Inquiry Teaching and Learning: Philosophical Considerations1 Gregory J
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Ethics in Progress (ISSN 2084-9257). Vol. 11 (2020). No. 1, Art. #1, pp. 4-19. DOI:10.14746/eip.2020.1.1 Typhus in Buchenwald: Can the Story Be Told? Ilana Löwy (CERMES; Paris; [email protected]) ORCID: 0000-0001-6963-0578 Fleck in Buchenwald In a 1948 Ludwik Fleck published an article “On experiments on human beings” which discussed the regulation of such experiments (Fleck 1948, 1052-1054). He pu- blished this text shortly after testifying at the Nuremberg trial about experiments which involved deliberate infection of healthy people with typhus (Flecks’ testimony at the knowledge of German war research on this disease. He spent the last part of World War I.G. Farben trial in Nuremberg, February 12, 1948/2007). Fleck himself has a first-hand II in Block 50 in the Buchenwald camp, where he and other prisoners produced a typhus vaccine for the German army. Block 50 was in the immediate vicinity of the infamous block 46, where Nazi doctors – the same who were responsible for the vaccine produc- tion – conducted experiments on human beings. “Experiments” may be an inaccurate word. Buchenwald was a criminal endeavor of a criminal state in an insane world whe- re no normal rules applied. The so-called “medical experiments” conducted in Block 46 had very distant relation to medical research, and very strong links with mass murder. On the other hand, the insane world of the concentration camp contained ele- ments which linked it to a more “conventional” science. Nazi doctors who conduc- ted barbarous experiments on prisoners aspired to a conventional professional ca- employed absolutely unacceptable means (read, assassination), but might have still reer. -
Curriculum Vitae
BAS C. VAN FRAASSEN Curriculum Vitae Last updated 3/6/2019 I. Personal and Academic History .................................................................................................................... 1 List of Degrees Earned ........................................................................................................................................................ 1 Title of Ph.D. Thesis ........................................................................................................................................................... 1 Positions held ..................................................................................................................................................................... 1 Invited lectures and lecture series ........................................................................................................................................ 1 List of Honors, Prizes ......................................................................................................................................................... 4 Research Grants .................................................................................................................................................................. 4 Non-Academic Publications ................................................................................................................................................ 5 II. Professional Activities ................................................................................................................................. -
The Ten Lenses of Philosophical Inquiry Philosophical Inquiry Research Project1
The Ten Lenses of Philosophical Inquiry Philosophical Inquiry Research Project1 The real voyage of discovery consists not in seeking new landscapes, but in having new eyes. – Marcel Proust A huge part of Philosophical Inquiry is learning how to see the world with new eyes. To accomplish this goal, you will be introduced to the “ten lenses of philosophical inquiry.” The ten lenses of philosophical inquiry are tools to help us critically engage with, and analyze ourselves, and the world around us. Like a pair of glasses, the ten lenses help to change our perception and give us the power to re-examine our reality. In this philosophical inquiry research project you will get introduced to each of the ten lenses so that you become comfortable using the lenses both inside and out of our class. You will also learn more about a philosopher, their philosophy and the lens of philosophical inquiry that they are most clearly connected to. Focus Question What are the ten lenses of philosophical inquiry, and what are some examples of how they are connected to the philosophies of different philosopher’s throughout history? Philosophical Inquiry Research Process 1) QUESTION - Develop the philosophical questions that you will use to drive your inquiry. 2) PLAN – Determine the types of sources that you will need to answer your questions. 3) GATHER EVIDENCE – Gather the information (textual, visual, quantitative, etc.) you need to explore and answer your questions. 4) ANALYZE – Analyze the answers to your questions, making sure to keep in mind the larger focus question guiding this inquiry. 5) COMMUNICATE CONCLUSIONS – Use evidence and reasons to write an organized (logically sequenced) explanation to the inquiry’s topic/focus question. -
EDUA 7200 A01 — PHILOSOPHY of EDUCATION Faculty of Education, University of Manitoba Department of Educational Administration, Foundations, and Psychology
EDUA 7200 A01 — PHILOSOPHY OF EDUCATION Faculty of Education, University of Manitoba Department of Educational Administration, Foundations, and Psychology PROFESSOR: Dr. David G. Creamer, S.J. Office: Room 124, St. Paul’s College Phone: 474-9141 Fax: 474-7613 E-Mail: [email protected] I am normally available before class on Thursday. Full office hours are posted on my door. Feel free to just drop by or arrange for an appointment. If I am not in the office, Gladys Broesky (474- 9165) — Jesuit Centre (room 118) — will be happy to set something up. (Gladys is here Tuesday, Wednesday, & Thursday — 8:30 am-4:30 pm.) COURSE TIME & LOCATION: Fall Session: Thursday evenings: 5:30–8:30 pm (R5) — St. Paul’s College, Room 123 (by Library, lowest level). COURSE OBJECTIVE: To introduce students to major movements, thinkers, issues and debates in Philosophy (Foundations) of Education. The focus question for this course is “What are the nature and aims of education?” The question will be addressed from a variety of and the thinkers I have selected for study represent both the diversity and unifying themes of the field. Readings will be drawn from Plato, Aristotle, Augustine of Hippo, Thomas Aquinas, Ignatius Loyola, John Amos Comenius, John Locke, Jean-Jacques Rousseau, Mary Wollstonecraft, and Bernard Lonergan. TEXTBOOKS 1. Because of the variety of readings on the philosophy of education drawn from ancient and modern sources, no single textbook is appropriate for the course. A bound compilation of the readings from Plato, aristotle, Augustine, Aquinas, Ignatius Loyola, Comenius, Locke, Rousseau, and Wollstonecraft is available from the Jesuit Centre ($20.00). -
Philosophical Analysis on the Nature and Forms of Information—From the Perspective of Marxist Philosophy †
Proceedings Philosophical Analysis on the Nature and Forms of Information—From the Perspective of Marxist Philosophy † Mingfang Feng 1 and Liang Feng 2,* 1 School of Economics & Law, Shaanxi University of Technology, No.1, First Eastern Ring Road, Hanzhong 723001, China; [email protected] 2 School of Marxism Studies, Xi’an Jiaotong University, No.28 Xianning West Road, Xi’an 710049, China * Correspondence: [email protected] † Presented at the IS4SI 2017 Summit DIGITALISATION FOR A SUSTAINABLE SOCIETY, Gothenburg, Sweden, 12–16 June 2017. Published: 8 June 2017 Abstract: The aim of this research essay attempt to reveal the nature of information form the perspective of Marxist Philosophy. The nature of Information is the first question that philosophy of information science and technology research must be answered, thus the problem is still debated. According to Marxist dialectical materialism method to the essence of information has made the analysis and argumentation, points out the essence of information between what is and its internal contact things, and this contact information is presented. Due to the connection between the protean and endless things, thus produce the endless, full of beautiful things in eyes, each are not identical information. To grasp the nature of information, must pay attention to and the specific form of information and information processing, the reorganization, transmission, storage, use and so on. Keywords: information; nature; connection; philosophy of information 1. Introduction The development of information science and technology has spar ked the nature of information exploration after World War II. The question that ‘What is the nature of information?’ is always unable to avoid in information science and philosophical technology research. -
Science Education (SCIED) 1
Science Education (SCIED) 1 to other non-science majors. Throughout the course, students engage SCIENCE EDUCATION (SCIED) in a series of investigations that lead towards the development of evidence-based explanations for patterns observed in the current SCIED 110: Introduction to Engineering for Educators Solar System. Investigations will include computer-based simulations, night-sky observations, and use of simple laboratory equipment. 3 Credits These investigations lead students towards an understanding of how This course focuses on physics content, engineering design principles, observations of the current Solar System can be explained by the model and elementary science education pedagogy. of its formation. The course is designed to build from students' own personal observations of the day and night sky towards developing Cross-listed with: ENGR 110 increasingly sophisticated explanations for those phenomena and beyond. Conducting these astronomy investigations will help students SCIED 112: Climate Science for Educators understand fundamental aspects of physics, thus broadly preparing them for future science teaching in these domains. The course models 3 Credits evidence-based pedagogy, thus helping to prepare students for future Concepts of climate sciences highlighted by evidence-based teaching careers as they learn effective strategies for teaching science. explanations and scientific discourse in preparation for K-6 science Cross-listed with: ASTRO 116 teaching. This introductory, multidisciplinary course will focus on the interactions among physical science concepts, earth science concepts, SCIED 118: Field Natural History for Teachers and scientific practices to develop understandings about Earth's climate system. The course is primarily intended for prospective elementary 3 Credits school teachers (Childhood and Early Adolescent Education, PK-4 and 4-8 majors), although it is available to other non-science majors. -
The Tyranny of Method: a Pragmatic Defense of Philosophical Pluralism
THE TYRANNY OF METHOD: A PRAGMATIC DEFENSE OF PHILOSOPHICAL PLURALISM Vincent M. Colapietro Abstract: The history of philosophy is in no small measure a series of attempts to institute a fail-safe method. In response to what they take to be the scandal of disagreement (disagreement itself being judged as scandalous), a number of historically influential philosophers (e.g., Descartes, Peirce, Husserl, and Carnap) have time and again tried to craft a method for guaranteeing agreement. In light of the failure of these attempts, this tendency might be seen as remotely analogous to what is called in psychoanalytic parlance a “repetition compulsion.” In any event, historical reflections on this repeated tendency promise to be illuminating. But there is a polemical purpose animating these historical reflections. The author tries, in light of these reflections, to render plausible the suggestion that this tendency amounts to a tyranny of method and, in turn, such tyranny results in an inevitable impoverishment of philosophical thought. THE TOPIC of my essay is best brought into focus by recalling a central figure in the history of Western philosophy. 1 This recollection is, however, far from methodologically innocent. My deliberate turn toward a pivotal moment in our intellectual history – in brief, my turn toward history – will provide the basis for my critique of what I am disposed to identify as the tyranny of method. This tyranny is not so much exercised by any particular method as by the repeated impulse to institute a philosophical method of allegedly revolutionary significance. Most often, this impulse is bound up with the hope that philosophy can transform itself into a science (an unquestionable form of certain knowledge) either by adopting the method of science itself (e.g., the efforts of C. -
Conventions, Styles of Thinking and Relativism
S t udia Philosophica Wratislaviensia Supplementary Volume, English Edition 2012 KRZYSZTOF SZLACHCIC University of Wrocław Conventions, Styles of Thinking and Relativism. Some Remarks on the Dispute between I. Dąmbska and L. Fleck* Abstract My comments are focused on the debate between Izydora Dąmbska and Ludwik Fleck. In the course of their debate, which took place in the 1930’s, they discussed some basic issues of epistemology, focusing on the problems of the sources of scientific knowledge, objectivity of knowledge, and truth. The aim of the paper is to place their debate in a the historical context and to demonstrate the novelty of Fleck’s arguments, especially in comparison with Thomas S. Kuhn’s later contribution. I also examine the dominant interpretations of Fleck’s theory of knowledge, as well as the reasons for which his philosophical ideas, especially Entstehung und Entwicklung einer wissenschaftlichen Tatsache (1935) have fallen into the philosophical obliv- ion. I argue that Fleck’s views, although innovative, were less radical than it is commonly thought. My comments focus on the polemic that ensued in the 1930s between Izydora Dąmbska and Ludwik Fleck. The authors involved in it either directly or indirectly referred to the fundamental questions of the theory of cognition: the question of the sources of scientific knowledge, objectivity of knowledge (its communicabil- ity), relative nature of scientific knowledge, truth. The small total volume of texts which directly referred to the views of the adversaries as well as the place where the dispute occurred (Lvov, a geographically peripheral part of the “civilised world” at the time) could suggest that this was just a minor episode in the history of thought, not worth mentioning. -
Philosophy of Science and Educational Research: Strategies for Scientific Effectiveness and Improvement of the Education
Philosophy of Science and Educational Research: Strategies for Scientific Effectiveness and Improvement of the Education Omar a. Poncea, José Gómez Galánb and Nellie Pagán-Maldonadoc a Professor (Metropolitan University, AGMUS, Puerto Rico-United States). [email protected] b Research Professor and Director of CICIDE (Metropolitan University, AGMUS, Puerto Rico-United States & Catholic University of Avila, Spain). [email protected] & [email protected] c Professor (Metropolitan University, AGMUS, Puerto Rico-United States). [email protected] Abstract This article is a theoretical study on the effectiveness of educational research in the context of philosophy of science. This topic of discussion, in the area of educational research, has been the subject of intellectual debate and arises again at the beginning of the 21st century. This article outlines the challenges and opportunities for scientific effectiveness facing educational research if it aspires to contribute to the ideal of an education of excellence and quality. Nine strategies to improve scientific effectiveness in educational research are identified and discussed. As a conclusion, it is argued that the foundations of contemporary educational research need to be revisited and reformulated, parallel to the new concepts present in the philosophy of science, to face the new problems present in our society*. Keywords: Educational Research; Philosophy of Science; Scientific Knowledge; Scientific Effectiveness; Education. 1. Introduction Philosophical thinking centered on science has been an object of intense debate for centuries. Thus, when we speak today of philosophy of science, we refer fundamentally to any reflection produced around the scientific methodology and its results. It faces, from the point of view of reason, the nature of science and the philosophical problems generated around it, with a direct implication in its results and applications. -
Plato's Symposium: the Ethics of Desire
Plato’s Symposium: The Ethics of Desire FRISBEE C. C. SHEFFIELD 1 Contents Introduction 1 1. Ero¯s and the Good Life 8 2. Socrates’ Speech: The Nature of Ero¯s 40 3. Socrates’ Speech: The Aim of Ero¯s 75 4. Socrates’ Speech: The Activity of Ero¯s 112 5. Socrates’ Speech: Concern for Others? 154 6. ‘Nothing to do with Human AVairs?’: Alcibiades’ Response to Socrates 183 7. Shadow Lovers: The Symposiasts and Socrates 207 Conclusion 225 Appendix : Socratic Psychology or Tripartition in the Symposium? 227 References 240 Index 249 Introduction In the Symposium Plato invites us to imagine the following scene: A pair of lovers are locked in an embrace and Hephaestus stands over them with his mending tools asking: ‘What is it that you human beings really want from each other?’ The lovers are puzzled, and he asks them again: ‘Is this your heart’s desire, for the two of you to become parts of the same whole, and never to separate, day or night? If that is your desire, I’d like to weld you together and join you into something whole, so that the two of you are made into one. Look at your love and see if this is what you desire: wouldn’t this be all that you want?’ No one, apparently, would think that mere sex is the reason each lover takes such deep joy in being with the other. The soul of each lover apparently longs for something else, but cannot say what it is. The beloved holds out the promise of something beyond itself, but that something lovers are unable to name.1 Hephaestus’ question is a pressing one. -
A Feminist Epistemological Framework: Preventing Knowledge Distortions in Scientific Inquiry
Claremont Colleges Scholarship @ Claremont Scripps Senior Theses Scripps Student Scholarship 2019 A Feminist Epistemological Framework: Preventing Knowledge Distortions in Scientific Inquiry Karina Bucciarelli Follow this and additional works at: https://scholarship.claremont.edu/scripps_theses Part of the Epistemology Commons, Feminist Philosophy Commons, and the Philosophy of Science Commons Recommended Citation Bucciarelli, Karina, "A Feminist Epistemological Framework: Preventing Knowledge Distortions in Scientific Inquiry" (2019). Scripps Senior Theses. 1365. https://scholarship.claremont.edu/scripps_theses/1365 This Open Access Senior Thesis is brought to you for free and open access by the Scripps Student Scholarship at Scholarship @ Claremont. It has been accepted for inclusion in Scripps Senior Theses by an authorized administrator of Scholarship @ Claremont. For more information, please contact [email protected]. A FEMINIST EPISTEMOLOGICAL FRAMEWORK: PREVENTING KNOWLEDGE DISTORTIONS IN SCIENTIFIC INQUIRY by KARINA MARTINS BUCCIARELLI SUBMITTED TO SCRIPPS COLLEGE IN PARTIAL FULFILLMENT OF THE DEGREE OF BACHELOR OF ARTS PROFESSOR SUSAN CASTAGNETTO PROFESSOR RIMA BASU APRIL 26, 2019 Bucciarelli 2 Acknowledgements First off, I would like to thank my wonderful family for supporting me every step of the way. Mamãe e Papai, obrigada pelo amor e carinho, mil telefonemas, conversas e risadas. Obrigada por não só proporcionar essa educação incrível, mas também me dar um exemplo de como viver. Rafa, thanks for the jokes, the editing help and the spontaneous phone calls. Bela, thank you for the endless time you give to me, for your patience and for your support (even through WhatsApp audios). To my dear friends, thank you for the late study nights, the wild dance parties, the laughs and the endless support. -
Philosophy of Education
Philosophy of Education Introduction to the Topic What is a philosophy of education, and why should it be important to you? Behind every school and every teacher is a set of related beliefs--a philosophy of education--that influences what and how students are taught. A philosophy of education represents answers to questions about the purpose of schooling, a teacher's role, and what should be taught and by what methods. How do teacher-centered philosophies of education differ from student-centered philosophies of education? Teacher-centered philosophies tend to be more authoritarian and conservative, and emphasize the values and knowledge that have survived through time. The major teacher- centered philosophies of education are essentialism and perennialism. Student-centered philosophies are more focused on individual needs, contemporary relevance, and preparing students for a changing future. School is seen as an institution that works with youth to improve society or help students realize their individuality. Progressivism, social reconstructionism, and existentialism place the learner at the center of the educational process: Students and teachers work together on determining what should be learned and how best to learn it. What are some major philosophies of education in the United States toda y? Essentialism focuses on teaching the essential elements of academic and moral knowledge. Essentialists urge that schools get back to the basics; they believe in a strong core curriculum and high academic standards. Perennialism focuses on the universal truths that have withstood the test of time. Perennialists urge that students read the Great Books and develop their understanding of the philosophical concepts that underlie human knowledge.