Philosophy of Education of Thinker Teacher Orhan Seyfi Ari on Educational Philosophy

Orhan Seyfi Ari's deducible educational philosophy on philosophy of education rhymed therefore philosophers' philosophies, educators', teachers', educational philosophies' failures to teach man his difference from wild animals he behaved as:-

I was an ape' you say, -or ambhibian?.. 
And now?! Are not , now, ‘man'!?

Failings in educational philosophy were of educational philosophers, eastern and western thinkers of educational philosophy, teachers, in teaching values in educational philosophies.

Had been affecting educational philosophies, educational philosophers, educators and education, teachers and teaching, philosophy and science, information and wisdom, the biases in educational philosophy of those who thrived on ignorance and sought to unpopularize in their philosophies of education every single other's sort to the masses with a large number of concerns or beneath discomfort of ridicule or other injury and unable not to believe or accept as told, by, e.g., supporting 'the monkey trial' or 'discovering' the Piltdown man, by abusing the trust and innocence of man in bigotry or ignorance ~ in teaching, educational philosophy, educational philosophers, educators, teachers too readily adopted viewpoint applications of not educators into philosophy of education, teaching -even in the education and teaching of young minds.

Ethical skepticism in philosophy by some philosophers was a concern of everyday life in philosophy of education to educators and teachers in teaching -via philosophies of education, educators' and teachers' teaching affected society's learned behavior ~ no matter whether ontology, philosophy, philosophers could clarify or not the transcendental, regardless of whether man lacked mental capacity for the transcendental as in some philosophers' philosophies or not, some educational philosophies' and educators' suggestion, that 'truth' could be only scientifically identified in philosophy, psychology's improved acceptance of philosophy's and philosophers' 'mind', cosmology's agreement with eastern and western philosophy and excellent philosophers on a 'mysterious force', created doubtful science's, ontology's, philosophy's, even fantastic philosophers' not totally understanding the transcendental did not justify educators' and teachers', in educational philosophy, deeming transcendental philosophy untruth in epistemology, education, school teaching such attitude to transcendental philosophy, in any philosophy of education was disservice to mankind whose expectations from philosophies of education included aspirations international to transcendental philosophy based know-how.

Philosophers philosophies via philosophies of education, educators' and teachers' teaching affected society's learned behavior ~ no matter whether ontology, philosophy, philosophers could clarify or not the transcendental, irrespective of whether man lacked psychological capacity for the transcendental as in some philosophers' philosophies or not, some educational philosophies' and educators' suggestion, that 'truth' could be only scientifically identified in philosophy, psychology's increased acceptance of philosophy's and philosophers' 'mind', cosmology's agreement with eastern and western philosophy and terrific philosophers on a 'mysterious force', made doubtful science's, ontology's, philosophy's, even terrific philosophers' not totally understanding the transcendental did not justify educators' and teachers', in educational philosophy, deeming transcendental philosophy untruth in epistemology, education, school teaching such attitude to transcendental philosophy, in any philosophy of education was disservice to mankind whose expectations from philosophies of education included aspirations international to transcendental philosophy biased understanding.

In educational philosophy also, wonderful thought to be some eastern and western philosophies and philosophers man, bad other philosophies and philosophers though differed philosophers' information and wisdom and philosophy and preferred educational philosophy, logic in philosophy on man's behavior (irrespective of educators' several policies and teachers' teaching varied history) recommended that man was neither 'good' nor 'bad' but his developable original distinctive thoughts and intellect impressionable ~ society's imperfections contributed (also through ethics of some philosophers and philosophy, biased philosophies of education, teaching of and by educators, teachers) to man's suffering alone -this arose from influences ignorant of man's morality not being only about society's retribution, assuming man irrational and neglecting (also in educational philosophy) his becoming regulated also by intrinsic desires, their confusing strength with energy and ignoring most philosophy and philosophers supported by history that man, his rationality continually overcoming temporary hysteria representing wicked abuse and ignorance, and most potent, whenever considered the nature or extent of retribution or neglect of intrinsic values intolerable, consistently (not necessarily through educators in educational philosophy and teachers of moral philosophy, by education and teaching) altered what he disliked.

Continues the suffering, and continues the wait
But tomorrows there are and the hope is good!

Educational philosophy, philosophers on ethics, morals, educators, teachers, frequently forgot that, 'bad' everywhere in minority, while man's passion produced it impossible always to 'turn the other cheek' and, e.g., his varied laws extended mitigating circumstances to crimes of passion though cruel when by his biological constitution unchangeable by any philosophy of education he was in fright with no flight, man's morality included a sense of proud fairness and desire not to fail himself or loved ones by behaving badly -but for abuse or ignorance he preferred being thought properly of.