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?

  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. 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…

  5. 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.

  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. 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…

  8. 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…

  9. 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…

  10. 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…

  11. 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…

  12. 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)

  13. 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.

  14. 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.

  15. Introduction to Linguistic Philosophy.

    ERIC Educational Resources Information Center

    Mackenzie, I. E.

    Linguistics is the empirical study of language; linguistic philosophy is an approach to understanding the underlying nature of the phenomena that linguists study. The discussion here of linguistic philosophy is designed for linguists, but presupposes no prior acquaintance with either the philosophy of language or linguistic theory. It is concerned…

  16. Introduction to Linguistic Philosophy.

    ERIC Educational Resources Information Center

    Mackenzie, I. E.

    Linguistics is the empirical study of language; linguistic philosophy is an approach to understanding the underlying nature of the phenomena that linguists study. The discussion here of linguistic philosophy is designed for linguists, but presupposes no prior acquaintance with either the philosophy of language or linguistic theory. It is concerned…

  17. 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…

  18. Attracting Philosophy Students--1.

    ERIC Educational Resources Information Center

    Coole, Walter A., Ed.

    This is the first in a series of occasional papers designed as a vehicle for the collection and dissemination of ideas for increasing philosophy course enrollments in two-year colleges. A project of the Subcommittee on Attracting Philosophy Students of the American Philosophical Association's Committee on Teaching Philosophy in Two-Year Colleges,…

  19. 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…

  20. Philosophy for Democracy

    ERIC Educational Resources Information Center

    Bartels, Rob; Onstenk, Jeroen; Veugelers, Wiel

    2016-01-01

    Philosophy for Democracy is a research project that aims to examine whether and how Philosophy with Children contributes to the development of democratic skills and attitudes. In the Netherlands, as in almost all Western countries, Philosophy with Children is linked with the movement for citizenship education. This article reports the research on…

  1. 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…

  2. 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…

  3. Teaching Philosophy Statements

    ERIC Educational Resources Information Center

    Faryadi, Qais

    2015-01-01

    This article examines the rationale for my teaching philosophy. Using a personal perspective, I explain my objectives, mission, and vision in writing my philosophy of teaching statements. This article also creates a road map and reference points for educators who want to write their own teaching philosophy statements to help them make informed…

  4. 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…

  5. Philosophy for Democracy

    ERIC Educational Resources Information Center

    Bartels, Rob; Onstenk, Jeroen; Veugelers, Wiel

    2016-01-01

    Philosophy for Democracy is a research project that aims to examine whether and how Philosophy with Children contributes to the development of democratic skills and attitudes. In the Netherlands, as in almost all Western countries, Philosophy with Children is linked with the movement for citizenship education. This article reports the research on…

  6. Philosophy meets disability.

    PubMed

    Louhiala, P

    2009-09-01

    The question "what is disability" and its implications are addressed in a new book Arguing about disability: philosophical perspectives, which aims to fill the gap between disability studies and philosophy. The structure of the book has been organised roughly on the basis of three branches of philosophy: metaphysics, political philosophy and ethics. One of the main themes of the book is the characterisation of a third way of thinking about disability, a way between two extremes, the medical and social models of disability.

  7. 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.

  8. 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.

  9. Philosophy of Data: Why?

    ERIC Educational Resources Information Center

    Furner, Jonathan

    2017-01-01

    Philosophy of data should not be dismissed as a cluster of scholastic puzzles whose solutions are of limited practical value. On the contrary, philosophy of data should be recognized as constituting the core of a field of data studies that is informed by, but far from equivalent to, statistics, computer science, and library and information studies.

  10. 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…

  11. 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…

  12. 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.…

  13. Counseling and Transcendental Philosophy

    ERIC Educational Resources Information Center

    Donceel, Joseph

    1971-01-01

    An acquaintance with the different philosophies of human nature is an invaluable asset for counseling. The author presents a modern Christian concept of man with emphasis on contributions of Aristotle and St. Thomas Aquinas and elements from modern philosophy. Its two main concerns are man's spirit and man's knowledge and will. (Author/CG)

  14. 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,…

  15. Philosophy of Teaching Mathematics.

    ERIC Educational Resources Information Center

    Ediger, Marlow

    There are selected philosophies in the teaching of mathematics which can provide guidance to the teacher in developing the curriculum and also a framework for teaching and learning. This paper discusses four such philosophies of teaching mathematics: Idealism, Realism, Experimentalism, and Existentialism. Idealism stresses that students live in an…

  16. The philosophy of chemistry.

    PubMed

    Schummer, Joachim

    2003-03-01

    Although chemistry is by far the largest scientific discipline according to any quantitative measure, it had, until recently, been virtually ignored by professional philosophers of science. They left both a vacuum and a one-sided picture of science tailored to physics. Since the early 1990s, the situation has changed drastically, such that philosophy of chemistry is now one of the most flourishing fields in the philosophy of science, like the philosophy of biology that emerged in the 1970s. This article narrates the development and provides a survey of the main topics and trends.

  17. 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…

  18. 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…

  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. Philosophies of Education. Second Edition.

    ERIC Educational Resources Information Center

    Howick, William H.

    Theories in education and the supporting philosophy and history of each group of ideas are presented, and the relationship of each position to the classroom and to the society is indicated. The nature of philosophy and its major divisions, the nature of educational philosophy, and the relationship of philosophy to education are considered. The…

  2. Philosophies of Education. Second Edition.

    ERIC Educational Resources Information Center

    Howick, William H.

    Theories in education and the supporting philosophy and history of each group of ideas are presented, and the relationship of each position to the classroom and to the society is indicated. The nature of philosophy and its major divisions, the nature of educational philosophy, and the relationship of philosophy to education are considered. The…

  3. 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

  4. The Leadership Philosophy Model

    DTIC Science & Technology

    1989-03-31

    many of these expectations through his leadership philosophy when he addresses the environmental conditions. The environment is the variable in the...of the name will not change, even though behavior and style change with the environment .9 The variables set forth common contingencies which 6 senior...leader’s philosophy in the following sequence: Self-Assessment Vision Skills The Environment Ethics Trust ENVIRONMENT SELF ASSESSMENT SKILLS VISION

  5. 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.

  6. 'Mind' in Indian philosophy.

    PubMed

    Rao, A Venkoba

    2002-10-01

    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.

  7. Kierkegaard's Philosophy: Implications for Counseling.

    ERIC Educational Resources Information Center

    Dopson, Lorraine; Gade, Eldon

    1981-01-01

    Discusses how the philosophy of Soren Kierkegaard can provide useful guidelines for the study of the counseling process. Compares Kierkegaard's philosophy with selected contributions of Freud, Skinner, Rogers, and May and with four common themes of counseling and psychotherapy. (Author)

  8. Kierkegaard's Philosophy: Implications for Counseling.

    ERIC Educational Resources Information Center

    Dopson, Lorraine; Gade, Eldon

    1981-01-01

    Discusses how the philosophy of Soren Kierkegaard can provide useful guidelines for the study of the counseling process. Compares Kierkegaard's philosophy with selected contributions of Freud, Skinner, Rogers, and May and with four common themes of counseling and psychotherapy. (Author)

  9. 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…

  10. 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…

  11. 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…

  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?"…

  13. STATEMENT OF PHILOSOPHY.

    ERIC Educational Resources Information Center

    BALCH, DAVID; AND OTHERS

    THE OFFICIAL BOARD OF EDUCATION PHILOSOPHY OF GREENBURGH SCHOOL DISTRICT NUMBER 8 STATES THAT THE SCHOOLS SHALL MEET THE NEEDS AND SHALL INTEREST AND CHALLENGE THE ABILITIES OF EACH INDIVIDUAL CHILD WITHIN AN INTEGRATED SCHOOL. IN ORDER TO CLARIFY AND REEMPHASIZE THESE GOALS, THE HISTORY OF SCHOOL DESEGREGATION AND INTEGRATION IN THIS DISTRICT IS…

  14. 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.

  15. 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…

  16. 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.

  17. Philosophies of Reading Instruction

    ERIC Educational Resources Information Center

    Ediger, Marlow

    2013-01-01

    There are selected philosophies of reading instruction which are relevant in providing for individual differences among learners. These need to be studied in-depth by reading teachers in order to best provide for each pupil in the classroom. Pupils differ from each other in reading achievement, interests, and purposes, and it is a challenge to…

  18. Philosophy and Language Learning

    ERIC Educational Resources Information Center

    Boyum, Steinar

    2007-01-01

    In this paper, I explore different ways of picturing language learning in philosophy, all of them inspired by Wittgenstein and all of them concerned about scepticism of meaning. I start by outlining the two pictures of children and language learning that emerge from Kripke's famous reading of Wittgenstein. Next, I explore how social-pragmatic…

  19. 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…

  20. 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…

  1. 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…

  2. 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…

  3. 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)

  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. Isocrates' Philosophy of Education.

    ERIC Educational Resources Information Center

    Mazloff, Debra

    Isocrates of ancient Greece attempted to create a wise and educated person in his school, not just an orator. His philosophy centered around the fact that teaching speech is not an exact science, but an art of opinions and beliefs that will educate the student to make sensible choices in life and speech, demonstrate a noble character, and be…

  6. 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…

  7. Philosophy and Language Learning

    ERIC Educational Resources Information Center

    Boyum, Steinar

    2007-01-01

    In this paper, I explore different ways of picturing language learning in philosophy, all of them inspired by Wittgenstein and all of them concerned about scepticism of meaning. I start by outlining the two pictures of children and language learning that emerge from Kripke's famous reading of Wittgenstein. Next, I explore how social-pragmatic…

  8. 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.…

  9. 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…

  10. 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)

  11. 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.…

  12. 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…

  13. Philosophy and Education--A Symposium

    ERIC Educational Resources Information Center

    Hirst, Paul; Carr, Wilfred

    2005-01-01

    This symposium begins with a critique by Paul Hirst of Wilfred Carr's "Philosophy and Education" ("Journal of Philosophy of Education, 2004, 38.1"), where Carr argues that philosophy of education should be concerned with practical philosophy rather than "theoretical philosophy." Hirst argues that the philosophy of education is best understood as a…

  14. 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.

  15. 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…

  16. 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.

  17. The Philosophy of Cosmology

    NASA Astrophysics Data System (ADS)

    Chamcham, Khalil; Silk, Joseph; Barrow, John D.; Saunders, Simon

    2017-04-01

    Part I. Issues in the Philosophy of Cosmology: 1. Cosmology, cosmologia and the testing of cosmological theories George F. R. Ellis; 2. Black holes, cosmology and the passage of time: three problems at the limits of science Bernard Carr; 3. Moving boundaries? – comments on the relationship between philosophy and cosmology Claus Beisbart; 4. On the question why there exists something rather than nothing Roderich Tumulka; Part II. Structures in the Universe and the Structure of Modern Cosmology: 5. Some generalities about generality John D. Barrow; 6. Emergent structures of effective field theories Jean-Philippe Uzan; 7. Cosmological structure formation Joel R. Primack; 8. Formation of galaxies Joseph Silk; Part III. Foundations of Cosmology: Gravity and the Quantum: 9. The observer strikes back James Hartle and Thomas Hertog; 10. Testing inflation Chris Smeenk; 11. Why Boltzmann brains do not fluctuate into existence from the de Sitter vacuum Kimberly K. Boddy, Sean M. Carroll and Jason Pollack; 12. Holographic inflation revised Tom Banks; 13. Progress and gravity: overcoming divisions between general relativity and particle physics and between physics and HPS J. Brian Pitts; Part IV. Quantum Foundations and Quantum Gravity: 14. Is time's arrow perspectival? Carlo Rovelli; 15. Relational quantum cosmology Francesca Vidotto; 16. Cosmological ontology and epistemology Don N. Page; 17. Quantum origin of cosmological structure and dynamical reduction theories Daniel Sudarsky; 18. Towards a novel approach to semi-classical gravity Ward Struyve; Part V. Methodological and Philosophical Issues: 19. Limits of time in cosmology Svend E. Rugh and Henrik Zinkernagel; 20. Self-locating priors and cosmological measures Cian Dorr and Frank Arntzenius; 21. On probability and cosmology: inference beyond data? Martin Sahlén; 22. Testing the multiverse: Bayes, fine-tuning and typicality Luke A. Barnes; 23. A new perspective on Einstein's philosophy of cosmology Cormac O

  18. Developing an Effective Command Philosophy

    DTIC Science & Technology

    2012-10-01

    States, Germany, and Bosnia. PHOTO : U.S. Army CPT Evan Davies, right, Apache troop commander, 5th Squadron, 7th Cavalry Regiment, Iraq, talks with a...philosophy.” A well thought out leadership philosophy is a critical foundational tool to use to develop influential leaders and create positive...art, music, raising kids, investing money, politics, and countless other personal and professional concerns. These philosophies create a collage

  19. [Philosophy and medicine].

    PubMed

    Petlenko, V P

    1982-01-01

    Current medicine is a complicated system of knowledge, its construction requiring certain philosophical grounds based on the principles of dialectic materialistic ideology. These principles must rest upon clear understanding of the object and subject of medicine and levels of its investigations. The following problems of medicine require further study: reactive and adaptive essence of disease; correlation of norm and health, pathology and disease, their unity, interrelationships, and qualitative differences, Thus, these problems receive different interpretations causing conflicts. It is necessary to strictly adhere to concepts of dialectic materialism, to strengthen the unity of dialectic materialistic philosophy and natural sciences as recommended by V. I. Lenin.

  20. 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…

  1. Philosophy, Moral Philosophy, and Counseling Ethics: Not an Abstraction.

    ERIC Educational Resources Information Center

    Urofsky, Robert I.; Engels, Dennis W.

    2003-01-01

    Over the past several decades, increased attention has been given to ethics in the preparation of counselors and psychologists. With that increase comes a number of voices calling for exposure to and integration of not only moral philosophy but other areas of philosophy to enhance understanding and provide a foundation for counseling practice. The…

  2. 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…

  3. 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…

  4. 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…

  5. Introduction: philosophy in and philosophy of cognitive science.

    PubMed

    Brook, Andrew

    2009-04-01

    Despite being there from the beginning, philosophical approaches have never had a settled place in cognitive research and few cognitive researchers not trained in philosophy have a clear sense of what its role has been or should be. We distinguish philosophy in cognitive research and philosophy of cognitive research. Concerning philosophy in cognitive research, after exploring some standard reactions to this work by nonphilosophers, we will pay particular attention to the methods that philosophers use. Being neither experimental nor computational, they can leave others bewildered. Thought experiments are the most striking example but not the only one. Concerning philosophy of cognitive research, we will pay particular attention to its power to generate and test normative claims, claims about what should and should not be done.

  6. 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…

  7. 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…

  8. 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…

  9. 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…

  10. 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)

  11. 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…

  12. 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…

  13. 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…

  14. The Teacher and His Philosophy.

    ERIC Educational Resources Information Center

    Marshall, John P.

    This book presents a case for educational philosophy and outlines the essentials of Idealism, Realism, Perennialism, Pragmatism, and Existentialism. Each system is described in detail with enough of its history to give it continuity and relate it to the classic subdivisions of philosophy, namely: metaphysics, epistemology, axiology, ethics,…

  15. Focusing Philosophy of Education Instruction.

    ERIC Educational Resources Information Center

    Marler, Charles D.

    1987-01-01

    This article describes the subject matter and evaluation procedures of a philosophy of education course required of elementary education students at University of Delaware. Students are encouraged to reflect on and articulate their own philosophies of education as well as identify the philosophical context of professional issues they may…

  16. Our Philosophies and Our Failures.

    ERIC Educational Resources Information Center

    Riel, Arthur R., Jr.

    Higher education fails in preparing students for life as a result of unclearly defined educational objectives and the lack of a coherent philosophy. The first step toward a coherent philosophy of education is to require that anyone who graduates from college be able to communicate to the world clearly, precisely, and forcefully. The responsibility…

  17. 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…

  18. The Teacher and His Philosophy.

    ERIC Educational Resources Information Center

    Marshall, John P.

    This book presents a case for educational philosophy and outlines the essentials of Idealism, Realism, Perennialism, Pragmatism, and Existentialism. Each system is described in detail with enough of its history to give it continuity and relate it to the classic subdivisions of philosophy, namely: metaphysics, epistemology, axiology, ethics,…

  19. 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.…

  20. [Treatment goals in FACE philosophy].

    PubMed

    Martin, Domingo; Maté, Amaia; Zabalegui, Paula; Valenzuela, Jaime

    2017-03-01

    The FACE philosophy is characterized by clearly defined treatment goals: facial esthetics, dental esthetics, periodontal health, functional occlusion, neuromuscular mechanism and joint function. The purpose is to establish ideal occlusion with good facial esthetics and an orthopedic stable joint position. The authors present all the concepts of FACE philosophy and illustrate them through one case report. Taking into account all the FACE philosophy concepts increases diagnostic ability and improves the quality and stability of treatment outcomes. The goal of this philosophy is to harmonize the facial profile, tooth alignment, periodontium, functional occlusion, neuromuscular mechanism and joint function. The evaluation and treatment approach to vertical problems are unique to the philosophy. © EDP Sciences, SFODF, 2017.

  1. 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

  2. Qualitative tools and experimental philosophy

    PubMed Central

    Andow, James

    2016-01-01

    Abstract Experimental philosophy brings empirical methods to philosophy. These methods are used to probe how people think about philosophically interesting things such as knowledge, morality, and freedom. This paper explores the contribution that qualitative methods have to make in this enterprise. I argue that qualitative methods have the potential to make a much greater contribution than they have so far. Along the way, I acknowledge a few types of resistance that proponents of qualitative methods in experimental philosophy might encounter, and provide reasons to think they are ill-founded.

  3. Environmental Health and Safety Philosophy.

    ERIC Educational Resources Information Center

    Fish, John O.

    1978-01-01

    The University of Washington has responded to the challenge of increased responsibility for environmental surveillance and control with an administrative organization that has considerable centralized authority. The program as well as the philosophy behind it are briefly described. (JMF)

  4. 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.

  5. 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.

  6. Toward a Working Philosophy of Adult Education.

    ERIC Educational Resources Information Center

    Apps, Jerold W.

    This monograph is concerned with developing a personal working philosophy of adult education. Chapters cover: (1) the need for a working philosophy; (2) a working philosophy--general philosophy, content and process, beliefs, sources of beliefs, levels of beliefs, higher order beliefs, recognition, analysis, judgment, and evaluation, and a…

  7. [Neurosciences and philosophy of mind].

    PubMed

    Saal, Aarón

    2005-01-01

    In this paper we argue that the interaction between neurosciences and philosophy of the mind is on the way to understand consciousness, and to solve the mind-body or mind-brain problem. Naturalism is the view that mental processes are just brain processes and that consciousness is a natural phenomenon. It is possible to construct a theory about its nature by blending insights from neuroscience, philosophy of the mind, phenomenology, psychology and evolutionary biology.

  8. 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.

  9. 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)

  10. 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…

  11. 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…

  12. 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…

  13. 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)

  14. Grading Philosophy Survey, Fall 1989.

    ERIC Educational Resources Information Center

    Catonsville Community Coll., MD. Office of Institutional Research.

    In 1989, a survey was conducted at Catonsville Community College to establish a consensus about the underlying philosophy governing the college's grading policy. The survey respondents included 167 full-time or adjunct faculty members, 15 student personnel professionals, 8 administrators, and 6 library, media, or telecommunications professionals.…

  15. Experiential Education: Democratizing Educational Philosophies.

    ERIC Educational Resources Information Center

    Minnich, Elizabeth Kamarck

    1999-01-01

    Looks at some of the philosophical positions, especially Pragmatism, that ground and inform the traditions of experiential education, examining hierarchical philosophy and experiential education, egalitarian pragmatism and experiential education (using Jane Addams as an example), and Dewey's theory of education as expressed in "Democracy and…

  16. The Moral Value of Philosophy.

    ERIC Educational Resources Information Center

    Bergoffen, Debra B.

    1980-01-01

    This essay develops the thesis that we can, by appealing to Socrates and Bertrand Russell as role models, counter the assumption that philosophy is an ivory tower enterprise and show students that an essential relationship exists between the process of rationale reflection and the living of a moral life. (Author)

  17. Experiential Education: Democratizing Educational Philosophies.

    ERIC Educational Resources Information Center

    Minnich, Elizabeth Kamarck

    1999-01-01

    Looks at some of the philosophical positions, especially Pragmatism, that ground and inform the traditions of experiential education, examining hierarchical philosophy and experiential education, egalitarian pragmatism and experiential education (using Jane Addams as an example), and Dewey's theory of education as expressed in "Democracy and…

  18. 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…

  19. 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…

  20. 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…

  1. Philosophical Questions about Teaching Philosophy: What's at Stake in High School Philosophy Education?

    ERIC Educational Resources Information Center

    Norris, Trevor

    2015-01-01

    What is at stake in high school philosophy education, and why? Why is it a good idea to teach philosophy at this level? This essay seeks to address some issues that arose in revising the Ontario grade 12 philosophy curriculum documents, significant insights from philosophy teacher education, and some early results of recent research funded by the…

  2. 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…

  3. 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…

  4. 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…

  5. 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…

  6. 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…

  7. 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.

  8. 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…

  9. 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…

  10. 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…

  11. 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…

  12. From philosophy to science (to natural philosophy): evolutionary developmental perspectives.

    PubMed

    Love, Alan C

    2008-03-01

    This paper focuses on abstraction as a mode of reasoning that facilitates a productive relationship between philosophy and science. Using examples from evolutionary developmental biology, I argue that there are two areas where abstraction can be relevant to science: reasoning explication and problem clarification. The value of abstraction is characterized in terms of methodology (modeling or data gathering) and epistemology (explanatory evaluation or data interpretation).

  13. Philosophy of biology. Is there still a need for philosophy?

    PubMed

    Graziano, Mario

    2013-01-01

    In this paper we now focus on critically examining the theoretical and methodological conceptual foundations in the particular field of science of the living, namely the philosophy of biology. The latter seems to draw attention to two disparate disciplines in methods and scope of interest. On the one hand there seems to be a point of view that considers the cognitive phenomenon in question in a way so as to say "abstract", i.e. as something that seeks to determine the nature or essence, to use a term dear to many philosophers. On the other hand, there is a point of view that considers these phenomena in the actual place, the result of a process caused by the cognitive system of the subject, if the latter, of course, does not mean that they are human beings. We will argue that the two approaches do not represent two distinct planes of research: in fact philosophy takes on a main task, namely helping to lay the foundations for a philosophy of nature capable of meeting first a completeness, that is, to describe and explain what is special in all the different layers of the different natural systems.

  14. 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

  15. 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.

  16. [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.

  17. Cluster randomization and political philosophy.

    PubMed

    Chwang, Eric

    2012-11-01

    In this paper, I will argue that, while the ethical issues raised by cluster randomization can be challenging, they are not new. My thesis divides neatly into two parts. In the first, easier part I argue that many of the ethical challenges posed by cluster randomized human subjects research are clearly present in other types of human subjects research, and so are not novel. In the second, more difficult part I discuss the thorniest ethical challenge for cluster randomized research--cases where consent is genuinely impractical to obtain. I argue that once again these cases require no new analytic insight; instead, we should look to political philosophy for guidance. In other words, the most serious ethical problem that arises in cluster randomized research also arises in political philosophy.

  18. 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…

  19. 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…

  20. Philosophy and the front line of science.

    PubMed

    Pernu, Tuomas K

    2008-03-01

    According to one traditional view, empirical science is necessarily preceded by philosophical analysis. Yet the relevance of philosophy is often doubted by those engaged in empirical sciences. I argue that these doubts can be substantiated by two theoretical problems that the traditional conception of philosophy is bound to face. First, there is a strong normative etiology to philosophical problems, theories, and notions that is dfficult to reconcile with descriptive empirical study. Second, conceptual analysis (a role that is typically assigned to philosophy) seems to lose its object of study if it is granted that terms do not have purely conceptual meanings detached from their actual use in empirical sciences. These problems are particularly acute to the current naturalistic philosophy of science. I suggest a more concrete integration of philosophy and the sciences as a possible way of making philosophy of science have more impact.

  1. 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.

  2. [What philosophy can say about immunogenicity].

    PubMed

    Pradeu, Thomas

    2010-01-01

    Philosophy can be useful to immunology. Philosophy can help to answer the problem of immunogenicity (the elucidation of the conditions in which an immune response is triggered). A first possible contribution of philosophy is to clarify immunological concepts. A second possible contribution is to offer a historical reconstruction of immunological concepts. A third possible contribution is to suggest theories or theoretical articulations. Immunology probably needs such a collaboration with philosophers.

  3. Philosophy for the rest of cognitive science.

    PubMed

    Stepp, Nigel; Chemero, Anthony; Turvey, Michael T

    2011-04-01

    Cognitive science has always included multiple methodologies and theoretical commitments. The philosophy of cognitive science should embrace, or at least acknowledge, this diversity. Bechtel's (2009a) proposed philosophy of cognitive science, however, applies only to representationalist and mechanist cognitive science, ignoring the substantial minority of dynamically oriented cognitive scientists. As an example of nonrepresentational, dynamical cognitive science, we describe strong anticipation as a model for circadian systems (Stepp & Turvey, 2009). We then propose a philosophy of science appropriate to nonrepresentational, dynamical cognitive science.

  4. [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.

  5. Environmental philosophy: response to critics.

    PubMed

    Sarkar, Sahotra

    2014-03-01

    The following piece is a response to the critiques from Frank, Garson, and Odenbaugh. The issues at stake are: the definition of biodiversity and its normativity, historical fidelity in ecological restoration, naturalism in environmental ethics, and the role of decision theory. The normativity of the concept of biodiversity in conservation biology is defended. Historical fidelity is criticized as an operative goal for ecological restoration. It is pointed out that the analysis requires only minimal assumptions about ethics. Decision theory is presented as a tool, not a domain-limiting necessary requirement for environmental philosophy.

  6. Existential and Phenomenological Influences in Educational Philosophy.

    ERIC Educational Resources Information Center

    Vandenberg, Donald

    1979-01-01

    Existentialism, methodology, phenomenology, and hermeneutics are defined as they apply to philosophy of education. A chronological presentation of the literature outlines the contributions of each. (JMF)

  7. Philosophy of biology: naturalistic or transcendental?

    PubMed

    Kolen, Filip; Van de Vijver, Gertrudis

    2007-01-01

    The aim of this article is to clarify the meaning of a naturalistic position within philosophy of biology, against the background of an alternative view, founded on the basic insights of transcendental philosophy. It is argued that the apparently minimal and neutral constraints naturalism imposes on philosophy of science turn out to involve a quite heavily constraining metaphysics, due to the naturalism's fundamental neglect of its own perspective. Because of its intrinsic sensitivity to perspectivity and historicity, transcendental philosophy can avoid this type of hidden metaphysics.

  8. 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)

  9. 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)

  10. 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.

  11. 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

  12. 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!

  13. Philosophy of Education and the Deweyan Legacy.

    ERIC Educational Resources Information Center

    Siegel, Harvey

    2002-01-01

    Responds to Rene Arcilla's article, "Why Aren't Philosophers and Educators Speaking to One Another?" suggesting that Deweyan philosophy of education is not the whole of philosophy of education, noting difficulties with the Deweyan view with which Arcilla is concerned, discussing problems with Arcilla's analysis of both the Deweyan view…

  14. Is a "Catholic" Philosophy Department Possible?

    ERIC Educational Resources Information Center

    Langan, Thomas

    1978-01-01

    Secularization and pluralism exist in Catholic universities today. There is no dominant Catholic philosophical tradition. Other philosophies, including neothomism and Christian existentialism, are discussed. The nature of the problem in Catholic philosophy departments and the task to overcome the situation at undergraduate and graduate levels are…

  15. Management Philosophies of Primary School Principals

    ERIC Educational Resources Information Center

    Tas, Said

    2011-01-01

    The study aimed to determine the management philosophies of primary school principals. Stratification method of sampling was used in the study. The study sample consisted of 33 school principals and 132 teachers serving at primary education schools in Isparta in the academic year 2008-2009. The "Manager Philosophy Scale" developed by Tanriogen and…

  16. 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…

  17. 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…

  18. Robert Alexander and His Passionate Philosophy (Profile).

    ERIC Educational Resources Information Center

    Bosseau, Remi Barclay

    1994-01-01

    Discusses the passionate philosophy of Robert Alexander, founder and director of living stage theater company and his views of art, creativity, the entire process of learning, politics, philosophy, and hope. Presents several excerpts from Alexander's presentations for artists and teachers during Living Stage residencies in cities around the…

  19. 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…

  20. [Philosophy of medicine by Ferdynand Karol Dworzaczek].

    PubMed

    Gryglewski, Ryszard W

    2006-01-01

    This paper is devoted to person of Ferdynand Karol Dworzaczek who should be seen as the first Polish physician and philosopher interested in philosophy of medicine. Well educated, with deep interest in theory and practical side of medicine he became first in Poland and very first in Europe to point the importance of philosophical thinking in medicine. His first lecture on this subject--Preface to Philosophy of Medicine, given in Warsaw in 1856, was in fact first lecture in this field ever given in Poland. Year later he published his main work tilted About Philosophy of Medicine in which we can find the core of Dworzaczek's philosophical view on the subject of medicine. His philosophy of medicine could be described as idealistic, with very strong deterministic impact, deeply anchored in religion. Understandably it had to be in opposition to materialism an mechanistic conception of life. For Dworzaczek the nature of life has dualistic character; it has its spiritual and biological significance in the same time, so spirit dominates and shapes biological function of every organism. It can be said, that Dworzaczek's philosophy of medicine was influenced in the first place by Plato and Hippocrates. It had also connection with medical conceptions of Paracelsus and van Helmont. However it was not original and fresh, Dworzaczek's philosophy was important and real background for polish school of philosophy of medicine, which flourished in second half of 19th century. By that Dworzaczek should be traded as father of Polish philosophy of medicine.

  1. 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…

  2. 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…

  3. 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…

  4. Philosophy of Education, 1977-1978.

    ERIC Educational Resources Information Center

    Jelinek, James John, Ed.

    This publication contains the proceedings of the 26th annual meeting of the Far Western Philosophy of Education Society in December, 1977. Eleven papers discussing the philosophy of education are presented. In the first paper "Philosophical Analysis: Whither or Thither?" the author discusses the drive towards systems analysis and logical…

  5. 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…

  6. 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…

  7. 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…

  8. 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…

  9. 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.…

  10. Between the Lines: Philosophy, Text and Conversation

    ERIC Educational Resources Information Center

    Smith, Richard

    2009-01-01

    In doing philosophy we need to be aware of the awkwardness of thinking in terms of having a method, still more any kind of "methodology". Instead we might consider the different ways in which philosophy has been conceived in terms of contrasts: for example between the written and the spoken word, between exposition and dialogue, and between--in…

  11. Is a "Catholic" Philosophy Department Possible?

    ERIC Educational Resources Information Center

    Langan, Thomas

    1978-01-01

    Secularization and pluralism exist in Catholic universities today. There is no dominant Catholic philosophical tradition. Other philosophies, including neothomism and Christian existentialism, are discussed. The nature of the problem in Catholic philosophy departments and the task to overcome the situation at undergraduate and graduate levels are…

  12. 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…

  13. Immanuel Kant, his philosophy and medicine.

    PubMed

    Wiesing, Urban

    2008-06-01

    The article examines the statements made by Immanuel Kant with reference to medicine as well as the impact of his philosophy on medicine. It describes the initial reaction of Kantian philosophy on medicine in the late 18th and early 19th century and its influence in the late 20th century.

  14. 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

  15. 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…

  16. 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…

  17. 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…

  18. 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…

  19. 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…

  20. [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.

  1. [The discourse of psychosis in contemporary philosophy].

    PubMed

    Stompe, Thomas; Ritter, Kristina

    2009-01-01

    The preoccupation of philosophy with madness can be traced back till the Greek antiquity. For many philosophers like Descartes psychotic phenomena were symbols for the fragility of human mental powers, while others like Plato or Nietzsche saw madness as a way to escape the constraints of rationality. After 1960 three direction of contemporary philosophy dealt with the topics madness--schizophrenia--psychosis: Following Nietzsche and Bataille, Foucault as well as Deleuze and Guattari considered schizophrenia as the societal oppressed reverse of modern rationality, a notion which had a strong influence on the anti-psychiatric movement. Philosophical phenomenology primarily focussed on ontological problems of the psychotic existence. Finally Philosophy of Mind, the modern Anglo-American version of analytical philosophy, analyzed the logical coherence of psychotic inferences and experiences. Especially the insights of analytical philosophy may be important for a more sophisticated interpretation of psychopathological research as well as of the new findings of neuroscience.

  2. 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.

  3. Science, philosophy and man's mind.

    PubMed

    Locke, E A

    1996-12-01

    This paper argues, in disagreement with most of the writers in the special issue [see Reyna (1995) Cognition, behavior and causality: A broad exchange of views stemming from the debate on the causal efficacy of human thought, Journal of Behavior Therapy and Experimental Psychiatry, 20(3)], that: (1) science cannot be separated from philosophy even for the purpose of trying to see which set of assumptions is more "pragmatically useful;" (2) a true understanding of causality eliminates skepticism and reveals why private, conscious events are causes of action; (3) consciousness is directly observable; and (4) the belief in cognition, far from divorcing man from the real world of action, points to the actual cause of action and of political change.

  4. 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.

  5. Environmental philosophy: from theory to practice.

    PubMed

    Sarkar, Sahotra

    2014-03-01

    Environmental philosophy is a hybrid discipline drawing extensively from epistemology, ethics, and philosophy of science and analyzing disciplines such as conservation biology, restoration ecology, sustainability studies, and political ecology. The book being discussed both provides an overview of environmental philosophy and develops an anthropocentric framework for it. That framework treats natural values as deep cultural values. Tradeoffs between natural values are analyzed using decision theory to the extent possible, leaving many interesting question for philosophical deliberation. This framework is supposed to be applicable in practical contexts.

  6. [Philosophy, a mirror for science?].

    PubMed

    Vanbelle, G

    1999-01-01

    The author regrets the lack of philosophical knowledge (in circles of dentistry) to judge the scientific base of research. The western epistemology is explained by referring to the models of reasoning used in both medicine and dentistry. Referring to the 17th century philosophers, the methodical doubt, the genesis of more general points of view, the problem of measurement, the set up of experiments and the formulation of laws are discussed. Referring to the 18th and 19th century philosophers, the question of perception, correlation, interaction with the experiment and hypothesis relating to their probability are discussed. The 20th century philosophers are the occasion to discuss the influence of experimental models on data, the problem of the operation of this information, of the scientific terminology and of variability of theories, data and methods. The author claims a formation in scientifical philosophy for postgraduate students and is also emphasizing that students in the basic education level should be able to deal with scientific literature in a critical way.

  7. 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.

  8. 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.

  9. Public Philosophy and the Crisis in Education.

    ERIC Educational Resources Information Center

    Giroux, Henry A.

    1984-01-01

    Criticizes the movement to link the outcomes of education solely to the needs of the business community and argues that this philosophy of education undermines efforts to equip students with the skills necessary to analyze sociopolitical processes at work. (JOW)

  10. 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.

  11. 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)

  12. 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.

  13. 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)

  14. 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…

  15. 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.

  16. Philosophy of Education: Becoming Less Western, More African?

    ERIC Educational Resources Information Center

    Enslin, Penny; Horsthemke, Kai

    2016-01-01

    Posing the question "How diverse is philosophy of education in the West?" this paper responds to two recent defences of African philosophy of education which endorse its communitarianism and oppose individualism in Western philosophy of education. After outlining Thaddeus Metz's argument that Western philosophy of education should become…

  17. Philosophy of Education: Becoming Less Western, More African?

    ERIC Educational Resources Information Center

    Enslin, Penny; Horsthemke, Kai

    2016-01-01

    Posing the question "How diverse is philosophy of education in the West?" this paper responds to two recent defences of African philosophy of education which endorse its communitarianism and oppose individualism in Western philosophy of education. After outlining Thaddeus Metz's argument that Western philosophy of education should become…

  18. 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

  19. Command Philosophy: The Secret of Organizational Leadership

    DTIC Science & Technology

    1989-03-01

    contemporary leadership issues. It confronts compx social problems, such as sexual harassment, drug and alcohol abuse, and racial disharmony. Specifically...already. Figure Fourteen provides an abbreviated analysis of the survey (see appendix A for the questionaire ). FIGURE 14 DIMENSIONS: COMMAND PHILOSOPHY...written command philosophies have better units in terms of organizational health . So why the hesitation? Certainly, it is personal: even the AWC 1989

  20. 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.

  1. Rational emotive behavior therapy: disputing irrational philosophies.

    PubMed

    Sacks, Susan Bendersky

    2004-05-01

    This article provides an overview of the concepts and techniques of rational emotive behavior therapy to distinguish it from cognitive-behavioral therapy. Rational emotive behavior therapy proposes that psychological disturbance is largely created and maintained through irrational philosophies consisting of internal absolutistic demands. This therapy strives to produce sustained and profound cognitive, emotive, and behavioral change through active, vigorous disputation of underlying irrational philosophies.

  2. Leadership philosophy of care home managers.

    PubMed

    Rippon, Daniel; James, Ian Andrew

    Care home managers have a significant influence on staff morale and care delivery. Training methods underpinned by transformational leadership theory (TLT) have been used successfully to develop leaders in healthcare services. The aim of this preliminary study was to establish which aspects of TLT were apparent in care home managers' philosophies of leadership. A qualitative research design was used and 25 care home managers in the north-east of England took part. Participants were asked to provide their philosophies of leadership by completing a questionnaire; a thematic analysis of the responses was then conducted. Development of philosophy, enablement and interpersonal impact emerged as key themes. The findings suggested that elements of TLT were apparent in the participants' philosophies of leadership. However, the importance of gaining the support of senior management when attempting to apply a philosophy of eadership in practice was lacking. Aspects of TLT, such as supporting frontline employees to engage in education and establishing trust, were embedded in care home managers' philosophies. To develop leadership skills, managers may benefit from training programmes that involve both structured teaching and guided learning through experience.

  3. CLA Booklist. New Gods for Old - Why Philosophy is Dull. Philosophy - 1970-1971

    ERIC Educational Resources Information Center

    Carbery, Michael G.

    1971-01-01

    The essential attributes of philosophy are: (1) it must be useless, (2) it must discuss the important and perennial problems intimately related to human existence, and (3) it must not solve these problems. The discussion is followed by a list of philosophy books. (19 references) (NH)

  4. Investigating Philosophies Underpinning Dietetic Private Practice.

    PubMed

    Harper, Claudia; Maher, Judith

    2017-03-01

    There is limited theory or knowledge regarding dietitians' practice philosophies and how these philosophies are generated and incorporated into their professional practices. For the purposes of this study, a conceptual framework will explain and define the 'philosophies' as three different types of knowledge; episteme, techne, and phronesis. This study aimed to develop an explanatory theory of how dietitians in private practice source, utilise, and integrate practice philosophies. A grounded theory qualitative methodology was used to inform the sampling strategy, data collection, and analytical processes. Semi-structured interviews with dietitians in private practice were undertaken and data were collected and analysed concurrently. The results show that dietitians form collaborative relationships with their clients, in order to nurture change over time. They use intrinsic and intertwined forms of episteme, techne, and phronesis, which allow them to respond both practically and sensitively to their clients' needs. The learning and integration of these forms of knowledge are situated in their own practice experience. Dietitians adapt through experience, feedback, and reflection. This study highlights that private practice offers a unique context in which dietitians deal with complex issues, by utilising and adapting their philosophies.

  5. [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.

  6. Isabel Maitland Stewart's philosophy of education.

    PubMed

    Donahue, M P

    1983-01-01

    Isabel Maitland Stewart developed the first course dealing specifically with the teaching of nursing. The purpose of this study was to determine the essential principles of Stewart's philosophy of general and nursing education and to determine the significance and influence of John Dewey on her philosophy. Documents were collected, classified, and examined using content analysis. Quotations from Stewart's writings were categorized according to the nature of man; standards; means, ends, and goals; learning; and education. These were examined topically and from the standpoint of their identification with contemporary philosophical thought, particularly pragmatism. Conclusions are based on the interpretation of Stewart's direct statements. She was progessivist and utilitarian in her ethical view. Such a philosophy is closely allied with pragmatism and, more specifically, pragmatic realism.

  7. ‘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

  8. 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.

  9. 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.

  10. [Philosophy within the context of neurosciences].

    PubMed

    Estany, Anna

    2013-03-16

    Based on the interrelation between science and philosophy, this article addresses the impact of neurosciences on the philosophical issues posed by today's society, especially those related with epistemology and the philosophy of science. To do so, the different approaches in the cognitive sciences are taken into account, with special attention paid to those that have to do with social, embodied and situated cognition versus a more individual, rational and abstract cognition. This initial framework is taken as the starting point with which to analyse the ways of representing knowledge and the characteristics of the cognoscente agent.

  11. 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.

  12. Quelques résultats théoriques et expérimentaux concernant le gonflement anisotrope

    NASA Astrophysics Data System (ADS)

    Karalis, T. K.

    1991-07-01

    Considering some theoretical aspects of the swelling of non-saturated soils, swelling stresses of a parallelepiped soil sample are evaluated in terms of the moisture content, the vapor tension, and the specific isotropic swelling. The results are applied on a cylindrical specimen swelling in a oedometer for which experimental data are available. En partant de quelques considérations théoriques sur le gonflement d'une argile non saturée, on procède à l'évaluation des contraintes de gonflement d'un échantillon parallélépipédique en fonction de la teneur en eau, de la tension de vapeur et du gonflement spécifique isotropique. On applique ces résultats sur un spécimen cylindrique gonflant dans l'oedomètre, pour lequel on possède déjà des résultats expérimentaux.

  13. Doing Philosophy Effectively: Student Learning in Classroom Teaching.

    PubMed

    Kienstra, Natascha; Imants, Jeroen; Karskens, Machiel; van der Heijden, Peter G M

    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.

  14. 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

  15. The Philosophy and Foundations of Vocational Education.

    ERIC Educational Resources Information Center

    MSS Information Corp., New York, NY.

    The introductory volume in a new series on vocational education, the book surveys recent literature on the philosophy and foundations of this relatively new field. Opening papers deal with the objectives of vocational education departments in high schools, current standards of technological and industrial education, and models for comprehensive…

  16. 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.

  17. Kazakh Philosophy: From Abai to Shakarim

    ERIC Educational Resources Information Center

    Sydykov, Yerlan B.; Nysanbayev, Abdumalik N.; Kurmanbaev, Erbol A.

    2016-01-01

    The purpose of the study is to analyze the influence of Shakarim--a follower of Abai--on Kazakh philosophy, his worldview and opinion of existential issues. The specifics of the problem under consideration required taking a synthetic approach to the use of various methods in this research. A synthesis of dialectical, metaphysical, rational,…

  18. 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…

  19. Investigating Philosophies Underpinning Dietetic Private Practice

    PubMed Central

    Harper, Claudia; Maher, Judith

    2017-01-01

    There is limited theory or knowledge regarding dietitians’ practice philosophies and how these philosophies are generated and incorporated into their professional practices. For the purposes of this study, a conceptual framework will explain and define the ‘philosophies’ as three different types of knowledge; episteme, techne, and phronesis. This study aimed to develop an explanatory theory of how dietitians in private practice source, utilise, and integrate practice philosophies. A grounded theory qualitative methodology was used to inform the sampling strategy, data collection, and analytical processes. Semi-structured interviews with dietitians in private practice were undertaken and data were collected and analysed concurrently. The results show that dietitians form collaborative relationships with their clients, in order to nurture change over time. They use intrinsic and intertwined forms of episteme, techne, and phronesis, which allow them to respond both practically and sensitively to their clients’ needs. The learning and integration of these forms of knowledge are situated in their own practice experience. Dietitians adapt through experience, feedback, and reflection. This study highlights that private practice offers a unique context in which dietitians deal with complex issues, by utilising and adapting their philosophies. PMID:28257036

  20. 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…

  1. 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…

  2. 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…

  3. 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…

  4. 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…

  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. 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…

  7. Is the Whole Language Philosophy Working?

    ERIC Educational Resources Information Center

    McDonald, Lonnie R.; Burris, Amy

    1995-01-01

    Finds overwhelmingly positive attitudes in two public school faculties toward the change of their curriculum to include the whole language philosophy--students were motivated, teachers were renewed with a positive attitude, and students exhibited an air of confidence and security concerning their performance. (SR)

  8. 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."

  9. 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…

  10. 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…

  11. 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…

  12. 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…

  13. 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)

  14. Dancing Composition: Pedagogy and Philosophy as Experience

    ERIC Educational Resources Information Center

    Gould, Elizabeth

    2006-01-01

    For philosopher Gilles Deleuze, the work of philosophy consists of affirmatively and artistically creating and reworking concepts in response to real-life problems in an ongoing process that invites new perspectives and ways of thinking. Carol Matthews's music composition pedagogical practices reflect these processes, arguing that they demonstrate…

  15. 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…

  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. 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…

  18. The Philosophy and Foundations of Vocational Education.

    ERIC Educational Resources Information Center

    MSS Information Corp., New York, NY.

    The introductory volume in a new series on vocational education, the book surveys recent literature on the philosophy and foundations of this relatively new field. Opening papers deal with the objectives of vocational education departments in high schools, current standards of technological and industrial education, and models for comprehensive…

  19. [The role of philosophy in psychiatry].

    PubMed

    Heinze, M; Kupke, C

    2006-03-01

    Philosophy as a basic study for psychiatry is again attracting interest. Scientific observations in this field are supplementary to empirical science and provide a needed balance to empirical results. In this article we consider the interdisciplinary relationship of both fields and examine its present institutional application.

  20. 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…

  1. A Teaching Philosophy: Rhetoric or Reality?

    ERIC Educational Resources Information Center

    Glascott, Kathleen P.; Crews, Nancy N.

    1998-01-01

    Argues that eclecticism is not a viable teaching philosophy and examines reasons teachers follow the practice in the belief that students' learning needs are adequately met. Encourages teachers to examine their classroom practices, and to focus on, and listen to, individual students to determine the direction and pace of their learning experience.…

  2. Philosophy of Education, 1976-1977.

    ERIC Educational Resources Information Center

    Jelinek, James John, Ed.

    The document contains the texts of 13 presentations made at the 25th annual meeting of the Far Western Philosophy of Education Society in December, 1976. Topics include Rationality and Public Education; Education for Womanhood; Alternative Learning and Alternative Assessment; Man, Nature, and Social Management; The Public School and Its Moral…

  3. 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…

  4. 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…

  5. Philosophy of phenomenology: how understanding aids research.

    PubMed

    Converse, Mary

    2012-01-01

    To assist the researcher in understanding the similarities and differences between the Husserlian and Heideggerian philosophies of phenomenology, and how that philosophy can inform nursing research as a useful methodology. Nurse researchers using phenomenology as a methodology need to understand the philosophy of phenomenology to produce a research design that is philosophically congruent. However, phenomenology has a long and complex history of development, and may be difficult to understand and apply. The author draws from Heidegger (1962), Gadamer (2004), and nurse scholars and methodologists. To give the reader a sense of the development of the philosophy of phenomenology, the author briefly recounts its historical origins and interpretations, specifically related to Husserl, Heidegger and Gadamer. The author outlines the ontological and epistemological assumptions of Husserlian and Heideggerian phenomenology and guidance for methodology inspired by these philosophers. Difficulties with engaging in phenomenological research are addressed, especially the processes of phenomenological reduction and bracketing, and the lack of clarity about the methods of interpretation. Despite its complexity, phenomenology can provide the nurse researcher with indepth insight into nursing practice. An understanding of phenomenology can guide nurse researchers to produce results that have meaning in nursing patient care.

  6. 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…

  7. 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…

  8. 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…

  9. 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…

  10. How to Find Out in: Philosophy. Revised.

    ERIC Educational Resources Information Center

    Robertson, Susan E.

    This library handbook was designed to aid the student of philosophy. It lists reference materials basic to general research and gives their location in the Fogler Library at the University of Maine. Materials are listed in ten categories: (1) guides to the literature; (2) dictionaries and encyclopedias; (3) abstracts and indexes; (4)…

  11. 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…

  12. Dancing Composition: Pedagogy and Philosophy as Experience

    ERIC Educational Resources Information Center

    Gould, Elizabeth

    2006-01-01

    For philosopher Gilles Deleuze, the work of philosophy consists of affirmatively and artistically creating and reworking concepts in response to real-life problems in an ongoing process that invites new perspectives and ways of thinking. Carol Matthews's music composition pedagogical practices reflect these processes, arguing that they demonstrate…

  13. How to Find Out in: Philosophy. Revised.

    ERIC Educational Resources Information Center

    Robertson, Susan E.

    This library handbook was designed to aid the student of philosophy. It lists reference materials basic to general research and gives their location in the Fogler Library at the University of Maine. Materials are listed in ten categories: (1) guides to the literature; (2) dictionaries and encyclopedias; (3) abstracts and indexes; (4)…

  14. The Philosophy of Work and Leisure.

    ERIC Educational Resources Information Center

    Baseheart, M. Catharine

    This proposed upper-division course, which is designed to relate abstract philosophy to concrete life situations, grew out of the awareness that the quality of life can be enhanced through study and reflection on the essential human values of work and leisure. The theoretical and practical knowledge that forms the course content is approached in a…

  15. 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…

  16. Philosophy for Children and Aesthetic Education.

    ERIC Educational Resources Information Center

    Hamrick, William S.

    1989-01-01

    Describes elements in the Philosophy for Children program that have relevance for aesthetic education. Outlines some of the main philosophical themes associated with aesthetic education. Discusses both materials and methods, paying particular attention to the text "Suki." Reviews ways in which the program holds students' attention and…

  17. A Continuing Duality: Physics and Philosophy.

    ERIC Educational Resources Information Center

    Larson, James H.

    1984-01-01

    Discusses need for introducing material to educate students about the relationship of philosophy to physics and science in general, particularly in light of quantum mechanics. Suggesting the dual nature of electrons as a starting point and citing several supplemental texts, a demonstration is described to be used to introduce the topic. (JM)

  18. [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.

  19. Philosophy of Education and the Munn Report.

    ERIC Educational Resources Information Center

    Darling, John

    1978-01-01

    The Munn Report's style of thought owes much to the kind of philosophy of education which came into vogue in the 1960s. In particular, the work of Professor Peters and Professor Hirst seems to have had an undue and unhelpful influence. (Author)

  20. Roy Harris and the Philosophy of Linguistics.

    ERIC Educational Resources Information Center

    Taylor, Talbot J.

    1997-01-01

    Dedicates this issue of "Language Sciences" to Roy Harris, former Professor of Linguistics at Oxford University, on the occasion of his 65th birthday. The article points out that because of Harris's writing style and arguments, he is viewed as a skeptic, who approaches any topic from the perspective of philosophy rather than that of…

  1. Philosophy, self-knowledge, and personality in Iranian teachers and students of philosophy.

    PubMed

    Ghorbani, Nima; Ghramaleki, Ahad Framarz; Watson, P J

    2005-01-01

    Like psychology, philosophy apparently operates from a commitment to the belief that self-knowledge should be a goal of disciplinary and personal development. Iranian teachers and students of philosophy responded to a Philosophical Orientations Scale created for this study that assessed the possible content of a high school philosophy course, along with instruments measuring self-knowledge, need for cognition, the five-factor model, anxiety, depression, and perceived stress. As the authors hypothesized, self-knowledge predicted higher levels of a philosophical orientation, even after controlling for the variance explained by need for cognition and openness to experience. Philosophical orientations and self-knowledge were also correlated with psychological adjustment, and teachers scored higher than students on these two sets of constructs. These data supported the hypothesis that personal and disciplinary interests in an adaptive self-knowledge converge in philosophy.

  2. 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…

  3. 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…

  4. 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…

  5. 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…

  6. "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…

  7. "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…

  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. How new is the new philosophy of psychiatry?

    PubMed Central

    Denys, Damiaan

    2007-01-01

    In their recent paper, Natalie Banner and Tim Thornton evaluate seven volumes of the Oxford University Press series “International Perspectives in Philosophy and Psychiatry,” an international book series begun in 2003 focusing on the emerging interdisciplinary field at the interface of philosophy and psychiatry. According to Natalie Banner and Tim Thornton, the series represents a clear indication that the interdisciplinary field of philosophy of psychiatry has been flourishing lately. Philosophers and psychiatrists face a “new philosophy of psychiatry”. However, the optimism which the “new” philosophy of psychiatry celebrates is precisely the exiling of philosophy from the foundations of psychiatry. The 150 year old belief that psychopathology cannot do without philosophical reflection has virtually disappeared from common psychiatric education and daily clinical practice. Though the discipline of psychiatry is particularly suited to contributions from philosophy, the impact of philosophy on psychiatry nowadays remains limited. With some exceptions, philosophical papers are embedded in a philosophical context inscrutable to ordinary psychiatrists. Much current philosophical work is perceived by psychiatrists as negativistic. I would encourage the field of psychiatry to incorporate once again basic philosophical attitudes which render possible true dialogue with philosophy and enrich both disciplines. The views developed here should not discredit the value and importance of Natalie Banner and Tim Thornton’s paper and the excellent series “International Perspectives in Philosophy and Psychiatry.” As Jaspers said “Everybody inclined to disregard philosophy will be overwhelmed by philosophy in an unperceived way”. PMID:17949505

  10. 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…

  11. 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…

  12. 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…

  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. 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…

  15. To School with the Poets: Philosophy, Method and Clarity

    ERIC Educational Resources Information Center

    Smith, Richard

    2008-01-01

    There is a longstanding difficulty in distinguishing philosophy (and philosophy of education) from other kinds of writing. Even the notions of clarity and rigour, sometimes claimed as central and defining characteristics of philosophy at its best, turn out to have ineliminably figurative elements, and accounts of philosophical method often display…

  16. 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…

  17. "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…

  18. 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…

  19. 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…

  20. 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…

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

    PubMed

    Orzack, Steven Hecht

    2012-01-19

    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.

  2. 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…

  3. 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…

  4. Turning points in removable partial denture philosophy.

    PubMed

    Waliszewski, Michael P

    2010-10-01

    This article discusses key turning points in removable partial denture (RPD) philosophy. Early advancements tended to focus upon improving the technical quality of the prosthesis itself. The beginning of the 20th century brought significant public pressure upon the dental profession due to consequences associated with poor quality fixed prostheses. The result was dramatic improvement and heavy demand for RPDs. Technical and efficiency issues conspired to temper this enthusiasm, eventually resulting in reduced respect for RPDs. By highlighting key writings and technical issues during these periods of change it is hoped the reader will gain a more precise understanding of the current status of RPD philosophy. © 2010 by The American College of Prosthodontists.

  5. 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.

  6. Can there be science without philosophy?

    PubMed

    Nathan, Marco J; Brancaccio, Diego; Zoccali, Carmine

    2016-12-01

    Over the last few decades, philosophy has gained an increasingly bad reputation among working scientists. Prominent researchers have suggested, in various forms and degrees of mockery, that philosophy has little or nothing positive to contribute to science. This essay provides a response to these allegations. We begin by examining, and ultimately questioning, an influential argument purporting to undermine the significance of a philosophical approach to science. Next, we offer some biomedical examples where philosophical speculation plays a prominent role. We conclude by arguing that, when understood in the appropriate context, philosophical reflection is an important-indeed, integral-ingredient of healthy scientific inquiry. © The Author 2016. Published by Oxford University Press on behalf of ERA-EDTA. All rights reserved.

  7. Physics, philosophy, and the nature of reality.

    PubMed

    Maudlin, Tim

    2015-12-01

    Both science and philosophy have been characterized as seeking to understand the nature of reality. They are sometimes even pitted against each other, suggesting that the success of science undermines the relevance of philosophy. But attending to the sort of understanding or explanation being sought offers a different picture: contemporary physics as practiced sometimes fails to provide a clear physical account of the world. This lies at the root of the dissatisfaction with standard quantum theory expressed by Einstein, Schrödinger, and John Bell. As an example, close consideration of Schrödinger's famous cat example suggests that physicists often have missed his point. What a philosophical disposition can contribute is not alternative physics, but rather the sort of careful attention to argument needed to extract a physical picture from a mathematical formalism. © 2015 New York Academy of Sciences.

  8. Bioethics: why philosophy is essential for progress.

    PubMed

    Savulescu, Julian

    2015-01-01

    It is the JME's 40th anniversary and my 20th anniversary working in the field. I reflect on the nature of bioethics and medical ethics. I argue that both bioethics and medical ethics together have, in many ways, failed as fields. My diagnosis is that better philosophy is needed. I give some examples of the importance of philosophy to bioethics. I focus mostly on the failure of ethics in research and organ transplantation, although I also consider genetic selection, enhancement, cloning, futility, disability and other topics. I do not consider any topic comprehensively or systematically or address the many reasonable objections to my arguments. Rather, I seek to illustrate why philosophical analysis and argument remain as important as ever to progress in bioethics and medical ethics.

  9. Philosophy, psychology, physics and practice of ki.

    PubMed

    Ohnishi, S Tsuyoshi; Ohnishi, Tomoko

    2009-06-01

    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.

  10. 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

  11. 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.

  12. 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

  13. Philosophy and the practice of Bayesian statistics.

    PubMed

    Gelman, Andrew; Shalizi, Cosma Rohilla

    2013-02-01

    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.

  14. Philosophies and Practices: The Status of Judging Philosophies at Pi Kappa Delta Nationals: Argument for Disclosure of Judging Philosophy at All Intercollegiate Tournaments.

    ERIC Educational Resources Information Center

    Watt, Willis M.

    Noting that the skill of debate is essential in a free democratic society, this paper presents a rationale for the use of judging philosophy statements at all intercollegiate debate tournaments. The paper considers: the role of the debate critic; discussion of judging philosophy statements; and advantages to be gained through the use of…

  15. Moral education for the elite of democracy: the classe de philosophie between sociology and philosophy.

    PubMed

    Barberis, Daniela S

    2002-01-01

    In this article, I address the issues at stake in the relationship between sociology and philosophy in the second half of the nineteenth century by focusing on a debate between two parties: Emile Durkheim, who was attempting to found an independent scientific sociology, and the editors and collaborators of the Revue de métaphysique et de morale (RMM), one of the central philosophical journals of the period. This debate focused on the role of philosophy in secondary school education, but at its heart, this was a struggle between two disciplines over which ought to direct the formation of good citizens for Third Republic France. Copyright 2002 Wiley Periodicals, Inc.

  16. Astronaut-centered philosophy for designing manned space system.

    PubMed

    Wu, Guo-xing; Tan, Li

    2002-02-01

    Astronaut-centered design philosophy is a new concept suggested by the authors for manned space system design. It stems from human-centered design philosophy. Human-centered design means that human role is regarded as important basis and foundation for system design. At the beginning, the engineers used to adopt technology-centered philosophy for designing complex system, but much practice proved that the technology-centered design philosophy won't work, resulting in lower system safety and performance. So it has been currently replaced by human-centered philosophy. As examples, the principles of human-centered automation of the International Civil Aviation Organization and NASA JSC's Human-rating Requirements were introduced. At last, the astronaut-centered design philosophy and its requirements were put forward by the authors. These requirements consist of: general requirements, man-machine interaction requirements, man-environment interaction requirements and interpersonal relationship requirements.

  17. 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.

  18. 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). Copyright © 2015. Published by Elsevier Ltd.

  19. Sculpting a nurse-midwifery philosophy. Ernestine Wiedenbach's influence.

    PubMed

    VandeVusse, L

    1997-01-01

    An educational project used in a professional-issues course for student nurse-midwives is described. The class project involved nurse-midwives portraying (in clay), and subsequently discussing, their individual practice philosophies. Background information on the importance of philosophy statements is provided. Included is the historic influence of a certified nurse-midwife foremother, Ernestine Wiedenbach, on the professional importance of articulating a guiding philosophy.

  20. 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

  1. 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. Copyright © 2012 SETAC.

  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. The significance of neuroscience for philosophy.

    PubMed

    Churchland, Patricia Smith; Phil, B

    2008-01-01

    The ground is shifting under the traditional approaches to problems in the philosophy of mind. Earlier doctrines concerning the independence of cognition from the brain now appear untenable. As neuroscience uncovers more about the organization and dynamics of the brain, it becomes increasingly evident that theories about our nature must be informed by neuroscientific data. Consistent with this progress, we may expect that philosophical problems about the mind will be productively addressed and perhaps radically transformed by a convergence of neuroscientific, psychological and computational research.

  4. Microsurgery and music: parallel ideas and philosophy?

    PubMed

    Nemeth, Norbert

    2007-01-01

    Can a philosophic analogy be drawn between music, a major formal area and discipline of the fine arts, and microsurgery, a branch of applied medical science and research? Is an interdisciplinary view of value? Should we look for links beyond the stated boundaries of each of these areas? These are questions that fascinate physicians who, apart from their professional scientific activity, are also involved in making music a way to enrich their lives. In this paper a medical researcher, physician, and composer gives words to his thoughts about the parallel ideas and philosophies of these two disciplines. (c) 2007 Wiley-Liss, Inc.

  5. 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.

  6. Again, what the philosophy of biology is not.

    PubMed

    Callebaut, Werner

    2005-01-01

    There are many things that philosophy of biology might be. But, given the existence of a professional philosophy of biology that is arguably a progressive research program and, as such, unrivaled, it makes sense to define philosophy of biology more narrowly than the totality of intersecting concerns biologists and philosophers (let alone other scholars) might have. The reasons for the success of the "new" philosophy of biology remain poorly understood. I reflect on what Dutch and Flemish, and, more generally, European philosophers of biology could do to improve the situation of their discipline locally, regionally, and internationally, paying particular attention to the lessons to be learned from the "Science Wars."

  7. 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…

  8. 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…

  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. 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

  11. 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…

  12. The Misrepresentation of Thomistic Philosophy: A Rebuttal to Morris and Pai's "Philosophy and the American School."

    ERIC Educational Resources Information Center

    Hymel, Glenn M.

    The central thesis of this paper is that the philosophical systems survey provided by Morris and Pai (1976) in their text entitled "Philosophy and the American School" misrepresents the school of Thomism on several significant points. Though the authors' treatment of Thomistic metaphysics is judged to be adequate, their presentation of…

  13. 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.

  14. Philosophy of science and the diagnostic process.

    PubMed

    Willis, Brian H; Beebee, Helen; Lasserson, Daniel S

    2013-10-01

    This is an overview of the principles that underpin philosophy of science and how they may provide a framework for the diagnostic process. Although philosophy dates back to antiquity, it is only more recently that philosophers have begun to enunciate the scientific method. Since Aristotle formulated deduction, other modes of reasoning including induction, inference to best explanation, falsificationism, theory-laden observations and Bayesian inference have emerged. Thus, rather than representing a single overriding dogma, the scientific method is a toolkit of ideas and principles of reasoning. Here we demonstrate that the diagnostic process is an example of science in action and is therefore subject to the principles encompassed by the scientific method. Although a number of the different forms of reasoning are used readily by clinicians in practice, without a clear understanding of their pitfalls and the assumptions on which they are based, it leaves doctors open to diagnostic error. We conclude by providing a case example from the medico-legal literature in which diagnostic errors were made, to illustrate how applying the scientific method may mitigate the chance for diagnostic error.

  15. 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…

  16. 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…

  17. The Importance of Teaching a Win-Win Philosophy.

    ERIC Educational Resources Information Center

    Brainard, Alan J.

    Most people are raised in a traditional environment which teaches that someone-winning implies that someone-loses. However, psychology and the examples provided in the Watergate scandal demonstrate that such a philosophy is neither productive nor beneficial. A "win-win" philosophy of cooperation, not competition, is needed for…

  18. An Axiological Structure for a Theistic Philosophy of Education.

    ERIC Educational Resources Information Center

    Klimes, Rudolf E.

    1973-01-01

    The purpose of philosophy is to aid the individual in developing a unified view of the universe, the world, and the society in which he lives. In both the establishing of life-goals and the development of a philosophy of education, a clear understanding of values and facts in necessary. But in educational practice, many decisions are based on…

  19. 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:…

  20. 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.

  1. Philosophy of Teaching English in the Junior College.

    ERIC Educational Resources Information Center

    Ediger, Marlow

    Instructors in junior college English courses need to study, analyze, and experiment with diverse philosophies of teaching. A problem solving philosophy is one worth emphasizing, in which the instructor guides students to select vital problems from a stimulating learning environment. After a problem is identified, information is gathered by the…

  2. 2007 SOPHE Presidential Address: Discovering a Philosophy of Health Education

    ERIC Educational Resources Information Center

    Gambescia, Stephen F.

    2007-01-01

    While we have several hallmarks of a mature profession, does this include a well-articulated "Philosophy of Health Education?" High-order questions should be important to both practitioners and researchers in health education. This address outlines why it is important for us to have a philosophy of health education, an approach that we could take…

  3. Constructing the University: Towards a Social Philosophy of Higher Education

    ERIC Educational Resources Information Center

    Barnett, Ronald

    2017-01-01

    Almost 40 years ago, a book appeared by J.S. Brubacher entitled "On the Philosophy of Higher Education". Today, we have neither its successor nor a sense as to what such a book might contain. The argument here is that we currently lack a recognised subfield of study that might be termed "the philosophy of higher education". The…

  4. 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…

  5. 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…

  6. 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…

  7. 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…

  8. 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…

  9. 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)

  10. 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…

  11. Problems with Fallibilism as a Philosophy of Mathematics Education

    ERIC Educational Resources Information Center

    Rowlands, Stuart; Graham, Ted; Berry, John

    2011-01-01

    Much reference has been made to Paul Ernest's "philosophy of mathematics education" to legitimise a strong fallibilist trend in mathematics education. This article presents the argument that: (1) This philosophy makes unwarranted assumptions that have been taken as "given". For example, that "absolutist" or "Platonist" views of mathematics…

  12. Physical Education Teacher's Attitudes towards Philosophy of Education and Technology

    ERIC Educational Resources Information Center

    Turkeli, Anil; Senel, Omer

    2016-01-01

    The current study was carried out to find out the attitudes of physical education teachers towards educational philosophy and technology, and to determine the relationship between the philosophy of education that they adopt and their attitudes toward technology. With this aim, the study was conducted on 22 female and 69 male physical education…

  13. 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…

  14. Problems with Fallibilism as a Philosophy of Mathematics Education

    ERIC Educational Resources Information Center

    Rowlands, Stuart; Graham, Ted; Berry, John

    2011-01-01

    Much reference has been made to Paul Ernest's "philosophy of mathematics education" to legitimise a strong fallibilist trend in mathematics education. This article presents the argument that: (1) This philosophy makes unwarranted assumptions that have been taken as "given". For example, that "absolutist" or "Platonist" views of mathematics…

  15. 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…

  16. 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…

  17. Teaching Philosophy of Education: The Value of Questions

    ERIC Educational Resources Information Center

    Chinnery, Ann; Hare, William; Kerr, Donald; Okshevsky, Walter

    2007-01-01

    The teaching of foundations courses, and in particular philosophy of education, is frequently under siege in teacher education programs across Canada, as these programs struggle to meet other demands on student teachers. This article results from a panel discussion addressing the context of a variety of undergraduate philosophy of education…

  18. 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…

  19. 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…

  20. A New Direction for the Philosophy of Education.

    ERIC Educational Resources Information Center

    Maynell, Hugo A.

    Contemporary philosophy of education lacks direction, and needs it. The lack of direction is due to skepticism about the foundations of knowledge and values rampant in contemporary philosophy at large, both the Anglo-Saxon and Continental traditions. The remedy is grounded in a renewal of confidence about these foundations that is found in…

  1. 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,…

  2. 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…

  3. Philosophy of Education Subscales: Predictors of EFL Teachers' Professional Development

    ERIC Educational Resources Information Center

    Ashraf, Hamid; Kafi, Zahra H.

    2017-01-01

    The present study aimed at investigating the relationship between Iranian EFL, English as a foreign language, male and female instructors' philosophy of education and their professional development to see whether there is any significant relation between the type of philosophy of education that teachers hold and their professional development. It…

  4. Philosophy for Children and Its Critics: A Mendham Dialogue

    ERIC Educational Resources Information Center

    Gregory, Maughn

    2011-01-01

    As conceived by founders Matthew Lipman and Ann Margaret Sharp, Philosophy for Children is a humanistic practice with roots in the Hellenistic tradition of philosophy as a way of life given to the search for meaning, in American pragmatism with its emphasis on qualitative experience, collaborative inquiry and democratic society, and in American…

  5. 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…

  6. Individuality and Common Purpose: The Philosophy of Science.

    ERIC Educational Resources Information Center

    Cohen, Robert Sonne

    1994-01-01

    Examines changes in the philosophy of science related to changes in scientific knowledge. Discusses the nature of philosophy, ambiguity in the use of science, art and science, political ethics and science, logical thought, science in social reality, links to industrial society, and values and goals for science teaching. (LZ)

  7. 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…

  8. 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…

  9. Why Philosophy Is Important for Administrators in Education

    ERIC Educational Resources Information Center

    Michaud, Nicolas

    2015-01-01

    The fact that "philosophy," to many people, is just a mysterious word that brings to mind images of white beards and mysticism is no surprise. Contemporary society seem to have little reason to value a field devoted to ideas rather than production. Simply, philosophy is impractical, a distraction from the important world of growing an…

  10. Al-Faruqi's Fundamental Ideas and Philosophy of Education

    ERIC Educational Resources Information Center

    Rahman, Tasnim Abdul; Yusof, Wan Sabri Wan; Rashid, Zuriati Mohd; Amir, Ahmad Nabil

    2015-01-01

    This paper discusses the fundamental ideal and philosophy of education advocated by Ismail Raji al-Faruqi (1921-1986) in realizing the Islamization of knowledge (IOK) project. The concept and perspective of education projected by al-Faruqi was constructed on the worldview of tawhid that reflected the essence and intrinsic philosophy and paradigm…

  11. 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:…

  12. 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…

  13. 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…

  14. Constructing the University: Towards a Social Philosophy of Higher Education

    ERIC Educational Resources Information Center

    Barnett, Ronald

    2017-01-01

    Almost 40 years ago, a book appeared by J.S. Brubacher entitled "On the Philosophy of Higher Education". Today, we have neither its successor nor a sense as to what such a book might contain. The argument here is that we currently lack a recognised subfield of study that might be termed "the philosophy of higher education". The…

  15. 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…

  16. 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…

  17. 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…

  18. 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.

  19. Development of Lake Michigan College's Philosophy, Goals, and Objectives.

    ERIC Educational Resources Information Center

    Klimes, Rudolf E.; And Others

    This document reports the methods and results of a study conducted to develop statements of philosophy, goals, and division objectives for Lake Michigan College. The two main sources from which these were developed were: (1) laws, statutes, and constitutional provisions affecting operations of the college, along with existing philosophy and goals;…

  20. 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…

  1. 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)

  2. 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…

  3. A Generic Clarifying Function of Philosophy of Education.

    ERIC Educational Resources Information Center

    Sutton, Kenneth R.; Kofoid, Charles M.

    If there is to be a funeral for philosophy of education because of the conflict regarding its nature and functions, it will be a political funeral rather than a functional one. Diversity in philosophies suggests their generic function, which is a potent factor in the preparation and professional improvement of a teacher. A consideration of…

  4. Speech Acts; An Essay in the Philosophy of Language.

    ERIC Educational Resources Information Center

    Searle, John R.

    The author, professor of philosophy at the University of California at Berkeley, investigates problems in the philosophy of language from the standpoint that language is a rule-governed form of behavior. He takes as his fundamental concept the "speech act," and gives an analysis of what it is to make statements, ask questions, make promises, and…

  5. 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…

  6. 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,…

  7. 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…

  8. 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)

  9. Interaction between Philosophy of Education and Teaching Practice

    ERIC Educational Resources Information Center

    Bim-Bad, Boris Michailovich; Egorova, Lioudmila Ivanovna

    2016-01-01

    The article attempts to analyse the interaction between philosophy of education and teaching practice. Such area of learning as "philosophy of education" is defined, genesis and dynamics of practice as universals of human existence are traced; such concepts as "practice," "teaching practice" are analysed in view of…

  10. 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…

  11. 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…

  12. Philosophy for Children and Its Critics: A Mendham Dialogue

    ERIC Educational Resources Information Center

    Gregory, Maughn

    2011-01-01

    As conceived by founders Matthew Lipman and Ann Margaret Sharp, Philosophy for Children is a humanistic practice with roots in the Hellenistic tradition of philosophy as a way of life given to the search for meaning, in American pragmatism with its emphasis on qualitative experience, collaborative inquiry and democratic society, and in American…

  13. 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.

  14. Checks and balances: the welcomed tension between philosophy and science.

    PubMed

    Watson, Jamie Carlin; Arp, Robert

    2008-03-01

    There is a tension between science and philosophy, but this tension need not engender enmity or derision. Scientists and philosophers can work together, and we argue that working together is beneficial to both, even if it is sometimes uncomfortable. We offer examples of how philosophy can autonomously and effectively inform scientific practice. Science and philosophy share certain methodological concerns and practices; therefore, scientists who disregard philosophy are vulnerable to critical conceptual mistakes. If our arguments are correct, and if it can also be shown that science informs philosophy, then, while it is possible for both disciplines to operate autonomously, each should welcome the checks and balances that each provides for one another in the investigation and explanation of reality.

  15. The 'medical body' as philosophy's arena.

    PubMed

    Evans, M

    2001-01-01

    Medicine, as Byron Good argues, reconstitutes the human body of our daily experience as a "medical body," unfamiliar outside medicine. This reconstitution can be seen in two ways: (i) as a salutary reminder of the extent to which the reality even of the human body is constructed; and (ii) as an arena for what Stephen Toulmin distinguishes as the "intersection" of natural science and history, in which many of philosophy's traditional (and traditionally abstract) questions are given concrete and urgent form. This paper begins by examining a number of dualities between the medical body and the body familiar in daily experience. Toulmin's epistemological analysis of clinical medicine as combining both universal and existential knowledge is then considered. Their expression, in terms of attention, respectively, to natural science and to personal history, is explored through the epistemological contrasts between the medical body and the familiar body, noting the traditional philosophical questions which they in turn illustrate.

  16. 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.

  17. 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.

  18. The philosophy of scientific experimentation: a review.

    PubMed

    Radder, Hans

    2009-10-29

    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.

  19. 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.

  20. Truth, virtue and beauty: midwifery and philosophy.

    PubMed

    Parker, J M; Gibbs, M

    1998-09-01

    In this paper, we outline three moments in the history of Western philosophy--Classical Greek, Modernity, Postmodernity--and the ways in which issues of truth, virtue and beauty have been understood within these philosophical formations. In particular, we investigate the ways in which notions of truth, virtue and beauty influenced the orthodoxy of birthing practices at these different moments. Finally, we examine current, critical reflections on the role of the intellectual in postmodern society and use these reflections as a heuristic for understanding the role of the contemporary midwife. We suggest that midwifery must reconcile two divergent demands. The first is to mobilise the positive, instrumental benefits of Western medical science to improve mortality and morbidity outcomes. The second is to remain sensitive to the cultural and social meanings attached to traditional birthing practices and to understand the roles these play in the well-being of mother and child.

  1. 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.

  2. 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.

  3. 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.

  4. 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

  5. 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…

  6. 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…

  7. 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.

  8. Research philosophy in pharmacy practice: necessity and relevance.

    PubMed

    Winit-Watjana, Win

    2016-12-01

    Pharmacy practice has gradually evolved with the paradigm shifted towards patient-focused practice or medicines optimisation. The advancement of pharmacy-related research has contributed to this progression, but the philosophy of research remained unexplored. This review was thus aimed to outline the succinct concept of research philosophy and its application in pharmacy practice research. Research philosophy has been introduced to offer an alternative way to think about problem-driven research that is normally conducted. To clarify the research philosophy, four research paradigms, i.e. positivism (or empiricism), postpositivism (or realism), interpretivism (or constructivism) and pragmatism, are investigated according to philosophical realms, i.e. ontology, epistemology, axiology and logic of inquiry. With the application of research philosophy, some examples of quantitative and qualitative research were elaborated along with the conventional research approach. Understanding research philosophy is crucial for pharmacy researchers and pharmacists, as it underpins the choice of methodology and data collection. The review provides the overview of research philosophy and its application in pharmacy practice research. Further discussion on this vital issue is warranted to help generate quality evidence for pharmacy practice. © 2016 Royal Pharmaceutical Society.

  9. [Core of the philosophy of management: self-management].

    PubMed

    Yang, Ke-Ping

    2005-10-01

    Philosophy is an aspect of metaphysics; while management, by contrast is a practical matter. In this century, this is especially crucial that management philosophy focuses on value and spiritual intelligence. However, the core of pragmatic management is the manager's emotional intelligence. The purpose of this paper is to expound a manager's own positive values and philosophy, as well as the manager's capacity for the management of his or her own emotions. Ultimately, under a spiritually and emotionally intelligent manager, all aspects of an organization--personnel, business issues, physical assets--will interact harmoniously and the organization will advance.

  10. 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.

  11. 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.

  12. Psychosomatic medicine and the philosophy of life.

    PubMed

    Schwartz, Michael A; Wiggins, Osborne P

    2010-01-21

    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. 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

  14. 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

  15. 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.

  16. [Philosophy of science for psychiatric practice].

    PubMed

    Ralston, A S G

    2010-01-01

    The prevailing view is that psychiatry has its roots in two separate methodologies: the natural sciences and the social sciences. It is assumed that these are separate domains, each with its own way of knowing. Psychiatric and psychological theories are based mainly on one or other of these two types of science; this leads to a ongoing dualism in psychiatry, which some people regard as problematical. This article aims to make a methodological contribution to the scientific and philosophical foundations of psychiatry. This philosophical and theoretical dichotomy is criticized in this article in the light of recent developments in the philosophy of science, and two methods are introduced which offer an alternative analysis: values-based practice and actor-network theory. Brief examples are given which demonstrate that a combination of these two methods can be productive for psychiatry. Values-based practice and actor-network theory provide a way of resolving the stalemate in the conflict between the physical sciences and the sciences of the mind, a conflict that is dominated by professionals. In addition these two new methods empower the professionals by not deriving legitimacy from the false image of a dichotomous science, but from a normative sense of professionalism.

  17. 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.

  18. 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. © 2012 The Author. Transfusion Medicine © 2012 British Blood Transfusion Society.

  19. Philosophy of Quantum Information and Entanglement

    NASA Astrophysics Data System (ADS)

    Bokulich, Alisa; Jaeger, Gregg

    2010-06-01

    Preface; Introduction; Part I. Quantum Entanglement and Nonlocality: 1. Nonlocality beyond quantum mechanics Sandu Popescu; 2. Entanglement and subsystems, entanglement beyond subsystems, and all that Lorenza Viola and Howard Barnum; 3. Formalism locality in quantum theory and quantum gravity Lucien Hardy; Part II. Quantum Probability: 4. Bell's inequality from the contextual probabilistic viewpoint Andrei Khrennikov; 5. Probabilistic theories: what is special about quantum mechanics? Giacomo Mauro D'Ariano; 6. What probabilities tell about quantum systems, with application to entropy and entanglement John Myers and Hadi Madjid; 7. Bayesian updating and information gain in quantum measurements Leah Henderson; Part III. Quantum Information: 8. Schumacher information and the philosophy of physics Arnold Duwell; 9. From physics to information theory and back Wayne Myrvold; 10. Information, immaterialism, and instrumentalism: old and new in quantum information Chris Timpson; Part IV. Quantum Communication and Computing: 11. Quantum computation: where does the speed-up come from? Jeff Bub; 12. Quantum mechanics, quantum computing and quantum cryptography Tai Wu.

  20. James Frame's The Philosophy of Insanity (1860).

    PubMed

    Andrews, Jonathan; Philo, Chris

    2017-03-01

    Our aim in presenting this Classic Text is to foster wider analytical attention to a fascinating commentary on insanity by a former inmate of Glasgow Royal Asylum, Gartnavel, James Frame. Despite limited coverage in existing literature, his text (and other writings) have been surprisingly neglected by modern scholars. Frame's Philosophy presents a vivid, affecting, often destigmatizing account of the insane and their institutional provision in Scotland. Derived from extensive first-hand experience, Frame's chronicle eloquently and graphically delineates his own illness and the roles and perspectives of many other actors, from clinicians and managers to patients and relations. It is also valuable as a subjective, but heavily mediated, kaleidoscopic view of old and new theories concerning mental afflictions, offering many insights about the medico-moral ethos and milieu of the mid-Victorian Scottish asylum. Alternating as consolatory and admonitory illness biography, insanity treatise, mental health self-help guide, and asylum reform and promotion manual, it demands scrutiny for both its more progressive views and its more compromised and prejudicial attitudes.

  1. 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…

  2. 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

  3. CLA Booklist Part I. Current Trends in Philosophy

    ERIC Educational Resources Information Center

    Carbery, Michael Gregory

    1970-01-01

    The article provides information about contemporary trends in philosophy to assist librarians in the selection of materials in this subject area. The annotated bibliography illustrates the theory of the essay. (Author/NH)

  4. 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.

  5. Philosophy of technology and macro-ethics in engineering.

    PubMed

    Son, Wha-Chul

    2008-09-01

    The purpose of this paper is to diagnose and analyze the gap between philosophy of technology and engineering ethics and to suggest bridging them in a constructive way. In the first section, I will analyze why philosophy of technology and engineering ethics have taken separate paths so far. The following section will deal with the so-called macro-approach in engineering ethics. While appreciating the initiative, I will argue that there are still certain aspects in this approach that can be improved. In the third, fourth, and fifth sections, I will point out three shortcomings of engineering ethics in terms of its macro-level discourse and argue that a number of certain insights taken from the study of philosophy of technology could be employed in overcoming those problems. In the concluding section, a final recommendation is made that topics of philosophy of technology be included in the curriculum of engineering ethics.

  6. An Introduction to the Teaching of Hegel's Political Philosophy.

    ERIC Educational Resources Information Center

    Widulski, Peter

    1985-01-01

    Hegel's teaching is often omitted or considered summarily in political philosophy courses. In order to reduce these difficulties, an introductory discussion of Hegel's political thought in the context of a dialogue is presented. (RM)

  7. History and Philosophy of Science and Science Teaching: A Revisit

    ERIC Educational Resources Information Center

    Nunan, E.

    1977-01-01

    Assesses interest in history and philosophy of science in the last decade by primary, secondary, and tertiary science educators. Identifies different approaches to science history and discusses the recent increased awareness on values clarification. (CP)

  8. 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

  9. 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.

  10. 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.

  11. 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)

  12. Philosophy and conceptual framework: collectively structuring nursing care systematization.

    PubMed

    Schmitz, Eudinéia Luz; Gelbcke, Francine Lima; Bruggmann, Mario Sérgio; Luz, Susian Cássia Liz

    2017-03-30

    To build the Nursing Philosophy and Conceptual Framework that will support the Nursing Care Systematization in a hospital in southern Brazil with the active participation of the institution's nurses. Convergent Care Research Data collection took place from July to October 2014, through two workshops and four meetings, with 42 nurses. As a result, the nursing philosophy and conceptual framework were created and the theory was chosen. Data analysis was performed based on Morse and Field. The philosophy involves the following beliefs: team nursing; team work; holistic care; service excellence; leadership/coordination; interdisciplinary team commitment. The conceptual framework brings concepts such as: human being; nursing; nursing care, safe care. The nursing theory defined was that of Wanda de Aguiar Horta. As a contribution, it brought the construction of the institutions' nursing philosophy and conceptual framework, and the definition of a nursing theory.

  13. 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.

  14. Preliminary Design of Wings. Volume I. Design Philosophy.

    DTIC Science & Technology

    reasonable time . In segments where an analytical philosophy exists, assumptions are made to result in rapid and relatively accurate solutions. In segments where it is not possible to establish analytical solutions, semi-empirical statistical relationships are

  15. An Introduction to the Teaching of Hegel's Political Philosophy.

    ERIC Educational Resources Information Center

    Widulski, Peter

    1985-01-01

    Hegel's teaching is often omitted or considered summarily in political philosophy courses. In order to reduce these difficulties, an introductory discussion of Hegel's political thought in the context of a dialogue is presented. (RM)

  16. 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).

  17. 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

  18. 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…

  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. 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…

  1. 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…

  2. 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…

  3. 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…

  4. 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…

  5. 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.

  6. 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.

  7. 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.

  8. 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.

  9. Caring to Care: Applying Noddings' Philosophy to Medical Education.

    PubMed

    Balmer, Dorene F; Hirsh, David A; Monie, Daphne; Weil, Henry; Richards, Boyd F

    2016-04-26

    The authors argue that Nel Noddings' philosophy, "an ethic of caring," may illuminate how students learn to be caring physicians from their experience of being in a caring, reciprocal relationship with teaching faculty. In her philosophy, Noddings acknowledges two important contextual continuities: duration and space, which the authors speculate exist within longitudinal integrated clerkships. In this Perspective, the authors highlight core features of Noddings' philosophy and explore its applicability to medical education. They apply Noddings' philosophy to a subset of data from a previously published longitudinal case study to explore its "goodness of fit" with the experience of eight students in the 2012 cohort of the Columbia-Bassett longitudinal integrated clerkship. In line with Noddings' philosophy, the authors' supplementary analysis suggests that students (1) recognized caring when they talked about "being known" by teaching faculty who "cared for" and "trusted" them; (2) responded to caring by demonstrating enthusiasm, action, and responsibility toward patients; and (3) acknowledged that duration and space facilitated caring relations with teaching faculty. The authors discuss how Noddings' philosophy provides a useful conceptual framework to apply to medical education design and to future research on caring-oriented clinical training, such as longitudinal integrated clerkships.

  10. 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

  11. Philosophy of Education in Cultural Perspective. Essays Commemorating the Twenty-Fifth Anniversary Celebration of the Far Western Philosophy of Education Society.

    ERIC Educational Resources Information Center

    Jelinek, James John, Ed.

    The manuscript contains 48 essays commemorating the 25th anniversary of the Far Western Philosophy of Education Society. Topics included are cultural awareness; the teaching of values; philosophy and teacher education; humanistic education; existentialism and education; the nature of man; and the educational philosophies of Abraham J. Heschel,…

  12. Philosophy of Education in Cultural Perspective. Essays Commemorating the Twenty-Fifth Anniversary Celebration of the Far Western Philosophy of Education Society.

    ERIC Educational Resources Information Center

    Jelinek, James John, Ed.

    The manuscript contains 48 essays commemorating the 25th anniversary of the Far Western Philosophy of Education Society. Topics included are cultural awareness; the teaching of values; philosophy and teacher education; humanistic education; existentialism and education; the nature of man; and the educational philosophies of Abraham J. Heschel,…

  13. [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

  14. Quality of life philosophy VI. The concepts.

    PubMed

    Ventegodt, Søren; Andersen, Niels Jørgen; Merrick, Joav

    2003-12-01

    The about a hundred central concepts related to research in the global quality of life can, in a holistic medical frame of interpretation, be organized under ten abstract key concepts: existence, creation of the world, state of being, daily living, talents, relations, sex, health, personal development, and therapy with subthemes as discussed in this paper. The paper shows that the concepts in each group can be seen as related to each other in a quite intuitive and logical way, to give a coherent quality of life philosophy that allows the physician to encourage, inspire, and support his patient. In every consultation, one new concept and idea of existence can be taught to the patient, helping him or her to realize the meaning of life, the source of joy, and the reason for the actual suffering. In this way, we help the patient to mobilize hidden and known resources and to improve quality of life, subjective health, and the ability to function. The concepts were harvested in 2003 at a Nordic seminar on quality of life research, held in Sweden. Life does not only cohere on the inside, but also on the outside. The same power that ties together all the cells in our body, seems to tie us together in relationships and new wholeness. This power evolves into new kinds of relations that unite on more and more complex levels, with the global ecosystem as the highest known level. Our intentions come from this coherent matrix of life. In the beginning of our life, the web of life itself gave birth to our fundamental purpose of life. The abstract purpose determines the frame of interpretation of reality: How we will perceive ourselves throughout life, our inner life, and the world around us. The frame of interpretation is pitched in language and concepts, in fact it creates our perceptions. Based on these perceptions and our purposes of life, our behavior arises. Our consciousness evolves through the witnessing of our behavior and through the response caused by it. Through the

  15. 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.

  16. 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.

  17. Phenomenology and adapted physical activity: philosophy and professional practice.

    PubMed

    Standal, Øyvind F

    2014-01-01

    Through the increased use of qualitative research methods, the term phenomenology has become a quite familiar notion for researchers in adapted physical activity (APA). In contrast to this increasing interest in phenomenology as methodology, relatively little work has focused on phenomenology as philosophy or as an approach to professional practice. Therefore, the purpose of this article is to examine the relevance of phenomenology as philosophy and as pedagogy to the field of APA. First, phenomenology as philosophy is introduced through three key notions, namely the first-person perspective, embodiment, and life-world. The relevance of these terms to APA is then outlined. Second, the concept of phenomenological pedagogy is introduced, and its application and potential for APA are discussed. In conclusion, it is argued that phenomenology can help theorize ways of understanding human difference in movement contexts and form a basis of action-oriented research aiming at developing professional practice.

  18. 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

  19. 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.

  20. Turing's three philosophical lessons and the philosophy of information.

    PubMed

    Floridi, Luciano

    2012-07-28

    In this article, I outline the three main philosophical lessons that we may learn from Turing's work, and how they lead to a new philosophy of information. After a brief introduction, I discuss his work on the method of levels of abstraction (LoA), and his insistence that questions could be meaningfully asked only by specifying the correct LoA. I then look at his second lesson, about the sort of philosophical questions that seem to be most pressing today. Finally, I focus on the third lesson, concerning the new philosophical anthropology that owes so much to Turing's work. I then show how the lessons are learned by the philosophy of information. In the conclusion, I draw a general synthesis of the points made, in view of the development of the philosophy of information itself as a continuation of Turing's work.

  1. A magnificent chaos: feminist (nursing) comments on Western philosophy.

    PubMed

    Emden, C

    1995-03-01

    This paper primarily concerns feminists' problems with Western philosophy and the implications of these for nursing. My interest arises from some reading of philosophy and a profound disenchantment with its male bias. As Susan Moller Okin says, readers should not be misled by the use of supposedly generic terms like 'mankind' and allegedly inclusive pronouns, into thinking philosophers intended to refer to the whole human race. Moira Gatens takes the view that feminists cannot ignore the frameworks and assumptions of traditional philosophy and identifies three major ways in which the relationship between feminist theory and philosophical discourse can be characterized. In contrasting Gatens' thesis with a nursing case in point about ways of viewing disciplines, some ideas emerge for nurses to find positive ways forward in the philosophical enterprise. The topic extends to feminists' reactions to postmodern thinking and subsequent questions raised by these for nurses and nursing.

  2. 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.

  3. 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.

  4. 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.

  5. 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.

  6. Why cognitive science needs philosophy and vice versa.

    PubMed

    Thagard, Paul

    2009-04-01

    Contrary to common views that philosophy is extraneous to cognitive science, this paper argues that philosophy has a crucial role to play in cognitive science with respect to generality and normativity. General questions include the nature of theories and explanations, the role of computer simulation in cognitive theorizing, and the relations among the different fields of cognitive science. Normative questions include whether human thinking should be Bayesian, whether decision making should maximize expected utility, and how norms should be established. These kinds of general and normative questions make philosophical reflection an important part of progress in cognitive science. Philosophy operates best, however, not with a priori reasoning or conceptual analysis, but rather with empirically informed reflection on a wide range of findings in cognitive science.

  7. William Whewell's philosophy of architecture and the historicization of biology.

    PubMed

    Quinn, Aleta

    2016-10-01

    William Whewell's work on historical science has received some attention from historians and philosophers of science. Whewell's own work on the history of German Gothic church architecture has been touched on within the context of the history of architecture. To a large extent these discussions have been conducted separately. I argue that Whewell intended his work on Gothic architecture as an attempt to (help) found a science of historical architecture, as an exemplar of historical science. I proceed by analyzing the key features of Whewell's philosophy of historical science. I then show how his architectural history exemplifies this philosophy. Finally, I show how Whewell's philosophy of historical science matches some developments in a science (biological systematics) that, in the mid-to late-nineteenth century, came to be reinterpreted as a historical science. I comment briefly on Whewell as a potential influence on nineteenth century biology and in particular on Darwin.

  8. [Analytical philosophy or the search for a technological thought].

    PubMed

    Pascal, Frédéric

    2012-01-01

    This article focuses on the origins of analytical philosophy. It argues that the conditions under which it was thought out were similar to the conditions necessary for critical thinking - like the scientific inquiry that served as its model, analytical philosophy was based on the distinction between syntax and semantics. Resulting from logical analysis, this distinction was later essential to all systems of representation - works of art, human action, intellectual endeavours. This evolution reveals a major concern - the need for a technical tool for the critical mind.

  9. Healthcare leadership and applied philosophy: An essential resource.

    PubMed

    Fistein, Elizabeth; Malloy, David Cruise

    2017-07-01

    As healthcare professionals we are committed to the efficient and effective operation of our institutions. Bureaucratic structures, rules, regulations, policies, and of course, measurements, are the tools-at-hand. While there is nothing inherently pernicious about efficient, effective, and measured institutions, we argue what is critically missing in this environment is humanity and authenticity at the cost of meaningful work. The solutions we offer are found in the realm of philosophy and in particular that branch of philosophy that deals with first principles - what is a nurse; what is a patient; what is a hospital?

  10. Conceptual crises and the addictions: a philosophy of science perspective.

    PubMed

    Shaffer, H J

    1986-01-01

    This article examines the field of addictions and suggests that it is in the midst of a conceptual crisis. As a result of its immaturity, the addiction's field evidences energy, naivete, curiosity, intensely conflicting and polarized explanations of its identity and purpose, anomalous research findings, and few "facts." From a philosophy of science perspective, these characteristics are considered as indicators of the developmental stages that are associated with the evolution of scientific disciplines. A philosophy of science perspective is applied to the history of the substance abuse field and the consequent implications examined. A discussion of normal science, language, the role of paradigms, and scientific reductionism is included.

  11. Moral Philosophy, Moral Expertise, and the Argument from Disagreement.

    PubMed

    Cross, Ben

    2016-03-01

    Several recent articles have weighed in on the question of whether moral philosophers can be counted as moral experts. One argument denying this has been rejected by both sides of the debate. According to this argument, the extent of disagreement in modern moral philosophy prevents moral philosophers from being classified as moral experts. Call this the Argument From Disagreement (AD). In this article, I defend a version of AD. Insofar as practical issues in moral philosophy are characterized by disagreement between moral philosophers who are more or less equally well credentialed on the issue, non-philosophers have no good reasons to defer to their views.

  12. Writing a Statement of Teaching Philosophy: Fashioning a Framework for Your Classroom.

    ERIC Educational Resources Information Center

    Coppola, Brian P.

    2002-01-01

    Presents a set of practical and philosophical guidelines for experienced and novice educators to use in crafting a statement of teaching philosophy. Delineates a definition, the elements, and the structure of a statement of teaching philosophy. (DDR)

  13. Implications for Science and Mathematics Education of Current Philosophies of Education.

    ERIC Educational Resources Information Center

    Hopkins, Richard L.

    1981-01-01

    Differing philosophies of education associated with John Dewey, Robert Maynard Hutchins, Jerome Bruner, and A. S. Neill are outlined. Implications of each philosophy for mathematics and science teaching are suggested. (MP)

  14. Implications for Science and Mathematics Education of Current Philosophies of Education.

    ERIC Educational Resources Information Center

    Hopkins, Richard L.

    1981-01-01

    Differing philosophies of education associated with John Dewey, Robert Maynard Hutchins, Jerome Bruner, and A. S. Neill are outlined. Implications of each philosophy for mathematics and science teaching are suggested. (MP)

  15. 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…

  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. Whole Language: A Philosophy of Literacy Teaching for Adults, Too!

    ERIC Educational Resources Information Center

    Brockman, Beth

    Noting that whole language is fast becoming a driving philosophy behind curriculum development, this paper discusses the whole language approach as used in public school systems, adult basic education (ABE), and English as a Second Language (ESL). The paper begins with a short summary of socio-psycholinguistics (the theory upon which whole…

  18. 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…

  19. How Can Philosophy of Education Be Both Viable and Good?

    ERIC Educational Resources Information Center

    Bredo, Eric

    2002-01-01

    Agrees with Rene Arcilla that philosophy of education is a marginalized discourse caught in the tension between academic (philosophical) credibility and practical (educational) relevance, suggesting that the greatest threat is in failing at both. The essay offers historical background and context for this debate, showing how it has recently…

  20. Edification, Conversation, and Narrative: Rortyan Motifs for Philosophy of Education.

    ERIC Educational Resources Information Center

    Arcilla, Rene V.

    1990-01-01

    This article identifies and examines three main aims of Rorty's work and relates them to a program of action for philosophy of education. Central to Rorty's ideas is the concept of edification, the process of accounting for the events of one's life. (IAH)

  1. Philosophy: Discipline Analysis. Women in the Curriculum Series.

    ERIC Educational Resources Information Center

    Nye, Andrea

    This essay examines the ways in which philosophy, as a discipline, has been influenced by feminist scholarship in the field. It explains that in the 1970s feminist philosophers introduced questions regarding personal life and sexuality as matters for philosophical analysis, and that scholars began to challenge the notions of the Western canon.…

  2. 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…

  3. 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…

  4. 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…

  5. Traditional Educational Philosophy: Relevance to Baccalaureate Curriculum Development.

    ERIC Educational Resources Information Center

    Peebles, Wilma C.; Suval, Elizabeth M.

    1983-01-01

    The instructional relevance of four educational philosophies--idealism, realism, experimentalism, and existentialism--to the undergraduate social work curriculum design and educational milieu is explored. The relationship of the problem-solving focus of experimentalism to social work intervention is discussed. (MSE)

  6. A Theory, Philosophy, and Practice for the Employment Counselor

    ERIC Educational Resources Information Center

    Lawrence, Richard E.

    1974-01-01

    Employment counselors have many pressures brought on them by various publics. There is a need for theory in the practice of counseling, and a specific approach described is based on existential philosophy. Directing attention in counseling to the meaning of life and to what each person may do to provide answers to this question is the main point…

  7. 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…

  8. 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…

  9. 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…

  10. Maternal Meta-Emotion Philosophy and Adolescent Depressive Symptomatology

    ERIC Educational Resources Information Center

    Katz, Lynn Fainsilber; Hunter, Erin C.

    2007-01-01

    The current study examined the relations between maternal meta-emotion philosophy and adolescent depressive symptoms, as well as general adolescent adjustment and the quality of parent-child interaction. Consistent with previous findings on children in the preschool period and middle childhood, it was expected that an emotion coaching meta-emotion…

  11. 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…

  12. Philosophy and History of Education: Time to Bridge the Gap?

    ERIC Educational Resources Information Center

    Depaepe, Marc

    2007-01-01

    In this article, the relationship between philosophy and history of education is delved into. First, it is noted that both disciplines have diverged from each other over the last few decades to become relatively autonomous subsectors within the pedagogical sciences, each with its own discourses, its own expositional characteristics, its own…

  13. White Paper Concerning Philosophy of Education and Environment

    ERIC Educational Resources Information Center

    Humphreys, Chloe; Blenkinsop, Sean

    2017-01-01

    This paper begins with a recognition that questions of climate change, environmental degradation, and our relations to the natural world are increasingly significant and requiring of a response not only as philosophers of education but also as citizens of the planet. As such the paper explores five of the key journals in philosophy of education in…

  14. Kenneth Burke's Philosophy of Rhetoric: Modern, Postmodern, and Beyond.

    ERIC Educational Resources Information Center

    Williams, David Cratis

    This paper argues that, while Kenneth Burke may be placed by some writers squarely in either the modern or the postmodern tradition, Burke participates in both but is marginal to each, and thus "beyond" them. The first section briefly traces the outline of Burke's philosophy of rhetoric. With that framework as a backdrop, the second…

  15. 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…

  16. Augustinian Philosophy: Between Critical Pedagogy and Neo-Scholasticism

    ERIC Educational Resources Information Center

    Francis, Emad N.

    2012-01-01

    Augustinian thoughts have been widely revered for their great influence on the development of Western philosophy. While most of St. Augustine's ideas were adapted in various fields of modern thought, his ideas on education have been rarely discussed. In reality, one should recognize that St. Augustine, being one of the greatest teachers of…

  17. 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…

  18. Project 2000: Perceptions of the Philosophy and Practice of Nursing.

    ERIC Educational Resources Information Center

    Clark, Jill Macleod; And Others

    A study examined how student, teacher, and practitioner/manager perceptions of the philosophy and practice of nursing changed during the Project 2000 demonstration program, which marked a dramatic revision of the curriculum taught at colleges of nursing across England and Wales. Data were collected from the following: literature review;…

  19. 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,…

  20. The borderlands between science and philosophy: an introduction.

    PubMed

    Pigliucci, Massimo

    2008-03-01

    Science and philosophy have a very long history, dating back at least to the 16th and 17th centuries, when the first scientist-philosophers, such as Bacon, Galilei, and Newton, were beginning the process of turning natural philosophy into science. Contemporary relationships between the two fields are still to some extent marked by the distrust that maintains the divide between the so-called "two cultures." An increasing number of philosophers, however, are making conceptual contributions to sciences ranging from quantum mechanics to evolutionary biology, and a few scientists are conducting research relevant to classically philosophical fields of inquiry, such as consciousness and moral decision-making. This article will introduce readers to the borderlands between science and philosophy, beginning with a brief description of what philosophy of science is about, and including a discussion of how the two disciplines can fruitfully interact not only at the level of scholarship, but also when it comes to controversies surrounding public understanding of science.

  1. 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,…

  2. Dueling Philosophies: Inclusion or Separation for Florida's English Language Learners?

    ERIC Educational Resources Information Center

    Platt, Elizabeth; Harper, Candace; Mendoza, Maria Beatriz

    2003-01-01

    Presents results of a survey of administrators in Florida public schools who oversee the implementation of English-as-a-Second-Language (ESL) instruction. Reviews the origins and philosophies of inclusion and separation approaches to ESL in public schools. Reports widely varying opinions concerning approaches to ESL. (Author/VWL)

  3. 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…

  4. Disciplinary Expertise Revisited: The Scholarship of Teaching and Learning Philosophy

    ERIC Educational Resources Information Center

    Riordan, Tim

    2008-01-01

    How should students be able to think and what should they be able to do as a result of studying philosophy? What will most readily engage students in the practice of the discipline? And how do we determine the learning strengths and needs of students in order to assist them in the practice of the discipline? These are the questions taken up in…

  5. Innovative Practices: Philosophy as Training in Infancy Personnel Preparation.

    ERIC Educational Resources Information Center

    McCollum, Jeanette A.; And Others

    1994-01-01

    The "Parents Interacting with Infants" program was developed as an interdisciplinary early intervention human services practicum with a family orientation. The practicum's philosophy functions as a framework to support self-reflection with regard to each student's emerging professional orientation toward the delivery of family-centered,…

  6. Elementary Teachers' Philosophies of Human Nature and Nonverbal Communication Patterns

    ERIC Educational Resources Information Center

    Dobson, Russell; Elsom, Bill

    1973-01-01

    In this study a significant relationship was found to exist between teachers' philosophy of human nature and nonverbal behavior used by teachers in the classroom. Specifically, high PHN teachers tended to use nonverbal communication of an indirect nature, while low PHN teachers tended to use nonverbal communication of a direct nature. (Author)

  7. 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,…

  8. 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…

  9. 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…

  10. 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…

  11. 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…

  12. 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)

  13. 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…

  14. High-Stakes Testing and the Default Philosophy of Education.

    ERIC Educational Resources Information Center

    Gunzenhauser, Michael G.

    2003-01-01

    Asserts that high stakes testing may lead to a default philosophy of education that holds in high regard a narrow bundle of knowledge and skills, offering suggestions for what educators can do in the current context (e.g., maintain dialogue in schools, expand internal accountability, engage high standards, connect to higher-order concepts, and…

  15. 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…

  16. 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…

  17. Philosophy of Technology Assumptions in Educational Technology Leadership

    ERIC Educational Resources Information Center

    Webster, Mark David

    2017-01-01

    A qualitative study using grounded theory methods was conducted to (a) examine what philosophy of technology assumptions are present in the thinking of K-12 technology leaders, (b) investigate how the assumptions may influence technology decision making, and (c) explore whether technological determinist assumptions are present. Subjects involved…

  18. 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…

  19. 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…

  20. 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…