Author: Robert Stalnaker
Publisher:
ISBN: 0198810342
Category : Mathematics
Languages : en
Pages : 263
Book Description
Robert C. Stalnaker presents a set of essays on the structure of inquiry. In the first part he focuses on the concepts of knowledge, belief, and partial belief, and on the rules and procedures we use - or ought to use - to determine what to believe, and what to claim that we know. In the second part he examines conditional statements and conditional beliefs, their role in epistemology, and their relations to causal and explanatory concepts, such as dispositions, objective chance, relations of dependence, and independence. A central concern of the book is the interaction of different cognitive perspectives - the ways in which the attitudes of rational agents are or should be influenced by critical reflection on their present cognitive situation, on their own cognitive situations at other times, and on the cognitive situations of others with whom they interact. The general picture that is developed is naturalistic, following Hume in rejecting a substantive role for pure reason in the defense of inductive rules, and in giving causal concepts a central role in the description and explanation of our cognitive practices. However, Stalnaker rejects the side of Hume that aims to reduce concepts involving natural necessity to more basic descriptive concepts. Instead, he argues that the development of inductive rules and practices takes place in interaction with the development of concepts for giving a theoretical description of the world.
Knowledge and Conditionals
Author: Robert Stalnaker
Publisher:
ISBN: 0198810342
Category : Mathematics
Languages : en
Pages : 263
Book Description
Robert C. Stalnaker presents a set of essays on the structure of inquiry. In the first part he focuses on the concepts of knowledge, belief, and partial belief, and on the rules and procedures we use - or ought to use - to determine what to believe, and what to claim that we know. In the second part he examines conditional statements and conditional beliefs, their role in epistemology, and their relations to causal and explanatory concepts, such as dispositions, objective chance, relations of dependence, and independence. A central concern of the book is the interaction of different cognitive perspectives - the ways in which the attitudes of rational agents are or should be influenced by critical reflection on their present cognitive situation, on their own cognitive situations at other times, and on the cognitive situations of others with whom they interact. The general picture that is developed is naturalistic, following Hume in rejecting a substantive role for pure reason in the defense of inductive rules, and in giving causal concepts a central role in the description and explanation of our cognitive practices. However, Stalnaker rejects the side of Hume that aims to reduce concepts involving natural necessity to more basic descriptive concepts. Instead, he argues that the development of inductive rules and practices takes place in interaction with the development of concepts for giving a theoretical description of the world.
Publisher:
ISBN: 0198810342
Category : Mathematics
Languages : en
Pages : 263
Book Description
Robert C. Stalnaker presents a set of essays on the structure of inquiry. In the first part he focuses on the concepts of knowledge, belief, and partial belief, and on the rules and procedures we use - or ought to use - to determine what to believe, and what to claim that we know. In the second part he examines conditional statements and conditional beliefs, their role in epistemology, and their relations to causal and explanatory concepts, such as dispositions, objective chance, relations of dependence, and independence. A central concern of the book is the interaction of different cognitive perspectives - the ways in which the attitudes of rational agents are or should be influenced by critical reflection on their present cognitive situation, on their own cognitive situations at other times, and on the cognitive situations of others with whom they interact. The general picture that is developed is naturalistic, following Hume in rejecting a substantive role for pure reason in the defense of inductive rules, and in giving causal concepts a central role in the description and explanation of our cognitive practices. However, Stalnaker rejects the side of Hume that aims to reduce concepts involving natural necessity to more basic descriptive concepts. Instead, he argues that the development of inductive rules and practices takes place in interaction with the development of concepts for giving a theoretical description of the world.
The Structure of Enquiry in Plato's Early Dialogues
Author: Vasilis Politis
Publisher: Cambridge University Press
ISBN: 1107068118
Category : History
Languages : en
Pages : 267
Book Description
Offers an alternative interpretation and defends a radically new view of Plato's method of argument in the early dialogues.
Publisher: Cambridge University Press
ISBN: 1107068118
Category : History
Languages : en
Pages : 267
Book Description
Offers an alternative interpretation and defends a radically new view of Plato's method of argument in the early dialogues.
Natural theology, dialogues on instinct, observations on the structure of the cells of bees, and fossil osteology
Author: Henry Brougham Baron Brougham and Vaux
Publisher:
ISBN:
Category : Great Britain
Languages : en
Pages : 472
Book Description
Publisher:
ISBN:
Category : Great Britain
Languages : en
Pages : 472
Book Description
Inquiry and the National Science Education Standards
Author: National Research Council
Publisher: National Academies Press
ISBN: 0309064767
Category : Education
Languages : en
Pages : 223
Book Description
Humans, especially children, are naturally curious. Yet, people often balk at the thought of learning scienceâ€"the "eyes glazed over" syndrome. Teachers may find teaching science a major challenge in an era when science ranges from the hardly imaginable quark to the distant, blazing quasar. Inquiry and the National Science Education Standards is the book that educators have been waiting forâ€"a practical guide to teaching inquiry and teaching through inquiry, as recommended by the National Science Education Standards. This will be an important resource for educators who must help school boards, parents, and teachers understand "why we can't teach the way we used to." "Inquiry" refers to the diverse ways in which scientists study the natural world and in which students grasp science knowledge and the methods by which that knowledge is produced. This book explains and illustrates how inquiry helps students learn science content, master how to do science, and understand the nature of science. This book explores the dimensions of teaching and learning science as inquiry for K-12 students across a range of science topics. Detailed examples help clarify when teachers should use the inquiry-based approach and how much structure, guidance, and coaching they should provide. The book dispels myths that may have discouraged educators from the inquiry-based approach and illuminates the subtle interplay between concepts, processes, and science as it is experienced in the classroom. Inquiry and the National Science Education Standards shows how to bring the standards to life, with features such as classroom vignettes exploring different kinds of inquiries for elementary, middle, and high school and Frequently Asked Questions for teachers, responding to common concerns such as obtaining teaching supplies. Turning to assessment, the committee discusses why assessment is important, looks at existing schemes and formats, and addresses how to involve students in assessing their own learning achievements. In addition, this book discusses administrative assistance, communication with parents, appropriate teacher evaluation, and other avenues to promoting and supporting this new teaching paradigm.
Publisher: National Academies Press
ISBN: 0309064767
Category : Education
Languages : en
Pages : 223
Book Description
Humans, especially children, are naturally curious. Yet, people often balk at the thought of learning scienceâ€"the "eyes glazed over" syndrome. Teachers may find teaching science a major challenge in an era when science ranges from the hardly imaginable quark to the distant, blazing quasar. Inquiry and the National Science Education Standards is the book that educators have been waiting forâ€"a practical guide to teaching inquiry and teaching through inquiry, as recommended by the National Science Education Standards. This will be an important resource for educators who must help school boards, parents, and teachers understand "why we can't teach the way we used to." "Inquiry" refers to the diverse ways in which scientists study the natural world and in which students grasp science knowledge and the methods by which that knowledge is produced. This book explains and illustrates how inquiry helps students learn science content, master how to do science, and understand the nature of science. This book explores the dimensions of teaching and learning science as inquiry for K-12 students across a range of science topics. Detailed examples help clarify when teachers should use the inquiry-based approach and how much structure, guidance, and coaching they should provide. The book dispels myths that may have discouraged educators from the inquiry-based approach and illuminates the subtle interplay between concepts, processes, and science as it is experienced in the classroom. Inquiry and the National Science Education Standards shows how to bring the standards to life, with features such as classroom vignettes exploring different kinds of inquiries for elementary, middle, and high school and Frequently Asked Questions for teachers, responding to common concerns such as obtaining teaching supplies. Turning to assessment, the committee discusses why assessment is important, looks at existing schemes and formats, and addresses how to involve students in assessing their own learning achievements. In addition, this book discusses administrative assistance, communication with parents, appropriate teacher evaluation, and other avenues to promoting and supporting this new teaching paradigm.
Inquiries Concerning the Medium of Light and the Form of Its Molecules
Author: John Gibson Macvicar
Publisher:
ISBN:
Category : Light
Languages : en
Pages : 150
Book Description
Publisher:
ISBN:
Category : Light
Languages : en
Pages : 150
Book Description
State of New York Supreme Court Appellate Division Third Department
Author:
Publisher:
ISBN:
Category :
Languages : en
Pages : 1558
Book Description
Publisher:
ISBN:
Category :
Languages : en
Pages : 1558
Book Description
Pre-historic Nations; Or, Inquiries Concerning Some of the Great Peoples and Civilizations of Antiquity
Author: John Denison Baldwin
Publisher: New York : Harper & Bros.
ISBN:
Category : Africa
Languages : en
Pages : 438
Book Description
Publisher: New York : Harper & Bros.
ISBN:
Category : Africa
Languages : en
Pages : 438
Book Description
Cooperative Mining Series
Author:
Publisher:
ISBN:
Category :
Languages : en
Pages : 482
Book Description
Publisher:
ISBN:
Category :
Languages : en
Pages : 482
Book Description
Pre-historic Nations Or, Inquiries Concerning Some of the Great Peoples and Civilizations of Antiquity and Their Probable Relation to a Still Older Civilization of the Ethiopians Or Cushites of Arabia by John D. Baldwin
Author: John D. Baldwin
Publisher:
ISBN:
Category :
Languages : en
Pages : 426
Book Description
Publisher:
ISBN:
Category :
Languages : en
Pages : 426
Book Description
Memoirs of the Bernice Pauahi Bishop Museum of Polynesian Ethnology and Natural History
Author: Bernice Pauahi Bishop Museum
Publisher:
ISBN:
Category : Ethnology
Languages : en
Pages : 750
Book Description
Publisher:
ISBN:
Category : Ethnology
Languages : en
Pages : 750
Book Description