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Author: J. G. Fichte
Publisher: State University of New York Press
ISBN: 0791483223
Category : Philosophy
Languages : en
Pages : 272
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Book Description
Considered by some to be his most important text, this series of lectures given by Johann Gottlieb Fichte (1762–1814) at his home in Berlin in 1804 is widely regarded as the most perspicuous presentation of his fundamental philosophy. Now available in English, this translation provides in striking and original language Fichte's exploration of the transcendental foundations of experience and knowing in ways that go beyond Kant and Reinhold and charts a promising, novel pathway for German Idealism. Through a close examination of this work one can see that Fichte's thought is much more than a way station between Kant and Hegel, thus making the case for Fichte's independent philosophical importance. The text is divided into two parts: a doctrine of truth or reason, and a doctrine of appearance. A central feature of the text is its performative dimension. Philosophy, for Fichte, is something we enact rather than any discursively expressible object of awareness; a philosophical truth is not expressible as a set of propositions but is a spontaneous inwardly occurring realization. Therefore, he always regards the expression of philosophy in words as strategic, aiming to ignite philosophy's essentially inward process and to arouse the event of philosophical insight. The new translation contains a German-English glossary and an extensive introduction and notes by the translator.
Author: J. G. Fichte
Publisher: State University of New York Press
ISBN: 0791483223
Category : Philosophy
Languages : en
Pages : 272
Get Book Here
Book Description
Considered by some to be his most important text, this series of lectures given by Johann Gottlieb Fichte (1762–1814) at his home in Berlin in 1804 is widely regarded as the most perspicuous presentation of his fundamental philosophy. Now available in English, this translation provides in striking and original language Fichte's exploration of the transcendental foundations of experience and knowing in ways that go beyond Kant and Reinhold and charts a promising, novel pathway for German Idealism. Through a close examination of this work one can see that Fichte's thought is much more than a way station between Kant and Hegel, thus making the case for Fichte's independent philosophical importance. The text is divided into two parts: a doctrine of truth or reason, and a doctrine of appearance. A central feature of the text is its performative dimension. Philosophy, for Fichte, is something we enact rather than any discursively expressible object of awareness; a philosophical truth is not expressible as a set of propositions but is a spontaneous inwardly occurring realization. Therefore, he always regards the expression of philosophy in words as strategic, aiming to ignite philosophy's essentially inward process and to arouse the event of philosophical insight. The new translation contains a German-English glossary and an extensive introduction and notes by the translator.
Author: John V. Pickstone
Publisher: Manchester University Press
ISBN: 9780719059940
Category : History
Languages : en
Pages : 288
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Book Description
This classic MUP text discusses the historical development of science, technology and medicine in Western Europe and North America from the Renaissance to the present. Combining theoretical discussion and empirical illustration, it redefines the geography of science, technology and medicine.
Author: Zaheer Baber
Publisher: SUNY Press
ISBN: 9780791429204
Category : History
Languages : en
Pages : 316
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Book Description
Investigates the complex social processes involved in the introduction and institutionalization of Western science in colonial India.
Author: John Hatton
Publisher: Addison-Wesley
ISBN:
Category : Psychology
Languages : en
Pages : 168
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Book Description
This broad collection of accessible essays helps readers develop a fuller appreciation of the nature of science and scientific knowledge in general. The focus throughout is on the relationships in science between fact and theory, about the nature of scientific theory, and about the kinds of claims on truth that science makes. Arranges essays according to three essential aspects of scientific practice: Method, theory, and discovery. For scientists looking to broaden their general knowledge of basic scientific theory.
Author: National Research Council
Publisher: National Academies Press
ISBN: 0309293227
Category : Education
Languages : en
Pages : 383
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Book Description
Education is a hot topic. From the stage of presidential debates to tonight's dinner table, it is an issue that most Americans are deeply concerned about. While there are many strategies for improving the educational process, we need a way to find out what works and what doesn't work as well. Educational assessment seeks to determine just how well students are learning and is an integral part of our quest for improved education. The nation is pinning greater expectations on educational assessment than ever before. We look to these assessment tools when documenting whether students and institutions are truly meeting education goals. But we must stop and ask a crucial question: What kind of assessment is most effective? At a time when traditional testing is subject to increasing criticism, research suggests that new, exciting approaches to assessment may be on the horizon. Advances in the sciences of how people learn and how to measure such learning offer the hope of developing new kinds of assessments-assessments that help students succeed in school by making as clear as possible the nature of their accomplishments and the progress of their learning. Knowing What Students Know essentially explains how expanding knowledge in the scientific fields of human learning and educational measurement can form the foundations of an improved approach to assessment. These advances suggest ways that the targets of assessment-what students know and how well they know it-as well as the methods used to make inferences about student learning can be made more valid and instructionally useful. Principles for designing and using these new kinds of assessments are presented, and examples are used to illustrate the principles. Implications for policy, practice, and research are also explored. With the promise of a productive research-based approach to assessment of student learning, Knowing What Students Know will be important to education administrators, assessment designers, teachers and teacher educators, and education advocates.
Author: National Academies of Sciences, Engineering, and Medicine
Publisher: National Academies Press
ISBN: 0309486165
Category : Science
Languages : en
Pages : 257
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Book Description
One of the pathways by which the scientific community confirms the validity of a new scientific discovery is by repeating the research that produced it. When a scientific effort fails to independently confirm the computations or results of a previous study, some fear that it may be a symptom of a lack of rigor in science, while others argue that such an observed inconsistency can be an important precursor to new discovery. Concerns about reproducibility and replicability have been expressed in both scientific and popular media. As these concerns came to light, Congress requested that the National Academies of Sciences, Engineering, and Medicine conduct a study to assess the extent of issues related to reproducibility and replicability and to offer recommendations for improving rigor and transparency in scientific research. Reproducibility and Replicability in Science defines reproducibility and replicability and examines the factors that may lead to non-reproducibility and non-replicability in research. Unlike the typical expectation of reproducibility between two computations, expectations about replicability are more nuanced, and in some cases a lack of replicability can aid the process of scientific discovery. This report provides recommendations to researchers, academic institutions, journals, and funders on steps they can take to improve reproducibility and replicability in science.
Author: Rudolf Steiner
Publisher:
ISBN:
Category : Literary Criticism
Languages : en
Pages : 144
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Book Description
Author: John Alexander Moore
Publisher: Harvard University Press
ISBN: 9780674794825
Category : Science
Languages : en
Pages : 548
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Book Description
This book makes Moore's wisdom available to students in a lively, richly illustrated account of the history and workings of life. Employing rhetoric strategies including case histories, hypotheses and deductions, and chronological narrative, it provides both a cultural history of biology and an introduction to the procedures and values of science.
Author: Gemma Anderson-Tempini
Publisher: Intellect Books
ISBN: 1783208112
Category : Art
Languages : en
Pages : 296
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Book Description
In recent history, the arts and sciences have often been considered opposing fields of study, but a growing trend in drawing research is beginning to bridge this divide. Gemma Anderson’s Drawing as a Way of Knowing in Art and Science introduces tested ways in which drawing as a research practice can enhance morphological insight, specifically within the natural sciences, mathematics and art. Inspired and informed by collaboration with contemporary scientists and Goethe’s studies of morphology, as well as the work of artist Paul Klee, this book presents drawing as a means of developing and disseminating knowledge, and of understanding and engaging with the diversity of natural and theoretical forms, such as animal, vegetable, mineral and four dimensional shapes. Anderson shows that drawing can offer a means of scientific discovery and can be integral to the creation of new knowledge in science as well as in the arts.
Author: Edward Watson
Publisher: Taylor & Francis
ISBN: 1000371670
Category : Education
Languages : en
Pages : 251
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Book Description
Supporting teachers in the quest to help students learn as effectively and efficiently as possible, The Science of Learning translates 99 of the most important and influential studies on the topic of learning into accessible and easily digestible overviews. Building on the bestselling original book, this second edition delves deeper into the world of research into what helps students learn, with 22 new studies covering key issues including cognitive-load theory, well-being and performing well under exam pressure. Demystifying key concepts and translating research into practical advice for the classroom, this unique resource will increase teachers’ understanding of crucial psychological research so they can help students improve how they think, feel and behave in school. From large- to small-scale studies, from the quirky to the iconic, the book breaks down complicated research to provide teachers with the need-to-know facts and implications of each study. Each overview combines graphics and text, asks key questions, describes related research and considers implications for practice. Highly accessible, each overview is attributed to one of seven key categories: Memory: increasing how much students remember Mindset, motivation and resilience: improving persistence, effort and attitude Self-regulation and metacognition: helping students to think clearly and consistently Student behaviours: encouraging positive student habits and processes Teacher attitudes, expectations and behaviours: adopting positive classroom practices Parents: how parents’ choices and behaviours impact their childrens’ learning Thinking biases: avoiding faulty thinking habits that get in the way of learning A hugely accessible resource, this unique book will support, inspire and inform teaching staff, parents and students, and those involved in leadership and CPD.
