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ARTHUR I. SIEGEL 《Personnel Psychology》1983,36(1):41-56
Miniature job training and evaluation situations were developed and administered to 1034 "low aptitude" Navy recruits. Checklist criterion data describing the on-the-job performance of the sample were collected after the recruits were on their fleet assignments: (1) nine months, and (2) 18 months. The results confirmed prior findings relative to the predictive validity of the miniature job training and evaluation approach and supported contentions favoring the power of the concept over a paper-and-pencil testing approach. 相似文献
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HARVEY SIEGEL 《Philosophy and phenomenological research》2005,71(2):345-366
In his recent work in social epistemology, Alvin Goldman argues that truth is the fundamental epistemic end of education, and that critical thinking is of merely instrumental value with respect to that fundamental end. He also argues that there is a central place for testimony and trust in the classroom, and an educational danger in over-emphasizing the fostering of students' critical thinking. In this paper I take issue with these claims, and argue that (1) critical thinking is a fundamental end of education, independently of its instrumental tie to truth, and (2) it is critical thinking, rather than testimony and trust, that is educationally basic. 相似文献
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