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911.
912.
André Elias Mazawi 《Studies in Philosophy and Education》2011,30(2):169-183
The present paper offers a reflection on school textbooks produced and introduced by the Palestinian Authority in the West
Bank and Gaza Strip from the year 2000 onward. The aim is to examine the debates over these textbooks, by situating them over
the backdrop of larger geopolitical dynamics and intra-Palestinian social and political struggles. 相似文献
913.
914.
Matthew Ratcliffe 《Synthese》2011,178(1):121-130
This paper addresses Bas van Fraassen’s claim that empiricism is a ‘stance’. I begin by distinguishing two different kinds
of stance: an explicit epistemic policy and an implicit way of ‘finding oneself in a world’. At least some of van Fraassen’s
claims, I suggest, refer to the latter. In explicating his ordinarily implicit ‘empirical stance’, he assumes the stance of
the phenomenologist, describing the structure of his commitment to empiricism without committing to it in the process. This
latter stance does not incorporate the attitude that van Fraassen takes to be characteristic of empiricism. Thus its possibility
serves to illustrate that empiricism as an all-encompassing philosophical orientation is untenable. I conclude by discussing the part played by feelings in philosophical stances and
propose that they contribute to philosophical conviction, commitment and critique. 相似文献
915.
Herner Sæverot 《Studies in Philosophy and Education》2011,30(6):557-572
This article aims at making a case for the role of seduction in existential education, that is, education that focuses on
the pupil’s life choices. First, the article attempts to show that the relationship between the teacher and the pupil can
be understood as a form of seduction. Secondly, the article examines how such a relationship functions in practice. Thirdly,
the article warns against dangerous aspects related to seduction, and lastly, the article offers five conditions for how seduction
can be used in a justifiable manner in existential education. 相似文献
916.
Cris Mayo 《Studies in Philosophy and Education》2011,30(5):471-476
Troubled times in education means that philosophers of education, who seem to never stop making defenses of our field, have
to do so with more flexibility and a greater understanding of how peripheral we may have become. The only thing worse than
a defensive philosopher is a confident and certain philosopher, so it may be that our very marginality will give us renewed
energies for problematizing education. Occupying our marginal position carefully and in concert with other marginal inquiries,
I think, will do our field good. Because of its attention to what it takes to be willing to learn and to approach theoretical
and real world obstacles with open if cautious interest, philosophy of education is about holding concepts and movements in
tension, bending the implications of commonplace, commonsensical ideas about education, and carefully examining the all of
these maneuvers for the exclusions they wittingly and unwittingly produce. Problematizing the certainties derived from majoritarian
positions, be it whiteness, Westernness, or any other dominant perspective, can provide us with a diversity of claims to scrutinize
and epistemological positions to be wary of. 相似文献
917.
Grzegorz Malinowski 《Studia Logica》2011,97(2):297-312
Referential semantics importantly subscribes to the programme of theory of logical calculi. Defined by Wójcicki in [8], it
has been subsequently studied in a series of papers of the author, till the full exposition of the framework in [9] and its
intuitive characterisation in [10]. 相似文献
918.
Grammar logics were introduced by Fariñas del Cerro and Penttonen in 1988 and have been widely studied. In this paper we consider regular grammar logics with converse (REG c logics) and present sound and complete tableau calculi for the general satisfiability problem of REG c logics and the problem of checking consistency of an ABox w.r.t. a TBox in a REG c logic. Using our calculi we develop ExpTime (optimal) tableau decision procedures for the mentioned problems, to which various optimization techniques can be applied. We also prove a new result that the data complexity of the instance checking problem in REG c logics is coNP-complete. 相似文献
919.
We offer an overview of some ways of examining the connections between stance and rationality, by surveying recent work on
four central topics: (a) the very idea of a stance, (b) the relations between stances and voluntarism, (c) the metaphysics
and epistemology that emerge once stances are brought to center stage, and (d) the role that emotions and phenomenology play
in the empirical stance. 相似文献
920.