Two Views About Explicitly Teaching Nature of Science
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Philosophy of Education Collection
Philosophy of Education Collection Issue 23 / July-December of 2017 Print ISSN 1390-3861 / Electronic ISSN 1390-8626 UNIVERSIDAD POLITÉCNICA SALESIANA, ECUADOR SOPHIA, Collection of Philosophy of Education is a philosophical-scientific publication of the Salesian Polytechnic University (UPS), has a bi-annual periodicity, whose first number appeared in June of 2006. The objective of SOPHIA is to theorize the educa- tion from a philosophical point of view, with data from individual and collective psy- chology, teaching-learning experiences, sociology, culture and the development of the empirical sciences, to renew, update and better articulate the conceptual, procedural and experiential level of the education sciences. The journal promotes the dissemination of monographic articles that are unpublished, scientifically constructed, with a method that adequately articulates analysis and synthesis; that are propositive, in the nucleus of the Philosophy of Education. It is published in printed version (ISSN: 1390-3861) and electronic (ISSN: 1390-8626). The management of SOPHIA is performed through the following parameters: The journal uses anti-plagiarism systems The articles have identification code (Digital Object Identifier) EThe editorial process is managed through the Open Journal System It is an Open Access publication with a Creative Commons license The copyright and post-print policies are published in the SHERPA/ROMEO Auto-ar- chive Policy Repository. Los artículos de la presente edición pueden consultarse en: • http://revistas.ups.edu.ec/index.php/sophia -
Play-Based Interventions
WWC Intervention Report U.S. DEPARTMENT OF EDUCATION What Works Clearinghouse Early Childhood Education Interventions for Children with Disabilities April 2012 Play-Based Interventions No studies of play-based interventions that fall within the scope of the Early Childhood Education Interventions for Children with Disabilities review protocol meet What Works Clearinghouse (WWC) evidence standards. The lack of studies meeting WWC evidence standards means that, at this time, the WWC is unable to draw any conclusions based on research about the effectiveness or ineffective- ness of play-based interventions on preschool children with disabilities in early education settings. Additional research is needed to determine the effectiveness or ineffectiveness of this intervention. Program Description1 Play-based interventions are practices designed to improve socio-emotional, physical, language, and cognitive devel- opment through guided interactive play. During play sessions, an interventionist uses strategies including modeling, verbal redirection, reinforcement, and indirect instruction to sustain and encourage child play activities. Through the use of appropriate play materials and the direction of the interventionist, the goal is for young children with disabili- ties to be better able to explore, experiment, interact, and express themselves. Play-based interventions can be conducted across a variety of settings, including at school or at home, as one-on-one activities between an interventionist and a child, or in small group settings. Research2 The WWC identified 62 studies of play-based interventions for preschool children with disabilities in early education settings that were published or released between 1989 and 2011. Three studies are within the scope of the Early Childhood Education Interventions for Children with Disabilities review protocol and were reviewed for this intervention report. -
Noumenon and Phenomenon: Reading on Kant's
NOUMENON AND PHENOMENON: READING ON KANT’S PROLEGOMENA Oleh: Wan Suhaimi Wan Abdullah1 ABSTRAK Makalah ini membahaskan satu dari isu besar yang diperkatakan oleh Kant dalam epistemologi beliau iaitu isu berkaitan ‘benda-pada-dirinya’ (noumenon) dan ‘penzahiran benda’ (phenomenon). Kaitan antara kewujudan kedua-dua hakikat ini dari segi ontologi dan kedudukan kedua-duanya dalam pengetahuan manusia dari segi epistemologi dibincangkan berdasarkan perspektif Kant. Semua ini dikupas berdasarkan penelitian terhadap suatu teks oleh Kant dalam karya agung beliau Prolegomena to Any Future Metaphysics That Will be Able to Present Itself as a Science. Kant secara umumnya tidak menolak kewujudan noumenon walaupun beliau seakan mengakui bahawa pendekatan sains sekarang tidak mampu menanggapi hakikat noumenon tersebut. Huraian makalah ini membuktikan bahawa tidak semua hakikat mampu dicapai oleh sains moden. Keyakinan bahawa sains moden adalah satu-satunya jalan mencapai ilmu dan makrifah akan menghalang manusia dari mengetahui banyak rahsia kewujudan yang jauh dari ruang jangkauan sains. 1 Wan Suhaimi Wan Abdullah, PhD. is an associate professor at the Department of `Aqidah and Islamic Thought, Academy of Islamic Studies, University of Malaya. Email: [email protected]. The author would like to thank Dr. Edward Omar Moad from Dept. of Humanities, Qatar University who have read the earlier draft of this article and suggested a very useful remarks and comments some of which were quoted in this article. Jurnal Usuluddin, Bil 27 [2008] 25-40 ABSTRACT The article discusses one of the major issues dealt with by Kant in his epistemology, that is the issue related to the thing-in-itself (noumenon) and the appearance (phenomenon). -
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. -
Feng Youlan's Interpretation of Western Philosophy
ASIANetwork Exchange | Fall 2014 | volume 22 | 1 Feng Youlan’s Interpretation of Western Philosophy: A Critical Examination from the Perspective of Metaphysical Methodology Derong Chen Abstract: This paper concentrates on Feng’s interpretation of Western philosophy from the perspective of metaphysical methodology and aims to display a limited observation of Feng’s interpretation of Western philosophy through the window of metaphysical methodology. Based on a brief review of the recent studies of Feng Youlan and Western philoso- phy, this paper analyzes the progress and insufficient aspects in current studies on this issue and particularly clarifies what are the metaphysics and metaphysical methods in the context of Feng Youlan’s philosophy. In clarifying Feng’s interpreta- tion of Western philosophy from the perspective of methodology, this paper further critically analyzes Feng’s positive metaphysical methods and negative metaphysical methods, and assumes that Feng’s negative metaphysical methods essentially is a kind of attitude towards metaphysics but neither a kind of metaphysics nor a kind of metaphysical methods. Instead of characterizing metaphysical methods as positive and negative as Feng did, this paper suggests an alternative division of metaphysical methods: direct and indirect methods of dealing with metaphysical issues. Keywords Feng Youlan; metaphysics; metaphysical methods; Western philosophy; negative metaphysics In the twentieth century, Feng Youlan was one of the Chinese intellectuals most deeply Derong Chen is a Sessional involved in the dialogue and interaction between Chinese and Western philosophies. In Lecturer II at the University of addition to studying Western philosophy at Columbia University, he systematically con- Toronto Mississauga. ducted research on Western philosophy, specifically the philosophy of life. -
7579 Bohr Anthropology Paper.Pdf
268 I ATURE FEH. 18, 1939, \ 'oL. 143 Natural Philosophy and Human Cultures* By Prof. Niels Bohr, For. Mem. R.S. J T is only wiLh great ho.~ itai i on that I haYe for our general outlook i" common!.\' realized. it accepted a. kind invitaLion to address t his is scarcely yet so as rogardH tho unsuspectt'd assembly of distinguished reprcsenlati,·cs of tho epistemological lesson which tho opening of quite anthropological and ethnographical sciences of now realm s of phyHical ro::;oarch has given us in which I , as a physicist,. have of course no first-hand tho most recent years. Our penetration into the knowledge. Still, on this specia,l occasion. when world of atoms. hitherto closed to t.he oyo of man cYon tho historical smroundings speak to everyone is indeed an adventure wh ich may bo compared of us about aspoct.s of lifo other than those discussed with the great journoyil of discovery of the aL tho regular congress proceedings, it might. circumnavigators and t h(' bol<l explorations of perhaps bo of interest to try w.i t.h a few words Lo astronomers into t. ho depths of colosLial space direct attention to the epistemological aspect of As is well !mown. the man·cllou development of the latest dc,·elopmont of natural philosophy and tho art of physical experimentation has not only it s bearing on general human problems. Notwith romO\'Od t ho last traces of tho old holiof that the "tanding t ho great separation between ou r different coarse n r~s of our ~o;cnsrs would for over prcren hm nchcs of knowledge, the new lesson which has us from obtaining direct. -
Haven't We Seen This Before?
Teacher EducationShelley C. Quarterly, Sherman Fall 2009 Haven’t We Seen This Before? Sustaining a Vision in Teacher Education for Progressive Teaching Practice By Shelley C. Sherman Efforts to transform U.S. schools and improve student learning, including both accountability measures and progressive practices, come in cycles and are often related to contextual factors in society at particular moments in time (Cuban, 1993; Noddings, 2007; Zilversmit, 1999). Attempts to improve education during the past forty years under the banner of “educational reform” have included political initiatives generated externally by those who do not work within schools, as well as pedagogical trends and movements conceived and implemented by educators themselves. Moreover, such endeavors often gain rapid support and, subsequently, lose traction as bandwagon movements often do, reinventing themselves years later packaged somewhat differently. A variety of such initiatives have affected the way curriculum in schools is shaped and how teachers teach. For example, the standards movement has provided the impetus for a one-size-fits-all curriculum (see, for example, Meier & Wood, 2004, Noddings, 2007), with uniform benchmarks for achievement for students at particular grade levels. On Shelley C. Sherman is an the other hand, the open education movement of the associate professor and late 1960s and early 1970s promoted responsiveness chair of the Education to students and aimed to meet students’ individual Department at Lake needs (Perrone, 1972; Silberman, 1973). Forest College, Lake The central issue I will address here concerns Forest, Illinois. the challenge to teacher education programs to resist 41 Haven’t We Seen This Before? swings in the pendulum and help new teachers sustain progressive, responsive, school-based reform efforts that seek to address the unique needs of every student even as external demands for standardized measurements of learning remain firmly in place in the era of No Child Left Behind. -
Effects of Preschool Curriculum Programs on School Readiness Report from the Preschool Curriculum Evaluation Research Initiative
Effects of Preschool Curriculum Programs on School Readiness Report from the Preschool Curriculum Evaluation Research Initiative NCER 2008-2009 U.S. DEPARTMENT OF EDUCATION Effects of Preschool Curriculum Programs on School Readiness Report from the Preschool Curriculum Evaluation Research Initiative July 2008 Preschool Curriculum Evaluation Research Consortium NCER 2008-2009 U.S. DEPARTMENT OF EDUCATION This report was prepared for the National Center for Education Research, Institute of Education Sciences, under contract numbers ED-01-CO-0039/0005 (Mathematica Policy Research, Inc.), ED- 01-CO-0052/0004 (RTI International), and ED-04-CO0076/0007 (Synergy Enterprises, Inc.). Disclaimer The opinions and positions expressed in this report are the authors’ and do not necessarily represent the opinions and positions of the Institute of Education Sciences or the U.S. Department of Education. Any references within the document to specific education products are illustrative and do not imply endorsement of these products to the exclusion of other products that are not referenced. U.S. Department of Education Margaret Spellings Secretary Institute of Education Sciences Grover J. Whitehurst Director National Center for Education Research Lynn Okagaki Commissioner July 2008 This report is in the public domain. While permission to reprint this publication is not necessary, the citation should be: Preschool Curriculum Evaluation Research Consortium (2008). Effects of Preschool Curriculum Programs on School Readiness (NCER 2008-2009). Washington, DC: National Center for Education Research, Institute of Education Sciences, U.S. Department of Education. Washington, DC: U.S. Government Printing Office. This report is available for download on the IES website at http://ncer.ed.gov. -
The Phenomenon of Chance in Ancient Greek Thought
THE PHENOMENON OF CHANCE IN ANCIENT GREEK THOUGHT by MELISSA M. SHEW A DISSERTATION Presented to the Department of Philosophy and the Graduate School ofthe University ofOregon in partial fulfillment ofthe requirements for the degree of Doctor of Philosophy September 2008 11 University of Oregon Graduate School Confirmation of Approval and Acceptance of Dissertation prepared by: Melissa Shew Title: "The Phenomenon of Chance in Ancient Greek Thought" This dissertation has been accepted and approved in partial fulfillment ofthe requirements for the degree in the Department ofPhilosophy by: Peter Warnek, Chairperson, Philosophy John Lysaker, Member, Philosophy Ted Toadvine, Member, Philosophy James Crosswhite, Outside Member, English and Richard Linton, Vice President for Research and Graduate Studies/Dean ofthe Graduate School for the University of Oregon. September 6, 2008 Original approval signatures are on file with the Graduate School and the University of Oregon Libraries. 111 An Abstract of the Dissertation of Melissa M. Shew for the degree of Doctor of Philosophy in the Department of Philosophy to be taken September 2008 Title: THE PHENOMENON OF CHANCE IN ANCIENT GREEK THOUGHT Approved: Dr. Peter Warnek This dissertation engages three facets of Greek philosophy: 1) the phenomenon of tyche (chance, fortune, happening, or luck) in Aristotle's Physics, Nicomachean Ethics, and Poetics; 2) how tyche infonns Socrates' own philosophical practice in the Platonic dialogues; and 3) how engaging tyche in these Greek texts challenges established interpretations of Greek thought in contemporary scholarship and discussion. I argue that the complex status of tyche in Aristotle's texts, when combined with its appearance in the Platonic dialogues and the framework of Greek myth and poetry (poiesis), underscores the seriousness with which the Greeks consider the role of chance in human life. -
Beyond the Scientific Method
ISSUES AND TRENDS Jeffrey W. Bloom and Deborah Trumbull, Section Coeditors Beyond the Scientific Method: Model-Based Inquiry as a New Paradigm of Preference for School Science Investigations MARK WINDSCHITL, JESSICA THOMPSON, MELISSA BRAATEN Curriculum and Instruction, University of Washington, 115 Miller Hall, Box 353600, Seattle, WA 98195, USA Received 19 July 2007; revised 21 November 2007; accepted 29 November 2007 DOI 10.1002/sce.20259 Published online 4 January 2008 in Wiley InterScience (www.interscience.wiley.com). ABSTRACT: One hundred years after its conception, the scientific method continues to reinforce a kind of cultural lore about what it means to participate in inquiry. As commonly implemented in venues ranging from middle school classrooms to undergraduate laboratories, it emphasizes the testing of predictions rather than ideas, focuses learners on material activity at the expense of deep subject matter understanding, and lacks epistemic framing relevant to the discipline. While critiques of the scientific method are not new, its cumulative effects on learners’ conceptions of science have not been clearly articulated. We discuss these effects using findings from a series of five studies with degree-holding graduates of our educational system who were preparing to enter the teaching profession and apprentice their own young learners into unproblematic images of how science is done. We then offer an alternative vision for investigative science—model-based inquiry (MBI)— as a system of activity and discourse that engages learners more deeply with content and embodies five epistemic characteristics of scientific knowledge: that ideas represented in the form of models are testable, revisable, explanatory, conjectural, and generative. -
An Interpretationist Approach to the Thinking Mind DISSERTATION
Thought Without Language: an Interpretationist Approach to the Thinking Mind DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Michael Dean Jaworski Graduate Program in Philosophy The Ohio State University 2010 Dissertation Committee: Neil Tennant, Advisor William Taschek Ben Caplan Copyright by Michael Dean Jaworski 2010 Abstract I defend an account of thought on which non-linguistic beings can be thinkers. This result is significant in that many philosophers have claimed that the ability to think depends on the ability to use language. These opponents of my view note that our everyday understanding of our own cognitive activities qua thought bestows upon those activities the propositional structure of sentences and the inferential norms of public linguistic practice. They hold that our attributions of thought to non-linguistic beings project non-existent structure onto the cognitive activities of those beings, and assess the beings’ activities according to standards to which the beings bear no responsibility. So, despite the complex neural and behavioral activities of many non-linguistic beings, my opponents hold that those beings are not properly described as thinkers. To respond to my opponents successfully, one must not merely cite scientific and folk practices of thought attribution that permit thought to be attributed to some non- linguistic beings. My opponents’ insights might be taken to demonstrate a need to revise those practices, or to treat the attributions of thought to non-linguistic beings made within those practices as instrumentally valuable but technically false. Instead, my strategy is to acknowledge the language-like structure and norms of thought, and show that a non- linguistic being’s cognitive activities might nonetheless have that structure and be subject ii to those norms. -
Phil. 126 Leibniz Passages
Phil. 126 Leibniz Passages (A) Imagine two clocks or watches which are in perfect agreement. Now this can happen in three ways. The first is that of natural influence. This is the way with which Mr. Huygens experimented, with results that greatly surprised him. He suspended two pendulums from the same piece of wood. The continued strokes of the pendulums transmitted similar vibrations to the particles of wood, but these vibrations could not continue in their own frequency without interfering with each other, at least when the two pendulums did not beat together. The result, by a kind of miracle, was that even when their strokes had been intentionally disturbed, they came to beat together again, somewhat like two strings tuned to each other. The second way of making two clocks, even poor ones, agree always is to assign a skilled craftsman to them who adjusts them and constantly sets them in agreement. The third way is to construct these two timepieces at the beginning with such skill and accuracy that one can be assured of their subsequent agreement. Now put the soul and the body in the place of these two timepieces. Then their agreement or sympathy will also come about in one of these three ways. The way of influence is that of the common philosophy. But since it is impossible to conceive of material particles or of species or immaterial qualities which can pass from one of these substances into the other, this view must be rejected. The way of assistance is that of the system of occasional causes.