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  • MPI Ethno. Forsch.  (234)
  • München UB  (8)
  • MPI-MMG
  • 2010-2014  (242)
  • Dordrecht : Springer Science+Business Media B.V  (232)
  • Wiesbaden : Springer Fachmedien Wiesbaden
  • Education  (136)
  • Philosophy  (103)
  • Konferenzschrift 2012
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  • 1
    Online Resource
    Online Resource
    Wiesbaden : Springer Fachmedien Wiesbaden
    ISBN: 9783658012960
    Language: German
    Pages: VI, 204 S. 9 Abb., 3 Abb. in Farbe
    Parallel Title: Printausg. u.d.T. Zwischen Reformeifer und Ernüchterung
    Parallel Title: Erscheint auch als
    DDC: 306.43
    Keywords: Social sciences ; Social work ; Betriebliche Ausbildung ; Berufsvorbereitung ; Schüler ; Bildungsreform ; Unterprivilegierter ; Berufsbildung ; Berufliche Integration ; Deutschland ; Konferenzschrift 2012 ; Konferenzschrift 2012 ; Konferenzschrift 2012 ; Konferenzschrift ; Konferenzschrift 2012 ; Konferenzschrift 2012 ; Konferenzschrift ; Deutschland ; Schüler ; Unterprivilegierter ; Berufliche Integration ; Betriebliche Ausbildung ; Berufsvorbereitung ; Berufsbildung ; Bildungsreform
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  • 2
    ISBN: 9783658058692
    Language: German
    Pages: XII, 476 S. 1 Abb
    Series Statement: Adoleszenzforschung, Zur Theorie und Empirie der Jugend aus transdisziplinärer Perspektive 3
    Parallel Title: Erscheint auch als
    DDC: 306.43
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    Keywords: Education ; Generationsbeziehung ; Flüchtlingslager ; Erwachsenwerden ; Palästinensischer Flüchtling ; Hochschulschrift ; Hochschulschrift ; Flüchtlingslager ; Palästinensischer Flüchtling ; Erwachsenwerden ; Generationsbeziehung
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  • 3
    ISBN: 9783658039318
    Language: German
    Pages: XIV, 310 S. 63 Abb., 3 Abb. in Farbe
    Parallel Title: Erscheint auch als
    DDC: 306.3
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    Keywords: Social sciences ; Ländlicher Raum ; Daseinsvorsorge ; Peripherer Raum ; Gesellschaft ; Interdisziplinäre Forschung ; Konferenzschrift 2012 ; Online-Ressource ; Aufsatzsammlung ; Konferenzschrift ; Aufsatzsammlung ; Konferenzschrift ; Aufsatzsammlung ; Ländlicher Raum ; Peripherer Raum ; Gesellschaft ; Daseinsvorsorge ; Interdisziplinäre Forschung ; Online-Ressource
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  • 4
    Online Resource
    Online Resource
    Wiesbaden : Springer Fachmedien Wiesbaden
    ISBN: 9783658030971
    Language: English
    Pages: Online-Ressource (XX, 321 p. 25 illus, online resource)
    Series Statement: Perspektiven der Mathematikdidaktik
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Erscheint auch als
    Keywords: Mathematics ; Education ; Education ; Mathematics
    Abstract: The superior performance of East Asian students in recent international studies of mathematics achievement has attracted the attention of educators and policy makers worldwide. Xinrong Yang focuses on exploring how an expert mathematics teacher is conceptualized by mathematics educators in China and the characteristics that expert mathematics teachers share. The author adopts a sociocultural theory and a prototypical view of conception in this study of teacher expertise and shows that some of the roles expected to be played by expert mathematics teachers in China, such as being at the same time a researcher, a mentor, an expert in examination, and an exemplary model, are quite different from the roles expected of an expert teacher in Western cultures. In addition, some characteristics of expert mathematics teachers the author identifies are different from those reported in previous studies. Examples include the expert mathematics teachers´ contemporary-constructivist oriented beliefs about mathematics and its learning and teaching, and their ability to teach with flexibility, balance, and coherence. Contents · Conception of Expert Mathematics Teachers · Beliefs and Knowledge of Expert Mathematics Teachers · Classroom Teaching Practice and Sociocultural Influences Target Groups · Researchers, academics and scholars of mathematics and didactics · Teachers The Author Dr. Xinrong Yang works as an associate professor at the Southwest University, Chongqing, P. R. China. The Editor(s) The series Perspektiven der Mathematikdidaktik is edited by Prof. Dr. Gabriele Kaiser, Prof. Dr. Rita Borromeo Ferri, and Prof. Dr. Werner Blum
    Description / Table of Contents: Foreword; Abstract; Acknowledgements; Contents; List of Figures; List of Tables; Chapter One Introduction; 1.1 Background to the Problem; 1.2 Rationale of the Study; 1.3 Research Questions of the Study; 1.4 Significance of the Study; 1.5 Outline of the Study; Chapter Two Theoretical Orientations and Literature Review; 2.1 Introduction; 2.2 Theoretical Perspective of the Study; 2.2.1 Views of concepts; 2.2.2 A prototype approach to teaching expertise; 2.3 Theoretical Underpinnings of the Study; 2.3.1 Sociocultural theory; 2.3.2 Sociocultural theory and mathematics education
    Description / Table of Contents: 2.3.3 A framework for this study2.4 Literature Review; 2.4.1 Studies on expert teacher; 2.4.2 Studies on expert mathematics teacher; 2.4.3 Summary of literature review; 2.5 Summary of the Chapter; Chapter Three Research Background; 3.1 Introduction; 3.2 The Role of Teachers in Chinese Culture; 3.2.1 The role of teachers under traditional Chinese culture; 3.2.2 The role of teachers under contemporary Chinese culture; 3.3 Mathematics Teacher Education in Mainland China; 3.3.1 A brief history of teacher education in mainland China; 3.3.2 Pre-service mathematics teacher education
    Description / Table of Contents: 3.3.3 In-service mathematics teacher education3.4 Regulation of Teacher Qualifications and Promotion Policy; 3.5 Basic Education and Assessment System; 3.6 Mathematics Curriculum and Textbooks in Mainland China; 3.6.1 A brief history of mathematics curriculum development; 3.6.2 Characteristics of curriculum system and mathematics textbooks; 3.7 Summary of the Chapter; Chapter Four Research Methodology and Design of the Study; 4.1 Introduction; 4.2 Justification for Choosing Qualitative Research; 4.2.1 The features of qualitative research; 4.2.2 Why choose qualitative research as methodology
    Description / Table of Contents: 4.3 Research Design4.4 Research Site and Participants; 4.4.1 Introduction and rationale to research site; 4.4.2 Process of choosing participants; 4.4.3 Basic information of participants; 4.5 Data Collection Methods; 4.5.1 Semi-structured interview; 4.5.2 Classroom observation; 4.5.3 Documents; 4.6 Data Analysis; 4.6.1 Interview data; 4.6.2 Observation data; 4.6.3 Documentary data; 4.7 Validity of the Study; 4.8 Research Ethics; 4.9 Summary of the Chapter; Chapter Five Conception of Expert Mathematics Teachers; 5.1 Introduction; 5.2 Knowledge; 5.2.1 Knowledge of Mathematics
    Description / Table of Contents: 5.2.2 Knowledge of theory5.2.3 Knowledge of learners; 5.2.4 Knowledge of curriculum; 5.2.5 Knowledge about other subjects; 5.2.6 Discussion; 5.3 Ability; 5.3.1 Research ability; 5.3.2 Ability to mentor other teachers; 5.3.3 Teaching ability; 5.3.4 Discussion; 5.4 Other Traits; 5.4.1 Noble personality; 5.4.2 Working diligently and studying rigorously; 5.4.3 Wide horizons; 5.4.4 Strong social reputation; 5.4.5 Discussion; 5.5 Summary of the Chapter; Chapter Six Beliefs and Knowledge of Expert Mathematics Teachers; 6.1 Introduction; 6.2 Beliefs; 6.2.1 Beliefs about mathematics
    Description / Table of Contents: 6.2.2 Beliefs about mathematics learning
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  • 5
    ISBN: 9783658036720
    Language: English
    Pages: Online-Ressource (XXI, 179 p. 23 illus, online resource)
    Series Statement: Perspektiven der Mathematikdidaktik
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Erscheint auch als Huang, Rongjin Prospective mathematics teachers’ knowledge of algebra
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    Keywords: Mathematics ; Education ; Education ; Mathematics ; USA ; China ; Mathematiklehrer ; Algebra ; Fachwissen
    Abstract: Rongjin Huang examines teachers’ knowledge of algebra for teaching, with a particular focus on teaching the concept of function and quadratic relations in China and the United States. 376 Chinese and 115 U.S.A. prospective middle and high school mathematics teachers participated in this survey. Based on an extensive quantitative and qualitative data analysis the author comes to the following conclusions: The Chinese participants demonstrate a stronger knowledge of algebra for teaching and their structure of knowledge of algebra for teaching is much more interconnected. They show flexibility in choosing appropriate perspectives of the function concept and in selecting multiple representations. Finally, the number of college mathematics and mathematics education courses taken impacts the teachers’ knowledge of algebra for teaching. Contents · Knowledge Needed for Teaching · Mathematics Teacher Education in China and the U.S.A. · Instrumentation, Data Collection, and Data Analysis · Comparison of Knowledge of Algebra for Teaching (KAT) between China and the U.S.A. · Relationship among Different Components of KAT · Comparison of KTCF between China and the U.S.A. Target Groups · Researchers, academics, and scholars of mathematics and didactics · Teachers The Author Dr. Rongjin Huang works as an associate Professor at the Middle Tennessee State University, U.S.A
    Description / Table of Contents: Foreword; Acknowledgments; Table of Contents; Figures; Tables; Nomenclature; 1 Chapter One: Introduction; 1.1 Background; 1.2 Statement of Purpose; 1.3 Research Questions; 1.4 Delimitations; 2 Chapter Two: Literature Review; 2.1 Knowledge Needed for Teaching; 2.2 Mathematics Knowledge for Teaching; 2.3 Teachers' Knowledge of Algebra for Teaching; 2.4 Mathematics Knowledge for Teaching Some Key Concepts in Algebra; 2.4.1 Teaching and Learning of the Concept of Function; 2.4.2 Teaching and Learning of Expressions and Equations Expressions.
    Description / Table of Contents: 2.4.3 Two Perspectives about the Concept of Function: A Case Study of Quadratic Function2.4.4 Flexibility in Learning the Concept of Function: A Case Study of Quadratic Function.; 2.5 Mathematics Teacher Education Systems in China and the U.S.; 2.5.1 Mathematics Teacher Education in China; 2.5.2 Mathematics Teacher Education in the U.S.; 2.6 Comparative Studies on Teachers' Knowledge for Teaching between China and the U.S.; 2.7 Conclusion; 3 Chapter Three: Methodology; 3.1 Instrumentation; 3.1.1 Content Appropriateness; 3.1.2 Translation Equivalence
    Description / Table of Contents: 3.1.3 Appropriateness of the Survey from Teachers' Perspectives3.1.4 Measuring Knowledge for Teaching the Concept of Function; 3.2 Data Collection; 3.2.1 Chinese Data Collection; 3.2.2 U.S. Data Collection; 3.2.3 Interview of the Selected U.S. Participants; 3.3 Data Analysis; 3.3.1 Quantifying the Data; 3.3.2 Inter-Rater Reliability; 3.3.3 Developing Categories of Different Strategies of Solving OpenendedItems; 3.3.4 Quantitative Analysis; 3.3.5 Interview Data Analysis; 3.4 Framework for Data Analysis; 3.5 Conclusion; 4 Chapter Four: Results; 4.1 Comparison of KAT between China and the U.S.
    Description / Table of Contents: 4.1.1 Reliability of the Instrument4.1.2 The Mean Differences of Items and Components between China and the U.S.; 4.1.3 Analysis of Selected Multiple Choice Items; 4.2 Relationship among Components of KAT in China and the U.S.; 4.2.1 Path Model Analysis; 4.3 Comparisons of KTCF between China and the U.S.; 4.3.1 Logical Reasoning in Matrix System; 4.3.2 Flexibility in Adopting Perspectives of Function Concept; 4.3.3 Flexibility in Using and Shifting Different Representations; 4.4 An Analysis of Correlation between Flexibility and Other Variables; 4.5 Summary of the Findings
    Description / Table of Contents: 4.5.1 The Differences and Similarities of KAT in Chinese and U.S. Prospective Teachers4.5.2 The Relationship between Different Components of KAT; 4.5.3 Difference and Similarities of Knowledge for Teaching the Concept of functions; 4.5.4 The Relationship between KAT and Courses Taken; 5 Chapter Five: Conclusion and Discussion; 5.1 Conclusion; 5.1.1 Knowledge of Algebra for Teaching in China and the U.S.; 5.1.2 The Relationship between Different Components of KAT; 5.1.3 The Difference and Similarities of Knowledge for Teaching the Concept of Functions
    Description / Table of Contents: 5.1.4 The Relationship between Prospective Teachers' KAT and Their Course Taking
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  • 6
    ISBN: 9783531190433
    Language: German
    Pages: VII, 307 S. 5 Abb
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    DDC: 306.43
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    Keywords: Education ; Bildungssystem ; Soziale Herkunft ; Soziale Ungleichheit ; Bildungssystem ; Soziale Herkunft ; Soziale Ungleichheit
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  • 7
    Online Resource
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    Wiesbaden : Springer Fachmedien Wiesbaden
    ISBN: 9783531197999
    Language: German
    Pages: VII, 298 S. 3 Abb
    Parallel Title: Erscheint auch als
    DDC: 306.43
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    Keywords: Education ; Geschlechterrolle ; Erziehung ; Interkulturalität ; Bildung ; Heterogenität ; Aufsatzsammlung ; Aufsatzsammlung ; Aufsatzsammlung ; Aufsatzsammlung ; Aufsatzsammlung ; Heterogenität ; Interkulturalität ; Geschlechterrolle ; Erziehung ; Bildung
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  • 8
    Online Resource
    Online Resource
    Wiesbaden : Springer Fachmedien Wiesbaden
    ISBN: 9783531190525
    Language: German
    Pages: VI, 150 S.
    Parallel Title: Erscheint auch als
    DDC: 306.43
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    Keywords: Education ; Pädagogikstudium ; Soziologie ; Einführung ; Lehrbuch ; Lehrbuch ; Einführung ; Lehrbuch ; Pädagogikstudium ; Soziologie
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  • 9
    Online Resource
    Online Resource
    Wiesbaden : Springer Fachmedien Wiesbaden
    ISBN: 9783531191522
    Language: German
    Pages: 249 S.
    Parallel Title: Erscheint auch als
    DDC: 301
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    Keywords: Social sciences ; Migration ; Soziale Bindung ; Vielfalt ; Vergesellschaftung ; Aufsatzsammlung ; Aufsatzsammlung ; Aufsatzsammlung ; Aufsatzsammlung ; Konferenzschrift 2012 ; Aufsatzsammlung ; Aufsatzsammlung ; Konferenzschrift 2012 ; Vielfalt ; Vergesellschaftung ; Soziale Bindung
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  • 10
    ISBN: 9783658006013
    Language: German
    Pages: VI, 272 S. 2 Abb
    Series Statement: Soziales Gedächtnis, Erinnern und Vergessen – Memory Studies
    Parallel Title: Erscheint auch als
    DDC: 301
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    Keywords: Social sciences ; Kollektives Gedächtnis ; Sozialwissenschaften ; Kulturwissenschaften ; Erinnerung ; Konferenzschrift 2012 ; Konferenzschrift 2012 ; Konferenzschrift 2012 ; Konferenzschrift 2012 ; Konferenzschrift 2012 ; Konferenzschrift 2012 ; Erinnerung ; Kollektives Gedächtnis ; Sozialwissenschaften ; Kulturwissenschaften
    URL: Cover
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  • 11
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    Dordrecht : Springer Science+Business Media B.V
    Show associated volumes/articles
    ISBN: 1283456117 , 9789400719514 , 9781283456111
    Language: English
    Pages: Online-Ressource , v.: digital
    Edition: Online-Ausg. 2012 Springer eBook Collection. Humanities, Social Science and Law Electronic reproduction; Available via World Wide Web
    Series Statement: Boston Studies in the Philosophy of Science 282
    Parallel Title: Print version Philosophy of Behavioral Biology
    DDC: 570.1
    Keywords: Philosophy (General) ; Human genetics ; Biology Philosophy ; Science Philosophy ; Animal behavior ; Applied psychology ; Behavior ; Biology ; Philosophy ; Verhaltensforschung ; Philosophie
    Abstract: This volume provides a broad overview of issues in the philosophy of behavioral biology, covering four main themes: genetic, developmental, evolutionary, and neurobiological explanations of behavior. It is both interdisciplinary and empirically informed in its approach, addressing philosophical issues that arise from recent scientific findings in biological research on human and non-human animal behavior. Accordingly, it includes papers by professional philosophers and philosophers of science, as well as practicing scientists. Much of the work in this volume builds on presentations given at th
    Description / Table of Contents: Philosophy of Behavioral Biology; Contents; Contributors; Part I: Introduction; Chapter 1: The Philosophy of Behavioral Biology; 1.1 Introduction; 1.1.1 Background; 1.1.2 Motivation & Content; 1.1.3 Audience; 1.1.4 Structure; 1.2 Summaries of the Chapters; 1.2.1 Part I: Introduction; 1.2.2 Part II: Genetic Explanations of Behavior; 1.2.3 Part III: Developmental Explanations of Behavior; 1.2.4 Part IV: Evolutionary Explanations of Behavior; 1.2.5 Part V: Neurobiological Explanations of Behavior; Chapter 2: Knowledge for What? Monist, Pluralist, Pragmatist Approaches to the Sciences of Behavior
    Description / Table of Contents: 2.12.2; 2.3; 2.4; 2.5; References; Part II: Genetic Explanations of Behavior; Chapter 3: Genome Wide Association Studies of Behavior are Social Science; 3.1 GWAS and Its Discontents; 3.2 Background; 3.3 The Missing Heritability Problem; 3.4 Why not EWAS?; 3.5 Searching for Causes in Social Science; 3.6 Within Family Designs and the Nonshared Environment; 3.7 The Missing Environment Problem; 3.8 GWAS and EWAS; 3.9 Genomic Social Science and Social Scientific Genomics; 3.10 Conclusion; References; Chapter 4: Genetic Traits and Causal Explanation; 4.1 Introduction; 4.2 Contrastive Explanation
    Description / Table of Contents: 4.3 A definition4.4 Objectivity and Context; 4.5 Relation to Previous Literature; 4.6 Traits Versus Dispositions; References; Part III: Developmental Explanations of Behavior; Chapter 5: From Cell-Surface Receptors to Higher Learning: A Whole World of Experience; 5.1 Introduction; 5.2 Taking Development Seriously; 5.2.1 Preformationism, Epigenesis, and the Modern Consensus; 5.2.2 Beyond Nature and Nurture; 5.2.3 Explanatory Categories of Behavior; 5.2.4 Extragenetic Inheritance and Developmental Niche Construction; 5.2.5 Environmental Regulation of Gene Expression; 5.2.6 A New Epigenesis
    Description / Table of Contents: 5.2.7 Reclaiming the Environment5.3 Experience and Learning: from Subtle Influences to Obvious Connections; 5.3.1 Naked Behavior: the Loss of Internal Cognition and the Natural Environment; 5.3.2 Simple Learning Systems; 5.4 Synthesizing Development and Learning; 5.4.1 The Role of Epigenetic Mechanisms in Development and Learning; 5.4.2 Learning and the Provisioning of Experience as (part of) Development; 5.4.3 The Development of Learning; 5.4.4 The Quest for New Distinctions; 5.5 Conclusion; References
    Description / Table of Contents: Chapter 6: Re-Conceiving Nonhuman Animal Knowledge Through Contemporary Primate Cognitive Studies6.1 Introduction; 6.2 Terms of the Discussion; 6.3 On Chimpanzee Hunters (of Knowledge) and (Evidence) Gatherers; 6.4 Knowing Success; 6.5 On Why this Matters; 6.6 Conclusions; References; Part IV: Evolutionary Explanations of Behavior; Chapter 7: Evolving the Future: Sketching a Science of Intentional Change; 7.1 All organisms are capable of changing in response to their environments; 7.2 Some kinds of phenotypic plasticity can be described by the paradoxical phrase "rigidly flexible"
    Description / Table of Contents: 7.3 Other kinds of phenotypic plasticity are based on more open-ended processes that count as evolutionary in their own right
    Note: Includes bibliographical references and index , Electronic reproduction; Available via World Wide Web
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  • 12
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    Dordrecht : Springer Science+Business Media B.V
    ISBN: 9789400714182
    Language: English
    Pages: Online-Ressource (XVI, 216p. 6 illus, digital)
    Series Statement: Explorations of Educational Purpose 17
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Druckausg.
    Keywords: Education ; Education
    Abstract: Political progressives in Canada and the United States are deeply concerned by the manner in which their countries treat their poor. They are dismayed at the dismantling of the social welfare state, the weakening of public education systems and the grotesque and ever-growing inequality of wealth. To remedy this problem, citizens need to be more aware of how political ideology influences attitudes and actions, and they need to better comprehend the effects of hegemonic discourses in the corporate media and school curriculum. This book informs educators how to develop context-specific pedagogy t
    Description / Table of Contents: pt. 1. Mostly theory : ideology, discourse, hegemony, and the curriculum -- pt. 2. Less theory, more applications and practice : deconstructing racial and class discourses for a stronger democracy.
    Note: Includes bibliographical references and index
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  • 13
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    Dordrecht : Springer Science+Business Media B.V
    ISBN: 9789400719910
    Language: English
    Pages: Online-Ressource (XIX, 246p. 1 illus, digital)
    Series Statement: The New Synthese Historical Library 70
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T.
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    Keywords: Philosophy (General) ; Philosophy, classical ; Genetic epistemology ; Philosophy, modern ; Philosophy ; Philosophy (General) ; Philosophy, classical ; Genetic epistemology ; Philosophy, modern
    Abstract: This is the first collection of original essays entirely devoted to a detailed study of the Pyrrhonian tradition. The twelve contributions collected in the present volume combine to offer a historical and systematic analysis of the form of skepticism known as "Pyrrhonism". They discuss whether the Pyrrhonist is an ethically engaged agent, whether he can claim to search for truth, and other thorny questions concerning ancient Pyrrhonism; explore its influence on certain modern thinkers such as Pierre Bayle and David Hume; and, examine Pyrrhonian skepticism in relation to contemporary
    Description / Table of Contents: Preface; Introduction; References; Contents; Contributors; Part I Ancient Pyrrhonism; 1 How Ethical Can an Ancient Skeptic Be?; 2 Two Kinds of Tranquility: Sextus Empiricus on Ataraxia; 3 The Aims of Skeptical Investigation; 4 Pyrrhonism and the Law of Non-Contradiction; 5 Epistemic Justification and the Limits of Pyrrhonism; Part II Pyrrhonism in Modern Philosophy; 6 Bacons Doctrine of the Idols and Skepticism; 7 Skepticism against Reason in Pierre Baylex2019; s TheoryINTnl; of Toleration; 8 Skepticism and the Possibility of Nature; 9 Hume on Skeptical Arguments
    Description / Table of Contents: Part III Pyrrhonism in Contemporary Philosophy10 Wittgensteinian Pyrrhonism; 11 Skepticism and Disagreement; 12 Can Contemporary Semantics Help the Pyrrhonian Get a Life; Name Index; Subject Index;
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  • 14
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    Dordrecht : Springer Science+Business Media B.V
    ISBN: 9789400722545
    Language: English
    Pages: Online-Ressource (XX, 180p. 3 illus, digital)
    Series Statement: Issues in Business Ethics 36
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T.
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    Keywords: Philosophy (General) ; Ethics ; Political science Philosophy ; Economics ; Political science ; Philosophy ; Philosophy (General) ; Ethics ; Political science Philosophy ; Economics ; Political science
    Abstract: The interaction between corporations and non-governmental organizations (NGOs) has become an important topic in the debate about corporate social responsibility (CSR). Yet, unlike the vast majority of academic work on this topic, this book explicitly focuses on clarifying the role of NGOs, not of corporations, in this context. Based on the notion of NGOs as political actors it argues that NGOs suffer from a multiple legitimacy deficit: they are representatives of civil society without being elected; the legitimacy of the claims they raise is often controversial; and there are often doubts rega
    Description / Table of Contents: Acknowledgements; Summary; Introduction; The Problem; How Do Corporations Choose Their Partner NGO?; Outline and Methodology; Contents; List of Figures; List of Tables; Part I Getting to the Core; 1 NGOs as Representatives of Public Claims; Defining NGOs; Support from Stakeholder Theory; The Triple Legitimacy Deficit of NGOs; Addressees of NGO Legitimization; A Remark on the Role of NGOs as Experts; Locating NGOs in the CSR Debate; Instrumental CSR; Political CSR; Part II Actors: Civil Society and NGOs in the Postnational Constellation
    Description / Table of Contents: 2 The Postnational Constellation: A Broad Conception of DemocracyExtending the Sphere of Political Action; The Democratic Roles of Civil Society and NGOs in the Postnational Constellation; Three Contexts for NGOs as Representatives of Public Claims; Interaction with Official Political or Economic Institutions; Semi-institutionalized Contexts (''Hybrid Model''); Interaction Outside Institutionalized Contexts (''Wild Model''); Implications of the Degree of Institutionalization for the Political Conceptualization of NGO Action; On the Use of the Term Partner NGO
    Description / Table of Contents: 3 Normative Orientation from Political TheoryLiberalism; Deliberative Democracy; Justifying the Selection of Theories: Why Not Communitarianism and Republicanism?; 4 Civil Society: Coming to Grips with an Elusive Term; Historical Uses of the Term "Civil Society"; Facing the Challenge: Assigning Civil Society a Constitutive Role; The Liberal View: Civil Society as a Residual Category?; The Deliberative View: Identifying the Constitutive Core of Civil Society; 5 Insights from Part II; Part III Institutions and Processes: A Normative Framework for Legitimate Partner NGOs; 6 The Public Sphere
    Description / Table of Contents: Importance of the Public SphereLiberal Versus Deliberative Views of the Relation Between the Public Sphere and Civil Society; The Liberal View: Confining the Public Sphere to Constitutional Questions; The Liberal Conceptualization of the Public Sphere in the Postnational Constellation; The Deliberative View: The Public Sphere as a Site for Critical Reflection; The Deliberative Conceptualization of the Public Sphere in the Postnational Constellation; 7 Public Reason; The Importance of "Public Reason" in Light of the "Fact of Reasonable Pluralism"; The Content of Public Reason
    Description / Table of Contents: Implications of Restricting the Content of Public ReasonImplication 1: Divided Selves; Implication 2: Oppression; Implication 3: No Democratic Structures; Criticism of the Liberal Constraints; 8 The Political Process; The Liberal View of the Political Process: Aggregating Preferences and Voting; Is Rawls a Deliberative Democrat?; The Deliberative View of the Political Process: A Non-voting-centric Conception of Democracy; Central Elements of the Deliberative Political Process; Two-Track Model of Deliberative Democracy; Critical Strand of Deliberative Democracy; 9 Legitimacy
    Description / Table of Contents: Liberal Principle of Legitimacy
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  • 15
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    Dordrecht : Springer Science+Business Media B.V
    ISBN: 9789400722514
    Language: English
    Pages: Online-Ressource (XVIII, 158p, digital)
    Series Statement: Contemporary Philosophies and Theories in Education 4
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T.
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    Keywords: Educational psychology ; Education ; Education ; Education Philosophy ; Educational psychology
    Abstract: Many sociological, historical and cultural stories can be and have already been told about why it is that parents in post-industrial, western societies face an often overwhelming array of advice on how to bring up their children. At the same time, there have been several philosophical treatments of the legal, moral and political issues surrounding issues of procreation, the rights of children and the duties of parents, as well as some philosophical accounts of the shifts in our underlying conceptualization of childhood and adult-child relationships. While this book partly builds on the insight
    Description / Table of Contents: The Claims of Parenting; Acknowledgements; Introduction; Contents; Chapter 1: The Languages of Psychology and the Science of Parenting; Scientific Languages in Childrearing; Scientific Languages in Childrearing and the Parent-Child Relationship: Normative Assumptions; Universalism; Developmental Psychology and the Family; The (Causal) Logic of Developmental Psychology; Informing Research Agendas; Neuroscience and Pedagogical Action; The Need for Expertise in the Area of Childrearing: The Professionalisation of Parents; Being a Parent: Professional Status Versus Experience
    Description / Table of Contents: Socio-cultural EmbeddednessMarginalisation; Responsibility; Chapter 2: The Priority of the Particular and the First Person; The Critique of Technical Rationality; The Priority of the Particular; The First-Person Perspective; Chapter 3: The Intuitive, Caring Mother; A Feminist Perspective on the First-Person Perspective?; Ruddick's Maternal Thinking; Noddings' Relationship of Care; Stadlen and the Experience of Being a Mother; Let Parents Just 'Muddle On'?; Chapter 4: Good Enough Parenting?; Doing, Being and Closure; Parenting Styles; The Good Enough Parent; The Pursuit of Perfection
    Description / Table of Contents: When 'Good Enough' Is Not Good EnoughWhat Matters?; Chapter 5: Rights, Needs and Duties; Needs and Rights; The Right to the Best Upbringing; What Children Need and the First-Person Perspective; Parenting Contracts, Parenting Orders, an Upbringing Pledge; 'Rights-Talk' Versus 'Intimacy'; Chapter 6: Existential Anxiety, Responsibility and the Political Aspects of the Family; Upbringing in an Age of Uncertainty and Doubt: Scepticism, Parental Responsibility and Existential Anxiety; The 'Political' Aspects of the Family and Parental Responsibility; The 'Political' Aspects of the Family
    Description / Table of Contents: Beyond PoliticisationConclusion; References; Index;
    Note: Description based upon print version of record
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  • 16
    Online Resource
    Online Resource
    Dordrecht : Springer Science+Business Media B.V
    ISBN: 9789400717275
    Language: English
    Pages: Online-Ressource (XII, 303p. 33 illus, digital)
    Series Statement: Studies in Educational Leadership 15
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T.
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    Keywords: Educational tests and measurements ; Education ; Education ; Educational tests and measurements ; Schulleistungsmessung
    Abstract: Taking Stock of Here and Now /Judy L. Lupart, Charles F. Webber --School Leadership, Evidence-Based Decision Making, and Large-Scale Student Assessment /Kenneth Leithwood --Lessons Learned: The Promise and Possibility of Educational Accountability in the United States /Charles L. Slater, Marla W. McGhee, Sarah W. Nelson --Student Assessment Policy and Practice in Alberta: An Assessment for Learning /Jim Brandon, Marsi Quarin-Wright --Fair and Ethical Student Assessment Practices /Jean L. Pettifor, Donald H. Saklofske --How Can Psychological Assessment Inform Classroom Practice? The Role of the School Psychologist in Canadian Schools /Joan Jeary, Vicki L. Schwean --Current Issues in Assessing Students with Special Needs /John Venn --Student and School Characteristics Related to Student Achievement: A Methodological Approach /John O. Anderson --Student Voice in Fair Assessment Practice /Nola Aitken --Grade Level of Achievement Data: Key Indicators for School-Based Decision-Makers /John Burger, Anna Nadirova --Teacher Feedback in Formative Classroom Assessment /Susan M. Brookhart --Using a Measurement Paradigm to Guide Classroom Assessment Processes /Sandy Heldsinger --Putting the Focus on Learning: Shifting Classroom Assessment Practices /Sherry Bennett, Dale Armstrong --The Ecology of Student Assessment /Charles F. Webber, Judy L. Lupart, Shelleyann Scott
    Abstract: This book presents a new and refreshing look at student assessment from the perspective of leading educational theorists, researchers, and practitioners. The authors call for boundary-breaking assessment that reflects clear understandings of the purposes of assessment, a balance of assessment creativity and realism, the ability to detect solutions for assessment challenges, and the capacity to question and imagine assessment alternatives. The 14 chapters offer school and district educators, policy makers, researchers, and university teacher preparation faculty with a comprehensive, current ove
    Description / Table of Contents: Leading Student Assessment; Contents; About the Editors; About the Contributors; Chapter 1: Taking Stock of Here and Now; Introduction; Leading Student Assessment from Here; Leadership; Fairness and Equity in Assessment; Factors Influencing Student Achievement; Assessment in the Classroom; Challenges Here and Now; Establishing Coherence; Knowing Enough; Recognizing Mistakes; Achieving Transparency and Authenticity; Addressing Diversity; Insights That Really Matter: The Old Chestnuts; Large-Scale Assessments Have Value; One Size Does Not Fit All; Understanding Takes Time; Research Matters
    Description / Table of Contents: Proactive Trumps ReactiveFrom Here to Boundary Breaking; References; Chapter 2: School Leadership, Evidence-Based Decision Making, and Large-Scale Student Assessment; Challenge One: Compensating for the Critical Limitations of Large-Scale Assessment Data in Determining the Current Status of Student Learning; Narrow Focus; Lack of Reliability at the Local Level; Delays in Reporting Results; Challenge Two : Estimating Progress and Sustaining Continuous Improvement; Challenge Three: Responding to the Absence of Robust Information About the Causes of Students' Current Performances
    Description / Table of Contents: Challenge Four : Improving the Organizational Conditions That Support Productive School ImprovementDirect and Indirect Approaches to Improvement; The Indirect Approach Illustrated; Academic Press; Teacher Trust in Colleagues, Parents, and Students; Collective Teacher Efficacy; Challenge Five: Overcoming Common Errors in Human Judgment; Overweighting Vividness in Interpreting the Problem; Generalizing from a Small or Biased Sample; Failure to See That a Situation Is Unique or Different from Others in the Past; Failure to Modify a Single Approach or Strategy in Light of Situational Features
    Description / Table of Contents: Making Use of Theories or Schemas That Do Not Accurately Represent RealityConclusion; References; Chapter 3: Lessons Learned: The Promise and Possibility of Educational Accountability in the United States; Positive Outcomes of Accountability Systems; Unintended Consequences of Educational Accountability; Curriculum Narrowing; The Redirection of Instructional Time; Pushing Students Out; Accountability Reconsidered; Misplaced Accountability; Accountable to Whom?; Accountable for What?; Recommendations; Real-World Standards for a Broad Curriculum; Keeping Students In
    Description / Table of Contents: From Punishment to AssistanceDevelopment of a Learning and Assessment Culture; An Accountability Model; Democratic Participation; Conclusion: The Need for Dialogue; References; Chapter 4: Student Assessment Policy and Practice in Alberta: An Assessment for Learning; Introduction; Conceptual Framework; Assessment Standards; Standard One: Quality Teaching as Situated, Collective Expertise-in-Action; Standard Two: Formative Assessment as Generative and Informative Teaching
    Description / Table of Contents: Standard Three: Summative Assessment, Grading, and Reporting as Consistent, Accurate, and Outcome - Referenced Descriptions of Learning
    Note: Includes bibliographical references and index
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  • 17
    Online Resource
    Online Resource
    Dordrecht : Springer Science+Business Media B.V
    ISBN: 9789400719231
    Language: English
    Pages: Online-Ressource (XVI, 346p. 59 illus, digital)
    Series Statement: Logic, Epistemology, and the Unity of Science 23
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T.
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    Keywords: Philosophy (General) ; Genetic epistemology ; Logic ; Information theory ; Philosophy ; Philosophy (General) ; Genetic epistemology ; Logic ; Information theory
    Abstract: The relation between logic and knowledge has been at the heart of a lively debate since the 1960s. On the one hand, the epistemic approaches based their formal arguments in the mathematics of Brouwer and intuitionistic logic. Following Michael Dummett, they started to call themselves 'antirealists'. Others persisted with the formal background of the Frege-Tarski tradition, where Cantorian set theory is linked via model theory to classical logic. Jaakko Hintikka tried to unify both traditions by means of what is now known as 'explicit epistemic logic'. Under this view, epistemic contents are in
    Abstract: The relation between logic and knowledge has been at the heart of a lively debate since the 1960s. On the one hand, the epistemic approaches based their formal arguments in the mathematics of Brouwer and intuitionistic logic. Following Michael Dummett, they started to call themselves 'antirealists'. Others persisted with the formal background of the Frege-Tarski tradition, where Cantorian set theory is linked via model theory to classical logic. Jaakko Hintikka tried to unify both traditions by means of what is now known as 'explicit epistemic logic'. Under this view, epistemic contents are in
    Description / Table of Contents: Preface; Acknowledgements; Contents; Contributors; 1 On When a Disjunction Is Informative; Patrick Allo; 1.1 Pluralism About Consequence and Content; 1.2 Situated and Worldly Content; 1.3 Factual and Constraining Content; 1.4 Modelling Content; 1.5 Three Objections Revisited; 1.5.1 Burgess' Objection; 1.5.2 Read's Objection; 1.5.3 Priest's Objection; 1.6 Conclusion: A Realist's Pluralism; References; 2 My Own Truth; Alexandre Billon; 2.1 Introduction; 2.2 The Truth-Teller Is Context-Sensitive; 2.3 The Truth-Teller Is Relative; 2.4 Other Pathologies of Self-Reference
    Description / Table of Contents: 2.4.1 The Liar2.4.2 Other Semantic Pathologies; 2.4.3 Immunity to Revenge Problems; 2.5 Dissolutions, Cassations and Resolutions; References; 3 Which Logic for the Radical Anti-realist?; Denis Bonnay and Mikaël Cozic; 3.1 Introduction; 3.2 From Anti-realism to Substructural Logic; 3.2.1 Moderate Anti-realism; 3.2.2 Radical Anti-realism; 3.3 Life Without Structural Rules; 3.4 The Anti-realist Justification of Substructural Logic; 3.4.1 High-Level Revisionism; 3.4.2 Low-Level Revisionism; 3.5 A Way Out for Radical Anti-realism?; 3.6 Conclusion; References
    Description / Table of Contents: 4 Moore's Paradox as an Argument Against Anti-realismJon Cogburn; 4.1 Introduction; 4.2 Moorean Validity and Proof Theoretic Semantics; 4.3 On the Inadvisability of Biting the Bullett; 4.3.1 Antirealists Should Reject Unrestricted Moorean Validity; 4.4 A New Restriction Strategy; 4.4.1 Proof That i's Conclusion Is Inconsistent with Unrestricted Moorean Validity; 4.4.2 The Classicist Also Needs the Proposed Restriction; 4.5 Is Antirealism a Moorean Validity? Reflections on Fitch's Proof and Dummett's Program; 4.5.1 Fitch Style Proof of Fitch's Paradox
    Description / Table of Contents: 4.6 Further Reflections on Fitch's Proof4.6.1 A Regimentation of Brogaard and Salerno's Argument Against Tennant; 4.6.2 The Same Argument Without Tennant's Principle; 4.7 Berkeley and Davidson's Use of Moorean Validities; References; 5 The Neutrality of Truth in the Debate Realism vs. Anti-realism; María J. Frápolli; 5.1 Introduction; 5.2 Truth; 5.3 Realism and Antirealism; 5.4 The Prosentential View; 5.4.1 The Semantic Functions of the Truth Predicate; 5.5 The Syntactic Function of the Truth Predicate; 5.6 The Pragmatic Function of the Truth Predicate
    Description / Table of Contents: 5.7 Epistemology and MetaphysicsReferences; 6 Modalities Without Worlds; Reinhard Kahle; 6.1 Modal Logic; 6.2 Possible Worlds Semantics; 6.3 The Role of Semantics; 6.4 Criticism of Modal Logic; 6.5 An Alternative Analysis of Modalities: Possibility; 6.5.1 Possibility as Independence; 6.5.2 Epistemic Possibility; 6.5.3 The Future; 6.5.4 Ontological Modesty; 6.5.5 A Cross Check; 6.6 An Alternative Analysis of Modalities: Necessity; 6.6.1 Necessity as Binary Relation; 6.6.2 Variety of Alternatives; 6.6.3 Unary Necessity; 6.6.4 The Normative Nature of Unary Necessity
    Description / Table of Contents: 6.7 The Temporal Aspect
    Note: Includes bibliographical references and index
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  • 18
    Online Resource
    Online Resource
    Dordrecht : Springer Science+Business Media B.V
    ISBN: 9789400720664 , 128345615X , 9781283456159
    Language: English
    Pages: Online-Ressource (IX, 160p, digital)
    Series Statement: Contemporary Philosophies and Theories in Education 2
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T.
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    Keywords: Genetic epistemology ; Education ; Education ; Genetic epistemology ; Education Philosophy ; Erziehungsphilosophie
    Abstract: In the recent educational research literature, it has been asserted that ethnic or cultural groups have their own distinctive epistemologies, and that these have been given short shrift by the dominant social group. Educational research, then, is pursued within a framework that embodies assumptions about knowledge and knowledge production that reflect the interests and historical traditions of this dominant group. In such arguments, however, some relevant philosophical issues remain unresolved, such as what claims about culturally distinctive epistemologies mean, precisely, and how they relate
    Abstract: In the recent educational research literature, it has been asserted that ethnic or cultural groups have their own distinctive epistemologies, and that these have been given short shrift by the dominant social group. Educational research, then, is pursued within a framework that embodies assumptions about knowledge and knowledge production that reflect the interests and historical traditions of this dominant group. In such arguments, however, some relevant philosophical issues remain unresolved, such as what claims about culturally distinctive epistemologies mean, precisely, and how they relate
    Description / Table of Contents: Education, Cultureand Epistemological Diversity; Foreword; Contents; Chapter 1: Introduction; Ethno-Philosophy and Professional Philosophy; Paradigms - Incommensurable or Translatable?; The Authority of "Epistemology"; References; Chapter 2: A Critical Review of Representative Sources on Multicultural Epistemology; Epistemologists and Educational Researchers in Word and Deed: A Commentary; Conceptions of Representation; Conceptions of Respect; References; Chapter 3: Charting the Reefs: A Map of Multicultural Epistemology; Introduction; Three Preliminary Examples
    Description / Table of Contents: Questions About Knowledge: A Preliminary Mapping(A) Epistemology as a Normative Field of Inquiry; (B) An Epistemology as a Normative Theory of Knowledge; The Special Case of "Standpoint Epistemologies"; (C) An Epistemology as a Descriptive Account of How People Acquire Beliefs; An Example: An Argument from Scheurich and Young; Sociology of Knowledge: The Descriptive Orientation Reigns Supreme; The Idea of "Ways of Knowing"; (D) An Epistemology as a Description of a Set of Beliefs; Using the Map: An Example; Cultures and Knowledge: A Closer Look; Conclusion: A Suggestion About Safe Navigation
    Description / Table of Contents: ReferencesChapter 4: Epistemological Diversity and Education Research: Much Ado About Nothing Much?*; What Is "Epistemological Diversity"?; Beliefs and Belief Systems; Research Methodologies and Methods of Inquiry; Research Questions; Researchers and Their Cultures; Epistemologies and Epistemological Perspectives; Epistemology and Diversity: The Heart of the Matter; Is It Epistemologically Suspect to Criticize the Epistemology of a Particular Community of Practice/Approach to Research/Subordinated Group?
    Description / Table of Contents: Is It Morally Suspect to Criticize the Epistemology of a Particular Community of Practice/Approach to Research/Subordinated Group?Is It Inevitably an Abuse of Power to Criticize the Epistemology of a Particular Community of Practice/Approach to Research/Subordinated Group?; Is It Pragmatically Suspect to Criticize the Epistemology of a Particular Community of Practice/Approach to Research/Subordinated Group?; Conclusion; References; Chapter 5: Taking Subjectivity into Account*; The Problem; Subjects and Objects; Conclusion; References
    Description / Table of Contents: Chapter 6: Epistemology as Trope: Uses and Effects of Claims About "Ways of Knowing"*Introduction; Essentialism and Essentializability; The Trouble with "Knowing"; When "Knowing" and "Knowing" Are Not the Same; The Discourse of "Ways of Knowing" and Its Effects; Epistemological Diversity - Diversity of What?; Tropological Uses; Conclusion; References; Chapter 7: Epistemological Diversity: A Roundtable; Epilogue 1; Epilogue 2; References; Chapter 8: Second Thoughts; Aesthetic Epistemology?; Plain Old Epistemology, But…; References; About the Authors; Index;
    Note: Includes bibliographical references and index
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  • 19
    ISBN: 9789400718487 , 1283456087 , 9781283456081
    Language: English
    Pages: Online-Ressource (XIX, 293p, digital)
    Series Statement: Phaenomenologica, Published Under the Auspices of the Husserl-Archives 199
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. Founding psychoanalysis phenomenologically
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    Keywords: Philosophy (General) ; Philosophy ; Philosophy (General) ; Aufsatzsammlung ; Psychoanalyse ; Philosophie ; Phänomenologie ; Psychoanalyse ; Philosophie ; Phänomenologie ; Aufsatzsammlung
    Abstract: The present anthology seeks to give an overview of the different approaches to establish a relation between phenomenology and psychoanalysis, primarily from the viewpoint of current phenomenological research. Already during the lifetimes of the two disciplines' founders, Edmund Husserl (1859 - 1938) and Sigmund Freud (1856 - 1939), phenomenological and phenomenologically inspired authors were advancing psychoanalytic theses. For both traditions, the Second World War presented a painful and devastating disruption of their development and mutual exchange. During the postwar period, phenomenologi
    Abstract: The present anthology seeks to give an overview of the different approaches to establish a relation between phenomenology and psychoanalysis, primarily from the viewpoint of current phenomenological research. Already during the lifetimes of the two disciplines' founders, Edmund Husserl (1859 - 1938) and Sigmund Freud (1856 - 1939), phenomenological and phenomenologically inspired authors were advancing psychoanalytic theses. For both traditions, the Second World War presented a painful and devastating disruption of their development and mutual exchange. During the postwar period, phenomenologi
    Description / Table of Contents: Founding Psychoanalysis Phenomenologically; Contents; Abbreviations; Introduction; Phantasieren und Phantasma bei Husserl und Freud; 1 Husserl. Reine Phantasie und Selbstentzweiung; 1.1 Die Entwicklung von Husserls Phänomenologie des Phantasiebewusstseins; 1.2 Reine Phantasien; 1.3 Das innere Bewusstsein vom Phantasieren; 2 Freud. Phantasieren und unbewusste Phantasmen; 2.1 Die Entwicklung von Freuds Verständnis des Phantasierens; 2.2 Phantasieren und Phantasma; 2.3 Verschiedene Arten von Phantasmen; Notes; Depth Phenomenology of the Emotive Dynamic and the Psychoanalytic Experience
    Description / Table of Contents: 1 Introduction2 Phenomenology and Psychology; 3 Psychoanalysis as Inner Psychology; 4 The Psychoanalytic Method of Treatment: Free Association and the Discovery of the Involuntary Idea; 5 The Dream and Unconscious Phantasy as Fields of Subjective Experience; 6 The Dynamic of Psychoanalytic Experience; 6.1 Resistance and Transference; 6.2 The Phenomenon of Resonance and Communication from Unconscious to Unconscious; 7 Phenomenology of Phantasy and the Emotive Dynamic of Unconscious Genesis; 8 Conclusion; Notes; Axiomatics of the Flesh; 1; 1.1 The Axiom of the Indivision of Being
    Description / Table of Contents: 1.2 The Axiom of the Division of Being1.3 The Axiom of Mediation Between Division and Indivision or the Principle of Reversibility; 1.4 The Axiom of Supplementary Texture; Notes; Body Memory and the Unconscious; 1 Introduction: Psychoanalysis and Phenomenology; 2 Body Memory; 3 Body Memory and Life Space; 4 On the Phenomenology of the Unconscious; 5 Trauma and Reiteration; 6 Summary; Notes; References; Psychoanalysis: Philosophy and/or Science of Subjectivity? Prospects for a Dialogue Between Phenomenology, Philosophy of Mind, and Psychoanalysis
    Description / Table of Contents: 1 Paul Ricœur's Phenomenological Approach to the Psychoanalytic Experience2 Philosophical Investigations from Philosophy of Mind and Phenomenology Contribute to Psychoanalysis as a Philosophy of the Singular and Irreducible Aspects of the Subjective Mind; 3 Convergent Scientific Data from the Cognitive Field Contribute to Psychoanalysis as a Science of the General Mechanisms of the Subjective Mind; Notes; Berührungspunkte zwischen der „Philosophie" Freuds und der Phänomenologie; 1 Freuds Verhältnis zur Philosophie - ein Phasenmodell
    Description / Table of Contents: 2 Die Annahme der Intentionalität der psychischen Phänomene - Franz Brentanos Einfluss auf Freud und Husserl3 Auf der Suche nach einer neuen Wissensform des Unbewussten - Freuds und Husserls Anknüpfungen an Theodor Lipps; 4 Verschmelzung von psychoanalytischen Grundgedanken mit der Phänomenologie - Ludwig Binswangers Auseinandersetzung mit Freud und Husserl; 5 Offene Fragen; Notes; References; Edmund Husserl and Jacques Lacan: An Ethical Difference in Epistemology?; 1; 2; 3; 4; 5; 6; 7; Notes
    Description / Table of Contents: Psychoanalysis and the Logic of Thinking Without Language. How Can We Conceive of Neurotic Displacement, Denying, Inversion etc. as Rational Actions of the Mind?
    Note: Description based upon print version of record
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  • 20
    Online Resource
    Online Resource
    Dordrecht : Springer Science+Business Media B.V
    ISBN: 9789400721784
    Language: English
    Pages: Online-Ressource (XVII, 287p. 31 illus, digital)
    Series Statement: Landscapes: the Arts, Aesthetics, and Education 9
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T.
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    Keywords: Regional planning ; Education ; Education ; Regional planning
    Abstract: This well researched volume tells the story of music education in Japan and of the wind band contest organized by the All-Japan Band Association. Identified here for the first time as the world's largest musical competition, it attracts 14,000 bands and well over 500,000 competitors. The book's insightful contribution to our understanding of both music and education chronicles music learning in Japanese schools and communities. It examines the contest from a range of perspectives, including those of policy makers, adjudicators, conductors and young musicians. The book is an illuminating window
    Description / Table of Contents: Wind Bands and Cultural Identity in Japanese Schools; Landscapes: the Arts, Aesthetics, and Education; Foreword; Author Biography; Contents; List of Figures; Part 1: A Social History of Wind Bands in Japanese Schools; Chapter 1: The World's Finest School Bands and Largest Music Competition; 1.1 Overview; 1.2 Writing Style and Research Background; Notes; References; Chapter 2: Where are These Bands From? - An Historical Overview; 2.1 Methodological Approach; 2.2 Chapter Overview; 2.3 Mythical Origins; 2.3.1 Wind Instruments in Japanese Tradition
    Description / Table of Contents: 2.3.2 Psalmanazar and Other Early European Accounts2.4 From Zipangu through Dejima; 2.4.1 Jesuit Music Instruction in Sixteenth Century Japan; 2.4.2 Dejima and Rangaku; 2.4.3 Music Transmission via the Nagasaki Kaigun Denshujo; 2.4.4 Metallurgy, Early Trumpet Instruction, and Guttig's Dream; 2.4.5 Yamagunitai: Japan's Oldest Westernized Band; 2.5 Music Westernization in the Meiji Restoration; 2.5.1 Fenton's Legacy; 2.5.2 Origins of Kimigayo; 2.5.3 Iwakura Mission and Rokumeikan; 2.5.4 Early Schooling, and the Mason-Isawa Saga; 2.6 Emergence of Community Bands and School Bands
    Description / Table of Contents: 2.6.1 Jinta: Informal Marching Band2.6.2 Shonen Ongakutai: Community Youth Band; 2.6.3 Early School Bands; 2.6.4 AJBA National Competition; 2.7 Japanese Bands in the Mid-Twentieth Century; 2.7.1 Bands After the War; 2.7.2 The Blossoming 1960s; 2.8 Recent Developments; 2.8.1 Through the Twentieth Century; 2.8.2 The Rise of China; 2.8.3 Recording Industry and Curricular Reform; 2.8.4 Contemporary Perspectives; 2.9 Historiographic Issues and Revisionist Interpretations; 2.9.1 Imada's Historiography; 2.9.2 Musical Contributions of Fenton, Eckert, Mason and Isawa
    Description / Table of Contents: 2.9.3 Explaining the Popularity of Bands in Japan2.9.4 Fenton's Final Years: New Data; 2.9.5 Concluding Remarks; Notes; References; Part 2: An Ethnography of Wind Bands in Japanese Schools; Chapter 3: An Invitation to the Tokyo Middle School; 3.1 A Place for Learning; 3.1.1 The Urban Setting; 3.1.2 The Trek to School; 3.1.3 The School Neighborhood; 3.1.4 At the Campus; 3.1.5 The Main Office; 3.1.6 The Band Room; 3.1.7 Academic Music Classes; Notes; References; Chapter 4: The Band Rehearsal Ritual and Its Participants; 4.1 The Rehearsal Ritual; 4.1.1 Chuuningu; 4.1.2 Kiritsu; 4.1.3 Hajime
    Description / Table of Contents: 4.1.4 Gassou4.1.5 Paatore; 4.1.6 Owari; 4.2 Band Participants; 4.2.1 Ranks and Roles; 4.2.2 Jougekankei System; Notes; References; Chapter 5: Instruction in the Japanese School Band; 5.1 Band Director as Coach; 5.2 Band Director as Hogaku Sensei; 5.3 Instructional Process; 5.4 Zettai Dame!: Negative Feedback; 5.5 Use of Models; 5.6 Uniquely Japanese Techniques; Notes; References; Chapter 6: Scenes from the 50th AJBA National Band Competition; 6.1 Fumon Hall; 6.2 AJBA Rules; 6.3 Local Understandings of the AJBA Competition; Notes; References
    Description / Table of Contents: Chapter 7: Winning in Band: Views from Beneath and Within
    Note: Includes bibliographical references and index
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  • 21
    ISBN: 9789400715097 , 1283453401 , 9781283453400
    Language: English
    Pages: Online-Ressource (XI, 212p. 3 illus, digital)
    Series Statement: Contributions To Phenomenology 64
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T.
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    Keywords: Philosophy (General) ; Aesthetics ; Phenomenology ; Political science Philosophy ; Philosophy ; Philosophy (General) ; Aesthetics ; Phenomenology ; Political science Philosophy ; Ästhetisches Verhalten
    Abstract: "Critical Communities and Aesthetic Practices" brings together eminent international philosophers to discuss the inter-dependence of critical communities and aesthetic practices. Their contributions share a hermeneutical commitment to dialogue, both as a model for critique and as a generator of community. Two conclusions emerge: The first is that one's relationships with others will always be central in determining the social, political, and artistic forms that philosophical self-reflection will take. The second is that our practices of aesthetic judgment are bound up with our effort
    Abstract: "Critical Communities and Aesthetic Practices" brings together eminent international philosophers to discuss the inter-dependence of critical communities and aesthetic practices. Their contributions share a hermeneutical commitment to dialogue, both as a model for critique and as a generator of community. Two conclusions emerge: The first is that one's relationships with others will always be central in determining the social, political, and artistic forms that philosophical self-reflection will take. The second is that our practices of aesthetic judgment are bound up with our effort
    Description / Table of Contents: Critical Communities and Aesthetic Practices; Contents; Contributors; Chapter 1: Introduction : Critical Communities and Aesthetic Practices; Part I: Hermeneutics and Aesthetic Practices: Art, Ritual, Interpretation; Chapter 2: Reflections on the Hermeneutics of Creative Acts; 2.1 Introduction; 2.2 Back to the Origin; 2.3 Kant, Romanticism and Genius; Chapter 3: In Between Word and Image: Philosophical Hermeneutics, Aesthetics and the Inescapable Heritage of Kant; 3.1 Introduction; 3.2 The Ambiguous Image; 3.3 Openness and In Completeness; 3.4 The Instability of Aesthetic Understanding
    Description / Table of Contents: 3.5 In Between Word and Image3.6 The Need for Interpretation; 3.7 Conclusion: Philosophical Hermeneutics and Kant's Inescapable Heritage; Chapter 4: Merleau-Ponty on Cultural Schemas and Childhood Drawing; 4.1 Introduction: Tony O'Connor and Merleau-Ponty; 4.1.1 Childhood Art; 4.2 Conclusion: Cultural Spaces; References; Chapter 5: Art and Edge: Preliminary Reflections; 5.1; 5.2; 5.3; 5.4; 5.5; Chapter 6: From Reflection to Refraction: On Bordwell's Cinema and the Viewing Event; 6.1 Introduction; 6.2 Bordwell on Classical Cinema: Hurray for Hollywood; 6.3 From Reflection to Refraction
    Description / Table of Contents: 6.4 Conclusion: Towards the Viewing EventChapter 7: A Note on Hölderlin-Translation; Chapter 8: Violence and Splendor: At the Limits of Hermeneutics; Part II: Critical Communities and Aesthetic Subjects: Ethics, Politics, Action; Chapter 9: Community Beyond Instrumental Reason: The Idea of Donation in Deleuze and Lyotard; 9.1 "197.5"; 9.1.1 La volonté du Ciel soit faite en toute chose; 9.2 Points, Lines and Process; 9.3 Withdrawal and Donation; Chapter 10: The Political Horizon of Merleau-Ponty's Ontology; 10.1 Means; 10.2 Motive; 10.3 Opportunity
    Description / Table of Contents: Chapter 11: Derrida's Specters: Futurity, Finitude, Forgetting11.1 Specters of Marx; 11.2 Debt, Gift and Economy; 11.3 Further Remains; Chapter 12: The Political and Ethical Significance of Waiting: Heidegger and the Legacy of Thinking; 12.1; 12.2; 12.3; Chapter 13: Othering; Part III: Aesthetic Practice and Critical Community: Friendship; Chapter 14: Otogogy , or Friendship, Teaching and the Ear of the Other; 14.1 Teaching, Friendship, Responsibility; 14.2 Otogogy; Chapter 15: Kantian Friendship; Chapter 16: Just Friends: The Ethics of (Postmodern) Relationships
    Description / Table of Contents: 16.1 Justice Without Friendship16.2 Friendship Without Justice; 16.3 The Justice of Friendships; 16.3.1 Modern Friends - With Justice and Liberty for All ( vielleicht / peut-être /maybe); 16.3.2 The Justice of Postmodern Friendships; Chapter 17: The Art of Friendship; 17.1; 17.2; Tony O'Connor Biography; Email Addresses (In Alphabetical Order); Index;
    Note: Description based upon print version of record
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  • 22
    ISBN: 9789400728134 , 1283456656 , 9781283456654
    Language: English
    Pages: Online-Ressource (XIV, 268p. 10 illus, digital)
    Series Statement: Mathematics Education Library 55
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. Equity in discourse for mathematics education
    RVK:
    Keywords: Mathematics ; Education ; Education ; Mathematics ; Mathematikunterricht ; Diskursanalyse
    Abstract: David Pimm
    Abstract: This book covers the discourse and equity in mathematics education research. Given the inherent connection between discourse and equity, this book focuses on two approaches to the connection. Contributors consider the ways in which the social, mathematical, cultural, and political aspects of classroom interactions impact students' opportunities to participate in the kinds of discourse practices that provide access to resources. Contributors also consider the perceptions and practices of educators, particularly the extent to which they view diversity as a resource and to which they are aware of
    Description / Table of Contents: Equity in Discourse for Mathematics Education; Foreword; Discourse and Equity: The Simultaneous Challenge of Epistemological and Social Access; Preface; Contents; Chapter 1: Inherent Connections Between Discourse and Equity in Mathematics Classrooms; 1 Equity; 2 Discourse; 3 Changing Discourse Patterns in Mathematics Classrooms; 3.1 Making Language Practices Explicit; 3.2 Cultural Dimensions of Discourse; 3.3 Structuring Equitable Discourse; 4 Bringing These Perspectives Together in This Book; Part I: Equity Concerns Draw Attention to Discourse
    Description / Table of Contents: Chapter 2: Context Matters: How Should We Conceptualize Equity in Mathematics Education?1 Framing Equity; 2 Equity in Teaching and Learning Contexts; 2.1 Nine U.S. High Schools; 2.2 A Successful Teacher Community; 2.3 Twenty-Three Teacher Candidates; 2.4 The 'Achievement Gap'; 3 Future Research; 4 Postscript (2011); Chapter 3: Exploring Scholastic Mortality Among Working-Class and Indigenous Students; 1 Teaching Working-Class and Indigenous Students: An Act of Symbolic Violence?; 2 Both-Ways Education: Challenging Symbolic Violence; 3 Resistance Theory: Alternatives to Deficit Models
    Description / Table of Contents: 4 Language Structures and Marginalising Discourses5 Language Differences: The Case of Questioning; 5.1 Written Questions and Contexts; 5.2 Classroom Interactions; 5.3 Questions to Control Behaviour and Flow of Lessons; 5.4 Questions to Elicit Knowledge; 6 Teacher Judgement and Success: The Curse of Ability in Mathematics Education; Chapter 4: Mathematics Learning in Groups: Analysing Equity Within an Activity Structure; 1 Equity and Opportunities to Learn in Mathematical Group Work; 1.1 Analysing Equity in Terms of Opportunities to Learn; 2 Methods; 2.1 Major Data Sources
    Description / Table of Contents: 2.2 Identifying Work Practices2.3 Identifying Positioning; 3 Equity and Interaction in the Presentation Preparation; 4 Discussion; Chapter 5: Aiming for Equity in Ethnomathematics Research; 1 Context; 2 Ethnomathematics; 3 Positioning Theory; 4 Shifting Storylines in the Research Conversations; 4.1 Changing Storylines; 4.2 Challenges of Representation; 5 Reflection; Chapter 6: How Equity Concerns Lead to Attention to Mathematical Discourse; 1 Multiple Approaches to Equity Discourse and Ethnomathematics; 2 Three Points of Further Discussion; 2.1 Defining 'discourse'
    Description / Table of Contents: 2.2 Issues with the Discourse Practices of School2.3 Issues with Using Ethnomathematical Approaches; 3 Equitable and Successful Practices in U.S. Mathematics Classrooms; 4 Some Recommendations for Future Research on Equity and Discourse; 4.1 Recommendation #1: Avoid Essentializing Cultural Practices; 4.2 Recommendation #2: Avoid Deficit Models; 4.3 Recommendation #3: Recognize the Complexity of Language and Discourse Practices; 4.4 Recommendation #4: Shift Away from Monolithic Views of Mathematical Discourse; Part II: Attention to Discourse Highlights Equity Concerns
    Description / Table of Contents: Chapter 7: Linguistic Tools for Exploring Issues of Equity
    Note: Description based upon print version of record
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    Online Resource
    Online Resource
    Dordrecht : Springer Science+Business Media B.V
    ISBN: 9789400724709 , 1283456435 , 9781283456432
    Language: English
    Pages: Online-Ressource (XII, 290p. 40 illus, digital)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. Perspectives on scientific argumentation
    RVK:
    Keywords: Curriculum planning ; Science Study and teaching ; Education ; Education ; Curriculum planning ; Science Study and teaching ; Science ; Methodology ; Logic ; Aufsatzsammlung ; Wissenschaft ; Methodologie ; Dewey, John 1859-1952 Logic ; Wissenschaft ; Methodologie ; Dewey, John 1859-1952 Logic ; Aufsatzsammlung
    Abstract: 4205 Introduction /Jonathan Osborne --The two faces of scientific argumentation :applications to global climate change /E. Michael Nussbaum, Gale M. Sinatra, and Marissa C. Owens --The importance of embedding argument within science classrooms /Andy Cavagnetto and Brian Hand --Scientific reasoning and argumentation from a Bayesian perspective /Evan Szu and Jonathan Osborne --Students' framings and their participation in scientific argumentation /Leema Kuhn Berland and David Hammer --The design and enactment of argumentation activities /Shirley Simon, Katherine Richardson, and Ruth Amos --Argumentation and reasoning in life and in school :implications for the design of school science learning environments /Leah A. Bricker and Philip Bell --Argumentation and evaluation intervention in science classes :teaching and learning with Toulmin /Janis A. Bulgrena and James D. Ellis --Research on critique and argumentation from the technology enhanced learning in science center /Douglas B. Clark --Evaluating arguments about climate change /Adam Corner --The effects of university students' argumentation on socio-scientific issues via on-line discussion in their informal reasoning regarding this issue /Yin-Tien Wu and Chin-Chung Tsai --The development and validation of the assessment of Scientific Argumentation in the Classroom (ASAC) observation protocol :a tool for evaluating how students participate in scientific argumentation /Victor Sampson, Patrick J. Enderle, and Joi Phelps Walker --Beyond argumentation :sense-making discourse in the science classroom /Scott P. McDonald and Gregory J. Kelly --Development of argumentative knowledge in science education /Myint Swe Khine
    Abstract: Argumentation-arriving at conclusions on a topic through a process of logical reasoning that includes debate and persuasion- has in recent years emerged as a central topic of discussion among science educators and researchers. There is now a firm and general belief that fostering argumentation in learning activities can develop students' critical thinking and reasoning skills, and that dialogic and collaborative inquiries are key precursors to an engagement in scientific argumentation. It is also reckoned that argumentation helps students assimilate knowledge and generate complex meaning. The
    Description / Table of Contents: pt. 1. Theoretical premises of the study of argumentation -- pt. 2. Practice perspectives in argumentation -- pt. 3. Researching argumentation in science education.
    Note: Includes bibliographical references and index
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    Online Resource
    Online Resource
    Dordrecht : Springer Science+Business Media B.V
    ISBN: 9789400721111 , 1283456176 , 9781283456173
    Language: English
    Pages: Online-Ressource (XII, 180p. 10 illus, digital)
    Series Statement: Education in the Asia-Pacific Region: Issues, Concerns and Prospects 15
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T.
    RVK:
    Keywords: Geriatrics ; Adult education ; Education ; Education ; Geriatrics ; Adult education ; Altenbildung
    Abstract: This book is concerned with the general issues of ageing, learning and education for the elderly and then with the more specific issues of why, how and what elders want to learn. This monograph consists of 10 chapters written by various internationally renowned researchers and scholar-practitioners in the field
    Abstract: This book is concerned with the general issues of ageing, learning and education for the elderly and then with the more specific issues of why, how and what elders want to learn. This monograph consists of 10 chapters written by various internationally renowned researchers and scholar-practitioners in the field
    Description / Table of Contents: Active Ageing, ActiveLearning; Series Editors' Introduction; Foreword; Preface; Contents; Chapter 1: Introduction; Reference; Part I:Ageing Issues and Provisions for Learning; Chapter 2: Lifelong Learning, Welfare and Mental Well-being into Older Age: Trends and Policies in Europe; Introduction; The Later Life Course in Context; Well-being and Learning in Later Life; Learning Among Older Adults; References; Chapter 3: Issues in Learning and Education for the Ageing*; Introduction; Issues in Learning and Ageing; Effects of Learning in Ageing; Ageing and Cognitive Processes
    Description / Table of Contents: Older People Can and Do LearnWhy Do Older Adults Want to Learn?; How Do Older People Want to Learn?; Some Opportunities for Learning and Education; Learning and Technology; What Do Older People Want to Learn?; Conclusion; References; Chapter 4: Successful Ageing and International Approaches to Later-Life Learning; Introduction; Successful Ageing; Low Risk of Disease and Disease-Related Disability; High Mental and Physical Function; Mental Function; Maintaining High Physical Function; Active Engagement with Life; Maintaining Social Networks; Doing Interesting Things
    Description / Table of Contents: Successful Ageing and Later-Life LearningSome Later-Life Learning Organizations and Successful Ageing; Older People and Novel Communications Technologies; International Cooperation and the Internet; U3A Online; U3A Online and Constituency Research; World U3A; Timewitnesses; Conclusion; Appendix: Some Major Later-Life Learning Initiatives; University of the Third Age (U3A); Two Universities of the Third Age Models (Adapted from Swindell and Thompson 1995); The French Model; The British Self-Help Model; IAUTA; Australia and New Zealand; China; Hong Kong; India; Japan; Nepal; North America
    Description / Table of Contents: Lifelong Learning Institutes (LLIs)Elderhostel; Osher Lifelong Learning Institutes (OLLIs); Republic of South Africa; SACE-U3A Singapore; United Kingdom; U3A in Brief in Some Other Countries; References; Part II:Research Methods on Ageing Issues; Chapter 5: Using Narrative Inquiry and Analysis of Life Stories to Advance Elder Learning; Introduction; Defining Narrative, Narrative Inquiry, and Narrative Analysis; Learning in a Networked Context; Context; Community; Cognitive Reflection; Somatic Reflection; Time; Narrative Learning Model; Narrative Field; Storying and Restorying Experience
    Description / Table of Contents: Differentiating Critical Reflection and Narrative RefractionCreating an Ecology of Learning; Human Learning; Responding to Elder Learning Needs; Foster Lifelong Human Learning and Longevity with Capacity; Act with Greater Intentionality; Support Healthy Living Throughout Life; Reassess Social Economics; Promote Intergenerational Interaction and Learning; Conduct Public Dialogues; Future Challenges; Changing Stagnant Attitudes and Values; Asking Questions, Acting on Findings; References; Chapter 6: Toward Critical Narrativity: Stories of Ageing in Contemporary Social Policy*; Introduction
    Description / Table of Contents: Social Policy as Narrative
    Note: Description based upon print version of record
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  • 25
    ISBN: 9789400722576 , 128345629X , 9781283456296
    Language: English
    Pages: Online-Ressource (VIII, 197p, digital)
    Series Statement: Analecta Husserliana, The Yearbook of Phenomenological Research 111
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. Tymieniecka, Anna-Teresa, 1925 - 2014 The fullness of the logos in the key of life ; Book 2: Christo-Logos
    Keywords: Philosophy (General) ; Philosophy, classical ; Metaphysics ; Phenomenology ; Philosophy ; Philosophy (General) ; Philosophy, classical ; Metaphysics ; Phenomenology ; Philosophy
    Abstract: This highly personal account of a lifetime's spiritual and philosophical enquiry charts the author's journey of faith through contemporary culture. Distinguishing between what she posits as the 'universal' and the 'rhapsodic' logos, Tymieniecka interrogates concepts as varied as creativity and the media, joy and suffering, and truth and ambiguity. She contemplates the possibilities and limits of communication between human beings, and outlines what she calls the 'transnatural destiny' of the human soul. The book asserts that unlike theory, which unfolds a logical continuity, and unlike dialogue, which is directed sequentially upward toward intellectual conclusions, the mode of reflection of the 'rhapsodic logos' imposes no limits or caps upon its understanding. Instead, the 'logoic' flow interlaces the rhapsodic cadences of our reflections on reality, in all their innumerable fluctuations, and sifts them to mold the intimate mind/soul inwardness that we experience as faith. The radiative meditations of this 'rhapsodic logos' weave their way through the entanglements of the mystery of incarnation, the constitutive archetypes, the inwardly sacred, the transnatural destiny of the soul, and finally ascend the rhapsodic scales toward culminating faith in the Christo-Logos
    Abstract: This highly personal account of a lifetime's spiritual and philosophical enquiry charts the author's journey of faith through contemporary culture. Distinguishing between what she posits as the 'universal' and the 'rhapsodic' logos, Tymieniecka interrogates concepts as varied as creativity and the media, joy and suffering, and truth and ambiguity. She contemplates the possibilities and limits of communication between human beings, and outlines what she calls the 'transnatural destiny' of the human soul. The book asserts that unlike theory, which unfolds a logical continuity, and unlike dialogu
    Description / Table of Contents: Table of Contents; Introduction; a. The Illusion of the Return to the Source; b. The Quest for ``True Reality'' and the Impasse Between Individual and Collective Effort; c. The Dilemma at the Heart of Creativity: Collective Heritage vis--vis Individual Existence; d. Phenomenology of Life (Philosophy of Life); Pro-Logos; a. The Dominating Drive of Our Age; b. The Universal Logos; c. The Issue; d. The Rhapsodic Logos: Inward Orientation Toward a Sense of Fulfillment; Pars I; The First Sermon of Timothy the Dispossessed: the Quest the Quest; A Period of Preparation for Faith
    Description / Table of Contents: 1. Seeking Authentic Reality Behind its Media2. The Conditions of Creativity as Seen Philosophically; 3. The Radical Beginning: Limit Concepts and a New Pattern for the Mind; Pars II; The Second Sermon of Timothy the Dispossessed: Does God Speak to the Soul?; Glimmerings; 1. Hope: The Goddess of Illusion -- No Hope but Desire for God (An Afterthought); 2.Joy and Suffering; 3.The Life of Passion or of Stoic Reserve; 4. The Impossibility of Truth and the Ambiguity of Being; Pars III; The Window upon the Absolute; 1. Destiny
    Description / Table of Contents: 2. The Divine Scheme of Creation and the Transnatural Destiny of the Soul3. The Window to the Absolute; 4. The Transnatural Destiny of the Soul; 5. The Paradox of Love; 6. Waiting for God and the Spiritual Destiny of the Soul; 7. Human Communion, the Existential Communication of the Philosopher and the Communication of Transnatural Destiny; Pars IV; Opening the Window to the Absolute; 1. Is Human Communication Possible ? The Door to the Absolute; a. Mary and Elizabeth; b. The Communication of the Unique Treasure; c. The Unique Instant; Pars V
    Description / Table of Contents: Retracing our Steps to the Cave, Illuminating IT1. The Two-Way Reflection and Giving Meaning to Life; 2. The Suffering of Living (le Mal de Vivre); 3. The Meaning of Life and the Ideal of Life; Pars VI; In the Pursuit of Truth; 1. Human Knowing at Loose Ends; 2. The Search for Personal Truth; 3. The Broad Outlook and the Narrow Focus; 4. The Struggle for Life; Pars VII; The Third Sermon of Timothy the Dispossessed : the Mystery of Incarnation; Embodiment: Our Inward Drama Situated within the World of Life, Nature, and the Cosmos
    Description / Table of Contents: 1. The Contingent Existence of Man within the Scheme of the Cosmos2. Originary Evidence: The Antithetic Tension between Imminent Mobility and the Urge to Rest; 3. Movement, Change, and the Tendency to Seek Rest the Antithetic Situation: Experience at the Crossroads of the Imminent; a. Originary Evidence -- Collective Experience; b. Argument: The Concern and Notion of Existence; 4. The Individual and the World Context of Actual Existence; 5. More on Originary Evidence; a. The Sense-Bestowing Structure of Cognition and the Inexorable Changeability of Nature and the World Around Us
    Description / Table of Contents: b. The Instantaneity of Consciousness and its Essential Fleetingness: No Intrinsic Point of Rest or Support
    Note: "Published under the auspices of The World Institute for Advanced Phenomenological Research and Learning, A-T. Tymieniecka, President , Includes index
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  • 26
    Online Resource
    Online Resource
    Dordrecht : Springer Science+Business Media B.V
    ISBN: 9789400722729 , 128345632X , 9781283456326
    Language: English
    Pages: Online-Ressource (XVII, 269p. 10 illus, digital)
    Series Statement: Technical and Vocational Education and Training: Issues, Concerns and Prospects 15
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. Work and education in America
    RVK:
    Keywords: Adult education ; Education ; Education ; Adult education ; Vocational education ; United States ; Aufsatzsammlung ; USA ; Berufsbildung ; USA ; Berufsbildung
    Abstract: This, the first comprehensive academic volume on vocational education and training (VET) or career and technical education in the United States, features insights into a variety of issues in this field of research. The international reader will find an up-to-date synthesis as well as a critical analysis of the relevant history, philosophy, governance, legislation and organizational structures. The coverage is structured according to the benchmarks applied to, as well as the theoretical discussions around, VET. The topics covered all have a strong contemporary relevance and include education ve
    Abstract: This, the first comprehensive academic volume on vocational education and training (VET) or career and technical education in the United States, features insights into a variety of issues in this field of research. The international reader will find an up-to-date synthesis as well as a critical analysis of the relevant history, philosophy, governance, legislation and organizational structures. The coverage is structured according to the benchmarks applied to, as well as the theoretical discussions around, VET. The topics covered all have a strong contemporary relevance and include education ve
    Description / Table of Contents: Foreword; Contents; Contributors; About the Editors; About the Authors; 1 Introduction; References; 2 Dilemmas of Design: Education Versus Qualification in the US Vocational System; 2.1 The Empirical Context: The Place of Vocational Education in the United States---"Wanted: Qualification"; 2.2 Recent and Current Efforts at Reform: The Many Roles of Vocational Education; 2.3 The Political-Cultural Context: Efforts to Modernize Struggling Amidst Institutional Weakness; 2.4 Outlook: Crisis and Potential System Redesign; References
    Description / Table of Contents: 3 The Multitiered CTE/VET System in the United States---From High School to Two-Year Colleges3.1 Funding and Financing Vocational/Career and Technical Education; 3.2 Vocational/Career and Technical Education Within the US Educational System; 3.2.1 Secondary Vocational/Career and Technical Education; 3.2.2 Postsecondary Vocational/Career and Technical Education; 3.3 Program Areas Within Vocational/Career and Technical Education; 3.3.1 Agricultural Education; 3.3.2 Business Education; 3.3.3 Family and Consumer Sciences Education (Formerly Home Economics Education)
    Description / Table of Contents: 3.3.4 Health Occupations Education3.3.5 Marketing Education; 3.3.6 Trade and Industrial Education; 3.3.7 Technology Education; 3.4 Curricular Approaches Within Vocational/Career and Technical Education; 3.4.1 Career Clusters and Career Academies; 3.4.2 Tech Prep; 3.4.3 High Schools That Work; 3.4.4 Project Lead the Way; 3.5 Leadership Components of Vocational/Career and Technical Education; 3.5.1 Vocational/Career and Technical Student Organizations; 3.5.2 Advisory Committees; 3.6 Overall Effectiveness; 3.7 Conclusion; References; 4 The American Community College; 4.1 Introduction
    Description / Table of Contents: 4.2 History and Background4.3 Social Role; 4.4 Students; 4.5 Student Services; 4.6 Programs; 4.7 Organization and Leadership; 4.8 Finances; 4.9 Faculty; 4.10 Toward the Future; 4.11 Conclusion; References; 5 Governing VET in the United States: Localization Versus Centralization; 5.1 Introduction; 5.2 Local, State, and Federal Roles; 5.2.1 Regular Public Education; 5.2.2 State and Local Roles in Vocational Education; 5.2.2.1 State Role in VET; 5.2.2.2 Local Programs; 5.2.3 Federal Role in Vocational Education; 5.3 Federal Efforts to Implement Reforms; 5.3.1 The Context of VET Reform
    Description / Table of Contents: 5.3.2 Academic and Vocational Education5.3.3 Secondary and Postsecondary Education; 5.3.4 Curricula, Standards, and Certification; 5.3.5 The School-to-Work Transition; 5.4 Conclusion; References; 6 The Education Gospel and Vocationalism in US Higher Education: Triumphs, Tribulations, and Cautions for Other Countries; 6.1 Introduction: The Education Gospel and International Borrowing; 6.2 From Moral to Occupational Purposes: Vocationalizing the University; 6.2.1 The Rise of the Professions; 6.2.2 The Great Transformation of US Higher Education
    Description / Table of Contents: 6.3 The Dilemmas of the Professionalized University
    Note: Includes bibliographical references and index
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  • 27
    Online Resource
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    Dordrecht : Springer Science+Business Media B.V
    ISBN: 9789400722606
    Language: English
    Pages: Online-Ressource (XXXII, 1125p, digital)
    Series Statement: Philosophy and Medicine 113
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. Sadegh-Zadeh, Kazem Handbook of analytic philosophy of medicine
    RVK:
    RVK:
    Keywords: Philosophy (General) ; medicine Philosophy ; Medicine ; Bioinformatics ; Philosophy ; Philosophy (General) ; medicine Philosophy ; Medicine ; Bioinformatics ; Medizin ; Philosophie ; Medizinische Ethik ; Medizin ; Philosophie ; Medizinische Ethik
    Abstract: Medical practice is practiced morality and clinical research belongs to normative ethics. The present book elucidates and advances this thesis by: analyzing the structure of medical language, knowledge, and theories; inquiring into the foundations of the clinical encounter; introducing the logic and methodology of clinical decision-making; suggesting comprehensive theories of organism, life, and psyche; of health, illness, and disease; of etiology, diagnosis, prognosis, prevention, and therapy; and investigating the moral and metaphysical issues central to medical practice and research
    Description / Table of Contents: pt. 1. The language of medicine -- pt. 2. Medical praxiology -- pt. 3. Medical epistemology -- pt. 4. Medical deontics -- pt. 5. Medical logic -- pt. 6. Medical metaphysics -- pt. 7. Epilog -- pt. 8. Logical fundamentals.
    Note: Includes bibliographical references and indexes
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  • 28
    Online Resource
    Online Resource
    Dordrecht : Springer Science+Business Media B.V
    ISBN: 9789400723764
    Language: English
    Pages: Online-Ressource (XXIX, 319p. 1 illus, digital)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. Philosophical dimensions of human rights
    RVK:
    RVK:
    RVK:
    RVK:
    Keywords: Philosophy (General) ; Ethics ; Philosophy of law ; Political science Philosophy ; Philosophy ; Philosophy (General) ; Ethics ; Philosophy of law ; Political science Philosophy ; Human rights ; Philosophy ; Aufsatzsammlung ; Menschenrecht ; Rechtsphilosophie
    Abstract: This book presents a unique collection of the most relevant perspectives in contemporary human rights philosophy. Different intellectual traditions are brought together to explore some of the core postmodern issues challenging standard justifications. Widely accessible also to non experts, contributions aim at opening new perspectives on the state of the art of the philosophy of human rights. This makes this book particularly suitable to human rights experts as well as master and doctoral students. Further, while conceived in a uniform and homogeneous way, the book is internally organized arou
    Abstract: This book presents a unique collection of the most relevant perspectives in contemporary human rights philosophy. Different intellectual traditions are brought together to explore some of the core postmodern issues challenging standard justifications. Widely accessible also to non experts, contributions aim at opening new perspectives on the state of the art of the philosophy of human rights. This makes this book particularly suitable to human rights experts as well as master and doctoral students. Further, while conceived in a uniform and homogeneous way, the book is internally organized arou
    Description / Table of Contents: Philosophical Dimensionsof Human Rights; Acknowledgements; Contents; Contributors; Introduction; Part I: Historical and Philosophical Perspectives on Human Rights; Chapter 1: Human Rights in History and Contemporary Practice: Source Materials for Philosophy; 1.1 When Were "Human Rights" Invented?; 1.2 How Should Philosophers View the History of Human Rights?; References; Chapter 2: Philosophy and Human Rights: Contemporary Perspectives; 2.1 Introduction; 2.2 Skeptical Challenges; 2.2.1 Positivist Skepticism; 2.2.2 Relativist Skepticism; 2.2.3 Realist Skepticism; 2.2.4 Theological Skepticism
    Description / Table of Contents: 2.3 Recent Philosophical Work on Human Rights2.3.1 John Rawls; 2.3.2 William Talbott; 2.3.3 James Griffin; 2.4 Conclusion; References; Chapter 3: Reconsidering Realism on Rights; 3.1 Against Cosmopolitan Caricature; 3.2 Will the Real Realists Please Stand Up?; 3.3 Realism on Rights: A Second Look; 3.4 Realism Against Human Rights or: How Realism Went Wrong; 3.5 Conclusion; References; Part II: The Validit-(ies) of Human Rights; Chapter 4: The Concept of Human Dignity and the Realistic Utopia of Human Rights; I; II; III; References
    Description / Table of Contents: Chapter 5: The Justification of Human Rights and the Basic Right to Justification. A Reflexive Approach*I; II; III; IV; V; VI; VII; VIII; IX; X; References; Chapter 6: Social Harm, Political Judgment, and the Pragmatics of Justification; 6.1 Justice Versus Fairness; 6.2 Justice, Judgment, Justification; 6.3 The Problem of Validity; 6.4 On the Pragmatics of Justification; 6.5 Emancipation Through Deliberation?; 6.6 Conclusion; References; Chapter 7: "It All Depends": The Universal and the Contingent in Human Rights; 7.1 Intolerance, Paternalism, and Human-Rights Universalism
    Description / Table of Contents: 7.1.1 Forms of Human-Rights Expansionism7.1.2 The Problem of Defective Representation; 7.1.3 Intolerance and Paternalism; 7.2 Universalism Mediated by Contingency; 7.2.1 The Right Not to Be Discriminated Against; 7.2.2 A Right to Outrageous Speech; 7.2.3 Extra-Political Articulation of Rights; 7.3 Conclusions; References; Chapter 8: Tiny Sparks of Contingency. On the Aesthetics of Human Rights; 8.1 The Unloading Ramp at Auschwitz; 8.2 Neda and the New Law on Earth; 8.3 Visual Iterations; 8.4 Injurable Lives; References; Chapter 9: The Idea of a Charter of Fundamental Human Rights
    Description / Table of Contents: 9.1 The Function and Structure of Legal Sources for Human Rights9.2 Defending a Charter of Fundamental Human Rights Against Frequent Objections; 9.3 The Philosophical Basis of the New Charter of Fundamental Human Rights; 9.4 Concluding Remark; References; Part III: Democracy and Human Rights; Chapter 10: Is There a Human Right to Democracy? Beyond Interventionism and Indifference*; 10.1 Human Rights in Contemporary Discourse; 10.2 A Discourse-Theoretic Account of Human Rights; 10.3 Moral Rights versus Legal Entitlements. A Critique of Nussbaum and Sen
    Description / Table of Contents: 10.4 Cohen and the Human Right to Democracy
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    Online Resource
    Online Resource
    Dordrecht : Springer Science+Business Media B.V
    ISBN: 9789400723733
    Language: English
    Pages: Online-Ressource (XIII, 234p. 19 illus, digital)
    Series Statement: Boston Studies in the Philosophy of Science 264
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. Belkind, Ori Physical systems
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    Keywords: Philosophy (General) ; Science Philosophy ; Philosophy ; Philosophy (General) ; Science Philosophy ; Motion ; Philosophy ; Mechanics ; Philosophy ; Special relativity (Physics) ; Philosophy ; Space and time ; Philosophy ; Matter ; Philosophy ; Physikalisches System ; Bewegung ; Philosophie ; Physik ; Materie ; Mechanik ; Spezielle Relativitätstheorie ; Philosophie ; Philosophie ; Physik ; Materie ; Mechanik ; Spezielle Relativitätstheorie ; Philosophie
    Abstract: Based on the concept of a physical system, this book offers a new philosophical interpretation of classical mechanics and the Special Theory of Relativity. According to Belkinds view the role of physical theory is to describe the motions of the parts of a physical system in relation to the motions of the whole. This approach provides a new perspective into the foundations of physical theory, where motions of parts and wholes of physical systems are taken to be fundamental, prior to spacetime, material properties and laws of motion. He defends this claim with a constructive project, deriving basic aspects of classical theories from the motions of parts and wholes. This exciting project will challenge readers to reevaluate how they understand the structure of the physical world in which we live.
    Description / Table of Contents: Preface; Contents; List of Figures; 1 Physical Systems and Physical Thought; 1.1 Introduction; 1.2 Quantum Mechanics and Particularism; 1.3 Structural Assumptions and Conservation Laws; 1.3.1 The Criterion of Isolation; 1.3.2 The Rule of Composition; 1.4 Structural Definitions; 1.5 Conclusion; 2 Interpretations of Spacetime and the Principle of Relativity; 2.1 The Restricted Principle of Relativity; 2.2 Conventionalism; 2.3 The Geometric Approach to Spacetime; 2.4 The Dynamic Approach to Spacetime; 2.5 Conclusion; 3 Primitive Motion Relationalism; 3.1 Introduction
    Description / Table of Contents: 3.2 A Geometry of PUMs3.3 Galilean Spacetime; 3.3.1 Reconstructing Galilean Spacetime; 3.3.2 Galilean Transformations; 3.4 Flat Relativistic Spacetime; 3.4.1 Reconstructing Flat Relativistic Spacetime; 3.4.2 The Lorentz Transformations; 3.5 Primitive Motion Relationalism vs. Standard Interpretations of Spacetime; 3.6 Conclusion; 4 The Metaphysics of Time; 4.1 Introduction; 4.2 The Flow of Time and Motion; 4.3 The Conflict Between Presentism and Relativity; 4.4 But Eternalism Is False Too; 4.5 Primitive Motion Relationalism and the Metaphysics of Time
    Description / Table of Contents: 5 The History of Newtonian Mass5.1 The Geometric Conception of Mass; 5.2 The Dynamic Conception of Mass; 5.3 Mach's Critique of Newtonian Mass; 6 Physical Systems and Mass; 6.1 Primitive Motion Relationalism and the Expanded Reference Frames; 6.2 The Stretching Parameter and Newtonian Mass; 6.2.1 The Quantity of Matter; 6.2.2 Inertial Mass; 6.3 Conclusion; 7 Structural Assumptions, Newton's Scientific Method, and the Universal Law of Gravitation; 7.1 Hypotheses and Scientific Propositions; 7.2 Structural Assumptions and Their Role in Inductive Reasoning
    Description / Table of Contents: 7.3 Newton's Argument for the Universal Law of Gravitation7.3.1 From the Area Law to the Centripetal Nature of the Force of Gravity; 7.3.2 The Harmonic Rule and the Inverse Squared Distance Nature of the Gravitational Force; 7.3.3 Deriving the Universal Nature of Law of Gravitation; 7.4 Newton's Scientific Method; 8 The Special Theory of Relativity; 8.1 The Expansion Factor and Mass in STR; 8.2 A New Interpretation of Mass in STR; 8.2.1 Kuhn's Thesis of Incommensurability; 8.2.2 Field's Indeterminacy of Reference; 8.2.3 Invariance as a Mark of Objectivity
    Description / Table of Contents: 8.2.4 Einstein's Mass and Energy as Two Manifestationsof Substance9 Conclusion; 9.1 Spacetime; 9.2 Mass; Bibliography; Index;
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  • 30
    Online Resource
    Online Resource
    Dordrecht : Springer Science+Business Media B.V
    ISBN: 9789400719750 , 1283456486 , 9781283456487
    Language: French
    Pages: Online-Ressource (X, 421p, online resource)
    Series Statement: Phaenomenologica, Published Under the Auspices of the Husserl-Archives 204
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Druckausg. Dufourcq, Annabelle, - 1976- Merleau-Ponty
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    Keywords: Philosophy (General) ; Ontology ; Phenomenology ; Philosophy ; Philosophy (General) ; Ontology ; Phenomenology ; Merleau-Ponty, Maurice, 1908-1961 ; Imagination (Philosophy) ; Merleau-Ponty, Maurice 1908-1961 ; Das Imaginäre ; Imagination ; Wahrnehmung ; Authentizität ; Ontologie ; Phänomenologie ; Merleau-Ponty, Maurice 1908-1961 ; Das Imaginäre ; Imagination ; Wahrnehmung ; Authentizität ; Ontologie ; Phänomenologie
    Abstract: Cette étude a pour objet la conception merleau-pontyenne de limaginaire et la manière dont elle conduit à repenser radicalement le réel dans sa totalité et, finalement, à imposer une ontologie dont limaginaire est le principe même, « linstitution de lEtre ».
    Abstract: Cette etude a pour objet la conception merleau-pontyenne de l'imaginaire et la maniere dont elle conduit a repenser radicalement le reel dans sa totalite et, finalement, a imposer une ontologie dont l'imaginaire est le principe meme, A" l'institution de l'Etre A&quot
    Description / Table of Contents: 7: La conscience est néant8: Image, imagination et imaginaire chez Sartre; 9: L'existence et le monde : une écumede néant à la surface de l'Etre; 10: La comédie de l'existence; 11: Remarque : le dépassement du dualismeentre Etre et Néant ébauché dansla philosophie sartrienne; Section III: La définition merleau-pontyennede l'imaginaire en tant que registre particulier aux côtés du réel; 12: Introduction: thématisation de l'imaginaireet défi nition d'une réalité élargie
    Description / Table of Contents: 19: Institutions et reprises créatrices dansune existence "authentique" - profondeet poétique20: Authenticité, imaginaire et réalité; Section V: L'imaginaire est la vraie Stiftung de l'Etre; 21: L'imaginaire comme introduction à l'ontologiepuis comme modèle ontologique fondamental; 22: Une Urstiftung insaisissable : l'Etre commedéhiscence; 23: La profondeur aime les masques : l'Etre commejeu d'images; 24: Conclusion; Bibliographie; Index Nominum; Index Rerum;
    Description / Table of Contents: Merleau-Ponty: une ontologie de l'imaginaire; Remerciements; Table Des Matieres; 1: Introduction; Section I: L'héritage husserlien et les premiersmotifs de la réflexion de Merleau-Ponty :crise de la rationalité, monde oniriqueet risque de folie; 2: Introduction: crise et imaginaire; 3: La crise moderne; 4: La plus grande trouvaille de Husserl selonMerleau-Ponty : le fl ux héraclitéen , entreraison et déraison; 5: Le problème de l'authenticité chezMerleau-Ponty : l'homme et le mondedissous par l'imaginaire ?; Section II: Imagination, néant et inauthenticité chez Sartre; 6: Introduction
    Description / Table of Contents: 13: Les reprises de la défi nition sartriennede l'imaginaire par Merleau-Ponty,indissociables d'une critique de l'oppositionentre Etre et Néant14: Critique par Merleau-Ponty de la conceptionsartrienne de l'imaginaire; 15: La présence véritable et même décupléedu réel dans l'imaginaire; 16: Proximité entre la redéfi nitionmerleau-pontyenne de l'imaginaireet la réfl exion de Bachelard; Section IV: La conquête de l'authenticité; 17: Introduction: "authenticité" et profondeurpoétique; 18: L'amour imaginaire : un échec nécessaireet fécond. Défi nition générale de l'imaginairecomme institution
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    Online Resource
    Online Resource
    Dordrecht : Springer Science+Business Media B.V
    ISBN: 9789400727182
    Language: English
    Pages: Online-Ressource (XVIII, 180p. 1 illus, digital)
    Series Statement: International perspectives on early childhood education and development 6
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. Early childhood grows up
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    Keywords: Early childhood education ; Education ; Education ; Early childhood education ; Kleinkinderziehung ; Vorschulerziehung ; Kleinkinderziehung ; Aufsatzsammlung ; Vorschulerziehung ; Aufsatzsammlung
    Abstract: Once the Cinderella of the education system, early years education has evolved into a much more substantially funded sector with staff experiencing greater opportunities for higher-level training and education as well as increasing demands. This book reflects practitioner debates about fundamental questions such as whether or not their field of work is a profession at all. Two key arguments are presented. The first is that early years education has matured to the point that pedagogical and regulatory frameworks have been introduced and linked to a terminology of professionalism. This has opene
    Abstract: Once the Cinderella of the education system, early years education has evolved into a much more substantially funded sector with staff experiencing greater opportunities for higher-level training and education as well as increasing demands. This book reflects practitioner debates about fundamental questions such as whether or not their field of work is a profession at all. Two key arguments are presented. The first is that early years education has matured to the point that pedagogical and regulatory frameworks have been introduced and linked to a terminology of professionalism. This has opene
    Description / Table of Contents: Foreword; References; Acknowledgements; Contents; About the Editors; About the Authors; List of Acronyms; Part I Professionalism in Local and Cross-National Contexts: Towards a Critical Ecology of the Profession; 1 Early Childhood Grows Up: Towards a Critical Ecology of the Profession; 1.1 Introduction; 1.2 Our First Argument: Early Childhood Education Has Grown Up; 1.3 Our Second Argument: Towards a Critical Ecology of the Early Childhood Profession; 1.4 The Framework of the Day in the Life Project; 1.4.1 Who Is the Early Years Professional?
    Description / Table of Contents: 1.4.2 Getting Organised: What We Did and How We Did It1.4.3 Choosing Case Study Research; 1.4.4 Working as a Learning Community; 1.4.5 Capturing the Practitioner's Day; 1.4.6 Presenting the Case Studies: Singularities Versus Generalisations; 1.5 Concluding Thoughts; References; 2 Relationships, Reflexivity and Renewal: Professional Practice in Action in an Australian Children's Centre; 2.1 Introduction; 2.2 Understanding and Defining the Field of Early Childhood in Australia; 2.2.1 Purposes of Early Childhood Provision: Care and/or Education?; 2.2.2 Regulating Quality; 2.2.3 Curriculum
    Description / Table of Contents: 2.3 The Case Study Site2.3.1 Overview; 2.3.2 Setting the Scene: Context and Staffing; 2.3.3 Profiling the Practitioner; 2.3.4 The Structure of Josie's Day; 2.3.5 Curriculum and Pedagogical Approaches; 2.3.6 Stepping Up to the Role of the Educator; 2.3.7 Being Professional -- Critical Self-Reflection and Ongoing Professional Learning; 2.4 Relationships, Reflexivity and Renewal; 2.4.1 Professionalism in Context; 2.5 Concluding Comments; References; 3 Leading and Managing in an Early Years Setting in England; 3.1 Recent Developments: An Overview; 3.1.1 Background; 3.1.2 Early Years Provision
    Description / Table of Contents: 3.1.3 The Early Years Curriculum3.1.4 The Early Years Workforce; 3.2 The Day in the Life Project in England; 3.2.1 The Setting; 3.2.2 The Practitioner: Julie; 3.2.3 Julie's Day; 3.2.4 Narrative Account of Julie's Day; 3.2.4.1 Situation 1: In the Office; 3.2.4.2 Situation 2: Group Story Reading; 3.2.4.3 Situation 3: Meeting with the Pre-school Teacher; 3.2.4.4 Situation 5: Meeting with the Senior Management Team; 3.2.4.5 Situation 9: Meeting with a Parent; 3.2.4.6 Situation 13: Discussion with a Key Worker; 3.2.4.7 Situation 14: Outdoor Play
    Description / Table of Contents: 3.2.4.8 Situation 15: Meeting with the Financial Director3.3 Discussion; 3.3.1 Managing and Leading; 3.3.2 Acting as a Professional; 3.3.3 Perspectives on Professionalism; 3.4 Summary; References; 4 Acting as a Professional in a Finnish Early Childhood Education Context; 4.1 The Finnish Macro-level Context for Professionalism in Early Childhood Education; 4.1.1 Organisation and Funding of Services; 4.1.2 Professional Development; 4.1.3 Multi-professional Working; 4.1.4 Curriculum Guidelines; 4.1.5 The Micro-level Context of the Practitioner
    Description / Table of Contents: 4.1.6 What Is Happening During the Typical Day of the Practitioner?
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    Online Resource
    Online Resource
    Dordrecht : Springer Science+Business Media B.V
    ISBN: 9789400721357
    Language: English
    Pages: Online-Ressource (XVIII, 427p. 43 illus, digital)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T.
    Keywords: Education, Higher ; History ; Education ; Education ; Education, Higher ; History
    Abstract: Alberto Amaral
    Abstract: A comprehensive, wide ranging and detailed account of the unfolding of higher education and higher education policy in Portugal from 1974 to 2009 by leading policy-makers and scholars, with the explicit purpose of showing how different disciplinary canons and perspectives contribute to the study of higher education and higher education policy including Law and Science Policy perspectives. Whilst focusing on one referential system, this book deals with current policy issues emerging in the wake of the post Bologna period. It also examines their long term historical origins in addition to the me
    Description / Table of Contents: Higher Education in Portugal 1974-2009; Preface; Contents; List of Contributors; About the Editors; About the Authors; Chapter 1: Introduction. On Exceptionalism: The Nation, a Generation and Higher Education, Portugal 1974-2009; Introduction; European Higher Education Policy as Eschatology; European Higher Education Policy as Ambition; European Higher Education Policy as Historical Paradox; A Watershed; New Vistas and Perspectives on Europe's Higher Education; Four Points in Justification; Time and Circumstance; The Place of Context and the Context of Place; Agendas: Inside and Outside
    Description / Table of Contents: PedagogyStructure and Rationale; Changes in European Higher Education Policy; Exceptionalism Shifting; Interlocking Developments; The Role of Convergence as a Policy Dynamic; Meaning Mutating; Plea for a Long-Term Perspective; Curious Analogues; A Generational Perspective; The Grand Narrative: An Unfashionable Genre; The Study of Higher Education: A Brief History; The Concept of 'System': A Seminal Point; 'Subject Parturition': A Constant Feature; Some Basic Dilemmas the Student of Higher Education Faces; Hubris; Portugal: Exception, Pioneer or Partner?; Techniques of Comparison
    Description / Table of Contents: … and Their CritiquePortugal as Pioneer: The Revolutionary Inheritance; First of the New or Last of the Old?; Thanks for the Memory; A Generation of Exception; Mobilising and the Mobilised; On the Road to Neoliberalism; Portuguese Perspectives on Neoliberalism; Anglo-Saxon Presumptions and Attitudes; The Tensions of Progress; Exquisite Dilemmas; Shift in Discourse as Handmaiden to Policy; Bonfire of the Vanities; A Rapid Flight over a Complex Terrain; Shaping the Nation; Shaping Higher Learning; Shaping the Institutional Fabric; Envoi; References; Part I: Shaping the Nation
    Description / Table of Contents: Chapter 2: National Identity and Higher Education: From the Origins till 1974National Identity, Nation, Nationalism; The Kingdom of Portugal in the Middle Ages and the Role of the Studium Generale; University During the Golden Age of Empire; The Enlightenment: Concerns of the Portuguese Nation and Its Educational Inertia; Higher Education in the Era of Nationalism; Educational Reform, Higher Education and the Republic; Higher Education, Authoritarian Nationalism and the New State; References; Chapter 3: University, Society and Politics
    Description / Table of Contents: The Revolution of 1974: How the Attempt to Create a 'Political University' FailedConstitution of 1976 and Its Contradictions in Education; Higher Education at the End of the Twentieth Century: The Change in Paradigm; Two in the Place of One; Under the Sign of Bologna; New Vocabulary, New Values, New Realities; Rankings, 'Faculty Strife' and the 'Cultural University'; A New Vision of the Political University?; References; Chapter 4: Cultural and Educational Heritage, Social Structure and Quality of Life; Introduction; Two Mathematical Concepts
    Description / Table of Contents: Economic Structure, Employment and Migration Movements
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  • 33
    Online Resource
    Online Resource
    Dordrecht : Springer Science+Business Media B.V
    ISBN: 9789400709072
    Language: English
    Pages: Online-Ressource (XIII, 246p. 19 illus, digital)
    Series Statement: Trends in Logic 36
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. Šramko, Jaroslav Vladyslavovyč, 1963 - Truth and falsehood
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    Keywords: Philosophy (General) ; Philosophy ; Computer science ; Logic, Symbolic and mathematical ; Philosophy (General) ; Logic ; Computer science ; Logic, Symbolic and mathematical ; Logic ; Mathematical logic. ; Mathematische Logik ; Philosophie ; Intuitionistische Logik
    Abstract: The book presents a thoroughly elaborated logical theory of generalized truth values understood as subsets of some established set of (basic) truth entities. After elucidating the importance of the very notion of a truth value in logic and philosophy, the authors examine some possible ways of generalizing this notion. The useful four-valued logic of first-degree entailment by Nuel Belnap and Michael Dunn and the notion of a bilattice (a lattice of truth values with two ordering relations) constitute the basis for further generalizations. By doing so the authors elaborate the idea of a multilattice and, most notably, a trilattice of truth values - a specific algebraic structure with an information ordering and two distinct logical orderings, one for truth and another for falsity. Each logical order not only induces its own logical vocabulary, but also determines its own entailment relation. Both semantic ans syntactic ways of formalizing these relations by constructing various logical calculi are considered
    Description / Table of Contents: 2.3…The Slingshot Argument and Non-Fregean Logic2.4…Non-Fregean Logic and Definite Descriptions non-Fregean logic; 2.5…Non-Fregean Logic and lambda -Expressions; 2.6…Non-Fregean Logic and Indefinite Descriptions; 2.7…Concluding Remarks; 3 Generalized Truth Values: From FOUR2 to SIXTEEN3; Abstract; 3.1…Truth Values as Structured Entities; 3.2…Generalized Valuations, Four-Valued Logic and Bilattices; 3.3…Taking Generalization Seriously: From Isolated Computers to Computer Networks; 3.4…Generalized Truth Values and Multilattices; 3.5…The Trilattice of 16 Truth Values
    Description / Table of Contents: 3.6…Another Example of a Trilattice: Truth Values in Constructive Logics4 Generalized Truth Values: SIXTEEN3 and Beyond; Abstract; 4.1…Entailment Relations on SIXTEEN3; 4.2…First-Degree Systems for SIXTEEN3; 4.2.1 The Languages {\fancyscriptbold{L}t,\; \fancyscriptbold{L}f and Systems {{\bf FDE}}_{\bi{t}}^{\bi{t}}, {{\bf FDE}}_{\bi{f}}^{\bi{f}}; 4.2.2 The Language {\fancyscriptbold{L}}_{\varvec{tf}} for let and lef; 4.3…First-Degree Everywhere; 4.4…Hyper-Contradictions and Generalizations of Priest's Logic; 4.5…An Approach to a Generalization of Kleene's Logic: A Tetralattice
    Description / Table of Contents: 4.6…Uncertainty Versus Lack of Information5 Axiom Systems for Trilattice Logics; Abstract; 5.1…Truth Value Lattices and the Implication Connective; 5.2…From First-Degree Proof Systems to Proof Systems with Modus Ponens; 5.3…Odintsov's Axiomatization of Truth Entailment and Falsity Entailment in SIXTEEN3; 5.3.1 First-Degree Calculi; 5.3.2 Systems with Modus Ponens as the Sole Rule of Inference; 5.4…Discussion; 6 Sequent Systems for Trilattice Logics; Abstract; 6.1…Standard Sequent Systems for Logics Related to SIXTEEN3; 6.2…Alternative Sequent Calculi; 6.3…Extensions
    Description / Table of Contents: 8.5…Harmony ad Infinitum
    Description / Table of Contents: Truth and Falsehood; Preface; Contents; 1 Truth Values; Abstract; 1.1…The Idea of Truth Values; 1.2…Truth Values and the Functional Analysis of Language; 1.3…The Categorial Status of Truth and Falsehood; 1.4…The Ontological Background of Truth Values; 1.5…Logic as the Science of Logical Values; 1.6…Logical Structures; 1.7…Truth Values, Truth Degrees, and Vague Concepts; 2 Truth Values and the Slingshot Argument; Abstract; 2.1…An Argument in Favor of Truth Values; 2.2…Reconstructing the Slingshot Arguments; 2.2.1 Church's Slingshot; 2.2.2 Gödel's Slingshot; 2.2.3 Davidson's Slingshot
    Description / Table of Contents: 6.4…Sequent Calculi for Truth Entailment and Falsity Entailment in SIXTEEN37 Intuitionistic Trilattice Logics; Abstract; 7.1…Introduction; 7.2…Sequent Calculus I16; 7.3…Kripke Completeness for I16; 7.4…Tableau Calculus IT16; 7.5…Kripke Completeness for IT16; 8 Generalized Truth Values and Many-Valued Logics: Harmonious Many-Valued Logics; Abstract; 8.1…Many-Valued Propositional Logics Generalized; 8.2…Designateddesignated truth valueantidesignated truth value and Antidesignated Values; 8.3…Some Separated Finitely-Valued Logics; 8.4…A Harmonious Logic Inspired by the Logic of SIXTEEN3
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    Online Resource
    Online Resource
    Dordrecht : Springer Science+Business Media B.V
    ISBN: 9789400717459
    Language: English
    Pages: Online-Ressource (X, 250 p, online resource)
    Series Statement: Boston Studies in the Philosophy of Science 263
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Druckausg. Integrating history and philosophy of science
    Keywords: Philosophy (General) ; Science Philosophy ; Medicine ; History ; Humanities ; Philosophy ; Philosophy (General) ; Science Philosophy ; Medicine ; History ; Humanities ; Science ; Philosophy ; Science ; History
    Abstract: Though the publication of Kuhn's Structure of Scientific Revolutions seemed to herald the advent of a unified study of the history and philosophy of science, it is a hard fact that history of science and philosophy of science have increasingly grown apart. Recently, however, there has been a series of workshops on both sides of the Atlantic (called '&HPS') intended to bring historians and philosophers of science together to discuss new integrative approaches. This is therefore an especially appropriate time to explore the problems with and prospects for integrating history and philosophy of sc
    Description / Table of Contents: pt. 1. General reflections -- pt. 2. Case studies.
    Note: Includes bibliographical references and index
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  • 35
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    Online Resource
    Dordrecht : Springer Science+Business Media B.V
    ISBN: 9789400724570 , 1283456427 , 9781283456425
    Language: English
    Pages: Online-Ressource (X, 268p. 16 illus, digital)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. Advances in nature of science research
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    Keywords: Curriculum planning ; Science Study and teaching ; Education ; Education ; Curriculum planning ; Science Study and teaching ; Science ; Study and teaching ; Science ; Philosophy ; Wissenschaft ; Wissenschaftstheorie ; Empirische Forschung ; Naturwissenschaftlicher Unterricht
    Abstract: This book consolidates contemporary thinking and research efforts in teaching and learning about the nature of science in science education. The term 'Nature of Science' (NoS) has appeared in the science education literature for many decades. While there is still a controversy among science educators about what constitutes NoS, educators are unanimous in acknowledging the importance of this topic as well as the need to make it explicit in teaching science. The general consensus is that the nature of science is an intricate and multifaceted theme that requires continued scholarship
    Abstract: This book consolidates contemporary thinking and research efforts in teaching and learning about the nature of science in science education. The term 'Nature of Science' (NoS) has appeared in the science education literature for many decades. While there is still a controversy among science educators about what constitutes NoS, educators are unanimous in acknowledging the importance of this topic as well as the need to make it explicit in teaching science. The general consensus is that the nature of science is an intricate and multifaceted theme that requires continued scholarship. Recent anal
    Description / Table of Contents: pt. 1. Conceptual issues in the nature of science research -- pt. 2. Methodological advances in the nature of science research.
    Note: Includes bibliographical references and index
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  • 36
    ISBN: 9789400719668 , 1283456125 , 9781283456128
    Language: English
    Pages: Online-Ressource (XX, 363p. 64 illus, digital)
    Series Statement: Mathematics Teacher Education 7
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T.
    Keywords: Education ; Education
    Abstract: What kinds of curriculum materials do mathematics teachers select and use, and how? This question is complex, in a period of deep evolutions of teaching resources, with the proficiency of online resources in particular. How do teachers learn from these materials, and in which ways do they 'tailor' them for their use and pupil learning? Teachers collect resources, select, transform, share, implement, and revise them. Drawing from the French term A" ingenierie documentaire A",we call these processes A" documentation A". The literal English translation is A" to work with
    Description / Table of Contents: pt. 1. Teacher resources -- pt. 2. Text and curriculum resources -- pt. 3. Use of resources -- pt. 4. Collaborative use.
    Note: Includes bibliographical references and index
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  • 37
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    Dordrecht : Springer Science+Business Media B.V
    ISBN: 9789400721173 , 1283456184 , 9781283456180
    Language: English
    Pages: Online-Ressource (XVIII, 206p, digital)
    Series Statement: Explorations of Educational Purpose 20
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T.
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    Keywords: Science History ; Phenomenology ; Education ; Education ; Science History ; Phenomenology ; Education Philosophy ; Lernpsychologie ; Neugier
    Abstract: The desire for knowledge is an abiding facet of human experience and cultural development. This work documents curiosity as a sociohistorical force initiating research across the disciplines. Projects generated by theoretical curiosity are presented as historical and material practices emerging as expressions of embodied knowledge and experience. The shifting cultural, philosophical and practical relations between theory and curiosity are situated within classical, medieval, early modern and contemporary communities of practice. The Practice of Theoretical Curiosity advocates for a critical, a
    Abstract: The desire for knowledge is an abiding facet of human experience and cultural development. This work documents curiosity as a sociohistorical force initiating research across the disciplines. Projects generated by theoretical curiosity are presented as historical and material practices emerging as expressions of embodied knowledge and experience. The shifting cultural, philosophical and practical relations between theory and curiosity are situated within classical, medieval, early modern and contemporary communities of practice. The Practice of Theoretical Curiosity advocates for a critical, a
    Description / Table of Contents: Preface; A Just Curious Introduction; Contents; 1 First Questions; Curiosity in Classical Inquiry; The Fall of Theory; Attending Medieval Minds; Notes; 2 A Taming of the Passions; Reading Republics; Passions, Affects, and Social Space; Powers of the Curious; The Encyclopedie and the Philosophes; Notes; 3 Pedagogies of Curiosity; On American Utility; Habits of Embodiment; Social Science as Accomplice; Calculating Reason; Critical Interventions; 4 The Sphinx; The Everyday; Striking the Matches; Experiments in the Aleatory; Inaugural Events; Notes; 5 Curiosity and the Question; Embodying Thought
    Description / Table of Contents: EnworldingChiasms; Sense and Sight; A New Materialism; 6 Thinking Life; Genetic Capital; Technics and Culture; Zoographics; Genomic Sovereignty; Notes; 7 Minds, Limits, and Spaces; Figuring Futures; Martian Interlude; Does Technology Think; Limit Forms; Notes; References; Index;
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    Dordrecht : Springer Science+Business Media B.V
    ISBN: 9789400717244
    Language: English
    Pages: Online-Ressource (XIX, 283p. 11 illus, digital)
    Series Statement: Innovation and Change in Professional Education 7
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T.
    RVK:
    Keywords: Medical Education ; Education ; Education ; Medical Education
    Abstract: Educators in the professions have always had unique demands placed upon them. These include the need to keep pace with rapidly evolving knowledge bases, developing skills and attitudes appropriate to practice, learning in the workplace and fostering public confidence. For twenty years, these new demands have created additional educational imperatives. Public accountability has become more intensive and extensive. Practitioners practice in climates more subject to scrutiny and less forgiving of error. The contexts in which professionals practice and learn have changed and these changes involve
    Abstract: Educators in the professions have always had unique demands placed upon them. These include the need to keep pace with rapidly evolving knowledge bases, developing skills and attitudes appropriate to practice, learning in the workplace and fostering public confidence. For twenty years, these new demands have created additional educational imperatives. Public accountability has become more intensive and extensive. Practitioners practice in climates more subject to scrutiny and less forgiving of error. The contexts in which professionals practice and learn have changed and these changes involve
    Description / Table of Contents: Preface; Contents; The Editors and Contributors; About the Contributors; 1 Introduction; 1.1 Responsibility, Complexity and Integrity; 1.2 Accountability; 1.3 Stakeholders; 1.4 Engagement with Colleagues and Other Stakeholders; 1.5 Contexts for Learning; References; 2 Developing a Broader Approach to Professional Learning; 2.1 Informal Learning and the Factors That Affect It; 2.2 The Role of Managers in Supporting Learning; 2.3 Teamwork, Organisational Learning and Knowledge Management; 2.4 Continuing Professional Education and Human Relations Development; 2.4.1 Learning Focus
    Description / Table of Contents: 2.4.2 Performance Focus2.4.3 Strategic Focus; 2.5 Summary (From Eraut & Hirsh, 2007); References; 3 Knowledge Networks for Treating Complex Diseases in Remote, Rural, and Underserved Communities; 3.1 Healthcare in New Mexico; 3.2 Project ECHO (Extension for Community Healthcare Outcomes); 3.3 Educational Theories Informing Project ECHO; 3.3.1 Deliberate Practice; 3.3.2 Social Cognitive Theory and Provider Self-Efficacy; 3.3.3 Situated Learning Theory; 3.3.4 Adaptive Expertise; 3.4 Collaboration; 3.5 Methods and Approaches Used in Evaluation; 3.6 Results from Questionnaires
    Description / Table of Contents: 3.6.1 Who Are the Community Providers in Project ECHO?3.6.2 Provider Self-Efficacy; 3.6.3 Perspectives of Community Providers; 3.6.4 Providers Identify the Beneficial Components; 3.7 Findings from Annual Meeting Surveys; 3.7.1 Care for Patients; 3.7.2 Broadened Networks and Expanded Interest in Learning; 3.8 Community Providers Improving ECHO; 3.9 Links Between ECHO Model, Theories, and Collaboration; 3.9.1 How Do These Knowledge Networks Contribute to Shared Knowledge Construction Among Academics and Practitioners?; 3.9.2 What Lessons Can Be Learned from This Experience?; References
    Description / Table of Contents: 4 Using Simulation and Coaching as a Catalyst for Introducing Team-Based Medical Error Disclosure4.1 Background; 4.2 Research Project Description; 4.3 Description of Simulation in Action; 4.4 Description of Disclosure Coaching in Action; 4.5 Assessment of the Intervention; 4.6 Preliminary Findings; 4.7 Discussion and Next Steps; References; 5 Leader Development in Dynamic and Hazardous Environments: Company Commander LearningThrough Combat; 5.1 Introduction; 5.2 Our Conceptual Framework; 5.2.1 Experiential Learning Theory; 5.2.2 Leadership Development and Learning; 5.3 Methodology
    Description / Table of Contents: 5.3.1 Participant Selection5.3.2 Data Collection; 5.3.3 Data Analysis; 5.3.4 Possible Sources of Bias; 5.3.5 Limitations and Member Check; 5.4 Learning Experiences in Combat; 5.4.1 The Molten Experience; 5.4.2 Profound Responsibility; 5.4.3 Intense Affect; 5.4.4 Embodied Feedback; 5.5 Implications for Learning and Development; 5.5.1 Leader Development in Combat; 5.5.2 Compassion and Resilience; 5.5.3 Judgment and Decision Making; 5.5.4 Innovation; 5.6 Conclusions and Final Insights; References; 6Managers' Teaching and Leading in the Workplace: An Exploratory Field Study; 6.1 Introduction
    Description / Table of Contents: 6.2 Leadership and Education
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    Online Resource
    Online Resource
    Dordrecht : Springer Science+Business Media B.V
    ISBN: 9789400707665 , 1283453231 , 9781283453233
    Language: English
    Pages: Online-Ressource (X, 157p, digital)
    Series Statement: Library of Ethics and Applied Philosophy 25
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. Rijt, Jan-Willem van der, 1977 - The importance of assent
    RVK:
    RVK:
    Keywords: Philosophy (General) ; Ethics ; Political science Philosophy ; Criminal Law ; Philosophy ; Philosophy (General) ; Ethics ; Political science Philosophy ; Criminal Law ; Acquiescence (Psychology) ; Moral and ethical aspects ; Judgment (Ethics) ; Control (Psychology) ; Moral and ethical aspects ; Zwang ; Würde ; Praktische Philosophie ; Zwang ; Würde ; Praktische Philosophie
    Abstract: This book argues that respecting persons as moral agents requires considerable consideration be paid to the subjective moral judgments of individual persons. It shows that such judgments are important independently of their validity or even their reasonableness. Despite the great emphasis on respect for persons in present-day moral theory, the importance of a person's subjective moral judgments has largely been neglected in existing literature. The book focuses particularly on the context of coercion and domination, both key notions in moral and political theory. The book combines Kantian and
    Abstract: This book argues that respecting persons as moral agents requires considerable consideration be paid to the subjective moral judgments of individual persons. It shows that such judgments are important independently of their validity or even their reasonableness. Despite the great emphasis on respect for persons in present-day moral theory, the importance of a person's subjective moral judgments has largely been neglected in existing literature. The book focuses particularly on the context of coercion and domination, both key notions in moral and political theory. The book combines Kantian and
    Description / Table of Contents: pt. 1. Coercion -- pt. 2. Dignity and interference -- pt. 3. A Kantian reconstruction of republicanism.
    Note: Includes bibliographical references and index
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  • 40
    Online Resource
    Online Resource
    Dordrecht : Springer Science+Business Media B.V
    ISBN: 9789400724013 , 1283456397 , 9781283456395
    Language: English
    Pages: Online-Ressource (X, 149p, digital)
    Series Statement: Contemporary Philosophies and Theories in Education 3
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. Kwak, Duck-Joo Education for self-transformation
    RVK:
    RVK:
    Keywords: Curriculum planning ; Literacy ; Education ; Education ; Curriculum planning ; Education Philosophy ; Literacy ; Curriculumplanung ; Erziehungsphilosophie ; Curriculumplanung ; Erziehungsphilosophie
    Abstract: Exemplifying what it advocates, this book is an innovative attempt to retrieve the essay form from its degenerate condition in academic writing. Its purpose is to create pedagogical space in which the inner struggle of 'lived experience' can articulate itself in the first person. Working through essays, the modern, 'post-secular' self can guide, understand, and express its own transformation. This is not merely a book about writing methods: it has a sharp existential edge. Beginning by defining key terms such as 'self-transformation', Kwak sketches the contemporary debates between Jurgen Haber
    Abstract: Exemplifying what it advocates, this book is an innovative attempt to retrieve the essay form from its degenerate condition in academic writing. Its purpose is to create pedagogical space in which the inner struggle of 'lived experience' can articulate itself in the first person. Working through essays, the modern, 'post-secular' self can guide, understand, and express its own transformation. This is not merely a book about writing methods: it has a sharp existential edge. Beginning by defining key terms such as 'self-transformation', Kwak sketches the contemporary debates between Jurgen Haber
    Description / Table of Contents: Education for Self-transformation; Preface; Contents; Chapter 1: Introduction: Education as Self-transformation and the Essay Form of Writing: Education for a Post-secular Age; References; Part I: George Lukács: Practice of Philosophy for Existential Fulfillment; Chapter 2: A Reflection on the Relation Between Philosophy and Life; Through Hans Blumenberg's Work; Introduction: Knowledge and Existential Anxiety, What Is Their Connection?; A Way to the Loss of Existential Fulfillment: From Plato to Bacon; Conclusion: Learning from Nominalists' Wisdom; References
    Description / Table of Contents: Chapter 3: A Response to Modernity Between Reason and Faith: Kierkegaard's Ideas of the Ethical Self and SubjectivityIntroduction: "Being Educated" and "Being Ethical"; Relation Between Subjectivity and Being Ethical; Conclusion: Educational Implications of Kierkegaard's Indirect Communication; References; Chapter 4: Practicing Philosophy, the Practice of Education: Exploring the Essay-Form Through Lukács' Soul and Form; Introduction: In Pursuit of a Pedagogical Form of Writing; Philosophy and Life-Form; Life-Form and the Essay Form of Writing
    Description / Table of Contents: Conclusion: The Essay Form of Writing as an Educational PracticeReferences; Part II: Stanley Cavell: Practice of Education in the Essay-Form; Chapter 5: Stanley Cavell's Ordinary Language Philosophy as an Example of Practicing Philosophy in the Essay-Form: In Search of a Humanistic Approach to Teacher Education; Introduction: A Humanistic Approach to Teacher Education; The Methodological Characteristics of Cavell's Ordinary Language Philosophy; The Educational Aspiration of Cavell's Ordinary Language Philosophy; Conclusion: A Role for Philosophy in Teacher Education; References
    Description / Table of Contents: Chapter 6: Philosophy as the Essay Form of Writing: Cavell's Concepts of Voice, Method, and TextIntroduction: The Essay as a Form of Writing for Self-knowledge; Montaigne and the Essay: Its Educational Nature and Purpose; Cavell's Philosophical Writing: Voice, Method, and Text; Voice and Method; Voice and Text; Conclusion: The Philosophical Voice and the Essay; References; Chapter 7: Cavell's Essayist as the Political Self: Implication for Citizenship Education; Introduction: The Private, the Philosophical, and the Political; The Political Dimension of Cavell's Moral Perfectionism
    Description / Table of Contents: Conversation of Justice for Equality from Within and Active EqualityConclusion: A Picture of the Cavellian Citizen: "Bourgeoisie with a Desire to Go Beyond Bourgeois Morality"; References; Chapter 8: Conclusion: The Essay Form of Writing for a Tragic Form of Subjectivity; Index;
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    Online Resource
    Online Resource
    Dordrecht : Springer Science+Business Media B.V
    ISBN: 9789400723634
    Language: English
    Pages: Online-Ressource (XXI, 355p. 4 illus, digital)
    Series Statement: Argumentation Library 21
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T.
    RVK:
    Keywords: Philosophy (General) ; Logic ; Comparative linguistics ; Literacy ; Philosophy ; Philosophy (General) ; Logic ; Comparative linguistics ; Literacy ; Argumentationstheorie ; Logik
    Abstract: J. Anthony Blair is a prominent international figure in argumentation studies. He is among the originators of informal logic, an author of textbooks on the informal logic approach to argument analysis and evaluation and on critical thinking, and a founder and editor of the journal Informal Logic. Blair is widely recognized among the leaders in the field for contributing formative ideas to the argumentation literature of the last few decades. This selection of key works provides insights into the history of the field of argumentation theory and various related disciplines. It illuminates the ce
    Description / Table of Contents: Preface; Acknowledgements; Introduction; Philosopher of Argument; Theoretical Threads; Master of the Field; Prophetic Voice; Gatekeeper; Contents; Part I Critical Thinking; Introduction; 1 Is There an Obligation to Reason Well; 1.1 Introduction; 1.2 Moral Obligation and Reasoning Well; 1.3 Two Arguments for the Obligation to Reason Well; 1.4 Some Objections Considered; 2 The Keegstra Affair: A Test Case for Critical Thinking; 2.1 Introduction; 2.2 Background; 2.3 What Is Wrong with Mr. Keegstra's Theory as a Historical Theory?; 2.4 What Is Wrong with Mr. Keegstra's Methodology of History?
    Description / Table of Contents: 2.5 What Is Wrong with the Way Mr. Keegstra Taught History?2.6 What Can We Do?; 3 What Is Bias?; 3.1 Introduction; 3.2 Bad and Avoidable Bias; 3.3 Technical Bias; 3.4 Unavoidable and Potentially Dangerous Bias; 3.5 Contingent but Neutral or Good Bias; 3.6 An Understanding of Bias; Postscript; Part II Informal Logic; Introduction; 4 Argument Management, Informal Logic and Critical Thinking; 4.1 Introduction; 4.2 Argument Management; 4.3 Illative Core Analysis and Evaluation; 4.4 What Is Informal Logic?; 4.5 Other Senses of 'Informal Logic'
    Description / Table of Contents: 4.6 How Is Critical Thinking Related to Informal Logic?4.7 Conclusion; 5 What Is the Right Amount of Support for a Conclusion?; 5.1 Introduction: The Problem; 5.2 One Solution: Deductivism; 5.3 Another Solution: Pragma-Dialectical Theory; 5.4 The Solution? The Dialectical Community; 6 Premissary Relevance; 6.1 Introduction; 6.2 Premissary Relevance and Other Kinds of Relevance; 6.3 The Property of Premissary Relevance; 6.3.1 The Argument Condition; 6.3.2 The ''Actual Support'' Condition; 6.4 The Property of "Lending Support to"; 6.5 Some Implications of the Account
    Description / Table of Contents: 6.6 Argument Schemes or Topoi6.7 Summary; 7 Premise Adequacy; 7.1 Introduction; 7.2 Argumentative Quarrels; 7.3 Argumentative Persuasion; 7.4 Hostile Advocacy; 7.5 Neutral Curiosity; 7.6 Refereeing; 7.7 Negotiation; 7.8 Rational Disagreement Resolution; 7.9 Conclusion; 8 Relevance, Acceptability and Sufficiency Today; 8.1 Introduction; 8.2 Relevance; 8.3 Acceptability; 8.4 Sufficiency; 8.5 Other Objections; 8.6 Conclusion; 9 The "Logic" of Informal Logic; 9.1 Introduction; 9.2 Review of the Accounts; 9.2.1 Wisdom's Reasoning by Parallels or Case-by-Case Reasoning; 9.2.2 Toulmin's Warrants
    Description / Table of Contents: 9.2.3 Wellman''s ''Conductive'' Reasoning9.2.4 Rescher's Provisoed Assertion and Probative Reasoning; 9.2.5 Defeasible Reasoning; 9.2.6 Walton's Presumptive Reasoning and Presumptive Arguments; 9.3 Similarities and Differences; 9.3.1 ''Validity'' of the Illative Move Explicitly not Deductive or Inductive; 9.3.2 Reasoning vs. Argument; 9.3.3 Distinctive Logic?; 9.3.4 Restrictions on the Domain of Applicationof the Illative Move; 9.3.5 Legitimacy Defended; 9.3.6 Concept of Defeasibility Present; 9.3.7 Concept of Presumption Explicit; 9.3.8 Illative Move Seen Explicitly as Dialectical
    Description / Table of Contents: 9.3.9 Test of a ''Good'' Illative Move
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    Online Resource
    Online Resource
    Dordrecht : Springer Science+Business Media B.V
    ISBN: 9789400722446 , 1283456524 , 9781283456524
    Language: English
    Pages: Online-Ressource (IX, 200p, digital)
    Series Statement: Philosophy and Medicine 100
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. Bioethics critically reconsidered
    RVK:
    Keywords: Philosophy (General) ; Ethics ; Medical ethics ; Philosophy ; Philosophy (General) ; Ethics ; Medical ethics ; Bioethics ; Bioethics ; Political aspects ; Aufsatzsammlung ; Bioethik
    Abstract: Bioethics developed as an academic and clinical discipline during the later part of the 20th century due to a variety of factors. Crucial to this development was the increased secularization of American culture as well as the dissolution of medicine as a quasi-guild with its own professional ethics. In the context of this moral vacuum, bioethics came into existence. Its raison d'etre was opposition to the alleged paternalism of the medical community and traditional moral frameworks, yet at the same time it set itself up as a source of moral authority with respect to biomedical decision making
    Abstract: Bioethics developed as an academic and clinical discipline during the later part of the 20th century due to a variety of factors. Crucial to this development was the increased secularization of American culture as well as the dissolution of medicine as a quasi-guild with its own professional ethics. In the context of this moral vacuum, bioethics came into existence. Its raison d'etre was opposition to the alleged paternalism of the medical community and traditional moral frameworks, yet at the same time it set itself up as a source of moral authority with respect to biomedical decision making
    Description / Table of Contents: Contents; Contributors; Notes on Contributors; 1 A Skeptical Reassessment of Bioethics; 1.1 What Is Bioethics, After All: Claims for Moral Expertisein the Face of Intractable Moral Pluralism; 1.2 Success in the Face of Foundational Disagreement; 1.3 The History of Bioethics: Four Perspectives; 1.4 The Practice of Bioethics and Clinical EthicsConsultation: Three Views; 1.5 The Incredible Search for Bioethical Professionalism: Some Final Critical Reflections on Circular Thinking; 1.6 Bioethicists for Hire: A Concluding Exploration; Notes; References
    Description / Table of Contents: Part I History of Bioethics: Four Perspectives2 Beginning Bioethics; 2.1 History; 2.2 Method; 2.3 Philosophy; 2.4 Fetal Research; 2.5 Research Involving Prisoners; 2.6 Research Involving Children; 2.7 The Belmont Report; References; 3 Genesis of a Totalizing Ideology: Bioethics' Inner Hippie; 3.1 Introduction; 3.2 The Escape from Normalcy: "Do Your Own Thing"; 3.3 The Rhetoric of Love: "Make Love, not War"; 3.4 The Politics of Rage: "Stick It to the Man"; 3.5 Conclusion; Notes; References; 4 Bioethics and Professional Medical Ethics: Mapping and Managing an Uneasy Relationship
    Description / Table of Contents: 4.1 Introduction4.2 Bioethics that Deprofessionalized Medical Ethics; 4.3 Bioethics that Embraced Professional Medical Ethics; 4.4 The Invention of Professional Medical Ethics; 4.5 In Defense of a Conservative, Professional Medical Ethics; 4.6 Conclusion; References; 5 Two Rival Understandings of Autonomy, Paternalism, and Bioethical Principlism; 5.1 Introduction; 5.2 Medical Paternalism and Autonomy in Bioethics; 5.3 Autonomy in Bioethical Principlism; 5.4 Kantian Autonomy: Why the "Free" Choicesof Patients Can Be Heteronomous; 5.5 Kantian Autonomy as a Basis for Medical Paternalism
    Description / Table of Contents: 5.6 ConclusionNotes; References; Part II The Practice of Bioethics and Clinical Ethics Consultation: Three Views; 6 Bioethics as Political Ideology; 6.1 Introduction; 6.2 The Public Ideology of Bioethics; 6.2.1 Example I: Human Rights and the Deconstruction of the Family; 6.2.2 Example II: Welfare Entitlements to Health; 6.3 Challenges: Moral, Epistemological, and Political; 6.3.1 Moral and Epistemological Ambiguity; 6.3.2 Strategically Ambiguous Appeals to Consensus; 6.3.3 Rhetorically Shifting the Burden of Proof; 6.4 The Need for a Canonical Moral Anthropology; 6.5 Conclusion; Notes
    Description / Table of Contents: References7 The "s" in Bioethics: Past, Present and Future; 7.1 A Particular Vision of Bioethics: The One; 7.2 The Bioethics Enterprise: The Many; 7.2.1 Disciplinary Differences; 7.2.2 Functional Diversity; 7.2.3 Sub-fields/Sub-specialization; 7.2.4 Religious, Cultural and Moral/Ideological Pluralism; 7.3 The "s" in Bioethics Matters; 7.4 Concluding Remarks; Notes; References; 8 Why Clinical Bioethics So Rarely Gives Morally Normative Guidance; 8.1 Bioethics as a Complex Social Phenomenon; 8.2 The Cultural-Moral Vacuum into which Bioethics Stepped
    Description / Table of Contents: 8.3 The Emergence of Salient Moral and Metaphysical Pluralism
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    Online Resource
    Online Resource
    Dordrecht : Springer Science+Business Media B.V
    ISBN: 9789400723276
    Language: English
    Pages: Online-Ressource , v.: digital
    Edition: Online-Ausg. Springer eBook Collection. Humanities, Social Science and Law Electronic reproduction; Available via World Wide Web
    Series Statement: Literacy Studies, Perspectives from Cognitive Neurosciences, Linguistics, Psychology and Education 5
    DDC: 306.072
    RVK:
    Keywords: Education ; Psycholinguistics ; Sociolinguistics
    Abstract: As populations become more mobile, so interest grows in bi- and multilingualism, particularly in the context of education. This volume focuses on the singular situation in Israel, whose complex multiculturalism has Hebrew and Arabic as official languages, English as an academic and political language, and tongues such as Russian and Amharic spoken by immigrants. Presenting research on bi- and trilingualism in Israel from a multitude of perspectives, the book focuses on four aspects of multilingualism and literacy in Israel: Arabic-Hebrew bilingual education and Arabic literacy development; sec
    Note: Description based upon print version of record , Electronic reproduction; Available via World Wide Web
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  • 44
    Online Resource
    Online Resource
    Dordrecht : Springer Science+Business Media B.V
    ISBN: 9789048197842
    Language: English
    Pages: Online-Ressource (XI, 228p. 16 illus, digital)
    Series Statement: The International Library of Ethics, Law and Technology 9
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. Exploring central and eastern Europe's biotechnology landscape
    Keywords: Biotechnologie ; Biotechnologie-Industrie ; Technologiepolitik ; Osteuropa ; Philosophy (General) ; Ethics ; Biology Philosophy ; Medical ethics ; Philosophy ; Philosophy (General) ; Ethics ; Biology Philosophy ; Medical ethics ; Biotechnology industries ; Europe, Central ; Biotechnology industries ; Europe, Eastern ; Science and state ; Europe, Central ; Science and state ; Europe, Eastern ; Mitteleuropa ; Biotechnologische Industrie ; Ethik ; Recht ; Verwaltung ; Osteuropa ; Mitteleuropa ; Biotechnologische Industrie ; Ethik ; Recht ; Verwaltung ; Osteuropa
    Abstract: At a time when the human genome has been sequenced advances in the life sciences seem to have great potential for human health, industry and the environment throughout Central and Eastern Europe (CEE). Still, for some, potential risks and ethical dilemmas remain, surrounding issues such as the appropriate use of GM crops, stem cells, genetic information, the nature of intellectual property and other challenges that come with EU accession. This book is the first of its kind to bring together experts from across Europe to explore the landscape of current life science policy and industrial develo
    Description / Table of Contents: Acknowledgements; Contents; Contributors; 1 Human Life Science and Agricultural Biotechnology in Transition: An Introduction; 1.1 Introduction; 1.2 Scientific Capability Under the Soviet Regime; 1.3 National Science Systems During and After Transition; 1.4 Geo-Political Transformations and European Accession; 1.5 Technological Shifts; 1.6 Contributors to This Volume; 1.7 Conclusion; References; 2 Biotechnology in Central and Eastern Europe: An Overview of Performance and Policy Systems; 2.1 Introduction; 2.2 Methodology; 2.3 Performance in Biotechnology
    Description / Table of Contents: 2.4 CEE Countries' Policy-Making Systems2.4.1 General Characteristics; 2.4.2 Science and Technology Policy Actors; 2.5 Funding of Biotechnology; 2.6 Policy Characteristics Supporting Biotechnology Development; References; 3 Citizen Participation in Controversial EU Research Policies? The Debate on Human Embryonic Stem Cell Research Within the 6th Framework Programme; 3.1 Introduction; 3.2 Decision-Making; 3.2.1 The European Commission; 3.2.2 The European Council; 3.2.3 The European Parliament; 3.3 How "Participatory" Was Decision-Making?; 3.3.1 Process of Decision-Making
    Description / Table of Contents: 3.3.2 How Does the Commission Handle the Challenging Problem of HESC?3.3.2.1 The European Group on Ethics in Science and New Technologies (EGE); 3.3.2.2 European Group on Life Science (EGLS); 3.3.3 Informing the Public Directly and Indirectly; 3.4 Summary; References; 4 The Politics of Human Embryo Research in Poland; 4.1 Introduction; 4.2 Obscured Policy Regulations; 4.3 The Public Sphere and "Public Morals"; 4.4 A Limited Policy-Making Capacity; 4.5 Life for Life -- Public Consultation on Human Stem Cell Research; 4.6 Conclusion and Outlook; References
    Description / Table of Contents: 5 Legal Ambiguities Concerning Medical Genetics in Poland -- Searching For a Common Ground5.1 Introduction; 5.2 International Legal Framework; 5.3 Genetic Research; 5.3.1 Genetic Research as Research Involving Human Subjects; 5.3.1.1 Setting the Scene; 5.3.1.2 Types of Medical Experiments with Human Subjects; 5.3.1.3 Informed Consent; 5.3.2 Research on Biological (Genetic) Material and Data; 5.3.2.1 Rules Concerning the Use of Biological Material; 5.3.2.2 Rules Concerning the Use of Biological/Health Data; 5.4 Medical Practice; 5.4.1 Genetic Testing as Processing of Biological (Genetic) Data
    Description / Table of Contents: 5.4.2 The Right to Know and the Right Not to Know5.4.3 Genetic Tests Available 'Over the Counter'; 5.4.4 Genetic Prenatal and Pre-implantation Diagnosis; 5.5 Conclusions; References; 6 Managing Trust and Risk in New Biotechnologies: The Case of Population Genome Project and Organ Transplantation in Latvia; 6.1 Introduction; 6.2 Positioning the Technologies; 6.3 Methods; 6.4 Biotechnologies and Risks; 6.5 Risks Produced by Technology: Living Without It; 6.6 Risks Applying Technology: Individual and Collective; 6.7 Using Risks in Reconceptualizing Illness
    Description / Table of Contents: 6.8 Trust in Abstract Tokens -- Reputation of Science and Medicine
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  • 45
    Online Resource
    Online Resource
    Dordrecht : Springer Science+Business Media B.V
    ISBN: 9789400721203 , 1283456192 , 9781283456197
    Language: English
    Pages: Online-Ressource (XXXIX, 353p. 66 illus., 24 illus. in color, digital)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. International perspectives on teaching and learning with GIS in secondary schools
    RVK:
    RVK:
    RVK:
    RVK:
    Keywords: Geographical information systems ; Science Study and teaching ; Education ; Education ; Geographical information systems ; Science Study and teaching ; Bibliografie ; Geoinformationssystem ; Unterricht ; High school ; Sekundarstufe ; Geografieunterricht ; Geoinformationssystem
    Abstract: This, the first publication to collate a broad international perspective on the pedagogical value of GIS technology in classrooms, offers an unprecedented range of expert views on the subject. Geographic Information Systems (GISs) are now ubiquitous and relatively inexpensive. They have revolutionized the way people explore and understand the world around them. The capability they confer allows us to capture, manage, analyze, and display geographic data in ways that were undreamt of a generation ago. GIS has enabled users to make decisions and solve problems as diverse as designing bus routes
    Description / Table of Contents: Foreword; Acknowledgments; Contents; Contributors; List of Figures; List of Tables; About the Editors; About the Authors; 1 The World at Their Fingertips: A New Age for Spatial Thinking; 1.1 Introduction; References; 2 Australia: Inquiry Learning with GIS to Simulate Coastal Storm Inundation; 2.1 Introduction; 2.2 The Context of Secondary Education in Australia; 2.2.1 The Nature of Geography Education in Australian Schools; 2.2.2 Tertiary Training and Post-university Support of Geography Teachers; 2.3 The Use of GIS in Australian Geography Classrooms; 2.4 The Australian Geography Curriculum
    Description / Table of Contents: 2.5 An Example of a GIS-Based Student Activity2.6 Conclusion; References; 3 Austria: Links Between Research Institutions and Secondary Schools for Geoinformation Research and Practice; 3.1 Introduction; 3.2 Cases: GIS in Student Research Cooperations; 3.2.1 Schools on Ice (2007--2009); 3.2.2 Applications on the Move (2008--2010); 3.2.3 Geovisualization in Participatory Decision Making Processes (GEOKOM-PEP) (2009--2011); 3.3 Prospects; References; 4 Canada: Teaching Geography Through Geotechnology Across a Decentralized Curriculum Landscape; 4.1 Introduction
    Description / Table of Contents: 4.2 Geography and GIS Education in Canada4.3 Case Studies from Across Canada; 4.3.1 Case Study 1 -- Teresa Kewachuk, Hants East Rural High School, Milford Station (Shubenacadie), Nova Scotia; 4.3.2 Case Study 2 -- Rob Langston, Neelin High School, Brandon, Manitoba; 4.3.3 Case Study 3 -- Kirsten Davel and Cheryl Murtland, SMUS, Victoria, British Columbia; 4.4 Prospects; 4.4.1 Access to Technology; 4.4.2 IT Conflicts; 4.4.3 Time/Training; 4.4.4 Being the Expert; 4.4.5 Education Policy; References; 5 Chile: GIS and the Reduction of the Digital Divide in the Pan-American World; 5.1 Introduction
    Description / Table of Contents: 5.2 A Holistic Curriculum for a 'Knowledge Society'5.3 Classrooms as Laboratories: A Problem-Based Learning Environment; 5.4 ICT and the Use of GIS: Problems and Solutions; 5.5 Examples of GIS Innovations and Applications; 5.6 Conclusions; References; 6 China: Teacher Preparation for GIS in the National Geography Curriculum; 6.1 Introduction; 6.2 Cases; 6.2.1 Case 1: Geography Class for Second Year High School Students (Arts Majors); 6.2.2 Case 2: Geography Class for Second Year High School Students (Science Majors); 6.3 Prospects; References
    Description / Table of Contents: 7 Colombia: Development of a Prototype Web-Based GIS Application for Teaching Geography7.1 Status of Geography Education in Colombia; 7.2 Geography Contents at the Secondary Basic Education in Colombia; 7.3 History of GIS in Schools in the Country; 7.4 The GIS Prototype; 7.5 Prospects; References; 8 Denmark: Early Adoption and Continued Progress of GIS for Education; 8.1 Introduction; 8.2 Primary and Secondary Education in Denmark; 8.3 In-service Training for Upper-Secondary Teachers; 8.4 The History of GIS in Denmark; 8.4.1 From Remote Sensing to GIS; 8.4.2 Establishment of ArcIMS in 2003
    Description / Table of Contents: 8.5 GIS in Primary Education 2003--2004
    Note: Includes bibliographical references and index
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    Online Resource
    Online Resource
    Dordrecht : Springer Science+Business Media B.V
    ISBN: 9789400714571
    Language: English
    Pages: Online-Ressource (XIII, 388 p, digital)
    Series Statement: Law and Philosophy Library 94
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. Law, order and freedom
    Keywords: Philosophy (General) ; Philosophy of law ; Political science Philosophy ; Philosophy ; Philosophy (General) ; Philosophy of law ; Political science Philosophy ; Law ; Philosophy ; History ; Law ; Moral and ethical aspects ; Liberty ; Rechtsphilosophie ; Geschichte
    Abstract: The central question in legal philosophy is the relationship between law and morality. The legal systems of many countries around the world have been influenced by the principles of the Enlightenment: freedom, equality and fraternity. The position is similar in relation to the accompanying state ideal of the democratic constitutional state as well as the notion of a welfare state. The foundation of these principles lies in the ideal of individual autonomy. The law must in this view guarantee a social order which secures the equal freedom of all. This freedom is moreover fundamental because in
    Description / Table of Contents: Preface; Contents; 1 Legal Philosophy: The Most Important Controversies; 1.1 Introduction; 1.2 Legal Philosophy; 1.2.1 What is Law?; 1.2.1.1 Introduction; 1.2.1.2 Law, Order and Morality; 1.2.1.3 Natural Law and Legal Positivism; 1.2.2 The Natural-Law Doctrine; 1.2.2.1 Classical Natural Law; 1.2.2.2 Naturalistic Natural Law: The Biological Model; 1.2.2.3 Natural Law According to the Communication Model; 1.2.3 Descriptive Legal Positivism and Its Critics; 1.2.3.1 Austin: Law as Commands of the Government; 1.2.3.2 Hart: Primary and Secondary Rules
    Description / Table of Contents: 1.2.3.3 Dworkin's Criticism: Rules and Principles1.2.3.4 Critical Legal Studies; 1.3 Law Between Power and Morality; 1.4 Conceptual Framework and Brief Overview of the Subsequent Chapters; 2 Antiquity and the Middle Ages; 2.1 Introduction to Greek Philosophy; 2.2 Pre-Socratics; 2.3 The Sophists; 2.3.1 Scepticism and Relativism; 2.3.2 Law as Convention; 2.4 Plato; 2.4.1 Introduction; 2.4.2 State Doctrine; 2.4.3 Rationalistic Theory of Knowledge and Ontology; 2.4.4 Moral Perfectionism; 2.4.4.1 Perfectionist Individual Ethics; 2.4.4.2 Perfectionist Political Theory; 2.4.5 Commentary
    Description / Table of Contents: 2.5 Aristotle2.5.1 Ontology; 2.5.2 Ethics; 2.5.3 Political Philosophy and Legal Philosophy; 2.5.4 Commentary; 2.6 The Stoics; 2.7 The Middle Ages; 2.7.1 Introduction; 2.7.2 Thomas Aquinas; 2.7.3 End of the Middle Ages; 2.7.3.1 William of Ockham; 2.7.3.2 Marsilius of Padua; 2.8 Conclusion; 3 The Commencement of the Modern Age; 3.1 Introduction; 3.2 From God's Sovereignty to the People's Sovereignty: Calvinism; 3.3 Realism and Relativism: The Renaissance; 3.4 The Break with Tradition: The Scientific Revolution; 3.5 Modern Natural Law: Hugo Grotius; 4 Hobbes, Locke, and Spinoza; 4.1 Hobbes
    Description / Table of Contents: 4.1.1 Life4.1.2 Man and World; 4.1.3 The State of Nature; 4.1.4 Social Morality; 4.1.5 The State; 4.1.6 The Social Contract; 4.1.7 Law and Morality; 4.1.8 Commentary; 4.2 Locke; 4.2.1 Life; 4.2.2 Law in the State of Nature; 4.2.3 The Formation of the Political Community; 4.2.4 Limits of Power; 4.2.5 Grounds and Limits of Reliable Knowledge; 4.3 Spinoza; 4.3.1 Life; 4.3.2 Pluralism and Tolerance; 4.3.3 Commentary; 4.4 Conclusion: Hobbes and Locke; 5 Eighteenth-Century French Enlightenment; 5.1 Enlightenment, Freedom, Equality and Fraternity; 5.1.1 Enlightenment Through Science
    Description / Table of Contents: 5.1.2 Legal Philosophy of the Enlightenment5.2 The Liberal Enlightenment: Montesquieus Separation of Powers; 5.2.1 Montesquieu; 5.2.2 The Spirit of Laws; 5.2.3 Separation of Powers; 5.2.4 Montesquieu as Moderate Liberal; 5.2.5 Commentary; 5.3 Enlightenment of Criminal Law; 5.3.1 Monopoly of Power and Criminal Law; 5.3.2 Cesare Beccaria; 5.3.3 Criminal Law According to Beccaria; 5.3.4 Instrumental Criminal Law and Individual Justice; 5.3.5 Separation of Powers and Codification; 5.4 Natural Law, Enlightened Science and Cruel Arbitrariness; 5.5 Rousseau: Nostalgia for Natural Security
    Description / Table of Contents: 5.5.1 Rousseau's Life and Work
    Note: Description based upon print version of record
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  • 47
    Online Resource
    Online Resource
    Dordrecht : Springer Science+Business Media B.V
    ISBN: 9789400725522 , 1283456443 , 9781283456449
    Language: English
    Pages: Online-Ressource (XIX, 315p. 1 illus, digital)
    Series Statement: Explorations of Educational Purpose 21
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T.
    RVK:
    Keywords: Developmental psychology ; Education ; Education ; Developmental psychology ; Bildungswesen ; Geschlechtsunterschied ; Diskriminierung
    Abstract: Queer Masculinities: A Critical Reader in Education is a substantial addition to the discussion of queer masculinities, of the interplay between queer masculinities and education, and to the political gender discourse as a whole. Enriching the discourse of masculinity politics, the cross-section of scholarly interrogations of the complexities and contradictions of queer masculinities in education demonstrates that any serious study of masculinity-hegemonic or otherwise-must consider the theoretical and political contributions that the concept of queer masculinity makes to a more comprehensive
    Description / Table of Contents: pt. 1. Queer masculinities at the K-12 level -- pt. 2. Queer masculinities at the collegiate level -- pt. 3. Queer masculinities and cultural pedagogies.
    Note: Includes bibliographical references and index
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  • 48
    Online Resource
    Online Resource
    Dordrecht : Springer Science+Business Media B.V
    ISBN: 9789400719941 , 1283456133 , 9781283456135
    Language: English
    Pages: Online-Ressource (CCCIX, 12p. 65 illus, digital)
    Series Statement: Mathematics Education Library 52
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T.
    Keywords: Language and languages ; Mathematics ; Education ; Education ; Language and languages ; Mathematics
    Abstract: Language can be simultaneously both a support and a hindrance to students' learning of mathematics. When students have sufficient fluency in the mathematics register so that they can discuss their ideas, they become chiefs who are able to think mathematically. However, learning the mathematics register of an Indigenous language is not a simple exercise and involves many challenges not only for students, but also for their teachers and the wider community. Collaborating to Meet Language Challenges in Indigenous Mathematics Classrooms identifies some of the challenges-political, mathematical, co
    Description / Table of Contents: He mihi aroha; Acknowledgements; Contents; 1 Introduction; Wero and the Story of Maui; The School and the Data; Using Case Studies; The Complexity of Learning Mathematics in an Indigenous Language; Meeting and Overcoming Challenges; Overview of the Chapters; Part I Meeting Political Challenges; 2 The Development of a Mathematics Register in an Indigenous Language; Te Wero No Waho - The External Challenge; Te Wero No Roto - The Internal Challenge; The Process of Expanding the Mathematics Register in Te Reo Maori; The Standardising Process
    Description / Table of Contents: Challenges to Te Reo Maori from Developing the Mathematics RegisterMeeting Challenges; 3 The History of Te Kura Kaupapa Maori o Te Koutu - The Politicisation of a Local Community; The History of Te Koutu; Governance and Whanau Involvement in the School; Meeting Challenges in Establishing and Operating Te Koutu; 4 It Is Kind of Hard to Develop Ideas When You Can't Understand the Question: Doing Exams Bilingually; National Certificate of Educational Achievement; Making the Exams Bilingual; Results from Bilingual NCEA Examinations; Equivalence in Bilingual Education
    Description / Table of Contents: Improving the Quality of the Te Reo Maori ExaminationsStudents' Responses to Doing Exams Bilingually; Meeting the Challenge of Doing Exams Bilingually; Part II Meeting Mathematical Challenges; 5 The Resources in Te Reo Maori for Students to Think Mathematically; Resources in Te Reo Maori; Linguistic Markers; Transparency Within Terms; Logical Connectives; Linguistic Complexity; Learning How to Give Spoken Explanations; Kanikani Pangarau - Dancing Mathematics; Meeting Challenges Around Thinking Mathematically; 6 Writing to Help Students Think Mathematically
    Description / Table of Contents: The Role of Literacy Within a Traditionally Oral CultureWriting to Support Reflection; Types of Writing in Mathematics; Writing in Mathematics at Te Koutu; Whakaahua; Whakamarama; Parahau; Judging the Quality of Mathematical Writing; Students' Views About Writing in Mathematics; Challenges in Writing to Support Mathematical Thinking; 7 The Case of Probability; Students Learning About Probability; Learning to Think About Probability; Developing the Idea of Likelihood in the Beginning School Years; Developing Ideas About the Probability of Events at the End of Primary School
    Description / Table of Contents: Developing Ideas About the Probability of Events in Intermediate and High SchoolMeeting the Challenge of Using Language for Thinking Probabilistically; Part III Meeting Community Challenges; 8 Using the Mathematics Register Outside the Classroom; Te Reo Maori and Broadcasting; The Use of the Mathematic Register on Mori Television; The Use of Te Reo Maori by Students Once They Finish Their Mori-Medium Schooling; Using Te Reo Maori for Further Study; Using Te Reo Maori at Work; Using Te Reo Maori for Socialising; Meeting the Challenge of Having Te Reo Maori Spoken in the Community
    Description / Table of Contents: 9 Teachers as Learners of the Mathematics Register
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    Online Resource
    Online Resource
    Dordrecht : Springer Science+Business Media B.V
    ISBN: 9789400723245
    Language: English
    Pages: Online-Ressource (XV, 345p. 60 illus, digital)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T.
    RVK:
    Keywords: Educational tests and measurements ; Education ; Education ; Educational tests and measurements
    Abstract: Rapid-and seemingly accelerating-changes in the economies of developed nations are having a proportional effect on the skill sets required of workers in many new jobs. Work environments are often technology-heavy, while problems are frequently ill-defined and tackled by multidisciplinary teams. This book contains insights based on research conducted as part of a major international project supported by Cisco, Intel and Microsoft. It faces these new working environments head-on, delineating new ways of thinking about '21st-century' skills and including operational definitions of those skills. T
    Abstract: Rapid-and seemingly accelerating-changes in the economies of developed nations are having a proportional effect on the skill sets required of workers in many new jobs. Work environments are often technology-heavy, while problems are frequently ill-defined and tackled by multidisciplinary teams. This book contains insights based on research conducted as part of a major international project supported by Cisco, Intel and Microsoft. It faces these new working environments head-on, delineating new ways of thinking about '21st-century' skills and including operational definitions of those skills. T
    Description / Table of Contents: Assessment and Teaching of 21st Century Skills; Foreword; Contents; List of Figures; List of Tables; Chapter 1: The Changing Role of Education and Schools; The ATC21S Project; The White Papers; Assessment Development; The Skills Assessed; Implications for Pedagogy; Implications for Assessment; Policy Implications of Assessment; ATC21S Project Process; Issues; References; Chapter 2: Defining Twenty-First Century Skills; The Role of Standards and Assessment in Promoting Learning; The Importance of Standards That Promote Learning; Assessment Systems That Promote Learning
    Description / Table of Contents: The Nature of Quality Assessment SystemsLearning-Based Assessment Systems; Improving the Quality of Assessment Systems; Principles for Twenty-First Century Standards and Assessments; Using Technology to Transform Assessment and Learning; Assessment Priorities Enabled by Information and Communication Technology; The Migratory Strategy with ICT; The Transformational Strategy with ICT; Arriving at a Model Twenty-First Century Skills Framework and Assessment; Existing Twenty-First Century Skills Frameworks; The KSAVE Model; Ways of Thinking; Creativity and Innovation; eSCAPE
    Description / Table of Contents: Critical Thinking, Problem Solving and Decision MakingPrimum; World Class Tests; The VPA Project; Learning to Learn and Metacognition; eVIVA; Cascade; Ways of Working; Communication; Collaboration and Teamwork; Tools for Working; Information Literacy; ICT Literacy; Living in the World; Citizenship, Global and Local; Life and Career; Personal and Social Responsibility; Challenges; Using Models of Skill Development Based on Cognitive Research; Transforming Psychometrics to Deal with New Kinds of Assessments; Making Students' Thinking Visible; Interpreting Assisted Performance
    Description / Table of Contents: Assessing Twenty-First Century Skills in Traditional SubjectsAccounting for New Modes of Communication; Including Collaboration and Teamwork; Including Local and Global Citizenship; Ensuring Validity and Accessibility; Considering Cost and Feasibility; References; Chapter 3: Perspectives on Methodological Issues; Inferences, Evidence, and Validity; Assessment Design Approaches; Defining the Constructs; Structuring a Developmental Definition; Learning Targets; Learning Target: An Example from Microsoft Learning; Progress Variables; Levels of Achievement; Learning Performances
    Description / Table of Contents: Assessment of ProgressionsDefining the Constructs-Example: The Using Evidence Framework; Starting Point for a Developmental Progression; Designing Tasks; Participant Observation; Topic Guide; Open-Ended; Standardized Fixed-Response; New Tasks for Twenty-First Century Skills; Combining Summative and Formative; Wisdom of the Crowd; Task Analysis; Embedded Items; Valuing the Responses; Research-Based Categories; Context-Specific Categories; Finite and Exhaustive Categories; Ordered Categories; Valuing the Responses-Example: The Using Evidence Framework
    Description / Table of Contents: Delivering the Tasks and Gathering the Responses
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    Online Resource
    Online Resource
    Dordrecht : Springer Science+Business Media B.V
    ISBN: 9789400723900
    Language: English
    Pages: Online-Ressource (X, 278p. 4 illus, digital)
    Series Statement: Logic, Epistemology, and the Unity of Science 25
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T.
    RVK:
    Keywords: Philosophy (General) ; Logic ; Philosophy ; Philosophy (General) ; Logic
    Abstract: Is reality logical and is logic real? What is the origin of logical intuitions? What is the role of logical structures in the operations of an intelligent mind and in communication? Is the function of logical structure regulative or constitutive or both in concept formation? This volume provides analyses of the logic-reality relationship from different approaches and perspectives. The point of convergence lies in the exploration of the connections between reality - social, natural or ideal - and logical structures employed in describing or discovering it. Moreover, the book connects logical th
    Abstract: Is reality logical and is logic real? What is the origin of logical intuitions? What is the role of logical structures in the operations of an intelligent mind and in communication? Is the function of logical structure regulative or constitutive or both in concept formation? This volume provides analyses of the logic-reality relationship from different approaches and perspectives. The point of convergence lies in the exploration of the connections between reality - social, natural or ideal - and logical structures employed in describing or discovering it. Moreover, the book connects logical th
    Note: Description based upon print version of record
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    Online Resource
    Online Resource
    Dordrecht : Springer Science+Business Media B.V
    ISBN: 9789400723696 , 1283456591 , 9781283456593
    Language: English
    Pages: Online-Ressource (XIII, 268p. 19 illus, digital)
    Series Statement: Boston Studies in the Philosophy of Science 289
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. MacKinnon, Edward M., 1928 - Interpreting physics
    Keywords: Philosophy (General) ; Science History ; Science Philosophy ; Physics ; Philosophy ; Philosophy (General) ; Science History ; Science Philosophy ; Physics ; Physics ; Philosophy ; Physik ; Quantenmechanik ; Sprache ; Philosophie ; Physik ; Sprache ; Philosophie ; Quantenmechanik
    Abstract: This book is the first to offer a systematic account of the role of language in the development and interpretation of physics. An historical-conceptual analysis of the co-evolution of mathematical and physical concepts leads to the classical/quatum interface. Bohrian orthodoxy stresses the indispensability of classical concepts and the functional role of mathematics. This book analyses ways of extending, and then going beyond this orthodoxy orthodoxy. Finally, the book analyzes how a revised interpretation of physics impacts on basic philosophical issues: conceptual revolutions, realism, and r
    Description / Table of Contents: Preface; Contents; Acronyms; Part I The Language of Physics; 1 A Philosophical Overview; 1.1 Introduction; 1.2 Language and Logical Positivism; 1.3 Language and Contemporary Philosophy of Physics; 1.4 Methods of Analysis; 1.4.1 Semantics and Ontology; References; 2 From Categories to Quantitative Concepts; 2.1 Early Developments; 2.2 From Myth to Philosophy; 2.3 From Philosophy of Nature to Mechanics; 2.4 A New Physics Emerges; 2.4.1 Newtonian Dynamics; 2.5 Philosophical Reflections; References; 3 The Unification of Classical Physics; 3.1 Atomistic Mechanism
    Description / Table of Contents: 3.1.1 An Energetic Physics3.1.2 Classical Electrodynamics; References; 4 The Interpretation of Classical Physics; 4.1 The Limits of Classical Physics; 4.2 The Interpretation of Classical Physics; 4.2.1 Critical Classical Physics; 4.3 A Dual Inference Model; References; Part II The Classical/Quantum Divide; 5 Orthodox Quantum Mechanics; 5.1 The Development of Bohr's Position; 5.2 A Strict Measurement Interpretation of Quantum Mechanics; References; 6 Beyond a Minimal Basis; 6.1 The Role of Quantum Experiments; 6.2 QED and Virtual Processes; 6.3 The Standard Model
    Description / Table of Contents: 6.3.1 Renormalization and Effective Theories6.4 Idiontology of the Quantum Realm; References; 7 Interpreting Quantum Mechanics; 7.1 Formulations and Interpretations; 7.2 The Consistent Histories Interpretation of Quantum Mechanics; 7.2.1 Criticisms of Consistent Histories; 7.3 The Gell-Mann--Hartle Project; References; 8 Realism and Reductionism; 8.1 Physics in Perspective; 8.2 Continuity and Rationality; 8.3 The Problematic of Realism; 8.4 Emergence and Reduction; 8.4.1 Reductionism and Physical Theories; 8.4.2 Emergence; 8.5 The Four Orders; References; Index;
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    Online Resource
    Online Resource
    Dordrecht : Springer Science+Business Media B.V
    ISBN: 9789400727304 , 1283456648 , 9781283456647
    Language: English
    Pages: Online-Ressource (XXI, 246p. 3 illus, digital)
    Series Statement: The Changing Academy – The Changing Academic Profession in International Comparative Perspective 4
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. Cummings, William K., 1943 - Scholars in the changing American academy
    RVK:
    Keywords: Education, Higher ; Education ; Education ; Education, Higher ; Education ; Study and teaching ; United States ; Education, Higher ; United States ; USA ; Erziehung
    Abstract: Martin J. Finkelstein
    Abstract: As the nature of education generally, and higher education in particular, changes irrevocably, it is crucial to understand the informed opinions of those closest to the institutions of learning. This book, based on a survey of academics in 19 nations and conducted by leading global scholars, is a thorough sounding of the attitudes of academics to their working environment. As the post-WWII liberal consensus crumbles, higher education is increasingly viewed as a private and personal investment in individual social mobility rather than as a public good and, ipso facto, a responsibility of public
    Description / Table of Contents: Scholars in the Changing American Academy; Preface; Acknowledgments; Contents; List of Tables; Chapter 1: The Changing Academic Profession in the USA; 1.1 Introduction; 1.2 The Changing Context for Academic Work; 1.3 Impact on the Academic Profession; 1.4 Two Types of Academies; 1.5 The Concept of the Academic Profession; 1.6 The Development and Stratification of Three Global Models of the University; 1.7 Twentieth-Century Massification of Higher Education in the USA; 1.8 The Transformation of Management and Governance; 1.9 Inquiry on the American and Global Academic Profession(s)
    Description / Table of Contents: 1.10 The 2007 Changing Academic Profession Study1.11 Core Themes of the CAP Project; 1.11.1 Relevance; 1.11.2 Internationalization; 1.11.3 Managerialism; 1.12 The Purpose and Organization of This Volume; References; Chapter 2: Concepts and Methods; 2.1 Introduction; 2.2 Conceptual Framework: A General Systems Model; 2.3 Research Questions Addressed; 2.4 Participating Countries; 2.5 Sample Design of the National Surveys; 2.5.1 Analytic Goals; 2.5.2 Design Options; 2.5.3 Structure of Higher Education; 2.5.4 Selection of the US Sample; 2.6 Development of the Survey Instrument
    Description / Table of Contents: 2.7 Data Collection2.7.1 Response Rate; 2.8 Data Coding and Analysis; 2.8.1 Coding; 2.8.2 Data Analysis; 2.8.3 Missing Data; 2.9 Summary; References; Chapter 3: The Balance Between Teaching and Research in the Work Life of American Academics; 3.1 Introduction: The Arbiters of Faculty Work Life; 3.2 Purpose of the Proposed Study; 3.3 Data Source and Method; 3.3.1 Dependent Variables; 3.3.2 Independent Variables; 3.3.3 Data Analysis; 3.4 Prologue to Results: Trends in Academic Work, 1970-1992; 3.5 Findings; 3.5.1 Descriptive Results; 3.5.1.1 Institutional Type; 3.5.1.2 Academic Discipline
    Description / Table of Contents: 3.5.1.3 Gender3.5.1.4 Type of Appointment; 3.5.2 Inferential Results; 3.6 Discussion and Conclusions; References; Chapter 4: Comparing the Research Productivity of US Academics; 4.1 Introduction; 4.2 The USA as Number One?; 4.3 The Data and Its Limitations; 4.4 The Recent Pattern; 4.5 Accounting for Individual Productivity; 4.5.1 Model; 4.5.1.1 Dependent Variable; 4.5.1.2 Independent Variables and Data; 4.5.1.3 Summary Statistics; 4.5.2 Comparing the Regression Coefficients; 4.6 Looking Backward; 4.7 Conclusion; References
    Description / Table of Contents: Chapter 5: The "Glass Ceiling" Effect: Does It Characterize the Contemporary US Academy?5.1 Introduction; 5.2 Equity or Discrimination: The Analytical Question; 5.3 The Determinants of Advancement in Academia; 5.4 The Dependent Variable: Rank; 5.5 Independent Variables; 5.5.1 Sociodemographic; 5.5.1.1 Gender; 5.5.1.2 Minority Status; 5.5.1.3 Foreign Born; 5.5.2 Other Personal Factors; 5.5.2.1 Family Status; 5.5.2.2 Cultural Capital; 5.5.2.3 Educational Background or Training; Foreign Trained; 5.5.2.4 Age; 5.5.3 Organizational Variables; 5.5.3.1 Research University; 5.5.3.2 Appointment Type
    Description / Table of Contents: 5.5.4 Professional and Disciplinary Variables
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    Online Resource
    Online Resource
    Dordrecht : Springer Science+Business Media B.V
    ISBN: 9781402090417
    Language: English
    Pages: Online-Ressource , v.: digital
    Edition: Online-Ausg. Springer eBook Collection. Humanities, Social Science and Law
    Series Statement: Springer International Handbooks of Education 24
    DDC: 507.1
    RVK:
    RVK:
    Keywords: Education ; Education Philosophy ; Science Study and teaching
    Abstract: Campbell J. McRobbie
    Abstract: The International Handbook of Science Education is a two volume edition pertaining to the most significant issues in science education. It is a follow-up to the first Handbook, published in 1998, which is seen as the most authoritative resource ever produced in science education. The chapters in this edition are reviews of research in science education and retain the strong international flavor of the project. It covers the diverse theories and methods that have been a foundation for science education and continue to characterize this field. Each section contains a lead chapter that provides a
    Description / Table of Contents: Second International Handbook of Science Education; Preface; Contents of Part One; Contents of Part Two; Part I: Sociocultural Perspectives and Urban Education; Chapter 1: Sociocultural Perspectives on Science Education; Illuminating Science Education with Sociocultural Theory; Making Sense of What Happens in Science Classes; My Framework; Structures as Affordances for Enactment; Solidarity and Science Education; Cosmopolitanism; Cogenerative Dialogue; Speaking for Others; Maintaining Focus; Radical Listening; Expanding Participants' Roles; Curriculum Change
    Description / Table of Contents: Cross-Field Production and Creation of CultureProsody and Emotions; Potential for Change; Acknowledgment; References; Chapter 2: Understanding Engagement in Science Education: The Psychological and the Social; Conceptions of Engagement; Moving from the Individual to the Collective: Emotional Engagement as Social and Temporal; The Primacy of Emotional Engagement: Theoretical Perspectives; The Role of Collective Emotional Engagement in the Emotional, Behavioural and Cognitive Engagement of Individuals; Interaction Rituals and Engagement: Implications; References
    Description / Table of Contents: Chapter 3: Identity-Based Research in Science EducationIntroduction; Theoretical Frameworks in Identity Research; Figured Worlds and Practice Theories; Discursive Stances; Activity Theory; Identity-Based Studies in Science Education; Global Identities Among Immigrant Students; Positional Identity and Science Teacher Professional Development; Differential Identities from a Common Curriculum; Conclusions; References; Chapter 4: Diverse Urban Youth's Learning of Science Outside School in University Outreach and Community Science Programs; A Brief Historical Account of Informal Science Practices
    Description / Table of Contents: Two Kinds of Programs: Outreach and Youth Centered ProgramsPrograms Reaching Out to Youth: The Case of Math and Science Upward Bound; Youth-Driven Community Science Programs: Some Examples; Discussion; Conclusion; References; Chapter 5: Reality Pedagogy and Urban Science Education: Towards a Comprehensive Understanding of the Urban Science Classroom; Problematising Science Education for Urban Students of Colour; The Silencing of Urban Youth Voice in Urban Science Education; Urban Science Education; The Needs of Urban Youth in an Urbanised World
    Description / Table of Contents: Science Education in Urban Settings or Urban Science EducationMoving Towards a Focus on Reality; From Pedagogy of Poverty to Reality Pedagogy; Defining Reality Pedagogy; Enacting Reality Pedagogy; Steps Towards Reality Pedagogy in the Classroom; A Focus on the Three Cs: Co-generative Dialogues, Co-teaching and Cosmopolitanism; Conclusions; References; Chapter 6: Learning Science Through Real-World Contexts; Use of Context in Science Education; Outcomes from International Studies on Context-Based Approaches; Relevance; Interest/Attitude/Motivation; Deeper Understanding
    Description / Table of Contents: Recent Developments in Australia
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    Online Resource
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    Dordrecht : Springer Science+Business Media B.V
    ISBN: 9789400720930 , 1283456516 , 9004222472 , 9781283456517 , 9789004222472
    Language: English
    Pages: Online-Ressource (XVI, 253p. 7 illus, digital)
    Series Statement: International Archives of the History of Ideas / Archives internationales d'histoire des idées 205
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. Emilie du Châtelet between Leibniz and Newton
    RVK:
    RVK:
    Keywords: Philosophy (General) ; Humanities ; Philosophy ; Philosophy (General) ; Humanities ; œaPhilosophy (General) ; œaHumanities ; Aufsatzsammlung ; Du Châtelet, Gabrielle Émilie Le Tonnelier de Breteuil 1705-1749 ; Naturphilosophie ; Du Châtelet, Gabrielle Émilie Le Tonnelier de Breteuil 1705-1749
    Abstract: Emilie du Chatelet was one of the most influential woman philosophers of the Enlightenment. Her writings on natural philosophy, physics, and mechanics had a decisive impact on important scientific debates of the 18th century. Particularly, she took an innovative and outstanding position in the controversy between Newton and Leibniz, one of the fundamental scientific discourses of that time. The contributions in this volume focus on this "Leibnitian turn". They analyze the nature and motivation of Emilie du Chatelet's synthesis of Newtonian and Leibnitian philosophy. Apart from the In
    Description / Table of Contents: Emilie du Châtelet between Leibniz and Newton; Acknowledgements; Editor's Introduction; Contents; List of Abbreviations; Emilie du Châtelet Between Leibniz and Newton: The Transformation of Metaphysics; Who Was Emilie du Châtelet?; Striving for a Metaphysics of Science; Becoming a Philosopher; In the Center of the Debate; Critisizing Locke; Scholastic Voidness; Hypotheses; How to Make Good Hypotheses; Consequences and the Case of Probability; Science as a Process; An Open System; Numbers and Hypotheses; Advocates and Adversaries; Defending Metaphysics; Preferability of Laws; Free Will
    Description / Table of Contents: Elastic and Solid BodiesThe 'Principle of Least Action' and the Fight Over Metaphysics; What Does Julien Offray de La Mettrie Have to Do with Du Châtelet's Metaphysics?; Thinking Matter and être simple; Disaster in Berlin; Emilie du Châtelet and the Transformation of Metaphysics; References; In the Spirit of Leibniz - Two Approaches from 1742; Maupertuis' Lettre sur la comète; Emilie du Châtelet's Institutions de Physique; Principles in Natural Philosophy; A Detour into Physics; Conclusion; References; Between Newton and Leibniz: Emilie du Châtelet and Samuel Clarke
    Description / Table of Contents: Background to InstitutionsSamuel Clarke; The Leibniz-Clarke Debate; Emilie du Châtelet's Knowledge of Clarke; Institutions de Physique and the Leibniz-Clarke Debate; Reconciling Leibniz and Newton: forces vives; Conclusion; References; "Sancti Bernoulli orate pro nobis". Emilie du Châtelet's Rediscovered Essai sur l'optique and Her Relation to the Mathematicians from Basel; References; Leonhard Euler and Emilie du Châtelet. On the Post-Newtonian Development of Mechanics; Introduction; Common and Different Principles in Euler and Du Châtelet; The Legacy of Descartes, Newton and Leibniz
    Description / Table of Contents: From Inherent and Impressed Forces to Internal and External PrinciplesEuler's and Du Châtelet's Interpretation of Newton's Axioms; Euler's Mechanica and Du Châtelet's Institutions; Methods: Hypotheses, Models and the Calculus; Hypotheses and Models; Forces Interpreted as Magnitudes in the Frame of the Calculus; Bodies and Forces; Time and Space; Place Defined Either as a Relation of Coexisting Things or Occupied by a Body; Du Châtelet: Extension Is Independent of Forces. Euler Impenetrability Is Independent of Forces; Du Châtelet on Dead and Living Forces
    Description / Table of Contents: Relative Motion in Euler and Du ChâteletModels of Relative Motion; Du Châtelet. Motion as Illusion. Kästner's "Spitzfindigkeiten"; Euler's Early Relativistic Theory; Summary; References; Leibniz's Quantity of Force: A 'Heresy'? Emilie du Châtelet's Institutions in the Context of the Vis Viva Controversy; The Vis Viva Controversy; Emilie du Châtelet's Programme; From the Vis Viva Controversy to the Principle of Least Action; Conclusion; References; From Translation to Philosophical Discourse - Emilie du Châtelet's Commentaries on Newton and Leibniz*; Two Theories of Equal Value
    Description / Table of Contents: Newton's System of the World
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  • 55
    ISBN: 9789400714663
    Language: English
    Pages: Online-Ressource (XXVI, 753p. 10 illus, digital)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. International handbook of migration, minorities and education
    RVK:
    Keywords: Regional planning ; Migration ; Education ; Education ; Regional planning ; Migration ; Minorities ; Education ; Immigrants ; Education ; Educational sociology ; Aufsatzsammlung ; Aufsatzsammlung ; Regionalplanung ; Migration ; Erziehung ; Minderheit ; Regionalplanung ; Migration ; Erziehung ; Minderheit ; Aufsatzsammlung
    Abstract: Migrants and minorities are always at risk of being caught in essentialized cultural definitions and being denied the right to express their cultural preferences because they are perceived as threats to social cohesion. Migrants and minorities respond to these difficulties in multiple ways - as active agents in the pedagogical, political, social, and scientific processes that position them in this or that cultural sphere. On the one hand, they reject ascribed cultural attributes while striving towards integration in a variety of social spheres, e.g. school and workplace, in order to achieve so
    Description / Table of Contents: Chapter-1; General Introduction; References; Part I Culture, Difference and Learning; Chapter-2; Movements and Migratory Processes: Roles and Responsibilities of Education and Learning; Contexts of Migration and of Culture; Contexts of Education and of Learning; Content of This Section; References; Chapter-3; Understanding Cultural Differences as Social Limits to Learning: Migration Theory, Culture and Young Migrants; Conclusion; References; Chapter-4; Beyond Limits and Limitations: Reflections on Learning Processes in Contexts of Migration and Young People; Introduction
    Description / Table of Contents: Social Limits to Learning and AmbivalenceIdentity and Abstract Equalizing: Morality of Solidarity; Mergner and Education; University Education: Key Issues; Social Limits to Learning, Ambivalence and University Education; Identity, Abstract Equalizing, Morality of Solidarity and University Education; Migration, Learning, Ambivalence and Solidarity; References; Chapter-5; The Concept of Ethnicity and its Relevancefor Biographical Learning; Introduction; On the History of the Concept; Participation Through Contract, Exclusion Through Belonging: The Example of Kant; Ethnicity and Gender
    Description / Table of Contents: Ethnicity as Biographical PositioningSome Conclusions; References; Chapter-6; The Different Grammar of Integration; Social Self-understanding as Opposed to Integration!; References; Chapter 7; Introduction; New Swiss Policies on Foreigners; Integration as Education; The Birth of Coexistence; The Will to Unity; Integration as a Hegemonic Project; Community and Citizenship; Education, Population, Security: Towards an "Integration Society"; Conclusion; References; Chapter 8; Opportunities of Managing Diversity in Local Educational Programs; Theoretical Views on Diversity
    Description / Table of Contents: Diversity in the Field of Social SciencesThree Perspectives on Diversity; Reflectivity as a Key Qualification for Educational Programs; The Significance of Cultural Capital for Managing Diversity; Diversity in the Field of Cultural Studies; The Social Contribution of Culture; The Concept of Shifting Identities; Conflicting Scenarios on Cultural Difference; Political Background and Sociopolitical Challenges of Diverse Societies; Objectives for a Diversity-Based Local Educational Program; Conclusion; References; Chapter-10; Opening a Gate to Citizenship: Media for Migrants; Introduction
    Description / Table of Contents: Conceptual FrameworkIsrael: Language, Ideologies, Immigration; Media in Simplified Language; Hanukkah: A Heroic Feast; Research Methodology; Hanukkah for Beginners: Findings; References; Chapter-11; Living in Different Worlds and Learning All About It: Migration Narratives in Perspective; Introduction; Methodology; Ali Garare; Qassim; Learning to Belong; Learning to Learn from Life: The Purpose of Education; Conclusion; References; Chapter-12; Early Childhood Education in Multilingual Settings; Introduction; Monocultural and Monolingual Traditions in Education Systems, Practice, and Research
    Description / Table of Contents: Research on Bilingualism and Its Implications for Language Education
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  • 56
    ISBN: 9789048191000 , 1283003090 , 9781283003094
    Language: English
    Pages: Online-Ressource (XX, 172 p, digital)
    Series Statement: Explorations of Educational Purpose 12
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T.
    RVK:
    Keywords: Education ; Education ; Education Philosophy ; Freire, Paulo 1921-1997
    Abstract: The primary mission of this text is clarifying many of the misconceptions about Paulo Freire's theories, concepts and his implications for education. It revisits his ideas and explains more fully the philosophical influences that shaped concepts such as problem posing, conscientization and praxis. The fundamental thesis, then, is that the present absence of in-depth philosophical analysis leaves an unacceptable void in the literature addressing Freire's work, while also promoting frequent misconceptions and superficial understandings about his relationship to contemporary education. Indeed, the philosophical assumptions contributing to Freire's critical pedagogy require identification, unravelling and ultimately evaluation on the basis of their epistemic and moral tenability. Most existing applications of Freire's pedagogy are unfortunately superficial because they simply sloganize terms such as banking education, conscientization, praxis, and humanization. A slogan in education popularizes a concept or idea in a positive way, but offers very little in terms of critical reflection or analysis. In order to understand these terms and their origin and apply them as Freire intended, a far richer and more in depth examination of Freire is desperately needed. This text will provide precisely that type of examination.
    Description / Table of Contents: Foreword; Preface; Acknowledgments; Contents; About the Authors; 1 Our Journey to Freire; 2 Metaphors, Politics, and Biography; 3 Pedagogy of Humanism; 4 Marxism, Existentialism, and Freire; 5 Freires Critical Pedagogy: Summary and Conclusions; References; Name Index; Subject Index;
    Note: Includes bibliographical references
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  • 57
    Online Resource
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    Dordrecht : Springer Science+Business Media B.V
    ISBN: 9789048139330 , 1282995502 , 9781282995505
    Language: English
    Pages: Online-Ressource (XV, 175p, digital)
    Series Statement: Professional and Practice-based Learning 4
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T.
    Keywords: Phenomenology ; Adult education ; Education ; Education ; Phenomenology ; Adult education
    Abstract: This book seeks to develop the philosophy of Heidegger notion and reflects the growing importance of work based studies which is becoming of special interest to higher education institutions and commercial organisations. The author acknowledges the dominance of the economic discourse of higher education, but in this book he tries to argue that Heidegger offers a phenomenological approach to understanding the diversity to higher education that work based learning can bring. The book offers a structured argument for a phenomenological understanding of both the educational institution and the commercial environment to be considered as workplaces.
    Description / Table of Contents: Series Editors' Foreword; Preface; Contents; List of Tables; 1 Introduction; Background; Heidegger?; Chapter 2: Work-Based Learning as a Field of Study; Chapter 3: Learning as Knowledge of Being-in-the-World; Chapter 4: Dwelling at Work: A Place Where Vocation and Identity Grow?; Chapter 5: What Is Work? A Heideggerian Insight into Work as a Site for Learning; Chapter 6: Heidegger; Time, Work and the Challenges for University-Led Work-Based Learning; Part II-Issues in Work-Based Studies; Part I Context; 2 Work-Based Learning as a Field of Study; 3 Learning as Knowledge of Being-in-the-World
    Description / Table of Contents: 4 Dwelling at Work5 What Is Work? A Heideggerian Insight into the Workplace as a Site for Learning; 6 Heidegger: Time, Work and the Challenges for University-Led Work-Based Learning; Part II Issues in WorkBased Studies; 7 Assessment and Recognition of Work-Based Learning; 8 Quality in Work-Based Studies Is Not Lost, Merely Undiscovered; 9 Adopting Consumer Time: Potential Issues for Higher Level Work-Based Learning; 10 The Concept of Boredom: Its Impact on Work-Based Learning; 11 Practical Wisdom and the Workplace Researcher; 12 Doing Phenemological Research in the Workplace
    Description / Table of Contents: 13 The World of Work-Based Studies and the RecessionReferences; Author Index; Subject Index;
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  • 58
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    Dordrecht : Springer Science+Business Media B.V
    ISBN: 9789048197415 , 1282995774 , 9781282995772
    Language: English
    Pages: Online-Ressource (XIII, 247p, digital)
    Series Statement: Synthese Library, Studies in Epistemology, Logic, Methodology, and Philosophy of Science 348
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. Collin, Finn, 1949 - Science studies as naturalized philosophy
    RVK:
    Keywords: Philosophy (General) ; Science Philosophy ; Social sciences Methodology ; Philosophy ; Philosophy (General) ; Science Philosophy ; Social sciences Methodology ; Wissenschaft ; Philosophie
    Abstract: This book approaches its subject matter in a way that combines a strong analytical and critical perspective with a historical and sociological framework for the understanding of the emergence of Science Studies. This is a novelty, since extant literature on this topic tends either to narrate the history of the field, with little criticism, or to criticize Science Studies from a philosophical platform but with little interest in its historical and social context. The book provides a critical review of the most prominent figures in Science Studies (also known as Science and Technology Studies) and traces the historical roots of the discipline back to developments emerging after World War II. It also presents it as an heir to a long trend in Western thought towards the naturalization of philosophy, where a priori modes of thought are replaced by empirical ones. Finally, it points to ways for Science Studies to proceed in the future.
    Description / Table of Contents: Preface; Introduction; Contents; 1 The Naturalization of Philosophy; 2 Wittgenstein, Kuhn and the Turn Towards Science Studies; 3 David Bloor and the Strong Programme; 4 The Strong Programme as Naturalized Philosophy; 5 Harry Collins and the Empirical Programme of Relativism; 6 Bruno Latour and Actor Network Theory; 7 Latours Metaphysics; 8 Andrew Pickering and the Mangle of Practice; 9 Steve Fuller and Social Epistemology; 10 An Alternative Road for Science and Technology Studies and the Naturalization of Philosophy of Science; Notes; References; Index;
    Note: Includes bibliographical references (p. 231-239) and index
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  • 59
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    Dordrecht : Springer Science+Business Media B.V
    ISBN: 9789048136223
    Language: English
    Pages: Online-Ressource (XIII, 283p, digital)
    Series Statement: Philosophical Studies in Contemporary Culture 18
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. Brinkmann, Klaus Idealism without limits
    RVK:
    Keywords: Philosophy (General) ; Phenomenology ; Philosophy ; Philosophy (General) ; Phenomenology ; Hegel, Georg Wilhelm Friedrich 1770-1831 ; Hegel, Georg Wilhelm Friedrich 1770-1831 Die Phänomenologie des Geistes ; Idealismus ; Objektivität ; Phänomenologie
    Abstract: In this study of Hegel's philosophy, Brinkmann undertakes to defend Hegel's claim to objective knowledge by bringing out the transcendental strategy underlying Hegel's argument in the Phenomenology of Spirit and the Logic. Hegel's metaphysical commitments are shown to become moot through this transcendental reading. Starting with a survey of current debates about the possibility of objective knowledge, the book next turns to the original formulation of the transcendental argument in favor of a priori knowledge in Kant's First Critique. Through a close reading of Kant's Transcendental Deduction and Hegel's critique of it, Brinkmann tries to show that Hegel develops an immanent critique of Kant's position that informs his reformulation of the transcendental project in the Introduction to the Phenomenology of Spirit and the formulation of the position of 'objective thought' in the Science of Logic and the Encyclopedia of the Philosophical Sciences. Brinkmann takes the reader through the strategic junctures of the argument of the Phenomenology that establishes the position of objective thinking with which the Logic begins. A critical examination of the Introduction to the Lectures on the History of Philosophy shows that Hegel's metaphysical doctrine of the self-externalization of spirit need not compromise the ontological project of the Logic and thus does not burden the position of objective thought with pre-critical metaphysical claims. Brinkmann's book is a remarkable achievement. He has given us what may be the definitive version of the transcendental, categorial interpretation of Hegel. He does this in a clear approachable style punctuated with a dry wit, and he fearlessly takes on the arguments and texts that are the most problematic for this interpretation. Throughout the book, he situates Hegel firmly in his own context and that of contemporary discussion.' -Terry P. Pinkard, University Professor, Georgetown University, Washington, D.C, USA 'Klaus Brinkmann's important Hegel study reads the Phenomenology and the Logic as aspects of a single sustained effort, in turning from categories to concepts, to carry Kant's Copernican turn beyond the critical philosophy in what constitutes a major challenge to contemporary Cartesianism.' - Tom Rockmore, McAnulty College Distinguished Professor, Duquesne University, Pittsburgh, Pennsylvania, USA 'In this compelling reconstruction of the theme of objective thought, Klaus Brinkmann takes the reader through Hegel's dialectic with exceptional philosophical acumen.... Many aspects of this book are striking: the complete mastery of the central tenets of Kant's and Hegel's philosophy, the admirable clarity in treating obscure texts and very difficult problems, and how Brinkmann uses his expertise for a discussion of the problems of truth, objectivity and normativity relevant to the contemporary philosophical debate. This will prove to be a very important book, one that every serious student of Kant and Hegel will have to read.' - Alfredo Ferrarin, Professor, Department of Philosophy, University of Pisa, Pisa, Italy
    Description / Table of Contents: Preface; Introduction; Contents; 1 The Problem of Objectivity as a Problem of Modernity; 1.1 The Objectivity Problem and the Crisis of Subjectivity; 1.2 Descartes and the Roots of the Crisis of Subjectivity; 1.3 Some Traditional Arguments in Defense of Objectivity; 1.4 Some Contemporary Defenses of Objectivity; 1.5 Conclusions; 2 Kant and the Problem of Objectivity; 2.1 Kant's Transcendental Idealism; 2.2 Hegel's Critique of Kant: The Transcendental Deduction; 2.3 Beyond the Matter-Form Distinction: Hegel as a Philosopher of Radical Immanence; 3 The Argument of the Phenomenology
    Description / Table of Contents: 3.1 Methodological Presuppositions3.2 Sense-Certainty: The Particular and the Universal; 3.3 Perception and Understanding: The Immanence of Thinking and the Meaning of Aufhebung; 3.4 The Native Land of Truth: From Desire to Reason; 3.5 Methodological Interlude: Overcoming the Opposition of Consciousness; 3.6 The Internalization of Spirit: From Ethical Substance to the Spiritual Individual; 3.7 Spirit That Knows Itself as Spirit: From Religion to Absolute Knowing; 4 Objective Knowledge and the Logic; 4.1 Interlude: Does the System Need a Ladder?
    Description / Table of Contents: 4.2 Hegel's Paradigm Shift: From Referentiality to Intelligibility of Thought4.3 The Metaphysical and the Non-Metaphysical Hegel; 4.4 Hegels Integrative Pluralism and Its Limits; Bibliography; Index;
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  • 60
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    Dordrecht : Springer Science+Business Media B.V
    ISBN: 9789048197194 , 1282995766 , 9781282995765
    Language: English
    Pages: Online-Ressource (XVIII, 280p, digital)
    Series Statement: The New Synthese Historical Library 66
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. Kant's idealism
    RVK:
    Keywords: Philosophy (General) ; Genetic epistemology ; Metaphysics ; Philosophy, modern ; Ontology ; Philosophy ; Philosophy (General) ; Genetic epistemology ; Metaphysics ; Philosophy, modern ; Ontology ; Aufsatzsammlung ; Kant, Immanuel 1724-1804 ; Idealismus
    Abstract: This key collection of essays sheds new light on long-debated controversies surrounding Kant's doctrine of idealism and is the first book in the English language that is exclusively dedicated to the subject. Well-known Kantians Karl Ameriks and Manfred Baum present their considered views on this most topical aspect of Kant's thought. Several essays by acclaimed Kant scholars broach a vastly neglected problem in discussions of Kant's idealism, namely the relation between his conception of logic and idealism: The standard view that Kant's logic and idealism are wholly separable comes under scrutiny in these essays. A further set of articles addresses multiple facets of the notorious notion of the thing in itself, which continues to hold the attention of Kant scholars. The volume also contains an extensive discussion of the often overlooked chapter in the Critique of Pure Reason on the Transcendental Ideal. Together, the essays provide a whole new outlook on Kantian idealism. No one with a serious interest in Kant's idealism can afford to ignore this important book.
    Note: Includes bibliographical references and index
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  • 61
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    Dordrecht : Springer Science+Business Media B.V
    ISBN: 9789048197293
    Language: English
    Pages: Online-Ressource (XXIV, 246p. 20 illus, digital)
    Series Statement: Mathematics Education Library 48
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T.
    Keywords: Mathematics ; Education ; Education ; Mathematics
    Abstract: Our objective is to publish a book that lays out the theoretical constructs and research methodologies within mathematics education that have been developed by Paul Cobb and explains the process of their development. We propose to do so by including papers in which Cobb introduced new theoretical perspectives and methodologies into the literature, each preceded by a substantive accompanying introductory paper that explains the motivation/rationale for developing the new perspectives and/or methodologies and the processes through which they were developed, and Cobb's own retrospective comments. In this way the book provides the reader with heretofore unpublished material that lays out in considerable detail the issues and problems that Cobb has confronted in his work, that, from his viewpoint, required theoretical and methodological shifts/advances and provides insight into how he has achieved the shifts/advances. The result will be a volume that, in addition to explaining Cobb's contributions to the field of mathematics education, also provides the reader with insight into what is involved in developing an aggressive and evolving research program. When Cobb confronts problems and issues in his work that cannot be addressed using his existing theories and frameworks, he looks to other fields for theoretical inspiration. A critical feature of Cobb's work is that in doing so, he consciously appropriates and adapts ideas from these other fields to the purpose of supporting processes of learning and teaching mathematics, He does not simply accept the goals or motives of those fields. As a result, Cobb reconceptualizes and reframes issues and concepts so that they result in new ways of investigating, exploring, and explaining phenomena that he encounters in the practical dimensions of his work, which include working in classrooms, with teachers, and with school systems. The effect is that the field of mathematics education is altered. Other researchers have found his 'new ways of looking' useful to them. And they, in turn, adapt these ideas for their own use. The complexity of many of the ideas that Cobb has introduced into the field of mathematics education can lead to a multiplicity of interpretations by practitioners and by other researchers, based on their own experiential backgrounds. Therefore, by detailing the development of Cobb's work, including the tensions involved in coming to grips with and reconciling apparently contrasting perspectives, the book will shed additional light on the processes of reconceptualization and thus help the reader to understand the reasons, mechanisms, and outcomes of researchers' constant pursuit of new insights.
    Description / Table of Contents: Foreword; Cobbs, and the Fields, Learning Trajectory; The Scientific Quality of Cobbs Research; References; Acknowledgments; Contents; Contributors; About Paul Cobb; About the Contributors; 1 Introduction; References; Part I Radical Constructivism; 2 Introduction; 3 The Constructivist Researcher as Teacher and Model Builder; Part II Social Constructivism; 4 Introduction; 5 Young Childrens Emotional Acts While Engaged in Mathematical Problem Solving; Part III Symbolizing and Instructional Design Developing Instructional Sequences to Support Students Mathematical Learning; 6 Introduction
    Description / Table of Contents: 7 Learning from Distributed Theories of IntelligencePart IV Classroom Mathematical Practices; 8 Introduction; 9 Participating in Classroom Mathematical Practices; Part V Diversity and Equity; 10 Introduction; 11 Culture, Identity, and Equity in the Mathematics Classroom; Part VI The Institutional Setting of Mathematics Teaching and Learning; 12 Introduction; 13 The Collective Mediation of a High-Stakes Accountability Program: Communities and Networks of Practice; 14 Epilogue: On the Importance of Looking Back; Author Index; Subject Index;
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  • 62
    ISBN: 9789048196128 , 1282995707 , 9781282995703
    Language: English
    Pages: Online-Ressource (VIII, 207p, digital)
    Series Statement: Islamic Philosophy and Occidental Phenomenology in Dialogue 5
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T.
    Keywords: Philosophy (General) ; Ethics ; Metaphysics ; Philosophy, modern ; Philosophy ; Philosophy (General) ; Ethics ; Metaphysics ; Philosophy, modern ; Philosophy
    Abstract: Rationality in its various expressions and innumerable applications sustains understanding and our sense of reality. It is traditionally differentiated according to its sources in the soul: in consciousness, in reason, in experience, and in elevation. Such a functional approach, however, leaves us searching for the common foundation harmonizing these rationalities. The perennial quest to resolve the aporias of rationality is finding in contemporary science's focus on origins, on the generative roots of reality, tantalizing hints as to how this may be accomplished. This project is enhanced by the wave of recent phenomenology/ontopoiesis of life, which reveals the workings of the logos at the root of beingness and all rationality, whereby we gaze upon the prospect of a New Enlightenment. In the rays of this vision the revival of the intuitions of classical Islamic metaphysics, particularly intuition of the continuity of beingness in the gradations of life, receive fresh confirmation.
    Description / Table of Contents: Acknowledgements; Table of Contents; Introduction; 1. The Aporias of Rationality; 2. The Logos of Life as The Filum Ariadnae of The Ontopoietic Continuity of Beingness; 3. Logos and The New Enlightenment; Notes; Section One; Reason, Intellect, and Consciousness in Islamic Thought; Differentiation of the Logos; On the Harmony of Spirituality and Rational Wisdom According to the Opus RasaIil Ihwan As-safa: A Path to Overcome the Crisis in Sciences; Section Two; In the Name of God, The Compassionate, The Merciful: Reason and Spirit
    Description / Table of Contents: Logos Differentiating Reason and Spirit in the Phenomenology of Anna-Teresa TymienieckaSpiritual Paradigm as Origin of the Life's Capacity in the Sadraian Philosophy; Section Three; Reason and Spirit in the Thought of Edmund Husserl, St. Thomas Aquinas, and A.-T. Tymieniecka: Some Complementarities and Supplementations; Reason and Spirit in Al-Biruni's Philosophy of Mathematics; Reason and Spirit; Section Four; The Debate About God's Simplicity: Reason and Spirit in the Eighth Discussion of Al-Ghazali's Tahafut Al-falasifa and IBN Rushd's Tahafut At-Tahafut
    Description / Table of Contents: Phenomenological Dialectics on Reason and Spirit: Rational Discourses and Spiritual InspirationsThe Mystical Poetry of Shibl; Name Index;
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  • 63
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    Dordrecht : Springer Science+Business Media B.V
    ISBN: 9789048194223
    Language: English
    Pages: Online-Ressource (XIII, 352p, digital)
    Series Statement: Boston Studies in the Philosophy of Science 290
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. Brazilian studies in philosophy and history of science
    RVK:
    Keywords: Philosophy (General) ; Science History ; Logic ; Science Philosophy ; Philosophy ; Philosophy (General) ; Science History ; Logic ; Science Philosophy ; Philosophy and science ; Brazil ; Science ; History ; Aufsatzsammlung ; Wissenschaftsphilosophie ; Naturwissenschaften ; Geschichte
    Abstract: This volume, The Brazilian Studies in the Philosophy and History of Science, is the first attempt to present to a general audience, works from Brazil on this subject. The included papers are original, covering a remarkable number of relevant topics of philosophy of science, logic and on the history of science. The Brazilian community has increased in the last years in quantity and in quality of the works, most of them being published in respectable international journals on the subject. The chapters of this volume are forwarded by a general introduction, which aims to sketch not only the contents of the chapters, but it is conceived as a historical and conceptual guide to the development of the field in Brazil. The introduction intends to be useful to the reader, and not only to the specialist, helping them to evaluate the increase in production of this country within the international context.
    Description / Table of Contents: Preface; Contents; Contributors; 1 Introduction; 2 Galileo and Modern Science; 3 Newton and Inverse Problems; 4 Isaac Newton, Robert Hooke and the Mystery of the Orbit; 5 Sciences in Brazil: An Overview from 18701920; 6 Henri Becquerel and Radioactivity: A Critical Revision; 7 Regeneration as a Difficulty for the Theory of Natural Selection: Morganx2019; s Changing Attitudes, 1897x2013; 1932; 8 Jean Antoine Nollet's Contributions to the Institutionalization of Physics During the 18th Century; 9 Natural Kinds as Scientific Models; 10 On the Nature of Mathematical Knowledge
    Description / Table of Contents: 11 The Etiological Approach to the Concept of Biological Function12 Human Evolution: Compatibilist Approaches; 13 Functional Explanations in Biology, Ecology, and Earth System Science: Contributions from Philosophy of Biology; References; 14 On Darwin, Knowledge and Mirroring; 15 Freudian Psychoanalysis as a Model for Overcoming theINTtie; Duality Between Natural and Human Sciences; 16 The Causal Strength of Scientific Advances; 17 Contextualizing the Contexts of Discovery and Justification: How to do Science Studies in Brazil
    Description / Table of Contents: 18 Echoes from the Past: The Persisting Shadow of Classical Determinism in Contemporary Health Sciences19 The Metaphysics of Non-individuality; 20 Einstein, Gdel, and the Mathematics of Time; 21 A Contemporary View of Population Genetics in Evolution; 22 Continuity and Change: Charting David Bohms Evolving Ideas on Quantum Mechanics; 23 Quasi-truth and Quantum Mechanics; 24 The Qualitative Analysis of Differential EquationsINTbreak; and the Development of Dynamical Systems Theory; 25 The Problem of Adequacy of Mathematics to Physics: The Relativity Theory Case; Name Index; Subject Index;
    Note: Includes bibliographical references and indexes
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  • 64
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    Dordrecht : Springer Science+Business Media B.V
    ISBN: 9789048193349
    Language: English
    Pages: Online-Ressource (XVIII, 295p. 10 illus., 5 illus. in color, digital)
    Series Statement: Issues in Business Ethics 28
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. European business ethics cases in context
    RVK:
    Keywords: Unternehmensethik ; Europa ; Philosophy (General) ; Ethics ; Humanities ; Commercial law ; Philosophy ; Philosophy (General) ; Ethics ; Humanities ; Commercial law ; Business ethics ; Europe ; Business ethics ; Europe ; Case studies ; Wirtschaftsethik
    Abstract: Business ethics as a discipline leans on cases but flourishes by thorough analysis and reflection. The present volume offers both. After three introductory chapters into business ethics eight recent European cases, mainly stemming from The Netherlands and Belgium and all of them with a clear moral impact, are extensively described and analysed. Among them are the Lernout and Hauspie speech technology disaster, Heinekens struggle with the promotion girls selling beer in Cambodia, cartels in the Dutch construction industry, the pharmaceutical industry and the Aids crisis, and Unilever allegedly making use of child labour in the cotton industry in India. Each case is followed by two expert comments, from the fields of general ethics, but also of law, economics, management and organisation theory, sociology and social psychology. Cases and comments together offer an unique entrance in varieties of moral reasoning and in the personal and institutional dimensions to be taken into account when facing a corporate case saturated with moral ambiguities. This book will be of interest to researchers as well as teachers of undergraduate and graduate courses in Business Ethics, Business in Society, Management and Organisation Theory and Strategic Management. It will also be useful for business practitioners eager to find moral guidance in their specific field.
    Note: Includes bibliographical references and index
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    Dordrecht : Springer Science+Business Media B.V
    ISBN: 9789048139279 , 1283085607 , 9781283085601
    Language: English
    Pages: Online-Ressource (XVI, 326p, digital)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T.
    Keywords: Science Study and teaching ; Education ; Education ; Science Study and teaching
    Abstract: Over the past twenty years, much has been written about the knowledge bases thought necessary to teach science. Shulman has outlined seven knowledge domains needed for teaching, and others, such as Tamir, have proposed somewhat similar domains of knowledge, specifically for science teachers. Aspects of this knowledge have changed because of shifts in curriculum thinking, and the current trends in science education have seen a sharp increase in the significance of the knowledge bases. The development of a standards-based approach to the quality of science teaching has become common in the Western world, and phrases such as evidence-based practice have been tossed around in the attempt to measure such quality. The Professional Knowledge Base of Science Teaching explores the knowledge bases considered necessary for science teaching. It brings together a number of researchers who have worked with science teachers, and they address what constitutes evidence of high quality science teaching, on what basis such evidence can be judged, and how such evidence reflects the knowledge basis of the modern day professional science teacher. This is the second book produced from the Monash University- King's College London International Centre for the Study of Science and Mathematics Curriculum. The first book presented a big picture of what science education might be like if values once again become central while this book explores what classroom practices may look like based on such a big picture.
    Description / Table of Contents: Preface; Contents; Contributors; About the Authors; Chapter 1; Approaches to Considering the Professional Knowledge Base of Science Teachers; Introduction; The Profession of Science Teaching; Perspectives on the Knowledge Base of Science Teaching; The Intellectual Work of Science Teachers; Socio-Cultural Contexts for the Work of Science Teachers; Work Organization Aspects of the Work of Science Teachers; Future Aspects of the Work of Science Teachers; References; Blurring the Boundary Between the Classroom and the Community: Challenges for Teachers' Professional Knowledge; Chapter 2
    Description / Table of Contents: Background: The Quality of Science EducationScience Curriculum and Scientific Literacy; Science in Everyday Situations; Knowledge and the Science Curriculum; Scientific Literacy in a Balanced Curriculum; Changing Curriculum, Changing Teaching; Teachers' Content Knowledge; Teaching About Community Issues in the Classroom; Teachers' Professional Learning; Changing Teachers' Mindsets: Ways Forward; Teachers Learning by Doing; Final Word; References; Didaktik-An Appropriate Framework for the Professional Work of Science Teachers?; Chapter 3; Didaktik and Current Developments in Science Education
    Description / Table of Contents: Bildung as an Essential Element of DidaktikBildung and Didaktik; Bildung and Scientific Literacy; Teachers Within the Concept of Didaktik; Bildung Within Natural Sciences; Teacher Education that Facilitates Students' Bildung; Questions; Answers: Subject Matter Knowledge; Answers: Pedagogical Content Knowledge; Bildung and Technical Rationality; Neuweg's First Precondition-Experience; Neuweg's Second Precondition-Knowledge; Neuweg's Third Precondition-Reflection; Neuweg's Fourth Precondition-Personality; Consequences; Congruence Between Goals and Experience; Subject Matter Studies; Knowledge
    Description / Table of Contents: ReflectionReferences; Chapter 4; Moving Beyond Deconstruction and Reconstruction: Teacher Knowledge-as-Action; Introduction; Deconstructing and Reconstructing Theoretical Aspects; Deconstructing and Reconstructing Pedagogical Aspects; Exploring Aspects of Knowledge for the Classroom; Knowledge-as-Action; Affective Aspects of Knowledge-as-Action; Linking PCK to Assessment for Learning Interactions; Deconstructing and Reconstructing Improvement Aspects; Individual Teacher Awareness and Knowledge; Planning as Tool to Bridge Individual and Collective Improvement
    Description / Table of Contents: Role of Collaboration and Teacher and Researcher MeetingsOrganisational Culture for Improvement; Conclusion; References; Chapter 5; Making a Case for Improving Practice: What Can Be Learned About High-Quality Science Teaching from Teacher-Produced Cases?; Science Teaching and Learning Project; Case Writing; Case Analysis; Valuing Student Decision Making; Making Real-World Links; The Purpose of Practical Work; Implementing New Strategies; Working from Student Ideas; Learning About Facilitating Case Writing; Conclusion; References; Chapter 6
    Description / Table of Contents: An Approach to Elaborating Aspects of a Knowledge Base for Expert Science Teaching
    Note: Includes bibliographical references and indexes
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    Dordrecht : Springer Science+Business Media B.V
    ISBN: 9789048189663 , 128308564X , 9781283085649
    Language: English
    Pages: Online-Ressource (XVI, 182p. 10 illus., 5 illus. in color, digital)
    Series Statement: Issues in Business Ethics 29
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. European business ethics casebook
    RVK:
    Keywords: Unternehmensethik ; Philosophy (General) ; Ethics ; Humanities ; Commercial law ; Philosophy ; Philosophy (General) ; Ethics ; Humanities ; Commercial law ; Commercial law ; Ethics ; Humanities ; Philosophy (General) ; Aufsatzsammlung ; Unternehmensethik
    Abstract: Business cases are at the heart of business ethics as a discipline. Analysis and reflection on the morality of business often is triggered by concrete cases. After four introductory chapters into recent developments within business ethics and the value of case analysis, the present volume offers extensive description of eight recent European cases, mainly stemming from The Netherlands and Belgium and all of them with a clear moral impact. Among them are the Lernout and Hauspie speech technology disaster, Heineken struggle with the promotion girls selling beer in Cambodia, cartels in the Dutch construction industry, the pharmaceutical industry and the Aids crisis, and Unilever allegedly making use of child labour in the cotton industry in India. The book will be of interest to researchers as well as teachers of undergraduate and graduate courses in Business Ethics, Business in Society, Management and Organisation Theory and Strategic Management. It will also be useful for business practitioners eager to learn about business ethics by means of cases.
    Description / Table of Contents: Preface; Acknowledgements; Contents; Contributors; Part I Theory; 1 Business Ethics: Cases, Codes and Institutions; 2 Moral Competence; 3 Institutions and the Institutional Turn in Business Ethics; Part II Cases; 4 The Pharmaceutical Industry and the AIDS Crisis; 5 Heineken and Promotion Girls in Cambodia; 6 Heineken and Promotion Girls in Cambodia, Part 2; 7 A Disputed Contract: IHC Caland in Burma; 8 The ICE Train Accident Near Eschede; 9 A Question of Involvement: Unilever and Indian Cottonseed Production; 10 Rise and Fall of Silicon Valley in Flanders: Lernout Hauspie Speech Products
    Description / Table of Contents: 11 Construction FraudAbout the Authors; Index
    Note: Includes bibliographical references and index
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    Dordrecht : Springer Science+Business Media B.V
    ISBN: 9789048197910 , 1283085763 , 9781283085762
    Language: English
    Pages: Online-Ressource (X, 190p, digital)
    Series Statement: Philosophy and Medicine 110
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. Bioethics with liberty and justice
    Keywords: Philosophy (General) ; Ethics ; medicine Philosophy ; Quality of Life ; Medical ethics ; Religion (General) ; Quality of Life Research ; Philosophy ; Philosophy (General) ; Ethics ; medicine Philosophy ; Philosophy ; Quality of Life ; Medical ethics ; Religion (General) ; Quality of Life Research ; Bioethics ; Ethics, Medical ; Social Justice ; Catholicism ; Ethicists
    Abstract: Joseph M. Boyle Jr. has been a major contributor to the development of Catholic bioethics over the past thirty five years. Boyle's contribution has had an impact on philosophers, theologians, and medical practitioners, and his work has in many ways come to be synonymous with analytically rigorous philosophical bioethics done in the Catholic intellectual tradition. Four main themes stand out as central to Boyle',s contribution: the sanctity of life and bioethics: Boyle has elaborated a view of the ethics of killing at odds with central tenets of the euthanasia mentality, double effect and bioethics: Boyle is among the pre-eminent defenders of a role for double effect in medical decision making and morality, the right to health care: Boyle has moved beyond the rhetoric of social justice to provide a natural law grounding for a political right to health care, and the role of natural law and the natural law tradition in bioethics: Boyle's arguments have been grounded in a particularly fruitful approach to natural law ethics, the so-called New Natural Law theory. The contributors to BIOETHICS WITH LIBERTY AND JUSTICE: THEMES IN THE WORK OF JOSEPH M. BOYLE discuss, criticize, and in many cases extend the Boyle's advances in these areas with rigor and sophistication. It will be of interest to Catholic and philosophical bioethicists alike.
    Description / Table of Contents: pt. 1. The substantial identity thesis -- pt. 2. Moral and legal issues at the beingging and ending of life -- pt. 3. Double effect and bioethics -- pt. 4. Bioethics and the natural law : challenges -- pt. 5. The right to health care -- pt. 6. Boyle responds.
    Note: Includes bibliographical references and index
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    Dordrecht : Springer Science+Business Media B.V
    ISBN: 9789048139378 , 1283085615 , 9781283085618
    Language: English
    Pages: Online-Ressource (XX, 220p, digital)
    Series Statement: Professional and Practice-based Learning 7
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T.
    Keywords: Medical Education ; Education, Higher ; Education ; Education ; Medical Education ; Education, Higher
    Abstract: In higher education institutions across the globe, there is a growing interest in integrating classroom learning with experience in practice settings. This interest is the result of an increased emphasis on courses that prepare students for specific occupations in the hopes that upon graduation students will be job-ready. Developing Learning Professionals: Integrating Experiences in University and Practice Settings explores how the integration of student experiences across university and practice settings might best be used to produce college graduates who are adept, critical practitioners. To do so, it draws on the findings of a series of projects in Australia that investigated diverse aspects of work-related learning. Through these projects, a range of scholars and researchers consider different aspects of this educational initiative within the same national higher education context. They address pedagogic and curriculum practices, institutional arrangements and partnerships of varying kinds, and a consolidated set of perspectives.
    Description / Table of Contents: Series Editors Foreword; Preface; Series Introduction; Contents; Contributors; About the Authors; 1 Promoting Professional Learning: Integrating Experiences in University and Practice Settings; 1.1 New Educational Challenges for Professional Learning; 1.1.1 Projects Informing This Volume; 1.1.2 Conceptual Premises for Appraising the Worth of Integrating Experiences; 1.2 Integrating Practice and University Experiences: Curriculum and Pedagogy Practices; 1.3 Institutional Practices and Imperatives; References
    Description / Table of Contents: 2 Integrating Experiences in Workplace and University Settings: A Conceptual Perspective2.1 Educational Purposes for Integrating Experiences in University and Practice Settings; 2.1.1 Conceptual, Procedural, Dispositional Knowledge: Canonical Forms and Situational Versus Personal Attributes; 2.1.2 Agency of Learners; 2.2 Conceptions of Contributions from Both Settings: Beyond the Theory-Practice Divide; 2.2.1 Constituting Integration; 2.2.2 Three Accounts of Integrations; 2.3 Towards Effective Integration: Pedagogy and Curriculum; 2.3.1 Considerations for Curriculum
    Description / Table of Contents: 2.3.2 Considerations for PedagogyReferences; Part I Integrating Practice and University Experiences: Curriculum and Pedagogy Practices; 3 Preparing Nurses and Engaging Preceptors; 3.1 Introduction; 3.2 Preceptorship; 3.3 Creating an Environment That Supports Learning Opportunities; 3.3.1 LearningA Reciprocal Process; 3.3.2 Recognising the Uniqueness of the Individual; 3.4 Enhancing Learning Opportunities and Engagement; 3.5 Generational Tensions; 3.6 Strategies for Developing a Learning Partnership; 3.7 Promoting Professional Learning at Work; References
    Description / Table of Contents: 4 Targeted Preparation for Clinical Practice4.1 Introduction; 4.2 Background; Box 4.1 Year 3 students tips for transition to clinical education; 4.3 Lost in Transition; 4.3.1 What Was Enacted; 4.4 Research Methods; 4.4.1 Research Design; Box 4.2 Focus group one questions (immediately following the transition programme); 4.4.1.1 Outcome Measures; 4.4.1.2 Data Analysis; 4.5 Results and Discussion; 4.5.1 Themes from Qualitative Data Analysis; 4.5.1.1 Theme 1: Differences in Intended, Enacted, and Experienced Curriculum; 4.5.1.2 Theme 2: Authenticity as the Driver for Learning
    Description / Table of Contents: 4.5.1.3 Theme 3: Facilitating Transition: Engagement with Canonical and Heuristic Knowledge4.6 Conclusion and Recommendations; References; 5 Optimising the Follow-through Experience for Midwifery Learning; 5.1 Follow-through Experiences: Pedagogic and Curriculum Considerations; 5.2 Midwifery and the Follow-through Experiences; 5.3 Intended Follow-through Experience Curriculum; 5.4 Developing Learning Professionals; 5.5 Conceptual Midwifery Knowledge; 5.6 Procedural Knowledge; 5.7 Dispositional Knowledge; 5.8 Hidden Curriculum; 5.9 A Conceptual Model for the Follow-through Experience
    Description / Table of Contents: 5.9.1 Before the Follow-through Experience
    Note: Includes bibliographical references and index
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    Dordrecht : Springer Science+Business Media B.V
    ISBN: 9789400718517
    Language: English
    Pages: Online-Ressource (XXXIV, 257p. 5 illus, digital)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T.
    Keywords: Education ; Education
    Abstract: This book provides a provocative but carefully argued addition to the theory and practice of education in developing countries. The book provides an ethical and empirical justification for support of formalistic teaching in primary and secondary schools in developing countries. It also refutes the application of progressive education principles to curriculum and pre- and in-service teacher education in such contexts. The central focus of this book is the formalistic teaching prevalent in the classrooms of many developing countries. Formalistic ('teacher-centred', 'traditional', 'didactic', 'pe
    Note: Includes bibliographical references and index
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    ISBN: 9789400711167
    Language: English
    Pages: Online-Ressource (XIV, 271p. 12 illus, digital)
    Series Statement: The Changing Academy – The Changing Academic Profession in International Comparative Perspective 3
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. University rankings
    RVK:
    Keywords: Education, Higher ; Education ; Education ; Education, Higher ; Universities and colleges ; Ratings and rankings ; Aufsatzsammlung ; Universität ; Ranking ; Methode
    Abstract: A large international conference in Electrical Engineering and Applied Computing was just held in London, 30 June - 2 July, 2010. This volume will contain revised and extended research articles written by prominent researchers participating in the conference. Topics covered include Control Engineering, Network Management, Wireless Networks, Biotechnology, Signal Processing, Computational Intelligence, Data Mining, Computational Statistics, Internet Computing, High Performance Computing, and industrial applications. The book will offer the states of arts of tremendous advances in electrical engineering and applied computing and also serve as an excellent reference work for researchers and graduate students working on electrical engineering and applied computing
    Description / Table of Contents: University Rankings; Preface; Acknowledgment; Contents; Contributors; Chapter 1: The Past, Present, and Future of University Rankings; Part I: Organizational Effectiveness, Quality, and Rankings; Part II: Methodological Issues of University Rankings; Part III: Social Impacts of University Rankings; Index;
    Note: Includes bibliographical references and index
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    Dordrecht : Springer Science+Business Media B.V
    ISBN: 9789400716025
    Language: English
    Pages: Online-Ressource (XIV, 283p. 5 illus, digital)
    Series Statement: Philosophy and Medicine 111
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. Persons, moral worth, and embryos
    Keywords: Philosophy (General) ; Ethics ; Philosophy ; Philosophy (General) ; Ethics ; Abortion ; Moral and ethical aspects ; Abortion ; Religious aspects ; Catholic Church ; Right to life ; Bioethics ; Schwangerschaftsabbruch ; Moral ; Bioethik ; Religion
    Abstract: Bioethicists have achieved consensus on two ideas pertaining to beginning of life issues: persons are those beings capable of higher-order cognition, or self-consciousness, and it is impermissible to kill only persons. As a consequence, a consensus is reached regarding the permissibility of both destroying human embryos for research purposes and abortion. This present collection aims to interact critically with this consensus. Authors address various aspects of this 'orthodoxy'. Issues discussed include: theories of personhood and in particular the role of thought experiments used in support o
    Description / Table of Contents: pt. 1. Philosophical considerations -- pt. 2. Scientific considerations -- pt. 3. Perspectives from law and political philosophy.
    Note: Includes bibliographical references and index
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    Dordrecht : Springer Science+Business Media B.V
    ISBN: 9789400715516
    Language: English
    Pages: Online-Ressource (VIII, 234p, digital)
    Series Statement: Explorations of Educational Purpose 18
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T.
    Keywords: Developmental psychology ; Education ; Education ; Developmental psychology
    Abstract: This book discusses the impetus-based physics of the Jesuit natural philosopher and mathematician Honoré Fabri (1608-1688), a senior representative of Jesuit scientists during the period between Galileo's death (1642) and Newton's Principia (1687). It shows how Fabri, while remaining loyal to a general Aristotelian outlook, managed to reinterpret the old concept of 'impetus' in such a way as to assimilate into his physics building blocks of modern science, like Galileo's law of fall and Descartes' principle of inertia. This account of Fabri's theory is a novel one, since his physics is commonly considered as a dogmatic rejection of the New Science, not essentially different from the medieval impetus theory. This book shows how New Science principles were taught in Jesuit Colleges in the 1640s, thus depicting the sophisticated manner in which new ideas were settling within the lion's den of Catholic education.
    Description / Table of Contents: Contents; 1 Introduction; Structure and Content; A Note on Colonial Terminology; My Positionality; My Colonial Education; Explorers, Conquistadors, and Imperialists; Women, Gender, and Sexualizing Empire; Knowledge Gained and Distributed Through Empire; The Hierarchies of Colonialism; Postcolonialism As a Strategy of Resistance; Transnational Feminisms; The Legacy of 9/11; 2 Development of Feminist Postcolonial Theory; Postcolonial Terminology; Csaire: Native Critique; Fanon and Nandy: The Psychology of Colonialism; Said: The Culture of Imperialism; Bhabha: Identity in the Postcolonial
    Description / Table of Contents: Postcolonial ResearchSpivak and the Subaltern; A Critique of Western Feminism; Postcolonial Feminist Space; Feminist Nationalism?; Difference and the Third World Woman; Shohat and Transnational Feminism; 3 Histories of Dominance, Colonialism, and Globalization; Terminology and Distinctions in Colonialism; The Regulation of Race and Gender in Colonialism and Neocolonialism; Global Relationships in the Shadow of Colonialism; Identity Formation in the Context of the Global; 4 Distorted Visions: Ethnocentric Forms of Education; Exhibitionary Pedagogy; The White Mans Burden and Education
    Description / Table of Contents: The Regulation of GeographyEducation As a Colonial Weapon; Language As a Tool of Oppression; Race in Colonial Education; European Women in Colonial Education; The Education of Girls in Sri Lanka; Colonial Miseducation: Hawaiian Women; The Colonial Legacy: Eugenics and Education; Travel As Colonial Pedagogy; Consumer Culture and Colonial Pedagogy; Anthropologys Colonial Pedagogy; American History of Colonial Education; Official Education and Colonial Pedagogy; Colonial Themes in Education; Patriotic Literacy; Native Americans in Textbooks; Global Colonial Education; Eurocentric Art Education
    Description / Table of Contents: 5 History of the Visual RegimeRepresenting Self and Other; The Importance of the Visual; Smiths Visual Regimes; The Colonial Exhibition and Visualizing Difference; Empire on Display; Commercial Representation of Empire; The Cross-Cultural Look; Colonial Travel and Looking; Race, Sex, and Beauty in Empire; Selling Visual Colonialism; Aunt Jemima, Chiquita Banana, and Advertising Racism; National Geographic Sexual Regime; 6 The Gendered Subject/Object in Popular Culture; No News Is Good News; Neocolonial Filmmaking; Disney and Youth Culture; Africa: Revisiting the Dark Continent; Island Natives
    Description / Table of Contents: Arab and Muslims: The Neocolonial HaremAsia: Concubines and Castes; Central and South America: Fiery Sexuality; Film Representations of the Historical Colonial and Postcolonial; 7 Case Study: The Veiled Women in the Visual Imagination of the West; Alliance of Civilizations; Variations on the Veil; History, Islam, and the Veil; Divergent Paths and the Physical Seclusion of Women; European Travel and the Views of Women; Lord Cromer and the Battle for Egyptian Hearts and Minds; Colonial and Native Patriarchy; The Battle for Algiers, the Veil As Weapon; Rise of Islamic Fundamentalism and the Veil
    Description / Table of Contents: Banning the Veil
    Note: Includes bibliographical references and index
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    Dordrecht : Springer Science+Business Media B.V
    ISBN: 9789400713475
    Language: English
    Pages: Online-Ressource (XII, 272p, digital)
    Series Statement: Synthese Library, Studies in Epistemology, Logic, Methodology, and Philosophy of Science 355
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. Ye, Feng Strict finitism and the logic of mathematical applications
    Keywords: Philosophy (General) ; Logic ; Science Philosophy ; Logic, Symbolic and mathematical ; Philosophy ; Philosophy (General) ; Logic ; Science Philosophy ; Logic, Symbolic and mathematical ; Mathematics ; Philosophy ; Finite, The ; Naturalism ; Logic, Symbolic and mathematical ; Applied mathematics ; Mathematik ; Anwendung ; Mathematische Logik
    Abstract: Ongoing concern about the need to promote environmental management accounting has resulted in this, the fifth volume in the Environmental and Sustainability Management Accounting Network (EMAN) series. Drawing inspiration from the 2007 EMAN conference in Finland on the links between environmental management accounting and supply chain administration, the book includes a number of research papers presented there as well as several independent contributions that represent a range of perspectives on the topic. This volume's focus on the environmental accounting of supply chain processes is of particular relevance because these processes supply data about the environmental impact of relationships between business organisations, an area where the boundary separating internal and external accounting is ill-defined. Here, contributors advocate what they term 'accounting for cooperation' as a more environmentally positive complement to the paradigmatic practice of 'accounting for competition'. In addition to analyzing the supply chain, a number of chapters are based on papers presented to the EMAN-EU conference on sustainability and corporate social responsibility accounting, held in Hungary in 2008. Corporate social responsibility accounting is also a boundary-spanning function requiring awareness of the interface between an organisation's internal accounting, and that which has an external function through its social responsibility to different groupings. Finally, in acknowledgement of growing international engagement with environmental management accounting following the introduction of international guidelines in 2005, the book includes papers from the first EMAN Global conference on integrated environmental management accounting for sustainable development held in South Africa in 2007. This publication is required reading for anyone wanting to keep abreast of the latest developments in this field. Readers should also visit EMAN's website at http://www.eman-global.net.
    Description / Table of Contents: Preface; Acknowledgements; Contents; 1 Introduction; 1.1 A Naturalistic Philosophy of Mathematics; 1.2 The Applicability of Mathematics Under Naturalism; 1.3 A Logical Explanation of Applicability; 2 Strict Finitism; 2.1 The Formal System SF for Strict Finitism; 2.2 Doing Mathematics in Strict Finitism; 2.3 Sets and Functions; 3 Calculus; 3.1 The Real Number System; 3.2 Limit and Continuity; 3.3 Differentiation and Integration; 3.4 Certain Important Functions; 3.5 Functions of Several Variables; 3.6 Ordinary Differential Equations; 3.7 Case Study: A Population Growth Model; 4 Metric Space
    Description / Table of Contents: 4.1 Basic Definitions4.2 Completeness; 4.3 Total Boundedness and Compactness; 4.4 The Stone-Weierstrass Theorem; 5 Complex Analysis; 5.1 Basic Notions; 5.2 Differentiable and Analytic Functions; 5.3 Maximum Value and Zero; 6 Integration; 6.1 Lebesgue Integration; 6.2 Measurable Functions; 6.3 Convergence; 6.4 The Space L2; 7 Hilbert Space; 7.1 Basic Definitions; 7.2 Linear Operators; 7.3 Subspace and Base; 7.4 The Spectral Decomposition of a Unitary Operator; 7.5 Unbounded Operators; 7.6 The Spectral Theorem; 7.7 Stone's Theorem; 8 Semi-Riemannian Geometry; 8.1 Differentiable Manifolds
    Description / Table of Contents: 8.2 Vectors, Dual Vectors and Tensors8.3 Metric; 8.4 Covariant Derivative; 8.5 Parallel Transportation, Geodesics and Curvature; 8.6 Case Study: Spacetime and Singularity; References; Index;
    Note: Includes bibliographical references and index
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    Dordrecht : Springer Science+Business Media B.V
    ISBN: 9789400715004
    Language: English
    Pages: Online-Ressource (X, 357p. 30 illus, digital)
    Series Statement: Higher Education Dynamics 36
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T.
    Keywords: Education, Higher ; Education ; Education ; Education, Higher
    Abstract: Erlenawati Sawir
    Abstract: This survey provides unprecedented scope and detail of analysis on higher education in the Asia-Pacific region. In this era of global integration, convergence and comparison, the balance of power in worldwide higher education is shifting. In less than two decades the Asia-Pacific region has come to possess the largest and fastest growing higher education sector on Earth. The countries of East and Southeast Asia and the Western Pacific together enrol 50 million tertiary students, compared to 14 million in 1991, and will soon conduct a third of all research and development. In China, Hong Kong
    Description / Table of Contents: pt. 1. Introduction -- pt. 2. Global and regional perspectives -- pt. 3. Asia-Pacific institutional strategies -- pt. 4. Asia-Pacific national strategies -- pt. 5. Neighbouring cases -- pt. 6. Concluding reflections.
    Note: Includes bibliographical references and index
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    ISBN: 9789400717541
    Language: English
    Pages: Online-Ressource (XVI, 236p. 4 illus, digital)
    Series Statement: Schooling for Sustainable Development 2
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T.
    Keywords: Sustainable development ; Education ; Education ; Sustainable development
    Abstract: This book supplies both empirical evidence and scholarly analysis that exemplify successful innovation in South America in the field of sustainability education. Examining the issues from a three-fold perspective, of national policy, regional planning and grassroots projects in schools and communities, the volume offers a comprehensive overview of the contemporary situation in Brazil, Chile, Bolivia, Argentina and Venezuela. It provides case studies as detailed illustrations of the recipe for success as well as to inform researchers and practitioners of the kinds of obstacles and challenges th
    Description / Table of Contents: pt. 1. Schooling for sustainable development in South America -- pt. 2. Schooling for sustainable development in Brazil -- pt. 3. Trends and challenges of educational provision for sustainable development.
    Note: Includes bibliographical references and index
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    ISBN: 9789400715158
    Language: English
    Pages: Online-Ressource (XV, 297p. 4 illus, digital)
    Series Statement: Phaenomenologica, Published Under the Auspices of the Husserl-Archives 205
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. Schütz, Alfred, 1899 - 1959 Collected papers ; 5: Phenomenology and the social sciences
    Keywords: Philosophy (General) ; Phenomenology ; Social sciences Philosophy ; Social sciences Methodology ; Philosophy ; Philosophy (General) ; Phenomenology ; Social sciences Philosophy ; Social sciences Methodology ; Phänomenologie ; Sozialwissenschaften ; Husserl, Edmund 1859-1938 ; Phänomenologie ; Rezeption ; Phänomenologie ; Sozialwissenschaften ; Husserl, Edmund 1859-1938 ; Rezeption
    Abstract: Alfred Schutz
    Abstract: This book shows how phenomenology of the social sciences differs from positivistic approaches, and presents Schutz's theory of relevances--a key feature of his own phenomenology of the social world. It begins with Schutz's appraisal of how Husserl influenced him, and continues with exchanges between Schutz and Eric Voegelin, Felix Kaufmann, Aron Gurwitsch, and Talcott Parsons. This book presents, for the first time, Schutz's incisive criticisms of T.S. Eliot's theory of culture
    Description / Table of Contents: Collected Papers V.Phenomenology and the Social Sciences; Editor's Note; Contents; Introduction; I. Schutz's Project; Husserl and His Influence on Me*; The Theory of Social Action: Text and Letters with Talcott Parsons; 1 Parsons' Theory of Social Action; Choice and the Social Sciences*; 1 Introduction; 2 The Concept of Action; 3 Working and Product; 4 The Time Structure of the Project; 5 In-Order-to and Because Motives; 6 The Metaphysical Assumptions of Utilitarianism; 7 The Basic Assumption of Utilitarianism; 8 The Problem of Rationality; 9 The Role of the Observer
    Description / Table of Contents: 10 The Methodological Problem of Economics11 The Definition of the Economic Field; 12 The Basic Assumption of Economic Theory for Dealing with the Problem of Choice; 13 Summary and Conclusion; Reflections on the Problem of Relevance*; 1 Introductory Remarks1; 2 The Problem of Carneades; Variations on a Theme; 2.1 The Concept of the piqavóv and Its Modifications; 2.2 Husserl's Concept of Problematic Possibilities and the Field of the Unproblematic; 2.3 Topical Relevance and the Concept of Familiarity; Imposed and Intrinsic Relevances; 2.4 The Interpretative Relevance
    Description / Table of Contents: 2.5 The Motivational Relevance In-Order-to and Because Motives; 3 The Interdependency of the Systems of Relevance13; 3.1 The Habitual Possessions of Knowledge; 3.2 Familiarity and Strangeness; Types and Typicality; Things Taken for Granted; 3.3 Typicality and Interpretative Relevance; 3.4 Interest and Motivational Relevance; 3.5 The Stock of Knowledge at Hand; 3.6 The Interdependence of the Three Systems of Relevance; 3.7 Shortcomings of This Presentation; Reference to Further Problems; 4 The Stock of Knowledge at Hand Genetically Interpreted
    Description / Table of Contents: 4.1 Introduction: The Heterogeneous Character of the Stock of Knowledge at Hand as the Outcome of Sedimentation4.2 Degrees of Plausibility and Diexodos; 4.3 Polythetic and Monothetic Reflection; 4.4 Units of Meaning-Context; 4.5 The Chronological Sequence of Sedimentation and the System of Relevance; 5 Disturbances of the Process of Sedimentation26; 5.1 Disappearance of the Topic; 5.2 The Process Temporarily Interrupted; 5.3 Recommencing the Process; 6 The Stock of Knowledge at Hand Structurally Interpreted; 6.1 The Dimensions of the Lifeworld
    Description / Table of Contents: 6.2 Knowledge of Acquaintance and the Concept of Familiarity6.2.1 Systematic Theory of the Vacancy; 7 The Biographical Situation51; 7.1 Structurization by Orientation: The "Frame of Reference" (Urarche Erde); 7.2 My Own Body: éspace vécu; 7.3 The "hic" and the "illic"; 7.4 World Within My Reach and Topological Organization; 7.5 The Time-Structure; Outlines on "Relevance and Action"; 1 The Problem of Relevance; 2 Some Concepts of "Relevance"; 3 About the Problem of Relevance; 4 Relevance and "Condition of Interests"; 5 Relevance and Meaning; 6 Alternative Texts
    Description / Table of Contents: Letters of Schutz to Felix Kaufmann
    Note: Includes indexes
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  • 77
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    Dordrecht : Springer Science+Business Media B.V
    ISBN: 9789048196098
    Language: English
    Pages: Online-Ressource (XX, 350p, digital)
    Series Statement: Logic, Epistemology, and the Unity of Science 21
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T.
    Keywords: Philosophy (General) ; Logic ; Science Philosophy ; Philosophy ; Philosophy (General) ; Logic ; Science Philosophy
    Abstract: Belief revision theory and philosophy of science both aspire to shed light on the dynamics of knowledge - on how our view of the world changes (typically) in the light of new evidence. Yet these two areas of research have long seemed strangely detached from each other, as witnessed by the small number of cross-references and researchers working in both domains. One may speculate as to what has brought about this surprising, and perhaps unfortunate, state of affairs. One factor may be that while belief revision theory has traditionally been pursued in a bottom- up manner, focusing on the endeavors of single inquirers, philosophers of science, inspired by logical empiricism, have tended to be more interested in science as a multi-agent or agent-independent phenomenon.
    Note: Includes bibliographical references and index
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  • 78
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    Dordrecht : Springer Science+Business Media B.V
    ISBN: 9789048192434
    Language: English
    Pages: Online-Ressource (XIX, 204p, digital)
    Series Statement: International Archives of the History of Ideas / Archives internationales d'histoire des idées 201
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. George Berkeley: religion and science in the age of enlightenment
    RVK:
    Keywords: Philosophy (General) ; Science History ; Philosophy, modern ; Science Philosophy ; Philosophy ; Philosophy (General) ; Science History ; Philosophy, modern ; Philosophy ; Science Philosophy ; Aufsatzsammlung ; Berkeley, George 1685-1753 ; Berkeley, George 1685-1753
    Abstract: George Berkeley was considered 'the most engaging and useful man in Ireland in the eighteenth century'. This hyperbolic statement refers both to Berkeley's life and thought, in fact, he always considered himself a pioneer called to think and do new things. He was an empiricist well versed in the sciences, an amateur of the mechanical arts, as well as a metaphysician, he was the author of many completely different discoveries, as well as a very active Christian, a zealous bishop and the apostle of the Bermuda project. The essays collected in this volume, written by some leading scholars, aim to reconstruct the complexity of Berkeley's figure, without selecting 'major' works, nor searching for 'coherence' at any cost. They will focus on different aspects of Berkeley's thought, showing their intersections, they will explore the important contributions he gave to various scientific disciplines, as well as to the eighteenth-century philosophical and theological debate. They will highlight the wide influence that his presently most neglected or puzzling books had at the time, they will refuse any anachronistical trial of Berkeley's thought, judged from a contemporary point of view.
    Description / Table of Contents: George Berkeley:Religion and Science in the Ageof Enlightenment; Acknowledgments; Contents; Introduction; Part I Interpretations of Berkeley's Philosophy; Chapter 1: How Berkeley's Works Are Interpreted; Chapter 2: Berkeley's Metaphysical Instrumentalism1; Chapter 3: Causation, Fictionalism and Non-Cognitivism: Berkeley and Hume; Part IINeglected Works and Aspects ofBerkeley's Thought; Chapter 4: Berkeley and His Contemporaries: The Question of Mathematical Formalism; Chapter 5: Locke, Berkeley and Hume as Philosophers of Money*; Chapter 6: Berkeley and Chemistry in the Siris
    Description / Table of Contents: Chapter 7: Berkeley and Newton on Gravity in SirisChapter 8: "Scire per causas" Versus "scire per signa": George Berkeley and Scientific Explanation in Siris; Part IIITowards a Wider Historical Perspective; Chapter 9: Berkeley, Theology and Bible Scholarship; Chapter 10: The Distrustful Philosopher: Berkeley Between the Devils and the Deep Blue Sea of Faith; Chapter 11: Berkeley, Spinoza, and Radical Enlightenment; Chapter 12: Was Berkeley a Spinozist? A Historiographical Answer (1718-1751); Chapter 13: The Animal According to Berkeley; Index;
    Note: Description based upon print version of record
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  • 79
    ISBN: 9789048197637
    Language: English
    Pages: Online-Ressource (XIX, 410p, digital)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. School dropout and completion
    RVK:
    Keywords: Education, Higher ; Education ; Education ; Education, Higher ; Dropouts ; Dropouts ; Prevention ; School attendance ; Aufsatzsammlung ; Schulabbruch ; Schulabschluss
    Abstract: School dropout remains a persistent and critical issue in many school systems, so much so that it is sometimes referred to as a crisis. Populations across the globe have come to depend on success at school for establishing careers and gaining access to post-school qualifications. Yet large numbers of young people are excluded from the advantages that successful completion of school brings and as a result are subjected to consequences such as higher likelihood of unemployment, lower earnings, greater dependence on welfare and poorer physical health and well-being. Over recent decades, most western nations have stepped up their efforts to reduce drop out and raise school completion rates while maintaining high standards. How school systems have approached this, and how successful they are, varies. This book compares the various approaches by evaluating their impact on rates of dropout and completion. Case studies of national systems are used to highlight the different approaches including institutional arrangements and the various alternative secondary school programs and their outcomes. The evaluation is based on several key questions: What are the main approaches? How do they work? For whom do they work? And, how successful are they in promoting high rates of completion and equivalent outcomes for all? This book examines the nature of the dropout problem in advanced industrialized countries with the goal of developing a broader, international understanding that can feed into public policy to help improve completion rates worldwide.
    Description / Table of Contents: School Dropoutand Completion; Acknowledgements; Contents; List of Tables; List of Figures; Contributors; Role of Editors; Chapter 1: School Dropout and Completion: An International Perspective; Introduction; Defining and Measuring Completion and Dropout; Social Inequality and School Completion; Modern Growth in School Completion; Plan of the Book; References; Part I:Structures and Pathways; Chapter 2: Pathways to School Completion: An International Comparison; Part II:Case Studies; Introduction to the European Education Systems; Chapter 3: The Question of School Dropout: A French Perspective
    Description / Table of Contents: Chapter 4: School Dropout and Completion in SpainChapter 5: Towards Compulsory Participation in England; Chapter 6: Participation in Post-Compulsory Learning in Scotland; Chapter 7: Germany's Education System and the Problem of Dropouts: Institutional Segregation and Program Diversification; Chapter 8: School Dropout in Secondary Education: The Case of Poland; Chapter 9: School Dropout and Completion in Switzerland; Introduction to the Nordic Education Systems; Chapter 10: Dropout and Completion in Upper Secondary Education in Finland
    Description / Table of Contents: Chapter 11: Dropout in a Small Society: Is the Icelandic Case Somehow Different?Chapter 12: Early Leaving, Non-Completionand Completion in Upper Secondary Education in Norway; Introduction to the New World Education Systems; Chapter 13: High School Dropouts in the United States; Chapter 14: Educational Systems and School Dropout in Canada; Chapter 15: School Dropout and Completion in Australia; Part III:Programs, Equity and Policy; Chapter 16: Vocational Education and Training in France and Germany: Friend or Foe of the Educationally Disadvantaged?
    Description / Table of Contents: Chapter 17: Pathways to Completion for School DropoutsChapter 18: School Dropout and Inequality; Chapter 19: Policies to Reduce School Dropoutand Increase Completion; Index;
    Note: Description based upon print version of record
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  • 80
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    Dordrecht : Springer Science+Business Media B.V
    ISBN: 9789048187966
    Language: English
    Pages: Online-Ressource (XV, 434p, digital)
    Series Statement: International Archives of the History of Ideas / Archives internationales d'histoire des idées 202
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. Vassányi, Miklós, 1966 - Anima mundi: the rise of the world soul theory in modern German philosophy
    RVK:
    Keywords: Philosophy (General) ; Science History ; Metaphysics ; Philosophy of nature ; Philosophy ; Philosophy (General) ; Science History ; Metaphysics ; Philosophy of nature ; Philosophy ; Ontology ; Neoplatonism ; Deutschland ; Weltgeist ; Weltseele ; Philosophie ; Geschichte 1700-1800
    Abstract: This work presents and philosophically analyzes the early modern and modern history of the theory concerning the soul of the world, anima mundi. The initial question of the investigation is why there was a revival of this theory in the time of the early German Romanticism, whereas the concept of the anima mundi had been rejected in the earlier, classical period of European philosophy (early and mature Enlightenment). The presentation and analysis starts from the Leibnizian-Wolffian school, generally hostile to the theory, and covers classical eighteenth-century physico-theology, also reluctant to accept an anima mundi. Next, it discusses early modern and modern Christian philosophical Cabbala (Böhme and Ötinger), an intellectual tradition which to some extent tolerated the idea of a soul of the world. The philosophical relationship between Spinoza and Spinozism on the one hand, and the anima mundi theory on the other is also examined. An analysis of Giordano Bruno's utilization of the concept anima del mondo is the last step before we give an account of how and why German Romanticism, especially Baader and Schelling asserted and applied the theory of the Weltseele. The purpose of the work is to prove that the philosophical insufficiency of a concept of God as an ens extramundanum instigated the Romantics to think an anima mundi that can act as a divine and quasi-infinite intermediary between God and Nature, as a locum tenens of God in physical reality.
    Description / Table of Contents: Anima Mundi; Acknowledgments; Contents; Signs; Chapter 1: Introduction; Chapter 2: Presentation of the Texts Relevant for the Concept of an anima mundi. The Immediate Natural Theological Setting of the Problem; Chapter 3: The Distinctive Philosophical Content of the Concept of an "anima mundi" in Leibniz and His Followers. Arguments of This School Against the General Theory of anima mundi. A Broader Natural
    Description / Table of Contents: Chapter 4: Preliminary Historical and Conceptual Presentation of "L'Histoire Naturelle" in Selected Major Works of some Leading Naturalists. The Relation of Natural Science to Theology or SpiritualityChapter 5: General Philosophical Analysis of Physico-Theology; Chapter 6: Böhme's Speculative Theology (De signatura rerum, 1622). Ötinger's Cabbalistic Theory of the World as a Glorious Div; Chapter 7: The Philosophical Incompatibility of Spinoza's System with the World Soul Theory. Bayle's Identification of Spinozism with the World Soul Theory, and Wachter's Denial of the Same. Lessing's
    Description / Table of Contents: Chapter 8: The World Soul in Giordano Bruno's De la causa, principio et uno (1584) and De l'infinito, universo e mondi (1584). The Revival of Bruno's Philosophy in Late Eighteenth to Early Nineteenth-Chapter 9: The World Soul in Baader's and Schelling's Conceptions; Bibliography; Index of Titles of Philosophical and Other Works; Name Index; Index of Philosophical and Historical Concepts;
    Note: Description based upon print version of record
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    Dordrecht : Springer Science+Business Media B.V
    ISBN: 9789048191666 , 1283085682 , 9781283085687
    Language: English
    Pages: Online-Ressource (XIII, 307p, digital)
    Series Statement: Explorations of Educational Purpose 11
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T.
    Keywords: Curriculum planning ; Education, Higher ; Education ; Education ; Curriculum planning ; Education, Higher
    Abstract: This volume captures the spirit of collaboration and innovation that its authors bring into the classroom, as well as to groundbreaking undergraduate programs and initiatives. Coming from diverse points of view and twenty different disciplines, the contributors illuminate the often perplexing debates about what matters most in higher education today. Each chapter tells a unique story about creating vital pedagogical arenas that have the potential to transform teaching and learning for both faculty and students. These exploratory spaces include courses under construction, cross-college and interdisciplinary collaborations, general education reform initiatives, and fresh perspectives on student support services, faculty development, freshman learning communities, writing across the curriculum, on-line degree initiatives, and teaching and learning centers. All these spaces lend shape to an over-arching, system-wide project bringing together the often disconnected silos of undergraduate education at The City University of New York (CUNY), America's largest urban public university system. Since 2003, the University's Office of Undergraduate Education has sponsored coordinated efforts to study and improve teaching and learning for the system's 260,000 undergraduates enrolled at 18 distinct colleges. The contributors to this volume present a broad spectrum of administrative and faculty perspectives that have informed the process of transforming the undergraduate experience. Combined, the voices in these chapters create a much-needed exploratory space for the interplay of ideas about how teaching and learning need to matter in evolving notions of higher education in the twenty-first century. In addition, the text has wider social relevance as an in-depth exploration of change and reform in a large public institution.
    Description / Table of Contents: Contents; Contributors; Prefatory Notes; Part I Prologue. Beginning an Exchange: Administration, Faculty, and the Shared Conversation; 1 Rooms in Common: Where Teaching and Learning Matter; 2 The Campus Center: Negotiating the Teaching Spaces of Higher Education; 3 The Book Structure: An Overview of the Conversations; Part II Changing Institutional Spaces: The Challenges of an Integrated University; 4 Bridging the Colleges: Perspectives on the Integrated University; 5 The Fortunate Gardener: Cultivating a Writing Center; 6 Accountability/Assessment as a Catalyst for Building College Community
    Description / Table of Contents: 7 The CUNY Online Baccalaureate: A Transformative CyberspacePart III Negotiating Roles and Identities: The Challenges Faculty and Students Face; 8 Creating Space for Scholarship of Teaching and Learning: Transforming the Meaning of Academic Work; 9 The Writing Fellow/Faculty Collaboration in a Community College: Paradigms of Teaching and Learning Across the Curriculum; 10 Academic Discourse on a Multilingual Campus; 11 The Power of Peers: New Ways for Students to Support Students; Part IV Re-envisioning Pedagogy: The Challenges of Evolving Practice; 12 Tempo and Reading Well
    Description / Table of Contents: 13 Exploring History, Architecture, and Art Across Three Colleges in the Bronx14 Campus Without Boundaries: The Brooklyn GreenWalk; 15 Sparking Student Scholarship Through Urban Ethnography; 16 Building Community in Professional Education: Team Learning by Design; About the Authors; Name Index; Subject Index;
    Note: Description based upon print version of record
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    Dordrecht : Springer Science+Business Media B.V
    ISBN: 9789048197668 , 1283085755 , 9781283085755
    Language: English
    Pages: Online-Ressource (VIII, 228p. 50 illus, digital)
    Series Statement: Mathematics Education Library 50
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. Mathematical knowledge in teaching
    RVK:
    Keywords: Mathematics ; Education ; Education ; Mathematics ; Education ; Mathematics ; Mathematics ; Study and teaching ; Research ; Mathematics teachers ; Training of ; Effective teaching ; Mathematical ability ; Aufsatzsammlung ; Mathematik ; Unterricht
    Abstract: The quality of primary and secondary school mathematics teaching is generally agreed to depend crucially on the subject-related knowledge of the teacher. However, there is increasing recognition that effective teaching calls for distinctive forms of subject-related knowledge and thinking. Thus, established ways of conceptualizing, developing and assessing mathematical knowledge for teaching may be less than adequate. These are important issues for policy and practice because of longstanding difficulties in recruiting teachers who are confident and conventionally well-qualified in mathematics, and because of rising concern that teaching of the subject has not adapted sufficiently. The issues to be examined in Mathematical Knowledge in Teaching are of considerable significance in addressing global aspirations to raise standards of teaching and learning in mathematics by developing more effective approaches to characterizing, assessing and developing mathematical knowledge for teaching.
    Description / Table of Contents: Contents; Contributors; 1 Introduction: Mathematical Knowledge in Teaching; Part I Conceptualising Mathematical Knowledge in Teaching; 2 Conceptualising Teachers' Mathematical Knowledge in Teaching; 3 Knowing and Identity: A Situated Theory of Mathematics Knowledge in Teaching; 4 Changed Views on Mathematical Knowledge in the Course of Didactical Theory Development: Independent Corpus of Scientific Knowledge or Result of Social Constructions?; 5 Teaching Mathematics as the Contextual Application of Mathematical Modes of Enquiry; 6 Conceptualising Mathematical Knowledge in Teaching
    Description / Table of Contents: Part II Understanding the Cultural Context of Mathematical Knowledge in Teaching7 The Cultural Location of Teachers' Mathematical Knowledge: Another Hidden Variable in Mathematics Education Research?; 8 How Educational Systems and Cultures Mediate Teacher Knowledge: `Listening' in English, FrenchINTbreak; and German Classrooms; 9 Modelling Teaching in Mathematics Teacher Education and the Constitution of Mathematics for Teaching; 10 Audit and Evaluation of Pedagogy: Towards a Cultural-Historical Perspective; 11 The Cultural Dimension of Teachers' Mathematical Knowledge
    Description / Table of Contents: Part III Building Mathematical Knowledge in Teaching by Means of Theorised Tools12 The Knowledge Quartet as an Organising Framework for Developing and Deepening Teachers' Mathematics Knowledge; 13 Learning to Teach Mathematics Using Lesson Study; 14 Using Theories to Build Kindergarten Teachers' Mathematical Knowledge for Teaching; 15 Teachers' Stories of Mathematical Subject Knowledge: Accounting for the Unexpected; 16 Building Mathematical Knowledge in Teaching by Means of Theorised Tools; 17 Conclusion; Author Index; Subject Index
    Note: Includes bibliographical references and indexes
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    Dordrecht : Springer Science+Business Media B.V
    ISBN: 9789048139354
    Language: English
    Pages: Online-Ressource (XXIX, 210p, digital)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T.
    Keywords: Adult education ; Education ; Education ; Adult education
    Abstract: Action leadership is a creative, innovative, collaborative and self-developed way to lead. It eschews the hierarchical structure usually associated with leadership and is based instead on the democratic values of freedom, equality, inclusion and self-realization. It take responsibility for, not control over, people through networking and orchestrating human energy towards a holistic outcome that benefits the common interest. Action leaders are passionate people who abide by the motto that Learning does not mean to fill a barrel but rather to ignite a flame in others. And in this time of rapid economic, political, technological, social and ecological changes, action leadership and action leaders are precisely what's needed to improve how people and organizations engage constructively to address the myriad complex issues challenging society at all levels. Action Leadership: Towards a Participatory Paradigm explains and illustrates how action leadership can be developed through participatory action learning and action research (PALAR). It addresses real-life issues by people who choose to work collaboratively towards shared goals while developing their learning, insights, knowledge, people skills and personal relationships through involvement in a PALAR project. The book provides a conceptual framework for action leadership and for the integrative, practical theory of PALAR, and examples of applications in higher education, management education for organization development, and community development. Readers are encouraged to adopt, adapt and further develop the evolving concepts of action leadership and PALAR in a participatory paradigm of learning, research and development.
    Description / Table of Contents: Foreword; Acknowledgements; Contents; About the Author; Reviewers' Comments; List of Acronyms; List of Appendices; List of Figures; List of Tables; 1 From Action Learning and Action Research to Action Leadership; Chapter Overview; Introduction; Definition of Terms; Purpose and Aims; Approach; Readership; Models; Storyline; Book Content; Chapter 2 : PALAR Concepts, Models and Values; Chapter 3 : PALAR: Dialectic of Theory and Practice; Chapter 4: PALAR Paradigm and Methodology; Chapter 5 : Higher Education; Chapter 6: Management Education for Organization Development
    Description / Table of Contents: Chapter 7: Community DevelopmentChapter 8 : Action Leadership Within a Participatory Paradigm; Limitations and Contributions; Chapter Summary; Discussion Starters; Note; Part I Conceptual Framework for PALAR; 2 PALAR Concepts, Models and Values; Chapter Overview; Introduction; Action Learning; Concepts and Characteristics of Action Learning; Action Learning Programmes and Projects; Terminology; An Action Learning Set with Individual Projects; Action Learning Team Project; Action Learning Programme with Several Team Projects; Action Research; Concepts and Characteristics of Action Research
    Description / Table of Contents: Participatory Action Research (PAR)Action Science; Action Research Requirements and Quality Criteria; The Concept of PALAR: Integrating Action Learning (AL) with Participatory Action Research (PAR); PALAR Models; A Generic Model for PALAR Programmes; Problem Definition and Needs Analysis; Start-Up Workshop; Project Work; Midway Workshop with Specialist Input; Project Work (Continued); Concluding Workshop; Preparing for Presentations; Final Presentation and Celebration; Values in a PALAR Culture; Core Values; First, Advancement and Reflection
    Description / Table of Contents: Second, Collaboration and Effective Use of Processes and MethodsThird,Trust and Feedback; Fourth,Imagination and Leadership Development; Fifth, Openness and Exploration of New Opportunities; Sixth,Non-positivist Beliefs and Coaching; Seventh and Finally, Success/Significance and Team Results; Espoused and Governing Values; Model 1 and Model 2 Values and Strategies; Success and Failure: Managed Change; What Makes PALAR Programmes Successful?; Success/Worth; Fun/Enjoyment; Freedom/Choice; Belonging/Respect/Love; What Makes PALAR Programmes Unsuccessful?
    Description / Table of Contents: Other Potential Pitfalls and How to Avoid ThemChapter Summary; Discussion Starters; Notes; 3 PALAR: Dialectic of Theory and Practice; Chapter Overview; Introduction; Dialectic; Praxis; PALAR: A Synthesis of Theory and Practice; Knowledge Integration; Indigeneity; Integrating Knowledge and Action; Practical Theories; Chapter Summary; Discussion Starters; Note; 4 PALAR Paradigm and Methodology; Chapter Overview; Introduction; Terminology; Dialectic; Paradigms; Competing Paradigms; Language; Theoretical Framework; Grounded Theory; Action Theory; Critical Theory; Systems Theory
    Description / Table of Contents: Personal Construct Theory (PCT)
    Note: Includes bibliographical references and index
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    Dordrecht : Springer Science+Business Media B.V
    ISBN: 9789400719545
    Language: English
    Pages: Online-Ressource (XV, 266p, digital)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. Billett, Stephen Vocational education
    RVK:
    Keywords: Education ; Education ; Education ; Vocational education ; Berufsbildung ; Bildungswesen ; Berufsausbildung ; Berufsbildungssystem
    Abstract: No description available.
    Abstract: This book discusses what constitutes vocational education as well as its key purposes, objects, formation and practices. In short, it seeks to outline and elaborate the nature of the project of vocational education. It addresses a significant gap in the available literature by providing a single text that elaborates the scope and diversity of the sector, its key objectives (i.e. vocations and occupations), its formation and development as an education sector, and the scope of its purposes and considerations in the curriculum. The volume achieves these objectives by discussing and defining the
    Description / Table of Contents: Preface; Reference; Acknowledgements; Contents; 1 Vocational Education: A Field and Sector of Education; Vocational Education; Vocational Education: A Diverse Field of Education; Diversities and Vocational Education; Vocational Education: Key Concepts and Conceptual Bases; Vocational Education: Both a Field of Education and a Sector; Vocations and Occupations as Concepts; Constructivism: Personal and Social Perspectives; Organisation and Contributions of the Chapters; 2 Positioning Vocational Education; Positioning Vocational Education
    Description / Table of Contents: Distinctiveness and Diversity Within Vocational EducationFocuses for Vocational Education; Specificity of Learning Outcomes; Key Focuses; Diverse Traditions and Institutions of Vocational Education; Consistency Within Diversity; Standing of Vocational Education; Premises; All Educational Provision Should Aim to Be Vocational; Vocational Education Is a Crucial Educational Field; Little Distinction Between Higher and Vocational Education; Both General and Specific Educational Provisions Are Salient; Socially Privileged 'Others' Influence the Standing of Occupations and Vocational Education
    Description / Table of Contents: Problems and Limitations with the Vocational Education SectorPositioning of Vocational Education; 3 Vocations; Defining Vocations; Constituting and Defining Vocations; Vocations: Origins and Forms; Vocations: Personal and Social Dimensions; The Valuing of Vocations; Imperatives of Brute Facts; Limits of the Personal as Vocation; Constituting Vocations; Vocations; 4 Occupations; Occupations; Occupations as Paid Work; The Worth of Occupations; From 'Called to' to 'Calling for'; Occupations as Callings; Professions Versus Other Occupations; Conceptions of Occupations and Education
    Description / Table of Contents: 5 Development of Vocational Education Systems and FieldsFormation of Vocational Education Systems; The Impact of Modernism; The Formation of National Vocational Education Systems; Academic Perspectives and Sentiments; The Role and Power of Bureaucracies; The Development and Ordering of Vocational Education; 6 Purposes of Vocational Education; Vocational Education Purposes; Educational Purposes; The Purposes for Vocational Education; Vocational Education: Purposes and Perspectives; Cultural Reproduction, Remaking and Transformation; Continuity and Transformation of Occupational Practice
    Description / Table of Contents: Economic and Social Efficiency and EffectivenessDeveloping Capacities Required for Effective Work; Developing Enterprises' Capacities for Continuity; Societal Continuity and Transformation; Securing the Range of Occupational Competence That Particular Societies Need; Developing the Capacity to Secure Employment and Resist Unemployment; Individual Fitness and Work Readiness; Individual Progression; Supporting Development for and Across Working Life; Assisting Work Transitions; Assisting the Development of Learners Whose Needs and Capacities Transform; Personal Emancipation and Progression
    Description / Table of Contents: Purposes of Vocational Education
    Note: Includes bibliographical references and index
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    Dordrecht : Springer Science+Business Media B.V
    ISBN: 9789400711747
    Language: English
    Pages: Online-Ressource (XV, 259p. 23 illus, digital)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T.
    Keywords: Educational tests and measurements ; Literacy ; Education ; Education ; Educational tests and measurements ; Literacy
    Abstract: Reading Comprehension: Assisting Children with Learning Difficulties examines the complex nature of reading comprehension. It introduces a model for classifying reading comprehension based on an expanded Simple View of Reading. Issues related to assessment, diagnosis, and remediation of reading comprehension difficulties are discussed and translated into clear recommendations to inform reading intervention design and practice. It gives an informed understanding as to why reading comprehension is difficult for some children with learning disabilities such as ADHD, autism, language difficulties
    Description / Table of Contents: Reading Comprehension; Dedication and Appreciation; Contents; About the Author; Introduction; Chapter 1: Reading Difficulties; 1.1 Chapter Overview; 1.2 What Is Literacy?; 1.2.1 Theoretical Perspectives and Reading Comprehension; 1.2.2 Behaviourism; 1.2.3 Cognitivism; 1.2.4 Social Constructivist Learning Theory; 1.2.5 Connectivism; 1.3 The Concept of Reading Difficulties; 1.4 The Simple View of Reading; 1.5 Listening Comprehension; 1.6 Classification of Reading Difficulties; 1.7 Summary; Chapter 2: Reading Comprehension; 2.1 Chapter Overview; 2.2 What is Reading Comprehension
    Description / Table of Contents: 2.2.1 Mental Modelling2.3 Comprehension: A Cognitive Process; 2.3.1 Meaning and Comprehension; 2.4 Comprehension and the Active Learner; 2.4.1 Comprehension and Organisation; 2.4.2 Comprehension and Metacognition; 2.5 Comprehension Difficulties; 2.5.1 Why Some Students Are Poor at Comprehension?; 2.5.2 A Conceptual Framework; 2.6 Socio-Cultural Context; 2.7 Task Variables; 2.8 Text Variables; 2.9 Reader Variables; 2.9.1 Biological; 2.9.2 Cognitive; 2.9.3 Behavioural; 2.10 Purpose; 2.11 Summary; Chapter 3: Cognitive Architecture; 3.1 Chapter Overview; 3.2 Cognitive Architecture
    Description / Table of Contents: 3.3 Working Memory3.4 Long-Term Memory; 3.4.1 Schema Theory; 3.4.2 Semantic Networks; 3.4.3 Dual Coding; 3.5 Learning Styles; 3.5.1 Implications for Teaching; 3.6 Summary; Chapter 4: Language Processing; 4.1 Chapter Overview; 4.1.1 Language Theory; 4.2 Language and Learning Impairments; 4.3 Decoding Deficits; 4.4 Dyslexia; 4.5 Language Learning Disabilities; 4.5.1 Poor Comprehenders; 4.5.2 Autistic Spectrum Disorders; 4.6 ADHD; 4.6.1 Individual Differences; 4.7 Summary; Chapter 5: Word Level and Discourse Processing of Text; 5.1 Chapter Overview; 5.2 Vocabulary
    Description / Table of Contents: 5.3 Quality of Word Representations5.3.1 Vocabulary and Meaning; 5.3.2 Age Differences; 5.3.3 Vocabulary Instruction; 5.4 Fluency; 5.4.1 Readability Levels; 5.4.2 Expressive Reading; 5.5 Context; 5.6 Late Emerging Disabilities; 5.6.1 Late-Intervention Programs; 5.7 Summary; Chapter 6: Visualisation; 6.1 Chapter Overview; 6.2 Forms of Mental Encoding; 6.3 The Nature of Visualisation; 6.4 Visualisation and Mental Functions; 6.4.1 Mental Modelling and Capacity; 6.4.2 Visualisation and Inferential Processing; 6.4.3 Visualisation as an Organisational Tool
    Description / Table of Contents: 6.4.4 Visualisation, Involvement, and Affect6.5 Instruction and Visualisation; 6.6 Visualisation and Poor Comprehenders; 6.7 Linking Visual and Verbal Processes; 6.7.1 Barrier Games; 6.8 Visualisation Strategies; 6.8.1 Illustrations; 6.8.2 Drawing; 6.8.3 Manipulations; 6.8.4 Mental Imagery; 6.8.5 Sensory Imaging Strategy (SIS); 6.8.6 Characterisations; 6.8.7 A Multi-Modal Approach; 6.9 Summary; Chapter 7: Using Inferences and Strategic Processing; 7.1 Chapter Overview; 7.2 Inferential Processing; 7.2.1 Meaning and Inferencing; 7.2.2 Background Knowledge; 7.2.3 Text Coherence
    Description / Table of Contents: 7.3 Thinking Frames
    Note: Includes bibliographical references and index
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  • 86
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    Dordrecht : Springer Science+Business Media B.V
    ISBN: 9789400717510
    Language: English
    Pages: Online-Ressource (VIII, 400p, digital)
    Series Statement: Vienna Circle Institute Yearbook, Institut `Wiener Kreis' Society for the Advancement of the Scientific World Conception 15
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. Friedrich Waismann
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    Keywords: Philosophy (General) ; Genetic epistemology ; Science Philosophy ; Philosophy ; Philosophy (General) ; Genetic epistemology ; Science Philosophy ; Aufsatzsammlung ; Waismann, Friedrich 1896-1959 ; Neopositivismus
    Abstract: No description available.
    Abstract: Friedrich Waismann (1896 1959) was one of the most gifted students and collaborators of Moritz Schlick. Accepted as a discussion partner by Wittgenstein from 1927 on, he functioned as spokesman for the latter 's ideas in the Schlick Circle, until Wittgenstein 's contact with this most faithful interpreter was broken off in 1935 and not renewed when exile took Waismann to Cambridge. Nonetheless, at Oxford, where he went in 1939, and eventually became Reader in Philosophy of Mathematics (changing later to Philosophy of Science), Waismann made important and independent contributions to analytic p
    Description / Table of Contents: Table of Contents; Editorial; Waismann: the Wandering Scholar; Tributes to and Impressions of Friedrich Waismann; Waismann's Big Book; The Exile and His Family; A Waismann Memoir; Oxford Memories of Friedrich Waismann; Waismann's Lectures on Causality: An Introduction; Bibliography; The Decline and Fall of Causality; Causality; (1) Hume's Analysis of Causal Connection.; (2) The Problem of Induction.; (3) What is the Principle of Induction?; (4) J. S. Mill's Account; (5) The Scientific Scheme of Causality; (6) Comments on a New Conception.; (7) The Principle of Causality
    Description / Table of Contents: (8) Difficulties of Determinism(9) Causality as Understood Connection; (10) Insight; (11) Motive; (12) Criticism of Russell's View; The Logical Force of Expressions; 1. Ramsey; 2. Two Sorts of Inference; 3. V-Inferences; 4. Body of Meanings; 5. 'All men are mortal'; A Philosopher Looks at Kafka; Waismann Versus Ewing on Causality; 1. Introduction; 2. Intrinsic Connectedness; 3. Explanation; 4. Production; 5. Necessity; 6. Causal powers; 7. Conclusion; References; Waismann as Spokesman for Wittgenstein; Waismann's Testimony of Wittgenstein's Fresh Starts in 1931-35
    Description / Table of Contents: Otto Neurath's 'Encyclopedia of the World War': A ContextualisationOtto Neurath and the Women's International League for Peace and Freedom (WILPF); Struggles For Social Transformation-links Between Yella Hertzka And Otto Neurath; Otto Neurath On War And Peace; Otto Neurath-Utopias, Encyclopedias, Museum Work; Encyclopedia of the World War; Enzyklopädie des Weltkrieges.; One Hundred Years of Philosophy of Science: The View from Munich; Bibliography; John T. Blackmore: Two Recent Trilogies on Ernst Mach; References; Logical Syntax and the Application of Mathematics; Reviews; Obituary
    Description / Table of Contents: Activities of the Institute Vienna CircleActivities 2010; Activities 2011; Index of Names
    Note: Includes bibliographical references and index
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  • 87
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    Dordrecht : Springer Science+Business Media B.V
    ISBN: 9789400715639
    Language: English
    Pages: Online-Ressource (X, 205p. 1 illus, digital)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T.
    Keywords: Education ; Education ; Education Philosophy
    Abstract: A spherical actuator is a novel electric device that can achieve 2/3-DOF rotational motions in a single joint with electric power input. It has advantages such as compact structure, low mass/moment of inertia, fast response and non-singularities within the workspace. It has promising applications in robotics, automobile, manufacturing, medicine and aerospace industry. This is the first monograph that introduces the research on spherical actuators systematically. It broadens the scope of actuators from conventional single-axis to multi-axis, which will help both beginners and researchers to enhance their knowledge on electromagnetic actuators. Generic analytic modeling methods for magnetic field and torque output are developed, which can be applied to the development of other electromagnetic actuators. A parametric design methodology that allows fast analysis and design of spherical actuators for various applications is proposed. A novel non-contact high-precision 3-DOF spherical motion sensing methodology is developed and evaluated with experiments, which shows that it can achieve one order of magnitude higher precision than conventional methods. The technologies of nondimensionalization and normalization are introduced into magnetic field analysis the first time, and a benchmark database is established for the reference of other researches on spherical actuators.
    Description / Table of Contents: Preface; Author Biographies; Contents; Chapter-1; Chapter-2; History and Philosophy of Values and Virtues; Chapter-3; Chapter-4; Chapter-5; Chapter-6; Chapter-7; Values and Social Engagement; Chapter-8; Chapter-9; Chapter-10; Chapter-11; The Ambience and Discourse of Values Pedagogy; Author Index; Subject Index;
    Note: Includes bibliographical references and indexes
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  • 88
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    Dordrecht : Springer Science+Business Media B.V
    ISBN: 9789400716551
    Language: English
    Pages: Online-Ressource (XIV, 222p. 6 illus, digital)
    Series Statement: Law and Philosophy Library 96
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. Aarnio, Aulis, 1937 - Essays on the doctrinal study of law
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    Keywords: Philosophy (General) ; Philosophy of law ; Law Philosophy ; Political science ; Philosophy ; Philosophy (General) ; Philosophy of law ; Law Philosophy ; Political science ; Law ; Philosophy ; Rechtsphilosophie
    Abstract: "Essays on the Doctrinal Study of Law" is a summary of the author's 40 years of research in the fields of civil law and the philosophy of law. The main focus is on the two main tasks in the doctrinal study of law: the interpretation and systematisation of legal norms. In this regard, Professor Aarnio deals with the theory of argumentation as well as with its foundations - i.e., with the ontology, epistemology and methodology of legal thinking - and develops the ideas that were first presented in "The Rational as Reasonable" (Kluwer 1987) in all of these dimensions. The work
    Description / Table of Contents: pt. 1. Introduction -- pt. 2. The foundations of legal thinking -- pt. 3. Between realism and idealism -- pt. 4. On the doctrinal study of law.
    Note: Includes bibliographical references and indexes
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  • 89
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    Dordrecht : Springer Science+Business Media B.V
    ISBN: 9789048193073
    Language: English
    Pages: Online-Ressource (XXVI, 304p. 4 illus, digital)
    Series Statement: Issues in Business Ethics 34
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. Applying care ethics to business
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    Keywords: Wirtschaftsethik ; Gender Economics ; Stakeholder ; Unternehmenskultur ; Theorie ; Philosophy (General) ; Ethics ; Economics ; Social policy ; Developmental psychology ; Philosophy ; Philosophy (General) ; Ethics ; Economics ; Social policy ; Developmental psychology ; Business ethics ; Empathy
    Abstract: Maureen Sander-Staudt
    Abstract: "Applying Care Ethics to Business" is a multidisciplinary collection of original essays that explores the intersection between the burgeoning field of care ethics and business. Care ethics is an approach to morality that emphasizes relational, particularist, and affective dimensions of morality that evolved from feminist theory and today enjoys robust intellectual exploration. Care ethics emerged out of feminist theory in the 1980's and the greatest contribution to moral analysis among Women' Studies scholars. Today, feminists and non-feminist scholars are increasingly taking care et
    Description / Table of Contents: Acknowledgements; Introduction: Care Ethics and Business Ethics; Background; Defining and Delineating Care; The Unique Applications of Care Ethics to BusinessInterdependent Relations, Sustainability and Globalization; Commonly Perceived Flaws of Care Ethics; Chapter Organization; References; Contents; Contributors; Part I Justice, Distribution, and Economics; 1 An Ethic of Care: A Relational Ethic for the Relational Characteristics of Organizations; 2 Care Ethics and Markets: A View from Feminist Economics
    Description / Table of Contents: 3 Adam Smith Cared, So Why Cant Modern Economics?: The Foundations for Care Ethics in Early Economic Theory4 Towards a Caring Economy; Part II Corporate Decision Making; 5 Care Ethics and Stakeholder Theory; 6 Moving Toward a More Caring Stakeholder Theory: Global Business Ethics in Dialogue with the Feminist Ethics of Care; 7 Elucidating the Role of Care in Ethical Decision-Making and Action; 8 Care Ethics and Unintended Consequences; Part III Case Studies; 9 The Changing Face of Ethics in the Workplace: Care and the Impact of Immigration Enforcement
    Description / Table of Contents: 10 Taking Care of Business: Caring in Competitive Corporate Structures11 Bumfights and Care Ethics: A Contemporary Case Study; Part IV Corporate Culture; 12 Care and Loyalty in the Workplace; 13 Care Ethics, Knowledge Management, and the Learning Organization; 14 Care as a Corporate Virtue; Bibliography; Contributor Biographies; Index
    Note: Includes bibliographical references and index
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  • 90
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    Dordrecht : Springer Science+Business Media B.V
    ISBN: 9789048197972
    Language: French
    Pages: Online-Ressource (IX, 397p, digital)
    Series Statement: Phaenomenologica, Published Under the Auspices of the Husserl-Archives 198
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. Dufourcq, Annabelle La dimension imaginaire du réel dans la philosophie de Husserl
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    Keywords: Philosophy (General) ; Phenomenology ; Philosophy ; Philosophy (General) ; Phenomenology ; Husserl, Edmund 1859-1938 ; Konzeption ; Imagination ; Wirklichkeit ; Husserl, Edmund 1859-1938 ; Konzeption ; Imagination ; Wirklichkeit
    Abstract: The subject of this study is Husserl s conception of imagination and its essential link with a radical subversion of the common notion of reality. One of Husserl s remarkable daring ideas is his definition of the image as an intuition, namely, capable of filling our meaning-intentions. Thus is revealed a fundamental imaginary field which is not the simple product of my imagination, but a certain mode of presence of the objects themselves: vacillating or floating presence. This thesis leads to a revolution in our conception of reality. Presence and Being themselves need to be redefined in order to incorporate a dimension of ubiquity and sensible diffraction. Husserl precisely invites us to distrust the alleged implacability of reality and refuses to consider the latter as an In-itself . He intends to reveal the hidden and transcendental dimension of the world but he also shows that these depths are the Realm of the Mothers : there reign sketches (Abschattungen), analogies, phantom
    Description / Table of Contents: ptie 1. Elaboration de la notion d'imagination dans la reflexion Husserlienne -- ptie 2. Fecondite de la Phantasia : le "comme-si" en tant qu'enrichissement de notre experience -- ptie 3. L'émergence de l'imaginaire dans le profondeurs du réel.
    Note: Includes bibliographical references and indexes
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  • 91
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    Dordrecht : Springer Science+Business Media B.V
    ISBN: 9789048137831
    Language: English
    Pages: Online-Ressource (XIII, 200p, digital)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T.
    Keywords: Philosophy (General) ; Metaphysics ; Developmental psychology ; Philosophy ; Philosophy (General) ; Metaphysics ; Developmental psychology
    Abstract: Although The Second Sex by Simone de Beauvoir inaugurated an exploration of the ontology of sex, gender and identity in the mid-twentieth century, the field of feminist metaphysics has been slow to develop. There are a number of explanations for this the more obvious relevance of ethics and political theory for feminism, the suspicion of some feminists working in the continental tradition towards metaphysics, and the assumption that metaphysical theories are ahistorical, fixed, and irrelevant to feminist concerns. A growing body of work in feminist metaphysics has succeeded in dispelling each of these presuppositions by showing that metaphysical questions are relevant to feminist philosophy (Frye, Witt, Haslanger) and that ontological questions need not be divorced from the changing social context in which they arise (Alcoff). Feminist Metaphysics will be a landmark volume in feminist philosophy because it is the first collection of papers devoted entirely to the field of feminist metaphysics. All of the papers will be new and cutting edge. They will cluster around several issues that form the core of the emerging field of feminist metaphysics: the metaphysics of sex and gender, personal identity and the self, and the relationship between ontology and politics. Questions about the metaphysics of sex and gender have been central to feminist writing for the past twenty-five years. Debates over realism and nominalism applied to sex and gender are ongoing and will be represented in the collection. Another vibrant debate in feminist metaphysics concerns how to understand persons and selves. Are persons autonomous, detached decision-makers or are they relational beings enmeshed in bodily, historical existence? How does the notion of a relational self connect to more traditional metaphysical questions like that of free will and determinism? How do traditional criteria for personal identity like sameness of memory fare when considered in relation to sexual violence? Finally, the volume will include papers that address the question of how politics and ontology might be related to one another, and that question traditional responses to it.
    Description / Table of Contents: Acknowledgements; Contents; Contributors; About the Author; 1 Introduction; Works Cited; Part I The Ontology of Sex and Gender; 2 What Is Gender Essentialism; 3 Different Women. Gender and the Realism-Nominalism Debate; 4 The Metaphysics of Sex and Gender; 5 Ontological Commitments, Sex and Gender; 6 Metaphors of Being a; Part II Persons and Subjectivity; 7 The Metaphysics of Relational Autonomy; 8 Beauvoir on the Allure of Self-Objectification; 9 A Phenomenology of Sexual Difference: Types, Styles and Persons; Part III Power, Ideology and Reality
    Description / Table of Contents: 10 The Politics and the Metaphysics of Experience11 Ideology, Generics, and Common Ground; 12 Experience and Knowledge: The Case of Sexual Abuse Memories; Index;
    Note: Description based upon print version of record
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  • 92
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    Dordrecht : Springer Science+Business Media B.V
    ISBN: 9789048190171
    Language: English
    Pages: Online-Ressource (XIV, 187p, digital)
    Series Statement: Studies in Global Justice 7
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. Toleration and Recognition in an Age of Religious Pluralism
    Parallel Title: Erscheint auch als Democracy, religious pluralism and the liberal dilemma of accommodation
    RVK:
    Keywords: Philosophy (General) ; Ethics ; Philosophy of law ; Political science Philosophy ; Regional planning ; Political science ; Philosophy ; Philosophy (General) ; Ethics ; Philosophy of law ; Political science Philosophy ; Regional planning ; Political science ; Religious pluralism ; Political aspects ; Religion and state ; Aufsatzsammlung ; Religiöser Pluralismus ; Liberalismus ; Egalitarismus ; Demokratie
    Abstract: How should liberal democratic governments respond to citizens as religious believers whose values, norms and practices might lie outside the cultural mainstream? Some of the most challenging political questions arising today focus on the adequacy of a policy of 'live and let live' liberal toleration in contexts where disputes about the metaphysical truth of conflicting world-views abound. Does liberal toleration fail to give all citizens their due? Do citizens of faith deserve a more robust form of accommodation from the state in the form of 'recognition'. This issue is far from settled. Controversies over the terms of religious accommodation continue to dominate political agendas around the world. This is the first edited collection to provide a sustained examination of the politics of toleration and recognition in an age of religious pluralism. The aftermath of the events of September 11th have dramatised the urgency of this debate. It has also surfaced, nationally and globally, in disputes about terrorism, security and gender and human rights questions in relation to minority communities. This volume brings together a group of new and established scholars from the fields of law and philosophy, who all present fresh and challenging perspectives on an urgent debate. It will be indispensable reading for advanced researchers in political and legal philosophy, religious and cultural studies and related disciplines.
    Description / Table of Contents: Acknowledgements; Contents; Contributors; About the Authors; 1 Introduction - Liberal Democracy and Religious Pluralism: Accommodating or Resisting the Diversity of a Globalising Age?; 1.1 Religious Pluralism in Democratic Theory and Practice; 1.2 Religious Accommodation in Liberal Democracies: Toleration, Respect and Recognition; 1.3 The Chapters; References; Part I Religious Pluralism in Liberal Democracies: Toleration and the Dynamics of Social Conflict; 2 Religions and Liberal Democracy: Reflections on Doctrinal, Institutional and Attitudinal Learning; 3 How Not to Tolerate Religion
    Description / Table of Contents: 4 On the Muslim Question5 Dealing Morally with Religious Differences; 6 Diversity and Equality: `Toleration as Recognition' Reconsidered; Part II Cases, Concepts and New Frameworks for Accommodating Religion in Liberal Democracies; 7 Modus Vivendi and Religious Conflict; 8 Negotiating the `Sacred' Cow: Cow Slaughter and the Regulation of Difference in India; 9 An Ex Post Legem Approach to the Reconciliation of Minority Issues in Contemporary Democracies; Index;
    Note: Description based upon print version of record
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  • 93
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    Dordrecht : Springer Science+Business Media B.V
    ISBN: 9789048190515 , 1282995596 , 9781282995598
    Language: English
    Pages: Online-Ressource (X, 492p, digital)
    Series Statement: Boston Studies in the Philosophy of Science 274
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. Science in the context of application
    Parallel Title: Buchausg. Li, Ruoxu Hui zu dian cang quan shu ; 202 : Yi wen lei: Shi fu shi cun
    RVK:
    Keywords: Philosophy (General) ; Science History ; Science Philosophy ; Sociology ; Philosophy ; Philosophy (General) ; Science History ; Science Philosophy ; Sociology ; Science ; Philosophy ; Wissenschaftsphilosophie ; Methodologie ; Wissenschaftsphilosophie ; Methodologie
    Abstract: We increasingly view the world around us as a product of science and technology. Accordingly, we have begun to appreciate that science does not take its problems only from nature and then produces technological applications, but that the very problems of scientific research themselves are generated by science and technology. Simultaneously, problems like global warming, the toxicology of nanoparticles, or the use of renewable energies are constituted by many factors that interact with great complexity. Science in the context of application is challenged to gain new understanding and control of such complexity - it cannot seek shelter in the ivory tower or simply pursue its internal quest for understanding and gradual improvement of grand theories. Science in the Context of Application will identify, explore and assess these changes. Part I considers the 'Changing Conditions of Scientific Research' and part II 'Science, Values, and Society'. Examples are drawn from pharmaceutical research, the information sciences, simulation modelling, nanotechnology, cancer research, the effects of commercialization, and many other fields. The book assembles papers from well-known European and American Science Studies scholars like Bernadette Bensaude-Vincent, Janet Kourany, Michael Mahoney, Margaret Morrison, Hans-Jörg Rheinberger, Arie Rip, Dan Sarewitz, Peter Weingart, and others. The individual chapters are written to address anyone who is concerned about the role of contemporary science in society, including scientists, philosophers, and policy makers.
    Description / Table of Contents: Contents; Contributors; Science in the Context of Application: Methodological Change, Conceptual Transformation, Cultural Reorientation; Research Going Practical: A Break with the Epistemic Past?; Changing Conditions of Scientific Research; Science, Values, and Society; Exploring Science in the Context of Application; References; Part I Changing Conditions of Scientific Research: Science and Technology; Knowledge, Politics, and Commerce: Science Under the Pressure of Practice; Between the Pure and Applied: The Search for the Elusive Middle Ground
    Description / Table of Contents: Science in the Context of Industrial Application: The Case of the Philips Natuurkundig LaboratoriumMulti-Level Complexities in Technological Development: Competing Strategies for Drug Discovery; Theory and Therapy: On the Conceptual Structure of Models in Medical Research; Materials as Machines; Part II Changing Conditions of Scientific Research: The Role of Instruments; Holism and Entrenchment in Climate Model Validation; Computational Science and Its Effects; Expertise in Methods, Methods of Expertise; Recent Orientations and Reorientations in the Life Sciences
    Description / Table of Contents: Transforming Objects into Data: How Minute Technicalities of Recording ``Species Location'' Entrench a Basic Challenge for BiodiversityPart III Changing Conditions of Scientific Research: Institutional Changes in Applied Research; Protected Spaces of Science: Their Emergence and Further Evolution in a Changing World; The Cognitive, Instrumental and Institutional Origins of Nanoscale Research: The Place of Biology; Part IV Science, Values and Society: Economic, Political and Public Relations of Research
    Description / Table of Contents: Bringing the Marketplace into Science: On the Neoliberal Defense of the Commercialization of Scientific ResearchMedical Market Failures and Their Remedy; Thoughts on Politicization of Science Through Commercialization; Political Effectiveness in Science and Technology; The Political Economy of Technoscience; Science, the Public and the Media -- Views from Everywhere; Part V Science, Values and Society: Freedom of Research and Social Accountability; Conditions of Science: The Three-Way Tension of Freedom, Accountability and Utility; Integrating the Ethical into Scientific Rationality
    Description / Table of Contents: Part VI Science, Values and Society: Historical TransformationsWhat Makes Computer Science a Science?; Black-Boxing Organisms, Exploiting the Unpredictable: Control Paradigms in Human--Machine Translations; An Epoch-Making Change in the Development of Science? A Critique of the ``Epochal-Break-Thesis''; Everything New Is Old Again: What Place Should Applied Science Have in the History of Science?; Science in the Context of Technology; Index;
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  • 94
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    Dordrecht : Springer Science+Business Media B.V
    ISBN: 9789048197484
    Language: English
    Pages: Online-Ressource (XVI, 315p, digital)
    Series Statement: Analecta Husserliana, The Yearbook of Phenomenological Research 107
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. Astronomy and civilization in the new enlightenment
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    Keywords: Philosophy (General) ; Phenomenology ; Philosophy ; Philosophy (General) ; Phenomenology ; Konferenzschrift 2009 ; Astronomie ; Zivilisation
    Abstract: This volume represents the first which interfaces with astronomy as the fulcrum of the sciences. It gives full expression to the human passion for the skies. Advancing human civilization has unfolded and matured this passion into the comprehensive science of astronomy. Advancing science's quest for the first principles of existence meets the ontopoietic generative logos of life, the focal point of the New Enlightenment. It presents numerous perspectives illustrating how the interplay between human beings and the celestial realm has informed civilizational trends. Scholars and philosophers debate in physics and biology, the findings of which are opening a more inclusive, wider picture of the universe. The different models of the universal order and of life here presented, all aiming at the first principles of existence - accord with the phenomenology/ontopoiesis of life within the logos-prompted primogenital stream of becoming and action, which points to a future of progressing culture.
    Description / Table of Contents: Table of Contents; Acknowledgements; The Passions of the Skies; Section I Astronomy, Science, Philosophy Flourishing In The New Enlightenment; Section II Cosmos Shaping World Views; Section III Astronomy In The Origins of Culture; Section IV Universe And Life; Section V The World Of Life, Astronomy And The Human Spirit; Name Index; Subject Index;
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  • 95
    ISBN: 9789048189335
    Language: English
    Pages: Online-Ressource (XII, 311p, digital)
    Series Statement: Methodos Series, Methodological Prospects in the Social Sciences 9
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. Methodological choice and design
    RVK:
    Keywords: Studienfinanzierung ; Lernen ; Forschung ; Motivation ; Bildungsforschung ; Sozialwissenschaft ; Sozialer Dienst ; Wissenschaftliche Methode ; Theorie ; Social sciences ; Social sciences Methodology ; Social work ; Psychological tests and testing ; Social Sciences ; Social sciences ; Social sciences Methodology ; Social work ; Psychological tests and testing ; Social sciences ; Research ; Methodology ; Education ; Research ; Methodology ; Aufsatzsammlung ; Empirische Sozialforschung ; Sozialpolitik ; Methodologie
    Abstract: Beginning and well-seasoned researchers alike face significant challenges in understanding the complexities of research designs arising from both within and across methodological paradigms, and in applying them in ways that maximise impact on knowledge, practice, and policy. This volume engages educational and social researchers in a scholarly debate offering some crucial re-interpretations of established research methodologies in light of contemporary conditions and critical introduction to some contemporary research approaches yet to gain general recognition. This book is a contemporary vademecum for researchers, practitioners and graduate students on research methodologies and designs for educational and social change in today's world. The chapters chart and analyse the conceptual and practical complexities of a variety research designs for contemporary educational and social work research. This anthology, taken overall, provides readers with the knowledge and understanding needed not only to design technically sound and coherent research studies, but also to develop methodologically innovative research projects that cross the boundaries between different methodological traditions to the benefit of scholarship, policy, and practice. The chapters cover nine research approaches: - Design-based research - Action research - Ethnomethodological research - Negotiated ethnography - Arts-informed research - Historical analysis and postcolonial scholarship - Policy analysis - Comparative research - Quantitative modelling of correlational and multi-level data The book provides a critical discussion of epistemological questions and methodological frontiers: - Knowledge and epistemology in scholarship, practice and policy - Digital knowledge and digital research - Emerging methodological challenges for educational research - Challenges and futures for social work and social policy research methods - Methodology and the knowledge industry
    Description / Table of Contents: pt. 1. Introduction and foundations -- pt. 2. Research approaches for innovation and change -- pt. 3. Classical research approaches in new social and political contexts -- pt. 4. Methodological frontiers, challenges and future directions.
    Note: Includes bibliographical references and indexes
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  • 96
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    Online Resource
    Dordrecht : Springer Science+Business Media B.V
    ISBN: 9789048195077
    Language: English
    Pages: Online-Ressource (X, 610p, digital)
    Series Statement: International Archives of the History of Ideas / Archives internationales d'histoire des idées
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. Models of the history of philosophy ; vol. 2: From the Cartesian age to Brucker
    Keywords: Philosophy (General) ; Philosophy, modern ; Philosophy ; Philosophy (General) ; Philosophy, modern
    Abstract: Published in English for the first time, this is the updated version of Dall'età cartesiana a Brucker, the second part of the monumental multi-volume Storia delle storie generali della filosofia. The translation of the first volume, edited by C.W.T. Blackwell and Ph. Weller and published by Kluwer in 1993, covered the development of philosophical historiography from its origins in the Renaissance to the birth of the general history of philosophy as a genre in its own right. The present volume guides the reader from the historiographical effects of the Cartesian rejection of 'philosophical past' up to the establishment of a 'critical' or 'philosophical' history of philosophy. In the space of one hundred years, from the mid-17th to the mid-18th century, a momentous theoretical and methodological shift occurred, marking the transition from an 'erudite' historiography to new 'systematic' styles embodied by authors like Bayle, Boureau-Deslandes, Brucker, Heumann. The numerous works on the history of philosophy published during this century vastly contributed to the culture of the Enlightenment, creating a representation of the past distinctive to this crucial period of European intellectual history. The volume offers a detailed examination of 36 works, either general histories of philosophy, or texts - such as Bayle's Dictionnaire - which have strongly influenced the development of the genre, and is valuable for intellectual history, philosophy and the history of philosophy, the history of literature and the history of religion. It can be used both for undergraduate courses (for specific reading assignments) and as background material for graduate courses. The bibliography provides important aids to many topics which were previously difficult to access.
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  • 97
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    Online Resource
    Dordrecht : Springer Science+Business Media B.V
    ISBN: 9789048199419 , 1283085828 , 9781283085823
    Language: English
    Pages: Online-Ressource (X, 350p, digital)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. Lesson study research and practice in mathematics education
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    Keywords: Mathematics ; Education ; Education ; Mathematics ; Education ; Mathematics ; Mathematics ; Study and teaching ; Mathematics ; Study and teaching ; Research ; Lesson planning ; Effective teaching ; Mathematikunterricht
    Abstract: Lesson study is a professional development process that teachers engage in to systematically examine their practice, with the goal of becoming more effective. Originating in Japan, lesson study has gained significant momentum in the mathematics education community in recent years. As a process for professional development, lesson study became highly visible when it was proposed as a means of supporting the common practice of promoting better teaching by disseminating documents like standards, benchmarks and nationally validated curricula. While the body of knowledge about lesson study is growing, it remains somewhat elusive and composed of discrete research endeavors. As a new research area there is no coherent knowledge base yet. This book will contribute to the field bringing the work of researchers and practitioners together to create a resource for extant work. This book describes several aspects of Lesson Study, amongst others: it gives an historical overview of the concept, it addresses issues related to learning and teaching mathematics, it looks at the role of the teacher in the process. The last two sections of the book look at how lesson Study can be used with preservice mathematics teachers and at university mathematics methods teaching.
    Description / Table of Contents: Prologue; Contents; Contributors; Introduction: Conceptual Overview of Lesson Study; Lesson Study: Structures, History, and Variation; Research on Lesson Study; Issues from the Field; Learning About Lesson Study Together; References; Part I; Jumping into Lesson Study: Inservice Mathematics Teacher Education; Part II; Emerging Issues from Lesson Study Approaches in Prospective Mathematics Teacher Education; Part III; Challenges and Promises of Unchartered Water: Lesson Study and Institutes of Higher Education; Part IV
    Description / Table of Contents: Seeing the Whole Iceberg: The Critical Role of Tasks, Inquiry Stance, and Teacher Learning in Lesson StudyPart V; Ideas for Developing Mathematical Pedagogical Content Knowledge Through Lesson Study; Final Thoughts
    Description / Table of Contents: Introduction: conceptual overview of lesson study / Aki MurataPart I. Jumping into lesson study: inservice mathematics teacher education -- Lesson study: the impact on teachers' knowledge for teaching mathematics / Rachelle D. Meyer and Trena L. Wilkerson -- Developing the habits of mind for a successful lesson study community / Lynn C. Hart and Jane Carriere -- Influence of lesson study on teachers' mathematics pedagogy / Jo Clay Olson, Paul White and Len Sparrow -- Examining change in teacher mathematical knowledge through lesson study / Diane Hobenshield Tepylo and Joan Moss -- Response to Part I / Akihiko Takahashi -- Part II. Emerging issues from lesson study approaches in prospective mathematics teacher education -- Investigating approaches to lesson study in prospective mathematics teacher education / Maria Lorelei Fernandez and Joseph Zilliox -- Lesson study in preservice elementary mathematics methods courses: connecting emerging practice and understanding / Aki Murata and Bindu E. Pothen -- Lesson study as a framework for preservice teachers' early field-based experiences / Paul W.D. Yu -- Response to Part II / Despina Potari -- Part III. Challenges and promises of unchartered water: lesson study and institutes of higher education -- Lesson study as a tool for developing teachers' close attention to students' mathematical thinking / Alice S. Alston, Lou Pedrick, Kimberley P. Morris, and Roya Basu -- Lesson study as a learning environment for coaches of mathematics teachers / Andrea Knapp, Megan Bomer and Cynthia Moore -- Walking the talk: lessons learned by university mathematics methods instructors implementing lesson study for their own professional development / Michael Kamen, Debra L. Junk, Stephen Marble, Sandra Cooper, Colleen M. Eddy, Trena L. Wilkerson and Cameron Sawyer -- Response to Part III / Tad Watanabe -- Part IV. Seeing the whole iceberg: the critical role of tasks, inquiry stance, and teacher learning in lesson study -- The critical role of task development in lesson study / Brian Doig, Susie Groves and Toshiakira Fujii -- The intersection of lesson study and design research: a 3-D visualization development project for the elementary mathematics curriculum / Jacqueline Sack and Irma Vazquez -- Lesson study: a case of the investigations mathematics curriculum with practicing teachers at fifth grade / Penina Kamina and Patricia Tinto -- Response to Part IV / Catherine Lewis -- Part V. Ideas for developing mathematical pedagogical content knowledge through lesson study -- What's going on backstage? Revealing the work of lesson study with mathematics teachers / Catherine D. Bruce and mary S. Ladky -- Learning from lesson study: power distribution in a community of practice / Dolores Corcoran -- Preparing for lesson study: tools for success / Mary Pat Sjostrom and Melfried Olson -- Response to Part V / Makoto Yoshida and William C. Jackson -- Final thoughts.
    Note: Includes bibliographical references and index
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  • 98
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    Dordrecht : Springer Science+Business Media B.V
    ISBN: 9789048195978 , 1283085747 , 9781283085748
    Language: English
    Pages: Online-Ressource (XVII, 225p, digital)
    Series Statement: Boston Studies in the Philosophy of Science 281
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T.
    Keywords: Philosophy (General) ; Science Philosophy ; Philosophy ; Philosophy (General) ; Science Philosophy
    Abstract: Recently there has been a revival of interest in structuralist approaches to science. Taking their lead from scientific structuralists such as Henri Poincaré, Ernst Cassirer, and Bertrand Russell, some contemporary philosophers and scientists have argued that the most fruitful approach to solving many problems in the philosophy of science lies in focusing on the structural features of our scientific theories. Much of the work in scientific structuralism to date has been focused on the problem of scientific realism, where it has been argued that even in cases of radical theory change the most important structural features of predecessor theories are preserved. These structural realists argue that what our most successful theories get right about the world is these abstract structural features, rather than any particular ontological claims. More recently, philosophers of science have adopted structuralist approaches to many other issues in the philosophy of science, such as scientific explanation and intertheory relations. The nine articles collected in this volume, written by the leading researchers in scientific structuralism, represent some of the most important directions of research in this field. This book will be of particular interest to those philosophers, scientists, and mathematicians who are interested in the foundations of science.
    Description / Table of Contents: Scientific Structuralism; Contents; Contributors; Introduction to Scientific Structuralism; References; Chapter 1: Structural Realism: A Neo-Kantian Perspective; Chapter 2: In Defence of Ontic Structural Realism; Chapter 3: Structuralist Approaches to Physics: Objects, Models and Modality; Chapter 4: Mathematical Structural Realism; Chapter 5: Structural Empiricism, Again1; Chapter 6: Structural Realism: Continuity and Its Limits; Chapter 7: Structuralism About Scientific Representation*; Chapter 8: Ontic Structural Realism as a Metaphysics of Objects*
    Description / Table of Contents: Chapter 9: Scientific Explanation and Scientific StructuralismIndex
    Note: Includes bibliographical references and index
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  • 99
    Online Resource
    Online Resource
    Dordrecht : Springer Science+Business Media B.V
    ISBN: 9789048195695 , 1283085739 , 9781283085731
    Language: English
    Pages: Online-Ressource (X, 200p, digital)
    Series Statement: Educational Linguistics 12
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T.
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    RVK:
    Keywords: Applied linguistics ; Language and languages ; Education ; Education ; Applied linguistics ; Language and languages ; Education Psychology ; Fremdsprachenunterricht ; Selbstgesteuertes Lernen
    Abstract: This book contributes to our growing understanding of the nature and development of language learner self-concept. It assesses the relevant literature in the disciplines of psychology and applied linguistics and describes in-depth, qualitative research examining the self-concepts of tertiary-level EFL learners. Although researchers in applied linguistics and SLA have recognized the importance of self-constructs, there remains little empirical work in the context of foreign language learning that focuses exclusively and at length on this central psychological construct. The content of this monograph draws on interdisciplinary sources, with input from psychology and applied linguistics. It will appeal to students and researchers interested in language-learner psychology as well as self-related constructs in general. The text provides insights into how learners view themselves, and how these self-beliefs can develop and affect the progress of an individual's language learning.
    Description / Table of Contents: Acknowledgements; Contents; List of Appendices; List of Figures; List of Tables; 1 Introduction; 1.1 Introduction; 2 What Is Self-Concept?; 2.1 Understanding Self-Concept; 3 Understanding Self-Concept in the FLL Context; 3.1 Introduction; 4 How Do Learners Form Their Self-Concepts?; 4.1 Introduction; 5 Internal Frames of Reference in FL Self-Concept Formation; 5.1 Defining Internal Factors; 6 External Frames of Reference in FL Self-Concept Formation; 6.1 Defining External Factors; 7 Implications for Educators and Researchers; 7.1 Introduction; References; Appendix A Example Consent Form
    Description / Table of Contents: Appendix B Bio-data of Interview ParticipantsAppendix C Open-Ended Interview Guidelines; General Background About Self; About Self as Language Learner; General About Language Learning; Any Questions for Me?; Appendix D Written Narrative Descriptions: Guidelines; You as a Language Learner Guidelines; Appendix E Autobiographies: Guidelines; Your Language Learning Life History; Appendix F Referencing Conventions for Data Extracts; Glossary and Abbreviations; Terminology; Expressions Used in the Data Transcripts; Index
    Note: Includes bibliographical references and index
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  • 100
    Online Resource
    Online Resource
    Dordrecht : Springer Science+Business Media B.V
    ISBN: 9789400708051
    Language: English
    Pages: Online-Ressource
    Edition: Springer eBook Collection. Humanities, Social Science and Law
    Series Statement: Professional Learning and Development in Schools and Higher Education 7
    Keywords: Education ; Education ; Erziehungsphilosophie ; Aufsatzsammlung
    Abstract: Susan Groundwater-Smith is one of the most influential voices in the world of educational practitioner inquiry. The convener in Australia of the Coalition of Knowledge Building Schools, she is a staunch advocate of innovative methods of practitioner inquiry with a particular emphasis upon student voice and the use of images in capturing young people's perspectives on their learning experience. So it is more than fitting that this unique text on practitioner inquiry and teacher professional learning is dedicated to her. Rethinking Education Practice Through Reflexive Inquiry is a compilation of essays that explore contemporary issues in practitioner inquiry and action research from the perspective of both university-based and school-based authors. The essays discuss the practical, political and theoretical dimensions of practitioner inquiry, advancing the argument that the adoption of an inquiring approach to practice is both an integral dimension of teachers' work in the modern school as well as critical to effective and authentic professional learning. And the essays draw on the work of Groundwater-Smith to demonstrate the benefits brought to bear on schools, teachers and learners when the complex nature of the relationship between inquiry and practice is understood and acted upon in pursuit of democratic knowledge interests.
    Description / Table of Contents: Foreword-An Example to Us All; Acknowledgements; Contents; Contributors; About the Authors; Chapter-1; Rethinking Educational Practice Through Reflexive Inquiry: An Introduction; References; Part I; Practitioner Inquiry; Chapter-2; A Self-Reflective Practitioner and a New Definition of Critical Participatory Action Research; A New Definition of Critical Participatory Action Research; An Accidental Practitioner of Critical Participatory Action Research?; Practice, Praxis, Effective-Historical Consciousness; Critical and Self-Critical Reflection; Communicative Space
    Description / Table of Contents: Exploratory Action: Investigating Reality in Order to Transform It Transforming Reality in Order to Investigate ItA Practical Aim; An Emancipatory Aim; Conclusion; References; Chapter-3; Localisation or Globalisation? The Dynamic Variations of Action Research; Introduction; Variations of Action Research as an Example of 'Globalisation from Below'; Why and How Does the Process of Variation of Action Research Take Place?; Action Research-The Variations; How Should Action Researchers Respond to These Variations and Does It Matter if They Go by a Different Name?
    Description / Table of Contents: Variations, Among 'Cousins', are a Strength in Building Collective Agency in a World of FlowsReferences; Chapter-4; Inquiry-Based Professional Learning in Educational Praxis: Knowing Why, What and How; Introduction; A Model for Educational Praxis; System and Lifeworld; Functional and Substantial Rationality; A Praxis Model: Scope for Professional Decision Making and Action; A Research Study on Inquiry-Based Professional Learning in Teacher Education; Interaction Between the Application and Construction of Professional Knowledge; Interaction Between Academic and Professional Knowledge
    Description / Table of Contents: Interaction Between Educational Knowledge and Methodological KnowledgeInteraction Between Individual and Collective Knowledge; Interaction Between Ideological, Instrumental and Empirical Knowledge; Knowing Why, What and How: Broadening Teachers' Scope for Decision Making and Action?; Overemphasis on Lifeworld; Overemphasis on Functional Rationality; Conclusion; References; Chapter-5; Patterns of Partnership: Student Voice, Intergenerational Learning and Democratic Fellowship; Introduction; From Student Voice to Democratic Community
    Description / Table of Contents: Patterns of Partnership: How Adults Listen to and Learn with Students in SchoolsOn the Necessity of Interruption; References; Chapter-6; Cooperation, Collaboration, Challenge: How to Work with the Changing Nature of Educational Audiences in Museums; Background: Museum Learning and Audience Research; The Genesis of the Partnership: As We See It: Improving Learning at the Museum; 2008 Climate Change Kids' College; 2009 Teachers' College; Applying Lessons from the Partnership: Pacific Cultures Consultation; Conclusion; References; Chapter-7
    Description / Table of Contents: Creating Spaces for Practitioner Research: Strategic Leadership to Create a Third Space for Practitioner Enquiry in an Authentic Professional Learning Community
    Note: Includes bibliographical references and index
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