共查询到20条相似文献,搜索用时 44 毫秒
1.
This is a critical discussion of a paper on the problem of bootstrapping by Jose Zalabardo.
相似文献
Anthony BruecknerEmail: |
2.
Robert D. Heslep 《Studies in Philosophy and Education》2009,28(4):329-349
This paper argues that an educated being logically does not have to be a human. Philosophers analyzing the concept of education
have reached a consensual notion of the matter; but in applying that idea, they have barely discussed whether or not human
beings are the only entities that may be educated. Using their notion as the core of a heuristic conception of education,
this paper attempts to show that in some contexts it might make sense to predicate education of certain non-human entities.
In addition, the paper examines the place of beliefs, reflective intelligence, practical thinking, and feelings in education.
It concludes by discussing its implications for educational theory and practice and for the connections between the educated
being and personhood and the right to education.
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Robert D. HeslepEmail: |
3.
In this introduction we discuss the motivation behind the workshop “Towards a New Epistemology of Mathematics” of which this
special issue constitutes the proceedings. We elaborate on historical and empirical aspects of the desired new epistemology,
connect it to the public image of mathematics, and give a summary and an introduction to the contributions to this issue.
相似文献
Bernd BuldtEmail: |
Benedikt L?we (Corresponding author)Email: |
Thomas MüllerEmail: |
4.
Rolf Loeber Dustin A. Pardini Alison Hipwell Magda Stouthamer-Loeber Kate Keenan Mark A. Sembower 《Journal of abnormal child psychology》2009,37(6):777-791
Relatively little is known about the factor structure of disruptive behavior among preadolescent girls. The present study
reports on exploratory and confirmatory factor analyses of disruptive girl behavior over four successive data waves as rated
by parents and teachers in a large, representative community sample of girls (N = 2,451). Five factors were identified from parent ratings (oppositional behavior/conduct problems, inattention, hyperactivity/impulsivity,
relational aggression, and callous-unemotional behaviors), and four factors were identified derived from teacher ratings (oppositional
behavior/conduct problems/callous-unemotional behaviors, inattention, hyperactivityimpulsivity, and relational aggression).
There was a high degree of consistency of items loading on equivalent factors across parent and teacher ratings. Year-to-year
stability of factors between ages five and 12 was high for parent ratings (ICC = 0.70 to 0.88), and slightly lower for teacher
ratings (ICC = 0.56 to 0.83). These findings are discussed in terms of possible adjustment to the criteria for children's
disruptive behavior disorders found in the Diagnostic and Statistical Manual for Mental Disorders.
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Rolf Loeber (Corresponding author)Email: |
Dustin A. PardiniEmail: |
Alison HipwellEmail: |
Magda Stouthamer-LoeberEmail: |
Kate KeenanEmail: |
Mark A. SembowerEmail: |
5.
Samuel Cameron Alan Collins Stephen Drinkwater Ford Hickson David Reid Jennifer Roberts Michael Stephens Peter Weatherburn 《Sexuality & culture》2009,13(3):135-151
This paper explores and reflects upon the body of relevant social science data sources containing insights into gay male socio-sexual
lifestyles. Considerable deficiencies seem to feature in this regard with respect to coverage, consistency, content and usability.
The various reasons for collecting data on gay male lifestyles are considered and thought given as to some particular strengths
and weaknesses. Examples of datasets and surveys are used in this light to potentially inform future developments and a critical
perspective on their usage.
相似文献
Samuel CameronEmail: Email: |
6.
Hilary Kornblith 《Philosophical Studies》2009,143(1):127-136
Ernest Sosa draws a distinction between animal knowledge and reflective knowledge, and this distinction forms the centerpiece
of his new book, A Virtue Epistemology. This paper argues that the distinction cannot do the work which Sosa assigns to it.
相似文献
Hilary KornblithEmail: |
7.
Brian Findsen 《Studies in Philosophy and Education》2007,26(6):545-559
Central tenets of Freirean philosophy and pedagogy are explored and applied to the emerging field of older adults’ learning
(educational gerontology), a sub-field of adult education. I argue that many of Freire’s concepts and principles have direct
applicability to the tasks of adult educators working alongside marginalized older adults. In particular, Freire’s ideas fit
comfortably within a critical educational gerontology approach as they challenge prevailing orthodoxies and provide a robust
analytical framework from which radical adult educators can work effectively in promoting social transformation.
相似文献
Brian FindsenEmail: |
8.
Boyung Lee 《Pastoral Psychology》2006,54(4):337-353
After reviewing the notion of caring-self from a Korean feminist perspective, this paper argues that caring-self, in spite of its great contribution to pastoral care and education of women, is an essentialist notion based on Western individualism, one that excludes the experiences of men and women of nonwestern/communal cultures. Critically examining psychological literature of women's self-esteem and Korean self-esteem literature, I argue that to provide more appropriate pastoral care and education for Korean women, it is necessary to understand what and how their concept of the person is formed in a Korean communal context.
相似文献
Boyung LeeEmail: |
9.
Jesse Ramon Steinberg 《Sophia》2008,47(2):193-199
In this paper I discuss a number of problems associated with the suggestion that it is possible for God to randomly select
a possible world for actualization.
相似文献
Jesse Ramon SteinbergEmail: |
10.
Shah Rukh Humayoun Tiziana Catarci Massimiliano de Leoni Andrea Marrella Massimo Mecella Manfred Bortenschlager Renate Steinmann 《Knowledge, Technology, and Policy》2009,22(1):25-43
The design of interactive systems to be used in mobile and pervasive scenarios, such as emergency management, requires novel
methodologies which combine user-centred design approaches and software engineering approaches tailored for distributed architectures.
In this paper, the methodology adopted in a successful research project is presented together with a case study.
相似文献
Renate SteinmannEmail: |
11.
In this paper we discuss visualizations in mathematics from a historical and didactical perspective. We consider historical
debates from the 17th and 19th centuries regarding the role of intuition and visualizations in mathematics. We also consider
the problem of what a visualization in mathematical learning can achieve. In an empirical study we investigate what mathematical
conclusions university students made on the basis of a visualization. We emphasize that a visualization in mathematics should
always be considered in its proper context.
相似文献
Kajsa Br?ting (Corresponding author)Email: |
Johanna PejlareEmail: |
12.
Lawrence Torcello 《Res Publica》2009,15(1):17-31
This article confronts growing conservative opposition to abortion based on the claim that abortion is morally equivalent
to infanticide. By examining the relationship between moral skepticism and precautionary ethics the article promotes a completely
permissive position on abortion from conception to birth while consistently rejecting the possibility that such a position
entails permissive implications for infanticide. The article introduces and traces the implicit relationship between moral
skepticism, the precautionary principle and political liberalism.
相似文献
Lawrence TorcelloEmail: |
13.
Facet-like Structures in Computer Science 总被引:1,自引:1,他引:0
Uta Priss 《Axiomathes》2008,18(2):243-255
This paper discusses how facet-like structures occur as a commonplace feature in a variety of computer science disciplines
as a means for structuring class hierarchies. The paper then focuses on a mathematical model for facets (and class hierarchies
in general), called formal concept analysis, and discusses graphical representations of faceted systems based on this model.
相似文献
Uta PrissEmail: |
14.
Andrew Stables 《Studies in Philosophy and Education》2009,28(1):3-14
From a cultural-historical perspective, nature and nurture (and thus education) are contested concepts. The paper focuses
on the nature/nurture debate in the work of William Shakespeare (influenced by Montaigne) and in the Romantic tradition (evidenced
by Rousseau and Wordsworth), and argues that while our Romantic inheritance (still highly influential in education) problematises
nurture, it tends to mystify nature. Given that conceptions of nature are culturally driven, there is an urgent educational
challenge to problematise nature as well as nurture.
相似文献
Andrew StablesEmail: |
15.
James Newton Poling 《Pastoral Psychology》2006,54(4):377-391
This article gives an example of cross-cultural teaching between the United States and Korea using Bible study, lecture, and psychodrama by Korean students on the topic of domestic violence. In the process, basic education on domestic violence is presented in a culturally sensitive way.
相似文献
James Newton Poling (Professor)Email: |
16.
Thomas Uebel 《Journal for General Philosophy of Science》2007,38(2):383-391
This paper responds to a recent criticism of Uebel's analysis of Neurath's protocol statements and proposes some independent
amendments.
相似文献
Thomas UebelEmail: |
17.
Ian Hargraves 《Knowledge, Technology, and Policy》2007,20(3):131-139
In examining representations of cities, disease, and human biology, this paper reflects on what technologies reveal of the
conditions to which they’re turned.
相似文献
Ian HargravesEmail: |
18.
Mark Day 《Philosophia》2008,36(4):417-427
The approach that philosophers have taken to history has too often been one-dimensional. It is my aim in this paper to map
out a future multi-dimensional philosophy of history, by invoking the notion of a relation with the past, and by arguing for
the philosophical relevance of multiple such relations.
相似文献
Mark DayEmail: |
19.
Inna Semetsky 《Studies in Philosophy and Education》2007,26(3):253-265
This paper locates the concept of learning among real-life human experiences and events. Functioning as a sign, a meaningful
event can be understood in terms of a cultural extra-linguistic “text.” Reading and interpreting diverse cultural “texts”
are equivalent to constructing and learning critical symbolic lessons embedded in a continuous process of our experiential,
both intellectual and ethical, growth. The paper employs Julia Kristeva’s theory of the abjection and her method of semanalysis
as a synthesis of philosophy, psychoanalysis and semiotics. Extending semiotic analysis to the level of informal education,
the paper asserts that real-life events, such as the destruction of the Twin Towers on September 11, can become a means towards
constructing the cultural pedagogy of hope paramount to sustaining a global society.
相似文献
Inna SemetskyEmail: Email: |
20.
Zachary Davis 《Continental Philosophy Review》2009,42(2):149-169
In his criticisms of the German youth movement and the emergence of fascism across Europe during the early 1920s, Max Scheler
draws a distinction between the different senses of political apathy that give rise to mass political movements. Recent studies
of mass apathy have tended to treat all forms of apathy as the same and as a consequence reduced the diverse expressions of
mass violence to the same, stripping mass movements of any critical function. I show in this paper that Scheler’s distinction
provides the means by which to locate the various origins of mass violence and the practical means by which to address this
violence that preserves the liberating potential of collective political movements.
相似文献
Zachary DavisEmail: |