title: Philosophy of education

text: Critical thinking is often cited as one of the central aims of education. There is no generally accepted definition of critical thinking. But there is wide agreement that it is reasonable, reflective, careful, and focused on determining what to believe or how to act. It has clarity and rationality as its standards and includes a metacognitive component monitoring not just the solution of the problem at hand but also ensuring that it complies with its own standards in the process. In this sense, education is not just about conveying many true beliefs to the students. Instead, the students' ability to arrive at conclusions by themselves and the disposition to question pre-existing beliefs should also be fostered, often with the goal of benefitting not just the student but society at large. But not everyone agrees with the positive role ascribed to critical thinking in education. Objections are often based on disagreements about what it means to reason well. Some critics argue that there is no universally correct form of reasoning. According to them, education should focus more on teaching subject-specific skills and less on imparting a universal method of thinking. Other objections focus on the allegation that critical thinking is not as neutral, universal, and presuppositionless as some of its proponents claim. On this view, it involves various implicit biases, like egocentrism or distanced objectivity, and culture-specific values arising from its roots in the philosophical movement of the European Enlightenment.


title: Philosophy of education

text: The problem of critical thinking is closely connected to that of indoctrination. Many theorists hold that indoctrination is in important ways different from education and should be avoided in education. But others contend that indoctrination should be part of education or even that there is no difference between the two. These different positions depend a lot on how "indoctrination" is to be defined. Most definitions of indoctrination agree that its goal is to get the student to accept and embrace certain beliefs. It has this in common with most forms of education but differs from it in other ways. According to one definition, the belief acquisition in indoctrination happens without regard for the evidential support of these beliefs, i.e. without presenting proper arguments and reasons for adopting them. According to another, the beliefs are instilled in such a way as to discourage the student to question or assess for themselves the believed contents. In this sense, the goals of indoctrination are exactly opposite to other aims of education, such as rationality and critical thinking. In this sense, education tries to impart not just beliefs but also make the students more open-minded and conscious of human fallibility. An intimately related issue is whether the aim of education is to mold the mind of the pupil or to liberate it by strengthening its capacity for critical and independent inquiry.


title: Philosophy of education

text: An important consequence of this debate concerns the problem of testimony, i.e to what extent students should trust the claims of teachers and books. It has been argued that this issue depends a lot on the age and the intellectual development of the student. In the earlier stages of education, a high level of trust on the side of the students may be necessary. But the more their intellectual capacities develop, the more they should use them when trying to assess the plausibility of claims and the reasons for and against them. In this regard, it has been argued that, especially for young children, weaker forms of indoctrination may be necessary while they still lack the intellectual capacities to evaluate the reasons for and against certain claims and thus to critically assess them. In this sense, one can distinguish unavoidable or acceptable forms of indoctrination from their avoidable or unacceptable counterparts. But this distinction is not always affirmed and some theorists contend that all forms of indoctrination are bad or unacceptable.


title: Philosophy of education

text: A recurrent source of disagreement about the aims of education concerns the question of who is the primary beneficiary of education: the individual educated or the society having this individual as its member. In many cases, the interests of both are aligned. On the one hand, many new opportunities in life open to the individual through education, especially concerning their career. On the other hand, education makes it more likely that the person becomes a good, law-abiding, and productive member of society. But this issue becomes more problematic in cases where the interests of the individual and society conflict with each other. This poses the question of whether individual autonomy should take precedence over communal welfare. According to "comprehensive liberals", for example, education should emphasize the self-directedness of the students. On this view, it is up to the student to choose their own path in life. The role of education is to provide them with the necessary resources but it does not direct the student with respect to what constitutes an ethically good path in life. This position is usually rejected by communitarians, who stress the importance of social cohesion by being part of the community and sharing a common good.


title: Philosophy of education

text: An important and controversial issue in the philosophy of education concerns the contents of the curriculum, i.e. the question of what should be taught to students. This includes both the selection of subjects to be taught and the consideration of arguments for and against the inclusion of a particular topic. This issue is intimately tied to the aims of education: one may argue that a certain subject should be included in the curriculum because it serves one of the aims of education.


title: Philosophy of education

text: While many positions about what subjects to include in the curriculum are controversial, some particular issues stand out where these controversies go beyond the academic discourse to a wide public discourse, like questions about sexual and religious education. Controversies in sex education involve both biological aspects, such as the functioning of sex organs, and social aspects, such as sexual practices and gender identities. Disagreements in this area concern which aspects are taught and in which detail as well as to which age groups these teachings should be directed. Debates on religious education include questions like whether religion should be taught as a distinct subject and, if so, whether it should be compulsory. Other questions include which religion or religions should be taught and to what degree religious views should influence other topics, such as ethics or sex education.


title: Philosophy of education

text: Another prominent topic in this field concerns the subject of moral education. This field is sometimes referred to as "educational ethics". Disagreements in this field concern which moral beliefs and values should be taught to the students. This way, many of the disagreements in moral philosophy are reflected in the field of moral education. Some theorists in the Kantian tradition emphasize the importance of moral reasoning and enabling children to become morally autonomous agents who can tell right from wrong. Theorists in the Aristotelian tradition, on the other hand, focus more on moral habituation through the development of virtues that concern both perception, affect, and judgment in regard to moral situations. A related issue, heavily discussed in ancient philosophy, is the extent to which morality can be taught at all instead of just being an inborn disposition.


title: Philosophy of education

text: Various discussions also concern the role of art and aesthetics in public education. It has been argued that the creativity learned in these areas can be applied to various other fields and may thereby benefit the student in various ways. It has been argued that aesthetic education also has indirect effects on various other issues, such as shaping the student's sensibilities in the fields of morality and politics as well as heightening their awareness of self and others.


title: Philosophy of education

text: Some researchers reject the possibility of objectivity in general. They use this claim to argue against universal forms of education, which they see as hiding particular worldviews, beliefs, and interests under a false cover. This is sometimes utilized to advance an approach focused on more diversity, for example, by giving more prominence in education to the great variety of cultures, customs, languages, and lifestyles without giving preference to any of them.


title: Philosophy of education

text: Different approaches to solving these disputes are employed. In some cases, psychology in the field of child development, learning, and motivation can provide important general insights. More specific questions about the curriculum of a particular subject, such as mathematics, are often strongly influenced by the philosophy of this specific discipline, such as the philosophy of mathematics.


title: Philosophy of education

text: The problem of power is another issue in the philosophy of education. Of specific interest on this topic is that the modern states compel children to attend school, so-called compulsory education. The children and their parents usually have few to no ways of opting out or changing the established curriculum. An important question in this respect is why or whether modern states are justified to use this form of power. For example, various liberationist movements belonging to the fields of deschooling and unschooling reject this power and argue that the children's welfare is best served in the absence of compulsory schooling in general. This is sometimes based on the idea that the best form of learning does not happen while studying but instead occurs as a side-effect while doing something else. This position is often rejected by pointing out that it is based on overly optimistic presuppositions about the children's natural and unguided development of rationality. While some objections focus on compulsory education in general, a less radical and more common criticism concerns specific compulsory topics in the curriculum, for example, in relation to sexuality or religion. Another contemporary debate in the United States concerns the practice of standardized testing: it has been argued that this discriminates against certain racial, cultural, or religious minorities since the standardized test may implicitly assume various presuppositions not shared by these minorities. Other issues in relation to power concern the authority and responsibility teachers have towards their students.


title: Philosophy of education

text: Postmodern theorists often see established educational practices as instruments of power used by elites in society to further their own interests. Important aspects in this regard are the unequal power relation between the state and its institutions in contrast to the individual as well as the control that can thus be employed due to the close connection between power and knowledge, specifically the knowledge passed on through education.


title: Philosophy of education

text: A recurrent demand on public education is that all students should be treated equally and in a fair manner. One reason for this demand is that education plays a central role for the child's path and prospects in life, which should not be limited by unfair or arbitrary external circumstances. But there are various disagreements about how this demand is best understood and whether it is applicable in all cases. An initial problem concerns what is meant by "equality". In the field of education, it is often understood as equality of opportunity. In this sense, the demand for equality implies that education should open the same opportunities to everyone. This means, among other things, that students from higher social classes should not enjoy a competitive advantage over others. One difficulty with this demand, when understood in a wide sense, is that there are many sources of educational inequality and it is not always in the best interest to eliminate all of them. For example, parents who are concerned with their young children's education may read them bedtime stories early on and thereby provide them with a certain advantage over other children who do not enjoy this privilege. But disallowing such practices to level the field would have serious negative side-effects. A weaker position on this issue does not demand full equality but holds instead that educational policies should ensure that certain factors, like race, native language, and disabilities, do not pose obstacles to the equality of opportunity.


title: Philosophy of education

text: A closely related topic is whether all students, both high and low performers, should be treated equally. According to some, more resources should be dedicated to low performers, to help them get to an average level, while others recommend a preferential treatment for high performers in order to help them fully develop their exceptional abilities and thereby benefit society at large. A similar problem is the issue of specialization. It concerns the question of whether all students should follow the same curriculum or to what extent they should specialize early on in specific fields according to their interests and skills.


title: Philosophy of education

text: Marxist critiques of the school systems in capitalist societies often focus on the inequality they cause by sorting students for different economic positions. While overtly this process happens based on individual effort and desert, they argue that this just masks and reinforces the underlying influence of the preexisting social class structure. This is sometimes integrated into a wider Marxist perspective on society which holds that education in capitalist societies plays the role of upholding this inequality and thereby reproduces the capitalist relations of production.


title: Philosophy of education

text: Other criticisms of the dominant paradigms in education are often voiced by feminist and postmodern theorists. They usually point to alleged biases and forms of discrimination present in current practices that should be eliminated. Feminists often hold that traditional education is overly man-oriented and thereby oppresses women in some form. This bias was present to severe degrees in earlier forms of education and a lot of progress has been made towards more gender-equal forms of education. Nonetheless, feminists often contend that certain problems still persist in contemporary education. Some argue, for example, that this manifests itself in the prominence given to cognitive development in education, which is said to be associated primarily with masculinity in contrast to a more feminine approach based on emotion and intuition. A related criticism holds that there is an overemphasis on abilities belonging to the public sphere, like reason and objectivity, in contrast to equally important characteristics belonging to the private sphere, like compassion and empathy.


title: Philosophy of education

text: The philosophy of education is also interested in the "epistemology of education". This term is often used to talk about the epistemic aims of education, i.e. questions like whether educators should aim at transmitting justified true beliefs rather than merely true beliefs or should additionally foster other epistemic virtues like critical thinking. In a different sense, the epistemology of education concerns the issue of how we arrive at knowledge on educational matters. This is especially relevant in the field of educational research, which is an active field of investigation with many studies being published on a regular basis. It is also quite influential in regard to educational policy and practice. Epistemological questions in this field concern the objectivity of its insights.


title: Philosophy of education

text: An important methodological divide in this area, often referred to as the "paradigm wars", is between the "quantitative" or "statistical approach" in contrast to the "qualitative" or "ethnographical approach". The quantitative approach usually focuses on wide experimental studies and employs statistical methods to uncover the general causal factors responsible for educational phenomena. It has been criticized based on the claim that its method, which is inspired by the natural sciences, is inappropriate for understanding the complex cultural and motivational patterns investigated by the social sciences. The qualitative approach, on the other hand, gives more weight to particular case studies for reaching its conclusions. Its opponents hold that this approach lacks the methodological rigor to arrive at well-warranted knowledge. The "mixed-method research" is a recent contemporary approach in which the methods of both camps are combined. The question of the most promising approach is relevant to how funding budgets are spent on research, which in its turn has important implications for policymaking.


title: Philosophy of education

text: One question concerns how the learners are to be conceptualized. John Locke sees the mind as a blank slate or a tabula rasa that passively absorbs information and is filled with contents through experience. This view contrasts with a more pragmatist perspective, which in its emphasis on practice sees students not as passive absorbers but as active learners that should be encouraged to discover and learn things by themselves.


title: Philosophy of education

text: Another disputed topic is the role of testing in public education. Some theorists have argued that it is counterproductive since it puts undue pressure on the students. But testing also plays various critical roles, such as providing feedback on the learning progress both to the student, their parents, and their teachers. Concrete discussions on the role of testing often focus less on whether it should be done at all and more on how much importance should be ascribed to the test results. This also includes questions about the form of testing, for example, whether it should be standardized. Standardized tests present the same questions and scoring system to all students taking the test and are often motivated by a desire for objective and fair evaluations both of students and schools. Opponents have argued that this approach tends to favor certain social groups over others and severely limits the creativity and effectiveness of teachers.


title: Philosophy of education

text: The existentialist sees the world as one's personal subjectivity, where goodness, truth, and reality are individually defined. Reality is a world of existing, truth subjectively chosen, and goodness a matter of freedom. The subject matter of existentialist classrooms should be a matter of personal choice. Teachers view the individual as an entity within a social context in which the learner must confront others' views to clarify his or her own. Character development emphasizes individual responsibility for decisions. Real answers come from within the individual, not from outside authority. Examining life through authentic thinking involves students in genuine learning experiences. Existentialists are opposed to thinking about students as objects to be measured, tracked, or standardized. Such educators want the educational experience to focus on creating opportunities for self-direction and self-actualization. They start with the student, rather than on curriculum content.


title: Philosophy of education

text: Perennialists believe that one should teach the things that one deems to be of everlasting importance to all people everywhere. They believe that the most important topics develop a person. Since details of fact change constantly, these cannot be the most important. Therefore, one should teach principles, not facts. Since people are human, one should teach first about humans, not machines or techniques. Since people are people first, and workers second if at all, one should teach liberal topics first, not vocational topics. The focus is primarily on teaching reasoning and wisdom rather than facts, the liberal arts rather than vocational training.


title: Philosophy of education

text: The Classical education movement advocates a form of education based in the traditions of Western culture, with a particular focus on education as understood and taught in the Middle Ages. The term "classical education" has been used in English for several centuries, with each era modifying the definition and adding its own selection of topics. By the end of the 18th century, in addition to the trivium and quadrivium of the Middle Ages, the definition of a classical education embraced study of literature, poetry, drama, philosophy, history, art, and languages. In the 20th and 21st centuries it is used to refer to a broad-based study of the liberal arts and sciences, as opposed to a practical or pre-professional program. Classical Education can be described as rigorous and systematic, separating children and their learning into three rigid categories, Grammar, Dialectic, and Rhetoric.


title: Philosophy of education

text: Educational essentialism is an educational philosophy whose adherents believe that children should learn the traditional basic subjects and that these should be learned thoroughly and rigorously. This is based on the view that there are essentials that men should know for being educated and are expected to learn the academic areas of reading, writing, mathematics, science, geography, and technology. This movement, thus, stresses the role played by the teacher as the authority in the classroom, driving the goal of content mastery.


title: Philosophy of education

text: An essentialist program normally teaches children progressively, from less complex skills to more complex. The "back to basics" movement is an example of essentialism.


title: Philosophy of education

text: Critical pedagogy is an "educational movement, guided by passion and principle, to help students develop consciousness of freedom, recognize authoritarian tendencies, and connect knowledge to power and the ability to take constructive action." Based in Marxist theory, critical pedagogy draws on radical democracy, anarchism, feminism, and other movements for social justice.


title: Philosophy of education

text: Democratic education is a theory of learning and school governance in which students and staff participate freely and equally in a school democracy. In a democratic school, there is typically shared decision-making among students and staff on matters concerning living, working, and learning together.


title: Philosophy of education

text: Educational progressivism is the belief that education must be based on the principle that humans are social animals who learn best in real-life activities with other people. Progressivists, like proponents of most educational theories, claim to rely on the best available scientific theories of learning. Most progressive educators believe that children learn as if they were scientists, following a process similar to John Dewey's model of learning known as "the pattern of inquiry": 1) Become aware of the problem. 2) Define the problem. 3) Propose hypotheses to solve it. 4) Evaluate the consequences of the hypotheses from one's past experience. 5) Test the likeliest solution.


title: Philosophy of education

text: Unschooling is a range of educational philosophies and practices centered on allowing children to learn through their natural life experiences, including child directed play, game play, household responsibilities, work experience, and social interaction, rather than through a more traditional school curriculum. Unschooling encourages exploration of activities led by the children themselves, facilitated by the adults. Unschooling differs from conventional schooling principally in the thesis that standard curricula and conventional grading methods, as well as other features of traditional schooling, are counterproductive to the goal of maximizing the education of each child.


title: Philosophy of education

text: Contemplative education focuses on bringing introspective practices such as mindfulness and yoga into curricular and pedagogical processes for diverse aims grounded in secular, spiritual, religious and post-secular perspectives. Contemplative approaches may be used in the classroom, especially in tertiary or (often in modified form) in secondary education. Parker Palmer is a recent pioneer in contemplative methods. The Center for Contemplative Mind in Society founded a branch focusing on education, The Association for Contemplative Mind in Higher Education.


title: Philosophy of education

text: Contemplative methods may also be used by teachers in their preparation; Waldorf education was one of the pioneers of the latter approach. In this case, inspiration for enriching the content, format, or teaching methods may be sought through various practices, such as consciously reviewing the previous day's activities; actively holding the students in consciousness; and contemplating inspiring pedagogical texts. Zigler suggested that only through focusing on their own spiritual development could teachers positively impact the spiritual development of students.


title: Philosophy of education

text: Plato's educational philosophy was grounded in a vision of an ideal "Republic" wherein the individual was best served by being subordinated to a just society due to a shift in emphasis that departed from his predecessors. The mind and body were to be considered separate entities. In the dialogues of Phaedo, written in his "middle period" (360 B.C.E.) Plato expressed his distinctive views about the nature of knowledge, reality, and the soul:When the soul and body are united, then nature orders the soul to rule and govern, and the body to obey and serve. Now which of these two functions is akin to the divine? and which to the mortal? Does not the divine appear…to be that which naturally orders and rules, and the mortal to be that which is subject and servant?On this premise, Plato advocated removing children from their mothers' care and raising them as wards of the state, with great care being taken to differentiate children suitable to the various castes, the highest receiving the most education, so that they could act as guardians of the city and care for the less able. Education would be holistic, including facts, skills, physical discipline, and music and art, which he considered the highest form of endeavor.


title: Philosophy of education

text: Plato believed that talent was distributed non-genetically and thus must be found in children born in any social class. He built on this by insisting that those suitably gifted were to be trained by the state so that they might be qualified to assume the role of a ruling class. What this established was essentially a system of selective public education premised on the assumption that an educated minority of the population were, by virtue of their education (and inborn educability), sufficient for healthy governance.


title: Philosophy of education

text: Elementary education would be confined to the guardian class till the age of 18, followed by two years of compulsory military training and then by higher education for those who qualified. While elementary education made the soul responsive to the environment, higher education helped the soul to search for truth which illuminated it. Both boys and girls receive the same kind of education. Elementary education consisted of music and gymnastics, designed to train and blend gentle and fierce qualities in the individual and create a harmonious person.


title: Philosophy of education

text: At the age of 20, a selection was made. The best students would take an advanced course in mathematics, geometry, astronomy and harmonics. The first course in the scheme of higher education would last for ten years. It would be for those who had a flair for science. At the age of 30 there would be another selection; those who qualified would study dialectics and metaphysics, logic and philosophy for the next five years. After accepting junior positions in the army for 15 years, a man would have completed his theoretical and practical education by the age of 50.


title: Philosophy of education

text: Only fragments of Aristotle's treatise "On Education" are still in existence. We thus know of his philosophy of education primarily through brief passages in other works. Aristotle considered human nature, habit and reason to be equally important forces to be cultivated in education. Thus, for example, he considered repetition to be a key tool to develop good habits. The teacher was to lead the student systematically; this differs, for example, from Socrates' emphasis on questioning his listeners to bring out their own ideas (though the comparison is perhaps incongruous since Socrates was dealing with adults).


title: Philosophy of education

text: Aristotle placed great emphasis on balancing the theoretical and practical aspects of subjects taught. Subjects he explicitly mentions as being important included reading, writing and mathematics; music; physical education; literature and history; and a wide range of sciences. He also mentioned the importance of play.


title: Philosophy of education

text: One of education's primary missions for Aristotle, perhaps its most important, was to produce good and virtuous citizens for the polis. "All who have meditated on the art of governing mankind have been convinced that the fate of empires depends on the education of youth."


title: Philosophy of education

text: In the medieval Islamic world, an elementary school was known as a "maktab", which dates back to at least the 10th century. Like madrasahs (which referred to higher education), a maktab was often attached to a mosque. In the 11th century, Ibn Sina (known as "Avicenna" in the West), wrote a chapter dealing with the "maktab" entitled "The Role of the Teacher in the Training and Upbringing of Children", as a guide to teachers working at "maktab" schools. He wrote that children can learn better if taught in classes instead of individual tuition from private tutors, and he gave a number of reasons for why this is the case, citing the value of competition and emulation among pupils as well as the usefulness of group discussions and debates. Ibn Sina described the curriculum of a "maktab" school in some detail, describing the curricula for two stages of education in a "maktab" school.


title: Philosophy of education

text: Ibn Sina wrote that children should be sent to a "maktab" school from the age of 6 and be taught primary education until they reach the age of 14. During which time, he wrote that they should be taught the Qur'an, Islamic metaphysics, language, literature, Islamic ethics, and manual skills (which could refer to a variety of practical skills).


title: Philosophy of education

text: Ibn Sina refers to the secondary education stage of "maktab" schooling as the period of specialization, when pupils should begin to acquire manual skills, regardless of their social status. He writes that children after the age of 14 should be given a choice to choose and specialize in subjects they have an interest in, whether it was reading, manual skills, literature, preaching, medicine, geometry, trade and commerce, craftsmanship, or any other subject or profession they would be interested in pursuing for a future career. He wrote that this was a transitional stage and that there needs to be flexibility regarding the age in which pupils graduate, as the student's emotional development and chosen subjects need to be taken into account.


title: Philosophy of education

text: The empiricist theory of 'tabula rasa' was also developed by Ibn Sina. He argued that the "human intellect at birth is rather like a "tabula rasa", a pure potentiality that is actualized through education and comes to know" and that knowledge is attained through "empirical familiarity with objects in this world from which one abstracts universal concepts" which is developed through a "syllogistic method of reasoning; observations lead to prepositional statements, which when compounded lead to further abstract concepts." He further argued that the intellect itself "possesses levels of development from the material intellect ("al-‘aql al-hayulani"), that potentiality that can acquire knowledge to the active intellect ("al-‘aql al-fa‘il"), the state of the human intellect in conjunction with the perfect source of knowledge."


title: Philosophy of education

text: In the 12th century, the Andalusian-Arabian philosopher and novelist Ibn Tufail (known as "Abubacer" or "Ebn Tophail" in the West) demonstrated the empiricist theory of 'tabula rasa' as a thought experiment through his Arabic philosophical novel, "Hayy ibn Yaqzan", in which he depicted the development of the mind of a feral child "from a tabula rasa to that of an adult, in complete isolation from society" on a desert island, through experience alone. Some scholars have argued that the Latin translation of his philosophical novel, "Philosophus Autodidactus", published by Edward Pococke the Younger in 1671, had an influence on John Locke's formulation of tabula rasa in "An Essay Concerning Human Understanding".


title: Philosophy of education

text: Child education was among the psychological topics that Michel de Montaigne wrote about. His essays "On the Education of Children", "On Pedantry", and "On Experience" explain the views he had on child education. Some of his views on child education are still relevant today.


title: Philosophy of education

text: Montaigne's views on the education of children were opposed to the common educational practices of his day. He found fault both with what was taught and how it was taught. Much of the education during Montaigne's time was focused on the reading of the classics and learning through books.Montaigne disagreed with learning strictly through books. He believed it was necessary to educate children in a variety of ways. He also disagreed with the way information was being presented to students. It was being presented in a way that encouraged students to take the information that was taught to them as absolute truth. Students were denied the chance to question the information. Therefore, students could not truly learn. Montaigne believed that, to learn truly, a student had to take the information and make it their own.


title: Philosophy of education

text: At the foundation Montaigne believed that the selection of a good tutor was important for the student to become well educated. Education by a tutor was to be conducted at the pace of the student.He believed that a tutor should be in dialogue with the student, letting the student speak first. The tutor also should allow for discussions and debates to be had. Such a dialogue was intended to create an environment in which students would teach themselves. They would be able to realize their mistakes and make corrections to them as necessary.


title: Philosophy of education

text: Individualized learning was integral to his theory of child education. He argued that the student combines information already known with what is learned and forms a unique perspective on the newly learned information. Montaigne also thought that tutors should encourage the natural curiosity of students and allow them to question things.He postulated that successful students were those who were encouraged to question new information and study it for themselves, rather than simply accepting what they had heard from the authorities on any given topic. Montaigne believed that a child's curiosity could serve as an important teaching tool when the child is allowed to explore the things that the child is curious about.


title: Philosophy of education

text: Experience also was a key element to learning for Montaigne. Tutors needed to teach students through experience rather than through the mere memorization of information often practised in book learning.He argued that students would become passive adults, blindly obeying and lacking the ability to think on their own. Nothing of importance would be retained and no abilities would be learned. He believed that learning through experience was superior to learning through the use of books. For this reason he encouraged tutors to educate their students through practice, travel, and human interaction. In doing so, he argued that students would become active learners, who could claim knowledge for themselves.


title: Philosophy of education

text: Montaigne's views on child education continue to have an influence in the present. Variations of Montaigne's ideas on education are incorporated into modern learning in some ways. He argued against the popular way of teaching in his day, encouraging individualized learning. He believed in the importance of experience, over book learning and memorization. Ultimately, Montaigne postulated that the point of education was to teach a student how to have a successful life by practicing an active and socially interactive lifestyle.


title: Philosophy of education

text: In "Some Thoughts Concerning Education" and "Of the Conduct of the Understanding" John Locke composed an outline on how to educate this mind in order to increase its powers and activity:


title: Philosophy of education

text: "The business of education is not, as I think, to make them perfect in any one of the sciences, but so to open and dispose their minds as may best make them capable of any, when they shall apply themselves to it."


title: Philosophy of education

text: "If men are for a long time accustomed only to one sort or method of thoughts, their minds grow stiff in it, and do not readily turn to another. It is therefore to give them this freedom, that I think they should be made to look into all sorts of knowledge, and exercise their understandings in so wide a variety and stock of knowledge. But I do not propose it as a variety and stock of knowledge, but a variety and freedom of thinking, as an increase of the powers and activity of the mind, not as an enlargement of its possessions."


title: Philosophy of education

text: Locke expressed the belief that education maketh the man, or, more fundamentally, that the mind is an "empty cabinet", with the statement, "I think I may say that of all the men we meet with, nine parts of ten are what they are, good or evil, useful or not, by their education."


title: Philosophy of education

text: Locke also wrote that "the little and almost insensible impressions on our tender infancies have very important and lasting consequences." He argued that the "associations of ideas" that one makes when young are more important than those made later because they are the foundation of the self: they are, put differently, what first mark the "tabula rasa". In his "Essay", in which is introduced both of these concepts, Locke warns against, for example, letting "a foolish maid" convince a child that "goblins and sprites" are associated with the night for "darkness shall ever afterwards bring with it those frightful ideas, and they shall be so joined, that he can no more bear the one than the other."


title: Philosophy of education

text: "Associationism", as this theory would come to be called, exerted a powerful influence over eighteenth-century thought, particularly educational theory, as nearly every educational writer warned parents not to allow their children to develop negative associations. It also led to the development of psychology and other new disciplines with David Hartley's attempt to discover a biological mechanism for associationism in his "Observations on Man" (1749).


title: Philosophy of education

text: Jean-Jacques Rousseau, though he paid his respects to Plato's philosophy, rejected it as impractical due to the decayed state of society. Rousseau also had a different theory of human development; where Plato held that people are born with skills appropriate to different castes (though he did not regard these skills as being inherited), Rousseau held that there was one developmental process common to all humans. This was an intrinsic, natural process, of which the primary behavioral manifestation was curiosity. This differed from Locke's 'tabula rasa' in that it was an active process deriving from the child's nature, which drove the child to learn and adapt to its surroundings.


title: Philosophy of education

text: Rousseau wrote in his book "" that all children are perfectly designed organisms, ready to learn from their surroundings so as to grow into virtuous adults, but due to the malign influence of corrupt society, they often fail to do so. Rousseau advocated an educational method which consisted of removing the child from society—for example, to a country home—and alternately conditioning him through changes to his environment and setting traps and puzzles for him to solve or overcome.


title: Philosophy of education

text: Rousseau was unusual in that he recognized and addressed the potential of a problem of legitimation for teaching. He advocated that adults always be truthful with children, and in particular that they never hide the fact that the basis for their authority in teaching was purely one of physical coercion: "I'm bigger than you." Once children reached the age of reason, at about 12, they would be engaged as free individuals in the ongoing process of their own.


title: Philosophy of education

text: He once said that a child should grow up without adult interference and that the child must be guided to suffer from the experience of the natural consequences of his own acts or behaviour. When he experiences the consequences of his own acts, he advises himself.


title: Philosophy of education

text: "Rousseau divides development into five stages (a book is devoted to each). Education in the first two stages seeks to the senses: only when Émile is about 12 does the tutor begin to work to develop his mind. Later, in Book 5, Rousseau examines the education of Sophie (whom Émile is to marry). Here he sets out what he sees as the essential differences that flow from sex. 'The man should be strong and active; the woman should be weak and passive' (Everyman edn: 322). From this difference comes a contrasting education. They are not to be brought up in ignorance and kept to housework: Nature means them to think, to will, to love to cultivate their minds as well as their persons; she puts these weapons in their hands to make up for their lack of strength and to enable them to direct the strength of men. They should learn many things, but only such things as suitable' (Everyman edn.: 327)."


title: Philosophy of education

text: Immanuel Kant believed that education differs from training in that the former involves thinking whereas the latter does not. In addition to educating reason, of central importance to him was the development of character and teaching of moral maxims. Kant was a proponent of public education and of learning by doing.


title: Philosophy of education

text: Charlotte Mason was a British educator who invested her life in improving the quality of children's education. Her ideas led to a method used by some homeschoolers. Mason's philosophy of education is probably best summarized by the principles given at the beginning of each of her books. Two key mottos taken from those principles are "Education is an atmosphere, a discipline, a life" and "Education is the science of relations." She believed that children were born persons and should be respected as such; they should also be taught the Way of the Will and the Way of Reason. Her motto for students was "I am, I can, I ought, I will." Charlotte Mason believed that children should be introduced to subjects through living books, not through the use of "compendiums, abstracts, or selections." She used abridged books only when the content was deemed inappropriate for children. She preferred that parents or teachers read aloud those texts (such as Plutarch and the Old Testament), making omissions only where necessary.


title: Philosophy of education

text: Waldorf education (also known as Steiner or Steiner-Waldorf education) is a humanistic approach to pedagogy based upon the educational philosophy of the Austrian philosopher Rudolf Steiner, the founder of anthroposophy. Now known as Waldorf or Steiner education, his pedagogy emphasizes a balanced development of cognitive, affective/artistic, and practical skills (head, heart, and hands). Schools are normally self-administered by faculty; emphasis is placed upon giving individual teachers the freedom to develop creative methods.


title: Philosophy of education

text: Steiner's theory of child development divides education into three discrete developmental stages predating but with close similarities to the stages of development described by Piaget. Early childhood education occurs through imitation; teachers provide practical activities and a healthy environment. Steiner believed that young children should meet only goodness. Elementary education is strongly arts-based, centered on the teacher's creative authority; the elementary school-age child should meet beauty. Secondary education seeks to develop the judgment, intellect, and practical idealism; the adolescent should meet truth.


title: Philosophy of education

text: Learning is interdisciplinary, integrating practical, artistic, and conceptual elements. The approach emphasizes the role of the imagination in learning, developing thinking that includes a creative as well as an analytic component. The educational philosophy's overarching goals are to provide young people the basis on which to develop into free, morally responsible and integrated individuals, and to help every child fulfill his or her unique destiny, the existence of which anthroposophy posits. Schools and teachers are given considerable freedom to define curricula within collegial structures.


title: Philosophy of education

text: In "Democracy and Education: An Introduction to the Philosophy of Education", John Dewey stated that education, in its broadest sense, is the means of the "social continuity of life" given the "primary ineluctable facts of the birth and death of each one of the constituent members in a social group". Education is therefore a necessity, for "the life of the group goes on." Dewey was a proponent of Educational Progressivism and was a relentless campaigner for reform of education, pointing out that the authoritarian, strict, pre-ordained knowledge approach of modern traditional education was too concerned with delivering knowledge, and not enough with understanding students' actual experiences.


title: Philosophy of education

text: In 1896, Dewey opened the Laboratory School at the University of Chicago in an institutional effort to pursue together rather than apart "utility and culture, absorption and expression, theory and practice, [which] are [indispensable] elements in any educational scheme. As the unified head of the departments of Philosophy, Psychology and Pedagogy, John Dewey articulated a desire to organize an educational experience where children could be more creative than the best of progressive models of his day. Transactionalism as a pragmatic philosophy grew out of the work he did in the Laboratory School. The two most influential works that stemmed from his research and study were "The Child and the Curriculum" (1902) and "Democracy and Education" (1916). Dewey wrote of the dualisms that plagued educational philosophy in the latter book: "Instead of seeing the educative process steadily and as a whole, we see conflicting terms. We get the case of the child vs. the curriculum; of the individual nature vs. social culture." Dewey found that the preoccupation with facts as knowledge in the educative process led students to memorize "ill-understood rules and principles" and while second-hand knowledge learned in mere words is a beginning in study, mere words can never replace the ability to organize knowledge into both useful and valuable experience.


title: Philosophy of education

text: The Montessori method arose from Dr. Maria Montessori's discovery of what she referred to as "the child's true normal nature" in 1907, which happened in the process of her experimental observation of young children given freedom in an environment prepared with materials designed for their self-directed learning activity. The method itself aims to duplicate this experimental observation of children to bring about, sustain and support their true natural way of being.


title: Philosophy of education

text: William Heard Kilpatrick was a US American philosopher of education and a colleague and a successor of John Dewey. He was a major figure in the progressive education movement of the early 20th century. Kilpatrick developed the Project Method for early childhood education, which was a form of Progressive Education organized curriculum and classroom activities around a subject's central theme. He believed that the role of a teacher should be that of a "guide" as opposed to an authoritarian figure. Kilpatrick believed that children should direct their own learning according to their interests and should be allowed to explore their environment, experiencing their learning through the natural senses. Proponents of Progressive Education and the Project Method reject traditional schooling that focuses on memorization, rote learning, strictly organized classrooms (desks in rows; students always seated), and typical forms of assessment.


title: Philosophy of education

text: William Chandler Bagley taught in elementary schools before becoming a professor of education at the University of Illinois, where he served as the Director of the School of Education from 1908 until 1917. He was a professor of education at Teachers College, Columbia, from 1917 to 1940. An opponent of pragmatism and progressive education, Bagley insisted on the value of knowledge for its own sake, not merely as an instrument, and he criticized his colleagues for their failure to emphasize systematic study of academic subjects. Bagley was a proponent of educational essentialism.


title: Philosophy of education

text: A. S. Neill founded Summerhill School, the oldest existing democratic school in Suffolk, England in 1921. He wrote a number of books that now define much of contemporary democratic education philosophy. Neill believed that the happiness of the child should be the paramount consideration in decisions about the child's upbringing, and that this happiness grew from a sense of personal freedom. He felt that deprivation of this sense of freedom during childhood, and the consequent unhappiness experienced by the repressed child, was responsible for many of the psychological disorders of adulthood.


title: Philosophy of education

text: Martin Heidegger's philosophizing about education was primarily related to higher education. He believed that teaching and research in the university should be unified and aim towards testing and interrogating the "ontological assumptions presuppositions which implicitly guide research in each domain of knowledge."


title: Philosophy of education

text: Jean Piaget was a Swiss developmental psychologist known for his epistemological studies with children. His theory of cognitive development and epistemological view are together called "genetic epistemology". Piaget placed great importance on the education of children. As the Director of the International Bureau of Education, he declared in 1934 that "only education is capable of saving our societies from possible collapse, whether violent, or gradual." Piaget created the International Centre for Genetic Epistemology in Geneva in 1955 and directed it until 1980. According to Ernst von Glasersfeld, Jean Piaget is "the great pioneer of the constructivist theory of knowing."


title: Philosophy of education

text: Jean Piaget described himself as an epistemologist, interested in the process of the qualitative development of knowledge. As he says in the introduction of his book "Genetic Epistemology" (): ""What the genetic epistemology proposes is discovering the roots of the different varieties of knowledge, since its elementary forms, following to the next levels, including also the scientific knowledge.""


title: Philosophy of education

text: Mortimer Jerome Adler was an American philosopher, educator, and popular author. As a philosopher he worked within the Aristotelian and Thomistic traditions. He lived for the longest stretches in New York City, Chicago, San Francisco, and San Mateo, California. He worked for Columbia University, the University of Chicago, Encyclopædia Britannica, and Adler's own Institute for Philosophical Research. Adler was married twice and had four children. Adler was a proponent of educational perennialism.


title: Philosophy of education

text: Harry S. Broudy's philosophical views were based on the tradition of classical realism, dealing with truth, goodness, and beauty. However he was also influenced by the modern philosophy existentialism and instrumentalism. In his textbook Building a Philosophy of Education he has two major ideas that are the main points to his philosophical outlook: The first is truth and the second is universal structures to be found in humanity's struggle for education and the good life. Broudy also studied issues on society's demands on school. He thought education would be a link to unify the diverse society and urged the society to put more trust and a commitment to the schools and a good education.


title: Philosophy of education

text: Another important contributor to the inquiry method in education is Jerome Bruner. His books "The Process of Education" and "Toward a Theory of Instruction" are landmarks in conceptualizing learning and curriculum development. He argued that any subject can be taught in some intellectually honest form to any child at any stage of development. This notion was an underpinning for his concept of the "spiral" (helical) curriculum which posited the idea that a curriculum should revisit basic ideas, building on them until the student had grasped the full formal concept. He emphasized intuition as a neglected but essential feature of productive thinking. He felt that interest in the material being learned was the best stimulus for learning rather than external motivation such as grades. Bruner developed the concept of discovery learning which promoted learning as a process of constructing new ideas based on current or past knowledge. Students are encouraged to discover facts and relationships and continually build on what they already know.


title: Philosophy of education

text: A Brazilian philosopher and educator committed to the cause of educating the impoverished peasants of his nation and collaborating with them in the pursuit of their liberation from what he regarded as "oppression," Paulo Freire is best known for his attack on what he called the "banking concept of education," in which the student was viewed as an empty account to be filled by the teacher. Freire also suggests that a deep reciprocity be inserted into our notions of teacher and student; he comes close to suggesting that the teacher-student dichotomy be completely abolished, instead promoting the roles of the participants in the classroom as the teacher-student (a teacher who learns) and the student-teacher (a learner who teaches). In its early, strong form this kind of classroom has sometimes been criticized on the grounds that it can mask rather than overcome the teacher's authority.


title: Philosophy of education

text: Aspects of the Freirian philosophy have been highly influential in academic debates over "participatory development" and development more generally. Freire's emphasis on what he describes as "emancipation" through interactive participation has been used as a rationale for the participatory focus of development, as it is held that 'participation' in any form can lead to empowerment of poor or marginalised groups. Freire was a proponent of critical pedagogy.


title: Philosophy of education

text: In 1964 John Holt published his first book, "How Children Fail", asserting that the academic failure of schoolchildren was not "despite" the efforts of the schools, but actually "because" of the schools. Not surprisingly, "How Children Fail" ignited a firestorm of controversy. Holt was catapulted into the American national consciousness to the extent that he made appearances on major TV talk shows, wrote book reviews for "Life" magazine, and was a guest on the "To Tell The Truth" TV game show. In his follow-up work, "How Children Learn", published in 1967, Holt tried to elucidate the learning process of children and why he believed school short circuits that process.


title: Philosophy of education

text: Nel Noddings' first sole-authored book "Caring: A Feminine Approach to Ethics and Moral Education" (1984) followed close on the 1982 publication of Carol Gilligan’s ground-breaking work in the ethics of care "In a Different Voice". While her work on ethics continued, with the publication of "Women and Evil" (1989) and later works on moral education, most of her later publications have been on the philosophy of education and educational theory. Her most significant works in these areas have been "Educating for Intelligent Belief or Unbelief" (1993) and "Philosophy of Education" (1995).


title: Philosophy of education

text: Noddings' contribution to education philosophy centers around the ethic of care. Her belief was that a caring teacher-student relationship will result in the teacher designing a differentiated curriculum for each student, and that this curriculum would be based around the students' particular interests and needs. The teacher's claim to care must not be based on a one time virtuous decision but an ongoing interest in the students' welfare.


title: Batman (franchise)

text: Since his first appearance in 1939, Batman has been adapted into various media such as film, radio, television, and video games, as well as numerous merchandising items. The Batman franchise has become one of the highest-grossing media franchises of all time.


title: Batman (franchise)

text: A number of Batman theatrical films have been made. There have also been several attempted projects during the hiatus between "Batman & Robin" and "Batman Begins".


title: Batman (franchise)

text: In 1964, a "Batman Dracula" black and white American superhero fan film, was produced and directed by Andy Warhol. Few scenes survive to this day, as it was an unauthorized production, simply known because of Warhol's fame.


title: Batman (franchise)

text: In 1966, a "Batman" feature film based on the contemporaneous "Batman" television series was released. It starred Adam West as Batman, Burt Ward as Robin, Cesar Romero as the Joker, Burgess Meredith as the Penguin, Frank Gorshin as the Riddler, and Lee Meriwether as Catwoman.


title: Batman (franchise)

text: The series premiered January 12, 1966, on ABC and ended March 14, 1968, starring Adam West as Bruce Wayne / Batman and Burt Ward as Dick Grayson / Robin. West and Ward later reprise their roles in "Legends of the Superheroes".


title: Batman (franchise)

text: The series premiered on October 29, 2002, and used footage of Michael Keaton as Batman and Michelle Pfeiffer as Catwoman, from Tim Burton's "Batman Returns" in the initial trailers for the series and its opening montage. The series focuses on the couple's daughter, Helena Kyle / Huntress.


title: Batman (franchise)

text: The series premiered September 22, 2014, on FOX and ended April 25, 2019, starring David Mazouz as a young Bruce Wayne. The series depicts young Bruce Wayne following the death of his parents. Also Bruce is 12 years old when his parents die, unlike his traditional age being 7 or 8 years old. When the series reached its finale, stunt performer Mikhail Mudrik served as the physical actor for Wayne as Mazouz still wasn't 6 foot 4, the showrunners height preference for their Batman Mazouz was able wear the Batsuit in the final shot with the help of forced perspective. He also lent his voice to all Batman speaking scenes in the last episode.


title: Batman (franchise)

text: Batman is mentioned several times in the series. He was shown from behind in the episode "Origins" and was voiced by an uncredited actor. Batman appearing in the first season finale in a dream sequence created by Trigon where he started killing his enemies causing Dick Grayson to end Batman's life. Stunt doubles Alain Moussi and Maxim Savarias portray Batman in that appearance.


title: Batman (franchise)

text: Batman's alter ego Bruce makes his full appearance in the second season, portrayed by Iain Glen. Bruce is visited by Dick after the defeat of Trigon, allowing Dick to restart the Titans on the condition that Jason Todd be a member. In his self-titled episode, Bruce appears in Dick's hallucinations about the guilt he felt following a disastrous fight with Deathstroke. In the episode "E.L._.O.," Koriand'r / Starfire, Rachel Roth / Raven, Donna Troy, and Dawn Granger / Dove are lured to the Elko Diner by Bruce in an effort to reunite the team after Dick was incarcerated at Kane County Correctional Facility. In the episode "Nightwing," Bruce attends Donna's funeral at Titans Tower. When Kory thanks Bruce for bringing them together, Bruce had no knowledge of going to Elko and claimed that they confused him with someone else.


title: Batman (franchise)

text: In the third season, Bruce becomes distraught after Jason is killed by the Joker, prompting him to murder the latter in Arkham Asylum. He then tasks Dick with the duty of protecting Gotham, while he retreats elsewhere. At a secluded mansion, Bruce writes his will, then attempts to commit suicide by having the mansion burn down with him inside. He is however saved by a resurrected Donna. At the end of the season, Bruce returns to Gotham and reconciles with Jason, who has since been resurrected and gone on rampage as Red Hood, but converted by the Titans to stop Jonathan Crane. While he does not appear in the fourth season, Bruce is mentioned by S.T.A.R. Labs director Bernard Fitzmartin as having provided the team with new equipment to help them continue their crime fighting activities.


title: Batman (franchise)

text: Bruce Wayne appears briefly on a magazine cover in The CW's Batwoman season one finale, portrayed by Warren Christie. The character Thomas Elliot masquerades as Wayne in the opening episode of season two before being discovered and forcibly unmasked by Ryan Wilder. In the episode "Armed and Dangerous", a subconscious manifestation of Bruce Wayne appeared before Luke Fox after he was shot by Russell Tavaroff in the previous episode which landed Luke in a coma. Bruce gave Luke the choice of living or dying. After being purged of "Circe" in the season two finale, Kate leaves Gotham City with plans to find Bruce.


title: Batman (franchise)

text: An alternate universe version of Batman is portrayed by Kevin Conroy in the special Crisis on Infinite Earths.


title: Batman (franchise)

text: Batman was intended to make a cameo appearance alongside the Justice League in the season finale "It's Cow or Never" of the DC Extended Universe television series "Peacemaker." He was to be portrayed by stand-in Matt Turner, although he, alongside a planned appearance from Cyborg, was later cut.


title: Batman (franchise)

text: "Batwoman"'s writers and producers Natalie Abrams, Chad Fiveash and James Stoteraux are in development of a live action "Gotham Knights" TV series for the CW and Berlanti Productions. A pilot order was confirmed in February 2022.


title: Batman (franchise)

text: Beginning in March 1945, Batman and Robin made regular appearances on the radio drama "The Adventures of Superman" on the Mutual Broadcasting System, including solo stories when series star, Bud Collyer had time off. Batman was voiced by Matt Crowley, Stacy Harris and Gary Merrill, with Ronald Liss as Robin.


title: Batman (franchise)

text: Efforts were later made to launch a Batman radio series in 1943 and again in 1950, but neither came to fruition.


title: Batman (franchise)

text: In 1989, an original radio drama, "", was produced by Dirk Maggs for BBC Radio 4. Bob Sessions was the voice of Batman.


title: Batman (franchise)

text: A second Maggs production aired on BBC Radio 1 in 1994, this time adapting the comic book storyline "". It was adapted, produced and directed by Maggs—with music composed by Mark Russell—who had also made "" on BBC Radio 5. This show, however was not commissioned of its own, but rather to be three-minute episodes on the Mark Goodier Show. This meant it was written with a sense of immediacy; having to make an instant effect and each three-minute segment contains a major plot development or sound effect stunt and ends on a cliffhanger. DC acknowledged the effort in an issue "Shadow of The Bat" by having villains jump past a sign reading "Dirk Maggs Radio". Michael Gough reprised the role of Alfred Pennyworth from the Burton/Schumacher film series.


title: Batman (franchise)

text: From 1943 to 1946, Batman and Robin appeared in a syndicated daily newspaper comic strip produced by the McClure Syndicate. Other versions appeared in 1953, 1966, and 1989. The original run is collected in the book "Batman: The Dailies". One more comic strip series ran briefly after the success of the 1989 film.


title: Batman (franchise)

text: Batman appears in a novel by cyberpunk/horror novelist John Shirley, titled "Batman: Dead White" from Del Rey. Many other novels and short story collections featuring Batman have been published over the years, including novelizations of each of the recent movies (such as "Batman" and "The Dark Knight Rises") and many of the comic book arcs.


title: Batman (franchise)

text: There are also several more scholarly works, aimed at either Batman's history or art, such as Les Daniels' "Batman: The Complete History", Will Brooker's "Batman Unmasked: Analysing a Cultural Icon" and compilations such as "Batman: Cover to Cover: The Greatest Comic Book Covers of the Dark Knight". In 2004, "The Batman Handbook: The Ultimate Training Manual", written by Scott Beatty was published by Quirk Books (). Written in the same style as "The Worst-Case Scenario Survival Handbook" series, the book explained the basics on how to be Batman. Amongst the skills included in the book are "How to Train a Sidekick", "How to Execute a Backflip", "How to Throw a Grappling Hook", and "How to Survive a Poison Gas Attack". Finally, there are of course countless sticker, coloring, activity, and other children's books featuring the Dark Knight.


title: Batman (franchise)

text: Several musical singles featuring cast members of the television show singing in-character were released in 1966: Burgess Meredith as the Penguin in "The Capture" and "The Escape", Frank Gorshin as the Riddler in "The Riddler", and Adam West as Batman in "Miranda". In 1976 West performed a pair of novelty songs, "The Story of Batman" and "Batman and Robin", for Target Records. All six of these recordings (sans the b-sides to Gorshin and West's singles) were later included on the 1997 compilation, "Batmania: Songs Inspired by Batman TV Series".


title: Batman (franchise)

text: In 1966, Burt Ward also recorded a limited "disc jokey only" release with Frank Zappa called "Boy Wonder, I Love You".


title: Batman (franchise)

text: Also in 1966, British novelty group The Scaffold produced a single called "Goodbat Nightman" (lyrics by Roger McGough, who "has written several poems" about Batman and Robin).


title: Batman (franchise)

text: Following the popularity of the Adam West television series, a pair of LPs were released in 1966 on MGM's "Leo the Lion" label. Each contained three dramatizations, including stories adapted from Batman comic books:


title: Batman (franchise)

text: Throughout the 1970s Batman was the subject of a number of Power Records Book-and-record sets, as well as records unaccompanied by books:


title: Batman (franchise)

text: The 1980 mini-series, "The Untold Legend of the Batman" was available in a special "MPI Audio Edition." Each of the three issues were accompanied by an audio cassette containing a performance of the text of the issue, with musical cues.


title: Batman (franchise)

text: As part of its DC Superheroes collection, in 1982 Fisher-Price released "Batman: The Case of the Laughing Sphinx", an audio cassette accompanied by a hard back illustrated book.


title: Batman (franchise)

text: In 2007, the audiobook publisher GraphicAudio licensed DC Comics properties to adapt as audiodramas. They have produced three adaptations of Batman novels: "Batman: Dead White" by John Shirley, "Batman: Inferno" by Alex Irvine, and Alan Grant's "Batman: The Stone King". Batman also appears as a supporting cast member in the GraphicAudio's adaptations of "Crisis on Infinite Earths", "Infinite Crisis" and "JLA: Exterminators".


title: Batman (franchise)

text: In 2020, it was announced that David Goyer had signed a deal to create an audio drama podcast for Spotify called "Batman Unburied". The 2022 series stars Winston Duke as Bruce Wayne and Jason Isaacs as Alfred. The supporting cast includes Hasan Minhaj, Gina Rodriguez, Sam Witwer, Emmy Raver-Lampman, Jessica Marie Garcia, Jim Pirri, Lance Reddick, Toks Olagundoye, John Rhys-Davies and Ashly Burch.


title: Batman (franchise)

text: "" is a comedic radio drama podcast series featuring the DC Comics character Batman. The 2021 show, DC's first scripted podcast, is produced by DC Entertainment, Blue Ribbon Content and HBO Max. The series is meant to be an homage to the original 1966 "Batman" TV series as well as the 1990s "". It is directed and written by Dennis McNicholas, a writer for "Saturday Night Live". Production companies involved with the series were slated to consist of Insurrection Media and WarnerMedia. The series was executive produced by Kiliaen Van Rensselaer, Deborah Henderson, and Jon Berg.


title: Batman (franchise)

text: "LittleBigPlanet 2" (2011) for PlayStation 3 and "LittleBigPlanet PS Vita" (2012) for PlayStation Vita


title: Batman (franchise)

text: While a parody of a "Batman" musical was featured in one of the most recent series' comics, in 2002, Jim Steinman, David Ives, and Tim Burton had worked on a theatre production called "Batman: The Musical" although it was ultimately cancelled. Steinman has revealed five songs from the musical. The first is the opening theme for "Gotham City" and the entry of Batman with his tortured solo "The Graveyard Shift"; followed by "The Joker's Song (Where Does He Get All Those Wonderful Toys?)", "The Catwoman's Song (I Need All The Love I Can Get)", "We're Still The Children We Once Were" (the climactic sequence) and "In The Land Of The Pig The Butcher Is King", sung by the corrupt blood-suckers ruling Gotham, covered on the Meat Loaf album "". These songs can be heard at the "Batman: The Musical" memorial site, Dark Knight of the Soul.


title: Batman (franchise)

text: A Batman musical is also parodied in the animated series "Batman Beyond". The episode "Out of the Past", (first aired October 21, 2000) opens with Bruce Wayne and Terry McGinnis attending a performance of (a fictional) "Batman: The Musical", featuring caricatures of prominent members of the Rogues Gallery (the Joker, the Penguin, Two-Face, Catwoman, Poison Ivy, and Harley Quinn). Series creator Paul Dini, who wrote the episode in question, also wrote a song for the fictitious musical entitled "Superstitious and Cowardly Lot".


title: Batman (franchise)

text: An episode of the sketch comedy show "MADtv" also featured a "Batman: The Musical" parody called "Batman V: Out of the Cave" which starred Tommy Tune as Batman, and Ben Vereen as Robin.


title: Batman (franchise)

text: A live stage show was also created, called "Batman Live: World Tour". The show is a unique fusion of live action theatre, magic, stunts, digital projection and music from an 85-piece orchestra and choir. The tour began at Manchester, UK in Summer 2011 and visited arenas throughout the UK and Europe before arriving in North America in Summer 2012.


title: Batman (franchise)

text: In 2012, the Internet theatre troupe StarKid Productions created a musical titled "Holy Musical B@man!", which went on YouTube on April 13. It was performed in Chicago from March 16–25, and because of copyright laws, tickets were free. Batman is portrayed by Joseph (Joe) Walker.


title: Batman (franchise)

text: The album "Knightfall" by multinational Swedish band Silent Images, is based on the "" story arc, with Batman serving as a central character, the "Nightly Priest". The album explores the underlying sociopolitical themes in the Batman universe, and his struggle against "The Venomous One", which is the album's interpretation of Bane.


title: Batman (franchise)

text: Starting with the Pop Art period, and on a continuing basis, since the 1960s, the character of Batman has been "appropriated" by multiple visual artists and incorporated into contemporary artwork, most notably by Andy Warhol, Roy Lichtenstein, Mel Ramos, Dulce Pinzon, Mr. Brainwash, Raymond Pettibon, Peter Saul, and others.


title: Batman (franchise)

text: Hundreds of Batman action figures, die-cast models, and other items have been released. Many companies have acquired the rights to make Batman merchandise, including:


title: Batman (franchise)

text: Batman has appeared as a HeroClix figure, along with other Batman characters, in the following HeroClix sets:


title: Batman (franchise)

text: For April 2006, Lego introduced a Batman line which also includes characters such as the Joker and Two-Face, at American International Toy Fair.


title: Batman (franchise)

text: In 2006, the United States Postal Service (USPS) issued a DC Comics Superheroes pane of 20 stamps which included a stamp of Batman.


title: Batman (franchise)

text: To celebrate the 75th anniversary of Batman, USPS released a limited edition stamp series on October 9, 2014. Four versions of the superhero were depicted from the four eras of comic book history: Golden, Silver, Bronze and Modern. In addition, it included four versions of the Bat-Signal.


title: Batman (franchise)

text: Several Six Flags theme parks, formerly owned by Warner Bros., opened live-action "Batman Stunt Shows" as the movies increased in popularity. The now closed Six Flags Astroworld in Houston, Texas was home to a standing roller coaster known as Batman: The Escape. Six Flags Over Texas in Arlington, Texas is home to two roller coasters called Mr. Freeze, and . Six Flags México in Mexico City, Mexico has also a looping, suspended roller coaster named Batman: The Ride (Six Flags St. Louis has the same ride, as does Six Flags Great America in Gurnee, Illinois) as well as twin roller coasters named Batman and Robin: The Chiller. On the latter attraction, riders may ride on either the Batman or Robin versions of the coaster. But unfortunately in the 2007 off-season, the ride was removed after a long history of technical difficulties and occasionally breaking down. Six Flags Over Georgia contains a Gotham City area that contains the same Batman: The Ride and also features a looping coaster called The Mindbender that was adapted to fit the color tone of the Riddler after "Batman Forever" came out to fit the Gotham City section of the park it shares with Batman: The Ride. Six Flags Magic Mountain in Valencia, California has two Batman-themed coasters, the suspended coaster Batman: The Ride, and The Riddler's Revenge, a stand-up type roller coaster. This Six Flags park also features an entire themed area called "Gotham City" complete with architecture to match that of the fictional Gotham City. Warner Bros. Movie World in the Gold Coast, Australia, also has two Batman-themed rides. Batman Adventure – The Ride, revamped in 2001, is a motion simulator style simulator ride while Batwing Spaceshot is a vertical free-fall ride.


title: Batman (franchise)

text: In 2008, The Dark Knight Coaster opened in Six Flags Great Adventure and Six Flags Great America. Based on "The Dark Knight" film, they are Wild Mouse roller coasters, indoors, heavily themed, and give riders a feeling that they are being stalked by the Joker. Six Flags New England was originally going to receive this roller coaster; however, due to problems with building permits, the park scratched the project and then sent the coaster to Six Flags México.


title: Murali Vijay

text: Murali Vijay (born 1 April 1984) is an Indian international cricketer who plays as a right-handed opening batsman. He was a regular member of the Indian Test team until 2018 and plays for Tamil Nadu in domestic first-class cricket.


title: Murali Vijay

text: After failing in his 12th class exam and having started playing cricket at the age of 17, Vijay played club cricket in Chennai before he was selected in the Tamil Nadu Under-22 team. He quickly came up the ranks and made his first-class debut for the Tamil Nadu senior team in 2006. He was one of the top run-scorers of the 2006-07 Ranji Trophy, which was his maiden first-class tournament. By October 2008, he went on to represent South Zone, India Red and India A, and in November 2008, he was handed his Test debut after the team's regular opener Gautam Gambhir was banned for one match by the ICC.


title: Murali Vijay

text: Vijay was born in Madras, Tamil Nadu. He started his cricket at the age of 17. He first played club cricket in Chennai representing Alwarpet in 2003. He was then selected in the Tamil Nadu Under-22 squad for the 2004-05 CK Nayudu Trophy. Tamil Nadu Under-22 won the tournament, but, opening the innings, Vijay averaged just 26.45 in 6 matches. He continued to play club cricket in 2005, before getting selected again in the Tamil Nadu Under-22 squad for the 2005-06 CK Nayudu Trophy. He failed to impress once again, averaging 26.50 in 3 matches.


title: Murali Vijay

text: Despite his below-average performances in club cricket and Under-22 tournaments, Vijay was selected in the Tamil Nadu squad for the Ranji One-day Trophy in February 2006. He made his senior cricket debut in Tamil Nadu's last group fixture of the tournament, against Karnataka on 16 February, and scored 17 in that match. He scored 38 in the quarterfinal against Railways who won the match by one run.


title: Murali Vijay

text: Vijay rose to prominence during the 2006-07 Ranji Trophy, his debut first-class season, in which he finished as the third highest run-getter of the tournament, only behind Karnataka's Robin Uthappa and Bengal's Manoj Tiwary. At the start of this tournament, he made his first-class debut against Delhi and scored a fifty in his debut innings. He accumulated a total of 628 runs at an average of more than 52, including two hundreds and one fifty. He continued his good form in the 2006-07 Ranji One-day Trophy by scoring 277 runs in 7 matches at an average of 39.57 and a high-score of 112.


title: Murali Vijay

text: Vijay played in all seven matches of Tamil Nadu in the 2007-08 Ranji Trophy and scored 582 runs at an average of 58.2 with two hundreds including a high-score of 230* against Saurashtra. After the conclusion of Ranji Trophy, he was selected in the South Zone squad for 2007-08 Duleep Trophy. He batted at 3 in the first match against North Zone and scored a duck and 39. In the second game against East Zone, batting at 3 in the first innings, he scored 46, and registered another duck in the second innings while opening the batting. In the Vijay Hazare Trophy (earlier called Ranji One-day Trophy) that followed, Vijay played seven matches in which he opened the innings thrice and batted at 3 on four occasions. He found success batting at 3, making back-to-back hundreds against Hyderabad and Andhra.


title: Murali Vijay

text: In September 2008, Vijay was picked in the India A team to play against the touring New Zealand A team in two 4-day matches. He carried on his good form and made 45 and 59 in the first match, batting at 3, helping India A win by 129 runs. He opened the innings and scored 98 and 0 in the second match, in which New Zealand A secured victory. In October 2008, Vijay was named in the India Red team for the Challenger Trophy. He played as an opener and finished second among highest run-scorers of the tournament with 164 runs from 3 matches at an average of 54.66.


title: Murali Vijay

text: Vijay made his Test debut against Australia in the Fourth and final Test of the Border-Gavaskar Trophy, in Nagpur, in November 2008. He was selected for the match after Gautam Gambhir received a one-Test ban for elbowing Shane Watson in the Third Test of the same series in Feroz Shah Kotla in Delhi. Vijay was participating in a Ranji trophy match at the time, and made his Test debut on the final day of that match.


title: Murali Vijay

text: Of Vijay's technique, former Australian captain Allan Border said "His defensive shots are so assured. And he looks comfortable of both front and back foot. And when he attacks, he doesn't go hard at the deliveries. I can see why this young man is playing".


title: Murali Vijay

text: Vijay partnered Virender Sehwag, and they got India off to a solid start in both innings. Vijay made 33 and 41, contributing to opening stands of 98 and 116. During Australia's first innings, Vijay caused the first wicket to fall, running out Matthew Hayden with a direct hit from mid on. Hayden was attempting a quick single. He then ran out Michael Hussey when fielding at silly point. Hussey was unaware that Vijay had intercepted the ball at close range and instinctively took a step out of his crease in anticipation of a run, by which time Vijay threw down the stumps. In the second innings, he caught Brett Lee at bat pad from the bowling of Harbhajan Singh to complete his first catch.


title: Murali Vijay

text: Following his performance in his debut Test, Vijay was selected for the Indian ODI squad for the first three matches against the touring England team. He did not get to play, and was dropped after the first three matches upon the return of senior batsman Sachin Tendulkar from a break.


title: Murali Vijay

text: In December 2009, Vijay was given another opportunity in the Test team when Gambhir withdrew from the Third and final Test against Sri Lanka at Brabourne Stadium in Mumbai in order to attend his sister's wedding. Vijay took two catches at bat pad from Harbhajan in Sri Lanka's first innings. When India replied, he put on 221 for the first wicket with Sehwag, but was out for 87 in sight of his maiden Test century. The Indians went on to complete an innings victory, and become the number 1 Test team.


title: Murali Vijay

text: Vijay was taken on the tour of Bangladesh in January 2010 as the reserve batsman, and he was called into the team after V. V. S. Laxman injured a finger in the First Test. Vijay played in the Second Test in Mirpur in Laxman's No. 5 position, scoring 30. In the same match, No. 3 batsman Rahul Dravid was injured after being hit under the jaw by a bouncer, so Vijay then played in Dravid's position in the two-Test home series against South Africa.


title: Murali Vijay

text: He was later selected as the reserve opener for away series against Sri Lanka in August 2010 and the home series against Australia in October 2010. He played in the Second and Third Tests against Sri Lanka after Gambhir was injured. He got another opportunity when Gambhir, was injured in the first match against Australia and was ruled out of Second Test. Vijay scored 139 runs in the first innings, his maiden Test century, featuring in a triple century partnership with Sachin Tendulkar. Vijay and debutant Cheteshwar Pujara added 72 runs crucial partnership which helped India complete a 2–0 series win.


title: Murali Vijay

text: Though he was dropped from the national squad, however he was brought back in the 2013 home series against Australia replacing out-of-form Gautam Gambhir. Though Vijay failed in the first test, he scored an assured and well paced 167 in the second Test and put on a 370-run record second wicket partnership with Cheteshwar Pujara (204). In the third test at Mohali, he scored his second consecutive 150+ score (153) with a strong opening stand of 289 with debutant Shikhar Dhawan, who scored a whopping 187 off just 174 balls. And then added on 92 runs for the third wicket with Sachin Tendulkar (37). He had an amazing series against Australia and was the highest scorer with 430 runs including two centuries both which were 150+ and an amazing half century.


title: Murali Vijay

text: When India toured Australia later in the same year, Vijay scored a patient and a steady 99 at the Adelaide Oval putting up a partnership of 185 with his skipper Virat Kohli to almost take India to an improbable victory, chasing 364 in the fourth innings. His dismissal triggered the batting collapse and India lost the test by a close margin. Vijay was at his fluent best in the second test at the Gabba, Brisbane. He scored 144 at a brisk pace to take India to a position of strength on the first day. This equaled the highest score by an Indian at the ground.


title: Murali Vijay

text: Vijay debuted in ODIs against South Africa in the third and final one dayer on 27 Feb 2010. He scored a brisk 25 runs off 16 balls.


title: Murali Vijay

text: He started a full series during a tri-nations tournament in Zimbabwe when India rested most of the first-choice team. Vijay performed poorly and was dropped for India's fourth match as they came last behind Zimbabwe.


title: Murali Vijay

text: Vijay was selected for New Zealand 5 ODI series 2010 and he played first 3 ODI in which he scored an average of 30. Later, he was replaced by wicketkeeper Parthiv Patel for other 2 ODI matches.


title: Murali Vijay

text: Vijay was selected for 2010 ICC World Twenty20. He fared poorly in India's disastrous campaign averaging just below 15 and failing to provide good starts in all the matches.


title: Murali Vijay

text: Vijay played in the Indian Premier League for his home town franchise, Chennai Super Kings until the sixth season of the competition before moving to Delhi Daredevils. In April 2016, he was named captain of Kings XI Punjab replacing South African David Miller in the middle of the season. He missed out the entire 2017 season due to wrist surgery.


title: Murali Vijay

text: Vijay is married to Nikita Vanjara who was earlier married to Dinesh Karthik, but later got divorced.The couple have two sons and one daughter.


title: 17th century

text: The 17th century lasted from January 1, 1601 (MDCI), to December 31, 1700 (MDCC). It falls into the early modern period of Europe and in that continent (whose impact on the world was increasing) was characterized by the Baroque cultural movement, the latter part of the Spanish Golden Age, the Dutch Golden Age, the French "Grand Siècle" dominated by Louis XIV, the Scientific Revolution, the world's first public company and megacorporation known as the Dutch East India Company, and according to some historians, the General Crisis.


title: 17th century

text: From the mid-17th century, European politics were increasingly dominated by the Kingdom of France of Louis XIV, where royal power was solidified domestically in the civil war of the Fronde. The semi-feudal territorial French nobility was weakened and subjugated to the power of an absolute monarchy through the reinvention of the Palace of Versailles from a hunting lodge to a gilded prison, in which a greatly expanded royal court could be more easily kept under surveillance. With domestic peace assured, Louis XIV caused the borders of France to be expanded. It was during this century that the English monarch became a symbolic figurehead and Parliament was the dominant force in government – a contrast to most of Europe, in particular France.


title: 17th century

text: By the end of the century, Europeans were aware of logarithms, electricity, the telescope and microscope, calculus, universal gravitation, Newton's Laws of Motion, air pressure, and calculating machines due to the work of the first scientists of the Scientific Revolution, including Galileo Galilei, Johannes Kepler, René Descartes, Pierre Fermat, Blaise Pascal, Robert Boyle, Christiaan Huygens, Antonie van Leeuwenhoek, Robert Hooke, Isaac Newton, and Gottfried Wilhelm Leibniz. It was also a period of development of culture in general (especially theater, music, visual arts and philosophy).


title: 17th century

text: It was during this period that the European colonization of the Americas began in earnest, including the exploitation of the silver deposits, which resulted in bouts of inflation as wealth was drawn into Europe. Also during this period, there would be a more intense European presence in Southeast Asia and East Asia (such as the colonization of Taiwan). These foreign elements would contribute to a revolution in Ayutthaya. While the Mataram Sultanate and the Aceh Sultanate would be the major powers of the region, especially during the first half of the century.


title: 17th century

text: In the Islamic world, the gunpowder empires – the Ottoman, Safavid, and Mughal – grew in strength. Especially in the Indian subcontinent, Mughal architecture, culture, and art reached its zenith, while the empire itself, during the reign of Emperor Aurangzeb, is believed to have had the world's largest economy, bigger than the entirety of Western Europe and worth 25% of global GDP. The southern half of India would see the decline of the Deccan Sultanates and extinction of the Vijayanagara Empire. The Dutch would colonize Ceylon and endure hostilities with Kandy. In Japan, Tokugawa Ieyasu established the Tokugawa shogunate at the beginning of the century, beginning the Edo period; the isolationist Sakoku policy began in the 1630s and lasted until the 19th century. In China, the collapsing Ming dynasty was challenged by a series of conquests led by the Manchu warlord Nurhaci, which were consolidated by his son Hong Taiji and finally consummated by his grandson, the Shunzhi Emperor, founder of the Qing dynasty.


title: 17th century

text: The greatest military conflicts of the century were the Thirty Years' War, Dutch–Portuguese War, the Great Turkish War, the Nine Years' War, Mughal–Safavid Wars, and the Qing annexation of the Ming.


title: 17th century

text: Major changes in philosophy and science take place, often characterized as the Scientific revolution.


title: Cause célèbre

text: A cause célèbre (, , ; pl. causes célèbres, pronounced like singular) is an issue or incident arousing widespread controversy, outside campaigning, and heated public debate. The term continues in the media in all senses. It is sometimes used positively for celebrated legal cases for their precedent value (each "locus classicus" or "case-in-point") and more often negatively for infamous ones, whether for scale, outrage, scandal, or conspiracy theories. The term is a French phrase in common usage in English. Since it has been fully adopted into English and is included unitalicized in English dictionaries, it is not normally italicized despite its French origin.


title: Cause célèbre

text: In French, means a legal case, and means "famous". The phrase originated with the 37-volume , published in 1763, which was a collection of reports of well-known French court decisions from the 17th and 18th centuries.


title: Cause célèbre

text: While English speakers had used the phrase for many years, it came into much more common usage after the 1894 conviction of Alfred Dreyfus for espionage during the cementing of a period of deep cultural ties with a political tie between England and France, the Entente Cordiale. Both attracted worldwide interest and the period of closeness or rapprochement officially broadened the English language.


title: Cause célèbre

text: It has been noted that the public attention given to a particular case or event can obscure the facts rather than clarify them. As one observer states, "The true story of many a cause célèbre is never made manifest in the evidence given or in the advocates' orations, but might be recovered from these old papers when the dust of ages has rendered them immune from scandal".


title: Mick Thomson

text: Mickael Gordon "Mick" Thomson (born November 3, 1973) is an American musician. He is one of two guitarists for the heavy metal band Slipknot, in which he is designated #7. Thomson originally met founding Slipknot members Anders Colsefni, Donnie Steele and Paul Gray through their mutual involvement in death metal band Body Pit, later joined in early 1996. Following the departure of fellow band mate and drummer Joey Jordison in 2013, Thomson is now the third longest-serving member of Slipknot.


title: Mick Thomson

text: Thomson grew up having a "fascination with death metal bands", including Morbid Angel, although he has also named the Beatles as one of his major musical influences. He began his career playing guitar in a number of local bands in his hometown of Des Moines, Iowa, most notably death metal outfit Body Pit, formed in 1993. Original Slipknot members Anders Colsefni (vocals), Donnie Steele (guitar) and Paul Gray (bass) were all fellow members of Body Pit during this period. In addition to performing in the band, Thomson gave guitar lessons to local students at Ye Olde Guitar Shop on 70th Street in Des Moines.


title: Mick Thomson

text: Thomson joined Slipknot in the summer of 1996, replacing Craig Jones on guitar after he became the band's full-time sampler. The first Slipknot album on which Thomson performed was the 1999 self-titled debut. Speaking about the process of recording the album, he recalled in an interview for "Revolver" magazine that "It was a nightmarish hell to do that fucking record", primarily due to the group's lack of money, poor quality of food, and other band members' bad habits.


title: Mick Thomson

text: Upon joining the band, Thomson wore a hockey mask which he bought from a store, compared by author Joel McIver to that worn by Hannibal Lecter in the film "The Silence of the Lambs". The guitarist's mask would remain much the same throughout his career, with only minor changes made for each album cycle, which he claimed was because he "pretty much nailed it ... for being able to get across how I am". Speaking in 2008, Thomson played down the amount of consideration which went into the mask's design and meaning, proclaiming that "I had my original latex hockey mask way back and then my leather one and I was using those designs and it morphed into what it is now. There isn't something crazy creative about it." Thomson also chose #7 in the band, claiming that it was his "lucky number".


title: Mick Thomson

text: Outside of Slipknot, Thomson has collaborated with several other bands. Along with bandmate Paul Gray, he appeared on a Death tribute album organised by James Murphy. In 2007, he performed the second guitar solo on Malevolent Creation's "Deliver My Enemy", released on "Doomsday X". Speaking about his appearance on the song, which was engineered in part by Slipknot DJ Sid Wilson, Thomson claimed that he was "proud beyond words to have been asked to be part of this recording". In 2011, he performed guest lead guitar on Necrophagia's album "Deathtrip 69". Thomson is also featured in the music video for "No Pity on the Ants" by thrash metal band Lupara, directed by Frankie Nasso and released in 2007.


title: Mick Thomson

text: During the early 2000's and before signing with Ibanez, Thomson played signature model B.C. Rich guitars – mainly the Warlock, but also sporting the Rich Bich on occasion. His personal Warlock was a USA made Custom, with mahogany body, maple neck, and ebony fretboard. It sported the old style B.C. Rich "R" logo, and could be seen with either a gloss black finish with white binding, or red with contrasting black binding. It had custom "HATE" inlays at the fifth through second fretboard positions. There were no other fretboard markers. It had a hardtail bridge, dual EMG humbuckers in the bridge and neck position, and three-way pickup selector wired to a volume control. There was also an NJ Warlock Signature Series offered for retail sale. Visually, this version differed from his custom model in that it had a rosewood fretboard, the B.C. Rich script logo imprint on the headstock and "Mick #7" signature reproduced on the backside of the headstock, as well as a "Signature Series" 12th fret inlay.


title: Mick Thomson

text: Thomson is known for playing Ibanez MTM guitars both in the studio and on tour, all of which are handmade by the company's artist shop luthier Tak Hosono. The guitars feature Seymour Duncan EMTY Blackout pickups and d'Addario EXL117 strings. He began working with the company in 2003, during the recording process for Slipknot's third studio album "". His effects pedals include a Maxon OD820, a Death by Audio Fuzz War, an MXR Carbon Copy Delay, an Electro-Harmonix Bassballs Envelope Filter and a custom fuzz pedal made by his guitar technician Kevin Allen.


title: Mick Thomson

text: In July 2016, Jackson Guitars announced that Thomson had joined their artist roster. Speaking about joining the company, Thomson proclaimed that he was "immensely proud to be a part of the Jackson family", praising his custom Double Rhoads and Soloist models as "incredible".


title: Mick Thomson

text: Thomson currently has three signature Jackson soloists, a limited edition USA, a standard USA, and an import, all featuring a reverse headstock, mahogany body, neck through graphite reinforced maple neck, locking nut, single volume and three position blade switch, and his signature Seymour Duncan EMTY Blackout pickups. the limited USA model comes with a fixed mounted Floyd Rose pro bridge, while the standard USA and the import come with a similar Jackson designed hardtail bridge with finetuners.


title: Mick Thomson

text: Outside of performing with Slipknot, Thomson is known to keep a relatively low profile. Speaking on the band's 2006 video release "", he explained that "I like my quiet time; I like to be left the fuck alone", while pointing out that he "loves" being a part of the band. In an interview with Jon Wiederhorn for "Revolver" magazine about the making of "Iowa", the guitarist explained that "On days off, you'd never see me out of my hotel room ... I'd rather be alone than be around a bunch of people that I don't care about, don't care about me or are fuckin' full of shit".


title: Mick Thomson

text: Thomson married his girlfriend Stacy Riley on October 5, 2012. He has a number of tattoos, including the word 'seven' on his left arm (reflecting his number in Slipknot), and the word 'hate' in Japanese writing on his right arm. Thomson is famously a devoted fan of the Las Vegas Raiders football team.