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Author: Megan Watkins
Publisher: A&C Black
ISBN: 1441170200
Category : Education
Languages : en
Pages : 177
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Book Description
Disposed to Learn explores the relationship between ethnicity and dispositions towards learning, with a focus on primary school students of Chinese, Pasifika and Anglo Australian backgrounds. The authors challenge the tendency towards the essentializing of ethnicity within multiculturalism to argue for a more nuanced understanding of the relationship between culture and academic performance. Drawing on the work of Bourdieu, they examine how home and school practices produce particular attributes that are embodied as dispositions towards learning - the scholarly habitus. These home and school practices entail different modes of discipline which help or hinder student engagement. The book underlies the need for a better understanding of cultural diversity in schooling to address issues of educational inclusion.
Author: Megan Watkins
Publisher: A&C Black
ISBN: 1441170200
Category : Education
Languages : en
Pages : 177
Get Book Here
Book Description
Disposed to Learn explores the relationship between ethnicity and dispositions towards learning, with a focus on primary school students of Chinese, Pasifika and Anglo Australian backgrounds. The authors challenge the tendency towards the essentializing of ethnicity within multiculturalism to argue for a more nuanced understanding of the relationship between culture and academic performance. Drawing on the work of Bourdieu, they examine how home and school practices produce particular attributes that are embodied as dispositions towards learning - the scholarly habitus. These home and school practices entail different modes of discipline which help or hinder student engagement. The book underlies the need for a better understanding of cultural diversity in schooling to address issues of educational inclusion.
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Category : Christian life
Languages : en
Pages : 580
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Book Description
Author: Bradford Skow
Publisher: Oxford University Press
ISBN: 0198785844
Category : Philosophy
Languages : en
Pages : 208
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Book Description
Reasons Why first argues that what philosophers are really after, or at least should be after, when they seek a theory of explanation, is a theory of answers to why-questions. It then advances a thesis about what form a theory of answers to why-questions should take: a theory of answers to why-questions should say what it takes for one fact to be a reason why another fact obtains. The book's main thesis, then, is a theory of reasons why. Every reason why some event happened is either a cause, or a ground, of that event. Challenging this thesis are many examples philosophers have thought they have found of "non-causal explanations." Reasons Why uses two ideas to show that these examples are not counterexamples to the theory it defends. First is the idea that not every part of a good response to a why-question is part of an answer to that why-question. Second is the idea that not every reason why something is a reason why an event happened is itself a reason why that event happened. In the book's final chapter its theory of reasons why is extended to cover teleological answers to why-questions, and answers to why-questions that give an agent's reason for acting.
Author: Tracy S. Kendler
Publisher: Psychology Press
ISBN: 1134756429
Category : Psychology
Languages : en
Pages : 197
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Book Description
The proposed levels theory presented in this book concerns some developmental changes in the capacity to selectively encode information and provide rational solutions to problems. These changes are measured by the behavior exhibited in simple discrimination-learning problems that allow both for information to be encoded either selectively or nonselectively and for solutions to be produced by associative learning or by hypothesis-testing. The simplicity of these problems permits comparisons between infrahuman and human performance and also between a wide range of ages among humans. Human adults presented with these problems typically encode the relevant information selectively and solve the problems in a rational mode. Infrahuman animals, however, typically process the information nonselectively and solve the problems in an automatic, associative mode. How human children encode the information and solve the problems depends on their age. The youngest children -- like the infrahuman animals -- mostly encode the information nonselectively and solve the problems in the associative mode. But between early childhood and young adulthood there is a gradual, long-term, quantifiable increase in the tendency to encode the information selectively and to solve the problem by testing plausible hypotheses. The theory explains in some detail the structure, function, development, and operation of the psychological system that produces both the ontogenetic and phylogenetic differences. This system is assumed to be differentiated into an information-processing system and an executive system analogous to the differentiation of the nervous system into afferent and efferent systems. Each of these systems is further differentiated into structural levels, with the higher level, in part, duplicating the function of the lower level, but in a more plastic, voluntary, and efficient manner. The differentiation of the information-processing and executive systems into different functional levels is presumed to have occurred sometime during the evolution of mankind with the higher level evolving later than the lower one as the central nervous system became increasing encephalized. As for human ontogeny, the higher levels are assumed to develop later and more slowly than their lower-level counterparts. In addition to accounting for a substantial body of empirical data, the theory resolves some recurrent controversies that have bedeviled psychology since its inception as a science. It accomplishes this by showing how information can be both nonselectively and selectively encoded, how automatic associative learning and rational problem-solving can operate in harmony, and how cognitive development can be both qualitative and quantitative.
Author: Nicholas J. Pappas
Publisher: Algora Publishing
ISBN: 0875868568
Category : Philosophy
Languages : en
Pages : 243
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Book Description
Short philosophical dialogues geared to today's problems stimulate readers to think about their approach to life and, like a good interlocutor, help readers to explore their assumptions from a variety of perspectives. Join the discussion among friends as they take a fresh look at two concepts whose meaning and definitions we may all too often take for granted. Belief. The dialogues in this section deal with both the positives and negatives of belief. How do you know what to believe? How do you know what to stop believing? For instance, the dialogue called Nothing asks, What does it mean to believe in nothing? What is the difference between belief that something is so and calculation that it is likely? Can you believe in nothing and still have a conscience? From this last question one sees how this connects with the next group of dialogues, those dealing with integrity. Integrity. We all value integrity. Or do we? What does it take to achieve it? How do you know when you've got it? What does it take to maintain it? The dialogues here get at these questions. The dialogue called Right prods readers to ponder, When are you in the right? What does doing what you're supposed to do earn you? Who helps you when you don't know what to do? As each dialogue is a short piece that builds upon others within the book, readers might choose to enjoy a single piece at a time or pursue one after another, depending on the time at hand. Either way, the reader will find a thoughtful inquiry on individual themes that reflect upon each other and add up to a larger discussion.
Author: Rowland Stout
Publisher: Edinburgh University Press
ISBN: 0748626735
Category : Philosophy
Languages : en
Pages : 224
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Book Description
A radical approach to the philosophy of mind, in which states of mind are identified with dispositions to behave in certain ways.The approach taken by Rowland Stout is a thoroughly up-to-date version of behaviourism, although not a form of behaviourism that denies the existence of consciousness, free will, rationality, etc., nor aims to reduce these to other sorts of things. Properly understood, the idea of being disposed to behave in a certain way is seen to be exactly as rich and interesting as the idea of being in a certain state of mind. The fact that our ways of behaving are sensitive to practical rationality is taken to be an essential aspect of our nature as conscious agents. And in describing such a version of practical rationality Stout claims we are describing the mental state of someone whose behaviour is sensitive to it.His account of behaviourism rests on two central notions - that of a causal disposition to behave and that of sensitivity to practical rationality. He explains and develops these notions in some detail, and then uses them to construct powerful and original accounts of belief, intention, knowledge, perception and consciousness.Key Features* A systematic and completely original theoretical approach to the philosophy of mind* A re-evaluation of the history of the philosophy of mind based on a rejection of the generally accepted arguments in the 1960s and 1970s used by functionalists against behaviourists* A serious engagement with the intuitively compelling issues concerning behaviourism.
Author: Kieran Setiya
Publisher: Oxford University Press
ISBN: 0190462922
Category : Philosophy
Languages : en
Pages : 321
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Book Description
In this collection, Kieran Setiya explores the place of agency in ethics, arguing for a causal theory of intentional action on which it is understood through the knowledge embodied in our intentions, and against the rationalist project of deriving norms of practical reason from the nature of the will.
Author: Holly J. Thornton
Publisher: BRILL
ISBN: 900436448X
Category : Education
Languages : en
Pages : 186
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Book Description
The impact a teacher has on students may be profound and lasting. Thus, teacher preparation is grounded in standards to assure that all teacher candidates know the content and have the skills needed to become good teachers. What makes a teacher great? The answer is not clear-cut or easily measured with tests. But we all know a great teacher when we see one. The best teachers have an It Factor that sets them apart from others. It is seemingly intangible and unteachable, as it’s often said that, “Some people are just born to be teachers.” This book challenges that assumption and uncovers the It Factor. Teacher and student voices helped to develop language and tools to examine how teachers are disposed to think and act and how this affects student learning. If we can identify what makes teachers great, we can teach it. Students have a sea of information, opinions and messaging at their fingertips. They find themselves navigating through a myriad of facts and “alternative facts.” Opinions, beliefs, and fallacies share the same platform and status as well grounded information and vetted ideas, fueling tensions among individuals and distance between groups. Developing students who are caring, critical thinkers and problem-solvers may be more important now than ever. The teachers who are right for this challenge have more than content knowledge and teaching skills. To meet this challenge, teachers need to have “It,” that something inside that makes them not just good teachers, but great ones.
Author: Albert J. Schütz
Publisher: University of Hawaii Press
ISBN: 9780824816377
Category : Language Arts & Disciplines
Languages : en
Pages : 540
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Book Description
How did outsiders first become aware of the Hawaiian language? How were they and Hawaiians able to understand each other? How was Hawaiian recorded and analyzed in the early decades after European contact Albert J. Schutz provides illuminating answers to these and other questions about Hawaii's postcontact linguistic past. The result is a highly readable and accessible account of Hawaiian history from a language-centered point of view. The author also provides readers with an exhaustive analysis and critique of nearly every work ever written about Hawaiian.
Author: Edward Becker
Publisher: Cambridge University Press
ISBN: 1139510657
Category : Philosophy
Languages : en
Pages : 331
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Book Description
Willard Van Orman Quine's work revolutionized the fields of epistemology, semantics and ontology. At the heart of his philosophy are several interconnected doctrines: his rejection of conventionalism and of the linguistic doctrine of logical and mathematical truth, his rejection of the analytic/synthetic distinction, his thesis of the indeterminacy of translation and his thesis of the inscrutability of reference. In this book Edward Becker sets out to interpret and explain these doctrines. He offers detailed analyses of the relevant texts, discusses Quine's views on meaning, reference and knowledge, and shows how Quine's views developed over the years. He also proposes a new version of the linguistic doctrine of logical truth, and a new way of rehabilitating analyticity. His rich exploration of Quine's thought will interest all those seeking to understand and evaluate the work of one of the most important philosophers of the second half of the twentieth century.
