Name: REGINE F.

MIJARES MAED-EDM 1
EDUC 101-B

CREATIVITY

We are all human beings with our creativity, aspirations, and egos, and it

was difficult to align when we worked in teams. We all had our assumptions and

expectations, and we needed to break through the barrier. I wanted to know

where each teammate came from and what was important to them. I noticed,

feel, and care, and unknowingly tiptoed new friend compatibility.

Creativity is a doorway to new possibilities; the simple concept of allowing

thoughts to enter and expressing oneself will be learned in the coming weeks. I

learned to connect the dots to concentrate, combine, and develop an artifact

through a lot of brainstorming and ideation because I believe that having a lot of

ideas is a better way to have one good idea.

Painting, for me, is a form of creativity; I've used it as a means of self-

expression and innovation. Combining ideas with a sense of purpose is the

medium I have chosen to inspire and awaken awareness of the way I will engage

in daily works of art. I may not be creating masterpieces, but I am determined to

make a difference.

Although creativity may seem to be the result of affluence and abundance

of resources, to me it’s the magic I can sprinkle in my living room with just a few

simple touches which reflect my taste of art.

A manager must be aware
and accept limited or "linked"
rationality. In other words,
limitations of information,
time, and certainty restrict
rationality, even if the
manager
strives to be completely
rational. Since in practice
managers cannot be entirely
rational, they sometimes
allow their displeasure with
risks their desire to "play
safe"
to interfere with the desire to
come up with the best
solution depending on the
circumstances. Herbert
Simon called this satisfy, that
is, to choose a course of
action that is satisfactory or
good depending on the
circumstances. While many
managerial decisions are
made with the desire to
"get ahead" as safely as
possible, many managers try
to make the best decisions
they can within the limits
of rationality and in light of
the degree and nature of the
risks involved.
A manager must be aware
and accept limited or "linked"
rationality. In other words,
limitations of information,
time and certainty restrict
rationality, even if the
manager
strives to be completely
rational. Since in practice
managers cannot be entirely
rational, they sometimes
allow their displeasure with
risks their desire to "play
safe"
to interfere with the desire to
come up with the best
solution depending on the
circumstances. Herbert
Simon called this satisfy, that
is, to choose a course of
action that is satisfactory or
good depending on the
circumstances. While many
managerial decisions are
made with the desire to
"get ahead" as safely as
possible, many managers try
to make the best decisions
they can within the limits
of rationality and in light of
the degree and nature of the
risks involved.
RATIONALITY

The term "rationality" refers to a set of characteristics that characterize the

mental lives of creatures classified as "rational." It can simply mean being

reasonable and well-aware of the world, or it can mean being capable of acting

intentionally and intelligently. Non-human animals can be "rational" in these

ways.
 Philosophers who believe that rationality is a uniquely human trait or that

humans have it to an unusually high degree usually mean something more

specific. In this sense, rationality entails being aware of the considerations that

tempt us to believe and act in certain ways – of our potential reasons – and being

able to evaluate those considerations by a priori principles that determine

whether they are good reasons or not.

Some people believe that human beings are morally superior to other

animals because of their rationality in this sense. This could be due to their belief

that only humans are moral animals, and that morality is a system of reciprocity

in which non-rational creatures cannot participate. Or it could be that they believe

that the opposite of a rational mental life is a mental life with little temporal

extension and that nothing but local experiences can be very important to non-

human animals.

These beliefs can undoubtedly be challenged, both empirically and

philosophically. Even if rationality is a uniquely human trait, it may be the source

of a different kind of special moral standing: human beings are the only animals

who have moral obligations to the other animals with whom we share the world.

INDOCTRINATION

Indoctrination is defined as the teaching or instilling of a doctrine, principle,

or ideology, particularly one with a specific point of view, as in religious

indoctrination. Religious indoctrination is the teaching of religious beliefs to a

student. The keyword in defining indoctrination is belief; a belief can be defined

as an acceptance that the statement is true; it is simply acceptance or opinion.

This means that it differs from other teachings in one broad sense; indoctrination

teachings should not be critically examined.

Indoctrination seeks to instill rigid beliefs that may or may not be

supported by evidence. It is commonly used in the context of religious beliefs,

where people tend to teach religious beliefs, and the important thing is that the

person obtaining these beliefs cannot argue with them and must accept them as

they are. These beliefs are taught in a way that prevents the student from judging

or evaluating them. It is mostly used to teach political or religious ideologies.

As the reporter discussed this subject, I learned that the main differences

between teaching and indoctrination are that teaching is open to questions, and

students can always ask questions about the subject they are being taught,

whereas indoctrination is like giving instructions, and one must listen to them and

follow them. The student is unable to question the subject matter during

indoctrination.

In addition, I realized that while teaching is not biased, indoctrination can

be. Indoctrination has a set opinion about the belief that is being taught, and

thus, the student's opinion does not matter or is taught in such a way that a

student is not supposed to make his own opinion. Teaching aims to develop the

brains of students by allowing them to argue, evaluate, and form an opinion,

whereas indoctrination has a set opinion about the belief that is being taught, and

thus, the student's opinion does not matter.

Finally, while teaching is a positive activity in which students gain

knowledge, indoctrination is usually associated with a negative type of teaching

in which students are expected to follow what is taught to them without question.

As a result, brainwashing is sometimes used to describe indoctrination.