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 had been of educational philosophers, eastern and western thinkers of educational philosophy, teachers, in teaching values in educational philosophies.

Were affecting educational philosophies, educational philosophers, educators and education, teachers and teaching, philosophy and science, understanding and wisdom, the biases in educational philosophy of those who thrived on ignorance and sought to unpopularize in their philosophies of education each other's sort to the masses with various issues or below pain of ridicule or other injury and unable not to think 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 -by means of philosophies of education, educators' and teachers' teaching affected society's learned behavior ~ regardless of whether ontology, philosophy, philosophers could explain or not the transcendental, 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 known in philosophy, psychology's increased acceptance of philosophy's and philosophers' 'mind', cosmology's agreement with eastern and western philosophy and great philosophers on a 'mysterious force', produced 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 understanding.

Philosophers philosophies by means of philosophies of education, educators' and teachers' teaching affected society's learned behavior ~ whether or not 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 recognized in philosophy, psychology's elevated acceptance of philosophy's and philosophers' 'mind', cosmology's agreement with eastern and western philosophy and outstanding philosophers on a 'mysterious force', created doubtful science's, ontology's, philosophy's, even awesome philosophers' not completely 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 global to transcendental philosophy biased information.

In educational philosophy also, wonderful regarded as some eastern and western philosophies and philosophers man, bad other philosophies and philosophers even though differed philosophers' understanding and wisdom and philosophy and preferred educational philosophy, logic in philosophy on man's behavior (irrespective of educators' various policies and teachers' teaching varied history) suggested that man was neither 'good' nor 'bad' but his developable original exceptional 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 power and ignoring most philosophy and philosophers supported by history that man, his rationality at all times overcoming temporary hysteria representing wicked abuse and ignorance, and most powerful, whenever regarded as the nature or extent of retribution or neglect of intrinsic values intolerable, consistently (not necessarily via 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 terrific!

Educational philosophy, philosophers on ethics, morals, educators, teachers, commonly forgot that, 'bad' everywhere in minority, though man's passion produced it impossible normally to 'turn the other cheek' and, e.g., his various laws extended mitigating circumstances to crimes of passion even though cruel when by his biological constitution unchangeable by any philosophy of education he was in fright without having 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 getting thought nicely of.