. There are two potential problems that this indicates. The first is that other companies may realize the success factors of Cirque Du Soleil and become direct competitors. Currently, theater companies, drama companies, Broadway shows, and operas are competitors in the entertainment market. However, they target a high social class and tend not to be accessible to the general public. Cirque Du Soleil is offering a similar product, but it is targeted to a more general audience. This leaves the possibility that the competitors mentioned above will adjust their marketing strategy and become direct competitors of Cirque Du Soleil. One source notes that this is a significant problem for companies that are based on one specific product (Kotler, Armstrong, Brown, & Chandler, 1998). This is true for Cirque Du Soleil since even though they have diversified into new areas, their basic product is the performance they offer. If other companies start to compete with similar shows, Cirque Du Soleil will lose a significant part of their market. The other problem is that audiences may become used to the show and its elements. If this occurred, the show would not create the same sense of astonishment in an audience. This is also related to the perception of the product. Perreault and McCarthy (2000) note that a product's success is not based on the product itself, but on how well it meets or exceed expectations. For the astonishment factor to be achieved, Cirque Du Soleil need to exceed the expectations of customers. With the excellence and quality of the show is generally recognized, this leads to increasing customer expectations. The end result is that Cirque Du Soleil has to constantly improve to remain impressive. To remain successful, Cirque Du Soleil has to manage creativity and continue to innovate. One change that may be required is to take the emphasis off the performance requirements of the show. The case study notes that the number of shows has increased. The question this raises is how Cirque Du Soleil can continue to create new shows that will have the astonishment factor. It is suggested that this could be achieved more successfully if the company limited the number of shows produced. This would create a demand for the product. This strategy takes into account that the success of Cirque Du Soleil relies largely on its image, where the show is recognized as something astonishing and unforgettable. If this quality is lost, the entire company will be at risk. This suggests that limiting the amount of productions would be effective. It would allow artists and performers to concentrate their creativity on creating one show of the highest quality. This strategy would also be an effective way of managing performance staff. Performance staff would be heavily involved in development and be the creative force for the new shows. With a significant amount of time available for development, performers could innovate, experiment, and develop new ideas. At the same time, their energy would be better directed into the shows because the demands would not be as high. Revenue could then be increased for Cirque Du Soleil by focusing more on merchandising and finding other ways to increase income. This focus is based on recognizing that Cirque Du Soleil's reputation makes it a brand, where a brand's value is not just based on a product or service, but based on a perception about the company overall (Reynolds, 2004). Cirque Du Soleil has a strong brand and could diversify by increasing the number of ways that additions are made to the brand. This would allow the company to continue to grow, but in a way that does not place additional demands on the basic performance product.

Multi-faceted character Essay

In Shakespeare’s â€Å"The Tempest†, Prospero has been represented variously as a good, caring man or as a manipulating, devious â€Å"puppeteer†. Compare and contrast how he has been represented and make your conclusion as to what kind of character Prospero actually is. A-Prospero, the protagonist of Shakespeare’s â€Å"Tempest†, has been variously presented as a kind, wise man as well as an uncaring, power hungry tyrant. A very real and multifaceted character with plenty of grey shades, Prospero has been seen as some as a manifestation of the play writer himself. I believe that, although Prospero has his faults, all his seemingly callous actions are directed towards a happy ending for every one. The best side of his personality is reserved for his daughter, Miranda. Though he is, at times, domineering towards her – (â€Å"Hence! Hang not on my garments! â€Å") – he loves her deeply. He tells her that he done ‘nothing but in care of her’, and all his actions are for her benefit ad to secure her future. He calls her a ‘cherubin’ and uses various terms of endearment for her – ‘wench’ – which bring out his love for her. However, Prospero also ‘meddles’ a lot with his daughter’s emotions. She is led to fall in love with Ferdinand, and Prospero’s comments, â€Å"It goes on, I see† shows that the relationship is all part of his master plan. He spies on her clandestine meeting with Ferdinand, and he is, often, a puppet master and she is his puppet, docile and obedient. This underlines the control he has over her, and his lust for power, but he is redeemed by the fact that he is doing it all for her good, after all, ‘the end justifies the means’. His test for Ferdinand is because Elizabethan romantic convention holds that a man’s love must be proved to be true through feats of tests. Towards his estranged brother, Antonio, and his companions, Prospero is less kind. He subjects them to mental torture by conjuring a violent tempest, leading them to believe they are ship wrecked. He is portrayed as a master puppeteer manipulating his puppets as he watches the company blunder about the island. But however sinister his attitude was, the fact remained that Prospero instructed Ariel to keep them ‘unharmed’. His frequent praise of Gonzalo, ‘honest old lord’ shows the audience that he does not really intend any malice. He did not want to use physical violence, even though it could be justified by the cruel actions of Antonio. Even though Antonio is a thoroughly ‘bad’ character, Prospero’s lack of violence redeems him to the audience. At the end of the play, Prospero forgives all his misdeed that had taken place and it is this forgiveness that labels him as a kind wise man. The only time Prospero shows a truly ugly side to his character is when he deals with Caliban. He hurls epithets such as ‘tortoise’ and ‘earth’ to him and inflicts him with ‘cramps’ and ‘side stitches’. Caliban terror on seeing Stephano shows the fear instilled in him by Prospero’s spirits. Prospero’s actions towards Caliban are also, however, justified. Caliban’s attempted rape of Miranda and his repulsive desire to ‘people the island with Calibans’ rightly earns a harsh punishment from Prospero. The only unjustified act of Prospero is that he seems to put too much stock by Caliban’s birth and appearance. He calls him a ‘freckled whelp’, ‘hag born’. But even here, the prevailing Elizabethan belief was that anyone so misshapen was evil and deserved to be treated as such. Towards his other servant, the ‘airy’ and ‘light’ Ariel, Prospero is much kinder. He frequently calls her a ‘brave spirit’ and ‘my tricksy Ariel’, using possessive pronouns to signal acceptance and pride. The only time he is angry with Ariel is when the spirit demand its freedom, just when Prospero’s master plan is about to unfold. He is understandably angry: she is the key to a plan he has waited twelve years to operate and it is an opportunity not be given again. Prospero is a man who is multi-faceted and perhaps that is why he is so human. Though he has shades of grey, he is essentially a good man, who has been usurped of his dukedom. Shakespeare realised that Prospero was dealing with great evil, and could not afford to be too good and therefore nai ve. He had to be written as a firm, stern man who knew what he wanted and how to achieve it. Prospero may have manipulated his daughter, but only to restore her future and her status. He is callous to Ariel, but promises to set it free. He leads the company all over the island, but reunites them in the end. ‘All’s well that ends well’ and Prospero delivers, restoring his dukedom, marrying the lovers and ensuring happy endings.

Columbine Shooting Essay

Columbine high school was built in 1973 on a dirt road off a larger dirt road way out in horse country. It was named after the flower that blankets section of the Rockies. Hardly anybody lived near the school, but soon enough there were about 100,000 new arrivals that filled one continuous suburb with no town center: no main street, no town hall, town library, or town name. Littleton is what they called this quiet suburb where columbine lied several miles west from. Eric and Dylan called it Judgment Day. Monday, April 19th was the day columbine would erupt with an explosion killing hundreds of students and faculty. Eric read instructions to create bombs from the internet called The Anarchist Cookbook. The first step was to plant a bomb near Eric’s house, three miles from the school. That bomb could kill hundreds of people but was intended for only stones and trees. The attack was to begin with a decoy that would rock the neighborhood and divert police. There plan was separated in three acts. The first act would start with a massive explosion by using two bombs in the commons, which would have about six hundred students killed. The bombs would wipe out most of the lunch crowd and set the school ablaze. The bombs would be set out for maximum killing radius and would be planted near two thick columns supporting the second floor which would collapse after exploding. After the explosion, Eric and Dylan would start firing their weapons at whoever they see in sight. Each had a backpack and duffle bag to carry more weapons and explosives. There next step was to have bombs planted in their own cars in the school parking lot near the school exits that would detonate forty five minutes after the initial blast. The cars were placed near the ideal locations for police command, emergency medical staging, and news vans. The maximum body count they were planning on would be: nearly 2,000 students, plus 150 faculty and staff, plus who knows how many police, paramedics, and journalists. The bombs Eric and Dylan planted in the school had failed to explode, but that didn’t stop them from going in and opening fire. They took pipe bombs and threw them wherever they saw a big crowed and opened fire to anyone they saw. They both had trench coats on and Eric discarded his trench coat at the top of the stairs almost as soon as he began shooting. Dylan kept his on until he got to the library. Each costume change created another shooter that would confuse the students and faculty. Nate was a friend of Eric’s and seen something peculiar. He saw Eric walk into the building from the wrong parking lot at the wrong time, when he should have been walking out. Nate figured Eric and Dylan were up to something since he knew they had both been missing that morning. At this point students were running for their lives and finding classrooms they could hide in. no one really knew who the shooters were and didn’t know why they were doing such an attack. Even though Eric and Dylan were shooting whoever they find in sight, they were mainly looking for people with white hats on. People who wore the white hats at school were the jocks. Eric and Dylan had committed suicide once they saw empty halls and when the school looked abandoned. Before they shot themselves, the officers had discovered files on the boys. The cops had twelve pages from Eric’s website, spewing hate and threatening to kill. Dylan Bennet Klebold was born brilliant. He started school a year early, and by third grade he was enrolled in the CHIPS program which stood for Challenging High Intellectual Potential Students. Even among the brains, Dylan stood out as math prodigy. Tom and Sue were Dylan’s parents. His father couldn’t see his boy as the killer, saying â€Å"this was not my son. † Dylan’s service was done quietly with just fifteen people including, friends, family and clergy. The Klebolds were afraid to bury Dylan because his grave would be defaced. It would become and anit-shrine, so they cremated his body and kept the ashes in the house. Eric Dutro was evolving inside and the changes began to show in his sophomore year. Social status was important to Eric as he always made friends. People described Eric as nice, polite, preppy and a dork, but in sophomore year, he tried an edgier look with combat boots and all black outfits. He was breaking out of his shell and grew boisterous, moody, and aggressive. Eric was neither normal nor insane, he was a psychopath. He killed for two reasons: to demonstrate his superiority and to enjoy it. â€Å"Psychopaths are distinguished by two characteristics. The first is a ruthless disregard for others: they will defraud, maim, or kill for the most trivial personal gain. The second is an astonishing gift for disguising the first. It’s the deception that makes them so dangerous. You never see him coming (it’s usually a him – more than 80 percent are male. ) Don’t look for the oddball creeping you out. Psychopaths don’t act like Hannibal Lecter or Norman Bates. They come off like Hugh Grant, in his most adorable role. † (Cullen, 240) Psychopaths take great personal pride in their deceptions and extract tremendous joy from them. Lies become the psychopath’s occupation. The truth does work, but they lie for fun. I have read stories about columbine before but reading this book has really enlightened me on such details that actually happened in this event. I didn’t know that there were bombs involved in this massacre until I read the book. Columbine was organized and well planned by high school students. Eric and Dylan planned this for nearly a year and half so they knew what they were doing. They made home video tapes saying their good-byes to their parents and apologizing to them about the trouble the columbine shooting might cause them. So they knew at some point they were going to either be killed or commit suicide. This impacted me because as it said in the book, the people who do these devastating events can be friends of mine and I wouldn’t even know it. They are people who act good to the public eye, but also have hidden secrets behind closed doors. I can’t imagine someone that is close to me going through this kind of tragedy. The question that was brought to mind was: why would someone do this? Why would two kids want to kill hundreds of people? What was the reason? Was it video games? Was it depression? Was it because they were being bullied and wanted payback? Was it because they were psychotic? I believe they had all of these problems. They were psychotic, Eric did have depression and was taking depression pills for it, and they might have been aiming for jocks because they were bullied by them.

To the Lighthouse Symbolism

To the Lighthouse Summary: Part 1: The Window The novel starts in the Ramsays' summer home. Mr Ramsay tells to the family that will take them to the Lighthouse on the next day but it wasn’t possible due to bad weather. This makes a certain tension between James the son of the family and his father because he really wants to get to the Lighthouse. In this part Lily Briscoe attempts to paint a portrayal of Mrs Ramsay and her son James. Part 2: Time passes This second part gives the feeling of time passing and also death. Ten years pass, during which the four-year  First World War  begins and ends and also Mrs Ramsay passes away.Part 3: The Lighthouse In the final part the remaining members of the Ramsay family return to their summer house ten years after part 1. Mr Ramsay finally decides to keep his word and take his son James and his daughter Camila to the Lighthouse. In this section Lily attempts to finally complete the painting that she started in part 1. Upon finishing t he painting (and at the same time the sailing boat of Ramsay family reaches the lighthouse) and seeing that it satisfies her, she realizes that the execution of her vision is more important to her than the idea of leaving some sort of legacy in her work.Symbolism of the Lighthouse. Before launching into what Virginia Woolf might be talking about Lighthouse I’m going to take a few seconds to explain you what it is. The meaning of Lighthouse it refers to beacon it's something people who are lost can look towards for guidance and the light it moves around. When the night falls, it flashes on, and when the sun rises, it shuts off. So a lighthouse works as both a symbol of  stability  (as a beacon) and of  change  (as its lights go on and off with the turning of the day).Now, about this specific Lighthouse. We know that it's visible from the Ramsays' summer home but separated from it by a stretch of sea. And we know that, at least at first, James Ramsay  really  wants to get there – so much that when Mr. Ramsay says they won't be able to sail to the Lighthouse the next day, James Ramsay  goes very mad. But the Lighthouse also is a symbol for Traditional Family Structure. One important thing they share in common is that they're both guys. Another important thing is that they're both really into Mrs. Ramsay.Sure, one's her husband and the other's her son, but they feel they have to compete with each other for her attention. All this leads us to a roundabout way, the Lighthouse is potentially a symbol for family structure, and especially for the authority of the father in the traditional family. So the lighthouse is kind of a phallic symbol, and phallic symbols in literature often mean that there are daddy issues coming down the pike. In other words James and Mr. Ramsay are squabbling over who gets power over the family: Mr. Ramsay is the authority figure, so he gets to say â€Å"No! he weather will be bad! † And James is a rebel who 's all â€Å"Why  do you have to ruin  everything? In conclusion I have talked about the Lighthouse as a symbol for family authority and how control over getting to the Lighthouse has a lot to do with family power. But like the Lighthouse tower itself, the family as an institution is solid and unchanging. But individual families come and go as rapidly as a lighthouse of a beacon goes on and off – time changes the shape of all families. All families have their upon and down. Bibliography To The Lighthouse (Sparknotes Literature Guide). Edition: 2003

Theoretical framework Research Paper Example | Topics and Well Written Essays - 1250 words

Theoretical framework - Research Paper Example There are three key theories that seek to explain business ethics. The stockholder theory expounds on the fact that businesses are only obligated to earn profits for their stakeholders and are not necessarily indebted to the wider society (Shafritz, Ott and Jang, 2005). This theory holds the premise that a company is only morally obligated to fulfill the expectations of the people who invest in it. The social contract theory, on the other hand, which is another business social theory, stipulates that all companies function under a tacitly understood contract with the community they are established in. Business decisions are often affected by the social theory that is supported a company. For instance, if a small company was approached with a buyout offer by a larger organization that is known for its unethical practices, the stakeholder theory would support its consideration of how its stakeholders would gain from its agreement to this contract (Shafritz, Ott, and Jang, 2005). Howeve r, the social contract theory would call for the consideration of how the bigger companies operations would affect the entire community. Business Economic Theories Business economic theories seek to explain how businesses function in local and international financial systems. The business cycles theory holds that during a business cycle course, an economy develops, reaches a definite peak, and then experiences a downturn which is then followed by a recession prior to beginning another upturn. Another business economic theory, the "under-consumption" theory, holds that an excessive amount of income is directed to the wealthier classes instead of being channeled into investments that will create more opportunities for the disenfranchised groups in society (Shafritz, Ott and Jang, 2005). This can result in social instability. Business Educational Theories Business education management theories are basically the foundation of any operational and productive businesses, and seek to explai n how the organizations of different eras have been organized. The classical management theory is a theory that seeks to explain the best way for employees to execute their responsibilities. It is divided into the classic administrative and classical scientific branches. The classical scientific division mainly has to do with scientific mindset of boosting productivity (Shafritz, Ott, and Jang, 2005). Later management theories which moved from concentrating on the division of tasks to the issues that affect employees, were based on concepts such as those espoused by Abraham Maslow; who theorized that all workers possess a hierarchy of needs that needs to be acknowledged and catered to so that they can experience satisfaction with their lives. The Japanese scholar, Dr. William Ouchi, would create the Japanese Management Style which supports Maslow’s hierarchy in its assertion that even though it is natural for employees to want to work, all jobs should be created with the aim of keeping workers happy by means of fulfilling their psychological needs. Business Leadership Theories In business organizations, good managers will inspire their workers and assist them to realize their personal as well as professional objectives. Business leaders accomplish this by using various leadership theories. The trait theory holds that leaders who have characteristics such as openness, intelligence, self-efficacy, adjustment

The Difference Between Inductive And Deductive Reasoning. How Are Essay

The Difference Between Inductive And Deductive Reasoning. How Are Issues Of Validity And Truth Distinguished - Essay Example The inductive reasoning is intuitive and majorly a result of guesswork. For this reason, inductive reasoning is said to be probabilistic (Hacking, 2001, p.38). The conclusions obtained from the specific examples are analysed to form a general proposition that is a probabilistic one. The general rule that is formed as a result of inductive is subject to test and the outcome of those tests could not be guaranteed. The concept of inductive reasoning was developed by the Scottish philosopher David Hume. Hume stated that the daily habits of human beings are the reflection of the uncertain conclusions that are derived from the limited experiences (Dewey, 2008, p.47). Thus the general principles developed are not tested and derived but are the outcome of specific events in life. This is where inductive reasoning is significant. There is no scope of drawing logical conclusions that could be guaranteed through inductive reasoning. Inductive reasoning could be termed as bottom-up reasoning. .. . Deductive reasoning links the premises to the derived conclusions. The conclusions drawn from the general principles through deductive reasoning could be validated by specific examples. The conclusions derived from the general propositions are true for any individual event that is an application of the general rule (Descartes, 2006, p.26). The laws of syllogism provide one form of logical reasoning that helps in the logical deduction of conclusions from the general statements or propositions. The general statements being given, a hypothesis is designed which is tested in order to reach a logical conclusion. There are two other laws, namely the law of detachment and the law of contra-positive that are used in the process of deductive reasoning. Deductive reasoning could be explained with the help of the following example. The general propositions considered in this case are: All tables are chairs and some tables are fans. From the given two statements, it could be deduced logically th at some chairs are fans. This conclusion has been deducted with the help of the given two statements and applying the laws of syllogism. Thus a specific instance has been drawn though deductive reasoning from the two general statements (Bacon, 2009, p.67). Distinction between validity and truth The process of deductive reasoning considers the general propositions and designs a hypothesis in order to logically deduce a conclusion. The conclusion drawn from the general statements are valid logically and are considered to be true. The premises or the general propositions are considered to be true for the purpose of logical deduction. The hypothesis is for the purpose for the logical deduction of the