The concept of Being by Heidegger

Introduction The concept of Being is as old as being itself. Heidegger, one of the greatest philosophers, attempts to ascertain the meaning of Being. In his work, he employs the term Dasein to explain the existence of being. His argument plays a key role in philosophy as it attempts to pose the question of the meaning of being.Advertising We will write a custom essay sample on The concept of Being by Heidegger specifically for you for only $16.05 $11/page Learn More This ‘question’ forms a fundamental role in formulating Heidegger’s concept of meaning of being. It should be noted that the term ‘question’ is emphasized in Heidegger’s work. This is because he uses it to track the truth of being. Being an ontologist, his work concentrates on replenishing the question of ontology. He argues that this matter has created a huge problem especially to the western philosophers. The problem, according to him, is the question of being. It is however notable that although it appears his argument seems to concentrate on the question of being; he makes a plausible attempt to explain the nature of philosophy. According to him, he views philosophy as an ontological seeking as opposed to ontic. Heidegger’s argument therefore opens up the concept of philosophy to ‘questioning’ in an attempt to understand the meaning of being. He further uses his ‘question’ philosophical approach to describe the existence of being and coming up with the fundamental presuppositions adopted to explain being. This paper will therefore examine the important question of being as articulated in Heidegger’s work. The author of this paper will also revolve around the ontological composition of the world and its contribution to the question of being. The Concept Of ‘Being’ Heidegger’s philosophy of ‘being’ is an ontology that seem to focus on self philosophical con sciousness of man. According to him, the question of being has been neglected and forgotten. He continues to argue that this very question greatly contributed to the works of Plato and Aristotle. This assertion cannot be taken to mean that no other philosopher has questioned the meaning of being since the contribution of the two philosophers. Rather, this assertion has been interpreted to mean that most philosophers have concentrated on exploring the nature of beings and not the ‘being’ itself. According to Heidegger, he maintains that that he is the only philosopher who has attempted to examine the primary question that has been neglected by all other western philosophers. According to his school of thought, he purports that the question of being has been prejudiced and deemed as unnecessary. He therefore comes up with three presuppositions that he believes have contributed to such prejudice and to which he refutes. First, the proposition that ‘Being’ is t he ‘most universal concept’.Advertising Looking for essay on philosophy? Let's see if we can help you! Get your first paper with 15% OFF Learn More He asserts that â€Å"an understanding of Being is contained within our every apprehension of beings.† In his argument, he brings to fore the philosophical arguments by other philosophers such as Aristotle and Hegel hence coming up with the conclusion that the concept of Being is not a universal concept, but rather vague and obscure. This argument attempts to bring out the ontological distinction between Being and beings. The philosophical approach by Thomists and Hegel seem to incline towards the idea that Being and beings should not be unified. This therefore creates an implication that if the two concepts cannot be treated as one, then it would be difficult to define the universality of ‘Being’. Further, it becomes hard to comprehend the terms that govern ‘Being’ as the †˜most universal concept’. Heidegger best approaches this contentious issue by asserting that it is difficult to come up with a precise definition of ‘Being’. According to him, â€Å"The concept of Being cannot be understood as a being, and Being cannot be depicted as predicating beings to it.† The implication created is that the question of being goes beyond logic. This means that it must surpass the normal way of analyzing things. It is not in doubt that most western philosophers have concentrated entirely on beings as opposed to Being. This makes it difficult to rely on their formulations hence making it vital to adopt a different approach. It is also important to note that Heidegger does not render their formulations useless but rather as unreliable. Thirdly, he debates on the notion that being is the self-evident concept. The use of copula (is) regularly in the day to day language in an attempt to discuss beings. It is therefore arguable that most phi losophers seem to comprehend the concept of ‘being’ but nevertheless dismiss it as ‘unintelligible’. From this, it can be inferred that an appeal to the concept of self-evident should be dismissed as a ‘doubtful process’ as it is solely based on one’s analytical features. Based on the above ‘dogmas’ laid down by Heidegger, it is apparent that the question of Being has not been adequately addressed by philosophers and as Heidegger puts it, ‘the meaning of Being is still veiled in darkness.† What then is ‘Being’? From the above argument, it is important to first formulate the question in order to come up with an appropriate answer. This simply means that it would be difficult to rely on any Supreme Being to comprehend the source of Being. The answer should be sought elsewhere. This is because the question of being is constituted in the entities of the Being. The basis of examination therefore lies in t hese very entities that need to be interrogated in order to establish the appropriate answer.Advertising We will write a custom essay sample on The concept of Being by Heidegger specifically for you for only $16.05 $11/page Learn More Theoretical Observation The existence of Dasein proves to be the underlying principle in Heidegger’s works that describe the concept of ‘Being’. By exploring the existence of Dasien in its actual form and its continued survival in everyday life, Heidegger simplifies the quest to understand the meaning of Being as a whole. In his argument, he refutes the authenticity of the declaration pertaining propositional facts in a bid to understand Being. He views such propositions as being sightless and secluded. Further, he argues that they do not possess any form of truth construed in the logic of ‘agreement’. According to him, it is necessary for Dasein to recognize itself based on its existence a nd the possibility of Being as it is. The possibility of existence is fully dependent on the form assumed by Dasien itself. This means that it is up to the Dasien itself to determine its existence depending on the possibility it has assumed. In essence, the experiences of our everyday life play an integral role to either apprehend or disregard the possibilities that aids our understanding of existence. Another theoretical observation is in regards of Dasien’s existence in a ‘world’. The existence in the ‘world’ is not by choice. According to Heidegger, Dasien’s existence in the world is not out of free will but rather living ‘as it is’. This means that Dasien has to adapt to the things that are attached to the world. Further, the world is special to each Dasien. The Dasien is therefore attached to the world and describes itself in relation to this world. This therefore explains the reason why beings develop a habit of getting ensn ared to the world. In fact, the daily existence results to the Dasien focusing on the current worldly activities hence forgetting to view ‘Being’ as it really is. This leads to the human beings being estranged from their true-selves. How then is the authentic Being exposed to us in order to understand the existence? What decisive entity of Being is revealed in order to unveil the true nature of Being? According to Heidegger, the answers to these questions depend on time or temporality. In his school of thought, he recognizes the importance of time to project the meaning of Being. Each Being emerged from somewhere and after its present existence, it will surely have an end. It is therefore of importance to note that the existence is based on time. Further, our present existence means that we have not fully existed. This therefore defines our Being. However, it should be understood that the everyday occurrence of Being just before death is not conclusive. It is only when we meet the ultimate death that the authentic Being is revealed. He refers to this concept as ‘the ontological possibility.’Advertising Looking for essay on philosophy? Let's see if we can help you! Get your first paper with 15% OFF Learn More In expanding his idea of Being, he infers that ontology must assume some form of distinction. That is to say that a distinction between something and nothing need to be formulated. Being and time therefore examines the ontological importance that governs Being’s existence. According to Heidegger, consciousness is therefore important as it poses a challenge to humans to live freely in order to live as a whole. In the actual sense, man appears to be bound yet he is exposed to all manner of freedoms. It is for the man to ascertain where he should derive his freedom from. It is also apparent that the phenomenological method is clearly evident in Heidegger’s argument. This is particularly evident in his insistence of being and time. It is for this reason that Heidegger attributes his philosophical success in his work to Edmund Husserl, one of the most successful phenomenologists of all time. Accordingly, his question of Being constitutes an enormous analysis in the phenomen ological custom of Dasien, who in itself seeks being. How then does Heidegger apply the concept of phenomenology to come to his conclusion? The concept of phenomenology is traced to Kant who attempted to differentiate between ‘phenomenon’ and ‘noumenon’. Hegel also applied the concept in assessing the growth of the human spirit whereby he criticized Kant’s philosophy of the two world’s dichotomy. The term was also coined by Husserl to explain his philosophy of ‘eidetic reduction’. It is therefore not a new methodology adopted by Heidegger to explain his own ‘hermeneutic phenomenology’. His methodology lays down the process that merely describes the existence of human beings and their everyday experiences. He attempts to create synchronization in the contradicting terms of existence that result from hermeneutic phenomenology. According to him, he distinguishes his phenomenology from other sciences. This, he attributes to the fact that his phenomenology concentrates more on the superficial resemblance of human society hence approaching the ontology Being as it is. Positive Response To Heidegger’s Argument Based on the above argument, it is important to note that Heidegger’s argument can be said to be tenable. First, his assertion that every Dasien decides his mode of existence can be approached at different levels. It is not in doubt that the definitive certainty existence supersedes intellectual existence. It is therefore personalized and internalized. It is for this reason that it is appropriate to state that man’s existence is based on certain decisions. Failure to make such decisions renders the failure as a decision itself. It therefore becomes important for the temporary nature of life to be emphasized in order to prepare and anticipate our looming death, which is bound to happen at any minute. And how do we define death? While scholars assert that man is conscious of hi s own death, Heidegger’s philosophical argument is that man acquires the meaning of life upon facing the truth of his own transience. This philosophical approach is therefore upheld. In essence, death has been said to be man’s crucial problem. Further, the ontological prominence embedded on temporality is important to reverberate Kant’s argument that the constraint in time is a prerequisite for things to materialize as they are. If the argument is to be approached on the two philosophical arguments, then it would be imperative to say that Heidegger’s argument on temporality acquires an idiosyncratic twist. He disregards the notion of infinite time as one that presents itself at the moment of existence. It can therefore be argued that temporality is a combination of the past, present and future sequences of time that are essentially interlocked. Fundamentally, the question of Being surrounds itself on being and time as proposed by Heidegger. It therefore r emains the basic question in the field of philosophy. Heidegger tackles this question by examining the existence of Dasein. This should not be taken to mean that his focus on Dasien obstructs a clear comprehension of Being. His transcendental methodology that enlightens the priori stipulations on the basis of which Being is viewed as gifted is therefore appreciated. Heidegger also tries to explain the concept of death. It is not in doubt that every Being will cease to exist. He argues that each Being is entitled to his own death. Death cannot be shared with another Being. It is therefore non-relational. The argument tendered by Heidegger is valid in that no one can evade death. The argument therefore creates a very significant concept for the philosophers in an attempt to answer the question for Being. Conclusion The basic work of Heidegger is a contribution to the question of existence of man. His argument has attempted to tackle the question of Being by introducing Dasein. In our discussion above, our Being is determined by the existence of Dasien. Heidegger also challenges his fellow western philosophers to concentrate on the concept of Being, rather than concentrating on the nature of beings. This is because the concept of Being supersedes the nature of beings and should therefore be prioritized. He also formulates a methodology to tackle the question of being. According to his argument, this question of being forms the basis of all other inquiries. Heidegger can therefore be regarded as the ‘builder’ of tradition due to his massive contribution to philosophy through his hermeneutic phenomenology. This essay on The concept of Being by Heidegger was written and submitted by user Everett Cain to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Driver charged with impaired in Skyway crash Essays - Alcohol Law

Driver charged with impaired in Skyway crash Essays - Alcohol Law Driver charged with impaired in Skyway crash Driver charged with impaired in Skyway crash Chch News July 31, 2014 chch.com/scaffolding-collapses-burlington-skyway/ , chch.com/truck-driver-faces-impaired-charges/ On July 31, 2014 a 34-year-old Sukhvinder Rai from Brampton is being charged with one count of impaired operation of a motor vehicle, and one count of having a blood alcohol level exceeding 80 milligrams while operating a motor vehicle. As a result of these charges, his licence has been suspended for 90 days. For the shutdown on one of the busiest highways in the province after a truck slammed into scaffolding at the top of the Skyway Bridge, stopping all traffic heading towards Toronto. OPP Sgt. Kerry Schmidt speaks out and says Impaired driving is one of the key priorities we have to keep our highways safe and one of the leading causes of injury and death. I choose this Topic story because, it is a major issue with teens around my age, and knowing that it cause a large amount of deaths every year. Touches my heart, it is not responsible and I believe this should not happen but it still does yet people know the dangers of it. Yet fortunately nobody was hurt in this accident I could have been worse on many terms. My special intentions go to all families who has lost someone to impaired driving, and all the ones who have been injured caused by impaired driving, also R.I.P to all the fallen ones. Somebody Should have Told Him 'I went to a party, Mom' I went to a party, and remembered what you said. You told me not to drink, Mom so I had a sprite instead. I felt proud of myself, the way you said I would, that I didn't drink and drive, though some friends said I should. I made a healthy choice, and your advice to me was right as the party finally ended, and the kids drove out of sight. I got into my car, sure to get home in one piece, I never knew what was coming, Mom something I expected least. Now I'm lying on the pavement, And I hear the policeman say, 'The kid that caused this wreck was drunk, ' Mom, His voice seems far away. My own blood's all around me, as I try hard not to cry. I can hear the paramedic say, 'This girl is going to die.' I'm sure the guy had no idea, while he was flying high, because he chose to drink and drive, now I would have to die. So why do people do it, Mom Knowing that it ruins lives? And now the pain is cutting me, like a hundred stabbing knives. Tell sister not to be afraid, Mom tell daddy to be brave, and when I go to heaven, put 'Daddy's Girl' on my grave. Someone should have taught him, that its wrong to drink and drive. Maybe if his parents had, I'd still be alive. My breath is getting shorter, Mom I'm getting really scared. These are my final moments, and I'm so unprepared. I wish that you could hold me Mom, as I lie here and die. I wish that I could say I love you, Mom So I love you and good-bye. By Mike Orman

Measurement of the force of typical and jerking impact on a horses Essay

Measurement of the force of typical and jerking impact on a horses mouth by the snaffle bit used in equestrian sports - Essay Example The key issue addressed is the defining of regular and maximum rein tension and bit pressure, which is applied by riders in the case of punishing the horse. The report describes a laboratory experiment with several selected training techniques that are used in this modern age. The amount of pressure that was actually applied by six riders of different qualifications to the mouth of the horse by pulling the reins was determined with a dynamometer attached to the reins. The experiment tested â€Å"typical† and â€Å"jerking† forces applied by the rider, and the subsequent impact of the bit (common snaffle) on the horse’s mouth. The maximum impact force of the reins upon the horse head mannequin was fixated at the levels of 179kg. Mechanical impacts of mentioned intensity, registered during experiments, might lead to various damage of oral cavity tissues. The authors are of the opinion that the bit punishment represents pain and cruelty, and after the experiment, all participants were interviewed. Common methods of bit punishment, the amount of rein tension, and why they were applied to the horse’s mouth were di scussed and analysed. Data was presented in tables, and statistical principles were applied. Attention was raised that all training methods used across equestrian disciplines could jeopardise equine welfare. While it was proven that the bit is a cause of many diseases, disorders, and injuries (Cook, 2003), it is still used in equine sports and recreation. The term ‘cruelty’ is still not attributed to physical punishment, harm, pain or injury that may happen in the equine sport. McGreevy (2007) addressed the issue of the horse’s welfare in his review of Equitation Science. It is an emerging discipline that combines learning, theory, physics and ethnology to evaluate current training techniques. Up to now, arguments concerning the horse’s welfare rely

Peer response Article Example | Topics and Well Written Essays - 250 words - 7

Peer response - Article Example In terms of concerns regarding sampling, the plan to obtain a representative sample through securing a list of students in remedial classes is deemed to be an appropriate mode. Soliciting these students’ approval to participate in the study is another issue that needs a good technique. Your suggestion to send email message to these students is an alternative. However, one suggests that you could directly endorse request letters to these students while in their traditional class settings. Of course, you have to request approval from the instructors, as well as from the academic authorities prior to solicitation of approval for participation. Thus, through a quick survey-questionnaire, these same students could respond immediately in the same traditional classroom setting to collect their responses. I believe this suggestion would also eliminate sampling biases since the survey would be conducted to all students taking remedial classes in their traditional classroom

Book binding Essay Example for Free

Book binding Essay OBJECTIVES:2. OBJECTIVES:The term ‘binding’ is sometimes used to describe the cover of a book. For example, you might refer to a book as having a binding of leather, or being bound in linen. But binding also means the act of attaching many pages to one another to produce a book. Bookbinding is a very old craft and the techniques used in hand-binding have hardly changed over the centuries. Mechanization has changed the way most books are made but hand-bound books still use the same the techniques and equipment. As a craft, bookbinding plays an important role in the production of artists books, the preservation of antique books, and in training for fine arts students. As a commercial process, bookbinding plays a role in the lives of any consumer who picks up a book or magazine. Advances in commercial bookbinding techniques have greatly improved the cost, and therefore accessibility, of printed material all over the world. IT: 3. WHAT DID YOU DO TO ORGANIZE IT:A prior permission has been taken from the Teacher-in-Charge of our institution to perform the work. Eight students of class VIII, Sec A are selected to participate with me. The Biology Laboratory of this institution has been selected as the working place. I first told the students the procedure of book binding:†¢ Stapling and Sewing – The collected papers exactly the same sized are piled them up. Then staple down/sewed along one edge. †¢ Gluing A white paper paste, or library paste, is good for most purposes. †¢ Covering Any book will be enormously improved if it has some kind of a cover. The cover doesnt have to be cloth or cardboard or particularly heavy. [emailprotected] com 1 BOOK BINDING CONTRBUTIONS:4. CONTRBUTIONS:†¢ MINE – I directed as well as helped the students how to prepare for such works. †¢ MY HEAD TEACHER – He encouraged and motivated me to perform the work. He also helped me by inspiring the students also. He also helped me by granting a fund for that. †¢ MENTOR – The Principal, Prof. D. P. Nag Chowdhury of the College, Shimurali Sachinandan College of Education was the mentor who helped me mentally as well as providing printed materials to do the work. The Director of the workshop, Prof Trishna Goswami as well as the Coordinator, Prof. S. R. Adhikari of the College, Shimurali Sachinandan College of Education, P. O. – Shimurali, District – Nadia also helped me in many ways. A book binder of that locality also helped various ways to make successful this work. CTIVITY: 5. OUTPUT OF THE ACTIVITY:Students can bind books at home following these simple instructions. This is so simple that the students themselves can make them for the joy of learning science. It can encourage them in publishing business. PERSONAL:6. YOUR PERSONAL:†¢ OBSERVATIONS – Students shortlisted the materials from their book or as directed that are needed to perform the work. Sheets of paper for binding into a book, Bone folder, Studio Tac double-sided adhesive, Heavyweight papers for end pages, Pencil, Jade glue, Paint brush, Headband tape, Craft knife, Binders board (acid-free), Book canvas, Iron-on transfer paper (optional)are collected by the students from their homes and market. Then [emailprotected] com 2 BOOK BINDING they started the work following the book binding procedure as stated. My students enjoyed this very much and many of them tried this on their own. †¢ EXPERIENCES Teaching children about the publishing business entails more than writing stories and creating characters. In fact, you can turn any English lesson into a crafts project by introducing children to bookbinding activities. †¢ DIFFICULTIES Manipulatives and experiments are teaching aids that the children are allowed to play with and touch. Hence it was a time consuming process. FROM:7. FEED BACK FROM:†¢ STUDENTS The participants were fully satisfied and wished such programme to be of more and more so that they could update their knowledge activity. This is the spirit of teaching and learning. With hands on activities they acquire first-hand knowledge which inspires them to pursue the field of publishing to become successful who is the wealth of a nation. †¢ COLLEAGUES – They highly appreciated such activities more and more so that the students can easily understand their lessons. The students can test these works without any fear of cost or breakage. This is so simple that the students themselves can make them for the joy of learning science. Teaching children bookbinding is a way for them to become part of this long tradition of book arts in a fun and imaginative way. †¢ MENTOR – He thanked me so that I have done the work accordingly in involvement with my students in my institution. This will be proved very useful in rural and urban schools as well. ************* [emailprotected] com 3

Adolescent Girls :: essays research papers

This study examined the perceived role of three types of sociocultural agents (peers, parents, and media) in influencing body dissatisfaction and dietary restraint in adolescent girls. Participants were 577 grade 10 girls from six schools who completed questionnaires in class and had height and weight measured. Two path analyses resulted in a similar pattern. While current body size strongly predicted ideal body size and body dissatisfaction, perceived influence of multiple sociocultural agents regarding thinness also had a direct relationship with body ideal and dissatisfaction. Dietary restraint was predicted directly from body dissatisfaction and sociocultural influences. Peers, parents, and media varied in their perceived influence. The findings support the idea that those girls who show the most body dissatisfaction and dietary restraint live in a subculture supporting a thin ideal and encouraging dieting. Body concerns and/or dieting behaviors are reported by mast adolescent girls (Paxton et at, 1991; Wadden, Forster, Stunkard, & Linowitz, 1989; Wertheim, Paxton, Maude, Gibbons, Szmulker, & Hillier, 1992). Although body concerns may lead to healthy eating choices and exercise in some girls, many others diet despite already being a healthy weight or report using unhealthy methods such as fasting or vomiting (Paxton et al., 1991; Wadden et al., 1989; Wertheim et al., 1992). These latter behaviors are of concern since longitudinal studies suggest that dieting in adolescence is a risk factor for the development of eating disorder symptoms (Killen et al., 1994; Leon, Fulkerson, Perry, & Early-Zaid, 1995; Patton, Johnson-Sabine, Wood, Mann, & Wakeling, 1990). Most theories of dieting, body image, and eating disorders assign a major role to sociocultural factors (Levine & Smolak, 1992; Stice, 1994), such as the media. There has been a trend in the media, over several decades, for smaller ideal female body size despite increases in the actual body size of young women (O'Dea, 1995). These findings have led to the idea that body dissatisfaction results from the discrepancy between a female's actual body size and an ideal size strongly influenced by images in the media. Indeed, larger girls (those farthest from media ideals) report more dieting and body dissatisfaction, and many normal-weight girls also diet and report dissatisfaction (Huon, 1994; Patton et al., 1990; Paxton et al., 1991; Wadden et al.

Ict in Language Teaching

ICT IN LANGUAGE TEACHING Introduction: English is the dominant language of the Internet. A large proportion of the educational software produced in the world market is in English. For developing countries in the Asia-Pacific where English language proficiency is not high, this represents a serious barrier to maximizing the educational benefits of the World Wide Web. Icts In Language Teaching: Technology is in-built in language teaching. The latest technology available to the language teacher is the computer. Many examples of the use of ICTs can be introduced in language teaching. Here a few, ?Word processing Composing documents and presentations ?Information and communication ?Speech Recoginition And Synthesis ?Multimedia and languages ?E-learning ?Chatting ?Skype or Voip Service ?Online Teaching ?Web –Based Learning Word processing: The most common application of ICT in languages is word processing, to create, for example, letters and other documents. Ability to use a word pr ocessor is necessary in today’s society. Computer provides a better alternative for people using typewriters. There are clear advantages of using a word processor compared to the usual method of writing on paper or typing with a typewriter.Student should appreciate the use of a word processor and be encouraged to use it for most writing tasks. Teachers can create cloze reading tests like i. Texts with missing words ii. Words missing punctuation iii. Plural or tense endings iv. Arranging a story in chronological order v. Completing a story or vi. An outline for students to complete. Composing documents and presentations: Students can be taught to compose documents and make presentations. They can use texts and graphics in their presentations. They should know to convert data into appropriate graphics presentations.They should be able to produce simple web pages with text and graphics. Information and communication: In an information society, Students can get information quickl y from appropriate sources and they can exchage an information and collaborate speedily with others throughout the world. With the increasing use of the Internet, it is necessary that students have a clear but critical understanding of the possibilities of the World Wide Web. Students should know the various sources of information available to them and how to access these.There is considerable amount of information on the internet about writers and books; databases, reviews, opinions, and so on. This ready access will change the nature of language teaching because this information is so easy to access. Speech Recoginition And Synthesis: Students should be given the right software, so that they can compare their own pronunciations with those of a synthesized model, both orally and visually. Language laboratories are very useful in learning a foreign language. Multimedia and languages: Students can create their own multimedia software, to help in their learning of a foreign language.T hus Students can the language in a playful way. E-learning: E-learning is defined as an interactive learning in which the learning content is available online and provides automatic feedback to the students learning activities. Online communication with real people may or may not be included, but the focus of e-learning is usually more on the learning content than on communication between learners and tutors. E-learning could be viewed as an Online descendant of computer– based training(CBT) and computer– aided instruction (CAI). Goals and benefits of e-learning: . Improved performance: Higher education in Online learning is generally better than in face-to-face courses. 2. Increased access: Students can share their knowledge across borders, allowing students to across physical, political and economic boundaries. 3. Convenience and flexibility to learners: Learners are not bound to a specific day or time to physically attend classes. They can also pause learning sessio ns at their convenience. The high technology is not necessary for all Online courses. Basic internet access, audio and video capabilities are common requriments.Depending on the technology used, Students can begin their courses while at work and finish them at home on a different computer. 4. To develop the literacy skills and competencies needed in this present century: E-learning enables learners to develop the literacy skills knowledged- based workers by embedding the use of ICT’s within the curriculum. Chatting: Chatting is another great tool for Online Teaching, especially for a small virtual conference with one or a few students for a seminar. The audio and video components of some of the chat programs offer even more advantages.Students can use one of the free chat programs such as Yahoo messenger or MSN but they are often part of an Educational Delivery Application. Skype or Voip Service: The Online telephone services are great for teaching online language classes. A lot of online teachers use services like Skype but students often use their mobile phone so they can take a call anywhere. Online Teaching: Online teaching refers to the process of tutoring within an online virtual environment or networked environment where teachers and learners are separated by time and space.There are many terms for online education. Some of them are: 1. virtual education. 2. Internet- based education. 3. Web- based education. 4. Computer- mediated communication (CMC) Tutor is an academic, lecturer or professor who has responsibility for teaching in a degree or diploma programme in a university or vocational teaching and learning setting. In this instance the teacher requires excellent online communication skills to guide students who may study totally online without face- to- face contact with the tutor.It also focuses on achieving goals of independent learning, learner autonomy, self- reflection, knowledge construction, group based learning and discussion. It in volves five stages. They are, 1. Access and motivation 2. Online socialization 3. Information exchange 4. Knowledge construction 5. Development. Web –Based Learning: Web –Based Learning is associated with learning materials delivered in a Web browser, including the materials packaged on CD- ROM. Online learning is associated with content readily accessible on a computer.The content may be on the Web or the internet, or simply installed on a CD- ROM or the computer hard disk. Web –Based Learning entails content in a Web browser and actual learning materials delivered in a Web format. In this, Web –Based Learning is analogous to textbooks, where the content determines whether a book is a novel, a report, or a textbook. Simply offering computer -based training (CBT) for download from a Website is not Web –Based Learning since there is no learning content in Web format. Web browsing the learning content is the key feature of Web –Based Learning. Web –Based Learning content is typically retrieved from a Website. For instance, some Web –Based Learning offerings operate from CD- ROM and many are offered on dual format: Website and CD- ROM. The CD- ROM solution is typically associated with situations where network access may not be available or practical, like in schools lacking internet access or in the midst of a military conflict. Benefits of Web –Based Learning: 1. Access is available anytime, anywhere, around the globe: Students access information whether they are working from home or from office. . Per-Student equipment costs are affordable: Almost any computer today equipped with a modem and free browser software can access the internet or a private intranet. The cost of set up is relatively low. 3. Student tracking is made easy: WBT enables the data to be automatically tracked on the server- computer. Thus students can easily implement the powerful Student tracking systems. 4. Content is easily upda ted: WBT is a simple matter of copying the updated files from a local developers computer onto the server- computer.The real disadvantage of WBT, is the lack of human contact, which greatly impacts learning. WBT is better than the CD- ROM learning in this regard. Students can use their Web connection to e-mail other students,post comments on message boards, or use chat rooms and videoconference links to communicate live. With higher speed connections and improved conferencing software, one day Students around the world will be able to communicate in real time with each other through full- screen video. Using Web- based training, like all other delivery media, has advantages and disadvantages.One of the greatest challenges in ICT use in education is balancing educational goals with economic realities. ICTs in education programs require large capital investments and developing countries need to be prudent in making decisions about what models if ICT use will be introduced and to be co nscious of maintaining economies of scale. CONCLUSION: Thus ICTs are a powerful and useful teaching tool in the hands of a resourceful teacher. ICTs help a learner in learning any aspect of language such as vocabulary, grammar, punctuation, composition, etc. It motivates learner to learn foreign language and literature.