Philosophy: Critical Analysis of Audio and Video on School Life and Real-Life Scenarios

This article provides a critical analysis of an audio and video on school life and real-life scenarios. It discusses the significant points in each of the audio and video, gives examples of how they relate to the community and personal life, and suggests pragmatic ways of implementing the ideas discussed.

Running head S: PHILO OPHY
Philosophy
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SPHILO OPHY 2
1. Clearly specify which audios and videos you have chosen to write about.
The audio is the comparison between school life and real-life scenario while the video is
on the consequences of failing to respond to a situation.
2. In your own words, discuss and critically analyze the significant points in each of the audio
and video.
Firstly, the audio illustrates how school life does not match the real-life scenarios. For
example, when children join school teachers give the syllabus objective but the objective
requires cramming in most cases. The practical issues and skills that real-life scenarios need is no
longer there. However, students are pressurized about success. The curriculum gives examples of
people who have succeeded through education according to Bleicher, (2017). It does not
consider the unique skills that the child has thus forcing the child to study what he or she does
not like.
Secondly, the video is illustrating a scenario whereby there is a war, but the victims are
not responding. People have locked themselves in their houses just watching television and
drinking coffee. The narrator of the video gets annoyed and tells people to come out and speak.
They should become mad to the situation as that is the only way that would bring a solution to
the society in reference to Hampshire, (2016).
3. In your own words, give at least two detailed examples accompanied with detailed
explanations as to how they relate to the community.
The first example as illustrated in the video is where students end up in the field they do
not like. The student will not deliver as expected because he or she was forced by the curriculum
to store what he is doing at the moment. However, many learners come out half backed or going

SPHILO OPHY 3
beyond their limitations because they are fighting for success the way their parents directed
them.
The second example is where society is faced by a peremptory challenge like the looting
of public funds. There are agencies and groups that citizens expect to come out and condemn the
situation, but sometimes they tend to be quiet and relaxed. The relaxation only causes more harm
to the ordinary citizen.
4. In your own words, give at least two detailed examples accompanied with detailed
explanations as to how they relate to your personal life.
The first application is that the school life leads to wrong decision making in school. When one
joins the learning system, he or she has several expectations or dream, but the way the teachers
impact the knowledge may make one lose hope. The people who cannot cram the theoretical
concept in the curriculum are termed as lazy. However, at a personal level, there is a unique
capability and passion that the teacher has not identified.
The second relation to personal life is the continuous struggle to pay high taxes, because
of the failure of people to speak. Like the video illustrates, it is essential for people to act
concerning matters in the society. However, some people feel ignorant and sit to watch. The
failure later affects individual life as the burden is transferred to the personal level.
5. How, in your opinion, can the ideas discussed in the audios and videos be pragmatically and
realistically implemented in society?

SPHILO OPHY 4
From the audio, the idea of biased should syllabus in schools can be corrected by
involving various stakeholders in identifying the crucial issues that student needs. Teachers
should not assume that children know what they are expected to do.
Concerning the video, everyone in the society should stand for what is right. In case,
there is something wrong it is good for everyone to speak about mostly the agencies that are
entitled to the task.
6. What steps are necessary and how do you create or make those steps available so that those
ideas can in an efficient way be implemented in society. Make sure you map out the steps in
order.
The first step is to create awareness for people on their responsibilities in every matter.
Secondly, it essential to mobilize the people during the event. For example, the audio, it is vital
for teachers to illustrate to the students what they are required to do in reference to Hegel,
(2015). It is not good for them to fight for perfection. On the part of the video, it is good to have
an agency in charge of fighting for the rights of people because sometimes it is challenging to
mobilize people during the event.
7. How, in your opinion, can the ideas discussed in the audios and videos be pragmatically and
realistically implemented in your own life? Make sure you map out the steps in order.
In personal life, some ideas are applicable, but others are not. For instance, to come out
and speak on a matter may depend on a situation. It is not right to out, and you end up losing a
life in reference to Noddings, (2018). On the other hand, it is to apply the school life issue that
the audio illustrates. It only requires tenacity. The first is to be aware that no one is perfect in
learning but through trial and error, perfection is possible.

SPHILO OPHY 5
References
Bleicher, J. (2017). Contemporary hermeneutics: Hermeneutics as method, philosophy and
critique. Routledge.
Hampshire, S. (2016). 3. Thought and Action.
Hegel, G. W. F. (2015). The philosophy of right. Hackett Publishing.
Noddings, N. (2018). Philosophy of education. Routledge.