Science.gov

Sample records for quelques philosophies contemporaines

  1. Experimental philosophy.

    PubMed

    Knobe, Joshua; Buckwalter, Wesley; Nichols, Shaun; Robbins, Philip; Sarkissian, Hagop; Sommers, Tamler

    2012-01-01

    Experimental philosophy is a new interdisciplinary field that uses methods normally associated with psychology to investigate questions normally associated with philosophy. The present review focuses on research in experimental philosophy on four central questions. First, why is it that people's moral judgments appear to influence their intuitions about seemingly nonmoral questions? Second, do people think that moral questions have objective answers, or do they see morality as fundamentally relative? Third, do people believe in free will, and do they see free will as compatible with determinism? Fourth, how do people determine whether an entity is conscious? PMID:21801019

  2. Measuring philosophy: a philosophy index

    PubMed Central

    Biggs, Lesley; Mierau, Dale; Hay, David

    2002-01-01

    Chiropractic philosophy which has been debated since the founding of chiropractic in 1895 has taken on new vigour over the past ten years. Despite a growing body of literature examining chiropractic philosophy, the chiropractic profession continues to be divided over this issue. To date, there has been little research examining the meaning of chiropractic philosophy to rank-and-file practitioners. The purpose of this paper is to present a philosophy index, based on thirteen items, which measures Canadian chiropractors' attitudes toward chiropractic philosophy. The internal consistency alpha reliability coefficient was .7700. Trends in practice philosophy were compared between males and females, among eight geopolitical regions, between those who attended the Canadian Memorial Chiropractic College and those who attended other colleges, between those who graduated before 1983 and those who graduated after 1983, and income. The data indicate that distinct, identifable groups (empiricists, rationalists and moderates) exist within the profession, and that the profession is divided with respect to chiropractic epistemology, the role of science, chiropractic's status as an alternative form of healing and the etiology of disease. In addition, the data reveal statistically significant differences in attitudes toward philosophy across the country and college attended. The authors argue that more research needs to be done in order to understand more fully the meaning of chiropractic, its impact on practice and professional identity.

  3. Philosophy, Philosophy of Education, and Economic Realities

    ERIC Educational Resources Information Center

    White, John

    2013-01-01

    In 2009 Harvey Siegel edited "The Oxford Handbook of Philosophy of Education." This article develops a theme, prompted by reflection on several essays in that volume, about the nature of philosophy of education and its relation to philosophy. Siegel's view that philosophy of education is a "branch" of philosophy is put to…

  4. Alarms Philosophy

    SciTech Connect

    White, Karen S; Kasemir, Kay

    2009-01-01

    An effective alarm system consists of a mechanism to monitor control points and generate alarm notifications, tools for operators to view, hear, acknowledge and handle alarms and a good configuration. Despite the availability of numerous fully featured tools, accelerator alarm systems continue to be disappointing to operations, frequently to the point of alarms being permanently silenced or totally ignored. This is often due to configurations that produce an excessive number of alarms or fail to communicate the required operator response. Most accelerator controls systems do a good job of monitoring specified points and generating notifications when parameters exceed predefined limits. In some cases, improved tools can help, but more often, poor configuration is the root cause of ineffective alarm systems. A SNS, we have invested considerable effort in generating appropriate configurations using a rigorous set of rules based on best practices in the industrial process controls community. This paper will discuss our alarm configuration philosophy and operator response to our new system.

  5. Educational Non-Philosophy

    ERIC Educational Resources Information Center

    Cole, David R.

    2015-01-01

    The final lines of Deleuze and Guattari's What is Philosophy? call for a non-philosophy to balance and act as a counterweight to the task of philosophy that had been described by them in terms of concept creation. In a footnote, Deleuze and Guattari mention François Laruelle's project of non-philosophy, but dispute its efficacy in terms of the…

  6. Philosophy Rediscovered: Exploring the Connections between Teaching Philosophies, Educational Philosophies, and Philosophy

    ERIC Educational Resources Information Center

    Beatty, Joy E.; Leigh, Jennifer S. A.; Dean, Kathy Lund

    2009-01-01

    Teaching philosophy statements reflect our personal values, connect us to those with shared values in the larger teaching community, and inform our classroom practices. In this article, we explore the often-overlooked foundations of teaching philosophies, specifically philosophy and historical educational philosophies. We review three elements of…

  7. Philosophy, Critical Thinking and Philosophy for Children

    ERIC Educational Resources Information Center

    Daniel, Marie-France; Auriac, Emmanuelle

    2011-01-01

    For centuries, philosophy has been considered as an intellectual activity requiring complex cognitive skills and predispositions related to complex (or critical) thinking. The Philosophy for Children (P4C) approach aims at the development of critical thinking in pupils through philosophical dialogue. Some contest the introduction of P4C in the…

  8. Philosophy, Neuroscience and Education

    ERIC Educational Resources Information Center

    Clark, John

    2015-01-01

    This short note takes two quotations from Snooks' recent editorial on neuroeducation and teases out some further details on the philosophy of neuroscience and neurophilosophy along with consideration of the implications of both for philosophy of education.

  9. Philosophy of Teaching Reading.

    ERIC Educational Resources Information Center

    Ediger, Marlow

    2003-01-01

    Lists advantages and disadvantages of statewide testing. Presents examples of highly specific objectives, as emphasized by realism as a philosophy of education. Considers the advantages idealism/perennialism, as a philosophy of instruction, has in a quality reading curriculum. (SG)

  10. Philosophy of Reading Instruction.

    ERIC Educational Resources Information Center

    Ediger, Marlow

    Reading teachers need to provide for individual differences so that each pupil might attain optimally. Methods of teaching reading should be varied and thus reflect diverse philosophies of instruction. These philosophies should be analyzed and used to guide optimal pupil achievement. A philosophy of phoneme/grapheme relationships should be…

  11. Philosophy of Librarianship.

    ERIC Educational Resources Information Center

    Foster, Marie

    1979-01-01

    Explores various philosophies of librarianship held by students and faculty at two library schools in Ontario in order to determine the presence of models of the philosophy of librarianship and any changes in these models after students are subjected to library school educators and their philosophy of librarianship. (CWM)

  12. Philosophy of Education Today

    ERIC Educational Resources Information Center

    Chambliss, J. J.

    2009-01-01

    In this review essay J.J. Chambliss assesses the current state of the field of philosophy of education through analysis of four recent edited compilations: Randall Curren's "A Companion to Philosophy of Education"; Nigel Blake, Paul Smeyers, Richard Smith, and Paul Standish's "The Blackwell Guide to Philosophy of Education"; Wilfred Carr's "The…

  13. Philosophy in Primary Schools?

    ERIC Educational Resources Information Center

    White, John

    2012-01-01

    The article is a critical discussion of the aims behind the teaching of philosophy in British primary schools. It begins by reviewing the recent Special Issue of the "Journal of Philosophy of Education" Vol 45 Issue 2 2011 on "Philosophy for Children in Transition", so as to see what light this might throw on the topic just mentioned. The result…

  14. John White on Philosophy of Education and Philosophy

    ERIC Educational Resources Information Center

    Siegel, Harvey

    2014-01-01

    John White offers a provocative characterization of philosophy of education. In this brief reaction, I evaluate the characterization and urge the maintenance of a strong connection between philosophy of education and philosophy.

  15. A Philosophy of Teaching.

    ERIC Educational Resources Information Center

    Barbalich, Andrea

    1994-01-01

    Claudio Duran, a philosophy professor at York University (Ontario), was named the 1993 Canadian Professor of the Year. Duran's philosophy of teaching focuses on human relations, the importance of treating his students as individuals, the power of teaching to change lives. (MSE)

  16. Philosophy with Guts

    ERIC Educational Resources Information Center

    Sherman, Robert R.

    2014-01-01

    Western philosophy, from Plato on, has had the tendency to separate feeling and thought, affect and cognition. This article argues that a strong philosophy (metaphorically, with "guts") utilizes both in its work. In fact, a "complete act of thought" also will include action. Feeling motivates thought, which formulates ideas,…

  17. Why Philosophy Matters

    ERIC Educational Resources Information Center

    Mason, Richard

    2005-01-01

    The motives of philosophers tend to be personal. Philosophy has mattered politically as part of continuing political debates. Its effects on politics, religion and the development of the sciences have been evident. Philosophy has been supposed to have special educational value, from its contents or from the benefits of its methods and arguments.…

  18. Philosophy as Literature

    ERIC Educational Resources Information Center

    Marshall, Jim

    2008-01-01

    How best to introduce philosophical ideas? Is the best and only way by studying the history of philosophy and its rational arguments and discussions? But can literature, usually hived off from philosophy, be used instead and can this be as effective as rational argument? This paper explores these questions. First it considers a text which…

  19. Philosophy of Education as Philosophy: A Metaphilosophical Inquiry

    ERIC Educational Resources Information Center

    Pollack, George

    2007-01-01

    What is the philosophical status of the philosophy of education? Is it philosophy, no different from the philosophy of science and the philosophy of mind? Much depends on where these latter derive their philosophical bona fides from. There are two ways of viewing the matter. On one account, they are subdivisions of the veritable philosophy…

  20. Opening Philosophy to the World: Derrida and Education in Philosophy

    ERIC Educational Resources Information Center

    Burik, Steven

    2009-01-01

    In this essay, Steven Burik discusses Jacques Derrida's position with regard to the place of education in philosophy within the university system, and then relates these thoughts to comparative philosophy. Philosophers find themselves constantly having to defend philosophy and the importance of teaching philosophy against pressure from the powers…

  1. The future of philosophy.

    PubMed Central

    Searle, J R

    1999-01-01

    There is no sharp dividing line between science and philosophy, but philosophical problems tend to have three special features. First, they tend to concern large frameworks rather than specific questions within the framework. Second, they are questions for which there is no generally accepted method of solution. And third they tend to involve conceptual issues. For these reasons a philosophical problem such as the nature of life can become a scientific problem if it is put into a shape where it admits of scientific resolution. Philosophy in the 20th century was characterized by a concern with logic and language, which is markedly different from the concerns of earlier centuries of philosophy. However, it shared with the European philosophical tradition since the 17th century an excessive concern with issues in the theory of knowledge and with scepticism. As the century ends, we can see that scepticism no longer occupies centre stage, and this enables us to have a more constructive approach to philosophical problems than was possible for earlier generations. This situation is somewhat analogous to the shift from the sceptical concerns of Socrates and Plato to the constructive philosophical enterprise of Aristotle. With that in mind, we can discuss the prospects for the following six philosophical areas: (1) the traditional mind-body problem; (ii) the philosophy of mind and cognitive science; (iii) the philosophy of language; (iv) the philosophy of society; (v) ethics and practical reasons; (vi) the philosophy of science. The general theme of these investigations, I believe, is that the appraisal of the true significance of issues in the philosophy of knowledge enables us to have a more constructive account of various other philosophical problems than has typically been possible for the past three centuries. PMID:10670025

  2. Philosophy and mathematics: interactions.

    PubMed

    Rashed, Roshdi

    From Plato to the beginnings of the last century, mathematics provided philosophers with methods of exposition, procedures of demonstration, and instruments of analysis. The unprecedented development of mathematics on the one hand, and the mathematicians' appropriation of Logic from the philosophers on the other hand, have given rise to two problems with which the philosophers have to contend: (1) Is there still a place for the philosophy of mathematics? and (2) To what extent is a philosophy of mathematics still possible? This article offers some reflections on these questions, which have preoccupied a good many philosophers and continue to do so. PMID:25029825

  3. Operations and maintenance philosophy

    SciTech Connect

    DUNCAN, G.P.

    1999-10-28

    This Operations and Maintenance (O&M) Philosophy document is intended to establish a future O&M vision, with an increased focus on minimizing worker exposure, ensuring uninterrupted retrieval operations, and minimizing operation life-cycle cost. It is intended that this document would incorporate O&M lessons learned into on-going and future project upgrades.

  4. Philosophy, Polemics, Education

    ERIC Educational Resources Information Center

    Marshall, James D.

    2007-01-01

    In this paper I wish to comment upon the use of polemical argument in philosophy of education and education. Like Foucault, I believe that a whole morality is at stake because polemical argument obfuscates the search for truth at the expense of truth and the other's veracity, integrity and dignity. The use of polemics is illustrated by two…

  5. A Rewarding Philosophy

    ERIC Educational Resources Information Center

    McKibben, Sarah

    2010-01-01

    This article presents an interview with Sheila Kahrs, principal of Haymon-Morris Middle School in Winder, Georgia, and the 2010 MetLife/NASSP National Middle Level Principal of the Year. Haymon-Morris Middle School has 815 in enrollment, 50 teachers, and 33 staff members. She talks about her leadership philosophy with her teachers and assistant…

  6. Plato's Philosophy of Listening

    ERIC Educational Resources Information Center

    Haroutunian-Gordon, Sophie

    2011-01-01

    In the article, Sophie Haroutunian-Gordon asks, Did Plato have a philosophy of listening, and if so, what was it? Listening is the counterpart of speaking in a dialogue, and it is no less important. Indeed, learning from the dialogue is less likely to occur as people participate unless listening as well as speaking takes place. Haroutunian-Gordon…

  7. Microbiology, philosophy and education.

    PubMed

    O'Malley, Maureen A

    2016-09-01

    There are not only many links between microbiological and philosophical topics, but good educational reasons for microbiologists to explore the philosophical issues in their fields. I examine three broad issues of classification, causality and model systems, showing how these philosophical dimensions have practical implications. I conclude with a discussion of the educational benefits for recognising the philosophy in microbiology. PMID:27465488

  8. Humor, Philosophy and Education

    ERIC Educational Resources Information Center

    Morreall, John

    2014-01-01

    This article begins by examining the bad reputation humor traditionally had in philosophy and education. Two of the main charges against humor--that it is hostile and irresponsible--are linked to the Superiority Theory. That theory is critiqued and two other theories of laughter are presented--the Relief Theory and the Incongruity Theory. In the…

  9. The Treatment Philosophy Snowballs.

    ERIC Educational Resources Information Center

    Hern, Matt

    1998-01-01

    Students who respond to the ludicrous environments of schooling with behaviors and demeanor that do not fit school criteria frequently are given a medical label and drug treatment. The fact that Ritalin is given to 2.8% of all American children reflects a "treatment philosophy" in which professionals define problems and prescribe treatments for a…

  10. Philosophy of Hutterite Education.

    ERIC Educational Resources Information Center

    Ediger, Marlow

    The approximately 15,000 Hutterites living in the United States and Canada have a long history of development. Their founder, Jacob Hutter, became a martyr in 1536 in what is now Czechoslovakia. From Czechoslovakia, the Hutterites moved to the Ukraine in 1770 and to the United States in 1874. Hutterite philosophy emphasizes both modern and…

  11. Chemistry and Philosophy

    ERIC Educational Resources Information Center

    Theobald, D. W.

    1970-01-01

    In the second article of a series, the author discusses some of the interactions between chemistry and philosophy. Evaluates chemistry's role within the scientific enterprise. Traces the rise and fall of the logical atom and argues for a new way of looking at science as an educational instrument. (RR)

  12. Technology and Teaching Philosophy

    ERIC Educational Resources Information Center

    King, Paul C.

    2012-01-01

    This article discusses the challenges faced when integrating new technologies into the classroom. Viewing the experiences of teaching a first year learning community through the lens of the principles of the Reflective Teaching Portfolio, the author looks to answer the question: "How should Technology relate to our Teaching Philosophy?" While a…

  13. My Teaching Learning Philosophy

    ERIC Educational Resources Information Center

    Punjani, Neelam Saleem

    2014-01-01

    The heart of teaching learning philosophy is the concept of nurturing students and teaching them in a way that creates passion and enthusiasm in them for a lifelong learning. According to Duke (1990) education is a practice of artful action where teaching learning process is considered as design and knowledge is considered as colours. Teaching…

  14. The Revolutions in English Philosophy and Philosophy of Education

    ERIC Educational Resources Information Center

    Gilroy, Peter

    2013-01-01

    This article was first published in 1982 in "Educational Analysis" (4, 75-91) and republished in 1998 (Hirst, P. H., & White, P. (Eds.), "Philosophy of education: Major themes in the analytic tradition," Vol. 1, "Philosophy and education, Part 1," pp. 61-78. London: Routledge). I was then a lecturer in philosophy of education at Sheffield…

  15. Philosophy for Children Kenyan Style

    ERIC Educational Resources Information Center

    Odierna, Rebecca

    2012-01-01

    It was the last day of Philosophy 492, the author's college course dedicated to teaching the principles and strategies of philosophy for children (p4c) Hawai'i. Months before she joined the Philosophy 492 class, she was asked to join Emerging Humanity as a volunteer in a project that focused on enhancing the classroom environments at the…

  16. Music Education Philosophy: Changing Times.

    ERIC Educational Resources Information Center

    McCarthy, Marie; Goble, J. Scott

    2002-01-01

    Focuses on the changes in music philosophy over the past half-century. Discusses two main philosophical foundations within music education and reasons for the changes: (1) aesthetic education in the 1950s; and (2) praxial philosophy in the 1990s. Includes resources on music philosophy. (CMK)

  17. The Philosophy of University Housing

    ERIC Educational Resources Information Center

    Wallace, James A.

    2012-01-01

    This article examines a stated philosophy of university housing and the philosophy's effect on the facilitation of the personal and intellectual growth of students residing in the residence halls and the development of a sense of community. This particular philosophy governs the housing operations at Southern Illinois University at Carbondale.…

  18. Philosophy of Social Studies Education

    ERIC Educational Resources Information Center

    Ediger, Marlow

    2007-01-01

    Each teacher of social studies teacher needs to possess a philosophy of teaching and learning. Philosophy provides guidance and direction in choosing objectives, learning activities, and assessment procedures. Each philosophy to be discussed will possess differences in meaning and implementation. It is salient to understand relevant philosophical…

  19. Immanent philosophy of X.

    PubMed

    Hendry, Robin Findlay

    2016-02-01

    In this paper I examine the relationship between historians, philosophers and sociologists of science, and indeed scientists themselves. I argue that (i) they co-habit a shared intellectual territory (science and its past); and (ii) they should be able to do so peacefully, and with mutual respect, even if they disagree radically about how to describe the methods and results of science. I then go on to explore some of the challenges to mutually respectful cohabitation between history, philosophy and sociology of science. I conclude by identifying a familiar kind of project in the philosophy of science which seeks to explore the worldview of a particular scientific discipline, and argue that it too has a right to explore the shared territory even though some historians and sociologists may find it methodologically suspect. PMID:26774067

  20. Philosophy for Children

    ERIC Educational Resources Information Center

    Kim, Angela

    2012-01-01

    When the author was first introduced to philosophy for children (p4c) Hawai'i, it made her cringe. She wasn't sure what it was all about, but it reminded her of a miserable past experience of sitting in a circle. Sitting in circles is the sort of activity that she tries to avoid in life. She was told that Dr. Thomas Jackson, aka Dr. J, would guide…

  1. Newton and scholastic philosophy.

    PubMed

    Levitin, Dmitri

    2016-03-01

    This article examines Isaac Newton's engagement with scholastic natural philosophy. In doing so, it makes two major historiographical interventions. First of all, the recent claim that Newton's use of the concepts of analysis and synthesis was derived from the Aristotelian regressus tradition is challenged on the basis of bibliographical, palaeographical and intellectual evidence. Consequently, a new, contextual explanation is offered for Newton's use of these concepts. Second, it will be shown that some of Newton's most famous pronouncements - from the General Scholium appended to the second edition of the Principia (1713) and from elsewhere - are simply incomprehensible without an understanding of specific scholastic terminology and its later reception, and that this impacts in quite significant ways on how we understand Newton's natural philosophy more generally. Contrary to the recent historiographical near-consensus, Newton did not hold an elaborate metaphysics, and his seemingly 'metaphysical' statements were in fact anti-scholastic polemical salvoes. The whole investigation will permit us a brief reconsideration of the relationship between the self-proclaimed 'new' natural philosophy and its scholastic predecessors. PMID:26593733

  2. Philosophy of Climate Science.

    NASA Astrophysics Data System (ADS)

    Petersen, Arthur C.

    2000-02-01

    The use of climate simulations in scientific assessments of climate change and in the formulation of climatechange scenarios has been contested for, among others, methodological reasons. The philosophy of climate science encompasses discussions about the methodology of climate science. Three issues with respect to climate simulation arediscussed: (i) model hierarchy and complexity, (ii) tuning and falsifiability, and (iii) uncertainty. In this discussion paperit is argued that high-resolution and low-resolution climate models have complementary roles to play in the scienceof climate change. The role of computer simulations in climate science deserves further philosophical study in orderto better assess their quality for informing climate policy making.

  3. Europe, Continental Philosophy and the Philosophy of Education

    ERIC Educational Resources Information Center

    Standish, Paul

    2004-01-01

    On what might a comparative discussion of philosophy of education that takes Europe as one of its terms be based? This paper begins by addressing the complexity that attaches to the name "Europe" in this context in order to lay the way for a more detailed consideration of so-called "Continental" philosophy--specifically of poststructuralism. It…

  4. Philosophy of clinical psychopharmacology.

    PubMed

    Aragona, Massimiliano

    2013-03-01

    The renewal of the philosophical debate in psychiatry is one exciting news of recent years. However, its use in psychopharmacology may be problematic, ranging from self-confinement into the realm of values (which leaves the evidence-based domain unchallenged) to complete rejection of scientific evidence. In this paper philosophy is conceived as a conceptual audit of clinical psychopharmacology. Its function is to criticise the epistemological and methodological problems of current neopositivist, ingenuously realist and evidence-servant psychiatry from within the scientific stance and with the aim of aiding psychopharmacologists in practicing a more self-aware, critical and possibly useful clinical practice. Three examples are discussed to suggest that psychopharmacological practice needs conceptual clarification. At the diagnostic level it is shown that the crisis of the current diagnostic system and the problem of comorbidity strongly influence psychopharmacological results, new conceptualizations more respondent to the psychopharmacological requirements being needed. Heterogeneity of research samples, lack of specificity of psychotropic drugs, difficult generalizability of results, need of a phenomenological study of drug-induced psychopathological changes are discussed herein. At the methodological level the merits and limits of evidence-based practice are considered, arguing that clinicians should know the best available evidence but that guidelines should not be constrictive (due to several methodological biases and rhetorical tricks of which the clinician should be aware, sometimes respondent to extra-scientific, economical requests). At the epistemological level it is shown that the clinical stance is shaped by implicit philosophical beliefs about the mind/body problem (reductionism, dualism, interactionism, pragmatism), and that philosophy can aid physicians to be more aware of their beliefs in order to choose the most useful view and to practice coherently

  5. Towards Intercultural Philosophy of Education

    ERIC Educational Resources Information Center

    Bai, Heesoon; Eppert, Claudia; Scott, Charles; Tait, Saskia; Nguyen, Tram

    2015-01-01

    In this paper, we propose an understanding of philosophy of education as cultural and intercultural work and philosophers of education as cultural and intercultural workers. In our view, the discipline of philosophy of education in North America is currently suffering from measures of insularity and singularity. It is vital that we justly and…

  6. Philosophy of Testing and Measurement.

    ERIC Educational Resources Information Center

    Ediger, Marlow

    This paper considers several philosophies as they relate to student assessment. Realists believe that one can know the real world as it truly is. As a philosophy of testing and measurement, realism is characterized by behaviorally stated objectives, measurement-driven instruction, and report cards, along with the use of programmed materials.…

  7. Kaupapa Maori, Philosophy and Schools

    ERIC Educational Resources Information Center

    Stewart, Georgina

    2014-01-01

    Goals for adding philosophy to the school curriculum centre on the perceived need to improve the general quality of critical thinking found in society. School philosophy also provides a means for asking questions of value and purpose about curriculum content across and between subjects, and, furthermore, it affirms the capability of children to…

  8. A Philosophy for Intercultural Education

    ERIC Educational Resources Information Center

    Wilson, Angene H.

    1977-01-01

    Described are advantages and disadvantages of pragmatism and phenomenology for developing intercultural curricula for the social studies. The conclusion is that the two philosophies can and should be joined to make a holistic philosophy to undergird intercultural education. (Author/DB)

  9. Philosophy, Children and Liberal Education.

    ERIC Educational Resources Information Center

    Reed, T. M.; Hanna, Patricia

    1981-01-01

    Remarks directed to Peter Augustine Lawler and an earlier article are presented. The rationale for a program of philosophy for children developed at Montclair State College is compared with Roland Garrett's conception of philosophy. Distortions in Lawler's perception of current philosophical practice and teaching are indicated. (MLW)

  10. Elementary School Philosophy: A Response

    ERIC Educational Resources Information Center

    Wartenberg, Thomas E.

    2012-01-01

    This article is a response to criticism of my book "Big Ideas for Little Kids." The main topics addressed are: Who is the audience for the book? Can people without formal philosophical training can be good facilitators of elementary school philosophy discussions? Is it important to assess attempts to teach philosophy in elementary school? Should…

  11. Jacques Maritain's Philosophy of History and Philosophy of Education: A Relationship Secured Through Experience and Reason.

    ERIC Educational Resources Information Center

    D'Souza, Mario

    1997-01-01

    Jacques Maritain's philosophy of history and philosophy of education both deal with the singularity of experience and the universality of reason. The philosophy of history is subordinated to moral philosophy; the philosophy of education is subordinated to metaphysics. Although Maritain's philosophies reflect a Christian world view, they can make a…

  12. [Homeopathy and philosophy].

    PubMed

    Pinet, Patrice

    2006-11-01

    We are studying here the philosophical evolution of the homeopathy's inventor, Hahnemann, and the impact of philosophy on the foundation of his doctrine. As far back as 1777 he was, by studying medicine, introduced to animism through two critical Stahl's followers, Platner et Whytt, and to the vitalism of Montpellier's faculty. To found his theory he used the concept of "reaction" of living body on the body acting on it, that we can find as well in the nervous theory of animists as by vitalists like Hufeland, or by more mecanists thinkers like Haller and Cullen, and that corresponds to different representations of Nature medicatrix. As far back as 1801 Hahnemann imagined some morbid causes and medicinal actions as dynamic and immateriel. He will finally conceive the living being in the same way than the vitalists of Montpellier's school, and will adopt, from the Organon's second edition (1819), an immaterial conception of vital force. Nevertheless he distinguishs himself of this school by supporting from the same time the dynamic and immateriel nature of every morbid cause. His doctrine then became more and more spiritualistic and incoherent enough because his recognizing of something immateriel and sprirituel into the matter itself, even out of a living being, which makes us also suppose any esoteric or theosophical sources or influences on his doctrine. PMID:17526147

  13. Boeing flight deck design philosophy

    NASA Technical Reports Server (NTRS)

    Stoll, Harty

    1990-01-01

    Information relative to Boeing flight deck design philosophy is given in viewgraph form. Flight deck design rules, design considerations, functions allocated to the crew, redundancy and automation concerns, and examples of accident data that were reviewed are listed.

  14. A Philosophy of Learning Together

    ERIC Educational Resources Information Center

    Kinney, Patti

    2009-01-01

    This article presents an interview with Melissa Shindel, assistant principal of Patuxent Valley Middle School in Jessup, Maryland, and 2009 NASSP/Virco National Assistant Principal of the Year. In this interview, Shindel shares her philosophy and experience.

  15. TCMS operations and maintenance philosophy

    NASA Technical Reports Server (NTRS)

    Buehler, David P.; Griffin, Rock E.

    1992-01-01

    The purpose is to describe the basic philosophies of operating and maintaining the Test, Control, and Monitor System (TCMS) equipment. TCMS is a complex and sophisticated checkout system. Operations and maintenance processes developed to support it will be based upon current experience, but will be focused on the specific needs of TCMS in support of Space Station Freedom Program (SSFP) and related activities. An overview of the operations and maintenance goals and philosophies are presented. The assumptions, roles and responsibilities, concepts and interfaces for operation, on-line maintenance, off-line support, and Operations and Maintenance (O&M) personnel training on all TCMS equipment located at KSC are described.

  16. Research philosophy: towards an understanding.

    PubMed

    Crossan, Frank

    2003-01-01

    In this paper, Frank Crossan argues that the distinction between quantitative and qualitative philosophies and research methods is sometimes overstated, and that triangulation of methods in contemporary research is common. It is, therefore, important to understand the strengths and weaknesses of each approach, and this paper aims to provide the novice researcher with a basis for developing that understanding. A descriptive analysis of the philosophies of positivism and post-positivist thinking in relation to research methodology is presented both as an introduction to the philosophical basis of research, and as a sound basis from which to discuss the 'quantitative-qualitative' debate. PMID:14533474

  17. Mathematical History, Philosophy and Education

    ERIC Educational Resources Information Center

    Otte, Michael

    2007-01-01

    History of mathematics occupies itself describing processes of growth and development, whereas philosophy of mathematics is concerned with questions of justification. Both play an essential role within the educational context. But there is a problem because genuine historical studies necessitate ever greater particularity whereas mathematics and…

  18. Philosophies of Adult Environmental Education

    ERIC Educational Resources Information Center

    Walter, Pierre

    2009-01-01

    This article offers a typology of philosophical traditions in environmental education for adults, based on five philosophical perspectives of adult education described by Elias and Merriam. These five traditions are liberal, progressive, behaviorist, humanist, and radical adult environmental education, respectively. A summary of each philosophy's…

  19. An Interdisciplinary Philosophy of Librarianship.

    ERIC Educational Resources Information Center

    Wright, H. Curtis

    The excessive pragmatism of American librarians has thus far prevented them from formulating a defensible philosophy of librarianship because their knowledge problems cannot be resolved by action theory. Analysis of the metaphysics, epistemology, and ethics of librarianship shows that its realities consist of the invisible structure of thought,…

  20. Biology, Philosophy, and Scientific Method.

    ERIC Educational Resources Information Center

    Hill, L.

    1985-01-01

    The limits of falsification are discussed and the historically based models of science described by Lakatos and Kuhn are shown to offer greater insights into the practice of science. The theory of natural selection is used to relate biology to philosophy and scientific method. (Author/JN)

  1. Educational Philosophy and Teacher Empowerment.

    ERIC Educational Resources Information Center

    Greene, Maxine

    The paper examines the relationship between teacher empowerment and educational philosophy, noting questions regarding the corporate and technological demands on schools as well as questions about liberal education, cultural literacy, pluralism, perspectivism, and multiplicity. It stresses the importance of teachers reflecting on their work in…

  2. Academic Writing, Genres and Philosophy

    ERIC Educational Resources Information Center

    Peters, Michael A.

    2008-01-01

    This paper examines the underlying genres of philosophy focusing especially on their pedagogical forms to emphasize the materiality and historicity of genres, texts and writing. It focuses briefly on the history of the essay and its relation to the journal within the wider history of scientific communication, and comments on the standardized forms…

  3. Philosophy, Methodology and Action Research

    ERIC Educational Resources Information Center

    Carr, Wilfred

    2006-01-01

    The aim of this paper is to examine the role of methodology in action research. It begins by showing how, as a form of inquiry concerned with the development of practice, action research is nothing other than a modern 20th century manifestation of the pre-modern tradition of practical philosophy. It then draws in Gadamer's powerful vindication of…

  4. The Starship Philosophy: Its Heritage and Competitors

    NASA Astrophysics Data System (ADS)

    Ashworth, S.

    The distinctive features of the astronautical philosophy characteristic of the current surge of interest in interstellar spaceflight are examined and contrasted with the conflicting features of more Earthbound philosophies in order to elucidate the presentday place and past heritage of the astronautical philosophy in human thought.

  5. Philosophy of Education and Other Educational Sciences

    ERIC Educational Resources Information Center

    Howe, Kenneth R.

    2014-01-01

    This article largely agrees with John White's characterizations of the relationships among philosophy of education, philosophy more generally, and the conventional world. It then extends what White identifies as the fundamental problem that should now be occupying philosophy of education--the irreconcilable opposition between education for…

  6. Gifted Students and the Adventure of Philosophy.

    ERIC Educational Resources Information Center

    White, David A.

    1999-01-01

    Provides general suggestions for introducing philosophy to middle school gifted students. Offers reasons for teaching philosophy, identifies the major elements of philosophy, and urges the reading and discussion of primary sources. Gives ideas for classroom procedure, and an example using six brief excerpts on friendship from Aristotle. (DB)

  7. Public School Superintendent Philosophies and Their Tenure

    ERIC Educational Resources Information Center

    Garner, John

    2012-01-01

    Postmodernism is a philosophical description that encompasses philosophy, the arts, a period of history, and many other aspects of today's existence. This dissertation examines the extent to which Indiana public school superintendents use postmodern philosophy as opposed to modern philosophy to inform their practice. This was accomplished by…

  8. Philosophy 323, Readings in Asian Thought. Syllabus.

    ERIC Educational Resources Information Center

    Hurdle, Burton G., Jr.

    A survey course syllabus of Asian philosophy is presented. For each period of dates in the semester course, a reading assignment was made, discussion topics and questions proposed, and supplementary readings and sources suggested. The course focused on Indian philosophy, Buddhism and Hinduism, and Chinese philosophy, specifically Confucian…

  9. Educational Studies and the Map of Philosophy

    ERIC Educational Resources Information Center

    Haldane, John

    2012-01-01

    One figure who was transitional between educational philosophy and philosophy of education, and who by his industry and prominence laid the foundation for the London school of analytical philosophers of education, was Louis Arnaud Reid who was appointed at the London Institute of Education to the first UK professorship in the philosophy of…

  10. Freedom of Speech and Philosophy of Education

    ERIC Educational Resources Information Center

    Harris, Roy

    2009-01-01

    Why is freedom of speech so seldom raised as an issue in philosophy of education? In assessing this question, it is important to distinguish (i) between a freedom and its exercise, and (ii) between different philosophies of education. Western philosophies of education may be broadly divided into classes derived from theories of knowledge first…

  11. Is Philosophy of Education a Historical Mistake? Connecting Philosophy and Education Differently

    ERIC Educational Resources Information Center

    Biesta, Gert

    2014-01-01

    In this article, I suggest that the question whether the proper place for philosophy of education is in the domain of philosophy or the domain of education cannot be resolved as long as we think of the connection between philosophy and education in terms of the idea of "philosophy of education". To substantiate this point, I look into…

  12. Philosophy, Exposure, and Children: How to Resist the Instrumentalisation of Philosophy in Education

    ERIC Educational Resources Information Center

    Biesta, Gert

    2011-01-01

    The use of philosophy in educational programmes and practices under such names as philosophy for children, philosophy with children, or the community of philosophical enquiry, has become well established in many countries around the world. The main attraction of the educational use of philosophy seems to lie in the claim that it can help children…

  13. [Towards a philosophy of medication].

    PubMed

    da Silva, Cléber Domingos Cunha

    2015-09-01

    Medicine and philosophy: where do these concepts intersect? From a biopolitical standpoint, the scope of this essay is to highlight the existence of new challenges for those who deal with the issue of pharmaceuticalization in contemporary society. The analyses revealed that essentially technical approaches are insufficient to confront issues such as: the exorbitant profits from the sale of medication; the disproportionate ratio of these amounts with the number of new innovative molecules; and the difficulty of access to the few new drugs. It would seem to be the opportune moment for adopting a more critical stance for drafting a philosophy of medication in the field of public health with the establishment of areas of resistance to the omnipresent pharmacotherapeutic onslaught. After all, medication is not a constitutive element that is isolated from human life; although, it has become a central component in the management of contemporary life, its adequate use requires the exercise of in-depth introspection. PMID:26331513

  14. A history of erotic philosophy.

    PubMed

    Soble, Alan

    2009-01-01

    This essay historically explores philosophical views about the nature and significance of human sexuality, starting with the Ancient Greeks and ending with late 20th-century Western philosophy. Important figures from the history of philosophy (and theology) discussed include Sappho, Plato, Aristotle, St. Augustine, St. Jerome, the Pelagians, St. Thomas Aquinas, Michel de Montaigne, Rene Descartes, Thomas Hobbes, David Hume, Immanuel Kant, Søren Kierkegaard, Arthur Schopenhauer, Jeremy Bentham, John Stuart Mill, Karl Marx, Friedrich Engels, Sigmund Freud, Jean-Paul Sartre, Simone de Beauvoir, Wilhelm Reich, and Herbert Marcuse. Contemporary philosophers whose recent work is discussed include Michel Foucault, Thomas Nagel, Roger Scruton, Karol Wojtyla (Pope John Paul II), Catharine MacKinnon, Richard Posner, and John Finnis. To show the unity of the humanities, the writings of various literary figures are incorporated into this history, including Mark Twain, Arthur Miller, James Thurber, E. B. White, Iris Murdoch, and Philip Roth. PMID:19308838

  15. Philosophy of Science and Education

    ERIC Educational Resources Information Center

    Jung, Walter

    2012-01-01

    This is a vast and vague topic. In order to do justice to it one has to write a book or maybe more than one. For it can be understood in quite different ways and on different levels. For example you may think mainly of the historical aspect, that is how philosophy of science developed in the last hundred or so years and how its influence on…

  16. Foundations for a natural science of philosophy

    PubMed Central

    Fraley, Lawrence E.

    1999-01-01

    The functional relations among philosophy, science, technology, and intuition are examined. Those domains are each defined as behaviors, and each of them is then classified either as verbal, nonverbal, or both. Finally, those classes of behavior are organized into one integral behavioral system. The concept of a science of philosophy is introduced. A science and technology of philosophy are not only possible but necessary. Such an approach to the discipline of philosophy could lead to a new disciplinary structure for philosophy. Philosophy could be taught in academic departments as a verbal behavioral science. The discipline of behaviorology provides the foundations necessary to capacitate the traditional discipline of philosophy as a science and technology of verbal behavior commensurate with its potential cultural mission. PMID:22477161

  17. Philosophy of Science and Education

    NASA Astrophysics Data System (ADS)

    Jung, Walter

    2012-08-01

    This is a vast and vague topic. In order to do justice to it one has to write a book or maybe more than one. For it can be understood in quite different ways and on different levels For example you may think mainly of the historical aspect, that is how philosophy of science developed in the last hundred or so years and how its influence on education changed; you may think of quite different schools of philosophy, from Marxist or positivist to such exotic but at some places influential philosophic positions like that of Rudolph Steiner; of course, you may limit the subject to special fields like epistemology, theory of scientific methodology, or, what has become fashionable recently, sociology of knowledge which may have a considerable bearing on physics teaching (Collins and Shapin 1983; Jung 1985). Again we may think of the topic treated by a philosopher, a scientist, an educationalist, a teacher, which would mean quite a difference. I am trying here to speak as an educationalist, with the physics teacher in mind: this is my vocational perspective as someone who educates physics teachers. Of course, our main concern is the contribution of science, especially physics, to general education, which integrates many of the special topics mentioned. Philosophy of science comes in because it is not at all clear what science and physics is, and what of it should be taught, and how such chosen parts should be taught. I also take this opportunity to give an idea of the longstanding tradition of this discussion in Germany, connected with names like Wagenshein, Litt, Heisenberg and many others.

  18. [Natural philosophy in medieval medicine].

    PubMed

    Riha, Ortrun

    2007-01-01

    Medieval medicine is not much interested in natural philosophy. Nevertheless, it is based upon clear methodological and epistemological principles, where the word 'nature' is used in several ways. The natural 'virtues' of things--including magical ones--are most important for therapy. Human health is influenced by stars (planets, zodiac) and seasons, and the physician has to take into account such cosmic effects. The chances of healing depend on the patients' 'nature' in relation to the power of illness. A strong nature makes medicine superfluous, an overwhelming disease cannot be beaten. Thus, medicine is limited to 'neutral' situations when supporting the patient makes his 'nature' win. PMID:18447188

  19. Moving beyond: a generative philosophy of science.

    PubMed

    Riegel, B; Omery, A; Calvillo, E; Elsayed, N G; Lee, P; Shuler, P; Siegal, B E

    1992-01-01

    Philosophies of science are perhaps the most covert yet significant forces influencing the direction of change within disciplines. Although the era of logical positivism has waned for many disciplines, newer philosophies may not be satisfactory, especially for the applied disciplines. This article describes an alternative philosophy of science with special significance for nursing. This philosophy was influenced by several of the major existing philosophies, but especially by the paradigmatic view espoused by Thomas Kuhn. The generative philosophy of science was named because of its focus on generating growth among the applied disciplines. Members of these disciplines study questions with social significance and human application. This article defines major concepts, describes relationships among concepts and discusses implications for the development of nursing science and the nursing discipline. PMID:1601452

  20. Buddha philosophy and western psychology.

    PubMed

    Aich, Tapas Kumar

    2013-01-01

    Four noble truths as preached by Buddha are that the life is full of suffering (Duhkha), that there is a cause of this suffering (Duhkha-samudaya), it is possible to stop suffering (Duhkha-nirodha), and there is a way to extinguish suffering (Duhkha-nirodha-marga). Eight fold Path (astangika-marga) as advocated by Buddha as a way to extinguish the sufferings are right views, right resolve/aspiration, right speech, right action/conduct, right livelihood, right effort right mindfulness and right concentration. Mid-twentieth century saw the collaborations between many psychoanalysts and Buddhist scholars as a meeting between "two of the most powerful forces" operating in the Western mind. Buddhism and Western Psychology overlap in theory and in practice. Over the last century, experts have written on many commonalities between Buddhism and various branches of modern western psychology like phenomenological psychology, psychoanalytical psychotherapy, humanistic psychology, cognitive psychology and existential psychology. Orientalist Alan Watts wrote 'if we look deeply into such ways of life as Buddhism, we do not find either philosophy or religion as these are understood in the West. We find something more nearly resembling psychotherapy'. Buddha was a unique psychotherapist. His therapeutic methods helped millions of people throughout the centuries. This essay is just an expression of what little the current author has understood on Buddha philosophy and an opportunity to offer his deep tribute to one of the greatest psychotherapists the world has ever produced! PMID:23858249

  1. Medicine in John Locke's philosophy.

    PubMed

    Sanchez-Gonzalez, M A

    1990-12-01

    John Locke's philosophy was deeply affected by medicine of his times. It was specially influenced by the medical thought and practice of Thomas Sydenham. Locke was a personal friend of Sydenham, expressed an avid interest in his work and shared his views and methods. The influence of Sydenham's medicine can be seen in the following areas of Locke's philosophy: his "plain historical method"; the emphasis on observation and sensory experience instead of seeking the essence of things; the rejection of hypotheses and principles; the refusal of research into final causes and inner mechanisms; the ideal of irrefutable evidence and skepticism on the possibilities of certainty in science. The science which for Locke held the highest paradigmatic value in his theory of knowledge was precisely medicine. To a great extent, Locke's Essay on Human Understanding can be understood as an attempt to justify, substantiate, and promote Sydenham's medical method. This method, generalized, was then proposed as an instrument for the elaboration of all natural sciences. PMID:2290077

  2. Buddha philosophy and western psychology

    PubMed Central

    Aich, Tapas Kumar

    2013-01-01

    Four noble truths as preached by Buddha are that the life is full of suffering (Duhkha), that there is a cause of this suffering (Duhkha-samudaya), it is possible to stop suffering (Duhkha-nirodha), and there is a way to extinguish suffering (Duhkha-nirodha-marga). Eight fold Path (astangika-marga) as advocated by Buddha as a way to extinguish the sufferings are right views, right resolve/aspiration, right speech, right action/conduct, right livelihood, right effort right mindfulness and right concentration. Mid-twentieth century saw the collaborations between many psychoanalysts and Buddhist scholars as a meeting between “two of the most powerful forces” operating in the Western mind. Buddhism and Western Psychology overlap in theory and in practice. Over the last century, experts have written on many commonalities between Buddhism and various branches of modern western psychology like phenomenological psychology, psychoanalytical psychotherapy, humanistic psychology, cognitive psychology and existential psychology. Orientalist Alan Watts wrote ‘if we look deeply into such ways of life as Buddhism, we do not find either philosophy or religion as these are understood in the West. We find something more nearly resembling psychotherapy’. Buddha was a unique psychotherapist. His therapeutic methods helped millions of people throughout the centuries. This essay is just an expression of what little the current author has understood on Buddha philosophy and an opportunity to offer his deep tribute to one of the greatest psychotherapists the world has ever produced! PMID:23858249

  3. Librarianship and the Philosophy of Information.

    ERIC Educational Resources Information Center

    Herold, Ken R.

    2001-01-01

    Considers the nature of information and the field of librarianship. Topics include library philosophy; and library practice, including authority, cataloging, classification, epistemology, logic, ontology, and mind. (LRW)

  4. What Is Philosophy "for" Children, What Is Philosophy "with" Children--After Matthew Lipman?

    ERIC Educational Resources Information Center

    Vansieleghem, Nancy; Kennedy, David

    2011-01-01

    Philosophy for Children arose in the 1970s in the US as an educational programme. This programme, initiated by Matthew Lipman, was devoted to exploring the relationship between the notions "philosophy" and "childhood", with the implicit practical goal of establishing philosophy as a full-fledged "content area" in public schools. Over 40 years, the…

  5. Technology in Muslim Moral Philosophy.

    PubMed

    Moosa, Ebrahim

    2016-04-01

    The article explores the place, role and status of technology in Muslim moral philosophy. Invoking early Muslim encounters with technology the author makes the case why technology is already deeply embedded in contemporary Muslim bioethical thinking. Due to an absence of the philosophical grounding there remains some ambivalence as to why technology is essential to Muslim ethical thinking. Countering the techno-pessimists, the author makes a case in favor of compositional thinking, namely that our thinking itself is altered by our tools and our environment. Compositional thinking opposes the representational mode of thinking that creates a dichotomy between nature versus culture, and technology versus nature. One should, however, anticipate an environment in which technology would be beneficial and not be viewed as potentially harmful. PMID:26935056

  6. Philosophy for Children Goes to College

    ERIC Educational Resources Information Center

    Wartenberg, Thomas E.

    2007-01-01

    This article presents the general framework for a course at college level in which philosophy students learn to teach philosophy to students in elementary school. As well as addressing the rationale for such a course, the article outlines the organization of the course and the various requirements students in it must fulfill. In so doing, it…

  7. In Search of a Training Philosophy.

    ERIC Educational Resources Information Center

    Zemke, Ron

    1985-01-01

    Mission statements, operating principles, and general philosophy statements for a human resources development department were drafted and readers asked to tell which of these philosophies, mission statements, and operating principles come closest to describing the way their training and development departments work. Results are presented and…

  8. Claims of Philosophy, Education and Research

    ERIC Educational Resources Information Center

    Standish, Paul

    2007-01-01

    This paper is a response to Richard Pring's "Reclaiming Philosophy for Educational Research," which appears in this issue. While it provides broad support for the case for the importance of philosophy in the study of education that Pring advances, it seeks to refine and to extend this. It does this through a consideration of three sets of claims.…

  9. Hard Times: Philosophy and the Fundamentalist Imagination

    ERIC Educational Resources Information Center

    Allsup, Randall Everett

    2005-01-01

    A close reading of Gradgrind's opening monologue of Hard Times by Charles Dickens will provide the starting off point for an examination of the role and place of philosophy in the music curriculum. The Gradgrind philosophy finds easy parallel to current thinking in American education. In the fundamentalist imagination, sources of ambiguity must be…

  10. Philosophy for Young Children: A Practical Guide

    ERIC Educational Resources Information Center

    Gaut, Berys; Gaut, Morag

    2011-01-01

    Co-written by a professor of philosophy and a practising primary school teacher, "Philosophy for Young Children" is a concise, practical guide for teachers. It contains detailed session plans for 36 philosophical enquiries--enough for a year's work--that have all been successfully tried, tested and enjoyed with young children from the age of three…

  11. Thomas Reid and Philosophy with Children

    ERIC Educational Resources Information Center

    Long, Fiachra

    2005-01-01

    This paper presents a rationale for doing philosophy with children. It suggests a rationale that differs from more usual arguments supporting philosophy with children--for such reasons as that it will enhance problem solving-skills or will help pupils' thinking to be more logical. These worthy objectives are not denied but only considered somewhat…

  12. Philosophy in Schools: A Catholic School Perspective

    ERIC Educational Resources Information Center

    Whittle, Sean

    2015-01-01

    This article builds on the recent Special Interest issue of this journal on "Philosophy for Children in Transition" (2011) and the way that the debate about philosophy in schools has now shifted to whether or not it ought to be a compulsory part of the curriculum. This article puts the spotlight on Catholic schools in order to present a…

  13. Does Philosophy of Education Have a Future?

    ERIC Educational Resources Information Center

    Clark, John A.

    2015-01-01

    The apparently simple question, "Does philosophy of education have a future?", is without a simple answer. Like so many other questions, it all depends on what we mean, and in this case, what we mean by the expression "philosophy of education". I shall look at it in all of three ways: as a social institution, as an academic…

  14. School and the Limits of Philosophy

    ERIC Educational Resources Information Center

    Fitzsimons, Peter

    2014-01-01

    Philosophy and schools, children and dynamite, elephants and postage stamps: each has a place, but not necessarily in any natural combination with the other. Whether schools and philosophy belong together depends largely on what we mean by both. To the extent that schools are instruments of government regulation and a mechanism for production of…

  15. Moral Philosophy and Social Work Policy

    PubMed Central

    Reiman, Amanda

    2009-01-01

    Policies in the United States regarding personal responsibility and deviant behavior often follow an underlying moral philosophy. This paper examines the philosophies in American social policy, and how beliefs about personal responsibility, definitions of deviance and the role of the social welfare system shape current policies. PMID:20431689

  16. Taking Africana Existential Philosophy of Education Seriously

    ERIC Educational Resources Information Center

    Tunstall, Dwayne A.

    2008-01-01

    This essay addresses the concerns educators and philosophers of education might have about an Africana existential philosophy of education by first defining Africana existential philosophy. Then, it performs a brief phenomenological investigation of the lived experiences of persons of African descent in the United States. This essay concludes by…

  17. For Philosophy of Education in Teacher Education

    ERIC Educational Resources Information Center

    Winch, Christopher

    2012-01-01

    The time has come to re-assess the role that Philosophy has to play in the education of teachers, both at the beginning of and during their careers. The currently fashionable craft conception of teaching is inadequate as a preparation for a career in teaching. Philosophy of Education has an important role to play in preparing for a career in…

  18. Information Retrieval and the Philosophy of Language.

    ERIC Educational Resources Information Center

    Blair, David C.

    2003-01-01

    Provides an overview of some of the main ideas in the philosophy of language that have relevance to the issues of information retrieval, focusing on the description of the intellectual content. Highlights include retrieval problems; recall and precision; words and meanings; context; externalism and the philosophy of language; and scaffolding and…

  19. [Jena philosophies of nature around 1800].

    PubMed

    Breidbach, O

    2000-01-01

    This paper describes the situation and the outline of positions in philosophy of nature in Jena about 1800, in focusing on research other than the key figures Schelling and Hegel. In 1789, Schelling introduced philosophy of nature into the course program of Jena University. Already in 1800, two young scientists--a mathematician (Fischer) and a physiologist--reacted, announcing lectures on Schellingian topics. But only in late 1802, younger philosophers offered courses on those topics. From 1802 onwards, lectures were announced by Schad, Krause, Henrici, Hegel, Oken and the botanist Schelver. Apart from the Fisher lecture from 1800, the program of these presentations was based on Schellingian principles. Analyses of the ideas of Schad, Krause and Schelver show that, about 1800, philosophy of nature in Jena conserved basic ideas of the early philosophy of nature of Schelling. Thus, philosophy of nature in this period of Jena University seemed to follow just one line of reasoning. PMID:11068513

  20. On the philosophy of cosmology

    NASA Astrophysics Data System (ADS)

    Ellis, George Francis Rayner

    2014-05-01

    This paper gives an overview of significant issues in the philosophy of cosmology, starting off by emphasizing the uniqueness of the universe and the way models are used in description and explanation. It then considers, basic limits on observations; the need to test alternatives; ways to test consistency; and implications of the uniqueness of the universe as regards distinguishing laws of physics from contingent conditions. It goes on to look at the idea of a multiverse as a scientific explanation of facts about fine-tuning, in particular considering criteria for a scientific theory and for justifying unseen entities. It considers the relation between physical laws and the natures of existence, and emphasizes limits on our knowledge of the physics relevant to the early universe (the physics horizon), and the non-physical nature of some claimed infinities. The final section looks briefly at deeper issues, commenting on the scope of enquiry of cosmological theory and the limits of science in relation to the creation of the universe.

  1. Tai Chi philosophy and nursing epistemology.

    PubMed

    Alperson, Sunny Yim

    2008-01-01

    This article analyzes the philosophy underpinning Tai Chi practice in light of nursing epistemology. The first half of the article reviews the general characteristics of major Chinese philosophical traditions that have been merged in Tai Chi: Confucianism, Daoism, and Buddhism. In the second half, themes of integration and praxis in Tai Chi are linked with Carper's fundamental patterns of knowing in nursing. Tai Chi is a practical fusion of humanistic philosophy with an experiential dimension of movement in a nondualistic foundation. The author argues that TC philosophy can be applied to integrated knowledge development and nursing praxis. PMID:20531257

  2. Eco-Philosophy and Deep Ecology.

    ERIC Educational Resources Information Center

    Skolimowski, Henryk

    1988-01-01

    Criticizes the Deep Ecology Movement as a new ecological world view. Discusses the limits of this philosophy including its views of destiny, evolution and cosmology. Concludes that although its intentions are admirable, Deep Ecology leaves too much unanswered. (CW)

  3. Mario Bunge's Philosophy of Mathematics: An Appraisal

    ERIC Educational Resources Information Center

    Marquis, Jean-Pierre

    2012-01-01

    In this paper, I present and discuss critically the main elements of Mario Bunge's philosophy of mathematics. In particular, I explore how mathematical knowledge is accounted for in Bunge's systemic emergent materialism.

  4. Towards an African Philosophy of Education.

    ERIC Educational Resources Information Center

    Ocaya-Lakidi, Dent

    1980-01-01

    Compares and contrasts contemporary philosophies of education in Africa with two philosophical doctrines (naturalism and idealism). Topics discussed include value selectors, westernization, the role of missionaries in African education, critical consciousness, relevance, and African education today. (DB)

  5. Mario Bunge's Philosophy of Mathematics: An Appraisal

    NASA Astrophysics Data System (ADS)

    Marquis, Jean-Pierre

    2012-10-01

    In this paper, I present and discuss critically the main elements of Mario Bunge's philosophy of mathematics. In particular, I explore how mathematical knowledge is accounted for in Bunge's systemic emergent materialism. To Mario, with gratitude.

  6. What can philosophy do for psychiatry?

    PubMed Central

    Fulford, Kenneth WM; Stanghellini, Giovanni; Broome, Matthew

    2004-01-01

    This article illustrates the practical impact of recent developments in the philosophy of psychiatry in five key areas: patient-centred practice, new models of service delivery, neuroscience research, psychiatric education, and the organisation of psychiatry as an international science-led discipline focused on patient care. We conclude with a note on the role of philosophy in countering the stigmatisation of mental disorder. PMID:16633476

  7. Philosophy of astrobiology: some recent developments

    NASA Astrophysics Data System (ADS)

    Kolb, Vera M.

    2015-09-01

    We present some recent developments in philosophy of astrobiology which illustrate usefulness of philosophy to astrobiology. We cover applications of Aristotelian views to definition of life, of Priest's dialetheism to the question if viruses are alive, and various thought experiments in regard to these and other astrobiology issues. Thought experiments about the survival of life in the Solar system and about the role of viruses at the beginning and towards the end of life are also described.

  8. Philosophy and the Music Teacher: Challenging the Way We Think.

    ERIC Educational Resources Information Center

    Jorgensen, Estelle R.

    1990-01-01

    Defines philosophy of music education, its importance, and how to develop a personal philosophy of music education. Emphasizes that music philosophy undergirds the music curriculum. States that the nature of music philosophy is ecletic, and emerges by addressing the challenges of the discipline. (GG)

  9. A Confucian philosophy of medicine and some implications.

    PubMed

    Lo, Ping-Cheung

    2010-08-01

    Two crucial topics in the philosophy of medicine are the philosophy of nature and philosophical anthropology. In this essay I engage the philosophy of nature by exploring Anne Fagot-Largeault's study of norms in nature as a way of articulating a Confucian philosophy of medicine. I defend the Confucian position as a moderate naturalism. PMID:20634269

  10. John Wilson's Confused "Perspectives on the Philosophy of Education"

    ERIC Educational Resources Information Center

    Standish, Paul

    2006-01-01

    In his "Perspectives on the Philosophy of Education" John Wilson laments the confusion that surrounds the current state of the philosophy of education. Unlike other branches of philosophy, he claims, it is not clear what the philosophy of education is about, and a snapshot of current work in the field reveals its lack of coherence. To remedy this…

  11. [The relationship between Bergson's philosophy and medicine].

    PubMed

    Kulczycki, J

    1994-01-01

    The relationship between Bergson's philosophy and medicine follows an outline of theoretical situation in philosophy in the second half of 19c. The former relationship is evident in Bergson's mind-body considerations and thoughts concerning philosophical importance of Claude Bernard's works and are of bilateral nature. Bergson criticized lokalization theory and psychophysical paralelism on the ground of the contemporary neurology and psychiatry. Conversely his ideas, particularly those concerning the nature of conscioiusness and aphasia were reflected in both psychopathology and neurology. Bergson perceives the philosophical importance of Claude Bernard primarily in his theoretical experimental bases for research in medicine and biology. The paper closes considering the importance of various conceptions of personality (including Bergson's) in philosophy of medicine and medical practice. PMID:11624858

  12. The philosophies of psychiatry: empirical perspectives.

    PubMed

    Ralston, Alan S G

    2013-08-01

    The past two decades have seen a surge in cross-disciplinary work in philosophy and psychiatry. Much of this work is necessarily abstract whilst those working in the area are aware of the necessity of relating the theoretical and conceptual work to the vagaries of day-to-day practice. But given the diverse methods and aims of philosophy and psychiatry, crossing the 'communication gap' between the two disciplines is easier said than done. In this article different methods of bridging this gap are presented and commented upon. A number of research studies are reviewed with an eye to the potential they display to develop interdisciplinary theory. An empirical approach to philosophy of practice with special attention to ordinary language use is proposed as a fruitful may forward. PMID:22752587

  13. Spacecraft load, design and test philosophies

    NASA Technical Reports Server (NTRS)

    Wada, B. K.

    1986-01-01

    The development of spacecraft loads, design and test philosophies at the Jet Propulsion Laboratory (JPL) during the past 25 years is presented. Examples from the JPL's Viking, Voyager and Galileo spacecraft are used to explain the changes in philosophy necessary to meet the program requirements with a reduction in cost and schedule. Approaches to validate mathematical models of large structures which can't be ground tested as an overall system because of size and/or adverse effects of terrestrial conditions such as gravity are presented.

  14. ‘MIND’ IN INDIAN PHILOSOPHY

    PubMed Central

    Rao, A. Venkoba

    2002-01-01

    The place of mind in the philosophical systems of India is briefly discussed. The philosophies selected are - Vedas, Upanishads, Six systems of philosophies (saddarsanas), Gita and materialistic school of Carvaaka. That mind is of subtle physical nature and that self is postulated as higher than mind in the hierarchy is being pointed out. Mind can be man's own friend to elevate him or his foe debasing him. Modern neuro - science and the ancient materialistic schools do not subscribe to the existence of self. An integrated approach extending beyond the mind in psychiatric care is suggested. Scientific and technological advances do not necessarily preclude a transcendent (spiritual) dimension to the total care. PMID:21206593

  15. An outline of object-oriented philosophy.

    PubMed

    Harman, Graham

    2013-01-01

    This article summarises the principles of object-oriented philosophy and explains its similarities with, and differences from, the outlook of the natural sciences. Like science, the object-oriented position avoids the notion (quite common in philosophy) that the human-world relation is the ground of all others, such that scientific statements about the world would only be statements about the world as it is for humans. But unlike science, object-oriented metaphysics treats artificial, social, and fictional entities in the same way as natural ones, and also holds that the world can only be known allusively rather than directly. PMID:23901635

  16. Philosophy as the Opening for Faith

    ERIC Educational Resources Information Center

    Dahlstrom, Daniel O.

    2015-01-01

    The purpose of this paper is to consider some reasons why philosophy, in its current highly pluralist state, can be a valuable means of creating, with the help of divine grace, an opening for faith. My paper begins with (1) the challenging conceptual diversity that besets the very idea of Catholic higher education, i.e., the theme of this issue of…

  17. Who Needs Philosophy in Physical Education?

    ERIC Educational Resources Information Center

    Cavallini, M. Felicia

    2008-01-01

    Understanding the invaluable contribution of philosophy in physical education can mean the difference between a "roll out the ball" mentality and one that will change the lives of students forever. What good is an educated mind if it is housed in an unfit body? The more that physical education teachers in training understand the critical role they…

  18. Old Order Amish Philosophy of Education.

    ERIC Educational Resources Information Center

    Ediger, Marlow

    2005-01-01

    The Old Order Amish in the societal arena provides a philosophy of education which is unique and worthy of study.They tend to have a minimal of problems when making comparisons with other sub cultures in society. Drug abuse, pregnancy among unwed mothers, crime, alcoholism, thievery, and other forms of anti-social behavior appear to be at a very…

  19. Rousseau's Philosophy of Transformative, "Denaturing" Education

    ERIC Educational Resources Information Center

    Riley, Patrick

    2011-01-01

    Rousseau's political philosophy presents the great legislator as a civic educator who must over time transform naturally self-loving egoists into citizens animated by a general will without destroying freedom. This is an educational process which is "denaturing" but which aims to produce autonomous adults who can ultimately say to their teacher…

  20. Philosophy and Objectives: Course of Study.

    ERIC Educational Resources Information Center

    Yeshiva of Flatbush, Brooklyn, NY. Joel Braverman High School.

    The Yeshiva of Flatbush, a high school located in the Midwood-Flatbush section of Brooklyn, New York, teaches both secular and Judaic studies with an emphasis upon transmitting the values and traditions of Halachic Judaism. The philosophy of the school is to provide an education in which Jewish studies are taught in Hebrew and to encourage student…

  1. Reflections on Futures for Music Education Philosophy

    ERIC Educational Resources Information Center

    Jorgensen, Estelle R.

    2006-01-01

    In this article, the author talks about the International Society for Philosophy of Music Education (ISPME). The ISPME is creating and institutionalizing a forum that can nurture and critique ideas and practices and sustain the work of philosophical reflection in music education over the longer term. It has begun to build an international team of…

  2. Empirical Moral Philosophy and Teacher Education

    ERIC Educational Resources Information Center

    Schjetne, Espen; Afdal, Hilde Wågsås; Anker, Trine; Johannesen, Nina; Afdal, Geir

    2016-01-01

    In this paper, we explore the possible contributions of empirical moral philosophy to professional ethics in teacher education. We argue that it is both possible and desirable to connect knowledge of how teachers empirically do and understand professional ethics with normative theories of teachers' professional ethics. Our argument is made in…

  3. [Where is going philosophy of psychiatry ?].

    PubMed

    Basso, Elisabetta

    2016-12-01

    This contribution provides a critical outline of the current trends in the field of "philosophy of psychiatry" by following their developments in the last decade. The first part of the paper focuses on the evolution of this field from a strictly conceptual approach to a perspective more attentive to the social, practical, and clinical dimension of psychiatry. The second part of the paper points out that the need of a mutual commitment of philosophy and psychiatry is perceived according to different ways by the countries involved in this research area. The paper deals especially with the case of France, where the enthusiasm for the "new philosophy of psychiatry" has not had the same impact on the philosophical scene as in the English speaking countries. In conclusion, the paper shows that the field of philosophy of psychiatry stands as a fertile ground for new forms of interaction between the analytic, and the continental philosophical traditions. This interaction takes place, more particularly, as regards such topics as normativity, language, and interpretation. PMID:27550463

  4. John Dewey on Philosophy and Childhood

    ERIC Educational Resources Information Center

    Gregory, Maughn; Granger, David

    2012-01-01

    John Dewey was not a philosopher of education in the now-traditional sense of a doctor of philosophy who examines educational ends, means, and controversies through the disciplinary lenses of epistemology, ethics, and political theory, or of agenda-driven schools such as existentialism, feminism, and critical theory. Rather, Dewey was both an…

  5. Moral Philosophy, Disability, and Inclusive Education

    ERIC Educational Resources Information Center

    Fitch, E. Frank

    2009-01-01

    Disability and dependence are integral to the human experience and yet have been largely marginalized or denigrated within Western philosophy. Joining a growing counter narrative from the disability studies movement, several mainstream moral philosophers are helping to redress this error. In this essay, the author discusses ideas from four such…

  6. Forming a Functional Philosophy of Business Education

    ERIC Educational Resources Information Center

    Goddard, M. Lee

    1975-01-01

    The article is concerned with step four in the process of developing a philosophy of business education--carefully delineating specific basic beliefs about business education and making certain these beliefs umbrella the various phases of business education at different educational levels. (Author/BP)

  7. Philosophy, Rhetoric, Literacy Criticism: (Inter)views.

    ERIC Educational Resources Information Center

    Olson, Gary A., Ed.

    In addition to a foreword by Clifford Geertz and an introduction by Patricia Bizzell, this book features 12 essays by rhetoric and composition scholars responding to interviews with prominent scholars outside the discipline. The commentaries in the book entertain a range of topics, including language, rhetoric, philosophy, feminism and literary…

  8. Philosophy as Literature: A Step beyond Convention.

    ERIC Educational Resources Information Center

    Marchal, Michael H.

    1986-01-01

    Describes a course in which students read works by such philosophers as Plato, Descartes, and William James from a literary point of view. States that teachers should look beyond works considered literature to see if a work of philosophy, history, or political science might benefit students' intellectual and personal development. (EL)

  9. Developing a Personal Philosophy of Sport.

    ERIC Educational Resources Information Center

    Lumpkin, Angela; Cuneen, Jacquelyn

    2001-01-01

    Suggests five questions to initiate critical reflection, followed by five steps to guide the development of a personal philosophy of sport. The five questions (upon which the five steps are based) include examining the basis for one's values, what one values in sport, and what values are exhibited by others in the sport. Sample ethical dilemmas…

  10. Virtue Epistemology and the Philosophy of Education

    ERIC Educational Resources Information Center

    Macallister, James

    2012-01-01

    This article initially provides a brief overview of virtue epistemology; it thereafter considers some possible ramifications of this branch of the theory of knowledge for the philosophy of education. The main features of three different manifestations of virtue epistemology are first explained. Importantly, it is then maintained that developments…

  11. The Status of Blacks in Academic Philosophy.

    ERIC Educational Resources Information Center

    Harris, Leonard

    1995-01-01

    Reveals that there is a near total absence of black faculty teaching philosophy courses at American universities, particularly Ivy League Schools. The author explains why this has happened, why the trend is likely to continue, and why black colleges cannot be expected to pick up the slack. (GR)

  12. Contemporary Development of Marxist Philosophy in China

    ERIC Educational Resources Information Center

    Kang, Ouyang

    2002-01-01

    There are many points of interest pertaining to the development of Marxist philosophy in contemporary China. This paper will focus on the following areas and problems: (1) the debate about the criterion of truth; (2) Marxist philosophical textbook reform; (3) the inquiry into the human agent and subjectivity; (4) Marxism and Confucianism; (5) Deng…

  13. The Educational Philosophy of Wendell Berry.

    ERIC Educational Resources Information Center

    Theobald, Paul; Snauwaert, Dale T.

    This paper provides a guide for those interested in the educational philosophy of author and ecologist Wendell Berry. It is divided into three sections. The first discusses the foundational dimensions of Berry's thought in terms of his conception of human nature, knowledge, and the good society. Berry sees human beings as creators and moral agents…

  14. Personalized, Programed Philosophy: Helping Students Build Skills.

    ERIC Educational Resources Information Center

    Ross, Gregory A.; Bailey, George W. S.

    1983-01-01

    Describes a philosophy course offered at East Carolina University through the Special Studies Program for marginally-admissable students. The program uses selected readings from Russell, James, Sartre, and others and the Personalized System of Instruction to build critical thinking, reading, and study skills, while introducing students to the…

  15. Blushing and the philosophy of mind.

    PubMed

    Bunge, Mario

    2007-01-01

    The introduction, an imaginary dialogue between a philosopher and a scientist, is followed by a brief discussion of the interactions between science, philosophy, and religion. Next comes an analysis of the three most popular philosophies of mind: classical mind-body dualism, computerism, and psychoneural monism. It is argued that the latter, held by medical psychologists since Hippocrates, and formulated explicitly by Cajal and Hebb, is the philosophy of mind that underlies contemporary cognitive and affective neuroscience. The standard objections to psychoneural monism (or materialism) are examined. Evolutionary psychology, though promissory, is judged to be more fancy than fact at its present stage. The conclusion is that the philosophy of mind is still in a poor shape, but that it can advance if it learns more from the science of mind. It would also help if scientific psychologists were to replace such tacitly dualistic expressions as "organ N instantiates (or subserves) mental function M" with "organ N performs mental function M", just as we say "the legs walk" instead of "walking is subserved by legs," and "the lungs breathe" instead of "the lungs instantiate breathing." PMID:18281201

  16. Philosophy for Children as an Educational Practice

    ERIC Educational Resources Information Center

    Välitalo, Riku; Juuso, Hannu; Sutinen, Ari

    2016-01-01

    During the past 40 years, the Philosophy for Children movement has developed a dialogical framework for education that has inspired people both inside and outside academia. This article concentrates on analysing the historical development in general and then taking a more rigorous look at the recent discourse of the movement. The analysis proceeds…

  17. Ethics, Ricoeur And Philosophy: Ethical Teacher Workshops

    ERIC Educational Resources Information Center

    Scott-Baumann, Alison

    2006-01-01

    This work is about the ethics of education, and about philosophy as a discipline that can help us to help children look at ethics afresh. The study and practice of ethics is about morals and uncertainties and, as such, poses problems for the research community. The philosopher Ricoeur challenges research as only one way to find meaning in the…

  18. Personal Philosophies of Teaching: A False Promise?

    ERIC Educational Resources Information Center

    Pratt, Daniel D.

    2005-01-01

    Increasingly, college and university faculty are asked to articulate their personal philosophies of teaching when they are reviewed for reappointment, tenure, or promotion. For many faculty members, the task is unfamiliar and daunting. It forces them to articulate what they typically take for granted--their beliefs about knowledge and learning and…

  19. Derrida's Right to Philosophy, Then and Now

    ERIC Educational Resources Information Center

    Willinsky, John

    2009-01-01

    In this essay, a tribute to Jacques Derrida's educational efforts at expanding access to current work in philosophy, John Willinsky examines his efforts as both a public right and an element of academic freedom that bear on the open access movement today. Willinsky covers Derrida's extension and outreach work with the Groupe de Recherches pour…

  20. Philosophy for Children: Towards Pedagogical Transformation

    ERIC Educational Resources Information Center

    Scholl, Rosie; Nichols, Kim; Burgh, Gilbert

    2009-01-01

    Philosophical inquiry (Lipman, Sharp & Oscanyan, 1980) has the capacity to push boundaries in teaching and learning interactions with students and improve teacher's pedagogical experiences (Scholl, Nichols, Burgh, 2008). This paper focuses on the potential for Philosophy to foster pedagogical transformation. Two groups of primary school teachers,…

  1. An outline of planetary geoscience. [philosophy

    NASA Technical Reports Server (NTRS)

    1977-01-01

    A philosophy for planetary geoscience is presented to aid in addressing a number of major scientific questions; answers to these questions should constitute the basic geoscientific knowledge of the solar system. However, any compilation of major questions or basic knowledge in planetary geoscience involves compromises and somewhat arbitrary boundaries that reflect the prevalent level of understanding at the time.

  2. Feminist Philosophy of Science: "Standpoint" and Knowledge

    ERIC Educational Resources Information Center

    Crasnow, Sharon

    2008-01-01

    Feminist philosophy of science has been criticized on several counts. On the one hand, it is claimed that it results in relativism of the worst sort since the political commitment to feminism is "prima facie" incompatible with scientific objectivity. On the other hand, when critics acknowledge that there may be some value in work that feminists…

  3. An Analysis of Judging Philosophies in Academic Debate.

    ERIC Educational Resources Information Center

    Cross, John D.; Matlon, Ronald J.

    1978-01-01

    Describes current judging philosophies in academic debate and attempts to define policymaking, hypothesis testing, stock issues, and "tabula rasa" judging philosophies by examining the responses of judges so labeled to specific judging situations. (JMF)

  4. Doing Philosophy Effectively: Student Learning in Classroom Teaching

    PubMed Central

    2015-01-01

    An important aim of teaching philosophy in Dutch secondary schools is to learn about philosophy (i.e., the great philosophers) by doing philosophy. We examined doing philosophy and focused specifically on the relationship between student learning activities and teacher behavior; in doing so, a qualitative cross-case analysis of eight philosophy lessons was performed. The effectiveness of doing philosophy was operationalized into five learning activities comprising rationalizing, analyzing, testing, producing criticism, and reflecting, and scored by means of qualitative graphical time registration. Using CA we find a quantitative one-dimensional scale for the lessons that contrasts lessons that are more and less effective in terms of learning and teaching. A relationship was found between teaching by teachers and doing philosophy by students. In particular we found students to produce a higher level of doing philosophy with teachers who chose to organize a philosophical discussion with shared guidance by the teacher together with the students. PMID:26379267

  5. Reflections on Beardsley's "Aesthetics: Problems in the Philosophy of Criticism"

    ERIC Educational Resources Information Center

    Crawford, Donald

    2010-01-01

    Monroe Beardsley's "Aesthetics" was published the year the author was a junior philosophy major at the University of California, Berkeley, and by the end of that academic year, the author had completed semester courses in the history of ancient as well as modern philosophy, logic, ethics, and the philosophy of religion. The requirements remaining…

  6. God, Sport Philosophy, Kinesiology: A MacIntyrean Examination

    ERIC Educational Resources Information Center

    Twietmeyer, Gregg

    2015-01-01

    Sport philosophy is in crisis. This subdiscipline of kinesiology garners little to no respect and few tenure track lines in kinesiology departments. Why is this the case? Why isn't philosophy held in greater esteem? Is it possible that philosopher Alasdair MacIntyre's (2009) diagnosis found in "God, Philosophy, Universities" could…

  7. Philosophy and Ethics in Western Australian Secondary Schools

    ERIC Educational Resources Information Center

    Millett, Stephan; Tapper, Alan

    2014-01-01

    The introduction of Philosophy and Ethics to the Western Australian Certificate of Education courses in 2008 brought philosophy into the Western Australian secondary school curriculum for the first time. How philosophy came to be included is part of a larger story about the commitment and perseverance of a relatively small number of Australian…

  8. The Relationship between Philosophy and Evidence in Education

    ERIC Educational Resources Information Center

    Schouten, Gina; Brighouse, Harry

    2015-01-01

    This article explores the ways that philosophy and evidence interact in the exploration of normative questions in philosophy of education. First, the authors provide a description of reflective equilibrium, a central method in normative philosophizing. They proceed to describe three tasks of normative philosophy, each of which requires engagement…

  9. What Is Our First Philosophy in Mathematics Education?

    ERIC Educational Resources Information Center

    Ernest, Paul

    2012-01-01

    What are the theoretical foundations of mathematics education? Recently disciplines other than mathematics and psychology have grown in importance, including philosophy. But which branch of philosophy is the most fundamental for mathematics education? In this article, I consider the claims of five branches of philosophy to be our "first…

  10. Educational Philosophy in China: A Centennial Retrospect and Prospect

    ERIC Educational Resources Information Center

    Lu, Youquan; Chi, Yanjie

    2007-01-01

    Educational philosophy in China during the 20th century started with the introduction of John Dewey's educational philosophy thoughts, followed by the dissemination of Marxism thoughts of education, and initially established the framework of educational philosophy as an academic discipline. After the foundation of the People's Republic of China in…

  11. "Whys" and "Hows" of Using Philosophy in Mathematics Education

    ERIC Educational Resources Information Center

    Jankvist, Uffe Thomas; Iversen, Steffen Møllegaard

    2014-01-01

    The article elaborates and exemplifies a potential categorization of the reasons for using philosophy, in particular the philosophy of mathematics, in mathematics education and approaches to doing so-the so-called "whys" and "hows". More precisely, the "whys" are divided into the two categories of "philosophy as…

  12. "Inside-out Pedagogy": Theorising Pedagogical Transformation through Teaching Philosophy

    ERIC Educational Resources Information Center

    Scholl, Rosie

    2014-01-01

    This retrospective interview study focused on the impact that training and implementation of Philosophy, in Lipman's tradition of Philosophy for Children, had on the pedagogy of 14 primary teachers at one school. Semi-structured interviews were conducted to document the impact of teaching Philosophy on pedagogy, the resources required to…

  13. Making Philosophy of Science Education Practical for Science Teachers

    ERIC Educational Resources Information Center

    Janssen, F. J. J. M.; van Berkel, B.

    2015-01-01

    Philosophy of science education can play a vital role in the preparation and professional development of science teachers. In order to fulfill this role a philosophy of science education should be made practical for teachers. First, multiple and inherently incomplete philosophies on the teacher and teaching on what, how and why should be…

  14. Philosophy of Science, with Special Consideration Given to Behaviorism as the Philosophy of the Science of Behavior

    ERIC Educational Resources Information Center

    Moore, J.

    2010-01-01

    The philosophy of science is the branch of philosophy that critically examines the foundations, assumptions, methods, products, and implications of the activity called science. The present sketch reviews the historical development of the philosophy of science, representative individuals in the field, and topics of long-standing interest. The…

  15. [Philosophy against psychiatry, right up against it].

    PubMed

    Demazeux, Steeves

    2016-12-01

    Since the early 1990s, there has been a tremendous new interest at the international level for researches at the crossroad between philosophy and psychiatry. This interest has been supported and quite stimulated by the foundation of a dedicated association, as well as by the establishment of a journal and the promotion of a new collection. My aim in this paper is to trace the origins of the so-called "new philosophy of psychiatry" field and to reconstruct its global intellectual dynamics during the past two decades. I try to identify, through the big diversity of the individual contributions, its dominant theoretical orientations but also what may appear as some of its philosophical blind spots. PMID:27550457

  16. Philosophy, Psychology, Physics and Practice of Ki

    PubMed Central

    Ohnishi, Tomoko

    2009-01-01

    Ki (in Japanese) or Qi (in Chinese) is the key concept in Eastern medicine, Eastern philosophy, as well as in martial arts. We explain the philosophical and psychological background of Ki. We emphasize that the unique aspects of Eastern philosophy are ‘non-linearity’ and ‘holistic’ approach. We then present physics aspect of Ki. Our experiments demonstrated that a ‘Ki-beam’ carries ‘entropy’ (or information), which is different from ‘energy’. We introduce our experience of having taught Ki to 37 beginners in the United States through the Nishino Breathing Method. If beginners had martial arts training or a strong background in music or dance, about half of them could sense Ki within 10 weeks (1 h class per week) of practice. PMID:18955316

  17. MCNP4A: Features and philosophy

    SciTech Connect

    Hendricks, J.S.

    1993-05-01

    This paper describes MCNP, states its philosophy, introduces a number of new features becoming available with version MCNP4A, and answers a number of questions asked by participants in the workshop. MCNP is a general-purpose three-dimensional neutron, photon and electron transport code. Its philosophy is ``Quality, Value and New Features.`` Quality is exemplified by new software quality assurance practices and a program of benchmarking against experiments. Value includes a strong emphasis on documentation and code portability. New features are the third priority. MCNP4A is now available at Los Alamos. New features in MCNP4A include enhanced statistical analysis, distributed processor multitasking, new photon libraries, ENDF/B-VI capabilities, X-Windows graphics, dynamic memory allocation, expanded criticality output, periodic boundaries, plotting of particle tracks via SABRINA, and many other improvements. 23 refs.

  18. Parts Engineering Experiences, Philosophies and Trends

    NASA Technical Reports Server (NTRS)

    Shaw, Harry; Day, John H. (Technical Monitor)

    2000-01-01

    This document is the presentation viewgraphs of the NASA presentations to NASDA, outlining the philosophy and trends of the experiences with engineering parts. Included in the presentations: are (1) the assurance of COTS boards for Space flight, and (2) Peer Review for Ice, Cloud and land Elevation Satellite (ICESat) GPS flight receivers EEE parts. The emphasis is on the methods for qualification of available parts for space flight.

  19. Philosophy and the practice of Bayesian statistics

    PubMed Central

    Gelman, Andrew; Shalizi, Cosma Rohilla

    2015-01-01

    A substantial school in the philosophy of science identifies Bayesian inference with inductive inference and even rationality as such, and seems to be strengthened by the rise and practical success of Bayesian statistics. We argue that the most successful forms of Bayesian statistics do not actually support that particular philosophy but rather accord much better with sophisticated forms of hypothetico-deductivism. We examine the actual role played by prior distributions in Bayesian models, and the crucial aspects of model checking and model revision, which fall outside the scope of Bayesian confirmation theory. We draw on the literature on the consistency of Bayesian updating and also on our experience of applied work in social science. Clarity about these matters should benefit not just philosophy of science, but also statistical practice. At best, the inductivist view has encouraged researchers to fit and compare models without checking them; at worst, theorists have actively discouraged practitioners from performing model checking because it does not fit into their framework. PMID:22364575

  20. Why natural science needs phenomenological philosophy.

    PubMed

    Rosen, Steven M

    2015-12-01

    Through an exploration of theoretical physics, this paper suggests the need for regrounding natural science in phenomenological philosophy. To begin, the philosophical roots of the prevailing scientific paradigm are traced to the thinking of Plato, Descartes, and Newton. The crisis in modern science is then investigated, tracking developments in physics, science's premier discipline. Einsteinian special relativity is interpreted as a response to the threat of discontinuity implied by the Michelson-Morley experiment, a challenge to classical objectivism that Einstein sought to counteract. We see that Einstein's efforts to banish discontinuity ultimately fall into the "black hole" predicted in his general theory of relativity. The unavoidable discontinuity that haunts Einstein's theory is also central to quantum mechanics. Here too the attempt has been made to manage discontinuity, only to have this strategy thwarted in the end by the intractable problem of quantum gravity. The irrepressible discontinuity manifested in the phenomena of modern physics proves to be linked to a merging of subject and object that flies in the face of Cartesian philosophy. To accommodate these radically non-classical phenomena, a new philosophical foundation is called for: phenomenology. Phenomenological philosophy is elaborated through Merleau-Ponty's concept of depth and is then brought into focus for use in theoretical physics via qualitative work with topology and hypercomplex numbers. In the final part of this paper, a detailed summary is offered of the specific application of topological phenomenology to quantum gravity that was systematically articulated in The Self-Evolving Cosmos (Rosen, 2008a). PMID:26143599

  1. Philosophies and fallacies in turbulence modeling

    NASA Astrophysics Data System (ADS)

    Spalart, Philippe R.

    2015-04-01

    We present a set of positions, likely to be controversial, on turbulence modeling for the Reynolds-Averaged Navier Stokes (RANS) equations. The paper has three themes. First is what we call the "fundamental paradox" of turbulence modeling, between the local character of the Partial Differential Equations strongly favored by CFD methods and the nonlocal physical nature of turbulence. Second, we oppose two philosophies. The "Systematic" philosophy attempts to model the exact transport equations for the Reynolds stresses or possibly higher moments term by term, gradually relegating the Closure Problem to higher moments and invoking the "Principle of Receding Influence" (although rarely formulating it). In contrast, the "Openly Empirical" philosophy produces models which satisfy strict constraints such as Galilean invariance, but lack an explicit connection with terms in the exact turbulence equations. The prime example is the eddy-viscosity assumption. Third, we explain a series of what we perceive as fallacies, many of them widely held and by senior observers, in turbulence knowledge, leading to turbulence models. We divide them into "hard" fallacies for which a short mathematical argument demonstrates that a particular statement is wrong or meaningless, and "soft" fallacies for which approximate physical arguments can be opposed, but we contend that a clear debate is overdue and wishful thinking has been involved. Some fallacies appear to be "intermediate." An example in the hard class is the supposed isotropy of the diagonal Reynolds stresses. Examples in the soft class are the need to match the decay rate of isotropic turbulence, and the value of realizability in a model. Our hope is to help the direct effort in this field away from simplistic and hopeless lines of work, and to foster debates.

  2. Operational Philosophy Concerning Manned Spacecraft Cabin Leaks

    NASA Technical Reports Server (NTRS)

    DeSimpelaere, Edward

    2011-01-01

    The last thirty years have seen the Space Shuttle as the prime United States spacecraft for manned spaceflight missions. Many lessons have been learned about spacecraft design and operation throughout these years. Over the next few decades, a large increase of manned spaceflight in the commercial sector is expected. This will result in the exposure of commercial crews and passengers to many of the same risks crews of the Space Shuttle have encountered. One of the more dire situations that can be encountered is the loss of pressure in the habitable volume of the spacecraft during on orbit operations. This is referred to as a cabin leak. This paper seeks to establish a general cabin leak response philosophy with the intent of educating future spacecraft designers and operators. After establishing a relative definition for a cabin leak, the paper covers general descriptions of detection equipment, detection methods, and general operational methods for management of a cabin leak. Subsequently, all these items are addressed from the perspective of the Space Shuttle Program, as this will be of the most value to future spacecraft due to similar operating profiles. Emphasis here is placed upon why and how these methods and philosophies have evolved to meet the Space Shuttle s needs. This includes the core ideas of: considerations of maintaining higher cabin pressures vs. lower cabin pressures, the pros and cons of a system designed to feed the leak with gas from pressurized tanks vs. using pressure suits to protect against lower cabin pressures, timeline and consumables constraints, re-entry considerations with leaks of unknown origin, and the impact the International Space Station (ISS) has had to the standard Space Shuttle cabin leak response philosophy. This last item in itself includes: procedural management differences, hardware considerations, additional capabilities due to the presence of the ISS and its resource, and ISS docking/undocking considerations with a

  3. Pragmatism: a practical philosophy for environmental scientists.

    PubMed

    Suter, Glenn W; Cormier, Susan M

    2013-04-01

    Challenges to the credibility of the scientific community make it particularly important for environmental scientists to understand the bases for the authority of their science. We argue that pragmatism provides a defensible and effective scientific philosophy. It provides a transparent basis for justifying belief and a set of practices and concepts for inference. It makes the scientific community the author of scientific truth, which has implications for the opening of science in the age of social media and the communication of consensus positions on important issues. We describe how pragmatism acknowledges the social aspect of science without losing the scientific tradition of critical thinking. PMID:23192972

  4. The aim and philosophy of patient monitoring

    PubMed Central

    Stewart, J. S. S.

    1970-01-01

    The history of monitoring is traced from ancient times until the invention of transducers and computers. The relevance of progress in resuscitation is emphasized. The more recent evolution of electromedical apparatus is considered from single signal detection, display and alarm to multiple signal processing, trend analysis and diagnosis. The aim of patient monitoring is to give warning of early or dangerous deterioration and to achieve this by obtaining an optimal compromise involving many design factors, clinical, engineering and economic. A new philosophy is illustrated by the specification and development of the Lifeline patient monitor. The translation of clinical diagnoses into electronic switching logic is of particular importance. PMID:4920275

  5. Redefining ecological ethics: science, policy, and philosophy at Cape Horn.

    PubMed

    Frodeman, Robert

    2008-12-01

    In the twentieth century, philosophy (especially within the United States) embraced the notion of disciplinary expertise: philosophical research consists of working with and writing for other philosophers. Projects that involve non-philosophers earn the deprecating title of "applied" philosophy. The University of North Texas (UNT) doctoral program in philosophy exemplifies the possibility of a new model for philosophy, where graduate students are trained in academic philosophy and in how to work with scientists, engineers, and policy makers. This "field" (rather than "applied") approach emphasizes the inter- and transdisciplinary nature of the philosophical enterprise where theory and practice dialectically inform one another. UNT's field station in philosophy at Cape Horn, Patagonia, Chile is one site for developing this ongoing experiment in the theory and practice of interdisciplinary philosophic research and education. PMID:18941926

  6. Why Not Philosophy? Problematizing the Philosophy of Mathematics in a Time of Curriculum Reform

    ERIC Educational Resources Information Center

    White-Fredette, Kimberly

    2010-01-01

    This article argues that, as teachers struggle to implement curriculum reform in mathematics, an explicit discussion of philosophy of mathematics is missing from the conversation. Building on the work of Ernest (1988, 1991, 1994, 1998, 1999, 2004), Lerman (1990, 1998, 1999), the National Council of Teachers of Mathematics (1989, 1991, 2000), Davis…

  7. The philosophy of modelling or does the philosophy of biology have any use?

    PubMed Central

    Orzack, Steven Hecht

    2012-01-01

    Biologists in search of answers to real-world issues such as the ecological consequences of global warming, the design of species' conservation plans, understanding landscape dynamics and understanding gene expression make decisions constantly that are based on a ‘philosophical’ stance as to how to create and test explanations of an observed phenomenon. For better or for worse, some kind of philosophy is an integral part of the doing of biology. Given this, it is more important than ever to undertake a practical assessment of what philosophy does mean and should mean to biologists. Here, I address three questions: should biologists pay any attention to ‘philosophy’; should biologists pay any attention to ‘philosophy of biology’; and should biologists pay any attention to the philosophy of biology literature on modelling? I describe why the last question is easily answered affirmatively, with the proviso that the practical benefits to be gained by biologists from this literature will be directly proportional to the extent to which biologists understand ‘philosophy’ to be a part of biology, not apart from biology. PMID:22144380

  8. Identifying Your Educational Philosophy: Development of the Philosophies Held by Instructors of Lifelong-Learners (PHIL)

    ERIC Educational Resources Information Center

    Conti, Gary J.

    2007-01-01

    The Philosophies Held by Instructors of Lifelong-learners (PHIL) was developed to identify a respondent's preference for one of the major schools of philosophical thought: Idealism, Realism, Pragmatism, Existentialism, or Reconstructionism. Using the pool of items from an established instrument, its final form and content validity were determined…

  9. Philosophy as Education and Education as Philosophy: Democracy and Education from Dewey to Cavell

    ERIC Educational Resources Information Center

    Saito, Naoko

    2006-01-01

    In the contemporary culture of accountability and the "economy" of education this generates, pragmatism, as a philosophy for ordinary practice, needs to resist the totalising force of an ideology of practice, one that distracts us from the rich qualities of daily experience. In response to this need, and in mobilising Dewey's pragmatism, this…

  10. Philosophy for the Creation of Astronomical Images

    NASA Astrophysics Data System (ADS)

    Rector, T.; Levay, Z. G.; Frattare, L. M.; English, J.; Pu'Uohau-Pummill, K.

    2005-12-01

    The quality of modern astronomical data, the power of modern computers and the agility of current image-processing software enable the creation of high-quality images in a purely digital form. The combination of these technological advancements has created a new ability to make colour astronomical images. These programs use a layering metaphor that allows for an unlimited number of astronomical datasets to be combined in any desired colour scheme, creating an immense parameter space to be explored. A philosophy is presented on how to use scaling, colour and composition to create images that simultaneously highlight scientific detail and are aesthetically appealing. This philosophy is necessary because most datasets do not correspond to the wavelength range of sensitivity of the human eye. The use of visual grammar, defined as the elements that affect the interpretation of an image, can maximize the richness and detail in an image while maintaining scientific accuracy. By properly using visual grammar, one can imply qualities that a two-dimensional image cannot show intrinsically, such as depth, motion and energy. In addition, composition can be used to engage viewers and keep them interested for a longer period of time. The use of these techniques can result in a striking image that will effectively convey the science within the image to scientists and to the public. Details of the pictorial examples used are presented in the conference web-proceedings and webcast.

  11. Biodiversity, biotechnologies and the philosophy of biology.

    PubMed

    Galleni, Lodovico

    2004-01-01

    The thesis of this paper is that in front of the development of biotechnology and of the capacity of techniques of altering the living, there is still a very old philosophy of biology. A rapid historical view is given where the rise and diffusion of the reductionistic paradigm is presented and the connections between this paradigm and biotechnologies are traced. Curiously biotechnologies are still based on the philosophy of F. Bacon. Then the necessity of a new paradigm in biology based on the recent discoveries of complexity is underlined. It is reminded that the main discovery of science of the XX century is that we are living in a small planet of limited resources and frail equilibriums. This discovery asks for a different view of the scientific progress, more linked to the conservation of the Biosphere than to its alteration. Stability is the task for the future interactions of human-kind with nature. For this reason the relationships between stability and diversity are summarised. Finally, as the species is the main step of Biodiversity, a brief discussion of the problems posed by the altering of species barriers is presented. PMID:15612188

  12. Midwifery models: students' conceptualization of a midwifery philosophy in clay.

    PubMed

    Walker, Deborah S

    2007-01-01

    Formulating a professional and personal philosophy statement assists nurses and midwives in clarifying focus and direction. It also facilitates grounding of the nursing and midwifery professions or professionals by enabling the identification of both shared beliefs and unique elements. The purpose of this activity was to assist beginning student nurse-midwives (SNMs) in exploring the intersection of their own and the profession's philosophy. Through the creation of a clay representation of their philosophical model, eight SNMs expressed their midwifery philosophies at the beginning of their clinical sequence by sculpting them in clay and then described their sculptures and how they exemplified their philosophies. PMID:17207753

  13. Physical protection philosophy and techniques in Sweden

    SciTech Connect

    Dufva, B.

    1988-01-01

    The circumstances for the protection of nuclear power plants are special in Sweden. A very important factor is that armed guards at the facilities are alien to the Swedish society. They do not use them. The Swedish concept of physical protection accepts that the aggressor will get into the facility. With this in mind, the Swedish Nuclear Power Inspectorate (SKI) has established the policy that administrative, technical, and organizational measures will be directed toward preventing an aggressor from damaging the reactor, even if he has occupied the facility. In addition, the best conditions possible shall be established for the operator and the police to reoccupy the plant. The author believes this policy is different from that of many other countries. Therefore, he focusses on the Swedish philosophy and techniques for the physical protection of nuclear power plants.

  14. Cockpit automation - In need of a philosophy

    NASA Technical Reports Server (NTRS)

    Wiener, E. L.

    1985-01-01

    Concern has been expressed over the rapid development and deployment of automatic devices in transport aircraft, due mainly to the human interface and particularly the role of automation in inducing human error. The paper discusses the need for coherent philosophies of automation, and proposes several approaches: (1) flight management by exception, which states that as long as a crew stays within the bounds of regulations, air traffic control and flight safety, it may fly as it sees fit; (2) exceptions by forecasting, where the use of forecasting models would predict boundary penetration, rather than waiting for it to happen; (3) goal-sharing, where a computer is informed of overall goals, and subsequently has the capability of checking inputs and aircraft position for consistency with the overall goal or intentions; and (4) artificial intelligence and expert systems, where intelligent machines could mimic human reason.

  15. Symmetries and the philosophy of language

    NASA Astrophysics Data System (ADS)

    Dewar, Neil

    2015-11-01

    In this paper, I consider the role of exact symmetries in theories of physics, working throughout with the example of gravitation set in Newtonian spacetime. First, I spend some time setting up a means of thinking about symmetries in this context; second, I consider arguments from the seeming undetectability of absolute velocities to an anti-realism about velocities; and finally, I claim that the structure of the theory licences (and perhaps requires) us to interpret models which differ only with regards to the absolute velocities of objects as depicting the same physical state of affairs. In defending this last claim, I consider how ideas and resources from the philosophy of language may usefully be brought to bear on this topic.

  16. How philosophy and theology have undermined bioethics.

    PubMed

    Capaldi, Nicholas

    2007-01-01

    This essay begins by distinguishing among the viewpoints of philosophy, theology, and religion; it then explores how each deals with "sin" in the bioethical context. The conclusions are that the philosophical and theological viewpoints are intellectually defective in that they cripple our ability to deal with normative issues, and are in the end unable to integrate Christian concepts like "sin" successfully into bioethics. Sin is predicated only of beings with free will, though only in Western Christianity must all sins be committed with knowledge and voluntarily. Without the notions of free will, sin, and a narrative of redemption, bioethics remains unable to provide itself with an adequate normative framework. Bioethics, and morality in general, remain a morass precisely because there has been a failure to translate Christian morality into fully secular and scientistic terms. PMID:17453839

  17. Towards a philosophy of veterinary medicine.

    PubMed

    Fox, M W

    1984-07-01

    The question of animal rights is looked at from a new perspective: animals of similar sentence should be entitled to the same quality of veterinary care and ought not to be treated differently, some more or less humanely than others. The ethical inconsistencies in the moral status of animals in society, and the veterinarian's role and responsibilities, are explored in an attempt to reconcile the dialectic of animal exploitation and animal rights and of the extrinsic and intrinsic worth of animals. The veterinary profession is in the centre of this issue, which necessitates an examination of our profession's ethics and the formulation of a veterinary philosophy. The importance of empathy in the art and practice of veterinary medicine is also discussed. PMID:6464338

  18. Feminist philosophy of science: `standpoint' and knowledge

    NASA Astrophysics Data System (ADS)

    Crasnow, Sharon

    2008-11-01

    Feminist philosophy of science has been criticized on several counts. On the one hand, it is claimed that it results in relativism of the worst sort since the political commitment to feminism is prima facie incompatible with scientific objectivity. On the other hand, when critics acknowledge that there may be some value in work that feminists have done, they comment that there is nothing particularly feminist about their accounts. I argue that both criticisms can be addressed through a better understanding of the current work in feminist epistemology. I offer an examination of standpoint theory as an illustration. Harding and Wylie have suggested ways in which the objectivity question can be addressed. These two accounts together with a third approach, ‘model-based objectivity’, indicate there is a clear sense in which we can understand how a standpoint theory both contributes to a better understanding of scientific knowledge and can provide a feminist epistemology.

  19. The philosophy of scientific experimentation: a review

    PubMed Central

    2009-01-01

    Practicing and studying automated experimentation may benefit from philosophical reflection on experimental science in general. This paper reviews the relevant literature and discusses central issues in the philosophy of scientific experimentation. The first two sections present brief accounts of the rise of experimental science and of its philosophical study. The next sections discuss three central issues of scientific experimentation: the scientific and philosophical significance of intervention and production, the relationship between experimental science and technology, and the interactions between experimental and theoretical work. The concluding section identifies three issues for further research: the role of computing and, more specifically, automating, in experimental research, the nature of experimentation in the social and human sciences, and the significance of normative, including ethical, problems in experimental science. PMID:20098589

  20. African Philosophy of Education: The Price of Unchallengeability

    ERIC Educational Resources Information Center

    Horsthemke, Kai; Enslin, Penny

    2009-01-01

    In South Africa, the notion of an African Philosophy of Education emerged with the advent of post-apartheid education and the call for an educational philosophy that would reflect this renewal, a focus on Africa and its cultures, identities and values, and the new imperatives for education in a postcolonial and post-apartheid era. The idea of an…

  1. Domain 1: Philosophy and Ethics National Standards for Sport Coaches

    ERIC Educational Resources Information Center

    Jones, Dianne C.

    2004-01-01

    Developing a sound coaching philosophy and displaying ethical behavior is the backbone of effective coaching at any level. Coaches cannot communicate the standards of behavior they expect from their athletes or coaching staff if they have not identified the priorities and values associated with their coaching philosophy. When reflecting on Domain…

  2. Wrestling with Philosophy: Improving Scholarship in Higher Education

    ERIC Educational Resources Information Center

    Kezar, Adrianna

    2004-01-01

    Method is usually viewed as completely separate from philosophy or theory, focusing instead on techniques and procedures of interviewing, focus groups, observation, or statistical analysis. Several texts on methodology published recently have added significant sections on philosophy, such as Creswell's (1998) Qualitative inquiry and research…

  3. The Cambridge Companion to Dewey. Cambridge Companions to Philosophy

    ERIC Educational Resources Information Center

    Cochran, Molly

    2010-01-01

    John Dewey (1859-1952) was a major figure of the American cultural and intellectual landscape in the first half of the twentieth century. While not the originator of American pragmatism, he was instrumental to its articulation as a philosophy and the spread of its influence beyond philosophy to other disciplines. His prolific writings encompass…

  4. Behavior-Analytic Instruction for Children with Autism: Philosophy Matters.

    ERIC Educational Resources Information Center

    Kimball, Jonathan W.

    2002-01-01

    This article describes the philosophical underpinnings of applied behavior analysis (ABA) for children with autism. It discusses the three interrelated levels of behavior analysis (technology, science, and philosophy), and the three pillars of behavioral philosophy: empiricism, pragmatism, and selectionism. The amelioration, rather than…

  5. Philosophy of Vocational Education in China: A Historical Overview

    ERIC Educational Resources Information Center

    Schmidtke, Carsten; Chen, Peng

    2012-01-01

    Historically, Chinese educational philosophy has been dominated by Confucianism and, since 1949, by Marxism. However, rapid industrialization, ideological demands, and loyalty to traditions have now led to a situation where various Western philosophies have been adopted into vocational education in hopes of moving the country forward without…

  6. Preparing Students to Write a Professional Philosophy of Recreation Paper

    ERIC Educational Resources Information Center

    Stevens, Cheryl; Schneider, Paige P.; Johnson, Corey W.

    2012-01-01

    This paper describes a process for guiding students through the writing of a Professional Philosophy of Recreation Paper and a one-page philosophy statement suitable for use in students' professional portfolios. The authors describe how the review of recreation education literature, scholarship on teaching and learning, and assessment of student…

  7. Philosophy, Art or Pedagogy? How Should Children Experience Education?

    ERIC Educational Resources Information Center

    Doddington, Christine

    2014-01-01

    There are various programmes currently advocated for ways in which children might encounter philosophy as an explicit part of their education. An analysis of these reveals the ways in which they are predicated on views of what constitutes philosophy. In the sense in which they are inquiry based, purport to encourage the pursuit of puzzlement and…

  8. Classroom Management and the Middle School Philosophy. Fastback 500.

    ERIC Educational Resources Information Center

    Dougherty, John W.

    This document explores how teachers can connect the instructional and interpersonal approaches embedded in middle-school philosophy to effective classroom management. It describes the current mismatch between middle-school philosophy and practice and how the creation of middle-school grades introduced a volatile mismatch between a school's…

  9. The Current Status of the Philosophy of Biology

    ERIC Educational Resources Information Center

    Takacs, Peter; Ruse, Michael

    2013-01-01

    The philosophy of biology today is one of the most exciting areas of philosophy. It looks critically across the life sciences, teasing out conceptual issues and difficulties bringing to bear the tools of philosophical analysis to achieve clarification and understanding. This essay surveys work in all of the major directions of research:…

  10. When Science Studies Religion: Six Philosophy Lessons for Science Classes

    ERIC Educational Resources Information Center

    Pigliucci, Massimo

    2013-01-01

    It is an unfortunate fact of academic life that there is a sharp divide between science and philosophy, with scientists often being openly dismissive of philosophy, and philosophers being equally contemptuous of the naivete of scientists when it comes to the philosophical underpinnings of their own discipline. In this paper I explore the…

  11. Reflections: The Philosophies of Health Educators of the 1990s.

    ERIC Educational Resources Information Center

    Beyrer, Mary K., Ed.; Nolte, Ann E., Ed.

    1993-01-01

    The chapters of this "monograph" reflect the philosophies of 14 health educators who represent a variety of work settings: (1) "This I Believe: A Philosophy of Health Education" (Loren B. Bensley, Jr.); (2) "Educating about Health" (William B. Cissell); (3) "Some Guiding Principles on Health and Health Education: A Philosophical Statement"…

  12. Minimum Competencies for Teaching Undergraduate Sport Philosophy Courses. Guidance Document

    ERIC Educational Resources Information Center

    National Association for Sport and Physical Education, 2004

    2004-01-01

    Although sport philosophy is considered to be a sub-discipline with its own unique body of knowledge, sport philosophy is more commonly offered as a single course rather than a degree program. Therefore, these guidelines are offered specifically for the teaching of a single course at the undergraduate level. In order to be effective, the course…

  13. Using the Pragmatic Progressive Philosophy in Adult Education

    ERIC Educational Resources Information Center

    Ellis, Marsha L.

    2012-01-01

    Using a pragmatic approach of progressive philosophy when educating adult learners utilizes the knowledge of history, to connect reality with current experiences through facilitated learning. The purpose of this paper is an attempt to show how adult education that uses a pragmatic progressive philosophy encompasses adult experiences,…

  14. Notes toward a Philosophy of Action Learning Research

    ERIC Educational Resources Information Center

    Coghlan, David; Coughlan, Paul

    2010-01-01

    The philosophical foundations of action learning research have not received a great deal of attention. In the context of action learning postgraduate and professional programmes in universities, articulation of a philosophy of action learning research seems timely and appropriate. This article explores a philosophy of action learning research,…

  15. Three Kinds of Political Engagement for Philosophy of Science

    ERIC Educational Resources Information Center

    Reisch, George

    2009-01-01

    In responding to critics and reviewers of my book, "How the Cold War Transformed Philosophy of Science," I attempt to identify some misleading conventional wisdom about the place of values in philosophy of science and then offer three distinct ways in which philosophers of science can engage their work with ongoing social and political currents.

  16. Relationships between the Philosophy of Science and Didactics of Science.

    ERIC Educational Resources Information Center

    Aduriz-Bravo, Agustin; Izquierdo, Merce; Galagovsky, Lydia

    2002-01-01

    Presents a theoretical classification of relationships between the philosophy of science and didactics of science, based on the metadiscursive nature which philosophy and didactics share. Describes five different relationships between the two disciplines: material, instrumental, explanatory, rhetorical, and metatheoretical. (Author/MM)

  17. Challenges of Environmental Problems to the Philosophy of Education

    ERIC Educational Resources Information Center

    Kato, Moricmichi

    2015-01-01

    We live in an age in which the destruction of the environment has become a major concern. However, until recently, environmental problems have not become a major issue for the philosophy of education. The reason for this is that for a very long time the philosophy of education was intimately related to the concept of nature as the foundation and…

  18. Thinking Images: Doing Philosophy in Film and Video

    ERIC Educational Resources Information Center

    Parkes, Graham

    2009-01-01

    Over the past several decades film and video have been steadily infiltrating the philosophy curriculum at colleges and universities. Traditionally, teachers of philosophy have not made much use of "audiovisual aids" in the classroom beyond the chalk board or overhead projector, with only the more adventurous playing audiotapes, for example, or…

  19. Philosophy for Children as the Wind of Thinking

    ERIC Educational Resources Information Center

    Vansieleghem, Nancy

    2005-01-01

    In this paper I want to analyse the meaning of education for democracy and thinking as this is generally understood by Philosophy for Children. Although we may be inclined to applaud Philosophy for Children's emphasis on children, critical thinking, autonomy and dialogue, there is reason for scepticism too. Since we are expected as a matter of…

  20. An Empirical Study Toward a More Meaningful Philosophy Curriculum.

    ERIC Educational Resources Information Center

    Oastler, John; Czopek, Michael J.

    As part of an effort to determine which basic philosophy courses are appropriate to a community college curriculum, 37 topics were itemized by clustering related philosophical concepts under a general concept or topic. Topics were in turn grouped under the following headings: knowledge, major schools of philosophy, logic, value theory and ethics,…

  1. Leisure and Ethics: Reflections on the Philosophy of Leisure.

    ERIC Educational Resources Information Center

    Fain, Gerald S., Ed.

    This publication seeks to capture the character and content of thought with respect to the long-standing discussion in academic settings of leisure and philosophy. The book is organized into three sections. The first, "Reflections on the Philosophy of Leisure," includes the following papers: "Introduction: Leisure and the Perfection of…

  2. Elusive Rivalry? Conceptions of the Philosophy of Education

    ERIC Educational Resources Information Center

    White, John

    2010-01-01

    What is analytical philosophy of education (APE)? And what has been its place in the history of the subject over the past 50 years? In a recent essay in "Ethics and Education" (Vol. 2, No. 2, October 2007) on 'Rival conceptions of the philosophy of education', Paul Standish described a number of features of APE. Relying on both historical and…

  3. Philosophy and Gifted Students: Where Has the Time Gone?

    ERIC Educational Resources Information Center

    White, David A.

    1999-01-01

    The second in a series on ways to introduce gifted students to philosophy, this article focuses on the importance of metaphysics. The nature of time is discussed through excerpts from "The Confessions" by St. Augustine and strategies are provided for engaging students in a discussion of his philosophy. (CR)

  4. Simone de Beauvoir: The Philosophy of Lived Experience

    ERIC Educational Resources Information Center

    Marshall, James D.

    2006-01-01

    Simone de Beauvoir, best known outside France as a leading modern feminist theorist, is also recognized as a writer of literature, philosophy, and drama. In this essay, James D. Marshall aims to present Beauvoir, not as a mere entry in the history of French philosophy, nor as an under-laborer to Jean-Paul Sartre, but as someone who has important…

  5. Three Kinds of Political Engagement for Philosophy of Science

    NASA Astrophysics Data System (ADS)

    Reisch, George

    2009-02-01

    In responding to critics and reviewers of my book, How the Cold War Transformed Philosophy of Science, I attempt to identify some misleading conventional wisdom about the place of values in philosophy of science and then offer three distinct ways in which philosophers of science can engage their work with ongoing social and political currents.

  6. Finding Our Philosophy in the Career Services Field.

    ERIC Educational Resources Information Center

    Murray, Neil

    2000-01-01

    Discusses counseling philosophies and their uses from the 1970's to the present. Offers that since few career counselors strictly lean toward one philosophy over the other, they should be sure they understand these leanings. This understanding will make it more likely for counselors to become significant contributors to a meaningful professional…

  7. Why Compulsory Science Education Should "Not" Include Philosophy of Science

    ERIC Educational Resources Information Center

    Davson-Galle, P.

    2008-01-01

    Like many readers of this journal, I have long been an advocate of having science students introduced to philosophy of science. In particular, influenced by the Philosophy for Children movement founded by Matthew Lipman, I have advocated such an introduction as early as possible and have championed early secondary school as an appropriate place.…

  8. Teaching and Doing Philosophy of Education: The Question of Style

    ERIC Educational Resources Information Center

    Suissa, Judith

    2008-01-01

    This paper explores the practice of teaching philosophy, and particularly philosophy of education, in a higher education context. Starting from a critical discussion of some of the literature on teaching and learning in higher education, I introduce the notions of philosophical style and temperament and suggest that exploring these notions, the…

  9. Being qua becoming: Aristotle's "Metaphysics", quantum physics, and Process Philosophy

    NASA Astrophysics Data System (ADS)

    Johnson, David Kelley

    In Aristotle's First Philosophy, science and philosophy were partners, but with the rise of empiricism, went their separate ways. Metaphysics combined the rational and irrational (i.e. final cause/unmoved mover) elements of existence to equate being with substance, postulating prime matter as pure potential that was actuated by form to create everything. Modern science reveres pure reason and postulates its theory of being by a rigorous scientific methodology. The Standard Model defines matter as energy formed into fundamental particles via forces contained in fields. Science has proved Aristotle's universe wrong in many ways, but as physics delves deeper into the quantum world, empiricism is reaching its limits concerning fundamental questions of existence. To achieve its avowed mission of explaining existence completely, physics must reunite with philosophy in a metascience modeled on the First Philosophy of Aristotle. One theory of being that integrates quantum physics and metaphysics is Process Philosophy.

  10. The Effect of Personal Philosophy on Orientation Toward School: African American Students' Views of Integrationist versus Nationalist Philosophies.

    ERIC Educational Resources Information Center

    Nelson, J. Ron; And Others

    1996-01-01

    Analyzes interviews from 130 African American elementary school students about the merits and educational consequences of adopting the philosophies of integrationism and nationalism. Overall, students believed that persons who adopt the philosophy of Malcolm X would be more motivated to do schoolwork and more willing to collaborate with classmates…

  11. Psychosomatic medicine and the philosophy of life.

    PubMed

    Schwartz, Michael A; Wiggins, Osborne P

    2010-01-01

    Basing ourselves on the writings of Hans Jonas, we offer to psychosomatic medicine a philosophy of life that surmounts the mind-body dualism which has plagued Western thought since the origins of modern science in seventeenth century Europe. Any present-day account of reality must draw upon everything we know about the living and the non-living. Since we are living beings ourselves, we know what it means to be alive from our own first-hand experience. Therefore, our philosophy of life, in addition to starting with what empirical science tells us about inorganic and organic reality, must also begin from our own direct experience of life in ourselves and in others; it can then show how the two meet in the living being. Since life is ultimately one reality, our theory must reintegrate psyche with soma such that no component of the whole is short-changed, neither the objective nor the subjective. In this essay, we lay out the foundational components of such a theory by clarifying the defining features of living beings as polarities. We describe three such polarities: 1) Being vs. non-being: Always threatened by non-being, the organism must constantly re-assert its being through its own activity. 2) World-relatedness vs. self-enclosure: Living beings are both enclosed with themselves, defined by the boundaries that separate them from their environment, while they are also ceaselessly reaching out to their environment and engaging in transactions with it. 3) Dependence vs. independence: Living beings are both dependent on the material components that constitute them at any given moment and independent of any particular groupings of these components over time.We then discuss important features of the polarities of life: Metabolism; organic structure; enclosure by a semi-permeable membrane; distinction between "self" and "other"; autonomy; neediness; teleology; sensitivity; values. Moral needs and values already arise at the most basic levels of life, even if only human

  12. Psychosomatic medicine and the philosophy of life

    PubMed Central

    2010-01-01

    Basing ourselves on the writings of Hans Jonas, we offer to psychosomatic medicine a philosophy of life that surmounts the mind-body dualism which has plagued Western thought since the origins of modern science in seventeenth century Europe. Any present-day account of reality must draw upon everything we know about the living and the non-living. Since we are living beings ourselves, we know what it means to be alive from our own first-hand experience. Therefore, our philosophy of life, in addition to starting with what empirical science tells us about inorganic and organic reality, must also begin from our own direct experience of life in ourselves and in others; it can then show how the two meet in the living being. Since life is ultimately one reality, our theory must reintegrate psyche with soma such that no component of the whole is short-changed, neither the objective nor the subjective. In this essay, we lay out the foundational components of such a theory by clarifying the defining features of living beings as polarities. We describe three such polarities: 1) Being vs. non-being: Always threatened by non-being, the organism must constantly re-assert its being through its own activity. 2) World-relatedness vs. self-enclosure: Living beings are both enclosed with themselves, defined by the boundaries that separate them from their environment, while they are also ceaselessly reaching out to their environment and engaging in transactions with it. 3) Dependence vs. independence: Living beings are both dependent on the material components that constitute them at any given moment and independent of any particular groupings of these components over time. We then discuss important features of the polarities of life: Metabolism; organic structure; enclosure by a semi-permeable membrane; distinction between "self" and "other"; autonomy; neediness; teleology; sensitivity; values. Moral needs and values already arise at the most basic levels of life, even if only human

  13. Philosophy and concepts of modern spine surgery.

    PubMed

    José-Antonio, Soriano-Sánchez; Baabor-Aqueveque, Marcos; Silva-Morales, Francisco

    2011-01-01

    The main goal of improving pain and neurological deficit in the practice of spine surgery is changing for a more ambitious goal, namely to improve the overall quality of life and the future of patients through three major actions (1) preserving the vertebral anatomical structures; (2) preserving the paravertebral anatomical structures; and (3) preserving the functionality of the segment. Thus, three new concepts have emerged (a) minimal surgery; (b) minimal access surgery; and (c) motion preservation surgery. These concepts are covered in a new term, minimally invasive spine surgery (MISS) The term "MISS" is not about one or several particular surgical techniques, but a new way of thinking, a new philosophy. Although the development of minimally invasive spine surgery is recent, its application includes all spine segments and almost all the existing conditions, including deformities.Evidence-based medicine (EBM), a term coined by Alvan Feinstein in the 1960s (Feinstein A (1964) Annals of Internal Medicine 61: 564-579; Feinstein A (1964) Annals of Internal Medicine 61: 757-781; Feinstein A (1964) Annals of Internal Medicine 61: 944-965; Feinstein A (1964) Annals of Internal Medicine 61: 1162-1193.), emphasizes the possibility of combining art and science following the strict application of scientific methods in the treatment of patients (Feinstein A (1964) Annals of Internal Medicine 61: 944-965; Feinstein A (1964) Annals of Internal Medicine 61: 1162-1193.), which may represent the advantages of objectivity and rationality in the use of different treatments (Fig. 11). However, EBM has many obvious defects, especially in spine surgery it is almost impossible to develop double-blind protocols (Andersson G, Bridwell K, Danielsson A, et al (2007) Spine 32: S64-S65.). In most cases, the only evidence one can find in the literature is the lack of evidence (Resnick D (2007) Spine 32:S15-S19.), however, the lack of evidence does not mean its absence. Only then, with a

  14. Making Philosophy of Science Education Practical for Science Teachers

    NASA Astrophysics Data System (ADS)

    Janssen, F. J. J. M.; van Berkel, B.

    2015-04-01

    Philosophy of science education can play a vital role in the preparation and professional development of science teachers. In order to fulfill this role a philosophy of science education should be made practical for teachers. First, multiple and inherently incomplete philosophies on the teacher and teaching on what, how and why should be integrated. In this paper we describe our philosophy of science education (ASSET approach) which is composed of bounded rationalism as a guideline for understanding teachers' practical reasoning, liberal education underlying the why of teaching, scientific perspectivism as guideline for the what and educational social constructivism as guiding choices about the how of science education. Integration of multiple philosophies into a coherent philosophy of science education is necessary but not sufficient to make it practical for teachers. Philosophies are still formulated at a too abstract level to guide teachers' practical reasoning. For this purpose, a heuristic model must be developed on an intermediate level of abstraction that will provide teachers with a bridge between these abstract ideas and their specific teaching situation. We have developed and validated such a heuristic model, the CLASS model in order to complement our ASSET approach. We illustrate how science teachers use the ASSET approach and the CLASS model to make choices about the what, the how and the why of science teaching.

  15. Blood transfusion safety: a new philosophy.

    PubMed

    Franklin, I M

    2012-12-01

    Blood transfusion safety has had a chequered history, and there are current and future challenges. Internationally, there is no clear consensus for many aspects of the provision of safe blood, although pan-national legislation does provide a baseline framework in the European Union. Costs are rising, and new safety measures can appear expensive, especially when tested against some other medical interventions, such as cancer treatment and vaccination programmes. In this article, it is proposed that a comprehensive approach is taken to the issue of blood transfusion safety that considers all aspects of the process rather than considering only new measures. The need for an agreed level of safety for specified and unknown risks is also suggested. The importance of providing care and support for those inadvertently injured as a result of transfusion problems is also made. Given that the current blood safety decision process often uses a utilitarian principle for decision making--through the calculation of Quality Adjusted Life Years--an alternative philosophy is proposed. A social contract for blood safety, based on the principles of 'justice as fairness' developed by John Rawls, is recommended as a means of providing an agreed level of safety, containing costs and providing support for any adverse outcomes. PMID:23171300

  16. Developing and Implementing an REU Program Philosophy

    NASA Astrophysics Data System (ADS)

    LaDue, D. S.

    2013-12-01

    Each individual REU and REU-like program takes place in different fields, in unique contexts, with unique individuals, some of whom are different each year. Because of this, copying program elements from one year to another, or from another program, may not recreate outcomes. Having an underlying program philosophy, or approach to the program, creates the conditions for innovation and creativity to provide new spark to a program each year. As a former REU participant in a nuclear physics REU, and now an adult learning scientist, the director of the National Weather Center REU Program focuses on clarifying goals and outcomes of the program to the participants, and adapting the program each year to best help each participant learn research skills, reflect upon their experiences with research, and find leads to careers that would suit them well. How decisions are made regarding what types of activities to do every year will be contrasted with how other activities are created or adapted according to the needs of the unique individual students. Consideration is also given toward trends in the field, such as exposing participants to whatever current lively discussions are taking place locally or in the broader field.

  17. The bioethical principles and Confucius' moral philosophy.

    PubMed

    Tsai, D F-C

    2005-03-01

    This paper examines whether the modern bioethical principles of respect for autonomy, beneficence, non-maleficence, and justice proposed by Beauchamp and Childress are existent in, compatible with, or acceptable to the leading Chinese moral philosophy-the ethics of Confucius. The author concludes that the moral values which the four prima facie principles uphold are expressly identifiable in Confucius' teachings. However, Confucius' emphasis on the filial piety, family values, the "love of gradation", altruism of people, and the "role specified relation oriented ethics" will inevitably influence the "specification" and application of these bioethical principles and hence tend to grant "beneficence" a favourable position that diminishes the respect for individual rights and autonomy. In contrast, the centrality of respect for autonomy and its stance of "first among equals" are more and more stressed in Western liberal viewpoints. Nevertheless, if the Confucian "doctrine of Mean" (chung-yung) and a balanced "two dimensional personhood" approach are properly employed, this will require both theorists and clinicians, who are facing medical ethical dilemmas, of searching to attain due mean out of competing moral principles thus preventing "giving beneficence a priority" or "asserting autonomy must triumph". PMID:15738437

  18. Norne tests new Norwegian development technologies, philosophies

    SciTech Connect

    Adlam, J. )

    1994-08-01

    The world's largest ship-shaped floating production facility will mine hydrocarbons trapped below 1,246-ft, harsh Norwegian waters at the Norne field. An innovative development philosophy involving functional specifications and life-of-field bench marking will ensure costs and lead time to first oil are minimized. The Block 6608/10 Norne field is the largest discovery on the Norwegian continental shelf in more than a decade. The field extends for 6.2 miles, is 1.24 miles wide and sits 124 miles west of the mid-Norway coast in 1,246-ft waters. Well No. 6608/10-2 first penetrated the Norne reservoir in December 1991. Appraisal well 6608/10-3 was drilled in 1993 and proved the field's northerly extension. Based on results from those two wells, a development project began last year. To improve project economics and company performance, a clear objective was established to reduce investment costs by 25%--30% compared to the current established level in Norway. The Norne organization is working on a Plan for Development and Operation to be submitted to Norwegian authorities later this year so that final approval can be obtained in early 1995.

  19. The new quality philosophy and management's role

    SciTech Connect

    Narath, A.

    1991-06-01

    This talk is about leadership. Leaders are people at every level in an organization who believe in change and are energized by it. They understand the difficult realities of competitive existence. They motivate and challenge. They provide positive reinforcement -- but are never satisfied with their achievements because opportunities for further improvement are never exhausted. Today, leadership is more important than ever because operating environments are changing at an unprecedented rate. The causes are geopolitical, economic, technological, etc. In fact, everything we know about nature tells us that change is inevitable. History shows quite clearly that human progress is not possible without change. Yet, humans crave stability and permanence. As a consequence, success often leads to complacency. But, demise is inevitable for those who protect the status quo. There exists a growing national awareness that global competitive pressures are forcing on American industry the need for ever higher levels of performance. And, similar forces are necessitating improved performance in DOE's nuclear weapons complex. Today, quality takes on a much larger meaning than it has traditionally. It is attention to cost, schedule and product performance that characterize the modern Quality ethic. This paper discusses the manager's role and the new Quality philosophy. 11 figs.

  20. Sounding rocket and balloon flight safety philosophy and methodologies

    NASA Technical Reports Server (NTRS)

    Beyma, R. J.

    1986-01-01

    NASA's sounding rocket and balloon goal is to successfully and safely perform scientific research. This is reflected in the design, planning, and conduct of sounding rocket and balloon operations. The purpose of this paper is to acquaint the sounding rocket and balloon scientific community with flight safety philosophy and methodologies, and how range safety affects their programs. This paper presents the flight safety philosophy for protecting the public against the risk created by the conduct of sounding rocket and balloon operations. The flight safety criteria used to implement this philosophy are defined and the methodologies used to calculate mission risk are described.

  1. Nursing values and science: toward a science philosophy.

    PubMed

    Gortner, S R

    1990-01-01

    Several premises are proposed for nursing science philosophy in contrast to nursing practice philosophy. These include human understanding, a critical tradition that views science as public knowledge, and use of observation, rationality, explanation, and prediction as a guide to therapy. No argument is made for or against a particular philosophy of science (e.g., positivist, historicist, critical theorist). The debates on the fit of philosophic paradigms with research strategies may soon run their course on the North American continent, as they appear to have done in Scandinavia. PMID:2365385

  2. Moraine Valley College: A School With a Philosophy

    ERIC Educational Resources Information Center

    Kee, Byron E.

    1974-01-01

    In the architecture and arrangement of the physical plant, in the organization of its programs, and in the activities of its faculty and staff Moraine Valley Community College embodies a distinctive philosophy of education. (Author/RK)

  3. Using art to express a personal philosophy of nursing.

    PubMed

    Whitman, Brenda L; Rose, Wanda J

    2003-01-01

    The authors describe an innovative teaching strategy using art to express personal philosophy of nursing. This teaching strategy gives students and faculty an opportunity to be creative and to express their personal feelings about the nature of nursing. PMID:12878894

  4. EDUCATION, PHILOSOPHY, AND RELIGION DEPARTMENT, DETAIL OF ORIGINAL ALLMETAL TABLE, ...

    Library of Congress Historic Buildings Survey, Historic Engineering Record, Historic Landscapes Survey

    EDUCATION, PHILOSOPHY, AND RELIGION DEPARTMENT, DETAIL OF ORIGINAL ALL-METAL TABLE, LAMP, AND WINDSOR CHAIR - Free Library of Philadelphia, Central Library, 1901 Vine Street, Philadelphia, Philadelphia County, PA

  5. The Humanist Bias in Western Philosophy and Education

    ERIC Educational Resources Information Center

    Peters, Michael A.

    2015-01-01

    This paper argues that the bias in Western philosophy is tied to its humanist ideology that pictures itself as central to the natural history of humanity and is historically linked to the emergence of humanism as pedagogy.

  6. The Humanistic Treatment Philosophy of Innovative Drug Programs

    ERIC Educational Resources Information Center

    Kolton, Marilyn S.

    1973-01-01

    This article presents a philosophy perceived by young professionals, often members of the counterculture, who completed a series of questions concerning innovative programs with a humanistic orientation to drug treatment. (Author/RK)

  7. Empowerment Philosophies and Practices in Business and Educational Settings.

    ERIC Educational Resources Information Center

    Kaczmarek, Patricia

    1994-01-01

    Provides an overview of empowerment philosophies and practices in business and educational settings. Role changes for empowerment are discussed, and resistance factors regarding empowerment are described for each setting. (four references) (LRW)

  8. Ideas in Context and the Idea of Renaissance Philosophy.

    PubMed

    Celenza, Christopher S

    2014-10-01

    This contribution to the symposium marking the publication of the 100th volume in the series Ideas in Context (Cambridge University Press) assesses the significance of the series for work on Renaissance philosophy. PMID:27424236

  9. Basic Philosophy and Acid Remarks concerning New Curricula.

    ERIC Educational Resources Information Center

    Bent, Henry A.

    1980-01-01

    This paper, presented at the McMaster International Conference on New Directions in the Chemistry Curriculum, discusses the answers to five questions which deal with basic philosophy concerning new chemistry curricula. (HM)

  10. Constructing a philosophy of chiropractic: evolving worldviews and modern foundation☆

    PubMed Central

    Senzon, Simon A.

    2011-01-01

    Objective The purpose of this article is to trace the foundations of DD Palmer's sense of self and philosophy of chiropractic to its sources in modern Western philosophy as well as current metatheories about modernity. Discussion DD Palmer's sense of self was indicative of a modern self. A modern self is characterized as a self that developed after the Western Enlightenment and must come to terms with the insights of modernity such as Cartesian dualism, Spinoza's substance, Rousseau's expressivism, and Kant's critiques. It is argued that Palmer's philosophy can be viewed as part of the this tradition alongside his involvement in the 19th century American metaphysical religious culture, which was itself a response to these challenges of the modern self of modernity. Conclusion Palmer's development of chiropractic and its philosophy was a reaction to the challenges and promises of modernity. PMID:22693479

  11. On the way to a philosophy of science education

    NASA Astrophysics Data System (ADS)

    Schulz, Roland M.

    This Thesis argues the case that a philosophy of science education is required for improving science education as a research field as well as curriculum and teacher pedagogy. It seeks to re-think science education as an educational endeavor by examining why past reform efforts have been only partially successful, including why the fundamental goal of achieving scientific literacy after several "reform waves" has proven to be so elusive. The identity of such a philosophy is first defined in relation to the fields of philosophy, philosophy of science, and philosophy of education. Considering science education as a research discipline it is emphasized a new field should be broached with the express purpose of developing a discipline-specific "philosophy of science education" (largely neglected since Dewey). A conceptual shift towards the philosophy of education. is needed, thereto, on developing and demarcating true educational theories which could in addition serve to reinforce science education's growing sense of academic autonomy and independence from socio-economic demands. Two educational metatheories are contrasted, those of Kieran Egan and the Northern European Bildung tradition, to illustrate the task of such a philosophy. Egan's cultural-linguistic metatheory is presented for two primary purposes: it is offered as a possible solution to the deadlock of the science literacy conceptions within the discipline; regarding practice, examples are provided how it can better guide the instructional practice of teachers, specifically how it reinforces the work of other researchers in the History and Philosophy of Science (HPS) reform movement who value narrative in learning science. Considering curriculum and instruction, a philosophy of science education is conceptualized as a "second order" reflective capacity of the teacher. This notion is aligned with Shulman's idea of Pedagogical Content Knowledge. It is argued that for educators the nature of science learning

  12. Philosophy of Erwin Schroedinger: a diachronic view of Schroedinger's thoughts

    SciTech Connect

    Melgar, M.F.

    1988-03-01

    There is no agreement within the scientific community about the philosophy of Schroedinger. Some people think that he was a realist, while others defend him as an idealist. In this paper we study a number of Schroedinger's works and we show that the epithets of realist and idealist do not do him justice. Toward the end we conclude that it would be more adequate to place him in the trend known as the philosophy of immanence.

  13. Management philosophies as applied to major NASA programs

    NASA Technical Reports Server (NTRS)

    Dannenberg, K. K.

    1974-01-01

    A definition of 'management philosophies' is discussed explaining the position of NASA in the planning and control of space programs and technology. The impact of these philosophies on the Apollo and Saturn 1 programs are described along with the need for the Saturn 5 spacecraft and launch site development. Case studies are included and describe unscheduled events where management decisions were necessary to keep programs on track.

  14. The Current Status of the Philosophy of Biology

    NASA Astrophysics Data System (ADS)

    Takacs, Peter; Ruse, Michael

    2013-01-01

    The philosophy of biology today is one of the most exciting areas of philosophy. It looks critically across the life sciences, teasing out conceptual issues and difficulties bringing to bear the tools of philosophical analysis to achieve clarification and understanding. This essay surveys work in all of the major directions of research: evolutionary theory and the units/levels of selection; evolutionary developmental biology; reductionism; ecology; the species problem; teleology; evolutionary epistemology; evolutionary ethics; and progress. There is a comprehensive bibliography.

  15. Constructing a philosophy of chiropractic: evolving worldviews and premodern roots☆

    PubMed Central

    Senzon, Simon A.

    2011-01-01

    Objective The philosophy of chiropractic can be framed as an attempt to correct the problems inherited from the Western Enlightenment. Its origins can be found in the long tradition of Western philosophy. The purpose of this article is to describe in a broad context chiropractic’s roots in premodernity and establish the structural and hermeneutical differences between chiropractic’s original philosophical ideas and those of premodern philosophers. Discussion The worldview or cultural mindset the philosophy arose from must be situated in the context of its time, the birth of the unique postmodern worldview, aperspectival consciousness, and the modern sense of self. This is accomplished by exploring several metatheories about the development of the self through history, with an emphasis on the premodern roots to the chiropractic terms; Universal Intelligence and Innate Intelligence. By contextualizing the philosophy of chiropractic in terms of a structural genealogy of the self and of ideas, a new approach to philosophy in chiropractic emerges. Conclusion Without accounting for chiropractic’s origins as a reflection of the unique time, place, and culture, in terms of the evolution of worldviews through history, any approach to construct or reconstruct a philosophy of chiropractic will potentially miss the seminal feature of chiropractic’s emergence. PMID:22693478

  16. Mario Bunge, Systematic Philosophy and Science Education: An Introduction

    NASA Astrophysics Data System (ADS)

    Matthews, Michael R.

    2012-10-01

    Mario Bunge was born in Argentina in 1919 and is now in his mid-90s. He studied atomic physics and quantum mechanics with Guido Beck (1903-1988), an Austrian refugee and student of Heisenberg. Additionally he studied modern philosophy in an environment that was a philosophical backwater becoming the first South American philosopher of science to be trained in science. His publications in physics, philosophy, psychology, sociology and the foundations of biology, are staggering in number, and include a massive 8-volume Treatise on Philosophy. The unifying thread of his scholarship is the constant and vigorous advancement of the Enlightenment Project, and criticism of cultural and academic movements that deny or devalue the core planks of the project: namely its naturalism, the search for truth, the universality of science, the value of rationality, and respect for individuals. At a time when specialisation is widely decried, and its deleterious effects on science, philosophy of science, educational research and science teaching are recognised, and at a time when `grand narratives' are thought both undesirable and impossible—it is salutary to appraise the fruits of one person's pursuit of the `Big' scientific and philosophical picture or grand narrative. In doing so this special issue brings together philosophers, physicists, biologists, sociologists, logicians, cognitive scientists, economists and mathematicians to examine facets of Mario Bunge's systematic philosophy and to appraise its contribution to important issues in current philosophy and, by implication, education.

  17. Rethinking "Ukama" in the Context of "Philosophy for Children" in Africa

    ERIC Educational Resources Information Center

    Ndofirepi, Amasa Philip; Shanyanana, Rachel N.

    2016-01-01

    This paper is a critical conceptual exploration of the contribution of the "ukama" ethic in the context of "Philosophy for Children" (The "Philosophy for Children" movement is also variously known as "philosophy in schools," "philosophy with children" and "philosophical inquiry in the…

  18. The Place of Philosophy in the Training of Teachers: Peters Revisited

    ERIC Educational Resources Information Center

    Clark, John A.

    2013-01-01

    In 1964, Richard Peters examined the place of philosophy in the training of teachers. He considered three things: Why should philosophy of education be included in the training of teachers; What portion of philosophy of education should be included; How should philosophy be taught to those training to be teachers. This article explores the context…

  19. Celebrating Moderate Dualism in the Philosophy of Education: A Reflection on the Hirst-Carr Debate

    ERIC Educational Resources Information Center

    Noaparast, Khosrow Bagheri

    2013-01-01

    The position of the philosophy of education in theoretical or practical philosophy was the main subject of debate between Paul Hirst and Wilfred Carr. In his support for practical philosophy, Carr argues that in order to bridge the theory/practice gap and deconstruct the illusory intactness of philosophy of education from developments in the…

  20. Finding Our Roots: An Exercise for Creating a Personal Teaching Philosophy Statement

    ERIC Educational Resources Information Center

    Beatty, Joy E.; Leigh, Jennifer S. A.; Dean, Kathy Lund

    2009-01-01

    Teaching philosophy statements clarify why we do what we do in the classroom, and the process of drafting a philosophy offers an opportunity for developmental reflection. Personal teaching philosophies can be grounded in the shared foundation of historical educational philosophies. The authors offer here for facilitators a reflective card-sort…

  1. [King Jung-jo's medical philosophy].

    PubMed

    Kim, Sun Hyung; Kim, Dal Rae

    2009-12-01

    King Jungjo who introduced the advent of cultural renaissance of Chosun Dynasty as little been known about his work in medicine. With a wide knowledge in medicine, he was the only one among the kings who wrote a book on medicine, called "SueMinMyoJeon". In this paper, his perspective on medicine will be looked into based on "The Annals of the Chosun Dynasty", "Seungjeongwon Ilgi", "Hong Je jun Se", "KukGoBoGam", "Ildkrok", "JeJungShinPyun", "SueMinMyoJeon" etc. King Jungo valued empiricism in the field of medicine. He deepened understandings in medicine while taking care of King Youngjo, the late king. And it led him to author "SueMinMyoJeon" himself, and further ordered the publications of "JeJungShinPyun" "MaGuaHeoiTong". These two books were conducted to include empirical cases of folklore remedy. King Jungjo's medical philosophy can be epitomized in filial piety and realization of people-serving politics, which are the essentials of Confucianism. His filial piety towards the late king, Youngjo and his mother is shown in his devotion when taking care of them. Especially the way he examined the differentiation of diseases and corresponding treatments is well described in "The Annals of the Chosun Dynasty". "JeJungShinPyun" was also published and it came handy for folk villagers in times of medical needs. Later this book influenced "BangYakHaepPyun" by Hwang Do Yeon. King Jungjo emphasized pragmatism in spreading medical knowledges, thus removing the theoretical contents that are related to Taoism, especially the ones on alchemy from "DongEuiBoGam", when publishing "SueMinMyoJeon". Even the excerpts from "SoMun" were taken out, if not practical. King Jungjo, however, discussed the importance of healthy regimen and mentioned himself practicing it from the book "IlDeukLok", which seems to be the only book that derailed from the pragmatistic track. King Jungjo put emphasis on consistency between diagnosis and treatment. In diagnosing, Meridian pulse was taken

  2. A process for updating a philosophy of education statement.

    PubMed

    Gambescia, Stephen F

    2013-01-01

    Most health education specialists have been introduced to the idea of having a philosophy of education statement. Although some in the field have been writing about this career development exercise, little has been written about the process of developing one's philosophy of education statement. This brief essay explains a sample process health education specialists can use to create or update their philosophy of education statement. The author gives a firsthand account of a systematic, disciplined, intellectually liberating, and reflective approach to articulating one's philosophy of education statement, by considering the writings of select intellectual giants who have acted on human experience, thought, and practice in education. A philosophy of education statement should be useful to any health education specialist regardless of type of work, site, position in the organization, population served, or health topic. The resultant updated and precisely written statement serves to sharpen a health education specialist's future role as a health educator, as well as contribute to his or her journey in lifelong learning. PMID:22991277

  3. Re-writing Popper's philosophy of science for systematics.

    PubMed

    Rieppel, Olivier

    2008-01-01

    This paper explores the use of Popper's philosophy of science by cladists in their battle against evolutionary and numerical taxonomy. Three schools of biological systematics fiercely debated each other from the late 1960s: evolutionary taxonomy, phenetics or numerical taxonomy, and phylogenetic systematics or cladistics. The outcome of that debate was the victory of phylogenetic systematics/cladistics over the competing schools of thought. To bring about this "cladistic turn" in systematics, the cladists drew heavily on the philosopher K.R. Popper in order to dress up phylogenetic systematics as a hypothetico-deductivist, indeed falsificationist, research program that would put an end to authoritarianism. As the case of the "cladistic revolution" demonstrates, scientists who turn to philosophy in defense of a research program read philosophers with an agenda in mind. That agenda is likely to distort the philosophical picture, as happened to Popper's philosophy of science at the hands of cladists. PMID:19579707

  4. Medical humanities and philosophy: is the universe expanding or contracting?

    PubMed

    Stempsey, William E

    2007-12-01

    The question of whether the universe is expanding or contracting serves as a model for current questions facing the medical humanities. The medical humanities might aptly be described as a metamedical multiverse encompassing many separate universes of discourse, the most prominent of which is probably bioethics. Bioethics, however, is increasingly developing into a new interdisciplinary discipline, and threatens to engulf the other medical humanities, robbing them of their own distinctive contributions to metamedicine. The philosophy of medicine considered as a distinct field of study has suffered as a result. Indeed, consensus on whether the philosophy of medicine even constitutes a legitimate field of study is lacking. This paper presents an argument for the importance of a broad conception of the philosophy of medicine and the central role it should play in organizing and interpreting the various fields of study that make up the metamedical multiverse. PMID:17549604

  5. Critique and cure: a dream of uniting psychoanalysis and philosophy.

    PubMed

    Webster, Jamieson

    2013-06-01

    Critical theory, whose aim was to historicize philosophy through integrating it with the social sciences, turned to psychoanalysis to find its way through an accounting of philosophy after the Second World War. Over 50 years after this initial project, the rift between philosophy and psychoanalysis has never been greater. If Jacques Lacan could be considered one of the few psychoanalysts to maintain and foster links to philosophical thought in the latter half of the 20th century, his work has sadly remained marginal in the clinical field throughout America and Europe. Both critical theory and Lacan remain skeptical of the direction taken by psychoanalysis after Freud. Reflecting on the history of these two disciplines, as well as through an examination of Theodor Adorno's posthumously published dream journal, critique and cure emerge as two dialectically intertwined themes that gain momentum in the dream of the unification of the philosophical and psychoanalytic projects. PMID:23722399

  6. When Science Studies Religion: Six Philosophy Lessons for Science Classes

    NASA Astrophysics Data System (ADS)

    Pigliucci, Massimo

    2013-01-01

    It is an unfortunate fact of academic life that there is a sharp divide between science and philosophy, with scientists often being openly dismissive of philosophy, and philosophers being equally contemptuous of the naiveté of scientists when it comes to the philosophical underpinnings of their own discipline. In this paper I explore the possibility of reducing the distance between the two sides by introducing science students to some interesting philosophical aspects of research in evolutionary biology, using biological theories of the origin of religion as an example. I show that philosophy is both a discipline in its own right as well as one that has interesting implications for the understanding and practice of science. While the goal is certainly not to turn science students into philosophers, the idea is that both disciplines cannot but benefit from a mutual dialogue that starts as soon as possible, in the classroom.

  7. Constructing a philosophy of chiropractic: evolving worldviews and postmodern core☆

    PubMed Central

    Senzon, Simon A.

    2011-01-01

    Objective The purpose of this article is to explore the postmodern, postrational, and postconventional core of DD Palmer's self-sense and philosophy. Discussion DD Palmer's self and philosophy can be viewed as a reaction to the self of modernity and its challenges of a fracture between mind and body, spirit, and nature. It is argued that Palmer's solution to these vexing problems facing the modern self was to use postrational and postconventional logic to overcome the dualisms. His philosophy resonates with similar postrational approaches, most notably, the German idealist Schelling. Conclusion It is argued that Palmer was one of the first postrational individuals in America and that chiropractic was an attempt at the first postrational health profession. PMID:22693480

  8. History, philosophy, and science teaching: The present rapprochement

    NASA Astrophysics Data System (ADS)

    Matthews, Michael R.

    1992-03-01

    This paper traces the use of, and arguments for, the history and philosophy of science in school science courses. Specific attention is paid to the British National Curriculum proposals and to the recommendations of the US Project 2061 curriculum guidelines. Some objections to the inclusion of historical material in science courses are outlined and answered. Mention is made of the Piagetian thesis that individual psychological development mirrors the development of concepts in the history of science. This introduces the topic of idealisation in science. Some significant instances are itemised where science education has, at its considerable cost, ignored work in philosophy of science. Arguments for the inclusion of the history and philosophy of science in science teacher education programmes are given. The paper finishes with a list of topical issues in present science education where collaboration between science teachers, historians, philosophers, and sociologists would be of considerable benefit.

  9. The new philosophy of psychiatry: its (recent) past, present and future: a review of the Oxford University Press series International Perspectives in Philosophy and Psychiatry

    PubMed Central

    Banner, Natalie F; Thornton, Tim

    2007-01-01

    There has been a recent growth in philosophy of psychiatry that draws heavily (although not exclusively) on analytic philosophy with the aim of a better understanding of psychiatry through an analysis of some of its fundamental concepts. This 'new philosophy of psychiatry' is an addition to both analytic philosophy and to the broader interpretation of mental health care. Nevertheless, it is already a flourishing philosophical field. One indication of this is the new Oxford University Press series International Perspectives in Philosophy and Psychiatry seven volumes of which (by Bolton and Hill; Bracken and Thomas; Fulford, Morris, Sadler, and Stanghellini; Hughes, Louw, and Sabat; Pickering; Sadler; and Stanghellini) are examined in this critical review.

  10. The Search for a Philosophy of Training and Development.

    ERIC Educational Resources Information Center

    Stuckey, Sherry; Berardinelli, Paula

    Using the results of a literature search, a conceptual framework is developed for comparing the schools of philosophical thought with the aims, methods, curriculum, and teacher-learner relationships found in training and development programs in business and industry. From this analysis, a philosophy for the field of training and development can be…

  11. Booker T. Washington's Philosophy of Black Education: A Reassessment.

    ERIC Educational Resources Information Center

    Gill, Walter Arthur Harris

    1992-01-01

    Reviews Booker T. Washington's philosophies on vocational and African-American education. Describes his considerable influence during his time, his holistic approach to vocational and applied technology, and his moral force. Offers six recommendations for current education based on Washington's thought, and describes briefly the work of programs…

  12. Identity in the Philosophies of Dewey and Freire: Select Analyses.

    ERIC Educational Resources Information Center

    Abdi, Ali A.

    2001-01-01

    Examines the importance of identity--at the community, national, and international levels and as an educational and social development construct--in the educational philosophies of Paulo Freire and John Dewey. Stresses the dynamic quality of identity and its relation to social development. (Contains 46 references.) (NB)

  13. Interpreting the Dust Bowl: Teaching Environmental Philosophy through Film.

    ERIC Educational Resources Information Center

    Gold, John R.; And Others

    1996-01-01

    Provides a discussion of the structure and procedures of a classroom exercise using scenes from "The Grapes of Wrath," to illustrate different environmental philosophies. After viewing scenes from the film, students prepare presentations examining the Dust Bowl from one of four philosophical positions: environmental causation,…

  14. How can philosophy be a true cognitive science discipline?

    PubMed

    Bechtel, William

    2010-07-01

    Although philosophy has been only a minor contributor to cognitive science to date, this paper describes two projects in naturalistic philosophy of mind and one in naturalistic philosophy of science that have been pursued during the past 30 years and that can make theoretical and methodological contributions to cognitive science. First, stances on the mind-body problem (identity theory, functionalism, and heuristic identity theory) are relevant to cognitive science as it negotiates its relation to neuroscience and cognitive neuroscience. Second, analyses of mental representations address both their vehicles and their contents; new approaches to characterizing how representations have content are particularly relevant to understanding the relation of cognitive agents to their environments. Third, the recently formulated accounts of mechanistic explanation in philosophy of science both provide perspective on the explanatory project of cognitive science and may offer normative guidance to cognitive science (e.g., by providing perspective on how multiple disciplinary perspectives can be integrated in understanding a given mechanism). PMID:25163865

  15. Special Issue: Philosophy of Design, Design Education and Educational Design.

    ERIC Educational Resources Information Center

    Buchanan, Richard; Borgmann, Albert; Mitcham, Carl; Waks, Leonard J.; Huyke, Hector J.; Kellner, Douglas; Feenberg, Andrew

    2001-01-01

    Articles include: "Philosophy of Design, Design Education, and Educational Design: Introduction to the Special Issue"; "Opaque and Articulate Design"; "The Problem of Character in Design Education: Liberal Arts and Professional Specialization"; "'Dasein' Versus Design: The Problematics of Turning Making into Thinking"; "Donald Schon's Philosophy…

  16. Spontaneity, Freedom, and First Philosophy: A Response to Peter Roberts.

    ERIC Educational Resources Information Center

    Joldersma, Clarence W.

    2001-01-01

    Contends that Paulo Freire's ethical agenda is situated in ontology, or more particularly, in the ontological vocation of humans. At the same time, his deepest motivation is an ethical one, seeking justice for the oppressed. Argues that these two factors-ontology and ethics-are in competition for the status of first philosophy in Freire's work.…

  17. Estranged Familiars: A Deweyan Approach to Philosophy and Qualitative Research

    ERIC Educational Resources Information Center

    Shuffelton, Amy

    2015-01-01

    This essay argues that philosophy can be combined with qualitative research without sacrificing the aims of either approach. Philosophers and qualitative researchers have articulated and supported the idea that human meaning-constructions are appropriately grasped through close attention to "consequences incurred in action," in…

  18. Understanding Profile from the Philosophy, Principles, and Characteristics of RME

    ERIC Educational Resources Information Center

    Julie, Hongki; Suwarsono, St.; Juniati, Dwi

    2014-01-01

    The aim of this study is to create understanding profiles of elementary school teachers who have been and have not been following the workshop PMRI, before and after they learned the learning resource about philosophy, principles, and characteristics of realistic mathematics approach. This type of research used in this study is a combination of…

  19. The Teaching of Philosophy: Renewed Rights and Responsibilities

    ERIC Educational Resources Information Center

    Egea-Kuehne, Denise

    2003-01-01

    After 12 years, the long overdue translation of Derrida's "Du droit a la philosophie" has just been made available in English. It is a collection of essays, interviews, and conferences produced by Derrida between 1974 and 1990. They focus on questions of education and research, in schools and universities, with a critical reflection on academic…

  20. The Norwegian "Christianity, Religion and Philosophy" Subject "KRL" in Strasbourg

    ERIC Educational Resources Information Center

    Lied, Sidsel

    2009-01-01

    This article presents the judgement and dissent of the European Court of Human Rights in the "Case of Folgero and others v. Norway" regarding the subject "Christianity, Religion and Philosophy (KRL)" in Norwegian state schools. The verdict, reached with dissenting votes of 9-8, states that parents' freedom of ensuring their children an education…

  1. Deontological Liberalism: The Political Philosophy of Liberal Adult Education.

    ERIC Educational Resources Information Center

    Lawson, Kenneth

    1985-01-01

    Explores the ideology of individualism implicit in liberal adult education and relates it to the political philosophy of "deontological" liberalism. This form of liberalism is traced briefly from its origins in the 17th century to modern restatements by influential writers such as John Rawls and Robert Nozick. (Author/CT)

  2. Plato's Philosophy of Education and the Common Core Debate

    ERIC Educational Resources Information Center

    Murphy, Madonna M.

    2015-01-01

    This paper examines Plato's Philosophy of Education asking what he would say about the current Common Core initiative which is to better help students to become college and career ready. Plato would be in favor of the common core in as much as the standards are tied to specific skills needed in various career jobs as he was a proponent of…

  3. Philosophy for Children in Hawaii: A Community Circle Discussion

    ERIC Educational Resources Information Center

    Lukey, Benjamin

    2012-01-01

    In spite of the many different "flavors" of philosophy for children (p4c) Hawai'i, one undeviating element involves the creation of a community for intellectually safe philosophical inquiry. The first step in this process is usually an activity in which the participants work together to fashion a "community ball". It's a process that Thomas…

  4. Consciousness Studies and a Philosophy of Music Education.

    ERIC Educational Resources Information Center

    Palmer, Anthony J.

    2000-01-01

    Explores consciousness studies as a basis for music education philosophy. Examines five areas: (1) background on human consciousness; (2) consciousness as seen from two paradigms; (3) music viewed from a larger perspective; (4) importance of music education as reflecting real-life music making; and (5) critique of music education practice. (CMK)

  5. Human-centered automation: Development of a philosophy

    NASA Technical Reports Server (NTRS)

    Graeber, Curtis; Billings, Charles E.

    1990-01-01

    Information on human-centered automation philosophy is given in outline/viewgraph form. It is asserted that automation of aircraft control will continue in the future, but that automation should supplement, not supplant the human management and control function in civil air transport.

  6. Payload test philosophy. [JPL views on qualification/acceptance testing

    NASA Technical Reports Server (NTRS)

    Gindorf, T.

    1979-01-01

    The general philosophy of how JPL views payload qualification/acceptance testing for programs that are done either in-house or by contractors is described. Particular attention is given to mission risk classifications, preliminary critical design reviews, environmental design requirements, the thermal and dynamics development tests, and the flight spacecraft system test.

  7. The Power and Limits of Philosophy of Education

    ERIC Educational Resources Information Center

    Cuypers, Stefaan E.

    2014-01-01

    This article reflects on different conceptions of educational philosophy, their strengths and weaknesses. Against the backdrop of major alternatives, and the received view, delineated by RS Peters, John White's recent radically practical conception is critically assessed. Notwithstanding a pluralist answer to the question "What is, can…

  8. How Your Philosophy of Mathematics Impacts Your Teaching!

    ERIC Educational Resources Information Center

    Gold, Bonnie

    2011-01-01

    Even those with no interest in the philosophy of mathematics take positions on a range of philosophical issues when they teach mathematics. Some of these issues are intimately related to common student confusions. These include the nature of mathematical objects and relations such as real numbers and equality; how we come to conclude a…

  9. The Educational Philosophies of John Dewey and Confucius: A Comparison.

    ERIC Educational Resources Information Center

    Smith, Pheny Shang-Fen Zhou

    A comparison is made between the educational philosophies of Confucius and John Dewey. The comparison is limited to four aspects of education: democracy, instruction, learning, and scientific attitude. Confucianism emphasizes the necessity of self-examination, of the cultivation of virtue, and of education as the means of producing the kind of…

  10. Humane Education and Humanistic Philosophy: Toward a New Curriculum.

    ERIC Educational Resources Information Center

    Thomas, Sydney Carroll; Beirne, Piers

    2002-01-01

    The authors argue that humane education should be an integral part of humanistic philosophy. They outline 2 key components of a humane education: (a) an understanding of the sociological and psychological dimensions of animal abuse and (b) the cultivation of empathy for nonhuman animals. (Contains 41 references.) (Author)

  11. Gifted Sixth-Graders and Primary Source Philosophy.

    ERIC Educational Resources Information Center

    White, David A.; Schlaggar, Sheila

    1993-01-01

    A sixth-grade gifted class studied the history of philosophy, including selections from such philosophers as Plato, Confucius, Buddha, Marcus Aurelius, and Moses Maimonides. Readings drew on fundamental features of child experience, such as their sense of justice, concern for moral values, and questions about reality. The paper describes classroom…

  12. Educational Philosophy and the Challenge of Complexity Theory

    ERIC Educational Resources Information Center

    Morrison, Keith

    2008-01-01

    Complexity theory challenges educational philosophy to reconsider accepted paradigms of teaching, learning and educational research. However, though attractive, not least because of its critique of positivism, its affinity to Dewey and Habermas, and its arguments for openness, diversity, relationships, agency and creativity, the theory is not…

  13. Argument Diagramming and Critical Thinking in Introductory Philosophy

    ERIC Educational Resources Information Center

    Harrell, Maralee

    2011-01-01

    In a multi-study naturalistic quasi-experiment involving 269 students in a semester-long introductory philosophy course, we investigated the effect of teaching argument diagramming (AD) on students' scores on argument analysis tasks. An argument diagram is a visual representation of the content and structure of an argument. In each study, all of…

  14. Michel Serres: A Troubadour for Science, Philosophy and Education

    ERIC Educational Resources Information Center

    Zembylas, Michalinos

    2002-01-01

    Michel Serres is a provocative and unorthodox thinker, very little known in the English-speaking world, although he is one of the best-known contemporary French philosophers. Serres' interdisciplinary writing constructs themes that can be traced across literature, philosophy, science, mythology and painting, borrowing ideas and approaches from…

  15. Introduction to Eastern Philosophy, Social Studies: 6414.23.

    ERIC Educational Resources Information Center

    Payne, Judy Reeder

    Major Eastern philosophies and/or religions consisting of Hinduism, Buddhism, Confucianism, Taoism, and Shintoism are investigated by 10th through 12th grade students in this general social studies quinmester course. Since Eastern philosophical ideas are already influencing students, this course aims to guide students in a universal search for…

  16. Kant's Philosophy of Education: Between Relational and Systemic Approaches

    ERIC Educational Resources Information Center

    Gonzalez, Ana Marta

    2011-01-01

    The purpose of this paper is to view Kant's approach to education in the broader context of Kant's philosophy of culture and history as a process whose direction should be reflectively assumed by human freedom, in the light of man's moral vocation. In this context, some characteristic tensions of his enlightened approach to education appear. Thus,…

  17. Mencius' Educational Philosophy and Its Contemporary Relevance

    ERIC Educational Resources Information Center

    Huang, Chun-chieh

    2014-01-01

    This article argues that Mencius' education is "holistic education" that aims at igniting the "silent revolution" from within one's inner mind-heart to be unfolded in society, state, and the world. Mencius' educational philosophy is based on his theory of human nature and his theory of self-cultivation. Mencius…

  18. Philosophy of Writing from a Developmental Education Perspective.

    ERIC Educational Resources Information Center

    Witkowski, Susan

    1998-01-01

    Shares the author's beliefs about the practice of teaching developmental writing in an attempt to get colleagues in other academic settings involved in a dialogue about the writing philosophies in their practices. Presents an interest in the beliefs and theories that form the foundation of what others do in their writing programs. (VWC)

  19. Philosophy of Science, Critical Thinking and Science Education

    ERIC Educational Resources Information Center

    Davson-Galle, Peter

    2004-01-01

    In this article I explore a case for the inclusion of some aspects of critical thinking and of philosophy of science within science education that appeals to two commonly accepted aims of science education. Although motivated by reading Harvey Siegel's "Educating Reason" (1988), and emerging from his discussion there, the aspects I explore go…

  20. The Philosophy of Turkish National and Higher Education

    ERIC Educational Resources Information Center

    Toprakci, Erdal; Buldu, Serkan; Bozpolat, Ebru; Oflaz, Gulcin; Dagdeviren, Iclal; Ture, Ersin

    2013-01-01

    This study aims to establish whether the Basic Law of National Education and the Law of Higher Education, both of which give direction to the Turkish educational system, are based on any educational philosophy trends, and to what extent. For this purpose, both laws were investigated using the "document analysis" method. All the data obtained were…

  1. The History and Philosophy of Science in Science Teacher Education.

    ERIC Educational Resources Information Center

    Matthews, Michael R.

    1991-01-01

    Describes a course, "History and Philosophy of Science for Science Teachers," at the University of New South Wales which focuses on the seventeenth-century scientific revolution and the nineteenth-century Darwinian revolution. The object is to provide background knowledge and promote an interest in the subject. (SM)

  2. Ourselves in Translation: Stanley Cavell and Philosophy as Autobiography

    ERIC Educational Resources Information Center

    Saito, Naoko

    2009-01-01

    This paper offers a different approach to writing about oneself--Stanley Cavell's idea of philosophy as autobiography. In Cavell's understanding, the acknowledgement of the partiality of the self is an essential condition for achieving the universal. In the apparently paradoxical combination of the "philosophical" (which is traditionally connected…

  3. Philosophy and Education in Stoicism of the Roman Imperial Era

    ERIC Educational Resources Information Center

    Reydams-Schils, G.

    2010-01-01

    The Stoics of the Roman Imperial period share the imperative that education should not focus on erudition for its own sake, but contribute to the pursuit of the good life as they define it in philosophical terms. Hence these later Stoics express similar concerns about the technical and theoretical aspects of philosophy as they do about…

  4. Listening as Embracing the Other: Martin Buber's Philosophy of Dialogue

    ERIC Educational Resources Information Center

    Gordon, Mordechai

    2011-01-01

    In this essay, Mordechai Gordon interprets Martin Buber's ideas on dialogue, presence, and especially his notion of embracing in an attempt to shed some light on Buber's understanding of listening. Gordon argues that in order to understand Buber's conception of listening, one needs to examine this concept in the context of his philosophy of…

  5. Rural Philosophy for Education: Wendell Berry's Tradition. ERIC Digest.

    ERIC Educational Resources Information Center

    Theobald, Paul

    This ERIC Digest reviews past and present rural educational philosophy, focusing on the views of Wendell Berry, a Kentucky farmer and novelist who in recent years has emerged as a leading American philosopher. The major difference underlying rural and urban living is the relationship of people with nature. Rural living is much more closely related…

  6. Outstanding High School Coaches: Philosophies, Views, and Practices

    ERIC Educational Resources Information Center

    Miller, Glenn A.; Lutz, Rafer; Fredenburg, Karen

    2012-01-01

    The goal of this study was to examine the coaching philosophies, views, and practices of outstanding high school coaches of various male and female sports across the United States. The intention was to determine whether these coaches used unique or innovative techniques or strategies that contributed to their success and, if so, whether these…

  7. Peirce's Design for Thinking: An Embedded Philosophy of Education

    ERIC Educational Resources Information Center

    Chiasson, Phyllis

    2005-01-01

    Although we all learn differently, we all need to be able to engage certain fundamental reasoning skills if we are to manoeuvre successfully through life--however we define success. Peirce's philosophy provides us with a framework for helping students (and ourselves) develop and hone the ability for making deliberate and well-considered choices.…

  8. Operational excellence (six sigma) philosophy: Application to software quality assurance

    SciTech Connect

    Lackner, M.

    1997-11-01

    This report contains viewgraphs on operational excellence philosophy of six sigma applied to software quality assurance. This report outlines the following: goal of six sigma; six sigma tools; manufacturing vs administrative processes; Software quality assurance document inspections; map software quality assurance requirements document; failure mode effects analysis for requirements document; measuring the right response variables; and questions.

  9. Virtually Unpacking Your Backpack: Educational Philosophy and Pedagogical Praxis

    ERIC Educational Resources Information Center

    Franklin, Yvette

    2014-01-01

    In this autoethnographic, conceptual philosophical reflection, the author inquires: "Can my students and I, in a technologically mediated virtual space, harness the work of philosophy of education scholars to engage in a shared experience of (re)considering paths to sensitivity to diversity for equity and equality?" The author engages…

  10. Alternative Education for the 21st Century: Philosophies, Approaches, Visions

    ERIC Educational Resources Information Center

    Woods, Philip A., Ed.; Woods, Glenys J., Ed.

    2008-01-01

    This is a unique collection of leading examples of education grounded in alternative philosophies and cultures--from initiatives to create more democratic schools, through Quaker, Buddhist, Islamic, Montessori and Steiner/Waldorf schools, to Maori and First Nations education in Canada and Palestinian Jewish schools in Israel. Aimed at educational…

  11. Reasons and Underlying Philosophies for Living in the Country.

    ERIC Educational Resources Information Center

    Lionberger, Herbert F.; And Others

    Six ideological types of rural residents were defined to represent empirically determined reasons and underlying philosophies for living in the country, addressing a need to look at aspects of the growing nonfarm contingent of rural population, especially as it concerns extension program needs. The types were descriptively named Committed Farmers,…

  12. Rhetorical Transcendence Revisited: The "Thin Red Line" as Perennial Philosophy.

    ERIC Educational Resources Information Center

    Stroud, Scott R.

    Fifteen years ago, J. H. Rushing published a seminal article addressing the fragmentation within contemporary society and the ways in which myths (films) may address this exigence. The exigence of fragmentation is relieved, according to her analysis, by mediated recourse to the perennial philosophy of monistic holism that is found across the…

  13. Notes on Political Philosophy and Contemporary International Relations.

    ERIC Educational Resources Information Center

    Mahoney, Daniel

    1987-01-01

    Describes the post World War II development of the discipline of international relations, stating that it helped reinvigorate interest in the tradition of political philosophy. Examines shortcomings, such as its division into realist and idealist camps, and discusses the works and ideologies of people such as Morgenthau, Aron, and Beitz. (GEA)

  14. The Philosophy of Local Studies in the Interactive Age

    ERIC Educational Resources Information Center

    Reid, Peter H.; Macafee, Caroline

    2007-01-01

    The authors examine strategic priorities for local studies libraries in the context of the interactive Web. They examine the implications for access, investigations and the needs of different users. The philosophy that has previously guided local studies is articulated as a number of maxims, taking into account also social inclusion and lifelong…

  15. Place-Based Care Ethics: A Field Philosophy Pedagogy

    ERIC Educational Resources Information Center

    Goralnik, Lissy; Dobson, Tracy; Nelson, Michael Paul

    2014-01-01

    In this paper we argue for the need for a thoughtful and intentional pedagogy in experiential environmental learning that educates for empathetic relationships with humans, nonhuman others, and natural systems, or field philosophy. After discussing the tensions in various ecofeminist perspectives, we highlight relevant ecofeminist ideas and thread…

  16. Jung's Psychology and Deleuze's Philosophy: The Unconscious in Learning

    ERIC Educational Resources Information Center

    Semetsky, Inna; Delpech-Ramey, Joshua A.

    2012-01-01

    This paper addresses the unconscious dimension as articulated in Carl Jung's depth psychology and in Gilles Deleuze's philosophy. Jung's theory of the archetypes and Deleuze's pedagogy of the concept are two complementary resources that posit individuation as the goal of human development and self-education in practice. The paper asserts that…

  17. Behavioralism, Postbehavioralism, and the Reemergence of Political Philosophy.

    ERIC Educational Resources Information Center

    Engeman, Thomas S.

    1995-01-01

    Argues that the long reign of the behavioralists and the postbehavioralists has reduced political science theory to a Tower of Babel. Loudly trumpets the revival of Aristotelian political philosophy and identifies some of its leading adherents. Posits three fundamental objections to behavioral political theory. (MJP)

  18. Access in Theory and Practice: American Indians in Philosophy History

    ERIC Educational Resources Information Center

    Brown, Katy Gray; Brown, Michael Patterson

    2003-01-01

    The American Indian Philosophical Association (AIPA) was created in May of 1998 by a group of American Indian philosophers; it grew out of the American Philosophical Association's (APA) Committee to Advance the Status of American Indians in Philosophy. It is associated with the APA but remains an autonomous organization dedicated to the…

  19. A Graduate Curriculum in Research and Philosophy of Science.

    ERIC Educational Resources Information Center

    Hoshmand, Lisa

    This paper describes a graduate curriculum in research and philosophy of science that was developed over a number of years at the California State University-Fullerton Counseling Program. The three objectives of the curriculum are presented, i.e., to provide a forum for discussion of issues generic to psychology; to provide a framework for…

  20. Toward a Post-Institutional Philosophy of Education

    ERIC Educational Resources Information Center

    Kline, Kip

    2012-01-01

    In this presidential address, the author wants to argue that one should imagine the field of philosophy of education to be in or at least moving into a post-institutional moment. He will articulate caveats to this argument and hope that they will clarify his position and not render it timid or less interesting. First, the author wants to be clear…

  1. Philosophy of Education and Economics: A Case for Closer Engagement

    ERIC Educational Resources Information Center

    Gough, Stephen

    2009-01-01

    Relatively little contemporary philosophy of education employs economic concepts directly. Even where issues such as marketisation of education are discussed there may be little clarification of underlying concepts. The paper argues that while much contemporary economic thinking on education may be philosophically naive, it is also the case that…

  2. Philosophy of Education Society of Australasia: The Official Record

    ERIC Educational Resources Information Center

    Haynes, Bruce

    2009-01-01

    This article presents the official record of The Philosophy of Education Society of Australasia (PESA). The Society faces a number of continuing challenges. It maintains its record for holding conferences that meet the needs of its members, has resumed publication of conference proceedings, but this has largely been superseded by the placing of…

  3. European Influences on the Theory and Philosophy of Viktor Lowenfeld.

    ERIC Educational Resources Information Center

    Michael, John A.; Morris, Jerry W.

    1985-01-01

    Discusses how the work of art theorists, art educators, psychologists, and anthropologists who were predecessors or contemporaries of Viktor Lowenfeld influenced Lowenfeld's philosophy and theory of art education. Included are Friedrich Froebel, James Sully, Franz Cizek, Siegfried Levinstein, Max Verworn, Walter Krotzsch, George Luquet, and Karl…

  4. Heidegger East and West: Philosophy as Educative Contemplation

    ERIC Educational Resources Information Center

    Lewin, David

    2015-01-01

    Resonances between Heidegger's philosophy and Eastern religious traditions have been widely discussed by scholars. The significance of Heidegger's thinking for education has also become increasingly clear over recent years. In this article I argue that an important aspect of Heidegger's work, the relevance of which to education is relatively…

  5. The Debate Continues: Further Evidence of Discontinuity in Dewey's Philosophy.

    ERIC Educational Resources Information Center

    Prawat, Richard S.

    2003-01-01

    Responds to a critique of a thesis that Dewey underwent a dramatic midcareer change in his philosophy and that this change drew heavily on Pierce's metaphysics, offering additional evidence to support the claim that comparison of the 1910 and 1933 versions of "How We Think" reveals a major change in Dewey's views about inductionism. New evidence…

  6. Sociology, History, and Philosophy in the Research Quarterly

    ERIC Educational Resources Information Center

    Sage, George H.; Dyreson, Mark S.; Kretchmar, R. Scott

    2005-01-01

    The accounts of our subdiscipline's contributions to The Research Quarterly are similar. Sociology, history, and philosophy operate at some distance from the biological sciences. The research methods used by scholars in each of our domains address distinctive issues related to objectivity and, thus, validity. The authors contributions to The…

  7. Sociology, History, and Philosophy in the Research Quarterly

    ERIC Educational Resources Information Center

    Sage, George H.; Dyreson, Mark S.; Kretchmar, R. Scott

    2005-01-01

    The accounts of our subdiscipline's contributions to The Research Quarterly are similar. Sociology, history, and philosophy operate at some distance from the biological sciences. The research methods used by scholars in each of the domains address distinctive issues related to objectivity and, thus, validity. The contributions to The Research…

  8. The Holistic Philosophy and Perspective of Selected Health Educators.

    ERIC Educational Resources Information Center

    Thomas, Stephen B.

    1984-01-01

    This article discusses holistic philosophy and its relationship to health education. The holistic approach serves to facilitate health as a positive condition of the individual as a whole. The following holistic viewpoints are explained: the nature of man and the universe, relationship of mind to body, human personality, and cause and effect. (DF)

  9. Making Our Philosophy a Classroom Reality for Children.

    ERIC Educational Resources Information Center

    Margolin, Edythe

    This paper examines linkages between educational philosophy and classroom activities and presents 10 guidelines for early childhood teachers and administrators to effectively strengthen these linkages. The 10 guidelines are: (1) each child has a capacity to respond to what the teacher brings to the classroom; (2) educators need to open the world…

  10. Educational Administration and the New Philosophy of Science.

    ERIC Educational Resources Information Center

    Evers, Colin W.

    1988-01-01

    This paper explores the nature of the contribution that can be made to administrative theory by recent developments in the philosophy of science and the emerging new views of science: notably, the arguments of Richard Bates and Thomas Greenfield. These emerging views of science can sustain a science of administration that escapes their major…

  11. The Problem Method in Teaching Philosophy: A Praxiologic Educology

    ERIC Educational Resources Information Center

    Morkuniene, Jurate

    2005-01-01

    This is an attempt to clarify principally some fundamental ideas clustered around the concept of the formal conditions which would constitute a fruitful studying of philosophy. First, an ideal study situation would require the student to participate in the object-subject dialogue; philosophical studies are an active dialogue between the text and…

  12. History, Philosophy and Science Teaching: Some Answers to "How?"

    ERIC Educational Resources Information Center

    Pessoa de Carvalho, Anna Maria; Vannucchi, Andrea Infantosi

    2000-01-01

    Highly recommends the study of the history and philosophy of science in school science courses. Addresses methodological aspects derived from research in science education and how they have to be taken into account in order to generate effective classroom activities. (Author/SAH)

  13. Foundations for an Intercultural Philosophy of Christian Education

    ERIC Educational Resources Information Center

    Ospino, Hosffman

    2009-01-01

    This article proposes a number of fundamental principles that seek to establish a solid platform for a philosophy of Christian Education that is culturally responsive and responsible. In this theological-practical reflection the author affirms that the context where most processes of Christian Education take place in the United States today is one…

  14. The Paul Petzoldt Trivia Quiz: His Philosophy and Teaching Methods.

    ERIC Educational Resources Information Center

    Wagstaff, Mark

    Paul Petzoldt, co-founder of the Wilderness Education Association (WEA), helped mold the profession of outdoor leadership as we know it today. After his death in 1999, numerous field journals, old speeches, and personal correspondence were salvaged in order to refresh, clarify, and preserve Petzoldt's philosophy and teaching methods. The…

  15. Soil Fertility Management Strategies -- Philosophies, Crop Response and Costs

    Technology Transfer Automated Retrieval System (TEKTRAN)

    When it comes to soil fertility, farmers are likely to encounter different “paradigms” or philosophies that ask different questions. This project was designed to document the short- to medium-term outcomes that producers can expect from adopting the SLAN (sufficiency level of available nutrients) or...

  16. Promoting the Development of Graduate Students' Teaching Philosophy Statements

    ERIC Educational Resources Information Center

    Schussler, Elisabeth E.; Rowland, Freya E.; Distel, Christopher A.; Bauman, Jenise M.; Keppler, Mary L.; Kawarasaki, Yuta; McCarthy, Mirabai R.; Glover, Alicia; Salem, Hassan

    2011-01-01

    Teaching philosophy statements typically improve over time with teaching experience and instructional self-knowledge. Graduate students without this experience and self-knowledge risk producing lackluster statements when applying for academic positions. This study identifies components of a biology education course that positively affected the…

  17. Discipline-Based Philosophy of Education and Classroom Teaching

    ERIC Educational Resources Information Center

    Matthews, Michael R.

    2014-01-01

    This article concentrates on the necessity for teachers in just one discipline area, namely, science, having philosophical competence and using it to inform their professional life--in their classroom teaching, assessing and institutional engagements--in other words, having a philosophy of science teaching. This group of questions and issues might…

  18. The Impact of Neuroscience on Music Education Advocacy and Philosophy

    ERIC Educational Resources Information Center

    Peterson, Amber Dahlen

    2011-01-01

    This content analysis examines how philosophy and advocacy articles published between 2005 and 2010 were influenced by current neuroscience research. The contents of twelve journals were explored, resulting in the inclusion of forty-five articles in this analysis. Recently, there has been a growing interest in neuroscientific research on music.…

  19. Natural responsibilities. Philosophy, biology, and ethics in Ernst Mayr and Hans Jonas.

    PubMed

    Donnelley, Strachan

    2002-01-01

    Mayr from biology, Jonas from philosophy, both worked their way--against the philosophical current--toward a biologically informed philosophy that both draws from the natural sciences and reflects a responsibility toward nature. PMID:12362522

  20. Philosophy of Chemistry: An Emerging Field with Implications for Chemistry Education.

    ERIC Educational Resources Information Center

    Erduran, Sibel

    2001-01-01

    Analyzes the importance of the philosophy of chemistry for teaching and learning as opposed to traditional applications of history and philosophy of science. Explores the implications of this new domain in the context of chemical models. (MM)

  1. John Dewey: Su filosofia y filosofia de la educacion (John Dewey: His Philosophy and Philosophy of Education). Working Paper.

    ERIC Educational Resources Information Center

    Zoreda, Margaret Lee

    This paper forms part of an investigation about how the philosophy of John Dewey (1859-1952) can illuminate the practice of the teaching of English as a foreign language. The paper seeks to interpret and synthesize John Dewey's philosophical works to construct a "Deweyian lens" with which to analyze and evaluate the field of the teaching of…

  2. [Carl Friedrich von Weizsäcker's philosophy of the mind].

    PubMed

    Lyre, Holger

    2014-01-01

    The paper deals with Carl Friedrich von Weizsäcker's position within the philosophy of mind. It turns out that Weizsäcker's ontology is based on an unorthodox conception both in the philosophy of physics and in the philosophy of mind. His quantum information theoretic reductionism is based on a subtle combination of atomism and holism, his philosophy of mind connected to this is a neutral monism, which proposes a bold intertwining of mind, matter, and space. PMID:24974603

  3. Self-Editorializing: PESA and "Educational Philosophy and Theory", after Twenty-Five Years

    ERIC Educational Resources Information Center

    Peters, Michael A.

    2009-01-01

    The Philosophy of Education Society of Australasia (PESA) and the field of philosophy of education seemed like a natural junction in this author's life. They provided a means by which he could begin to think about the relations between education and his own experiences as a student and teacher, and philosophy. Peters has been editor of…

  4. Philosophy Goes to High School: An Inquiry into the Philosopher's Pedagogy

    ERIC Educational Resources Information Center

    Miller, Chad

    2013-01-01

    Prior to Matthew Lipman's Philosophy for Children program (P4C), philosophy had rarely, if ever, been placed in the American elementary school curriculum. Due to Lipman's pioneering efforts, children have been given opportunities to engage in philosophy. However, what is missing from this body of literature is an overall theory of…

  5. 25 CFR 36.10 - Standard I-Philosophy and goals.

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... 25 Indians 1 2010-04-01 2010-04-01 false Standard I-Philosophy and goals. 36.10 Section 36.10... § 36.10 Standard I—Philosophy and goals. (a) Each school shall develop a written mission statement and philosophy of education that addresses the accumulation of knowledge and development of skills,...

  6. "In Charge of the Truffula Seeds": On Children's Literature, Rationality and Children's Voices in Philosophy

    ERIC Educational Resources Information Center

    Johansson, Viktor

    2011-01-01

    In this paper I investigate how philosophy can speak for children and how children can have a voice in philosophy and speak for philosophy. I argue that we should understand children as responsible rational individuals who are involved in their own philosophical inquiries and who can be involved in our own philosophical investigations--not because…

  7. Skepticism and Education: In Search of Another Filial Tie of Philosophy to Education

    ERIC Educational Resources Information Center

    Kwak, Duck-Joo

    2012-01-01

    As a way of participating in the discussion on the disciplinary nature of philosophy of education, this article attempts to find another distinctive way of relating philosophy to education for the studies in philosophy of education. Recasting philosophical skepticism, which has been dismissed by Dewey and Rorty in their critiques of modern…

  8. 25 CFR 36.10 - Standard I-Philosophy and goals.

    Code of Federal Regulations, 2014 CFR

    2014-04-01

    ... 25 Indians 1 2014-04-01 2014-04-01 false Standard I-Philosophy and goals. 36.10 Section 36.10... § 36.10 Standard I—Philosophy and goals. (a) Each school shall develop a written mission statement and philosophy of education that addresses the accumulation of knowledge and development of skills,...

  9. Assessing the Practicality and Relevance of Adventist Educational Philosophy in a Contemporary Education Paradigm

    ERIC Educational Resources Information Center

    Jackman, W. Marc

    2014-01-01

    This article examines the key tenets of contemporary education philosophy and compares it to the principles of the Adventist educational philosophy. The intent is to determine whether Adventist educational philosophy aligns with the demands of contemporary education. In this vein, 10 key principles of contemporary education are first described.…

  10. Re-Thinking the Relevance of Philosophy of Education for Educational Policy Making

    ERIC Educational Resources Information Center

    Griffiths, Morwenna

    2014-01-01

    The overall question addressed in this article is,"What kind of philosophy of education is relevant to educational policy makers?" The article focuses on the following four themes: The meanings attached to the term philosophy (of education) by philosophers themselves; the meanings attached to the term philosophy (of education) by policy…

  11. 25 CFR 36.10 - Standard I-Philosophy and goals.

    Code of Federal Regulations, 2013 CFR

    2013-04-01

    ... 25 Indians 1 2013-04-01 2013-04-01 false Standard I-Philosophy and goals. 36.10 Section 36.10... § 36.10 Standard I—Philosophy and goals. (a) Each school shall develop a written mission statement and philosophy of education that addresses the accumulation of knowledge and development of skills,...

  12. 25 CFR 36.10 - Standard I-Philosophy and goals.

    Code of Federal Regulations, 2012 CFR

    2012-04-01

    ... 25 Indians 1 2012-04-01 2011-04-01 true Standard I-Philosophy and goals. 36.10 Section 36.10... § 36.10 Standard I—Philosophy and goals. (a) Each school shall develop a written mission statement and philosophy of education that addresses the accumulation of knowledge and development of skills,...

  13. 25 CFR 36.10 - Standard I-Philosophy and goals.

    Code of Federal Regulations, 2011 CFR

    2011-04-01

    ... 25 Indians 1 2011-04-01 2011-04-01 false Standard I-Philosophy and goals. 36.10 Section 36.10... § 36.10 Standard I—Philosophy and goals. (a) Each school shall develop a written mission statement and philosophy of education that addresses the accumulation of knowledge and development of skills,...

  14. Analysing Theoretical Frameworks of Moral Education through Lakatos's Philosophy of Science

    ERIC Educational Resources Information Center

    Han, Hyemin

    2014-01-01

    The structure of studies of moral education is basically interdisciplinary; it includes moral philosophy, psychology, and educational research. This article systematically analyses the structure of studies of moral educational from the vantage points of philosophy of science. Among the various theoretical frameworks in the field of philosophy of…

  15. Dubois and Washington -- Opposite or Similar: An Evaluation of the Philosophies of Washington and Dubois.

    ERIC Educational Resources Information Center

    Reedom, John Anthony

    Although comparative analysis of the philosophies of Booker T. Washington and W.E.B. DuBois reveals significant differences in preferred solutions to problems of blacks in the United States, the philosophies of the two men are not as diametrically opposed as scholars have generally maintained. Washington's philosophy was one of conciliation…

  16. Proceedings of the Midwest Philosophy of Education Society, 1993-1994.

    ERIC Educational Resources Information Center

    Stickel, George W., Ed.; Owen, David B., Ed.

    These proceedings are composed of papers presented at the 1993 and 1994 Annual Meetings of the Midwest Philosophy of Education Society. The collection is divided into four parts. Part 1 includes: "Failure, Philosophy of Education, and the Music of the Spheres" (David B. Owen); "What Has Philosophy of Education Come To?" (Lawrence J. Dennis). Part…

  17. From "Deep Knowledge" to "The Light of Reason": Sources for Philosophy of Education in Ethiopia

    ERIC Educational Resources Information Center

    Bridges, David; Asgedom, Amare; Kenaw, Setargew

    2004-01-01

    This paper explores some of the indigenous sources available in Ethiopia as a resource for philosophy and philosophy of education. In the process it makes a small contribution to the ongoing debate among philosophers as to whether there is a distinctive African philosophy. The paper illustrates, first, what is sometimes referred to as the "deep…

  18. Range of Verbal Behavior as a Function of Counselor Philosophy and Coached-Client Role Behavior

    ERIC Educational Resources Information Center

    Ruzicka, Mary F.; Naun, Robert

    1976-01-01

    To assess the influence of counselor philosophy and client type on the range of counselor trainee verbal behavior, the Philosophies of Human Nature Scale was administered to 34 counseling students who subsequently interviewed role-played clients. Results indicate client type only, not counselor's philosophy, influenced the range of trainee verbal…

  19. Critical Analysis: A Comparison of Critical Thinking Changes in Psychology and Philosophy Classes

    ERIC Educational Resources Information Center

    Burke, Brian L.; Sears, Sharon R.; Kraus, Sue; Roberts-Cady, Sarah

    2014-01-01

    This study compared changes in psychology and philosophy classes in two distinct components of critical thinking (CT): general skills and personal beliefs. Participants were 128 undergraduates enrolled in CT in psychology, other psychology courses, or philosophy courses. CT and philosophy students significantly reduced beliefs in paranormal…

  20. Framing a Philosophy of Environmental Action: Aldo Leopold, John Muir, and the Importance of Community

    ERIC Educational Resources Information Center

    Goralnik, Lissy; Nelson, Michael P.

    2011-01-01

    A philosophy of action consists of a theory about how and why we do things and what motivates us to act. By juxtaposing the theory of environmental action implied by the works and life of John Muir with the philosophy of action suggested by Aldo Leopold's Land Ethic, we will illuminate the importance of a philosophy of action in determining one's…

  1. Philosophy of Chemistry: An Emerging Field with Implications for Chemistry Education.

    ERIC Educational Resources Information Center

    Erduran, Sibel

    Traditional applications of history and philosophy of science in chemistry education have concentrated on the teaching and learning of "history of chemistry". This paper considers the recent emergence of "philosophy of chemistry" as a distinct field and explores the implications of philosophy of chemistry for chemistry education in the context of…

  2. Confucian Educational Philosophy and Its Implication for Lifelong Learning and Lifelong Education

    ERIC Educational Resources Information Center

    Sun, Qi

    2008-01-01

    This paper, from historical and philosophical perspectives, presents Confucian education philosophy, a philosophy that is argued is a philosophy of lifelong learning. Examined and illustrated are the Confucian concepts of "Sage", a Confucian ideal human model, and "Jun Zi", a Confucian realistic educational result. Through "Sage", Confucius…

  3. The Implications for Science Education of Heidegger's Philosophy of Science

    ERIC Educational Resources Information Center

    Shaw, Robert

    2013-01-01

    Science teaching always engages a philosophy of science. This article introduces a modern philosophy of science and indicates its implications for science education. The hermeneutic philosophy of science is the tradition of Kant, Heidegger, and Heelan. Essential to this tradition are two concepts of truth, truth as correspondence and truth as…

  4. Classic and Contemporary Readings in the Philosophy of Education. Second Edition

    ERIC Educational Resources Information Center

    Cahn, Steven M., Ed.

    2011-01-01

    Now even more affordably priced in its second edition, "Classic and Contemporary Readings in the Philosophy of Education" is ideal for undergraduate and graduate philosophy of education courses. Editor Steven M. Cahn, a highly respected contributor to the field, brings together writings by leading figures in the history of philosophy and notable…

  5. Method, Philosophy of Education and the Sphere of the Practico-Inert

    ERIC Educational Resources Information Center

    Papastephanou, Marianna

    2009-01-01

    This essay discusses a conception of the relation of philosophy to education that has come to be widely held in both general philosophy and philosophy of education. This view is approached here through the employment of Jean-Paul Sartre's notion of the "practico-inert" as the realm of consolidated social objects, part of which is the institution…

  6. Activating a Teaching Philosophy in Social Work Education: Articulation, Implementation, and Evaluation

    ERIC Educational Resources Information Center

    Owens, Larry W.; Miller, J. Jay; Grise-Owens, Erlene

    2014-01-01

    This article describes how to develop a comprehensive teaching philosophy from articulation through implementation to evaluation. Using literature and teaching-learning experiences, we discuss pragmatic steps for using a teaching philosophy to inform, engage, and evaluate teaching-learning. We promote an integrated teaching philosophy to ensure…

  7. The Role of Adult Education Philosophy in Facilitating the Online Classroom

    ERIC Educational Resources Information Center

    Milheim, Karen L.

    2011-01-01

    Teaching philosophy is much more than just teaching style, or a framework for a course. It can be defined as one's beliefs about life that are carried out in his/her teaching practice, which serve as a foundation for his/her educational philosophies. The majority of literature addressing philosophies in adult education practice focus on how…

  8. Experimental philosophy and the problem of free will.

    PubMed

    Nichols, Shaun

    2011-03-18

    Many philosophical problems are rooted in everyday thought, and experimental philosophy uses social scientific techniques to study the psychological underpinnings of such problems. In the case of free will, research suggests that people in a diverse range of cultures reject determinism, but people give conflicting responses on whether determinism would undermine moral responsibility. When presented with abstract questions, people tend to maintain that determinism would undermine responsibility, but when presented with concrete cases of wrongdoing, people tend to say that determinism is consistent with moral responsibility. It remains unclear why people reject determinism and what drives people's conflicted attitudes about responsibility. Experimental philosophy aims to address these issues and thereby illuminate the philosophical problem of free will. PMID:21415346

  9. Laudan's normative naturalism: a useful philosophy of science for psychology.

    PubMed

    Capaldi, E J; Proctor, R W

    2000-01-01

    Logical positivism, widely regarded as the received epistemology of psychology in the first half of the 20th century, was supplanted in the 1960s by various postpositivistic, relativistic philosophies of science, most notably that of Kuhn. Recently, Laudan, a major figure in the philosophy of science, developed a novel approach called normative naturalism that provides an alternative to positivism and relativism. His central thesis is that the two are not always on opposite ends of a continuum but rather have many assumptions in common. This article brings Laudan's important views to the attention of psychologists and describes some of the unique implications of these views for the conduct of research and theory in psychology. These implications, which follow from a number of closely reasoned pragmatic arguments, include more realistic and appropriate evaluation of theory and methodology than has been suggested by logical positivism or relativism. PMID:10997236

  10. Safety philosophy of gas turbine high temperature reactor (GTHTR300)

    SciTech Connect

    Shoji Katanishi; Kazuhiko Kunitomi; Shusaku Shiozawa

    2002-07-01

    Japan Atomic Energy Research Institute (JAERI) has undertaken the study of an original design concept of gas turbine high temperature reactor, the GTHTR300. The general concept of this study is development of a greatly simplified design that leads to substantially reduced technical and cost requirements. Newly proposed design features enable the GTHTR300 to be an efficient and economically competitive reactor in 2010's. Also, the GTHTR300 fully takes advantage of its inherent safety characteristics. The safety philosophy of the GTHTR300 is developed based on the HTTR (High Temperature Engineering Test Reactor) of JAERI which is the first HTGR in Japan. Major features of the newly proposed safety philosophy for the GTHTR300 are described in this article. (authors)

  11. Nuclear quality assurance operating philosophy: A quality-oriented approach

    SciTech Connect

    Corcoran, W.R. ); Geiger, J.E. ); Heibel, R.E. ); Cotton, J.B. ); Sabol, A.R. )

    1992-01-01

    Quality assurance programs have been part of the nuclear utility management process since the publication of the draft of 10CFR50 Appendix B in the late 1960s. The unwritten operational philosophy of nuclear quality assurance organizations focused on compliance with federal regulations. Adverse experiences, including operational events and extended shutdowns, prompted the gradual adoption of isolated practices extending beyond compliance orientation. These practices have an orientation that accommodates a definition of quality, a perspective of the role of nuclear quality assurance organizations in the overall concept of defense-in-depth, a definition of the segments of the nuclear quality assurance mission, and recent advances in the understanding of self-assessment. Observation of these practices at various nuclear utilities resulted in a syntheses of practices and approaches into a coherent quality-oriented nuclear quality assurance operating philosophy that is not totally adopted at any one utility.

  12. Engineering Antifragile Systems: A Change In Design Philosophy

    NASA Technical Reports Server (NTRS)

    Jones, Kennie H.

    2014-01-01

    While technology has made astounding advances in the last century, problems are confronting the engineering community that must be solved. Cost and schedule of producing large systems are increasing at an unsustainable rate and these systems often do not perform as intended. New systems are required that may not be achieved by current methods. To solve these problems, NASA is working to infuse concepts from Complexity Science into the engineering process. Some of these problems may be solved by a change in design philosophy. Instead of designing systems to meet known requirements that will always lead to fragile systems at some degree, systems should be designed wherever possible to be antifragile: designing cognitive cyberphysical systems that can learn from their experience, adapt to unforeseen events they face in their environment, and grow stronger in the face of adversity. Several examples are presented of on ongoing research efforts to employ this philosophy.

  13. NASA Standard for Models and Simulations: Philosophy and Requirements Overview

    NASA Technical Reports Server (NTRS)

    Blattnig, Steve R.; Luckring, James M.; Morrison, Joseph H.; Sylvester, Andre J.; Tripathi, Ram K.; Zang, Thomas A.

    2013-01-01

    Following the Columbia Accident Investigation Board report, the NASA Administrator chartered an executive team (known as the Diaz Team) to identify those CAIB report elements with NASA-wide applicability and to develop corrective measures to address each element. One such measure was the development of a standard for the development, documentation, and operation of models and simulations. This report describes the philosophy and requirements overview of the resulting NASA Standard for Models and Simulations.

  14. NASA Standard for Models and Simulations: Philosophy and Requirements Overview

    NASA Technical Reports Server (NTRS)

    Blattnig, St3eve R.; Luckring, James M.; Morrison, Joseph H.; Sylvester, Andre J.; Tripathi, Ram K.; Zang, Thomas A.

    2009-01-01

    Following the Columbia Accident Investigation Board report, the NASA Administrator chartered an executive team (known as the Diaz Team) to identify those CAIB report elements with NASA-wide applicability and to develop corrective measures to address each element. One such measure was the development of a standard for the development, documentation, and operation of models and simulations. This report describes the philosophy and requirements overview of the resulting NASA Standard for Models and Simulations.

  15. Critical issues in the history, philosophy, and sociology of astrobiology.

    PubMed

    Dick, Steven J

    2012-10-01

    Fifty years after serious scientific research began in the field of exobiology, and forty years after serious historical research began on the subject of extraterrestrial life, this paper identifies and examines some of the most important issues in the history, philosophy, and sociology of what is today known as astrobiology. As in the philosophy of science in general, and in the philosophies of particular sciences, critical issues in the philosophy and sociology of astrobiology are both stimulated and illuminated by history. Among those issues are (1) epistemological issues such as the status of astrobiology as a science, the problematic nature of evidence and inference, and the limits of science; (2) metaphysical/scientific issues, including the question of defining the fundamental concepts of life, mind, intelligence, and culture in a universal context; the role of contingency and necessity in the origin of these fundamental phenomena; and whether or not the universe is in some sense fine-tuned for life and perhaps biocentric; (3) societal issues such as the theological, ethical, and worldview impacts of the discovery of microbial or intelligent life; and the question of whether the search for extraterrestrial life should be pursued at all, and with what precautions; and (4) issues related to the sociology of scientific knowledge, including the diverse attitudes and assumptions of different scientific communities and different cultures to the problem of life beyond Earth, the public "will to believe," and the formation of the discipline of astrobiology. All these overlapping issues are framed by the concept of cosmic evolution-the 13.7 billion year Master Narrative of the Universe-which may result in a physical, biological, or postbiological universe and determine the long-term destiny of humanity. PMID:23078642

  16. Critical Issues in the Philosophy of Astronomy and Cosmology

    NASA Astrophysics Data System (ADS)

    Dick, Steven J.

    2016-01-01

    Although the philosophy of science and of specific sciences such as physics, chemistry, and biology are well-developed fields with their own books and journals, the philosophy of astronomy and cosmology have received little systematic attention. At least six categories of problems may be identified in the astronomical context: 1) the nature of reasoning, including the roles of observation, theory, simulation, and analogy, as well as the limits of reasoning, starkly evident in the anthropic principle, fine-tuning, and multiverse controversies; 2) the often problematic nature of evidence and inference, especially since the objects of astronomical interest are for the most part beyond experiment and experience;3) the influence of metaphysical preconceptions and non-scientific worldviews on astronomy, evidenced, for example in the work of Arthur S. Eddington and many other astronomers; 4) the epistemological status of astronomy and its central concepts, including the process of discovery, the problems of classification, and the pitfalls of definition (as in planets); 5) the role of technology in shaping the discipline of astronomy and our view of the universe; and 6) the mutual interactions of astronomy and cosmology with society over time. Discussion of these issues should draw heavily on the history of astronomy as well as current research, and may reveal an evolution in approaches, techniques, and goals, perhaps with policy relevance. This endeavor should also utilize and synergize approaches and results from philosophy of science and of related sciences such as physics (e.g. discussions on the nature of space and time). Philosophers, historians and scientists should join this new endeavor. A Journal of the Philosophy of Astronomy and Cosmology (JPAC) could help focus attention on their studies.

  17. J D Bernal: philosophy, politics and the science of science

    NASA Astrophysics Data System (ADS)

    Sheehan, Helena M.

    2007-02-01

    This paper is an examination of the philosophical and political legacy of John Desmond Bernal. It addresses the evidence of an emerging consensus on Bernal based on the recent biography of Bernal by Andrew Brown and the reviews it has received. It takes issue with this view of Bernal, which tends to be admiring of his scientific contribution, bemused by his sexuality, condescending to his philosophy and hostile to his politics. This article is a critical defence of his philosophical and political position.

  18. Some principles of Islamic ethics as found in Harrisian philosophy.

    PubMed

    Aksoy, Sahin

    2010-04-01

    John Harris is one of the prominent philosophers and bioethicists of our time. He has published tens of books and hundreds of papers throughout his professional life. This paper aims to take a 'deep-look' at Harris' works to argue that it is possible to find some principles of Islamic ethics in Harrisian philosophy, namely in his major works, as well as in his personal life. This may be surprising, or thought of as a 'big' and 'groundless' claim, since John Harris has nothing to do with any religion in his intellectual works. The major features of Harrisian philosophy could be defined as consequentialism or utilitarianism with liberal overtones. Despite some significant and fundamental differences in the application of principles (ie, abortion, euthanasia), the similarities between the major principles in Harrisian philosophy and Islamic ethics are greater at some points than the similarities between Islamic ethics and some other religious ethics (ie, Christian, Judaism). In this study I compare Harrisian teachings with major Islamic principles on 'Responsibility', 'Side-effects and Double-effects', 'Equality', 'Vicious choice, guilt and innocence', 'Organ transplantation and property rights' and 'Advance directives'. PMID:20338934

  19. The medical philosophy of Francis Bacon (1561-1626).

    PubMed

    Boss, J

    1978-01-01

    Francis Bacon's view of man is dualistic but, although he takes note of mental faculties, he makes the relation between mind and body, rather than the substance of mind, the basis for enquiry into mental processes and, more particularly, for the medically relevant study of mind. (He uses "mind" and "soul" as equivalent terms.) The healing of the body requires study of the body, and the ineffectiveness of physicians is due to their failure in this respect rather than to the body's complexity. To learn about the body requires clinical observation and recording, together with the comparison of bodies, experiments on living animals and attention to pathological changes. The aims of medicine should include not only the restoration of health but also the relief of suffering and they are not to be limited by putting aside a disease as incurable. To learn from treatment it must be fixed in its ordering with controlled and limited variation. Bacon has no separation of medicine from natural science; his philosophy of medicine is his general philosophy of the advancement of knowledge, but limited to a particular field of application. If medicine is separated from natural philosophy it is changed wholly or greatly into empiricism. PMID:353452

  20. Hobbes on natural philosophy as "True Physics" and mixed mathematics.

    PubMed

    Adams, Marcus P

    2016-04-01

    In this paper, I offer an alternative account of the relationship of Hobbesian geometry to natural philosophy by arguing that mixed mathematics provided Hobbes with a model for thinking about it. In mixed mathematics, one may borrow causal principles from one science and use them in another science without there being a deductive relationship between those two sciences. Natural philosophy for Hobbes is mixed because an explanation may combine observations from experience (the 'that') with causal principles from geometry (the 'why'). My argument shows that Hobbesian natural philosophy relies upon suppositions that bodies plausibly behave according to these borrowed causal principles from geometry, acknowledging that bodies in the world may not actually behave this way. First, I consider Hobbes's relation to Aristotelian mixed mathematics and to Isaac Barrow's broadening of mixed mathematics in Mathematical Lectures (1683). I show that for Hobbes maker's knowledge from geometry provides the 'why' in mixed-mathematical explanations. Next, I examine two explanations from De corpore Part IV: (1) the explanation of sense in De corpore 25.1-2; and (2) the explanation of the swelling of parts of the body when they become warm in De corpore 27.3. In both explanations, I show Hobbes borrowing and citing geometrical principles and mixing these principles with appeals to experience. PMID:27083083

  1. Philosophy of Education, 1972-1973. Proceedings of the Annual Meeting of the Far Western Philosophy of Education Society (21st, Pomona, California, December 1-3, 1972).

    ERIC Educational Resources Information Center

    Jelinek, James J., Ed.

    The proceedings of the 21st annual meeting of the Far Western Philosophy of Education Society in 1972 are presented. The proceedings consisted of 20 addresses and responses. Titles include (1) Presidential Address: Competency-Based Education: Consensus Cognoscenti Versus Reconstructio Experientiae; (2) A Role for Philosophy in California and…

  2. Cerebellum and cognition: viewed from philosophy of mind.

    PubMed

    Frings, M; Maschke, M; Timmann, D

    2007-01-01

    Traditionally, it is believed, that the primary function of the cerebellum is to coordinate movement. During the past three decades, it has been controversially discussed, whether the cerebellum may also contribute to cognition and mental states like emotions. In this paper, no position relating to this controversy will be taken. Instead, the hypothesis of non-motor functions of the cerebellum will be viewed from the position of the philosophy of mind. The remarkably uniform microscopic structure and neuronal networks of the cerebellum have led to computer analogies by several authors. The main idea of functionalism, i.e., a theory within the philosophy of mind, is that the mental relates to the physical as computer software does to hardware. This raises the question, whether a cerebellar contribution to cognition and mental states would support functionalism in the philosophy of mind. No support of functionalism could be found in this study, investigating the classical philosophical arguments pro and con functionalism such as those of multiple realizability, the Chinese room and the explanatory gap, while taking the results of cerebellar research into account. On the other hand, philosophical reflection suggests a careful use of the phrases "cognitive dysmetria" (Andreasen et al. Proc Natl Acad Sci USA. 1996;93:9985-90) in the context of mental illness and of "dysmetria of thought" (Schmahmann Arch Neurol. 1991;48:1178-87). According to the argument of the explanatory gap there is at present little support for the assumption that the phenomenal experiencing of an altered emotion can be reduced to the dysmetria of movement. PMID:17853119

  3. Laboratory for Atmospheres: Philosophy, Organization, Major Activities, and 1999 Highlights

    NASA Technical Reports Server (NTRS)

    Einaudi, Franco (Technical Monitor)

    2000-01-01

    The Laboratory for Atmospheres is helping to answer questions related to climate, and climate change and other scientific questions about our planet and its neighbors. The Laboratory conducts a broad theoretical and experimental research program studying all aspects of the atmospheres of the Earth and other planets, including their structural, dynamical, radiative, and chemical properties. In this report,there is a statement of the labs philosophy and a description of it's role in NASA's mission. A broad description of the research and a summary of the scientists' major accomplishments in 1999 is also included. The report also presents useful information on human resources, scientific interactions, and outreach activities with the outside community.

  4. [The averroism in the corpuscular philosophy of Petrus of Oleza].

    PubMed

    Barona, J L

    1995-01-01

    Oleza is an obstinate defender of Atomism in the Spanish scientific world of the XVIth century. He was the author of a Summa totius philosophiae et medicinae, published in 1536, five years after his death. Probably, Oleza's stay in Montpellier and Pisa conciliated his critical disposition towards Scholastic Galenism. His scientific thought must be connected not only with the flourishing Atomism of the first half of XVIth century, but also with Scholastic Aristotelism deriving from the Arabic transmission and from its main representative, Averroes. Oleza's natural philosophy of the human body is strongly influenced by Averroes' ideology. This article supplies new elements about his life based on investigations of archives. PMID:11640505

  5. Public Health Education: Sources, Growth and Operational Philosophy.

    PubMed

    Nyswander, Dorothy B

    2015-01-01

    An historical overview of public health education: its sources, development and operational philosophy, the contributions of many disciplines, particularly social science, and key individuals such as Lewin are traced through the past half century. The emergence of health education as a "helping profession" and the expansion of its focus to broader "marketplaces" of change are highlighted. The state of the art today is reviewed and the functions of health educators described with emphasis on "obtaining people's participation" in programs to bring about change. Problems still existing, particularly professional training, are addressed. PMID:26657784

  6. History and Philosophy of Science as a Continuation of Science by Other Means

    NASA Astrophysics Data System (ADS)

    Chang, Hasok

    History and philosophy of science can serve the function of investigating scientific questions that are excluded by science itself. Because many things need to be protected from questioning and criticism in specialist science, its demonstrated effectiveness is also unavoidably accompanied by a loss of knowledge and a degree of dogmatism. History and philosophy of science can ameliorate this situation by working as a shadow discipline complementing specialist science in the production of knowledge about nature. In this enterprise the connection between philosophy of science and history of science is essential, since the questions that get consigned to the realm of philosophy are often, and not accidentally, the same ones buried in the historical record of past science. Some examples are given illustrating the complementary mode of history and philosophy of science, and its relations to other modes of study in history of science and philosophy of science are also examined.

  7. Philosophy, policies, and procedures - The three P's of flight-deck operations

    NASA Technical Reports Server (NTRS)

    Degani, Asaf; Wiener, Earl L.

    1991-01-01

    Standard operating procedures are drafted and provided to flightcrews to dictate the manner in which tasks are carried out. Failure to conform to Standard Operating Procedures (SOP) is frequently listed as the cause of violations, incidents, and accidents. However, procedures are often designed piecemeal, rather than being based on a sound philosophy of operations and policies that follow from such a philosophy. A framework of philosophy, policies, and procedures is proposed.

  8. [How Can We Cuddle Up to Dying Patients? Attempts of Cancer Philosophy Clinic and Education].

    PubMed

    Yamada, Keisuke

    2016-03-01

    What is needed to treat problems about how can we cuddle up to dying patients is not scientific thinking but philosophical thinking. Cancer philosophy clinic is a place where both patients and medical staffs think about death and how to live until death. The author tries to manage cancer philosophy clinic with the idea of logotherapy and terminal art. The author also tries to educate medical students and other medical staffs in cancer philosophy. PMID:27097505

  9. A Unscientific Physics: Hegel and Whitehead on the Philosophy of Nature

    NASA Astrophysics Data System (ADS)

    Kite, David Knight

    The thesis of this dissertation is that nature is not merely the province of the natural sciences, and that contemporary philosophy could greatly benefit from a recovery of the Philosophy of Nature. Although philosophy has traditionally developed its own concept of nature, philosophers have recently come to dispute the ability of philosophy to contribute to natural knowledge, and to deny that there is any knowledge of nature beyond that offered by the empirical sciences. This dissertation is an attempt to isolate the particular problems and questions which form a philosophical idea of nature. This study investigates the work of G. W. F. Hegel and Alfred North Whitehead in this field. These two philosophers are especially relevant to this task because they took up these questions during an age after natural science had become separate and distinct from philosophy. The relationship between empirical science and philosophy is therefore a central concern in their work in this area. This investigation concludes that the natural sciences present an abstract and partial account of nature while Philosophy of Nature is largely an attempt to describe the rationality of the individual. Both Hegel and Whitehead feel the central problem of philosophy of nature is to explain how nature itself is the agent of its own rationality, and how notions such as subjectivity, value and rationality are part of all forms and levels of physical existence. The Philosophy of Nature is therefore central to many current fields of philosophical interest, such as the Philosophy of Science and Natural Knowledge, the Philosophy of Mind, Ethics and the Metaphysics of Morals, and offers an important response to the division between the sciences and the humanities. The first three chapters examine Whitehead's and Hegel's critiques of scientific understanding and the limitations of such an approach to nature. The latter three chapters then present the basic features of Hegel's and Whitehead's own work

  10. Medicine as task--Karl E. Rothschuh's philosophy of medicine.

    PubMed

    Mergenthaler, Daniela

    2004-01-01

    Karl E. Rothschuh is one of the most important, but, on an international scale, relatively unknown representatives of German philosophy of medicine in the 20th century. This paper presents and discusses his central concepts systematically, especially those of anthropology, theories of health and disease. Rothschuh distinguishes two methodological approaches to anthropology: a causal analysis that considers human organism as complex causal systems, and a so-called bionomical investigation that clarifies the meaning or function of single processes in respect to the whole organism. These two perspectives complement each other. From a naturalistic point of view, Rothschuh conceptualises diseases as disorganisatorial or disbionomic processes; nevertheless, he stresses the cultural interweavement, and, hence, the normative foundation of diseases. 'Disease' is both a relational and a gradual term: It can be experienced and conceptualised subjectively by patients (aegritudo), clinically by physicians (nosos, pathos) and by society (insalubritas). Further, Rothschuh differentiates between the very definition, a notion and a concept of disease. Because of the normative character of disease, medicine cannot be a science striving for pure theoretical knowledge like physics or chemistry. Medicine is a practical science, oriented towards its goals of healing. Because of the societal position of medicine, Rothschuh describes it as task (Aufgabe). With regard to modern developments in philosophy of medicine, this paper discusses Rothschuh's theories critically and offers some starting points for necessary enhancements. PMID:15679017

  11. From Bohm to Aspect: Philosophy Enters the Optics Laboratory

    NASA Astrophysics Data System (ADS)

    Freire, Olival

    2005-04-01

    My talk deals with the shifting boundary between philosophy and science from the 1950s to the 1980s, as it relates to the foundations of quantum mechanics. The poor reception of Bohm's causal interpretation of quantum mechanics was related to the idea that it was merely a philosophical inquiry. The controversy it stirred up, however, produced, as a byproduct, the reanalysis of John von Neumann's proof, and 10 years later, this led John Stewart Bell to his theorem. In telling this story, I examine the professional circumstances, backgrounds, and profiles of three physicists, Abner Shimony, John F. Clauser, and Alain Aspect, who were associated with the path from Bell's theoretical work to the experimental tests of the Bell inequalities. I argue that: (1) What was considered good physics after Aspect's 1982 experiments was once considered by many a philosophical matter instead of a scientific one. (2) The path from philosophy to physics was a slow and sinuous one and involved a change in the physics community's attitude about the status of the foundations of quantum mechanics. (3) Foundations of quantum mechanics entered the optics laboratory, but did not lose its philosophical implications.

  12. A quantitative approach to evolution of music and philosophy

    NASA Astrophysics Data System (ADS)

    Vieira, Vilson; Fabbri, Renato; Travieso, Gonzalo; Oliveira, Osvaldo N., Jr.; da Fontoura Costa, Luciano

    2012-08-01

    The development of new statistical and computational methods is increasingly making it possible to bridge the gap between hard sciences and humanities. In this study, we propose an approach based on a quantitative evaluation of attributes of objects in fields of humanities, from which concepts such as dialectics and opposition are formally defined mathematically. As case studies, we analyzed the temporal evolution of classical music and philosophy by obtaining data for 8 features characterizing the corresponding fields for 7 well-known composers and philosophers, which were treated with multivariate statistics and pattern recognition methods. A bootstrap method was applied to avoid statistical bias caused by the small sample data set, with which hundreds of artificial composers and philosophers were generated, influenced by the 7 names originally chosen. Upon defining indices for opposition, skewness and counter-dialectics, we confirmed the intuitive analysis of historians in that classical music evolved according to a master-apprentice tradition, while in philosophy changes were driven by opposition. Though these case studies were meant only to show the possibility of treating phenomena in humanities quantitatively, including a quantitative measure of concepts such as dialectics and opposition, the results are encouraging for further application of the approach presented here to many other areas, since it is entirely generic.

  13. Etude de quelques fonctionnelles du mouvement brownien et de certaines propriétés de la diffusion unidimensionnelle en milieu aléatoire

    NASA Astrophysics Data System (ADS)

    Monthus, Cécile

    This paper deals with functionals of Brownian motion that appear in various contexts, and with some properties of anomalous diffusion in a one-dimensional random environment. Section 2 explains why path integrals provide a powerful framework to compute probability distribution of functionals of Brownian motion. This approach is used to study winding properties of planar Brownian motion. Section 3 is devoted to an exponential functional of Brownian motion, which arise in particular in the study of transport properties of classical diffusion in a one-dimensional disordered system of finite length. This functional belongs to the field of multiplicative stochastic processes. Cet article porte sur l'étude des distributions de probabilité de quelques fonctionnelles du mouvement brownien qui interviennent dans divers contextes physiques. Le paragraphe 2 présente une méthode d'intégrale de chemin qui relieles distributions de probabilité de certaines fonctionnelles du mouvement brownien, à des fonctions de Green euclidiennes de la mécanique quantique. Cette approche permet notamment d'étudier certaines propriétés d'enroulementdu mouvement brownien plan, qu'il soit libre ou soumis à l'action d'un potentiel extérieur. Les fonctions d'échelle et les formes des lois asymptotiques à grand temps de l'enroulement autour d'un point dépendent des propriétés spectrales de basse énergied'une famille d'hamiltoniens contenant un potentiel vecteur de type Aharonov-Bohm.Le paragraphe 3 a pour l'objet l'étude de la loi de probabilité d'une fonctionnelle exponentielle du mouvement brownien qui intervient dans le cadnG de la diffusion unidimensionnelle aléatoire. Celle-ci apparaît notamment lorsque l'on s'intéresse à la distribution du flux de particules quitraverse un échantillon désordonné de taille finie, lorsque les particules diffusent classiquement, sous l'action d'une force aléatoire gelée distribuée comme un bruit blanc gaussien. Le spectre de

  14. Research in bioethics: a bridge between science and philosophy.

    PubMed

    Gindro, S

    1997-01-01

    The author makes an inquiry into the diverse attitudes that the culture of Western man has assumed towards the concepts of truth and morality. Analysing five different attitudes in the consideration of relationships between "good" and "truth", he concludes that a concrete definition of truth and morality can only be sought after but never reached. Similarly, a concrete definition for bioethics can only be attempted, more questions than answers arise. Bioethics needs to define its principles to achieve its foundation. Yet bioethics, being a bridge between science and philosophy, has not succeeded in finding unequivocal principles, but it has only succeeded in posing questions. Bioethics is thus a despairing but also unavoidable venture. PMID:9616954

  15. Introductory Comments on Philosophy and Constructivism in Science Education

    NASA Astrophysics Data System (ADS)

    Matthews, Michael R.

    This article indicates something of the enormous influence of constructivism on contemporary science education. The article distinguishes educational constructivism (that has its origins in theories of children's learning), from constructivism in the philosophy of science (usually associated with instrumentalist views of scientific theory), and from constructivism in the sociology of science (of which the Edinburgh Strong Programme in the sociology of scientific knowledge is the best known example). It notes the expansion of educational constructivism from initial considerations of how children come to learn, to views about epistemology, educational theory, ethics, and the cognitive claims of science. From the learning-theory beginnings of constructivism, and at each stage of its growth, philosophical questions arise that deserve the attention of educators. Among other things, the article identifies some theoretical problems concerning constructivist teaching of the content of science.

  16. Data fabrication and falsification and empiricist philosophy of science.

    PubMed

    Resnik, David B

    2014-06-01

    Scientists have rules pertaining to data fabrication and falsification that are enforced with significant punishments, such as loss of funding, termination of employment, or imprisonment. These rules pertain to data that describe observable and unobservable entities. In this commentary I argue that scientists would not adopt rules that impose harsh penalties on researchers for data fabrication or falsification unless they believed that an aim of scientific research is to develop true theories and hypotheses about entities that exist, including unobservable ones. This argument presents a challenge for constructive empiricists, such as van Fraassen. Constructive empiricists need to be able to explain why rules pertaining to data fabrication and falsification do not threaten their philosophy of science. PMID:23982326

  17. The philosophy of sports medicine care: an historical review.

    PubMed

    Leadbetter, J D; Leadbetter, W B

    1996-08-01

    Sports medicine might seem a trendy, market driven health care arena serving to promote the welfare of elite athletes and those who care for them. But a closer look reveals a much older ancestral tree with roots at the very onset of recorded medicine and branches that intertwine with every aspect of today's medical treatment. Indeed, the growth of modern sports medicine practice is a complex interwoven chronicle. In the context of an evolving medical understanding of tissue biology and wound repair, advances in scientific technology, and the growth of cellular pathology, mankind's relentless pursuit of sports-play, competition, and health has fueled the rationale of the present sports medicine philosophy of care. PMID:8772276

  18. NASA balloon design and flight - Philosophy and criteria

    NASA Technical Reports Server (NTRS)

    Smith, I. S., Jr.

    1993-01-01

    The NASA philosophy and criteria for the design and flight of scientific balloons are set forth and discussed. The thickness of balloon films is standardized at 20.3 microns to isolate potential film problems, and design equations are given for specific balloon parameters. Expressions are given for: flight-stress index, total required thickness, cap length, load-tape rating, and venting-duct area. The balloon design criteria were used in the design of scientific balloons under NASA auspices since 1986, and the resulting designs are shown to be 95 percent effective. These results represent a significant increase in the effectiveness of the balloons and therefore indicate that the design criteria are valuable. The criteria are applicable to four balloon volume classes in combination with seven payload ranges.

  19. Incorporating CCSDS telemetry standards and philosophy on Cassini

    NASA Technical Reports Server (NTRS)

    Day, John C.; Elson, Anne B.

    1995-01-01

    The Cassini project at the Jet Propulsion Laboratory (JPL) is implementing a spacecraft telemetry system based on the Consultative Committee for Space Data Systems (CCSDS) packet telemetry standards. Resolving the CCSDS concepts with a Ground Data System designed to handle time-division-multiplexed telemetry and also handling constraints unique to a deep-space planetary spacecraft (such as fixed downlink opportunities, small downlink rates and requirements for on-board data storage) have resulted in spacecraft and ground system design challenges. Solving these design challenges involved adapting and extending the CCSDS telemetry standards as well as changes to the spacecraft and ground system designs. The resulting spacecraft/ground system design is an example of how new ideas and philosophies can be incorporated into existing systems and design approaches without requiring significant rework. In addition, it shows that the CCSDS telemetry standards can be successfully applied to deep-space planetary spacecraft.

  20. [Philosophy of human dignity and the ethics of psychiatry].

    PubMed

    Stoecker, Ralf

    2014-07-01

    Current moral philosophy has serious problems with the concept of human dignity. Although it seems to be an almost inevitable ingredient of every day moral judgments, philosophers have difficulties to find an analysis of the concept that could support this central role. One way out of these difficulties consists in a closer look at the various areas where the concept is used so widely and naturally, in the attempt to extract inductively an adequate understanding of human dignity from these contexts. In the article, this strategy is used to glean features of human dignity from the history of psychiatry, condense them into a plausible understanding of human dignity and finally sketch some practical implications for modern psychiatric ethics. PMID:24983571

  1. Sociology, history, and philosophy in the Research Quarterly.

    PubMed

    Sage, George H; Dyreson, Mark S; Kretchmar, R Scott

    2005-06-01

    The accounts of our subdiscipline's contributions to The Research Quarterly are similar. Sociology, history, and philosophy operate at some distance from the biological sciences. The research methods used by scholars in each of our domains address distinctive issues related to objectivity and, thus, validity. Our contributions to The Research Quarterly have been modest, numbering about 240 articles, or slightly over 3 per volume. In short, we have enjoyed only a minority presence in The Research Quarterly during its 75 years of existence. Our stories, however, also diverge in important ways. Our research methods are different, and our relationships with our parent disciplines are not the same. In addition, our perceptions of The Research Quarterly as a potential repository for our respective publications vary considerably. PMID:16122133

  2. Dreaming as inspiration evidence from religion, philosophy, literature, and film.

    PubMed

    Bulkeley, Kelly

    2010-01-01

    This paper presents evidence from the history of religion, philosophy, literature, and film to suggest that dreaming is a primal wellspring of creative inspiration. Powerful, reality-bending dreams have motivated the cultural creativity of people all over the world and throughout history. Examples include the dream revelations of Egyptian Pharaohs, the philosophical insights of Socrates, the dark literary themes of Fyodor Dostoevsky, and the cinematic artistry of Akira Kurusawa. Although the conclusions that can be drawn from these sources are limited by several methodological factors, the evidence gives contemporary researchers good reasons to explore the creative potentials of dreaming and the impact on waking life behavior of certain types of extraordinary dream experience. PMID:20870061

  3. Data Fabrication and Falsification and Empiricist Philosophy of Science

    PubMed Central

    Resnik, David B.

    2014-01-01

    Scientists have rules pertaining to data fabrication and falsification that are enforced with significant punishments, such as loss of funding, termination of employment, or imprisonment. These rules pertain to data that describe observable and unobservable entities. In this commentary I argue that scientists would not adopt rules that impose harsh penalties on researchers for data fabrication or falsification unless they believed that an aim of scientific research is to develop true theories and hypotheses about entities that exist, including unobservable ones. This argument presents a challenge for constructive empiricists, such as van Fraassen. Constructive empiricists need to be able to explain why rules pertaining to data fabrication and falsification do not threaten their philosophy of science. PMID:23982326

  4. Buying Health: The Costs of Commercialism and an Alternative Philosophy

    PubMed Central

    Churchill, Larry R.; Churchill, Shelley C.

    2013-01-01

    This paper argues that commercial forces have steadily encroached into our understanding of medicine and health in modern industrial societies. The impact on the delivery of personal medical services and on common ideas about food and nutrition is profound and largely deleterious to public health. A key component of commercialization is reductionism of medical services, health products and nutritional components into small, marketable units. This reductive force makes both medical services and nutritional components more costly and is corrosive to more holistic concepts of health. We compare commercial and holistic approaches to nutrition in detail and offer an alternative philosophy. Adopting this alternative will require sound public policies that rely less on marketing as a distribution system and that enfranchise individuals to be reflective on their use of medical services, their food and nutrition choices, and their larger health needs. PMID:24596842

  5. Daisaku Ikeda and Value-Creative Dialogue: A New Current in Interculturalism and Educational Philosophy

    ERIC Educational Resources Information Center

    Goulah, Jason

    2012-01-01

    This article focuses on Daisaku Ikeda's (1928- ) philosophy and practice of intercultural dialogue--what I call "value-creative dialogue"--as a new current in interculturalism and educational philosophy and theory. I use excerpts from Ikeda's writings to consider two aspects of his approach to dialogue. First, I locate his approach…

  6. The Influence of Confucian Philosophy on Adult Learners Who Come from Confucian- Influenced Societies

    ERIC Educational Resources Information Center

    Chuang, Szu-Fang

    2007-01-01

    This paper reviews the literature on Confucian philosophy in general and explores its influences on adult learners who come from Confucian-influenced societies. The Confucian philosophy is reviewed to four principles and found to have a strong influence on Confucian adults in learning. The implication of findings and recommendations are discussed.…

  7. The Philosophy of Chemistry as a New Resource for Chemistry Education

    ERIC Educational Resources Information Center

    Lombardi, Olimpia; Labarca, Martin

    2007-01-01

    The philosophy of chemistry has offered new tools that can guide educators in deciding how to balance descriptive and theoretical chemistry. The philosophy of chemistry has positive effects on the way that chemistry is taught and learned and it also leads educators to reach a better understanding of their own scientific discipline.

  8. Philosophy of Education in the UK: The Historical and Contemporary Tradition

    ERIC Educational Resources Information Center

    Oancea, Alis; Bridges, David

    2009-01-01

    Questions of a philosophical nature are central to every significant debate in the field of educational theory, policy, practice and research. Of all disciplines, philosophy is perhaps the one in which "analysis, argumentation and critique" are given most central, systematic and comprehensive attention. In addition, philosophy is connected with…

  9. 2007 Kneller Lecture, AESA Getting Lost: Social Science and/as Philosophy

    ERIC Educational Resources Information Center

    Lather, Patti

    2009-01-01

    This article probes how philosophical structures are immanent in empirical work and how philosophy might be understood when it is within the precincts of science. My interest is in both opening philosophy to disruption by a science that knows itself as inside history and opening science to the costs of its inability to tolerate the necessary lack…

  10. Proceedings of the Philosophy Colloquia, Winter/Spring 1974; Council for Philosophic Studies.

    ERIC Educational Resources Information Center

    Skagit Valley Coll., Mount Vernon, WA.

    Summaries are provided of three colloquiums conducted at Skagit Valley College in February, March, and May 1974. A paper on "The Role of Philosophy at a Community College," by Valeria A. Simmons is also included. The colloquiums addressed the following topics: Coping with Certain Transfer Problems of Philosophy Majors from Public Community…

  11. The Contemporary Development of Philosophy of Education in Mainland China and Taiwan

    ERIC Educational Resources Information Center

    Shenghong, Jin; Dan, Jau-wei

    2004-01-01

    This article introduces and analyses recent developments in philosophy of education in mainland China and Taiwan. Though Confucianism has very rich insights into education, philosophy of education as a discipline came to China only around 100 years ago. It reached its first climax in the 1920s and 1930s, but then went into decline for nearly half…

  12. Can Deweyan Pragmatist Aesthetics Provide a Robust Framework for the Philosophy for Children Programme?

    ERIC Educational Resources Information Center

    Oral, Sevket Benhur

    2013-01-01

    In this paper, I argue that Dewey's pragmatist aesthetics, and in particular, his concept of "consummatory experience", should be engaged anew to rethink the merits of the Philosophy for Children (PFC) programme, which arose in the 1970s in the US as an innovative educational programme that aims to use philosophy to help school children (aged…

  13. Mathematics, Education, and Philosophy: An International Perspective. Studies in Mathematics Education Series: 3.

    ERIC Educational Resources Information Center

    Ernest, Paul, Ed.

    This book illustrates the breadth of theoretical and philosophical perspectives that can be brought to bear on mathematics and education. Part 1, "Reconceptualizing the Philosophy of Mathematics," contains the following chapters: (1) "Fresh Breezes in the Philosophy of Mathematics" (R. Hersh); (2) What Can the Sociologist of Knowledge Say About 2…

  14. "Major" Changes toward Philosophy and Theology: Interpreting a Recent Trend for Millennials in Catholic Higher Education

    ERIC Educational Resources Information Center

    Horan, Daniel P.; Cidade, Melissa A.

    2011-01-01

    This study examines emerging trends among those members of the Millennial generation who have dedicated a significant portion of their young-adult lives to the study of philosophy and theology at Catholic colleges and universities. Our analyses suggest that the number and percentage of Millennial undergraduates who earned degrees in philosophy or…

  15. The Doing of Philosophy in the Music Class: Some Practical Considerations--Response to Bennett Reimer

    ERIC Educational Resources Information Center

    Reichling, Mary J.

    2005-01-01

    A reply to Bennett Reimer's "The Doing of Philosophy in the Music Class: Some Practical Considerations" is presented. How the author of this article responds to Reimer's challenge depends in part on how they define philosophy in this context. Their thinking about music occurs in at least two different ways. She suggests that music possesses both…

  16. Philosophy of Technology Assumptions in Educational Technology Leadership: Questioning Technological Determinism

    ERIC Educational Resources Information Center

    Webster, Mark David

    2013-01-01

    Scholars have emphasized that decisions about technology can be influenced by philosophy of technology assumptions, and have argued for research that critically questions technological determinist assumptions. Empirical studies of technology management in fields other than K-12 education provided evidence that philosophy of technology assumptions,…

  17. Reflections on Peters' View of the Nature and Purpose of Work in Philosophy of Education

    ERIC Educational Resources Information Center

    Aspin, D. N.

    2013-01-01

    In this article I describe the analytic approach adopted by Peters, his colleagues and followers of the "London line" in the 1960s and 1970s and argue that, even in those times, other approaches to philosophy of education were being valued and practised. I show that Peters and his colleagues later became aware of the need for philosophy of…

  18. 21st Century African Philosophy of Adult and Human Resource Education in Southern Africa

    ERIC Educational Resources Information Center

    Mutamba, Charlene

    2012-01-01

    This paper will attempt to define a philosophy of adult education for the purpose of workforce development in Southern Africa. The different influences such as Ubuntu and communalism, indigenous education, diversity western philosophy, globalization and technology are explored in the context of the Southern African region.

  19. Tradition and Modernization: Siting Philosophy for Children within the African Outlook

    ERIC Educational Resources Information Center

    Ndofirepi, Amasa Philip; Cross, Michael

    2016-01-01

    In this philosophical paper, we investigate the project of doing philosophy with children in Africa. While the philosophy for children program has its roots in the Anglo-Saxon world, we contend that it can sit well in Africa if given an African outlook. We challenge Eurocentric specialists, who are attempting a wholesale introduction of the…

  20. What Is Philosophy for Children? From an Educational Experiment to Experimental Education

    ERIC Educational Resources Information Center

    Vansieleghem, Nancy

    2014-01-01

    Philosophy seems to have gained solid ground in the hearts and minds of educational researchers and practitioners. We critique Philosophy for Children as an experimental programme aimed at improving children's thinking capacity, by questioning the concept of critique itself. What does it mean when an institutional framework like the school…

  1. Getting the Distance Right: Ideal and Nonideal Theory in Philosophy of Education

    ERIC Educational Resources Information Center

    Shuffelton, Amy B.

    2015-01-01

    When the debate over the value of ideal and nonideal theory crosses from political philosophy into philosophy of education, do the implications of the debate shift, and, if so, how? In this piece, Amy Shuffelton considers the premise that no normative political theory, ideal or nonideal, is of any use to human beings unless it can be affiliated…

  2. Counter-Colonial and Philosophical Claims: An Indigenous Observation of Western Philosophy

    ERIC Educational Resources Information Center

    Mika, Carl

    2015-01-01

    Providing an indigenous opinion on anything is a difficult task. To be sure, there is a multitude of possible indigenous responses to dominant Western philosophy. My aim in this paper is to assess dominant analytic Western philosophy in light of the general insistence of most indigenous authors that indigenous metaphysics is holistic, and to make…

  3. "Plays Well with Others": The Engagement of Philosophy of Education with Other Educational Research

    ERIC Educational Resources Information Center

    Ruitenberg, Claudia

    2014-01-01

    This essay takes up John White's argument for an engagement and collaboration of philosophy of education with other disciplines, and in particular with other forms of educational research. It examines the benefits and risks of "situated" or "embedded" philosophy as well as Hannah Arendt's claims about the separation…

  4. Developing a Successful Coaching Philosophy: A Step-by-Step Approach

    ERIC Educational Resources Information Center

    Van Mullem, Pete; Brunner, Dave

    2013-01-01

    The coaching profession demands a high level of accountability and responsibility for the coach. Challenged to achieve success on the scoreboard and promote the positive personal growth of the athlete, a coach seeks guidance from their coaching philosophy. A coaching philosophy is built on a set of standards by which a coach influences, teaches,…

  5. The Essay as a Pedagogical Form: Teacher Education and Stanley Cavell's Ordinary Language Philosophy

    ERIC Educational Resources Information Center

    Kwak, Duck-Joo

    2011-01-01

    Background/Context: The view of philosophy of education as "practical philosophy" initiated by Wilfred Carr has been a focus of recent educational discourses. What "practical" means here is closely associated with the educative aspect of "philosophical practice" itself. This article attempts to explore another educative aspect of philosophical…

  6. The Effect of the Adoption of the Quality Philosophy by Teachers on Student Achievement

    ERIC Educational Resources Information Center

    Sandifer, Cody Clark

    2009-01-01

    The purpose of this study was to determine if the adoption of the Deming philosophy by teachers and use of the LtoJ[R] process resulted in greater academic achievement. Results of internal consistency analysis indicated that the instrument, the "Commitment to Quality Inventory for Educators," was a reliable measure of the Deming philosophy for…

  7. The Nature of Science: A Perspective from the Philosophy of Science.

    ERIC Educational Resources Information Center

    Eflin, Juli T.; Glennan, Stuart; Reisch, George

    1999-01-01

    Criticizes the methods and assumptions of a study that attempted to determine a standard list of tenets for the Nature of Science via statistical sampling of members of the Philosophy of Science Association (PSA). Provides a taxonomy of philosophic issues and suggests some roles for philosophy of science in science teaching and science-teacher…

  8. "This Is My Truth, Tell Me Yours". Deconstructive Pragmatism as a Philosophy for Education

    ERIC Educational Resources Information Center

    Biesta, Gert

    2010-01-01

    One way to characterise pragmatism is to see it as a philosophy that placed communication at the heart of philosophical, educational and political thinking. Whereas the shift from consciousness to communication can be seen as a major innovation in modern philosophy, it is not without problems. This article highlights some of these problems and…

  9. The Philosophy of Information as an Underlying and Unifying Theory of Information Science

    ERIC Educational Resources Information Center

    Tomic, Taeda

    2010-01-01

    Introduction: Philosophical analyses of theoretical principles underlying these sub-domains reveal philosophy of information as underlying meta-theory of information science. Method: Conceptual research on the knowledge sub-domains in information science and philosophy and analysis of their mutual connection. Analysis: Similarities between…

  10. Integrating Philosophy for Children and Young Adults into the Public Schools: Tales from Long Beach, California

    ERIC Educational Resources Information Center

    Goering, Sara; Whittaker, Debbie

    2007-01-01

    In this article we describe our experiences in developing and expanding a philosophy in the schools program in Long Beach, California. We point to similarities and differences between our program and other philosophy for children programs, and describe the concerns and growing pains our program has experienced in its first seven years of…

  11. The Philosophy of Physical Education and Sport from Ancient Times to the Enlightenment

    ERIC Educational Resources Information Center

    Demirel, Duygu Harmandar; Yildiran, Ibrahim

    2013-01-01

    As an academic discipline, the philosophy of sport has been in existence for a relatively short period. Although the philosophy of sport as an academic endeavour is relatively young, the philosophical view of sport itself is not new. Although sport was a major activity according to the Greeks and Romans, it lost its importance during the Middle…

  12. Promotion of Cultural Content Knowledge through the Use of the History and Philosophy of Science

    ERIC Educational Resources Information Center

    Galili, Igal

    2012-01-01

    Historical excurse was suggested as a beneficial form of using the history and philosophy of science in the modules of learning materials developed within the History and Philosophy in Science Teaching project. The paper briefly describes the theoretical framework of the produced modules, addressing ontological and epistemological aspects of…

  13. Measuring Business Teachers' Educational Philosophies: An Exploratory, Cross-National Study.

    ERIC Educational Resources Information Center

    Lupton, Robert A.; Braunstein, Lori

    2002-01-01

    A comparative study was conducted to identify the educational philosophies of 33 U.S. and 23 Slovakian business educators. Slovakian teachers overall tended to be more favorable about their educational philosophies than their U.S. counterparts. Both valued a student-centered orientation to teaching. (Contains 15 references.) (JOW)

  14. Case Studies, Ethics, Philosophy, and Liberal Learning for the Management Profession

    ERIC Educational Resources Information Center

    Rendtorff, Jacob Dahl

    2015-01-01

    Case studies can be an important methodology for ethics and philosophy in humanistic management and liberal education as well as in the social sciences because they integrate a deeper, reflective, philosophical, and ethical understanding of the organization. A case study approach based on philosophy of management contributes to putting into…

  15. Sharing Outsider Thinking: Thinking (Differently) with Deleuze in Educational Philosophy and Curriculum Inquiry

    ERIC Educational Resources Information Center

    Sellers, Warren; Gough, Noel

    2010-01-01

    This essay performs a number of our collaborative responses to thinking (differently) with Deleuze in educational philosophy and curriculum inquiry. Deleuze "and Guattari" have inspired each of us in distinctive ways. Single-authored products include a series of narrative experiments or "rhizosemiotic play" in writing educational philosophy and…

  16. This Is (Not) a Philosopher: On Educational Philosophy in an Age of Psychologisation

    ERIC Educational Resources Information Center

    Vansieleghem, Nancy

    2013-01-01

    Nowadays there is a renewed interest in philosophy as art-of-living. Several prominent authors have pointed out the return of the notion of the good life in philosophy, particularly understood as a form of normative ethics. Questions such as: how should I live have been taken up as a resistance against the dominances of a neo-liberal discourse in…

  17. Philosophy and the Value of Education: A Reply to John Wilson.

    ERIC Educational Resources Information Center

    Muir, J. R.

    1999-01-01

    The author replies to John Wilson's comments on his paper "Political Doctrine, Philosophy, and the Value of Education: The Legacy of Isocrates and the Socratic Alternative." The author argues that he does not attempt to identify philosophy with the concept of education, and that Wilson has misrepresented the author's view of the content of…

  18. Peirce's Philosophy of Mathematical Education: Fostering Reasoning Abilities for Mathematical Inquiry

    ERIC Educational Resources Information Center

    Campos, Daniel G.

    2010-01-01

    I articulate Charles S. Peirce's philosophy of mathematical education as related to his conception of mathematics, the nature of its method of inquiry, and especially, the reasoning abilities required for mathematical inquiry. The main thesis is that Peirce's philosophy of mathematical education primarily aims at fostering the development of the…

  19. Developing Epistemologically Empowered Teachers: Examining the Role of Philosophy of Chemistry in Teacher Education

    ERIC Educational Resources Information Center

    Erduran, Sibel; Bravo, Agustin Aduriz; Naaman, Rachel Mamlok

    2007-01-01

    History and philosophy of science have been widely promoted in science teacher education for several decades. However the application of themes from philosophy of science in science teacher education has been rather broad and not particular relative to the domain-specific features of the science in question. The purpose of this paper is to…

  20. The Understanding of Curriculum Philosophy among Trainee Teachers in Regards to Soft Skills Embedment

    ERIC Educational Resources Information Center

    Hassan, Aminuddin; Maharoff, Marina

    2014-01-01

    Curriculum philosophy may assist in learning practices that coincide with the philosophy of educational institution and community. This study was aimed to understand how the teacher trainees who pursued Bachelor of Teaching (PISMP) understand the embedment of soft skills into learning activities for core courses in Malaysian Institutes of Teacher…

  1. What Does Philosophy Have to Offer Education, and Who Should Be Offering It?

    ERIC Educational Resources Information Center

    Wortham, Stanton

    2011-01-01

    In this review essay Stanton Wortham explores how philosophy of education should both turn inward, engaging with concepts and arguments developed in academic philosophy, and outward, encouraging educational publics to apply philosophical approaches to educational policy and practice. He develops his account with reference to two recent ambitious…

  2. Proceedings of the Midwest Philosophy of Education Society, 1997-1998.

    ERIC Educational Resources Information Center

    Oliker, Michael A., Ed.; Blacker, David, Ed.; Cunningham, Craig, Ed.; Stark, Thomas I., Ed.

    These proceedings are composed of the papers presented at the 1997 and 1998 Annual Meetings of the Midwest Philosophy of Education Society. The 1997 papers include: "The Role of Cognitive Science in Philosophy of Education" (Jerome A. Popp); "On Accountability and Accreditation in Teacher Education: A Plea for Alternatives" (Gary D.…

  3. Balancing Play, Meaning and Reality: The Design Philosophy of LEVEE PATROLLER

    ERIC Educational Resources Information Center

    Harteveld, Casper; Guimaraes, Rui; Mayer, Igor S.; Bidarra, Rafael

    2010-01-01

    Most serious games have been developed without a proper and comprehensive design theory. To contribute to the development of such a theory, this article presents the underlying design philosophy of LEVEE PATROLLER, a game to train levee patrollers in the Netherlands. This philosophy stipulates that the design of a digital serious game is a…

  4. Opening Teachers' Minds to Philosophy: The Crucial Role of Teacher Education

    ERIC Educational Resources Information Center

    Knight, Sue; Collins, Carol

    2014-01-01

    Why has the "Philosophy for Children" movement failed to make significant educational inroads in Australia, given the commitment and ongoing efforts of philosophers and educators alike who have worked hard in recent decades to bring philosophy to our schools? In this article we single out one factor as having particular importance,…

  5. Environmental testing philosophy for a Sandia National Laboratories small satellite project

    SciTech Connect

    Cap, J.S.; Rackley, N.G.

    1996-03-01

    Sandia National Laboratories is the system integrator on a small satellite project. Following the intent of the NASA GEVS document, an integrated test philosophy was formulated to certify the satellite for flight. The purpose of this paper is to present that philosophy.

  6. Philosophy of Education as an Academic Discipline in Turkey: The Past and the Present

    ERIC Educational Resources Information Center

    Under, Hasan

    2008-01-01

    This article aims to present the past and present state and future possibilities of philosophy of education as an academic discipline in Turkey as related to teacher training programs and academic studies in higher education institutions. It takes philosophy of education as consisting of the approaches that have emerged in its history. It has come…

  7. Teaching Style Preferences and Educational Philosophy of Teacher Education Faculty at a State University

    ERIC Educational Resources Information Center

    Fries, Cindi H.

    2012-01-01

    Scope and Method of Study: An educational philosophy and teaching style provide a foundation for understanding and for guiding guide decisions about curriculum, teacher-learner relationship and professional practice. The purpose of this descriptive quantitative study was to describe the educational philosophies and teaching styles of the teacher…

  8. Environmental philosophy 2.0: ethics and conservation biology for the 21st century.

    PubMed

    Odenbaugh, Jay

    2014-03-01

    In this essay, I critically engage Sahotra Sarkar's Environmental Philosophy. The several topics include the conceptual foundations of conservation biology and traditional philosophy of science, naturalism and its implications, and ethical theory and specifically the status of human welfare. PMID:24315772

  9. Adult Education Philosophies Practiced by Agricultural Education Teachers in Pennsylvania, Virginia, and West Virginia.

    ERIC Educational Resources Information Center

    Boone, Harry N.; Gartin, Stacy A.; Wright, Crystal B.; Lawrence, Layle D.; Odell, Kerry S.

    2002-01-01

    Responses from 118 of 314 secondary agriculture teachers indicated that three-fourths teach adults; about two-thirds identified with the progressive education philosophy, 21% with behaviorism; nearly half had no formal training in teaching adults. Effect size results suggest they may not have clearly defined adult education philosophies. (Contains…

  10. The Ideology of the American Dream: Two Competing Philosophies in Education, 1776-2006

    ERIC Educational Resources Information Center

    Beach, J. M.

    2007-01-01

    This article puts forth 2 competing notions of the American Dream, 1 radical and 1 conservative (both put forth by Thomas Jefferson), as the basis for 2 competing public philosophies of American democracy and education. This article traces out the ecology of inequality that has determined the context of these 2 competing public philosophies,…

  11. Testing Philosophy for ARIANE 5 Structures Qualification Through Recent Examples

    NASA Astrophysics Data System (ADS)

    Louaas, E.; Chemoul, B.; Mourey, P.

    2004-08-01

    The Ariane5 structures qualification methodology has recently been improved especially in the frame of low frequency dynamic environments encountered during Ariane flights. For example, the 3D dynamic behaviour of the launcher taking into account all possible load cases at a given moment during flight, obliged us to modify our dynamic dimensioning rules so as to combine excitations coming from different launcher's axes: lateral and longitudinal. Therefore, standard monoaxial sine tests are no more considered as "direct qualifying tests". On top of that, more and more non linear systems are integrated in the launcher's stages. The objective is either to reduce the dynamic stresses locally (i.e. by using dampers or mechanical filters in order to prevent high amplification factors) or, to optimise the dynamic behaviour at the "system" launcher level (i.e.: the liquid oxygen tank friction damper system of Ariane new upper stage which has been developed in order to reduce the dynamic levels on the spacecrafts). The dynamic models have been improved consequently. And the dynamic tests, at different levels (several and single stages levels, elementary level), are necessary to validate these dynamic models including nonlinear elements. This paper presents, through some examples, the testing philosophy for Ariane5 structures qualification. It will show the necessary links between tests and theoretical models approaches. Vibration environments will mainly be covered. Nevertheless, acoustic and static testing philosophy for qualification will also be briefly mentioned. For these later cases, the mathematical models are necessary to justify the test configuration by providing correction factors so as to cover the different effects: adjacent structures, loading conditions, thermal gradients, temperatures, pressure... At the very end of the qualification process, the first flight results must validate the methodology. For that, the flight measurement plan is particularly

  12. Notes on a Few Issues in the Philosophy of Psychiatry*

    PubMed Central

    Singh, Ajai R.; Singh, Shakuntala A.

    2009-01-01

    The first part called the Preamble tackles: (a) the issues of silence and speech, and life and disease; (b) whether we need to know some or all of the truth, and how are exact science and philosophical reason related; (c) the phenomenon of Why, How, and What; (d) how are mind and brain related; (e) what is robust eclecticism, empirical/scientific enquiry, replicability/refutability, and the role of diagnosis and medical model in psychiatry; (f) bioethics and the four principles of beneficence, non-malfeasance, autonomy, and justice; (g) the four concepts of disease, illness, sickness, and disorder; how confusion is confounded by these concepts but clarity is imperative if we want to make sense out of them; and how psychiatry is an interim medical discipline. The second part called The Issues deals with: (a) the concepts of nature and nurture; the biological and the psychosocial; and psychiatric disease and brain pathophysiology; (b) biology, Freud and the reinvention of psychiatry; (c) critics of psychiatry, mind-body problem and paradigm shifts in psychiatry; (d) the biological, the psychoanalytic, the psychosocial and the cognitive; (e) the issues of clarity, reductionism, and integration; (f) what are the fool-proof criteria, which are false leads, and what is the need for questioning assumptions in psychiatry. The third part is called Psychiatric Disorder, Psychiatric Ethics, and Psychiatry Connected Disciplines. It includes topics like (a) psychiatric disorder, mental health, and mental phenomena; (b) issues in psychiatric ethics; (c) social psychiatry, liaison psychiatry, psychosomatic medicine, forensic psychiatry, and neuropsychiatry. The fourth part is called Antipsychiatry, Blunting Creativity, etc. It includes topics like (a) antipsychiatry revisited; (b) basic arguments of antipsychiatry, Szasz, etc.; (c) psychiatric classification and value judgment; (d) conformity, labeling, and blunting creativity. The fifth part is called The Role of Philosophy

  13. Philosophy of Education as an Exercise in Thought: To Not Forget Oneself when "Things Take Their Course"

    ERIC Educational Resources Information Center

    Masschelein, Jan

    2011-01-01

    Starting from a distinction between a critical and an ascetic tradition in philosophy and taking into account their different stances towards the present, the article proposes a practice of philosophy of education within the ascetic tradition. In this tradition, the work of philosophy is in the first place a work on the self--that is, "putting…

  14. Dialogic Practice in Primary Schools: How Primary Head Teachers Plan to Embed Philosophy for Children into the Whole School

    ERIC Educational Resources Information Center

    Lyle, Sue; Thomas-Williams, Junnine

    2012-01-01

    The Philosophy for Children in Schools Project is an ongoing research project to explore the impact of philosophy for children (P4C) on classroom practice. This paper reports on the responses of head teachers, teachers and local educational authority (LA) officers in South Wales, UK, to the initial training programme in Philosophy for Children…

  15. A View on the Future of an International Philosophy of Music Education: A Plea for a Comparative Strategy

    ERIC Educational Resources Information Center

    Nielsen, Frede V.

    2006-01-01

    In this article, the author, a member of the International Society for the Philosophy of Music Education (ISPME), shares his views on the future of the "philosophy of music education." According to him, the "philosophy of music education" can be and is, many different things. He argues that the ISPME should develop an open and accommodating, but…

  16. Newcomers and Old-Timers: Educational Philosophies-in-Action of Parent Volunteers in a Community of Learners School.

    ERIC Educational Resources Information Center

    Matusov, Eugene; Rogoff, Barbara

    2002-01-01

    Observed the philosophies-in-action of new versus experienced parent volunteers in a community of learners elementary school, examining three philosophies-in-action: collaborating with students, directing them, and treating them in a laissez-faire fashion. Newcomers were more likely to apply a one-sided philosophy-in-action, while experienced…

  17. Using History and Philosophy of Science to Promote Students' Argumentation

    NASA Astrophysics Data System (ADS)

    Archila, Pablo Antonio

    2015-11-01

    This article describes the effect of a teaching-learning sequence (TLS) based on the discovery of oxygen in promoting students' argumentation. It examines the written and oral arguments produced by 63 high school students (24 females and 39 males, 16-17 years old) in France during a complete TLS supervised by the same teacher. The data used in this analysis was derived from students' written responses, audio and video recordings, and written field notes. The first goal of this investigation was to provide evidence that an approach combining history and philosophy of science and argumentation could increase students' awareness of the relevance of experimentation and communication to scientific progress. The second goal was to assess the effectiveness of the TLS to engage students in argumentative classroom interactions (such as debates) relating to the discovery of oxygen at the end of the 18th century. The findings show that this historical case can be useful for promoting students' argumentation and is also appropriate for high school students. Future research should include students of other ages, other historical episodes and experiences in other parts of the world.

  18. Toward a Philosophy and Theory of Volumetric Nonthermal Processing.

    PubMed

    Sastry, Sudhir K

    2016-06-01

    Nonthermal processes for food preservation have been under intensive investigation for about the past quarter century, with varying degrees of success. We focus this discussion on two volumetrically acting nonthermal processes, high pressure processing (HPP) and pulsed electric fields (PEF), with emphasis on scientific understanding of each, and the research questions that need to be addressed for each to be more successful in the future. We discuss the character or "philosophy" of food preservation, with a question about the nature of the kill step(s), and the sensing challenges that need to be addressed. For HPP, key questions and needs center around whether its nonthermal effectiveness can be increased by increased pressures or pulsing, the theoretical treatment of rates of reaction as influenced by pressure, the assumption of uniform pressure distribution, and the need for (and difficulties involved in) in-situ measurement. For PEF, the questions include the rationale for pulsing, difficulties involved in continuous flow treatment chambers, the difference between electroporation theory and experimental observations, and the difficulties involved in in-situ measurement and monitoring of electric field distribution. PMID:27149642

  19. Fundamental awareness: A framework for integrating science, philosophy and metaphysics.

    PubMed

    Theise, Neil D; Kafatos, Menas C

    2016-01-01

    The ontologic framework of Fundamental Awareness proposed here assumes that non-dual Awareness is foundational to the universe, not arising from the interactions or structures of higher level phenomena. The framework allows comparison and integration of views from the three investigative domains concerned with understanding the nature of consciousness: science, philosophy, and metaphysics. In this framework, Awareness is the underlying reality, not reducible to anything else. Awareness and existence are the same. As such, the universe is non-material, self-organizing throughout, a holarchy of complementary, process driven, recursive interactions. The universe is both its own first observer and subject. Considering the world to be non-material and comprised, a priori, of Awareness is to privilege information over materiality, action over agency and to understand that qualia are not a "hard problem," but the foundational elements of all existence. These views fully reflect main stream Western philosophical traditions, insights from culturally diverse contemplative and mystical traditions, and are in keeping with current scientific thinking, expressible mathematically. PMID:27489576

  20. Space Vehicle Powerdown Philosophies Derived from the Space Shuttle Program

    NASA Technical Reports Server (NTRS)

    Willsey, Mark; Bailey, Brad

    2011-01-01

    In spaceflight, electrical power is a vital but limited resource. Almost every spacecraft system, from avionics to life support systems, relies on electrical power. Since power can be limited by the generation system s performance, available consumables, solar array shading, or heat rejection capability, vehicle power management is a critical consideration in spacecraft design, mission planning, and real-time operations. The purpose of this paper is to capture the powerdown philosophies used during the Space Shuttle Program. This paper will discuss how electrical equipment is managed real-time to adjust the overall vehicle power level to ensure that systems and consumables will support changing mission objectives, as well as how electrical equipment is managed following system anomalies. We will focus on the power related impacts of anomalies in the generation systems, air and liquid cooling systems, and significant environmental events such as a fire, decrease in cabin pressure, or micrometeoroid debris strike. Additionally, considerations for executing powerdowns by crew action or by ground commands from Mission Control will be presented. General lessons learned from nearly 30 years of Space Shuttle powerdowns will be discussed, including an in depth case-study of STS-117. During this International Space Station (ISS) assembly mission, a failure of computers controlling the ISS guidance, navigation, and control system required that the Space Shuttle s maneuvering system be used to maintain attitude control. A powerdown was performed to save power generation consumables, thus extending the docked mission duration and allowing more time to resolve the issue.

  1. Recasting particle physics by entangling physics, history and philosophy

    NASA Astrophysics Data System (ADS)

    Bertozzi, Eugenio; Levrini, Olivia

    2016-05-01

    -1The paper presents the design process we followed to recast particle physics so as to make it conceptually relevant for secondary school students. In this design process, the concept of symmetry was assumed as core-idea because of its structural and foundational role in particle physics, its crosscutting character and its epistemological and philosophical value. The first draft of the materials was tested in a pilot-study which involved 19 students of a regular class (grade 13) of an Italian school. The data analysis showed that the students were in their "regime of competence" for grasping subtle nuances of the materials and for providing important hints for revising them. In particular, students' reactions brought into light the need of clarifying the "foundational" character that symmetry attained in twentieth-century physics. The delicate step of re-thinking the materials required the researchers to articulate the complex relationship between researches on physics teaching, history and philosophy of physics. This analytic phase resulted in a version of the materials which implies the students to be guided to grasp the meaning of symmetry as normative principle in twentieth-century physics, throughout the exploration of the different meanings assumed by symmetry over time. The whole process led also to the production of an essential, on-line version, of the materials targeted to a wider audience.

  2. Philosophy of organ donation: Review of ethical facets

    PubMed Central

    Dalal, Aparna R

    2015-01-01

    Transplantation ethics is a philosophy that incorporates systematizing, defending and advocating concepts of right and wrong conduct related to organ donation. As the demand for organs increases, it is essential to ensure that new and innovative laws, policies and strategies of increasing organ supply are bioethical and are founded on the principles of altruism and utilitarianism. In the field of organ transplantation, role of altruism and medical ethics values are significant to the welfare of the society. This article reviews several fundamental ethical principles, prevailing organ donation consent laws, incentives and policies related to the field of transplantation. The Ethical and Policy Considerations in Organ Donation after Circulatory Determination of Death outline criteria for death and organ retrieval. Presumed consent laws prevalent mostly in European countries maintain that the default choice of an individual would be to donate organs unless opted otherwise. Explicit consent laws require organ donation to be proactively affirmed with state registries. The Declaration of Istanbul outlines principles against organ trafficking and transplant tourism. World Health Organization’s Guiding Principles on Human Cell, Tissue and Organ Transplantation aim at ensuring transparency in organ procurement and allocation. The ethics of financial incentives and non-financial incentives such as incorporation of non-medical criteria in organ priority allocation have also been reviewed in detail. PMID:26131406

  3. Philosophy of biology: outline of a transcendental project.

    PubMed

    Van de Vijver, Gertrudis; Van Speybroeck, Linda; De Waele, Dani; Kolen, Filip; De Preester, Helena

    2005-01-01

    This paper analyses the actual meaning of a transcendental philosophy of biology, and does so by exploring and actualising the epistemological and metaphysical value of Kant's viewpoint on living systems. It finds inspiration in the Kantian idea of living systems intrinsically resisting objectification, but critically departs from Kant's philosophical solution in as far as it is based in a subjectivist dogmatism. It attempts to overcome this dogmatism, on the one hand by explicitly taking into account the conditions of possibility at the side of the subject, and on the other hand by embedding both the living and the knowing system into an ontology of complexly organized dynamical systems. This paper fits into the transcendental perspective in acknowledging the need to analyse the conditions of knowability, prior to the contents of what is known. But it also contributes to an expansion and an actualisation of the issue of transcendentality itself by considering the conditions of possibility at the side of the object as intrinsically linked to the conditions of possibility at the side of the subject. PMID:16049729

  4. Fundamental awareness: A framework for integrating science, philosophy and metaphysics

    PubMed Central

    Theise, Neil D.; Kafatos, Menas C.

    2016-01-01

    ABSTRACT The ontologic framework of Fundamental Awareness proposed here assumes that non-dual Awareness is foundational to the universe, not arising from the interactions or structures of higher level phenomena. The framework allows comparison and integration of views from the three investigative domains concerned with understanding the nature of consciousness: science, philosophy, and metaphysics. In this framework, Awareness is the underlying reality, not reducible to anything else. Awareness and existence are the same. As such, the universe is non-material, self-organizing throughout, a holarchy of complementary, process driven, recursive interactions. The universe is both its own first observer and subject. Considering the world to be non-material and comprised, a priori, of Awareness is to privilege information over materiality, action over agency and to understand that qualia are not a “hard problem,” but the foundational elements of all existence. These views fully reflect main stream Western philosophical traditions, insights from culturally diverse contemplative and mystical traditions, and are in keeping with current scientific thinking, expressible mathematically. PMID:27489576

  5. A first course in the history and philosophy of science

    NASA Astrophysics Data System (ADS)

    Forinash, Kyle; Rumsey, William D.

    2000-09-01

    A philosopher (WR) and a physicist (KF) have been team teaching a history and philosophy of science course every other year over the past twelve years at Indiana University Southeast. Our approach has been to spend about half the semester talking about the development of the Sun-centred system of Copernicus, covering some important developments in astronomy and physics during the period from Copernicus until Newton's death. The second half of the course examines modern views of scientific method, the scope of scientific knowledge, and observations about science and values put forth by various philosophers (for example, Popper, Ziman, Thagard, Carnap, Hempel, Quine and others). Students are asked to write essays critiquing these philosophical views using historical examples from the earlier readings as support for their arguments. The last time we ran the course we placed the papers (anonymously) on the web and had participants in the class make suggestions to each other on improving the essays of their fellow students. We feel this was a valuable exercise and intend to try it again. Our paper includes a discussion of our method and a sample of issues raised.

  6. Philosophy, medicine and healthcare: insights from the Italian experience.

    PubMed

    Adinolfi, Paola

    2014-09-01

    To contribute to our understanding of the relationship between philosophical ideas and medical and healthcare models. A diachronic analysis is put in place in order to evaluate, from an innovative perspective, the influence over the centuries on medical and healthcare models of two philosophical concepts, particularly relevant for health: how Man perceives his identity and how he relates to Nature. Five epochs are identified--the Archaic Age, Classical Antiquity, the Middle Ages, the Modern Age, the 'Postmodern' Era--which can be seen, à la Foucault, as 'fragments between philosophical fractures'. From a historical background perspective, up to the early 1900s progress in medical and healthcare models has moved on a par with the evolution of philosophical debate. Following the Second World War, the Health Service started a series of reforms, provoked by anti-positivistic philosophical transformations. The three main reforms carried out however failed and the medical establishment remained anchored to a mechanical, reductionist approach, perfectly in line with the bureaucratic stance of the administrators. In this context, future scenarios are delineated and an anthropo-ecological model is proposed to re-align philosophy, medicine and health care. PMID:22535482

  7. Lonergan's philosophy as grounding for cross-disciplinary research.

    PubMed

    Kane, Anne

    2014-04-01

    Increasingly, nurses conduct scientific inquiry into complex health-care problems by collaborating on teams with researchers from other highly specialized fields. As cross-disciplinary research proliferates and becomes institutionalized globally, researchers will increasingly encounter the need to integrate their particular research perspectives within inquiries without sacrificing the potential contributions of their discipline-specific expertise. The work of the philosopher Bernard Lonergan (1904–1984) offers the necessary philosophical grounding. Here, I defend a role for philosophy in cross-disciplinary research and present selected ideas in Lonergan's work. These include: (1) a dynamic, normative pattern that each inquirer operates uniquely also forms the common core, or unity, in knowing; (2) the possibility of cross-disciplinary knowledge development is dependent on each researcher's consciousness of her or his attentiveness, intelligence, reasonableness, and responsibleness; and (3) shifts in researchers' viewpoints, or horizons, facilitate their collaborative inquiry and their grasp of the unity in knowing. The desire to know, shared by team members, drives their inquiry. Lonergan's stance is consistent with nursing values because it respects, but does not unconditionally privilege, any researcher or discipline. Arguments support a claim that Lonergan's perspective is well suited to guide nurse researchers participating on cross-disciplinary health research teams. PMID:24741692

  8. Panpsychic organicism: Sewall Wright's philosophy for understanding complex genetic systems.

    PubMed

    Steffes, David M

    2007-01-01

    Sewall Wright first encountered the complex systems characteristic of gene combinations while a graduate student at Harvard's Bussey Institute from 1912 to 1915. In Mendelian breeding experiments, Wright observed a hierarchical dependence of the organism's phenotype on dynamic networks of genetic interaction and organization. An animal's physical traits, and thus its autonomy from surrounding environmental constraints, depended greatly on how genes behaved in certain combinations. Wright recognized that while genes are the material determinants of the animal phenotype, operating with great regularity, the special nature of genetic systems contributes to the animal phenotype a degree of spontaneity and novelty, creating unpredictable trait variations by virtue of gene interactions. As a result of his experimentation, as well as his keen interest in the philosophical literature of his day, Wright was inspired to see genetic systems as conscious, living organisms in their own right. Moreover, he decided that since genetic systems maintain ordered stability and cause unpredictable novelty in their organic wholes (the animal phenotype), it would be necessary for biologists to integrate techniques for studying causally ordered phenomena (experimental method) and chance phenomena (correlation method). From 1914 to 1921 Wright developed his "method of path coefficient" (or "path analysis"), a new procedure drawing from both laboratory experimentation and statistical correlation in order to analyze the relative influence of specific genetic interactions on phenotype variation. In this paper I aim to show how Wright's philosophy for understanding complex genetic systems (panpsychic organicism) logically motivated his 1914-1921 design of path analysis. PMID:18175605

  9. German philosophy, Freud, and the riddle of the woman.

    PubMed

    Makari, G J

    1991-01-01

    After Kant's critique of empiricism, subjectivist epistemologies cropped up in 19th-century German philosophy. Schopenhauer argued that the true essence of every object was an irrational and sexual will. This underlying will distorted a subject's knowledge of the world. Schopenhauer's notion of this true essence was analogous to his portrayal of women; they too were natural, irrational, and instinctual. Nietzsche postulated a will-to-power that structured and hence distorted a chaotic world. That structureless "real" world Nietzsche symbolized as the essential "truth of a woman," a truth which for Nietzsche was unknowable to the desirous male philosopher. Freud, while maintaining belief in empirical truth, developed a psychology of mis-knowledge which had much in common with Schopenhauer's epistemology. His theory of transference grew from a need to explain how female patients libidinally distorted the reality of their male analysts. Conversely, Freud's later writings on women are hampered by the author's realization of his own precarious and subjective position as man trying to know woman. These counter-transferential concerns ultimately made the woman's psychological essence an unknowable riddle for Freud. PMID:2026851

  10. Philosophy of organ donation: Review of ethical facets.

    PubMed

    Dalal, Aparna R

    2015-06-24

    Transplantation ethics is a philosophy that incorporates systematizing, defending and advocating concepts of right and wrong conduct related to organ donation. As the demand for organs increases, it is essential to ensure that new and innovative laws, policies and strategies of increasing organ supply are bioethical and are founded on the principles of altruism and utilitarianism. In the field of organ transplantation, role of altruism and medical ethics values are significant to the welfare of the society. This article reviews several fundamental ethical principles, prevailing organ donation consent laws, incentives and policies related to the field of transplantation. The Ethical and Policy Considerations in Organ Donation after Circulatory Determination of Death outline criteria for death and organ retrieval. Presumed consent laws prevalent mostly in European countries maintain that the default choice of an individual would be to donate organs unless opted otherwise. Explicit consent laws require organ donation to be proactively affirmed with state registries. The Declaration of Istanbul outlines principles against organ trafficking and transplant tourism. World Health Organization's Guiding Principles on Human Cell, Tissue and Organ Transplantation aim at ensuring transparency in organ procurement and allocation. The ethics of financial incentives and non-financial incentives such as incorporation of non-medical criteria in organ priority allocation have also been reviewed in detail. PMID:26131406

  11. [Nursing knowledge: the evolution of scientific philosophies and paradigm trends].

    PubMed

    Hung, Hsuan-Man; Wang, Hui-Ling; Chang, Yun-Hsuan; Chen, Chung-Hey

    2010-02-01

    Different aspects of philosophy are derived from different paradigms that contain various main points, some of which are repeated or overlap. Belief and practice are two components of a paradigm that provide perspective and framework and lead to nursing research. Changes in healthcare have popularized empirical and evidence-based research in the field of nursing research. However, the evidence-base study approach has given rise to a certain level of debate. Until now, no standard paradigm has been established for the nursing field, as different professionals use different paradigms in their studies. Such provides certain limitations as well as advantages. The quantitative aspects of a nursing paradigm were developed by Peplau and Henderson (1950) and Orem (1980). Such remained the standard until 1990, when Guba and Parse proposed qualitative viewpoints in contextual features. Therefore, the nursing paradigm has made great contributions to the development of knowledge in nursing care, although debate continues due to incomplete knowledge attributable to the presentation of knowledge and insight within individually developed paradigms. It is better to apply multiple paradigms to different research questions. It is suggested that better communication amongst experts regarding their individual points of view would help nursing members to integrate findings within the global pool of knowledge and allow replication over multiple studies. PMID:20127624

  12. [Philosophy of psychiatry and phenomenology of everyday life: The disruptions of ordinary experience in schizophrenia].

    PubMed

    Troubé, Sarah

    2016-12-01

    The paper considers the philosophy of psychiatry from the perspective of everyday life, as a particular structure of experience. We outline some questions raised by disturbances typical of psychotic disorders with regard to a phenomenology of the everyday and common sense. As a link between philosophy and clinical psychopathology, this phenomenology implies a transcendental point of view, embedded in concrete and practical forms of ordinary experience, along with social norms. This opens the possibility of a mutual questioning between philosophy and psychiatry, drawing on its clinical, epistemological, and ethical dimensions. PMID:27550459

  13. Language and Reality. Peter Mittelstaedt's Contributions to the Philosophy of Physics

    NASA Astrophysics Data System (ADS)

    Falkenburg, Brigitte

    2010-10-01

    The article investigates the way in which Peter Mittelstaedt has been contributing to the philosophy of physics for half a century. It is shown that he pursues a path between rationalism and empiricism in the sense of Erhard Scheibe’s philosophy of the physicists. Starting from Kant’s a priori he gives a rational reconstruction of the conceptual revolutions of 20th century physics. The central topic of his philosophy of physics is the quest for semantic self-consistency, which for quantum mechanics is a hard nut to crack.

  14. An analysis of changing trends in philosophies of science on nursing theory development and testing.

    PubMed

    Silva, M C; Rothbart, D

    1984-01-01

    The effects of changing trends in philosophies of science on nursing theory development and testing are analyzed. Two philosophies of science--logical empiricism and historicism--are compared for four variables: (1) components of science, (2) conception of science, (3) assessment of scientific progress, and (4) goal of philosophy of science. These factors serve as the basis for assessing trends in the development and testing of nursing theory from 1964 to the present. The analysis shows a beginning philosophic shift within nursing theory from logical empiricism to historicism and addresses implications and recommendations for future nursing theory development and testing. PMID:6422835

  15. Payload test philosophy. [to provide confidence in Shuttle structural math models

    NASA Technical Reports Server (NTRS)

    Mayhew, D.

    1979-01-01

    Shuttle payload test philosophy is discussed with reference to testing to provide confidence in Shuttle structural math models. Particular attention is given the Shuttle quarter-scale program and the Mated Vertical Ground Vibration Test Program.

  16. John Dewey's Philosophy of Education in a Creative Approach to Foreign Language Learning.

    ERIC Educational Resources Information Center

    Anzilotti, Gloria Italiano

    1982-01-01

    Outlines John Dewey's philosophy of education and describes the Creative Drama Seminar, a method the author has developed based on Dewey's pedagogical principles for students studying English as a foreign language in an Italian university. (CFM)

  17. Philosophy, history and sociology of science: interdisciplinary relations and complex social identities.

    PubMed

    Riesch, Hauke

    2014-12-01

    Sociology and philosophy of science have an uneasy relationship, while the marriage of history and philosophy of science has--on the surface at least--been more successful I will take a sociological look at the history of the relationships between philosophy and history as well as philosophy and sociology of science. Interdisciplinary relations between these disciplines will be analysed through social identity complexity theory in oider to draw out some conclusions on how the disciplines interact and how they might develop. I will use the relationships between the disciplines as a pointer for a more general social theory of interdisciplinarity which will then be used to sound a caution on how interdisciplinary relations between the three disciplines might be managed. PMID:25571743

  18. A Pre-History of Educational Philosophy in the United States: 1861 to 1914.

    ERIC Educational Resources Information Center

    Kaminsky, James S.

    1992-01-01

    Early stages of the development of educational philosophy in the United States involved the social reform movement of the 1890s, populism, progressivism, social science, literary history, muckraking, Hull House, and the work of Herbert Spencer and John Dewey. (SK)

  19. History and Philosophy of Science as a Continuation of Science by Other Means.

    ERIC Educational Resources Information Center

    Chang, Hasok

    1999-01-01

    Argues that history and philosophy of science can investigate scientific questions that are excluded from science itself by working as a shadow discipline, complementing the specialist science in the production of knowledge about nature. Contains 16 references. (Author/WRM)

  20. Behaviorism Makes Its Debut: A Review of Lattal and Chase's Behavior Theory and Philosophy

    PubMed Central

    Zuriff, G.E

    2005-01-01

    Behavior Theory and Philosophy, masterfully edited by Lattal and Chase, is a collection of 21 papers by major behaviorists, presented and discussed at a conference on the intersection of philosophy and behavior analysis held at West Virginia University in 2000. The chapters in Part I are devoted to philosophy of science (causality, constructs, theory, explanation, reductionism) and the relations among behavior analysis and several contemporary philosophical movements (humanism, empiricism, pragmatism, selectionism, analytic philosophy). Part II examines behavior-analytic interpretations of mentalistic concepts (intention, imagination, ethics, cognition). Part III presents extensions and applications of basic research in behavior analysis (verbal behavior, creativity, development, education, disability, and corporate culture). The publication of this book signals that behaviorism has developed mature philosophical foundations.

  1. Anthropocene: Shifting Paradigms in Geoscience, Philosophy, History and Geopolitics

    NASA Astrophysics Data System (ADS)

    Maslin, M. A.; Lewis, S. L.

    2015-12-01

    The concept of the Anthropocene has created a profound paradigm shift within the scientific community that we argue will create equally important changes in philosophy, history and politics. There is general scientific agreement that human activity has been a geologically recent, yet profound, influence on the Earth System. The magnitude, variety and longevity of human-induced changes, to the lithosphere, hydrosphere, cryosphere, biosphere and atmosphere suggests that we should refer to the present, not as within the Holocene Epoch (as it is currently formally referred to), but instead as within the Anthropocene Epoch. Discussion is now centred on defining the start of the epoch using the fundamental principles of stratigraphy. These must include (i) a near permanent change to the Earth system that sets it on to a new trajectory and (ii) global changes to the Earth system recorded in a number of stratigraphic deposits worldwide to provide a correlative boundary event or marker called a Global Stratotype Section & Point (GSSP) or 'golden spike'. Using this framework we conclude that just two time-periods are likely adhere to the criteria. These are 1) the irreversible cross-ocean exchange of species alongside the globally synchronous coolest part of the Little Ice Age in the 17th century, marked by the 1610 minima of CO2 (Orbis Spike), and 2) the accelerating atmospheric, oceanic and terrestrial changes in the second half of the 20th century, referred to as the Great Acceleration and conveniently marked by the 1964 peak radionuclide fallout (Bomb Spike). We seek to clear up misconceptions and misunderstandings about geological criteria and relevant evidence that have crept into the literature. We also argue that there are multiple definitions of the Anthropocene and even if a formal definition of the Anthropocene Epoch is agreed by geoscientists, this would in no way invalidate other definitions or uses. It is the utility and wide appeal that makes the Anthropocene

  2. Laboratory for Atmospheres: Philosophy, Organization, Major Activities, and 2001 Highlights

    NASA Technical Reports Server (NTRS)

    Hoegy, Walter R.; Cote, Charles, E.

    2002-01-01

    How can we improve our ability to predict the weather? How is the Earth's climate changing? What can the atmospheres of other planets teach us about our own? The Laboratory for Atmospheres is helping to answer these and other scientific questions. The Laboratory conducts a broad theoretical and experimental research program studying all aspects of the atmospheres of the Earth and other planets, including their structural, dynamical, radiative, and chemical properties. Vigorous research is central to NASA's exploration of the frontiers of knowledge. NASA scientists play a key role in conceiving new space missions, providing mission requirements., and carrying out research to explore the behavior of planetary systems, including, notably, the Earth's. Our Laboratory's scientists also supply outside scientists with technical assistance and scientific data to further investigations not immediately addressed by NASA itself. The Laboratory for Atmospheres is a vital participant in NASA's research program. The Laboratory is part of the Earth Sciences Directorate based at NASA's Goddard Space Flight Center in Greenbelt, Maryland. The Directorate itself comprises the Global Change Data Center; the Earth and Space Data Computing Division; three laboratories: the Laboratory for Atmospheres, the Laboratory for Terrestrial Physics, and the Laboratory for Hydrospheric Processes; and the Goddard Institute for Space Studies (GISS) in New York, New York. In this report, you will find a statement of our philosophy and a description of our role in NASA's mission. You'll also find a broad description of our research and a summary of our scientists' major accomplishments in 2001. The report also presents useful information on human resources, scientific interactions, and outreach activities with the outside community. For your convenience, we have published a version of this report on the Internet. Our Web site includes links to additional information about the Laboratory's Offices and

  3. Composite Overwrap Pressure Vessels: Mechanics and Stress Rupture Lifting Philosophy

    NASA Technical Reports Server (NTRS)

    Thesken, John C.; Murthy, Pappu L. N.; Phoenix, S. L.

    2009-01-01

    The NASA Engineering and Safety Center (NESC) has been conducting an independent technical assessment to address safety concerns related to the known stress rupture failure mode of filament wound pressure vessels in use on Shuttle and the International Space Station. The Shuttle s Kevlar-49 (DuPont) fiber overwrapped tanks are of particular concern due to their long usage and the poorly understood stress rupture process in Kevlar-49 filaments. Existing long term data show that the rupture process is a function of stress, temperature and time. However due to the presence of load sharing liners and the complex manufacturing procedures, the state of actual fiber stress in flight hardware and test articles is not clearly known. Indeed nonconservative life predictions have been made where stress rupture data and lifing procedures have ignored the contribution of the liner in favor of applied pressure as the controlling load parameter. With the aid of analytical and finite element results, this paper examines the fundamental mechanical response of composite overwrapped pressure vessels including the influence of elastic plastic liners and degraded/creeping overwrap properties. Graphical methods are presented describing the non-linear relationship of applied pressure to Kevlar-49 fiber stress/strain during manufacturing, operations and burst loadings. These are applied to experimental measurements made on a variety of vessel systems to demonstrate the correct calibration of fiber stress as a function of pressure. Applying this analysis to the actual qualification burst data for Shuttle flight hardware revealed that the nominal fiber stress at burst was in some cases 23 percent lower than what had previously been used to predict stress rupture life. These results motivate a detailed discussion of the appropriate stress rupture lifing philosophy for COPVs including the correct transference of stress rupture life data between dissimilar vessels and test articles.

  4. Composite Overwrap Pressure Vessels: Mechanics and Stress Rupture Lifing Philosophy

    NASA Technical Reports Server (NTRS)

    Thesken, John C.; Murthy, Pappu L. N.; Phoenix, Leigh

    2007-01-01

    The NASA Engineering and Safety Center (NESC) has been conducting an independent technical assessment to address safety concerns related to the known stress rupture failure mode of filament wound pressure vessels in use on Shuttle and the International Space Station. The Shuttle's Kevlar-49 fiber overwrapped tanks are of particular concern due to their long usage and the poorly understood stress rupture process in Kevlar-49 filaments. Existing long term data show that the rupture process is a function of stress, temperature and time. However due to the presence of load sharing liners and the complex manufacturing procedures, the state of actual fiber stress in flight hardware and test articles is not clearly known. Indeed non-conservative life predictions have been made where stress rupture data and lifing procedures have ignored the contribution of the liner in favor of applied pressure as the controlling load parameter. With the aid of analytical and finite element results, this paper examines the fundamental mechanical response of composite overwrapped pressure vessels including the influence of elastic-plastic liners and degraded/creeping overwrap properties. Graphical methods are presented describing the non-linear relationship of applied pressure to Kevlar-49 fiber stress/strain during manufacturing, operations and burst loadings. These are applied to experimental measurements made on a variety of vessel systems to demonstrate the correct calibration of fiber stress as a function of pressure. Applying this analysis to the actual qualification burst data for Shuttle flight hardware revealed that the nominal fiber stress at burst was in some cases 23% lower than what had previously been used to predict stress rupture life. These results motivate a detailed discussion of the appropriate stress rupture lifing philosophy for COPVs including the correct transference of stress rupture life data between dissimilar vessels and test articles.

  5. The Growing Importance of Teaching Philosophy Statements and What They Mean for the Future: Why Teaching Philosophy Statements Will Affect You

    ERIC Educational Resources Information Center

    Hegarty, Niall

    2015-01-01

    This article explores the growing importance of Teaching Philosophy Statements (TPS) as a tool to positively impact teaching styles and methods. The changing landscape of teaching at the college level is addressed with an emphasis on the growing importance of accountability. How new and senior faculty are affected by the TPS is considered as well…

  6. Social Reconstructionist Philosophy of Education and George S. Counts: Observations on the Ideology of Indoctrination in Socio-Critical Educational Thinking

    ERIC Educational Resources Information Center

    Sutinen, Ari

    2014-01-01

    This article comprises three parts: The author first outlines the principles of the social reconstructionist philosophy of education related to educational activity and social philosophy. After this, he describes the educational philosophy of George S. Counts, the most important developer of the social reconstructionist philosophy of education,…

  7. Pragmatism, Activism, and the Icy Slopes of Logic in George Reisch's Portrait of the Philosophy of Science as a Young Field

    ERIC Educational Resources Information Center

    Stump, David J.

    2009-01-01

    This paper considers several models of politically engaged philosophy with the aim of provoking discussion of George Reisch's "How the Cold War Transformed Philosophy of Science." At issue is the Unity of Science movement's conception of the philosophy of science in particular and what politically engaged philosophy of science might look like in…

  8. Searching the Heavens: Astronomy, Computation, Statistics, Data Mining and Philosophy

    NASA Astrophysics Data System (ADS)

    Glymour, Clark

    2012-03-01

    Our first and purest science, the mother of scientific methods, sustained by sheer curiosity, searching the heavens we cannot manipulate. From the beginning, astronomy has combined mathematical idealization, technological ingenuity, and indefatigable data collection with procedures to search through assembled data for the processes that govern the cosmos. Astronomers are, and ever have been, data miners, and for that reason astronomical methods (but not astronomical discoveries) have often been despised by statisticians and philosophers. Epithets laced the statistical literature: Ransacking! Data dredging! Double Counting! Statistical disdain was usually directed at social scientists and biologists, rarely if ever at astronomers, but the methodological attitudes and goals that many twentieth-century philosophers and statisticians rejected were creations of the astronomical tradition. The philosophical criticisms were earlier and more direct. In the shadow (or in Alexander Pope’s phrasing, the light) cast on nature in the eighteenth century by the Newtonian triumph, David Hume revived arguments from the ancient Greeks to challenge the very possibility of coming to know what causes what. His conclusion was endorsed in the twentieth century by many philosophers who found talk of causation unnecessary or unacceptably metaphysical, and absorbed by many statisticians as a general suspicion of causal claims, except possibly when they are founded on experimental manipulation. And yet in the hands of a mathematician, Thomas Bayes, and another mathematician and philosopher, Richard Price, Hume’s essays prompted the development of a new kind of statistics, the kind we now call "Bayesian." The computer and new data acquisition methods have begun to dissolve the antipathy between astronomy, philosophy, and statistics. But the resolution is practical, without much reflection on the arguments or the course of events. So, I offer a largely unoriginal history

  9. Neither logical empiricism nor vitalism, but organicism: what the philosophy of biology was.

    PubMed

    Nicholson, Daniel J; Gawne, Richard

    2015-12-01

    Philosophy of biology is often said to have emerged in the last third of the twentieth century. Prior to this time, it has been alleged that the only authors who engaged philosophically with the life sciences were either logical empiricists who sought to impose the explanatory ideals of the physical sciences onto biology, or vitalists who invoked mystical agencies in an attempt to ward off the threat of physicochemical reduction. These schools paid little attention to actual biological science, and as a result philosophy of biology languished in a state of futility for much of the twentieth century. The situation, we are told, only began to change in the late 1960s and early 1970s, when a new generation of researchers began to focus on problems internal to biology, leading to the consolidation of the discipline. In this paper we challenge this widely accepted narrative of the history of philosophy of biology. We do so by arguing that the most important tradition within early twentieth-century philosophy of biology was neither logical empiricism nor vitalism, but the organicist movement that flourished between the First and Second World Wars. We show that the organicist corpus is thematically and methodologically continuous with the contemporary literature in order to discredit the view that early work in the philosophy of biology was unproductive, and we emphasize the desirability of integrating the historical and contemporary conversations into a single, unified discourse. PMID:26452775

  10. The Philosophy of Science and Technology in China: Political and Ideological Influences

    NASA Astrophysics Data System (ADS)

    Guo, Yuanlin

    2014-09-01

    In China, the philosophy of science and technology (PST) is derived from "Dialectics of Nature" (DN), which is based on Engels' unfinished book Dialektik der Natur. DN as a political ideology provides political guidance for scientists and engineers. Therefore, since 1981, "Introduction to Dialectics of Nature" (IDN) has been an obligatory course for master's degree students who study natural science or technology. In 1987, DN was renamed PST by the Chinese government in order to communicate and do research. The IDN teachers constitute most of the scholars who research PST. Nowadays, in China, PST includes philosophy of nature, philosophy of science, philosophy of technology, sociology of science, sociology of technology, "science, technology and society," history of science, history of technology, management of science, and management of technology due to having too many IDN teachers. In fact, it is neither a branch of philosophy, nor a subject. The number of the IDN teachers has been increasing since 1981, which makes PST a miscellaneous collection of many branches or subjects. Finally, PST is facing two new challenges: the reduction of IDN and academic corruption.

  11. Historical thinking in clinical medicine: lessons from R.G. Collingwood's philosophy of history.

    PubMed

    Chin-Yee, Benjamin H; Upshur, Ross E G

    2015-06-01

    The aim of this article is to create a space for historical thinking in medical practice. To this end, we draw on the ideas of R.G. Collingwood (1889-1943), the renowned British philosopher of history, and explore the implications of his philosophy for clinical medicine. We show how Collingwood's philosophy provides a compelling argument for the re-centring of medical practice around the patient history as a means of restoring to the clinical encounter the human meaning that is too often lost in modern medicine. Furthermore, we examine how Collingwood's historical thinking offers a patient-centred epistemology and a more pluralistic concept of evidence that includes the qualitative, narrative evidence necessary for human understanding. We suggest that clinical medicine can benefit from Collingwood's historical thinking, and, more generally, illustrates how a philosophy of medicine that draws on diverse sources from the humanities offers a richer, more empathetic clinical practice. PMID:25850886

  12. Ernst Cassirer's Philosophy of Symbolic Forms and its impact on the theory of psychopathology.

    PubMed

    Andersch, Norbert; Cutting, John

    2014-05-19

    The philosopher Ernst Cassirer (1874-1945) wrote in 1929: 'For what it [the philosophy of symbolic forms] is seeking is not so much common factors in being as common factors in meaning. Hence we must strive to bring the teachings of pathology, which cannot be ignored, into the more universal context of the philosophy of culture' (Cassirer, 1955: 275). This statement summarizes his approach in shifting the focus on psychopathological theory from the brain and its localizations to the living interaction between the self and his/her social environment. The present article looks at the impact of symbol theory on psychopathology - pre- and post-Cassirer's main oeuvre Philosophie der symbolischen Formen - and whether his concept still has a role to play in an ontology of psychopathology. PMID:24840218

  13. Implementing a change to a learner-centered philosophy in a school of nursing: faculty perceptions.

    PubMed

    Colley, Sharon L

    2012-01-01

    This qualitative study explores faculty experiences with their school of nursing's change to a learner-centered teaching philosophy. The primary research goals were to determine what change conditions faculty perceived as significant and how they viewed overall faculty progress and unity in adopting the philosophy. Nine nurse faculty members from a four-year public university were interviewed and also responded to two narrative questionnaires over a period of three months. Thematic analysis revealed five categories with a total of 20 themes. Certain conditions were found to be important to the process, such as availability of time and resources. Other conditions were found to be of lesser importance, such as dissatisfaction with the status quo and participation in the decision to make the change. This study provides an in-depth understanding of how one nursing faculty group experienced the implementation of change to a learner-centered philosophy. PMID:22916625

  14. Democratizing science and technology education: Perspectives from the philosophy of education

    NASA Astrophysics Data System (ADS)

    Pierce, Clayton Todd

    This study examines conceptualizations of science and technology and their relation to ideas of democratic education in the history of philosophy of education. My genealogical analysis begins by tracing the anti-democratic emergence of ideas and values of science and technology that have evolved through ancient and modern periods within the philosophy of education and continue to shape the ways science and technology are understood and treated in educational settings. From my critical engagement with Plato's Republic and Rousseau's Emile, I argue that anti-democratic structures and values have been embedded in philosophy of education through Plato's educational theory of techne and Rousseau's pedagogical theory that involves science and technology as important educational force. Following this theme, I analyze the work of John Dewey and Herbert Marcuse and their shared project for democratizing science and technology through education. Through a critical comparison of both theorists' models, I suggest that each provides positive legacies for philosophy of education to draw upon in rethinking the intersection of science, technology, and education: a strong model for understanding public problems associated with a highly technological and scientific society and a reconstructive framework for values and sensibilities that demands a new value relationship to be developed between humans and science and technology. Finally, I situate my critique and assessment of this history in the philosophy of education within the current science and technology education reform movement in the United States. I claim that the official models of science and technological literacy and inquiry, as constructed by the National Academy of Sciences and a host of governmental policies, shape science and technology education with a decidedly neo-liberal focus and purpose. In response to this anti-democratic movement I offer an alternative position that utilizes a counter-epistemology to the

  15. Bergson's Philosophy of Will and the War of 1914-1918.

    PubMed

    Sinclair, Mark

    2016-07-01

    In his wartime discourses of 1914, Henri Bergson mobilizes his philosophy of creative evolution: France is a nation of creative life able to replenish itself, whereas Germany, for all its technological might, is a mechanistic power bound to wear itself out. This paper shows that this moblization is made possible by Bergson's philosophy of will: life as a creative principle is will, and it is a controllable and commandable willpower that he opposes to Germany. Grasping this is crucial for understanding not only the war discourses but also Bergson's later reflections on technology, modernity, and mysticism. PMID:27477346

  16. Psychoanalysis as a Philosophical Revolution: Freud's Divergence From the Philosophy of Kant, Schopenhauer, and Nietzsche.

    PubMed

    Dean, Jason

    2016-08-01

    In his classic, The Birth of Tragedy, Nietzsche described a philosophical worldview that has many similarities to Freudian metapsychology. This paper uses Freud's theories to analyze The Birth of Tragedy, discussing the similarities and differences between Nietzsche's philosophy and Freudian metapsychology. The author suggests that while psychoanalysis was born from the spirit of German philosophy, in that it based itself on a similar concept of the unconscious, Freud diverged from his predecessors to create a new worldview, based on the acceptance and integration of unconscious desire. This revolutionary theory provided a new approach to humanity's moral and existential issues. PMID:27500701

  17. Nazism, philosophy, and academic accountability: the real controversy surrounding Emmanuel Faye's Heidegger.

    PubMed

    Gilbert-Walsh, James

    2011-01-01

    In this essay review, I argue that Emmanuel Faye's Heidegger: The Introduction of Nazism into Philosophy is, as a work of scholarship, a disappointment: Though Faye claims to demonstrate important connections between Heidegger's National Socialist commitments and his philosophical work, Faye offers the reader close, careful analysis of neither. In short, the book fails to deliver on its promise. But I also argue that the wave of attention Faye's book has attracted since its English translation appeared is symptomatic of a broad set of problems plaguing contemporary Anglophone philosophy. PMID:21207491

  18. Fall and Rise of Aristotelian Metaphysics in the Philosophy of Science

    NASA Astrophysics Data System (ADS)

    Lamont, John

    2009-06-01

    The paper examines the fortunes of Aristotelian metaphysics in science and the philosophy of science. It considers the Enlightenment claim that such a metaphysics is fundamentally unscientific, and that its abandonment was essential to the scientific revolution. The history of the scientific revolution and the metaphysical debates involved in it is examined, and it is argued that the eclipse of Aristotelian views was neither complete, nor merited. The evolution of Humeian and positivist accounts of science is described, and it is shown how the severe problems with these accounts, together with a revival of Aristotelian concepts in philosophy, have led to the rebirth of broadly Aristotelian accounts of the metaphysics underlying science.

  19. The role of philosophy of science in Responsible Research and Innovation (RRI): the case of nanomedicine.

    PubMed

    Oftedal, Gry

    2014-12-01

    Research on ethical, legal and social aspects (ELSA) of life sciences and new technologies has mainly been focused on impacts and consequences, while the emerging framework of Responsible Research and Innovation (RRI) focuses rather on increased involvement and reflexivity in research processes to foster science and technology that better answers the needs of society. I argue that philosophy of science should be a central feature of RRI and demonstrate how the philosophy of science can contribute in this sense. I show how investigating basic assumptions in research, here exemplified by reductive assumptions in causal modeling, can have important ethical and societal implications. PMID:26085441

  20. Current philosophy in the surgical management of neck metastases for head and neck squamous cell carcinoma

    PubMed Central

    Coskun, H. Hakan; Medina, Jesus E.; Robbins, K. Thomas; Silver, Carl E.; Strojan, Primož; Teymoortash, Afshin; Pellitteri, Phillip K.; Rodrigo, Juan P.; Stoeckli, Sandro J.; Shaha, Ashok R.; Suçrez, Carlos; Hartl, Dana M.; de Bree, Remco; Takes, Robert P.; Hamoir, Marc; Pitman, Karen T.; Rinaldo, Alessandra; Ferlito, Alfio

    2016-01-01

    Neck dissection is an important treatment for metastases from upper aerodigestive carcinoma; an event that markedly reduces survival. Since its inception, the philosophy of the procedure has undergone significant change from one of radicalism to the current conservative approach. Furthermore, nonsurgical modalities have been introduced, and, in many situations, have supplanted neck surgery. The refinements of imaging the neck based on the concept of neck level involvement has encouraged new philosophies to evolve that seem to benefit patient outcomes particularly as this relates to diminished morbidity. The purpose of this review was to highlight the new paradigms for surgical removal of neck metastases using an evidence-based approach. PMID:24623715

  1. The Educational Philosophies of Washington, DuBois, and Houston: Laying the Foundations for Afrocentrism and Multiculturalism.

    ERIC Educational Resources Information Center

    Dunn, Frederick

    1993-01-01

    The following three African-American philosophical orientations to education have achieved prominence over the years: (1) the accommodationist philosophy of Booker T. Washington; (2) the radical, liberationist approach of W. E. B. DuBois; and (3) the integrationist/desegregationist, reformist philosophy of Charles H. Houston. Each philosophical…

  2. Enacting Dialogue: The Impact of Promoting Philosophy for Children on the Literate Thinking of Identified Poor Readers, Aged 10

    ERIC Educational Resources Information Center

    Jenkins, Philip; Lyle, Sue

    2010-01-01

    The Philosophy for Children in Schools Project (P4CISP) is a research project to monitor and evaluate the impact of Philosophy for Children (P4C) on classroom practices. In this paper the impact of P4C on the thinking skills of four children aged 10 is examined. Standardised tests indicated the children had below-average reading ages. The pupils…

  3. Investigating the Effects of Professional Practice Program on Teacher Education Students' Ability to Articulate Educational Philosophy

    ERIC Educational Resources Information Center

    Weshah, Hani A.

    2013-01-01

    The purpose of this study was to investigate the changes in pre-service student teachers' ability to articulate a philosophy education during the field experience. Educational philosophy change for the participants (77) was measured by using Jersin's scale. Evaluations of scores involved comparison of pre and post the training program.…

  4. The Implications of Naturalism as an Educational Philosophy in Jordan from the Perspectives of Childhood Education Teachers

    ERIC Educational Resources Information Center

    Khasawneh, Omar; Khaled, Ahmed; Al Momani, Mohammad

    2016-01-01

    The purpose of this study was to identify the educational implications of naturalism as an educational philosophy from the Jordanian childhood education teachers' perspectives. Each philosophy simply represents a unique conviction concerning the nature of the teaching/learning process. This study could serve as a grounded theory for Jordanian…

  5. 41 CFR 102-71.5 - What is the scope and philosophy of the General Services Administration's (GSA) real property...

    Code of Federal Regulations, 2012 CFR

    2012-01-01

    ... 41 Public Contracts and Property Management 3 2012-01-01 2012-01-01 false What is the scope and philosophy of the General Services Administration's (GSA) real property policies? 102-71.5 Section 102-71.5...) FEDERAL MANAGEMENT REGULATION REAL PROPERTY 71-GENERAL § 102-71.5 What is the scope and philosophy of...

  6. 41 CFR 102-71.5 - What is the scope and philosophy of the General Services Administration's (GSA) real property...

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 41 Public Contracts and Property Management 3 2010-07-01 2010-07-01 false What is the scope and philosophy of the General Services Administration's (GSA) real property policies? 102-71.5 Section 102-71.5...) FEDERAL MANAGEMENT REGULATION REAL PROPERTY 71-GENERAL § 102-71.5 What is the scope and philosophy of...

  7. The Impact of Philosophy and Theology Service-Learning Experiences upon the Public Service Motivation of Participating College Students

    ERIC Educational Resources Information Center

    Seider, Scott C.; Rabinowicz, Samantha A.; Gillmor, Susan C.

    2011-01-01

    This mixed-methods study demonstrates that the SERVE Program at Ignatius University strengthened the public service motivation of participating undergraduates by combining weekly community service with readings in philosophy and theology. These findings offer insights about the role that philosophy and theology service-learning experiences can…

  8. "It Was the Best of Times, It Was the Worst of Times …": Philosophy of Education in the Contemporary World

    ERIC Educational Resources Information Center

    Roberts, Peter

    2015-01-01

    This article considers the state of philosophy of education in our current age and assesses prospects for the future of the field. I argue that as philosophers of education, we live in both the best of times and the worst of times. Developments in one key organisation, the Philosophy of Education Society of Australasia, are examined in relation to…

  9. Renewing the American Commitment to the Common School Philosophy: School Choice in the Early Twenty-First Century

    ERIC Educational Resources Information Center

    Fife, Brian L.

    2016-01-01

    The common school philosophy of the nineteenth century in the United States is revisited from a contemporary perspective. Is the basic ethos of the philosophy of Horace Mann and others still relevant today? This question is examined and applied to the conservative advocacy of free markets, individual freedom, and school choice in order to assess…

  10. 41 CFR 102-71.5 - What is the scope and philosophy of the General Services Administration's (GSA) real property...

    Code of Federal Regulations, 2011 CFR

    2011-01-01

    ... 41 Public Contracts and Property Management 3 2011-01-01 2011-01-01 false What is the scope and philosophy of the General Services Administration's (GSA) real property policies? 102-71.5 Section 102-71.5...) FEDERAL MANAGEMENT REGULATION REAL PROPERTY 71-GENERAL § 102-71.5 What is the scope and philosophy of...

  11. 41 CFR 102-71.5 - What is the scope and philosophy of the General Services Administration's (GSA) real property...

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... 41 Public Contracts and Property Management 3 2013-07-01 2013-07-01 false What is the scope and philosophy of the General Services Administration's (GSA) real property policies? 102-71.5 Section 102-71.5...) FEDERAL MANAGEMENT REGULATION REAL PROPERTY 71-GENERAL § 102-71.5 What is the scope and philosophy of...

  12. 41 CFR 102-71.5 - What is the scope and philosophy of the General Services Administration's (GSA) real property...

    Code of Federal Regulations, 2014 CFR

    2014-01-01

    ... 41 Public Contracts and Property Management 3 2014-01-01 2014-01-01 false What is the scope and philosophy of the General Services Administration's (GSA) real property policies? 102-71.5 Section 102-71.5...) FEDERAL MANAGEMENT REGULATION REAL PROPERTY 71-GENERAL § 102-71.5 What is the scope and philosophy of...

  13. A Foundation for Reflection and Questioning: Philosophy Course Requirements in Teacher Education Programs at Selected Catholic Colleges and Universities

    ERIC Educational Resources Information Center

    Mucci, Angela M.; Cranston-Gingras, Ann

    2011-01-01

    Course work in philosophy is typically required as part of a core curriculum for preservice teachers who enter undergraduate teacher education programs in Catholic colleges and universities. The purpose of this study was to explore requirements in philosophy in undergraduate teacher education programs at selected Catholic colleges and universities…

  14. Regenerating the Philosophy of Education: What Happened to Soul? Counterpoints: Studies in the Postmodern Theory of Education, Volume 352

    ERIC Educational Resources Information Center

    Kincheloe, Joe L., Ed.; Hewitt, Randall, Ed.

    2011-01-01

    In this volume, Joe L. Kincheloe and Randall Hewitt have gathered an impressive and scholarly group of authors who argue for the continuing importance of the philosophy of education. Reviving the notion that philosophy is an essential foundation in the study and research of education, contributors to this volume directly confront the evisceration…

  15. Philosophy with Children as an Exercise in "Parrhesia": An Account of a Philosophical Experiment with Children in Cambodia

    ERIC Educational Resources Information Center

    Vansieleghem, Nancy

    2011-01-01

    The last few decades have seen a steady growth of interest in doing philosophy with children and young people in educational settings. Philosophy with children is increasingly offered as a solution to the problems associated with what is seen by many as a disoriented, cynical, indifferent and individualistic society. It represents for its…

  16. It's the Way We Think and Do: Energizing and Focusing Teaching through Connection of Educational Philosophy and Practice.

    ERIC Educational Resources Information Center

    Amobi, Funmi A.

    This paper describes an instructional model designed to help teachers give life to personal educational philosophy in classroom practice. It examines traditional instructional goals versus goals influenced by William Ayers, noting other influences on the paradigm shift in the teaching of educational philosophy, then explains three new perspectives…

  17. Overcoming the Philosophy/Life, Body/Mind Rift: Demonstrating Yoga as Embodied-Lived-Philosophical-Practice

    ERIC Educational Resources Information Center

    Ergas, Oren

    2014-01-01

    Philosophy's essence depicted by Socrates lies in its role as pedagogy for living, yet its traditional treatment of "body" as a hindrance to "knowledge" in fact severs it from life, transforming it into "an escape from life" (James, 1978, p. 18). The philosophy/life dichotomy is thus an inherent flaw preventing…

  18. Mystery Montage: A Holistic, Visual, and Kinesthetic Process for Expanding Horizons and Revealing the Core of a Teaching Philosophy

    ERIC Educational Resources Information Center

    Ennis, Kim; Priebe, Carly; Sharipova, Mayya; West, Kim

    2012-01-01

    Revealing the core of a teaching philosophy is the key to a concise and meaningful philosophy statement, but it can be an elusive goal. This paper offers a visual, kinesthetic, and holistic process for expanding the horizons of self-reflection, self-analysis, and self-knowledge. Mystery montage, a variation of visual mapping, storyboarding, and…

  19. Framing the Teaching Philosophy Statement for Health Educators: What It Includes and How It Can Inform Professional Development

    ERIC Educational Resources Information Center

    Ratnapradipa, Dhitinut; Abrams, Thereasa

    2012-01-01

    Teaching philosophy (TP) statements are increasingly required within academia for hiring and promotion purposes. For health educators, a TP can be a valuable resource for academicians as well as practitioners, linking educational theory with teaching techniques, philosophy with practice. The process of formulating a TP statement provides the…

  20. The Philosophy for Children Curriculum: Resisting "Teacher Proof" Texts and the Formation of the Ideal Philosopher Child

    ERIC Educational Resources Information Center

    Murris, Karin

    2016-01-01

    The philosophy for children curriculum was specially written by Matthew Lipman and colleagues for the teaching of philosophy by non-philosophically educated teachers from foundation phase to further education colleges. In this article I argue that such a curriculum is neither a necessary, not a sufficient condition for the teaching of…