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This introductory article explains the coverage of this book, which is about the philosophical aspects of education. It explains that the philosophy of education is the branch of philosophy that addresses philosophical questions concerning the nature, aims, and problems of education. The book examines the problems concerning the aims and guiding ideals of education. It also explores the problems concerning students' and parents' rights, the best way to understand and conduct moral education, and the character of purported educational ideals. Keywords: education , philosophy , students' rights , parents' rights , moral education , educational ideals. Philosophy of education is that branch of philosophy that addresses philosophical questions concerning the nature, aims, and problems of education. As a branch of practical philosophy, its practitioners look both inward to the parent discipline of philosophy and outward to educational practice, as well as to developmental psychology, cognitive science more generally, sociology, and other relevant disciplines.
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Joseph P. Swain; Music Perception and Musical Communities. Music Perception 1 April ; 11 3 : — Should certain negative results cause music theory to abandon its dependence on perception studies for the corroboration of its key principles? Recent experiments in music perception that have failed to confirm certain important principles of music theory are reviewed from the perspective of musical communities. A musical community is defined to be those listeners for whom a given musical perception is real and useful.
Science and Subjectivity. Israel Scheffler. Hugh Lehman. Hugh Lehman. Search for more articles by this author · PDF · Add to favorites · Download Citations.
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This is the first part of a three-part paper on incommensurability. Although incommensurability between theories has been object of study during many years, there does not seem to be a clear consensus regarding the notion of meaning according to which it should be characterised. Based on the notion of incommensurability proposed here, the common ground between incommensurable theories is neither determined by the sense nor by the reference of the relevant terms, but by a given phenomenon type, which fixes the subject matter of inquiry. Phenomenon types are understood as expressions that are associated with some phenomenon and describable or understandable in some language. In this proposal, two theories can refer to a same phenomenon type even if they are mutually incommensurable about the concepts used in them to grasp it. This possibility may serve as a way of fixing the subject matter of an investigation and, thus, to characterise the common ground between incommensurable paths of inquiry.
Achinstein, Peter, ed. The Concept of Evidence. Oxford: Oxford University Press, Find this resource:. Alcoff, Linda, and Elizabeth Potter, eds.
Did you know that you can download a bibliography of all content available on PEP Web to import to Endnote, Refer, or other bibliography manager? Just click on the link found at the bottom of the webpage. You can get a free trial of one such program, Endnote, by clicking here. Science and Subjectivity: By Israel Scheffler. New York: Bobbs Merrill Co. These original four lectures, elaborated by the author during a sabbatical year at the Center for Cognitive Studies at Harvard, plus a final chapter and index, comprise the present volume.
Not a MyNAP member yet? Register for a free account to start saving and receiving special member only perks. That fact has taken on new meaning in the current era of science education reform. This report presents a vision based on the National Science Education Standards and on research findings about science teacher preparation. It is about the role of postsecondary science faculty who prepare K science teachers, and begins with recognition by science faculty that they are teacher educators, especially when they work with future science teachers.
Israel Scheffler November 25, — February 16,  was an American philosopher of science and of education. Scheffler held B. He retired in Peirce Society. From Wikipedia, the free encyclopedia. Israel Scheffler.
Drawing as well on his earlier work on scientific objectivity, Scheffler considers the problem of knowledge. What happens when we must leave behind the paradigms we are used to working with? How do new ways of thinking originate? Scheffler argues that even if new ideas are developed through revolutions in thought, they must be interpreted and proven before they can be widely accepted and applied. He proposes the model of deliberation, rather than conversion, making his comments on scientific thought highly relevant for conversations about educational ideas as well, especially as they relate to the concept of vision. You may be trying to access this site from a secured browser on the server. Please enable scripts and reload this page.
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