Educating Reason

Author: Harvey Siegel
Editor: Routledge
ISBN: 1136085084
File Size: 67,71 MB
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First Published in 1988. Routledge is an imprint of Taylor & Francis, an informa company.

Philosophy Of Education

Author: Philosophy of Education Society (U.S.)
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ISBN:
File Size: 26,81 MB
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Urban And Suburban Rural Special Strategies For Educating Disadvantaged Children

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File Size: 57,48 MB
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The Church And National Education Being The Reasons Why The Poor Should Be Instructed In Religion

Author: Clarmont J. Daniell
Editor:
ISBN:
File Size: 63,30 MB
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The Index

Author: Francis Ellingwood Abbot
Editor:
ISBN:
File Size: 64,39 MB
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Psychology Applied To The Art Of Teaching

Author: Joseph Baldwin
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File Size: 17,73 MB
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The American Journal Of Education

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File Size: 54,33 MB
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Contributions To The Cause Of Education

Author: James Pillans
Editor: London : Longman, Brown, Green, & Longmans
ISBN:
File Size: 68,44 MB
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Philosophy Of Education

Author: Edward J. Power
Editor: Waveland PressInc
ISBN:
File Size: 69,12 MB
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This book, as it covers the philosophies of education, probes the fundamental issues of education while establishing educational priorities.

The Atlantic Monthly

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Within Reason

Author: Rene Ramirez
Editor: Xlibris Corporation
ISBN: 1465358234
File Size: 20,65 MB
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We live in a complex world that can at times frustrate our attempts to understand it. To cope with such an environment human beings must be able to reason clearly, methodically, subtly, comprehensively – in a word, skillfully. Although this ability depends to a certain extent on one’s innate intellectual endowment, much of it is due to learning and habit. One’s education, beginning in the home and continuing thereafter in school, plays an important role in how well we contend with the flood of natural and man-made information that daily washes over us. The university bears a particular responsibility for educating reason, that is, transmitting to students a set of thinking skills and content that will help them make their way, not just in the tumultuous present, but also in any alternative future they are likely to face. We will argue that, in order to carry out this responsibility, higher education must first acknowledge that its task is not simply to transmit a curriculum that enables the student to be technically proficient, that is, to apply skills competently and reliably. Education, properly so called, demands more than this. It requires that students develop a wealth of epistemic virtues: internal, deeply-grounded, acquired intellectual excellences which motivate and direct one’s use of the cognitive skills in such a way as to promote a life worth living. In order to address this theme we will examine a range of benefits and challenges associated with learning and teaching cognitive skills at the college level. Specifically, we will look at deduction and some of its multiple articulations with other intellectual skills. These benefits and challenges will be organized according to the following categories: (1) logical issues having to do with deduction itself; (2) linguistic concerns related to translation from natural language into the formal language of modern logic; (3) certain matters associated with other cognitive skills which bear an important functional relationship to deduction, such as application, analysis, synthesis, and evaluation; and (4) an account of the epistemic virtues, including the fundamental role they play in the exercise of the skills and their importance in the development of the cognitive agent.

Albany Law Journal

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The Albany Law Journal

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Journal Of Comparative Education And International Relations In Africa

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File Size: 73,72 MB
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Educating Homeless Children

Author: United States. Congress. House. Committee on Education and the Workforce. Subcommittee on Early Childhood, Youth, and Families
Editor:
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File Size: 58,85 MB
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Reason And Change In Elementary Education

Author: Tri-University Project in Elementary Education (U.S.)
Editor:
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File Size: 18,39 MB
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Education And The Development Of Reason International Library Of The Philosophy Of Education Volume 8

Author: R.F. Dearden
Editor: Routledge
ISBN: 1135171092
File Size: 71,29 MB
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This volume critically and constructively discusses philosophical questions which have particular bearing on the formulation of educational aims. The book is divided into three major parts: the first deals with the nature of education, and discusses the various general aims, such as 'mental health', 'socialization' and 'creativity' which have been thought to characterize it; the second section is concerned with the nature of reason and its relationship to feeling, will and action; finally the development of different aspects of reason in an educational context is considered.

International Office Of Education

Author: United States. Congress. House. Committee on Foreign Affairs
Editor:
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Considers (79) H. Res. 215.

Reflective Teaching In The Postmodern World

Author: Stuart Parker
Editor:
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File Size: 62,26 MB
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This is a book about two stories of education. In one story there is a vocabulary of means, efficiency, bureaucracy, inspection and science; in the other, one of autonomy, democracy, emancipation and action research. One is the story of positivist managerialist approaches to education, the other is the story of reflective teaching. This book displaces both of these stories. By applying the techniques of deconstruction, Stuart Parker overturns the assumptions common to both of these positions and, in doing so, jettisons some widely cherished beliefs about education, autonomy and rationality. Moving beyond current debates, this book articulates a new manifesto for education in postmodernity and highlights the implications for educational practices and institutions.

Educating Oneself In Public

Author: Michael S. Moore
Editor: Oxford University Press on Demand
ISBN: 9780198268796
File Size: 51,51 MB
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The eleven essays in Educating Oneself in Public: Critical Essays in Jurisprudence constitute an education in the Anglo-American jurisprudence of the second half of the twentieth century. The book examines both the thought of major figures such as H. L. A. Hart, Joseph Raz, Ronald Dworkin, Lon Fuller, and Richard Rorty, and the general themes of major movements such as legal realism, post-modernism, and pragmatism. Despite this focus on the thoughts of others the book is not a survey butis a critical probing of particular ideas often attributed to such figures. Detailed depth of understanding is sought about: Hart's conception of a `general jurisprudence' that describes law in general; Dworkin's conception of an `internal jurisprudence' that interprets the concept of law of our legal culture; Fuller's ideal of a `functional jurisprudence' that seeks the essence of law in the values it serves; the place of rules in legal and moral reasoning; Raz's idea that laws give `exclusionary reasons' to legal actors subject to such laws; how judges should reason, according to the legal realists; whether there are right answers to all disputed law cases; whether behind the obvious law of legal rules there can exist an unobvious law of legal principles; Finnis's conception of the common good as the function law uniquely serves; in what sense law practice and legal theory are interpretive activities; whether all knowledge, or some discrete realm of knowledge, is peculiarlyinterpretive in character. Michael Moore's views on each of these topics are detailed and original, even if the springboards for each discussion are the writings of those who introduced such topics into modern discussions. The introductory chapter includes responses by many of the figures examined in the other essays, together with the author's rejoinders.