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  • Philosophy  (117)
  • Education  (115)
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  • 1
    ISBN: 9789401773768
    Language: English
    Pages: 1 Online-Ressource (XX, 476 Seiten)
    Series Statement: Law, governance and technology series volume 24
    Series Statement: Law, Governance and Technology Ser. v.24
    Series Statement: Law, governance and technology series
    Parallel Title: Erscheint auch als Data protection on the move
    DDC: 302.2
    RVK:
    Keywords: Philosophy ; Electronic books ; Konferenzschrift ; Konferenzschrift ; Europäische Union ; Datenschutz
    Abstract: Intro -- Preface -- Contents -- Mind the Air Gap -- Abstract -- 1 Introduction -- 2 Privacy Concerns for Domestic Robots -- 3 Why Privacy Need Not Be a Problem: Unravelling the Arguments -- 4 Mind the Air Gap: Prevention Rather Than Cure -- 5 Air Gaps and Domestic and Service Robots: A Look at the Issues -- 6 The Weaknesses of Air Gaps Revisited -- 7 Conclusion: A Plea for Privacy Before Design -- Bibliography -- Europe Versus Facebook: An Imbroglio of EU Data Protection Issues -- Abstract -- 1 Introduction -- 2 The Safe Harbor Program -- 3 Factual and Legal Background -- 4 Comment and Analysis -- 4.1 Article 3 of the Safe Harbor Agreement -- 4.2 The EU Data Protection Directive -- 4.3 The EU Charter -- 5 Additional Issues -- 5.1 What if There Is no Transfer? -- 5.2 What if Facebook Inc. Must Comply with the Directive Pursuant to Article 4? -- 5.3 Can the DPAs Enforce Their Decisions? -- 6 Conclusion -- The Context-Dependence of Citizens' Attitudes and Preferences Regarding Privacy and Security -- Abstract -- 1 Introduction -- 2 Measuring People's Perceptions of Security Technologies -- 2.1 Operationalization of Privacy -- 2.2 Operationalization of Security -- 2.3 Vignettes as a Tool for Contextualisation -- 2.4 Data Collection -- 3 Descriptive Results -- 4 Determinant of Citizen's Acceptance of Specific Surveillance Oriented Security Technologies -- 4.1 Methodology -- 4.2 Results -- 5 Discussion of Results and Conclusions -- Bibliography -- On Locational Privacy in the Absence of Anonymous Payments -- Abstract -- 1 Introduction -- 2 Overview -- 2.1 Problem Space -- 2.2 Approach -- 2.3 Roaming -- 3 System Design -- 3.1 Group Signatures and XSGS -- 3.2 Bootstrapping the System -- 3.3 Setting up New Charging Stations -- 3.4 Decommission of Charging Stations -- 3.5 Ensuring Authenticity of Metering Data -- 3.6 Transmission of Metering Data.
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  • 2
    ISBN: 9789401794428
    Language: English
    Pages: Online-Ressource (XIII, 372 p. 4 illus. in color, online resource)
    Series Statement: Contributions To Phenomenology, In Cooperation with The Center for Advanced Research in Phenomenology 74
    Series Statement: SpringerLink
    Series Statement: Bücher
    Series Statement: Springer eBook Collection
    Series Statement: Humanities, Social Sciences and Law
    Parallel Title: Druckausg. Horizons of authenticity in phenomenology, existentialism, and moral psychology
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    Keywords: Philosophy (General) ; Phenomenology ; Humanities ; Consciousness ; Philosophy ; Aufsatzsammlung ; Phänomenologie ; Existenzialismus ; Existenzphilosophie ; Authentizität ; Ethik ; Moralpsychologie
    Abstract: This volume centers on the exploration of the ways in which the canonical texts and thinkers of the phenomenological and existential tradition can be utilized to address contemporary, concrete philosophical issues. In particular, the included essays address the key facets of the work of Charles Guignon, and as such, honor and extend his thought and approach to philosophy. To this end, the four main sections of the volume deal with the question of authenticity, i.e. what it means to be an authentic person, the ways in which the phenomenological and existential traditions can impact the sciences, how best to understand the fact of human mortality, and, finally, the ways philosophical reflection can help address current questions of value. The volume is designed primarily to serve as a secondary resource for students and specialists interested in rediscovering the practical application of existential and phenomenological thought. The collection of scholarly essays, then, could be used in conjunction with some of the more recent scholarship concerning the practical value of philosophy. Along with contributing to previous scholarship, the essays in this proposed volume attempt to update and expand the scope of phenomenological and existential inquiry
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  • 3
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    Dordrecht : Springer
    ISBN: 9789401798372
    Language: English
    Pages: Online-Ressource (XXXIV, 221 p. 19 illus, online resource)
    Series Statement: History, Philosophy and Theory of the Life Sciences 12
    Series Statement: SpringerLink
    Series Statement: Bücher
    Series Statement: Springer eBook Collection
    Series Statement: Humanities, Social Sciences and Law
    Parallel Title: Erscheint auch als Moreno, Alvaro Biological autonomy
    RVK:
    Keywords: Philosophy (General) ; Biology Philosophy ; Biological models ; Consciousness ; Philosophy ; Biologie ; Philosophie ; Systembiologie ; Biologisches Modell
    Abstract: Since Darwin, Biology has been framed on the idea of evolution by natural selection, which has profoundly influenced the scientific and philosophical comprehension of biological phenomena and of our place in Nature. This book argues that contemporary biology should progress towards and revolve around an even more fundamental idea, that of autonomy. Biological autonomy describes living organisms as organised systems, which are able to self-produce and self-maintain as integrated entities, to establish their own goals and norms, and to promote the conditions of their existence through their interactions with the environment. Topics covered in this book include organisation and biological emergence, organisms, agency, levels of autonomy, cognition, and a look at the historical dimension of autonomy. The current development of scientific investigations on autonomous organisation calls for a theoretical and philosophical analysis. This can contribute to the elaboration of an original understanding of life - including human life - on Earth, opening new perspectives and enabling fecund interactions with other existing theories and approaches. This book takes up the challenge
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  • 4
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    Online Resource
    Dordrecht : Springer
    ISBN: 9789401797566
    Language: English
    Pages: Online-Ressource (XIV, 218 p. 7 illus, online resource)
    Additional Information: Rezensiert in Hess, Kendy M. The Fallacy of Corporate Moral Agency, by David Rönnegard. Dordrecht: Springer, 2015. 218 pp. ISBN 978-94-017-9756-6 2016
    Series Statement: Issues in Business Ethics 44
    Series Statement: SpringerLink
    Series Statement: Bücher
    Series Statement: Springer eBook Collection
    Series Statement: Humanities, Social Sciences and Law
    Parallel Title: Druckausg.
    Keywords: Philosophy (General) ; Ethics ; Economics ; Philosophy
    Abstract: It is uncontroversial that corporations are legal agents that can be held legally responsible, but can corporations also be moral agents that are morally responsible? Part one of this book explicates the most prominent theories of corporate moral agency and provides a detailed debunking of why corporate moral agency is a fallacy. This implies that talk of corporate moral responsibilities, beyond the mere metaphorical, is essentially meaningless. Part two takes the fallacy of corporate moral agency as its premise and spells out its implications. It shows how prominent normative theories within Corporate Social Responsibility, such as Stakeholder Theory and Social Contract Theory, rest on an implicit assumption of corporate moral agency. In this metaphysical respect such theories are untenable. In order to provide a more robust metaphysical foundation for corporations the book explicates the development of the corporate legal form in the US and UK, which displays how the corporation has come to have its current legal attributes. This historical evolution shows that the corporation is a legal fiction created by the state in order to serve both public and private goals. The normative implication for corporate accountability is that citizens of democratic states ought to primarily make calls for legal enactments in order to hold the corporate legal instruments accountable to their preferences
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  • 5
    ISBN: 9789401798228
    Language: English
    Pages: Online-Ressource (VI, 438 p. 52 illus, online resource)
    Series Statement: History, Philosophy and Theory of the Life Sciences 11
    Series Statement: SpringerLink
    Series Statement: Bücher
    Series Statement: Springer eBook Collection
    Series Statement: Humanities, Social Sciences and Law
    Parallel Title: Druckausg. Braillard, Pierre-Alain Explanation in biology
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    Keywords: Philosophy (General) ; Biology Philosophy ; Science Philosophy ; Philosophy
    Abstract: Patterns of explanation in biology have long been recognized as different from those deployed in other scientific disciplines, especially physics. Celebrating the diversity of explanatory models found in biology, this volume details their varying types as well as their relationships to one another. It covers the key current debates in the philosophy of biology over the nature of explanation, and its apparent diversity that stems from a variety of historical, causal, mechanistic, or mathmatical explanatory practices. Offering a wealth of fresh analyses on the nature of explanation in contemporary biology chapters examine aspects ranging from the role of mathematics in explaining cell development to the complexities thrown up by evolutionary-developmental biology, where explanation is altered by multidisciplinarity itself. They cover major domains such as ecology and systems biology, as well as contemporary trends, such as the mechanistic explanations spawned by progress in molecular biology. With contributions from researchers of many different nationalities, the book provides a many-angled perspective on a revealing feature of the discipline of biology
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  • 6
    ISBN: 9789401793704
    Language: English
    Pages: Online-Ressource (XIX, 213 p. 13 illus., 11 illus. in color, online resource)
    Series Statement: Cultural Studies of Science Education 11
    Series Statement: SpringerLink
    Series Statement: Bücher
    Series Statement: Springer eBook Collection
    Series Statement: Humanities, Social Sciences and Law
    Parallel Title: Druckausg.
    Keywords: Science Study and teaching ; Early childhood education ; Education
    Abstract: This book provides an account of children’s science learning beyond the traditional constructivist and social-constructivist view. It conceptualises science as a body of knowledge that humans have constructed (historically) and reconstructed (contemporary) to meet human needs. As such, this human invention acts as an evolving cultural tool for supporting and helping to understand everyday life. Drawing upon cultural-historical theory, the book theorises early childhood science education in relation to current globalised education contexts. Its aim is to advance the understanding of the many ways that science concepts are learned by very young children. The book presents a theoretical discussion of the cultural-historical foundation for early childhood science education. It examines contemporary theories of learning and development within the general field of early childhood education. This theoretical examination allows for the foundational pedagogical context of young learners to be interrogated. This kind of analysis makes it possible to examine play-based contexts in relation to opportunities for scientific conceptual development of young children. From a cultural-historical point of view, and taking into account relevant empirical literature, the book introduces and promotes a more relevant approach to the teaching of science and for the development of young children’s scientific thinking. The book ends with presenting a pedagogical model for introducing scientific concepts to young children in play-based settings
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  • 7
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    Dordrecht : Springer
    ISBN: 9789048129270
    Language: English
    Pages: Online-Ressource (VII, 569 p. 10 illus, online resource)
    Series Statement: Dao Companions to Chinese Philosophy 6
    Series Statement: SpringerLink
    Series Statement: Bücher
    Series Statement: Springer eBook Collection
    Series Statement: Humanities, Social Sciences and Law
    Parallel Title: Druckausg. Dao companion to Daoist philosophy
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    Keywords: Philosophy (General) ; Philosophy, modern ; Regional planning ; Religion (General) ; Philosophy ; Philosophy ; Philosophy (General) ; Philosophy, modern ; Regional planning ; Religion (General) ; Taoismus ; Philosophie
    Abstract: This is the first comprehensive companion to the study of Daoism as a philosophical tradition. It provides a general overview of Daoist philosophy in various thinkers and texts from 6th century BCE to 5th century CE and reflects the latest academic developments in the field. It discusses theoretical and philosophical issues based on rigorous textual and historical investigations and examinations, reflecting both the ancient scholarship and modern approaches and methodologies. The themes include debates on the origin of the Daoism, the authorship and dating of the Laozi, the authorship and classification of chapters in the Zhuangzi, the themes and philosophical arguments in the Laozi and the Zhuangzi, their transformations and developments in Pre-Qin, Han, and Wei-Jin periods, by Huang-Lao school, Heguanzi, Wenzi, Huainanzi, Wang Bi, Guo Xiang, and Worthies in bamboo grove, among others. Each chapter is written by expert(s) and specialist(s) on the topic discussed
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  • 8
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    Dordrecht : Springer
    ISBN: 9789401793490
    Language: English
    Pages: Online-Ressource (IX, 210 p, online resource)
    Series Statement: Boston Studies in Philosophy, Religion and Public Life 2
    Series Statement: SpringerLink
    Series Statement: Bücher
    Series Statement: Springer eBook Collection
    Series Statement: Humanities, Social Sciences and Law
    Parallel Title: Druckausg.
    Keywords: Philosophy (General) ; Aesthetics ; History ; Religion (General) ; Philosophy
    Abstract: This notable collection provides an interdisciplinary platform for prominent thinkers who have all made significant recent contributions to exploring the nexus of philosophy and narrative. It includes the latest assessments of several key positions in the current philosophical debate. These perspectives underpin a range of thematic strands exploring the influence of narrative on notions of selfhood, identity, temporal experience, and the emotions, among others. Drawing from the humanities, literature, history and religious studies as well as philosophy, the volume opens with papers on narrative intelligence and the relationship between narrative and agency. It features special sections of in-depth commentary on a range of topics. How, for example, do narrative and philosophical biography interact? Do celebrated biographical and autobiographical accounts of the lives of philosophers contribute to our understanding of their work? This new volume has a substantive remit that incorporates the intercultural religious view of philosophy’s links to narrative together with its many secular aspects. A valuable new resource for more advanced scholars in all its constituent disciplines, it represents a significant addition to the literature of this richly productive area of research
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  • 9
    ISBN: 9789401790178
    Language: English
    Pages: Online-Ressource (XVII, 362 p, online resource)
    Edition: 2nd ed. 2015
    Series Statement: International Library of Ethics, Law, and the New Medicine 58
    Series Statement: SpringerLink
    Series Statement: Bücher
    Series Statement: Springer eBook Collection
    Series Statement: Humanities, Social Sciences and Law
    Parallel Title: Druckausg. Mental health in South Asia
    Keywords: Philosophy (General) ; Ethics ; Psychiatry ; Medical ethics ; Philosophy ; Aufsatzsammlung ; Südasien ; Psychische Gesundheit ; Psychohygiene
    Abstract: This book tackles the issue of mental health legislation in South Asia. The first of its kind, it addresses an issue that is necessary for protecting the rights of people with mental disorders and serves as an essential text for reinforcing mental health policy in South Asia. it is a timely addition to our global understanding of mental health and how different regions address it.Asia is by far the largest continent in the world in terms of area with population exceeding 3.5 billion and has dozens of cultures, religions, languages and ethnic groups. As a result of its highly varied political systems, Asia also spawns a wide variety of health care systems including mental health care systems, often based on historical roots and at times colonial heritages. The people who suffer from mental or neurological disorders in the continent form a vulnerable section of society and often face stigma, discrimination and marginalization in all societies, and this increases the likelihood that their human rights will be violated
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  • 10
    ISBN: 9789401793797
    Language: English
    Pages: Online-Ressource (XIII, 330 p. 25 illus., 19 illus. in color, online resource)
    Series Statement: Contributions To Phenomenology, In Cooperation with The Center for Advanced Research in Phenomenology 73
    Series Statement: SpringerLink
    Series Statement: Bücher
    Series Statement: Springer eBook Collection
    Series Statement: Humanities, Social Sciences and Law
    Parallel Title: Druckausg. Aesthetics and the embodied mind
    RVK:
    Keywords: Philosophy (General) ; Aesthetics ; Phenomenology ; Consciousness ; Philosophy ; Cartesischer Dualismus ; Ästhetik
    Abstract: The project of naturalizing human consciousness/experience has made great technical strides (e.g., in mapping areas of brain activity), but has been hampered in many cases by its uncritical reliance on a dualistic “Cartesian” paradigm (though as some of the authors in the collection point out, assumptions drawn from Plato and from Kant also play a role). The present volume proposes a version of naturalism in aesthetics drawn from American pragmatism (above all from Dewey, but also from James and Peirce)-one primed from the start to see human beings not only as embodied, but as inseparable from the environment they interact with-and provides a forum for authors from diverse disciplines to address specific scientific and philosophical issues within the anti-dualistic framework considering aesthetic experience as a process of embodied meaning-making. Cross-disciplinary contributions come from leading researchers including Mark Johnson, Jim Garrison, Daniel D. Hutto, John T. Haworth, Luca F. Ticini, Beatriz Calvo-Merino. The volume covers pragmatist aesthetics, neuroaesthetics, enactive cognitive science, literary studies, psychology of aesthetics, art and design, sociology
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  • 11
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    Dordrecht : Springer
    ISBN: 9789401798709
    Language: English
    Pages: Online-Ressource (VIII, 323 p. 7 illus, online resource)
    Series Statement: Philosophy and Medicine 120
    Series Statement: SpringerLink
    Series Statement: Bücher
    Series Statement: Springer eBook Collection
    Series Statement: Humanities, Social Sciences and Law
    Parallel Title: Druckausg. Medicine and society, new perspectives in continental philosophy
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    Keywords: Philosophy (General) ; Ethics ; medicine Philosophy ; Medicine ; Philosophy ; Medical ethics ; Medizinische Ethik ; Philosophie ; Medizin
    Abstract: This volume addresses some of the most prominent questions in contemporary bioethics and philosophy of medicine: ‘liberal’ eugenics, enhancement, the normal and the pathological, the classification of mental illness, the relation between genetics, disease and the political sphere, the experience of illness and disability, and the sense of the subject of bioethical inquiry itself. All of these issues are addressed from a “continental” perspective, drawing on a rich tradition of inquiry into these questions in the fields of phenomenology, philosophical hermeneutics, French epistemology, critical theory and post-structuralism. At the same time, the contributions engage with the Anglo-American debate, resulting in a fruitful and constructive conversation that not only shows the depth and breadth of continental perspectives in bioethics and medicine, but also opens new avenues of discussion and exploration. For decades European philosophers have offered important insights into the relation between the practices of medicine, the concept of illness, and society more broadly understood. These interventions have generally striven to be both historically nuanced and accessible to non-experts. From Georges Canguilhem’s seminal The Normal and the Pathological, Michel Foucault’s lectures on madness, sexuality, and biopolitics, Hans Jonas’s deeply thoughtful essays on the right to die, life extension, and ethics in a technological age, Hans-Georg Gadamer’s lectures on The Enigma of Health, and more recently Jürgen Habermas’s carefully nuanced interventions on the question of liberal eugenics, these thinkers have sought to engage the wider public as much as their fellow philosophers on questions of paramount importance to current bioethical and social-political debate. The essays contained here continue this tradition of engagement and accessibility. In the best practices of European philosophy, the contributions in this volume aim to engage with and stimulate a broad spectrum of readers, not just experts. In doing so the volume offers a showcase of the richness and rigor of continental perspectives on medicine and society.
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  • 12
    ISBN: 9789401797047
    Language: English
    Pages: Online-Ressource (XIV, 243 p. 2 illus., 1 illus. in color, online resource)
    Series Statement: Issues in Business Ethics 43
    Series Statement: SpringerLink
    Series Statement: Bücher
    Series Statement: Springer eBook Collection
    Series Statement: Humanities, Social Sciences and Law
    Parallel Title: Druckausg.
    Keywords: Philosophy (General) ; Ethics ; Economics ; Philosophy
    Abstract: This book offers different perspectives onHumanism as developed by Catholic Social Teaching, with a particular focus on its relevance in economics and business. The work is composed of three sections, covering what is meant by Christian Humanism, how it links with economic activity, and its practical relevance in the business world of today. Itreviewsthe historical development of Christian Humanism and discusses the arguments which justify it in the current cultural context and how it contributes to human development. The book argues that the current recognition of human dignity and the existence of innate human rights are both ultimately rooted in Christian Humanism. Itsets out the importance of the concept for economic activities, and how Christian Humanism can serve as a metaphysical foundation and ethical basis for a social market economy. Applying Christian Humanism to business leads to the centrality of the person in organizations and to seeing the company as a community of persons working together for the common good. Three thought-provoking case studies illustrate the wide-reaching positive impacts of applying Christian Humanism in the organization
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  • 13
    ISBN: 9789401793957
    Language: English
    Pages: Online-Ressource (XII, 310 p. 70 illus., 50 illus. in color, online resource)
    Series Statement: Educational Assessment in an Information Age
    Series Statement: SpringerLink
    Series Statement: Bücher
    Series Statement: Springer eBook Collection
    Series Statement: Humanities, Social Sciences and Law
    Parallel Title: Druckausg. Assessment and teaching of 21st century skills
    Keywords: Educational tests and measurements ; Education ; Berufsbildung ; Arbeitswelt ; Zukunft
    Abstract: This second volume of papers from the ATC21STM project deals with the development of an assessment and teaching system of 21st century skills. Readers are guided through a detailed description of the methods used in this process. The first volume was published by Springer in 2012 ( Griffin, P., McGaw, B. & Care, E., Eds., Assessment and Teaching of 21st Century Skills, Dordrecht: Springer). The major elements of this new volume are the identification and description of two 21st century skills that are amenable to teaching and learning: collaborative problem solving, and learning in digital networks. Features of the skills that need to be mirrored in their assessment are identified so that they can be reflected in assessment tasks. The tasks are formulated so that reporting of student performance can guide implementation in the classroom for use in teaching and learning. How simple tasks can act as platforms for development of 21st century skills is demonstrated, with the concurrent technical infrastructure required for its support. How countries with different languages and cultures participated and contributed to the development process is described. The psychometric qualities of the online tasks developed are reported, in the context of the robustness of the automated scoring processes. Finally, technical and educational issues to be resolved in global projects of this nature are outlined
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  • 14
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    Dordrecht : Springer
    ISBN: 9789401795791
    Language: English
    Pages: Online-Ressource (XXXVIII, 1224 p. 120 illus, online resource)
    Edition: 2nd ed. 2015
    Series Statement: Philosophy and Medicine 119
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Druckausg. Sadegh-Zadeh, Kazem Handbook of analytic philosophy and medicine
    Keywords: Philosophy (General) ; medicine Philosophy ; Medicine ; Bioinformatics ; Philosophy ; Philosophy (General) ; medicine Philosophy ; Medicine ; Bioinformatics
    Abstract: Medical practice is practiced morality, and clinical research belongs to normative ethics. The present book elucidates and advances this thesis by: 1. analyzing the structure of medical language, knowledge, and theories; 2. inquiring into the foundations of the clinical encounter; 3. introducing the logic and methodology of clinical decision-making, including artificial intelligence in medicine; 4. suggesting comprehensive theories of organism, life, and psyche; of health, illness, and disease; of etiology, diagnosis, prognosis, prevention, and therapy; and 5. investigating the moral and metaphysical issues central to medical practice and research. Many systems of (classical, modal, non-classical, probability, and fuzzy) logic are introduced and applied. Fuzzy medical deontics, fuzzy medical ontology, fuzzy medical concept formation, fuzzy medical decision-making and biomedicine and many other techniques of fuzzification in medicine are introduced for the first time
    Description / Table of Contents: Foreword; Preface to the Second Edition; Preface to the First Edition; Contents; Introduction; 0.1 A Fresh Start; 0.2 The Objective; 0.3 The Subject; 0.4 Methods of Inquiry; 0.5 How to Read this Book; Part I The Language of Medicine; 1 The Epistemic Impact of Medical Language; 1.0 Introduction; 1.1 Types of Knowledge; 1.2 Propositional Knowledge; 1.3 Propositions and Facts; 1.4 Medical Sentences and Statements; 1.5 Medical Concepts; 1.6 How to Care About our Medical Concepts?; 1.7 Summary; 2 The Syntax and Semantics of Medical Language; 2.0 Introduction
    Description / Table of Contents: 2.1 Medical Language is an Extended Natural Language2.2 What a Medical Term Means; 2.3 Ambiguity; 2.4 Vagueness; 2.4.1 The Nature of Vagueness; 2.4.2 The Sorites Paradox; 2.4.3 Varieties of Vagueness; 2.5 Clarity and Precision; 2.6 Semantic Nihilism; 2.7 Summary; 3 The Pragmatics of Medical Language; 3.0 Introduction; 3.1 The So-Called Language Games; 3.2 Assertion, Acceptance, and Rejection; 3.3 Speech Acts in Medicine; 3.3.1 Constatives; 3.3.2 Performatives; 3.4 The Pragmatic Impact of Medical Language; 3.5 The Communal Origin of Medical Language; 3.6 Summary; 4 Medical Linguistics
    Description / Table of Contents: 4.0 Introduction4.1 What Medical Linguistics is; 4.2 Vocabularies; 4.3 Medical Terminologies; 4.3.1 Medical Nomenclatures; Anatomical nomenclatures; Nosological nomenclatures; 4.3.2 International Classification of Diseases (ICD); 4.3.3 Systematized Nomenclature of Medicine (SNOMED); 4.3.4 GALEN, GRAIL, UMLS, MeSH, et al.; 4.4 Summary; 5 Varieties of Medical Concepts; 5.0 Introduction; 5.1 Qualitative, Comparative, and Quantitative Concepts; 5.1.1 Individual Concepts; 5.1.2 Qualitative Concepts; 5.1.3 Comparative Concepts; 5.1.4 Quantitative Concepts; 5.2 Dispositional Terms in Medicine
    Description / Table of Contents: 5.3 Linguistic and Numerical Variables in Medicine5.4 Non-Classical; 5.5 Summary; 6Fundamentals of Medical Concept Formation; 6.0 Introduction; 6.1 What a Definition is; 6.2 What Role a Definition Plays; 6.3 Methods of Definition; 6.3.1 Explicit Definition; 6.3.2 Conditional Definition; 6.3.3 Operational Definition; 6.3.4 Definition by Cases; 6.3.5 Recursive Definition; 6.3.6 Set-Theoretical Definition; 6.3.7 Ostensive Definition; 6.4 What an Explication is; 6.4.1 What: Quod; 6.4.2 Is; 6.5 Summary; Part II Medical Praxiology; 7The Patient; 7.0 Introduction; 7.1 The Suffering Individual
    Description / Table of Contents: 7.2 The Bio-Psycho-Social Agent7.2.0 Introduction; 7.2.1 The Living Body; 7.2.2 The Psyche; 7.2.3 The Social Agent; 7.2.4 Summary; 7.3 Health, Illness, and Disease; 7.3.0 Introduction; 7.3.1 Disease; 7.3.2 Health; 7.3.3 Illness; 7.3.4 Disease, Health, and Illness Violate Classical Logic; 7.3.5 Summary; 7.4 Systems of Disease; 7.4.0 Introduction; 7.4.1 Symptomatology; 7.4.2 Nosological Systems; 7.4.3 Pathology; 7.4.4 Nosological Spaces; 7.4.5 Summary; 7.5 Etiology; 7.5.0 Introduction; 7.5.1 Cause and Causation; 7.5.2 Deterministic Etiology; 7.5.3 Probabilistic Etiology; 7.5.4 Fuzzy Etiology
    Description / Table of Contents: 7.5.5 Summary
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  • 15
    Online Resource
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    Dordrecht : Springer
    ISBN: 9789400721531
    Language: English
    Pages: Online-Ressource (XI, 134 p, online resource)
    Series Statement: Studies in the History of Philosophy of Mind 10
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Druckausg.
    Keywords: Epistemology ; Philosophy of mind ; Philosophy ; Philosophy ; Epistemology ; Philosophy of mind
    Abstract: This book is about the epistemological views and arguments of the early Stoics. It discusses such questions as: How is knowledge possible, and what is it? How do we perceive things and acquire notions of them? Should we rely on arguments? How do we come to make so many mistakes? The author tries to give a comprehensive and conservative account of Stoic epistemology as a whole as it was developed by Chrysippus. He emphasizes how the epistemological views of the Stoics are interrelated among themselves and with views from Stoic physics and logic. There are a number of Stoic views and arguments that we will never know about. But there are passages on Stoic epistemology in Sextus Empiricus, Galen, Plutarch, Cicero, and a few others authors. The book is like a big jigsaw puzzle of these scattered pieces of evidence
    Description / Table of Contents: Introduction1. From Zeno to Chrysippus -- 2. Nurtured by Nature -- 3. Our thoughts and their objects -- 4. Knowledge and mistakes -- 5. Our progress towards virtue -- 6. From Carneades to Cicero -- Bibliography.
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  • 16
    ISBN: 9789401799560
    Language: English
    Pages: Online-Ressource (XII, 176 p, online resource)
    Series Statement: The New Synthese Historical Library, Texts and Studies in the History of Philosophy 74
    Series Statement: SpringerLink
    Series Statement: Bücher
    Series Statement: Springer eBook Collection
    Series Statement: Humanities, Social Sciences and Law
    Parallel Title: Druckausg. Leibniz's metaphysics and adoption of substantial forms
    Keywords: Philosophy (General) ; Philosophy ; Leibniz, Gottfried Wilhelm 1646-1716 ; Metaphysik
    Abstract: This anthology is about the signal change in Leibniz’s metaphysics with his explicit adoption of substantial forms in 1678-79. This change can either be seen as a moment of discontinuity with his metaphysics of maturity or as a moment of continuity, such as a passage to the metaphysics from his last years. Between the end of his sejour at Paris (November 1676) and the first part of the Hanover period, Leibniz reformed his dynamics and began to use the theory of corporeal substance. This book explores a very important part of the philosophical work of the young Leibniz. Expertise from around the globe is collated here, including Daniel Garber’s work based on the recent publication of Leibniz's correspondence from the late 1690s, examining how the theory of monads developed during these crucial years. Richard Arthur argues that the introduction of substantial forms, reinterpreted as enduring primitive forces of action in each corporeal substance, allows Leibniz to found the reality of the phenomena of motion in force, and thus avoid reducing motion to a mere appearance. Amongst other themes covered in this book, Pauline Phemister’s paper investigates Leibniz’s views on animals and plants, highlighting changes, modifications and elaborations over time of Leibniz’s views and supporting arguments and paying particular attention to his claim that the future is already contained in the seeds of living things. The editor, Adrian Nita, contributes a paper on the continuity or discontinuity of Leibniz’s work on the question of the unity and identity of substance from the perspective of the relation with soul (anima) and mind (mens)
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  • 17
    Online Resource
    Online Resource
    Dordrecht : Springer
    ISBN: 9789401772303
    Language: English
    Pages: Online-Ressource (XIX, 258 p, online resource)
    Series Statement: Professional and Practice-based Learning 13
    Series Statement: SpringerLink
    Series Statement: Bücher
    Series Statement: Springer eBook Collection
    Series Statement: Humanities, Social Sciences and Law
    Parallel Title: Druckausg.
    Keywords: Education, Higher ; Education
    Abstract: This book advances understandings about and practices for effectively integrating practice-based (e.g. workplace) experiences in higher education programs. This issue is becoming of increasing salient because higher education programs globally are increasingly focussing on preparing students for specific occupations. Such imperatives are reflected in the cooperative education movement in North America, the foundation degree programs of the United Kingdom, the work integrated learning approach within Australian higher education and initiatives in a range of other countries. There are clear and growing expectations that graduates from such should be able to move smoothly into being effective in their occupational practice. These expectations rise from the imperatives and interest of government, employers, community and students themselves. The book achieves a number of important goals. Firstly, it identifies and delineates the educational worth of students and engagement in practice-based experiences and their integration within their programs of study. Secondly, it advances conceptions of the integration of such experiences that is essential to inform how these programs might be enacted. Thirdly, drawing on the findings of two teaching fellowships, it proposed bases and propositions for how experiences in higher education programs might be organised and augmented to support effective learning. Fourthly pedagogic practices seen to be effective in maximising the learning from those practice experiences and integrating them within the curriculum are identified and discussed. Fifthly, a particular focus is given to students’ personal epistemologies and how these might be developed and directed towards supporting effective learning within practice settings and the integration of that learning in their university programs
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  • 18
    ISBN: 9789401788878
    Language: English
    Pages: Online-Ressource (XX, 211 p. 2 illus, online resource)
    Series Statement: History, Philosophy and Theory of the Life Sciences 7
    Series Statement: SpringerLink
    Series Statement: Bücher
    Series Statement: Springer eBook Collection
    Series Statement: Humanities, Social Sciences and Law
    Parallel Title: Druckausg. Classification, disease and evidence
    Keywords: Philosophy (General) ; Biology Philosophy ; Medicine ; Medical ethics ; Philosophy ; Medizin ; Philosophie
    Abstract: This anthology of essays presents a sample of studies from recent philosophy of medicine addressing issues which attempt to answer very general (interdependent) questions: (a) what is a disease and what is health? (b) How do we (causally) explain diseases? (c) And how do we distinguish diseases, i.e. define classes of diseases and recognize that an instance X of disease belongs to a given class B? (d) How do we assess and choose cure/ therapy? The book is divided into three sections: classification, disease, and evidence. In general, attention is focused on statistics in medicine and epidemiology, issues in psychiatry, and connecting medicine with evolutionary biology and genetics. Many authors position the theories that they address within their historical contexts. The nature of health and disease will be addressed in several essays that also touch upon very general questions about the definition of medicine and its status. Several chapters scrutinize classification because of its centrality within philosophical problems raised by medicine and its core position in the philosophical questioning of psychiatry. Specificities of medical explanation have recently come under a new light, particularly because of the rise of statistical methods, and several chapters investigate these methods in specific contexts such as epidemiology or meta-analysis of random testing. Taken together this collection addresses the question of how we gather, use and assess evidence for various medical theories. The rich assortment of disciplines featured also includes epidemiology, parasitology, and public health, while technical aspects such as the application of game theory to medical research and the misuse of the DSM in forensic psychiatry are also given an airing. The book addresses more than the construction of medical knowledge, however, adding cogent appraisal of the processes of decision making in medicine and the protocols used to justify therapeutic choices
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  • 19
    ISBN: 9789401795173
    Language: English
    Pages: Online-Ressource (XIII, 309 p. 78 illus., 69 illus. in color, online resource)
    Edition: 1st ed. 2015
    Series Statement: Mathematics Education in the Digital Era 4
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Druckausg. Digital games and mathematics learning
    Keywords: Educational technology ; Mathematics Study and teaching ; Education ; Education ; Education Data processing ; Educational technology ; Mathematics Study and teaching
    Abstract: Digital games offer enormous potential for learning and engagement in mathematics ideas and processes. This volume offers multidisciplinary perspectives-of educators, cognitive scientists, psychologists and sociologists-on how digital games influence the social activities and mathematical ideas of learners/gamers. Contributing authors identify opportunities for broadening current understandings of how mathematical ideas are fostered (and embedded) within digital game environments. In particular, the volume advocates for new and different ways of thinking about mathematics in our digital age-proposing that these mathematical ideas and numeracy practices are distinct from new literacies or multiliteracies. The authors acknowledge that the promise of digital games has not always been realised/fulfilled. There is emerging, and considerable, evidence to suggest that traditional discipline boundaries restrict opportunities for mathematical learning. Throughout the book, what constitutes mathematics learnings and pedagogy is contested. Multidisciplinary viewpoints are used to describe and understand the potential of digital games for learning mathematics and identify current tensions within the field. Mathematics learning is defined as being about problem solving; engagement in mathematical ideas and processes; and social engagement. The artefact, which is the game, shapes the ways in which the gamers engage with the social activity of gaming. In parallel, the book (as a t extual artefact) will be supported by Springer’s online platform-allowing for video and digital communication (including links to relevant websites) to be used as supplementary material and establish a dynamic communication space
    Description / Table of Contents: 1. Digital Games and Learning: What’s New Is Already Old? Tom Lowrie and Robyn Jorgensen(Zevenbergen) (Australia)2. Mathematics and Non-School Gameplay. Antri Avraamidou, John Monaghan and Aisha Walker (United Kingdom) -- 3. Integration of Digital Games in Learning and e-Learning Environments: Connecting Experiences and Context. Begoña Gros (Spain) -- 4. The Construction of Electronic Games as an Environment for Mathematics Education. Rodrigo Dalla Vecchia, Marcus V. Maltempi and Marcelo C. Borba (Brazil) -- 5. Digital Games, Mathematics and Visuospatial Reasoning. Tom Lowrie (Australia) -- 6. Digital Games and Equity: Implications for Issues of Social Class and Rurality. Robyn Jorgensen(Zevenbergen) (Australia) -- 7. Multimodal Literacy, Digital Games and Curriculum. Catherine Beavis (Australia) -- 8. Apples and Coconuts: Young Children ‘Kinect-ing’ with Mathematics and Sesame Street. Meagan Rothschild and Caroline C. Williams (United States) -- 9. SAPS and Digital Games: Improving Mathematics Transfer and Attitudes in Schools. Richard N. Van Eck (United States) -- 10. Mathematics and Educational Psychology: Construction of Learning Environments. Cesare Fregola (Italy) -- 11. Serious Games and Gaming. Terry Bossomaier (Australia) -- 12. Apps: Appropriate, Applicable and Appealing? Nigel Calder (New Zealand) -- 13. “An App! An App! My Kingdom for an App”: An 18 Month Quest t o Determine Whether Apps Support Mathematical Knowledge Building. Kevin Larkin (Australia) -- 14. Digital Games and Mathematics Learning: The State of Play. Tracy Logan and Kim Woodland (Australia).  .
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  • 20
    Online Resource
    Online Resource
    Dordrecht : Springer
    ISBN: 9789401795050
    Language: English
    Pages: Online-Ressource (VIII, 390 p. 15 illus, online resource)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Series Statement: Springer eBook Collection
    Series Statement: Humanities, Social Sciences and Law
    Parallel Title: Druckausg. Research in early childhood science education
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    Keywords: Science Study and teaching ; Early childhood education ; Education ; Early childhood education ; Education ; Science Study and teaching ; Naturwissenschaftlicher Unterricht ; Vorschulerziehung ; Grundschulunterricht
    Abstract: This book emphasizes the significance of teaching science in early childhood classrooms, reviews the research on what young children are likely to know about science, and provides key points on effectively teaching science to young children. Science education, an integral part of national and state standards for early childhood classrooms, encompasses not only content-based instruction but also process skills, creativity, experimentation, and problem-solving. By introducing science in developmentally appropriate ways, we can support young children’s sensory explorations of their world and provide them with foundational knowledge and skills for lifelong science learning, as well as an appreciation of nature. This book emphasizes the significance of teaching science in early childhood classrooms, reviews the research on what young children are likely to know about science, and provides key points on effectively teaching young children science. Common research methods used in the reviewed studies are identified, methodological concerns are discussed, and methodological and theoretical advances are suggested
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  • 21
    ISBN: 9789401791816
    Language: English
    Pages: Online-Ressource (XV, 592 p. 112 illus., 18 illus. in color, online resource)
    Series Statement: Advances in Mathematics Education
    Series Statement: SpringerLink
    Series Statement: Bücher
    Series Statement: Springer eBook Collection
    Series Statement: Humanities, Social Sciences and Law
    Parallel Title: Druckausg. Approaches to Qualitative Research in Mathematics Education
    Keywords: Curriculum planning ; Mathematics ; Science Study and teaching ; Education ; Mathematikunterricht
    Abstract: This volume documents a range of qualitative research approaches emerged within mathematics education over the last three decades, whilst at the same time revealing their underlying methodologies. Continuing the discussion as begun in the two 2003 ZDM issues dedicated to qualitative empirical methods, this book presents astate of the art overview on qualitative research in mathematics education and beyond. The structure of the book allows the reader to use it as an actual guide for the selection of an appropriate methodology, on a basis of both theoretical depth and practical implications. The methods and examples illustrate how different methodologies come to life when applied to a specific question in a specific context. Many of the methodologies described are also applicable outside mathematics education, but the examples provided are chosen so as to situate the approach in a mathematical context
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  • 22
    ISBN: 9789401791847
    Language: English
    Pages: Online-Ressource (XXVI, 292 p. 33 illus, online resource)
    Series Statement: Educating the Young Child, Advances in Theory and Research, Implications for Practice 10
    Series Statement: SpringerLink
    Series Statement: Bücher
    Series Statement: Springer eBook Collection
    Series Statement: Humanities, Social Sciences and Law
    Parallel Title: Druckausg. Young children and families in the information age
    Keywords: Early childhood education ; Education ; Informationsgesellschaft ; Neue Medien ; Kleinkind ; Familienleben ; Informationsgesellschaft ; Neue Medien ; Kleinkind ; Familienleben
    Abstract: This edited book presents the most recent theory, research and practice on information and technology literacy as it relates to the education of young children. Because computers have made it so easy to disseminate information, the amount of available information has grown at an exponential rate, making it impossible for educators to prepare students for the future without teaching them how to be effective information managers and technology users. Although much has been written about information literacy and technology literacy in secondary education, there is very little published research about these literacies in early childhood education. Recently, the National Association for the Education of Young Children and the Fred Rogers Center for Early Learning and Children’s Media at Saint Vincent College published a position statement on using technology and interactive media as tools in early childhood programs. This statement recommends more research “to better understand how young children use and learn with technology and interactive media and also to better understand any short- and long-term effects.” Many assume that today’s young children are “digital natives” with a great understanding of technology. However, children may know how to operate digital technology but be unaware of its dangers or its value to extend their abilities. This book argues that information and technology literacy include more than just familiarity with the digital environment. They include using technology safely and ethically to demonstrate creativity and innovation; to communicate and collaborate; to conduct research and use information; and to think critically, solve problems and make decisions
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  • 23
    Online Resource
    Online Resource
    Dordrecht : Springer
    ISBN: 9789401797290
    Language: English
    Pages: Online-Ressource (XIX, 197 p. 4 illus, online resource)
    Series Statement: Globalisation, Comparative Education and Policy Research 13
    Series Statement: SpringerLink
    Series Statement: Bücher
    Series Statement: Springer eBook Collection
    Series Statement: Humanities, Social Sciences and Law
    Parallel Title: Druckausg. Nation-building and history education in a global culture
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    Keywords: Curriculum planning ; Education, Higher ; History ; Education ; Schulbildung ; Geschichtsunterricht ; Erziehungsziel ; Relation ; Globalisierung ; Geschichtsbild ; Nationenbildung ; Nationalbewusstsein ; Identitätsentwicklung ; Kulturelle Identität ; Theorie ; Praxis ; Erde
    Abstract: This book examines the nexus between nation-building and history education globally and the implication for cultural diversity and social justice. It studies some of the major education reforms and policy issues in history education in a global culture, and regards them in the light of recent shifts in history education and policy research. In doing so, the volume provides a comprehensive picture of the intersecting and diverse discourses of globalisation, history education and policy-driven reforms. It makes clear that the impact of globalisation on education policy and reforms is a strategically significant issue for us all. The book focuses on the importance of nation-building and patriotism in history education, and presents up-to-date research on global trends in history education reforms and policy research. It provides an easily accessible, practical yet scholarly source of information about the international concerns in the field of globalisation, history education and policy research
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  • 24
    Online Resource
    Online Resource
    Dordrecht : Springer
    ISBN: 9789401790635
    Language: English
    Pages: Online-Ressource (XII, 302 p. 13 illus., 12 illus. in color, online resource)
    Series Statement: Analecta Husserliana, The Yearbook of Phenomenological Research 115
    Series Statement: SpringerLink
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    Series Statement: Springer eBook Collection
    Series Statement: Humanities, Social Sciences and Law
    Parallel Title: Druckausg. From sky and earth to metaphysics
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    Keywords: Philosophy (General) ; Phenomenology ; Philosophy ; Phenomenology ; Aufsatzsammlung ; Kosmologie ; Phänomenologie ; Weltall ; Mensch ; Literatur ; Kunst ; Phänomenologie
    Abstract: This is an exceptional volume which expands upon the World Phenomenology Institute’s recent research: the study of the beautiful intertwining of the skies and the cosmos with the human pursuits of philosophy, literature and the arts. The relationship of humans to the cosmos is examined through the exploration of phenomenology, metaphysics and the arts. The authors of this volume write on a variety of topics which all seek to open the reader’s eyes to the relationship of humans and our perception of our place in the cosmos. This volume offers a framework in which to present a rich panorama; a variety of perspectives illustrating how the perception of the interplay between human beings and the celestial realm advances in common experience and worldviews. This attempt to uncover our cosmic position is a great and worthwhile intellectual challenge. Philosophy as well as literature and the arts are nourished by this human quest for knowledge and understanding
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  • 25
    ISBN: 9789401791908
    Language: English
    Pages: Online-Ressource (XXII, 329 p. 4 illus., 3 illus. in color, online resource)
    Series Statement: The International Library of Environmental, Agricultural and Food Ethics 22
    Series Statement: SpringerLink
    Series Statement: Bücher
    Series Statement: Springer eBook Collection
    Series Statement: Humanities, Social Sciences and Law
    Parallel Title: Druckausg. Re-thinking organic food and farming in a changing world
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    Keywords: Philosophy (General) ; Ethics ; Quality of Life ; Geography ; Sustainable development ; Quality of Life Research ; Philosophy ; Biologische Landwirtschaft ; Biologisches Lebensmittel ; Ethik ; Biologische Landwirtschaft ; Biologisches Lebensmittel ; Ethik
    Abstract: This book is based on the assumption that “organic has lost its way”. Paradoxically, it comes at a time when we witness the continuing of growth in organic food production and markets around the world. Yet, the book claims that organic has lost sight of its first or fundamental philosophical principles and ontological assumptions. The collection offers empirically grounded discussions that address the principles and fundamental assumptions of organic farming and marketing practices. The book draws attention to the core principles of organic and offers different clearly articulated and well-defined conceptual frameworks that offer new insights into organic practices. Divided into five parts, the book presents new perspectives on enduring issues, examines standards and certification, gives insights into much-discussed and additional market and consumer issues, and reviews the interplay of organic and conventional farming. The book concludes with a framework for rethinking ethics in the organic movement and reflections on the positioning of organic ethics
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  • 26
    Online Resource
    Online Resource
    Dordrecht : Springer
    ISBN: 9789400747074
    Language: English
    Pages: Online-Ressource (XXXII, 1850 p. 31 illus., 20 illus. in color. eReference, online ressource)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Series Statement: Springer eBook Collection
    Series Statement: Humanities, Social Sciences and Law
    Parallel Title: Druckausg. Clausen, Jens, 1969 - Handbook of neuroethics
    Keywords: Philosophy (General) ; Social sciences ; Philosophy ; Public health laws ; Ethics ; Neurology ; Life sciences ; Medical laws and legislation. ; Ethik ; Hirnforschung ; Neurowissenschaften
    Abstract: Neuroethics - as a multi-disciplinary and inter-disciplinary endeavor - examines the implications of the neurosciences on human beings in general and on their self-understanding and their social interactions in particular. The range of approaches adopted in neuroethics includes but is not limited to historical, anthropological, ethical, philosophical, theological, sociological and legal approaches. Based on the study of neuroscientific developments and innovations, examined from different angles, this Handbook provides a comprehensive overview of the international neuroethical debate, and offers unprecedented insights into the impact of neuroscientific research, diagnosis, and therapy. This Handbook deals with a plethora of topics divided into in three parts: the first part contains discussions of theories of neuroethics, identity, free will, as well as other philosophical considerations. The second part is dedicated to issues involved in current and future clinical applications of neurosciences, such as brain stimulation, brain imaging, prosthetics, addiction, and psychiatric ethics. The final part deals with neuroethics and society and includes chapters on neurolaw, neurotheology, neuromarketing, and enhancement
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  • 27
    Online Resource
    Online Resource
    Dordrecht : Springer
    ISBN: 9789401794480
    Language: English
    Pages: Online-Ressource (XIII, 191 p, online resource)
    Series Statement: Sophia Studies in Cross-cultural Philosophy of Traditions and Cultures 8
    Series Statement: SpringerLink
    Series Statement: Bücher
    Series Statement: Springer eBook Collection
    Series Statement: Humanities, Social Sciences and Law
    Parallel Title: Erscheint auch als Politics of religion - religions of politics
    Keywords: Philosophy (General) ; Religion (General) ; Philosophy ; Philosophy ; Philosophy (General) ; Religion (General) ; Konferenzschrift XX.02.2010 ; Aufsatzsammlung ; Politik ; Religion ; Religionspolitik ; Religionsphilosophie
    Abstract: The liberal enlightenment as well as the more radical left have both traditionally opposed religion as a reactionary force in politics, a view culminating in an identification of the politics of religion as fundamentalist theocracy. But recently a number of thinkers-Agamben, Badiou, Tabues and in particular Simon Critchley-have begun to explore a more productive engagement of the religious and the political in which religion features as a possible or even necessary form of human emancipation. The papers in this collection, deriving from a workshop held on and with Simon Critchley at the University of Texas at San Antonio in February 2010, take up the ways in which religion’s encounter with politics transforms not only politics but also religion itself, molding it into various religions of politics, including not just heretical religious metaphysics, but also what Critchley describes as non-metaphysical religion, the faith of the faithless. Starting from Critchley’s own genealogy of Pauline faith, the articles in this collection explore and defend some of the religions of politics and their implications. Costica Bradatan teases out the implications of Critchley’s substitution of humor for tragedy as the vehicle for the minimal self-distancing required for any politics. Jill Stauffer compares Critchley’s non-metaphysical religiosity with Charles Taylor’s account of Christianity. Alistair Welchman unpacks the political theology of the border in terms of god’s timeless act of creation. Anne O’Byrne explores the subtle dialectic between mores and morality in Rousseau’s political ethics. Roland Champagne sees a kind non-metaphysical religion in Arendt’s category of the political pariah. Davide Panagia presents Critchley’s ethics of exposure as the basis for a non-metaphysical political bond. Philip Quadrio wonders about the political ramifications of Critchley’s own ‘mystical anarchism’ and Tina Chanter re-reads the primal site in the Western tradition at which the political and the religious intersect, the Antigone story, side-stepping philosophical interpretations of the story (dominated by Hegel’s reading) by means of a series of post-colonial re-imaginings of the play. The collection concludes with an interview with Simon Critchley taking up the themes of the workshop in the light of more recent political events: the Arab Spring and the rise and fall of the Occupy movement
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  • 28
    Online Resource
    Online Resource
    Dordrecht : Springer
    ISBN: 9789401791069
    Language: English
    Pages: Online-Ressource (XVIII, 175 p. 5 illus, online resource)
    Series Statement: Philosophy and Medicine 116
    Series Statement: SpringerLink
    Series Statement: Bücher
    Series Statement: Springer eBook Collection
    Series Statement: Humanities, Social Sciences and Law
    Parallel Title: Druckausg. Sedation at the end-of-life
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    Keywords: Philosophy (General) ; Ethics ; Public health ; Public health laws ; Philosophy ; Ethics ; Philosophy ; Philosophy (General) ; Public health ; Public health laws ; Sterben ; Sedierung ; Palliativmedizin ; Recht ; Bioethik ; Moraltheologie
    Abstract: The book’s main contribution is its interdisciplinary approach to the issue of sedation at the end-of-life. Because it occurs at the end of life, palliative sedation raises a number of important ethical and legal questions, including whether it is a covert form of euthanasia and for what purposes it may legally be used. Many of the book chapters address the first question and almost all deal with a specific form of the second: whether palliative sedation should be used for those experiencing “existential suffering”? This raises the question of what existential suffering is, a topic that is also discussed in the book. The different chapters address these issues from the perspectives of the relevant disciplines: Palliative Medicine, Bioethics, Law and Theology. Hence, helpful accounts of the clinical and historical background for this issue are provided and the importance of drawing accurate ethical and legal distinctions is stressed throughout the whole book. So the volume represents a valuable contribution to the emerging literature on this topic and should be helpful across a broad spectrum of readers: philosophers, theologians and physicians
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  • 29
    Online Resource
    Online Resource
    Dordrecht : Springer
    ISBN: 9789401794336
    Language: English
    Pages: Online-Ressource (XXVI, 302 p. 4 illus., 1 illus. in color, online resource)
    Series Statement: Studies in Educational Leadership 20
    Series Statement: SpringerLink
    Series Statement: Bücher
    Series Statement: Springer eBook Collection
    Series Statement: Humanities, Social Sciences and Law
    Parallel Title: Druckausg.
    Keywords: Education ; Schulleitung ; Schulentwicklung ; Schulreform ; Geschichte 1970-2010
    Abstract: This book is a longitudinal life history of the lives and work of primary school principals in Ireland. It provides a unique opportunity to peer inside the realities of leading schools in changing times. In a system that until recently did not prepare principals for the onerous roles and responsibilities, a small system with limited mobility, inter-personal relationships emerge as critical, frequently privileged over professional relationships. Consequently, principals struggle to bring about change, to build trust in order to cultivate a transformative leadership agenda, while several aspects of systemic structures and processes emerge as constraints on leadership capacity building. In the absence of comprehensive leadership portfolio development, classroom teachers, catapulted into the principal’s office, tend to be cautious and careful in ways that tend to perpetuate the status quo while putting a premium on the exercise of soft power and an over-reliance on the good will of colleagues. Several of the ‘leadership lessons’ that emerge from this in-depth analysis concur with an increasing international consensus that due to complexity and increasingly performative policy demands, learning about leadership for all is an absolute necessity. However, care must be taken to avoid overly scripted programmes. Critical to the cultivation of a professionally responsible leadership disposition, rather than capitulation to ‘technologies of control,’ is professional renewal cultivated through adequate attention to the Zone of Proximal Distance
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  • 30
    Online Resource
    Online Resource
    Dordrecht : Springer
    ISBN: 9783319065267
    Language: English
    Pages: Online-Ressource (VIII, 338 p. 65 illus, online resource)
    Series Statement: Models and Modeling in Science Education 8
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Druckausg. Science teachers' use of visual representations
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    Keywords: Science Study and teaching ; Education ; Education ; Science Study and teaching ; Education ; Science Study and teaching ; Aufsatzsammlung ; Hochschule ; Lehre ; Visualisierung
    Abstract: This book examines the diverse use of visual representations by teachers in the science classroom. It contains unique pedagogies related to the use of visualization, presents original curriculum materials as well as explores future possibilities. The book begins by looking at the significance of visual representations in the teaching of science. It then goes on to detail two recent innovations in the field: simulations and slowmation, a process of explicit visualization. It also evaluates the way teachers have used different diagrams to illustrate concepts in biology and chemistry. Next, the book explores the use of visual representations in culturally diverse classrooms, including the implication of culture for teachers’ use of representations, the crucial importance of language in the design and use of visualizations, and visualizations in popular books about chemistry. It also shows the place of visualizations in the growing use of informal, self-directed science education. Overall, the book concludes that if the potential of visualizations in science education is to be realized in the future, the subject must be included in both pre-service and in-service teacher education. It explores ways to develop science teachers’ representational competence and details the impact that this will have on their teaching. The worldwide trend towards providing science education for all, coupled with the increased availability of color printing, access to personal computers and projection facilities, has lead to a more extensive and diverse use of visual representations in the classroom. This book offers unique insights into the relationship between visual representations and science education, making it an ideal resource for educators as well as researchers in science education, visualization and pedagogy
    Description / Table of Contents: Section A: Research into teaching with visual representationsIntroduction -- Chapter 1 : The significance of visual representations in the teaching of science, B. Eilam, J.K. Gilbert -- Chapter 2 : Teaching and researching visual representations: Shared vision or divided world? S. Ainsworth & L. Newton -- Section B: Teachers’ selections, constructions and use of visual representations -- Introduction -- Chapter 3 : Representing visually: What teachers know and what they prefer, B. Eilam, Y. Poyas, R. Hasimshoni -- Chapter 4 : Slowmation: A process of explicit visualisation, J. Loughran -- Chapter 5 : Secondary biology teachers’ use of different types of diagrams for different purposes, Y. Liu, M. Won, D.F. Treagust -- Chapter 6 : Teaching stoichiometry with particulate diagrams - linking macro phenomena and chemical equations, M.W. Cheng, J.K. Gilbert -- Section C: Teachers’ use of visual representations in culturally-diverse classrooms -- Introduction -- Chapter 7 : Thoughts on visualizations in diverse cultural settings: The case of France and Pakistan, E. De Vries, M. Ashraf -- Chapter 8 : The implication of culture for teachers’ use of representations, B. Waldrip, S. Satupo, F. Rodie -- Chapter 9 : The interplay between language and visualization: The role of the teacher, L. Mammino -- Chapter 10: Visualizations in popular books about chemistry, J.K. Gilbert, A. Afonso -- Section D: Teachers’ supporting student learning from visual representations -- Introduction -- Chapter 11 : Teachers using interactive simulations to scaffold inquiry instruction in physical science education, D. Geelan, X.Fan -- Chapter 12: Transformed instruction: Teaching in a student-generated representations learning environment, O. Parnafes, R. Trachtenberg-Maslaton -- Chapter 13: The laboratory for making things: Developing multiple representations of knowledge, J. Bamberger -- Section E: Overview -- Chapter 14: Developing science teachers’ representational competence and its impact on their teaching, J.K.Gilbert, B. Eilam.
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  • 31
    ISBN: 9789400776517
    Language: English
    Pages: Online-Ressource (XXI, 295 p. 2 illus. in color, online resource)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Series Statement: Springer eBook Collection
    Series Statement: Humanities, Social Sciences and Law
    Parallel Title: Druckausg.
    Keywords: Science Study and teaching ; Educational tests and measurements ; Education
    Abstract: This book offers valuable guidance for science teacher educators looking for ways to facilitate preservice and inservice teachers’ pedagogy relative to teaching students from underrepresented and underserved populations in the science classroom. It also provides solutions that will better equip science teachers of underrepresented student populations with effective strategies that challenge the status quo, and foster classrooms environment that promotes equity and social justice for all of their science students. Multicultural Science Education illuminates historically persistent, yet unresolved issues in science teacher education from the perspectives of a remarkable group of science teacher educators and presents research that has been done to address these issues. It centers on research findings on underserved and underrepresented groups of students and presents frameworks, perspectives, and paradigms that have implications for transforming science teacher education. In addition, the chapters provide an analysis of the socio-cultural-political consequences in the ways in which science teacher education is theoretically conceptualized and operationalized in the United States. The book provides teacher educators with a framework for teaching through a lens of equity and social justice, one that may very well help teachers enhance the participation of students from traditionally underrepresented and underserved groups in science, technology, engineering, and mathematics (STEM) areas and help them realize their full potential in science. Moreover, science educators will find this book useful for professional development workshops and seminars for both novice and veteran science teachers.
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  • 32
    ISBN: 9789048139316
    Language: English
    Pages: Online-Ressource (XI, 353 p. 46 illus, online resource)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Series Statement: Springer eBook Collection
    Series Statement: Humanities, Social Sciences and Law
    Parallel Title: Druckausg. Teaching Science and Investigating Environmental Issues with Geospatial Technology
    Keywords: Geographical information systems ; Science Study and teaching ; Education
    Abstract: This book provides research-grounded and practically-minded insights into teacher professional development in support of integrating GIS and other geospatial technologies into K-12 science teaching. In this volume 50 designers, educators and researchers share their experiences, knowledge, and lessons learned from a wide variety of projects. Readers will find a myriad of ideas and perspectives that they can apply to their own teacher professional development projects, as they work to provide students with engaging opportunities for learning science. Geospatial technologies enable teachers to teach in fundamentally new ways, building student interest and skill through active engagement in critical thinking and project or inquiry-based learning. Students are naturally drawn to looking at landscapes and interpreting features through analysis of both shape and form. Given the chance to manipulate spatial data, students revel in deciphering mysteries, exploring scientific explanations, and linking causes with consequences. The passion and interest demonstrated by students using geospatial tools has motivated an increasing number of K-12 teachers to embrace the use of these technologies for teaching and learning science. Given the nature and complexity of these tools, high quality professional development is essential for providing teachers with the support and guidance they need to use geospatial technologies effectively. This book will be of special interest to scientists, geographers, and science educators who are designing or delivering teacher professional development in support of teaching with technology. The case studies make it possible for readers to identify specific paths forward regarding both research and practice. GIS and other geospatial technologies offer teachers an effective way to engage students in the analysis of authentic data in ways called for by the Next Generation Science Standards and the National Geography Standards. With the improvements in the usability of the tools, the time is right to bring GIS and other geospatial technologies into all K-12 classrooms. The chapters in this book will enable teachers and teacher educators to make that happen. Daniel C. Edelson, Ph.D., Vice President for Education, National Geographic Society While increasing numbers of people use basic geospatial technologies, their power to enliven science has not yet been explored by most educators. This robust and thoughtful compilation focuses on how to supp ...
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  • 33
    ISBN: 9789400765559
    Language: English
    Pages: Online-Ressource (XLIX, 1256 p. 26 illus., 17 illus. in color, online resource)
    Series Statement: Springer International Handbooks of Education 29
    Series Statement: SpringerLink
    Series Statement: Bücher
    Series Statement: Springer eBook Collection
    Series Statement: Humanities, Social Sciences and Law
    Parallel Title: Druckausg.
    Keywords: Education
    Abstract: The International Handbook on Educational Leadership and Social (In)Justice creates a first-of-its-kind international forum on conceptualizing the meanings of social justice and leadership, research approaches in studying social justice and combating social injustices, school, university and teacher leadership for social justice, advocacy and advocates for social justice, socio-cultural representations of social injustices, glocal policies, and leadership development as interventions. The Handbook is as much forward-looking as it is a retrospective review of educational research literatures on social justice from a variety of educational subfields including educational leadership, higher education academic networks, special education, health education, teacher education, professional development, policy analyses, and multicultural education. The Handbook celebrates the promises of social justice while providing the educational leadership research community with concrete, contextualized illustrations on how to address inequities and combat social, political and economic injustices through the processes of education in societies and educational institutions around the world
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  • 34
    Online Resource
    Online Resource
    Dordrecht : Springer
    ISBN: 9789401780056
    Language: English
    Pages: Online-Ressource (XIII, 592 p. 29 illus., 2 illus. in color, online resource)
    Series Statement: Higher Education: Handbook of Theory and Research 29
    Series Statement: SpringerLink
    Series Statement: Bücher
    Series Statement: Springer eBook Collection
    Series Statement: Humanities, Social Sciences and Law
    Parallel Title: Druckausg. Higher Education ; 29
    RVK:
    Keywords: Curriculum planning ; Education, Higher ; Education ; USA ; Hochschulbildung
    Abstract: Published annually since 1985, the Handbook series provides a compendium of thorough and integrative literature reviews on a diverse array of topics of interest to the higher education scholarly and policy communities. Each chapter provides a comprehensive review of research findings on a selected topic, critiques the research literature in terms of its conceptual and methodological rigor and sets forth an agenda for future research intended to advance knowledge on the chosen topic. The Handbook focuses on a comprehensive set of central areas of study in higher education that encompasses the salient dimensions of scholarly and policy inquiries undertaken in the international higher education community. Each annual volume contains chapters on such diverse topics as research on college students and faculty, organization and administration, curriculum and instruction, policy, diversity issues, economics and finance, history and philosophy, community colleges, advances in research methodology and more. The series is fortunate to have attracted annual contributions from distinguished scholars throughout the world
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  • 35
    Online Resource
    Online Resource
    Dordrecht : Springer
    ISBN: 9789400743601
    Language: English
    Pages: 1 Online-Ressource (XIII, 652 Seiten) , Illustrationen, Diagramme
    Series Statement: Cultural Studies of Science Education 9
    Series Statement: Cultural Studies of Science Education
    Parallel Title: Erscheint auch als
    DDC: 370
    RVK:
    RVK:
    Keywords: Erziehung ; Naturwissenschaft ; Science / Study and teaching ; Education
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  • 36
    ISBN: 9789400769915
    Language: English
    Pages: Online-Ressource (XVIII, 212 p. 3 illus, digital)
    Series Statement: Professional Learning and Development in Schools and Higher Education 8
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Druckausg.
    Keywords: Early childhood education ; Developmental psychology ; Education ; Education ; Early childhood education ; Developmental psychology
    Abstract: This book offers a challenge to traditional approaches to classroom teaching and pedagogy. The SPRinG (Social Pedagogic Research into Groupwork) project, part of a larger research programme on teaching and learning funded by the Economic and Social Research Council (ESRC), was developed to enhance the learning potential of pupils working in classroom groups by actively involving teachers in a programme designed to raise levels of group work during typical classroom learning activities. Internationally, the SPRinG project is the largest evaluation of effective group working methods in comparison to traditional teaching, with findings that show raised levels of pupil achievement and a doubling of sustained, active engagement in learning. The opening chapters present arguments regarding the relationship of social interaction and children’s cognitive development and examine theories that explain why social interactional processes should be integrated into primary school pedagogic practices. Next, the book describes the conceptual and methodological basis for the SPRinG studies, especially its focus on the relational approach, the type of involvement of teachers and classroom planning. Further chapters present key results and describe the background and methods used to establish SPRinG-based effects on pupil progress in mathematics, literacy and science, including both macro and micro assessments; how the SPRinG approach affected pupil-pupil interactions and teacher-pupil interactions, as measured by systematic on-the-spot observations and analyses of videotapes of groups working on specially designed tasks work; and effects on pupil self-completed measures of motivation and attitudes to group work. The book also analyses reflections of teachers who have worked with SPRinG: moving from theory to practice as well as adding insights associated with implementing SPRinG principles in schools. Drawing upon developmental psychological, social psychological and classroom research, it develops a new and ambitious social pedagogic approach to classroom learning, with a stress on group work, which will be of interest to researchers, teachers and policy-makers. This book includes contributions from Andrew Tolmie and Ed Baines, who were also involved in the ScotSPRinG and SPRinG projects
    Description / Table of Contents: Foreword; The Content of the Book: The SPRinG Approach; Who the Book Is Intended to Reach; Acknowledgements; Definitions; References; Contents; About the Authors; Chapter 1 Can the Grouping of Children in Classrooms Affect Their Learning; An Introduction to Social Pedagogy; 1.1 Introduction; 1.2 How Does the Classroom Context Affect Learning?; 1.3 Grouping and Learning: A Preliminary View; 1.3.1 Cognitive Processes and Group Work in Schools; 1.3.2 Peer Relations; 1.4 Social Processes Underlying Group Work in Schools; 1.5 Relationships among Children as Learners within Group Work
    Description / Table of Contents: 1.6 The BookReferences; Chapter 2 Groups and Classrooms; 2.1 Introduction; 2.2 Background Issues in Promoting Development and Understanding via Effective Group Work in Classrooms: Understanding Pedagogy and Opening the `Black Box'; 2.3Experimental and Naturalistic Studies of Group Workin Primary School Classrooms; 2.3.1 Experimental Research; 2.3.2 Naturalistic Studies; 2.3.2.1 First Phase of Naturalistic Classroom Studies; Size and Number of Groupings in Classrooms; Types of Working Arrangements; Adult Support of Groupings; Group Composition; Curriculum Area and Task Type
    Description / Table of Contents: Summary of Phase 1 Studies and Some Concerns2.3.2.2 Second Phase of Naturalistic Classroom Studies; The Attainment Context Within the Classroom; Group Size and Number, and Classroom Seating and Working Arrangements; Working Interactions Within Groupings; Number of Adults in Classes and Adult Role in Relation to Groupings; Grouping Composition; Learning Task Type; Learning Task Type in Relation to Grouping Size; Interaction Type and Curriculum Area; 2.3.2.3 Some General Conclusions from Phase 2 Naturalistic Classroom Studies: Findings from Classroom Mapping; 2.4 Chapter Summary; References
    Description / Table of Contents: Chapter 3 The SPRinG Project: The Intervention Programme and the Evaluation Methods3.1 Introduction; 3.2 The SPRinG Project; 3.2.1 The SPRinG Approach: Building on a Social Pedagogyof Classroom Learning; 3.2.1.1 Preparation of the Classroom Context for Group Work; Class Seating Arrangements; Group Size; The Number of Groups in the Class; Group Stability; Group Composition; 3.2.1.2 Preparation of Lessons and Activities Involving Group Work: Curriculum and Group Work Activities; 3.2.1.3 A Relational Approach to Facilitate Group Working
    Description / Table of Contents: 3.2.1.4 Involvement of Teachers in the Support of Group Work3.3 Evaluation of the SPRinG Programme: The Intervention and Research Design; 3.3.1 The SPRinG Programme and How it was Implemented; 3.3.1.1 Principles and Practices; 3.3.1.2 Training in Social, Communication and AdvancedGroup Working Skills; 3.4 Evaluating the SPRinG Project; 3.4.1 Research Design; 3.4.2 Samples; 3.4.3 Methods of Data Collection: Measures of Pupil Attainment, Classroom Behavior, Motivation/Attitudes to Learning and Classroom Implementation; 3.4.3.1 Pupil Attainment; Key Stage 1; Key Stage 2
    Description / Table of Contents: 3.4.3.2 Classroom Behaviour Measures
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  • 37
    ISBN: 9783319008011
    Language: English
    Pages: Online-Ressource (VI, 225 p. 3 illus., 1 illus. in color, online resource)
    Series Statement: Synthese Library, Studies in Epistemology, Logic, Methodology, and Philosophy of Science 365
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Druckausg. Artefact kinds
    RVK:
    Keywords: Philosophy (General) ; Technology Philosophy ; Engineering design ; Philosophy ; Philosophy (General) ; Technology Philosophy ; Engineering design ; Aufsatzsammlung ; Artefakt ; Ontologie ; Wirklichkeit ; Technikphilosophie
    Abstract: This book is concerned with two intimately related topics of metaphysics: the identity of entities and the foundations of classification. What it adds to previous discussions of these topics is that it addresses them with respect to human-made entities, that is, artefacts. As the chapters in the book show, questions of identity and classification require other treatments and lead to other answers for artefacts than for natural entities. These answers are of interest to philosophers not only for their clarification of artefacts as a category of things but also for the new light they may shed on these issue with respect to to natural entities. This volume is structured in three parts. The contributions in Part I address basic ontological and metaphysical questions in relation to artefact kinds: How should we conceive of artefact kinds? Are they real kinds? How are identity conditions for artefacts and artefact kinds related? The contributions in Part II address meta-ontological questions: What, exactly, should an ontological account of artefact kinds provide us with? What scope can it aim for? Which ways of approaching the ontology of artefact kinds are there, how promising are they, and how should we assess this? In Part III, the essays offer engineering practice rather than theoretical philosophy as a point of reference. The issues addressed here include: How do engineers classify technical artefacts and on what grounds? What makes specific classes of technical artefacts candidates for ontologically real kinds, and by which criteria?
    Description / Table of Contents: Chapter 1. Introduction: The Ontology of Technical Artefacts; Maarten Franssen, Peter Kroes, Thomas A. C. Reydon and Pieter E. VermaasPart I: Artefact Kinds and Metaphysics -- Chapter 2. How Real are Artefacts and Artefact Kinds?; E. J. Lowe -- Chapter 3. Artifacts and Mind-Independence; Crawford L. Elder -- Chapter 4. Public Artifacts, Intentions, and Norms; Amie L. Thomasson -- Chapter 5. Artefact Kinds, Ontological Criteria and Forms of Mind-Dependence; Maarten Franssen and Peter Kroes -- Chapter 6. Artifact Kinds, Identity Criteria and Logical Adequacy; Massimiliano Carrara, Silvia Gaio and Marzia Soavi -- Part II: Artefact Kinds and New Perspectives -- Chapter 7. Creating Artifactual Kinds; Jesús Vega-Encabo and Diego Lawler -- Chapter 8. Metaphysical and Epistemological Approaches to Developing a Theory of Artifact Kinds; Thomas A. C. Reydon -- Chapter 9. Ethnotechnology: A Manifesto; Beth Preston -- Part III: Artefact Kinds and Engineering Practice -- Chapter 10. On What is Made: Instruments, Products and Natural Kinds of Artefacts; Wybo Houkes and Pieter E. Vermaas -- Chapter 11. Artefactual Systems, Missing Components and Replaceability; Nicola Guarino -- Chapter 12. Engineering Differences Between Natural, Social and Artificial Kinds; Eric T. Kerr.
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  • 38
    ISBN: 9789400769670
    Language: English
    Pages: Online-Ressource (X, 746 p. 1 illus, online resource)
    Series Statement: Studies in the History of Philosophy of Mind 12
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Druckausg. Sourcebook for the history of the philosophy of mind
    Parallel Title: Print version Sourcebook for the History of the Philosophy of Mind : Philosophical Psychology from Plato to Kant
    RVK:
    Keywords: Philosophy (General) ; Philosophy, medieval ; Philosophy of mind ; Psychology History ; Philosophy ; Philosophy of Mind ; Geschichte ; Aufsatzsammlung
    Abstract: Fresh translations of key texts, exhaustive coverage from Plato to Kant, and detailed commentary by expert scholars of philosophy add up to make this sourcebook the first and most comprehensive account of the history of the philosophy of mind. Published at a time when the philosophy of mind and philosophical psychology are high-profile domains in current research, the volume will inform our understanding of philosophical questions by shedding light on the origins of core conceptual assumptions often arrived at before the instauration of psychology as a recognized subject in its own right. The chapters closely follow historical developments in our understanding of the mind, with sections dedicated to ancient, medieval Latin and Arabic, and early modern periods of development. The volume’s structural clarity enables readers to trace the entire progression of philosophical understanding on specific topics related to the mind, such as the nature of perception. Doing so reveals the fascinating contrasts between current and historical approaches. In addition to its all-inclusive source material, the volume provides subtle expert commentary that includes critical introductions to each thematic section as well as detailed engagement with the central texts. A voluminous bibliography includes hundreds of primary and secondary sources. The sheer scale of this new publication sheds light on the progression, and discontinuities, in our study of the philosophy of mind, and represents a major new sourcebook in a field of extreme importance to our understanding of humanity as a whole
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  • 39
    ISBN: 9789400760349
    Language: English
    Pages: Online-Ressource (VI, 281 p. 6 illus, online resource)
    Series Statement: Contributions to Phenomenology 68
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Druckausg. Schutzian phenomenology and hermeneutic traditions
    RVK:
    Keywords: Philosophy (General) ; Phenomenology ; Social sciences Philosophy ; Social sciences Methodology ; Philosophy ; Philosophy (General) ; Phenomenology ; Social sciences Philosophy ; Social sciences Methodology ; Aufsatzsammlung ; Hermeneutik ; Phänomenologische Soziologie ; Schütz, Alfred 1899-1959 ; Hermeneutik ; Phänomenologische Soziologie ; Schütz, Alfred 1899-1959
    Abstract: Schutzian Phenomenology and Hermeneutic Traditions links Alfred Schutz to the larger hermeneutic tradition in Continental thought, illuminating the deep affinity between Schutzian phenomenology and hermeneutics. The essays collected here explore a broad spectrum of Schutzian themes and concerns, from Schutz’s concrete affinities to hermeneutic traditions, his interpretationism and the pragmatist nature of Schutz’s thought, to questions concerning the role of the media and music in our understanding of the life-world and intersubjectivity. The essays go on to explore the practical applicability of Schutz’s thoughts on questions regarding economics, literature, ethics and the limits of human understanding. Given its emphasis on the application of Schutzian ideas and concepts, this book willbe of special interest to a wide range of readers in the social sciences and humanities, who are interested in the application of phenomenology to social, political, and cultural phenomena
    Description / Table of Contents: INTRODUCTORY ESSAY.- Reflections on the Relationship of ‘Social Phenomenology’ and Hermeneutics in Alfred Schutz:  An Introduction, M. STAUDIGL.- I. SCHUTZIAN PHENOMENOLOGY AND HERMENEUTIC TRADITIONS.- The Lifeworld Analysis of Alfred Schutz and the Methodology of the Social Sciences, T. EBERLE.- Understanding Sociologies and Tradition(s) of Hermeneutics, M. ENDRESS.-  Alfred Schutz and a Hermeneutical Sociology of Knowledge, H. NASU.-  The Interpretationism of Alfred Schutz or How Woodcutting can have Referential and Non-Referential Meaning, L. EMBREEII. THEORETICAL AND CONCEPTUAL REASSESSMENTS.-  Pragmatic theory of the life-world and hermeneutics of the social sciences, I. SRUBAR.-  Media Structures of the Life-World, R. AYASS.- The Musical Foundations of Alfred Schutz’ Hermeneutics of the Social World, A. G. STASCHEIT.- III. EXPLORATIONS OF THE PRACTICAL WORLD.-  Scientific Practice and the World of Working: Beyond Schutz’s Wirkwelt, D. BISCHUR.-  Hermeneutics of Transcendence:  Understanding and Communication at the Limits of Experience, A. HILT --    Alfred Schutz’s Practical-Hermeneutical Approach to Law and Normativity, I. COPOERU.-  Everyday Morality. Questions with and for Alfred Schutz, B. WALDENFELS .- IV. INVESTIGATIONS INTO MULTIPLE REALITIES.- Goffman and Schutz on multiple realities, G. PSATHAS.- Literature and the Limits of Pragmatism:  Alfred Schutz’s Goethe Manuscripts, M. D. BARBER.- Life-World Analysis and Literary Interpretation. On the Reconstruction of Symbolic Reality Spheres, J. DREHER.- Image Worlds. Aesthetic Experience and the Problem of Hermeneutics in the Social Sciences, D. TÄNZLER.
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  • 40
    ISBN: 9789400770829
    Language: English
    Pages: Online-Ressource (XVI, 280 p. 7 illus, online resource)
    Series Statement: Advances in Business Ethics Research, A Journal of Business Ethics Book Series 4
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Druckausg. Accounting for the public interest
    RVK:
    Keywords: Philosophy (General) ; Ethics ; Auditing ; Philosophy ; Philosophy (General) ; Ethics ; Auditing ; Rechnungslegung ; Ethik ; Rechnungslegung ; Ethik
    Abstract: This volume explores the opportunities and challenges facing the accounting profession in an increasingly globalized business and financial reporting environment. It looks back at past experiences of the profession in attempting to meet its public interest obligation. It examines the role and responsibilities of accounting to society including regulatory requirements, increased emphasis on corporate social responsibility, accounting fraud and whistle-blowing implications, internationalization of public interest obligations, and providing the education needed to be successful. The book incorporates an ethical dimension in making these assessments. Its focus is a conceptual, theoretical one drawing on classical philosophy, the sociology of professions, economic theory, and the public interest dimension of accountants as professionals. The authors of papers are long-time contributors to the annual symposium on Research in Accounting Ethics sponsored by the Public Interest Section of the AAA.
    Note: Includes bibliographical references and index
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  • 41
    ISBN: 9789400760011
    Language: English
    Pages: Online-Ressource (VII, 457 p. 29 illus., 16 illus. in color, online resource)
    Series Statement: Studies in Brain and Mind 6
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Druckausg.
    Keywords: Philosophy (General) ; Neurosciences ; Philosophy of mind ; Computer vision ; Philosophy ; Philosophy (General) ; Neurosciences ; Philosophy of mind ; Computer vision
    Abstract: This volume is product of the third online consciousness conference, held at http://consciousnessonline.com in February and March 2011. Chapters range over epistemological issues in the science and philosophy of perception, what neuroscience can do to help us solve philosophical issues in the philosophy of mind, what the true nature of black and white vision, pain, auditory, olfactory, or multi-modal experiences are, to higher-order theories of consciousness, synesthesia, among others. Each chapter includes a target article, commentaries, and in most cases, a final response from the author. Though wide-ranging all of the papers aim to understand consciousness both from the inside, as we experience it, and from the outside as we encounter it in our science. The Online Consciousness Conference, founded and organized by Richard Brown, is dedicated to the rigorous study of consciousness and mind. The goal is to bring philosophers, scientists, and interested lay persons together in an online venue to promote high-level discussion and exchanging of views, ideas and data related to the scientific and philosophical study of consciousness
    Description / Table of Contents: Chp. 1 Richard Brown “Introduction”I. First-Person Data and the Science of Consciousness -- Chp. 2. Ruth Millikan  “An Epistemology for Phenomenology?” -- Chp.  3. Gualtiero Piccinini & Corey J. Maley “From Phenomenology to the Self-Measurement Methodology of First-Person Data” -- II. Phenomenal Properties and Dualism -- Chp. 4. Paul Churchland “Consciousness and the Introspection of Apparent Qualitative Simples” -- Chp. 5. Torin Alter “Churchland on arguments against physicalism” -- Chp. 6. Paul Churchland “Response to Torin Alter” -- III. Property Dualism and Panpsychism -- Chp. 7. Philip Goff “Orthodox Property Dualism + the Linguistic Theory of Vagueness = Panpsychism” -- Chp. 8. Bill Robinson “A Wake Up Call” -- Chp. 9. Jon Simon “What is Acquaintance with Consciousness?” -- Chp. 10. Philip Goff “Reply to Simon and Robinson” -- IV. Naïve Realism, Hallucinations, and Perceptual Justification -- Chp. 11. Benj Hellie “It’s Still There!” -- Chp. 12. Jacob Berger “Perceptual Justification Outside of Consciousness” -- Chp. 13. Jeff Speaks “Some Thoughts about Hallucination, Self-Representation, and “It’s Still There!”” -- Chp. 14. Heather Logue “But Where is a Hallucinator’s Perceptual Justification?” -- Chp. 15. Benj Hellie “Yep -Still There” -- V. Beyond Color-Consciousness -- Chp. 16. Kathleen Akins “Black and White and Color” -- Chp. 17. Pete Mandik “What is Visual and Phenomenal but Concerns Neither Hue nor Shade?” -- VI. Phenomenal Externalism and the Science of Perception -- Chp. 18. Adam Pautz “The Real Trouble for Phenomenal Externalists: New Evidence for a Brain-Based Theory of Consciousness” -- Chp. 19. David Hilbert & Colin Klein “No Problem” -- Chp. 20. Adam Pautz “Ignoring the Real Problems for Phenomenal Externalism: A Reply to Hilbert and Klein” -- VII. The Ontology of Audition -- Chp. 21. Jason Leddington “What We Hear” -- Chp. 22. Casey O'Calleghan “Audible Independence and Binding” -- Chp. 23. Matt Nudds “Commentary on Leddington” -- VIII. Multi-Modal Experience -- Chp. 24. Kevin Connolly “Making Sense of Multiple Senses” -- Chp. 25. Matt Fulkerson “Explaining Multisensory Experience” -- IX. Synesthesia -- Chp. 26. Berit Brogaard “Seeing as a Non-Experiential Mental State: The Case from Synesthesia and Mental Imagery” -- Chp. 27. Ophelia Deroy “Synesthesia: An Experience of the Third Kind?” -- Chp. 28. Berit Brogaard “Varieties of Synesthetic Experience” -- X. Higher-Order Thought Theories of Consciousness and the Prefrontal Cortex -- Chp. 29. Miguel Ángel Sebastián “Not a Hot Dream” -- Chp. 30. Josh Weisberg “Sweet Dreams are Made of This?  A HOT Response to Sebastián” -- Chp. 31. Matt Ivonowich “The dlPFC isn’t a NCHOT: A Commentary on Sebastián’s “Not a HOT Dream” -- Chp. 32. Miguel Ángel Sebastián “I Cannot Tell You (Everything) About My Dreams: Reply to Ivanowich and Weisberg”.
    Note: Includes bibliographical references
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  • 42
    ISBN: 9789400771314
    Language: English
    Pages: 1 online resource (222 pages) , illustrations.
    Series Statement: Logic, Argumentation & Reasoning, Interdisciplinary Perspectives from the Humanities and Social Sciences 2
    DDC: 149.94
    Keywords: Linguistics ; Philosophy ; Philosophy ; Political science ; Philosophy ; Electronic books
    Note: Includes bibliographical references and index. Description based on online resource; title from PDF title page (ebrary, viewed January 2, 2014)
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  • 43
    Online Resource
    Online Resource
    Dordrecht : Springer
    ISBN: 9789401794510
    Language: English
    Pages: Online-Ressource (XII, 90 p, online resource)
    Series Statement: SpringerBriefs in Philosophy
    Series Statement: SpringerLink
    Series Statement: Bücher
    Series Statement: Springer eBook Collection
    Series Statement: Humanities, Social Sciences and Law
    Parallel Title: Druckausg.
    Keywords: Philosophy (General) ; Philosophy of mind ; Science Philosophy ; Philosophy
    Abstract: This book addresses a tightly knit cluster of questions in the philosophy of mind. There is the question: Are mental properties identical with physical properties? An affirmative answer would seem to secure the truth of physicalism regarding the mind, i.e., the belief that all mental phenomena obtain solely in virtue of physical phenomena. If the answer is negative, then the question arises: Can this solely in virtue of relation be understood as some kind of dependence short of identity? And answering this requires answering two further questions. Exactly what sort of dependence on the physical does physicalism require, and what is needed for a property or phenomenon to qualify as physical? It is argued that multiple realizability still provides irresistible proof (especially with the possibility of immaterial realizers) that mental properties are not identical with any properties of physics, chemistry, or biology. After refuting various attempts to formulate nonreductive physicalism with the notion of realization, a new definition of physicalism is offered. This definition shows how it could be that the mental depends solely on the physical even if mental properties are not identical with those of the natural sciences. Yet, it is also argued that the sort of psychophysical dependence described is robust enough that if it were to obtain, then in a plausible and robust sense of ‘physical’, mental properties would still qualify as physical properties
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  • 44
    ISBN: 9789400770430
    Language: English
    Pages: Online-Ressource (VIII, 248 p. 14 illus., 12 illus. in color, online resource)
    Series Statement: Innovation and Change in Professional Education 9
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Druckausg. Teaching and learning the European Union
    RVK:
    Keywords: Education, Higher ; Education ; Education ; Education, Higher ; Europäische Union ; Hochschulbildung ; Bildung
    Abstract: This volume examines the EU’s changing educational context and its challenges. Based on an extensive survey of more than 2000 European Studies courses in 30 European countries, it maps and analyses the features of teaching methodologies as they emerge from both disciplinary as well as interdisciplinary curricula. It presents a series of case studies on some of the most-used innovative teaching tools emerging in the field such as simulation games, e-learning, problem based learning, blended learning, and learning through the use of social networks. Based on the contributors’ own experiences and academic research, the book examines both strengths and possible pitfalls of these increasingly popular methods. The book’s critical approach will inspire educators and scholars committed to improving the teaching methods and tools in the area of European Studies and other programmes of higher education facing similar challenges
    Description / Table of Contents: 1. Introduction - Teaching European Studies: Educational ChallengesPART I - EUROPEAN STUDIES: CONTEXTS AND CHALLENGES -- 2. Shaping the New Professional for the New Professions; W.H. Gijselaers, A. Dailey-Hebert and A.C. Niculescu -- 3. Working at the EU Institutions: New Human Resources Selection Strategy; N.D. Bearfield -- 4. Educating for EU Citizenship and Civic Engagement through Active Learning; G. J. van Dyke -- 5. Multilingual Universities: Policies and Practices; R. Franceschini and D. Veronesi -- 6. Thinking Europe: A Canadian Academic Immersion inside the European Institutions - EU Study Tour and Internship Program; E. Lavalle and A. Berlin -- PART II - MAPPING INNOVATIONS IN TEACHING AND LEARNING -- 7. Mapping Innovative Teaching Methods and Tools in European Studies: Results from a Comprehensive Study; S. Baroncelli, F. Fonti and G. Stevancevic -- 8. Innovativeness in Teaching European Studies: an Empirical Investigation; F. Fonti and G. Stevancevic -- 9. Linguistic Pluralism in European Studies; S. Baroncelli -- PART III - INNOVATIVE TEACHING AND EARNING IN EUROPEAN STUDIES -- 10. Assessing EU Simulations: Evidence from the Transatlantic EuroSim; R. Jones and P. Bursens -- 11. Distance Learning as an Alternative Method of Teaching European Studies; N. Timus -- 12. Problem Based Learning in European Studies; H. Maurer and C. Neuhold -- 13. Finding the Right Mix? Teaching European Studies through Blended Learning; A. Mihai -- 14. The Network is the Message: Social Networks as Teaching Tools; R. Farneti, I. Bianchi, T. Mayrgündter and J. Niederhauser -- Biographies -- Index.
    Note: Includes bibliographical references and index
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  • 45
    ISBN: 9789400769342
    Language: English
    Pages: Online-Ressource (VIII, 372 p. 7 illus, online resource)
    Series Statement: Studies in the Philosophy of Sociality 2
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Druckausg. Institutions, emotions, and group agents
    RVK:
    Keywords: Philosophy (General) ; Social sciences Philosophy ; Consciousness ; Philosophy ; Philosophy (General) ; Social sciences Philosophy ; Consciousness ; Aufsatzsammlung ; Sozialphilosophie ; Ontologie ; Gruppe ; Institution ; Sozialphilosophie ; Gruppe ; Institution
    Abstract: The contributions gathered in this volume present the state of the art in key areas of current social ontology. They focus on the role of collective intentional states in creating social facts, and on the nature of intentional properties of groups that allow characterizing them as responsible agents, or perhaps even as persons. Many of the essays are inspired by contemporary action theory, emotion theory, and theories of collective intentionality. Another group of essays revisits early phenomenological approaches to social ontology and accounts of sociality that draw on the Hegelian idea of recognition. This volume is organized into three parts. First, the volume discusses themes highlighted in John Searle’s work and addresses questions concerning the relation between intentions and the deontic powers of institutions, the role of disagreement, and the nature of collective intentionality. Next, the book focuses on joint and collective emotions and mutual recognition, and then goes on to explore the scope and limits of group agency, or group personhood, especially the capacity for responsible agency. The variety of philosophical traditions mirrored in this collection provides readers with a rich and multifaceted survey of present research in social ontology. It will help readers deepen their understanding of three interrelated and core topics in social ontology: the constitution and structure of institutions, the role of shared evaluative attitudes, and the nature and role of group agents
    Description / Table of Contents: AcknowledgementsChapter 1. Introduction: Contributions to Social Ontology-Institutions, Emotions, and Group Agents; Anita Konzelmann Ziv and Hans Bernhard Schmid -- Part I: Intentionality and Institutions -- Chapter 2. Document Acts; Barry Smith -- Chapter 3. Searlean Reflections on Sacred Mountains; Filip Buekens -- Chapter 4. Social Objects without Intentions; Brian Epstein -- Chapter 5. The Logical Form of Totalitarianism; Jennifer Hudin -- Chapter 6. Groups, Normativity and Disagreement; Rodrigo E. Sànchaz Brigido -- Chapter 7. Joint Actions, Social Institutions and Collective Goods: A Teleological Account; Seumas Miller -- Chapter 8. Three Types of Heterotropic Intentionality: A Taxonomy in Social Ontology; Francesca De Vecchi -- Part II: Shared Emotions and Recognition -- Chapter 9. Emergence and Empathy; Ronald De Sousa -- Chapter 10. The Functions of Collective Emotions in Social Groups; Mikko Salmela -- Chapter 11. Feelings of Being-Together and Caring With; H. Andrés Sànchez Guerrero -- Chapter 12. Joining the Background: Habitual Sentiments behind We-Intentionality; Emanuele Caminada -- Chapter 13. Collective Intentionality and Recognition from Others; Arto Laitinen -- Chapter 14. The Conditions of Collectivity: Joint Commitment and the Shared Norms of Membership; Titus Stahl -- Part III: Collective Reasons and Group Agency -- Chapter 15. Acting Over Time, Acting Together; Michael E. Bratman -- Chapter 16. How Where We Stand Constrains Where I Stand: Applying Bratman’s Account of Self-Governance to Collective Action; Joseph Kisolo-Ssonko -- Chapter 17. Team Reasoning and Shared Intention; Abraham Sesshu Roth -- Chapter 18. Collective Intentionality and Practical Reason; Juliette Gloor -- Chapter 19. The SANE Approach to Real Collective Responsibility; Sara Chant -- Chapter 20. Are Individualist Accounts of Collective Responsibility Morally Deficient?; András Szigeti -- Chapter 21. Can Groups Be Autonomous Rational Agents? A Challenge to the List-Pettit-Theory; Vuko Andric -- Chapter 22. Direct and Indirect Common Belief; Emiliano Lorini and Andreas Herzig.
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  • 46
    ISBN: 9789400779143
    Language: English
    Pages: 1 Online-Ressource (vi, 248 Seiten)
    Series Statement: Philosophy of Engineering and Technology Volume 17
    Parallel Title: Erscheint auch als The moral status of technical artefacts
    DDC: 303.483
    RVK:
    Keywords: Technology -- Social aspects ; Engineering design -- Philosophy ; Technology ; Social aspects ; Engineering design ; Philosophy ; Electronic books ; Engineering ; Philosophy ; Philosophy (General) ; Political science ; Technology ; Technik ; Artefakt ; Ethik ; Artefakt ; Ethik ; Technik
    Abstract: This book considers the question: to what extent does it make sense to qualify technical artefacts as moral entities? The authors' contributions trace recent proposals and topics including instrumental and non-instrumental values of artefacts, agency and artefactual agency, values in and around technologies, and the moral significance of technology. The editors' introduction explains that as 'agents' rather than simply passive instruments, technical artefacts may actively influence their users, changing the way they perceive the world, the way they act in the world and the way they interact with each other. This volume features the work of various experts from around the world, representing a variety of positions on the topic. Contributions explore the contested discourse on agency in humans and artefacts, defend the Value Neutrality Thesis by arguing that technological artefacts do not contain, have or exhibit values, or argue that moral agency involves both human and non-human elements.The book also investigates technological fields that are subject to negative moral valuations due to the harmful effects of some of their products. It includes an analysis of some difficulties arising in Artificial Intelligence and an exploration of values in Chemistry and in Engineering. The Moral Status of Technical Artefacts is an advanced exploration of the various dimensions of the relations between technology and morality.
    Abstract: Intro -- Contents -- Chapter 1: Introduction: The Moral Status of Technical Artefacts -- Reference -- Chapter 2: Agency in Humans and in Artifacts: A Contested Discourse -- 2.1 Intentions, Ethics, and Artifacts -- 2.2 Artifacts with Secondary Agency -- 2.3 Artifacts as Delegated Agents -- 2.4 Artifacts and Cultures -- 2.5 Questioning Conclusions -- References -- Chapter 3: Towards a Post-human Intra-actional Account of Sociomaterial Agency (and Morality) -- 3.1 Introduction -- 3.2 Making Sense of Sociomaterial Agency (and Morality) -- 3.2.1 The Inter-actional Human-Centred Account of Sociomaterial Agency -- 3.2.2 The Intra-actional Post-humanist Account of Sociomaterial Agency -- 3.3 Figuring Intra-actional Agency in the Plagiarism Detection Phenomenon -- 3.3.1 'Cutting and Pasting' and the Reconstitution of Writing and Authorship -- 3.3.2 The Emergence of the Phenomenon of Plagiarism -- 3.3.3 'Cutting and Pasting' and the Constitution of the Plagiarist -- 3.3.4 PDS, Education and the Production of Intellectual Property -- 3.4 Intra-actional Agency and Disclosive Ethics -- 3.4.1 Disclosive Archaeology of Phenomena -- 3.4.2 Towards Intra-actional Responsibility -- References -- Chapter 4: Which Came First, the Doer or the Deed? -- 4.1 Introduction -- 4.2 Individualism -- 4.3 A Modernist Frame -- 4.4 Composite Agency -- 4.5 A Postmodernist Frame -- 4.6 Zooming Out -- 4.7 Conclusion -- References -- Chapter 5: Some Misunderstandings About the Moral Significance of Technology -- 5.1 Introduction -- 5.2 Do Artifacts Have Morality? -- 5.3 Do Artifacts Have Agency? -- 5.4 Can Things Have Intentionality? -- 5.5 Can Freedom Be Technologically Mediated? -- 5.6 Conclusion: Is There a Symmetry Between Humans and Technologies? -- References -- Chapter 6: "Guns Don't Kill, People Kill" -- Values in and/or Around Technologies -- 6.1 Introduction.
    Note: Includes bibliographical references at the end of each chapters. Description based on print version record
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  • 47
    Online Resource
    Online Resource
    Dordrecht : Springer
    ISBN: 9789400769588
    Language: English
    Pages: Online-Ressource (XV, 843 p. 2 illus. eReference, online resource)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Series Statement: Springer eBook Collection
    Series Statement: Humanities, Social Sciences and Law
    Parallel Title: Druckausg.
    Keywords: Philosophy (General) ; Philosophy—History. ; Philosophy ; Metaphysics ; Philosophy.
    Abstract: The History of Philosophy in Australia and New Zealand is a comprehensive account of the historical development of philosophy in Australia and New Zealand, from the establishment of the first Philosophy Chair in Australasia in 1886 at the University of Melbourne to the current burgeoning of Australasian philosophy. The work is divided into two broad sections, the first providing an account of significant developments and events during various periods in the history of Australasian philosophy, and the second focusing on ideas and theories that have been influential in various disciplines within Australasian philosophy. The work consists of chapters contributed by various philosophers, on specific fields of inquiry or historical periods within Australasian philosophy
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  • 48
    ISBN: 9789048194735
    Language: English
    Pages: Online-Ressource (XII, 988 p. 79 illus., 18 illus. in color. eReference, online resource)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Series Statement: Springer eBook Collection
    Series Statement: Humanities, Social Sciences and Law
    Parallel Title: Druckausg. Eemeren, Frans H. van, 1946 - Handbook of argumentation theory
    RVK:
    Keywords: Philosophy (General) ; Philosophy ; Logic ; Law ; Social sciences ; Linguistics. ; Argumentationstheorie
    Abstract: The Handbook Argumentation Theory provides an up to date survey of the various theoretical contributions to the development of argumentation theory for all scholars interested in argumentation, informal logic and rhetoric. It describes the historical roots of modern argumentation theory that are still an important theoretical background to contemporary approaches. Because of the complexity, diversity and rate of developments in argumentation theory, there is a real need for an overview of the state of the art, the main approaches that can be distinguished and the distinctive features of these approaches. The Handbook covers classical and modern backgrounds to the study of argumentation, the New Rhetoric developed by Perelman and Olbrechts-Tyteca, the Toulmin model, formal approaches, informal logic, communication and rhetoric, pragmatic approaches, linguistic approaches and pragma-dialectics. The Handbook is co-authored by Frans H. van Eemeren, Bart Garssen, Erik C.W. Krabbe, A. Francisca Snoeck Henkemans, Bart Verheij and Jean Wagemans, who are a coherent and prominent writing team whose expertise covers the whole field. The authors are assisted by an international Editorial Board consisting of outstanding argumentation scholars whose fields of interest are represented in the volume
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  • 49
    Online Resource
    Online Resource
    Dordrecht : Springer
    ISBN: 9789048129218
    Language: English
    Pages: Online-Ressource (XI, 422 p, online resource)
    Series Statement: Dao Companions to Chinese Philosophy 5
    Series Statement: SpringerLink
    Series Statement: Bücher
    Series Statement: Springer eBook Collection
    Series Statement: Humanities, Social Sciences and Law
    Parallel Title: Erscheint auch als Dao companion to Japanese Confucian philosophy
    RVK:
    Keywords: Philosophy (General) ; Philosophy, modern ; Regional planning ; Religion (General) ; Philosophy ; Philosophy, Confucian--Japan. ; Aufsatzsammlung ; Japan ; Konfuzianismus ; Ideengeschichte 1600-1868
    Abstract: This volume features in-depth philosophical analyses of major Japanese Confucian philosophers as well as themes and topics addressed in their writings. Its main historical focus is the early-modern period (1600-1868), when much original Confucian philosophizing occurred. Written by scholars from the United States, Canada, Europe, Australia, Japan, and China and eclectic in methodology and disciplinary approach, this anthology seeks to advance new multidimensional studies of Japanese Confucian philosophy for English language readers. It presents essays that focus on Japanese Confucianism, while including topics related to Buddhism, Shintō, Nativism, and even Andō Shōeki 安藤昌益 (1703-1762), one of the most vehement critics of Confucianism in all of East Asia. The book builds on the premise that Japanese Confucian philosophy consists in the ongoing engagement in critical, self-reflective discussions of and speculative theorizing about ethics, epistemology, metaphysics, political theory, and spiritual problems, as well as aesthetics, cosmology, and ontology
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  • 50
    ISBN: 9789400759770
    Language: English
    Pages: Online-Ressource (XIV, 290 Seiten) , Illustrationen
    Series Statement: The Changing Academy – The Changing Academic Profession in International Comparative Perspective 8
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. The work situation of the academic profession in Europe
    RVK:
    RVK:
    Keywords: Education, Higher ; Education ; Education ; Education, Higher ; Education ; Education, Higher ; College teachers ; Europe ; Europa ; Hochschullehrer ; Vergleichende Forschung ; Europa ; Hochschullehrer ; Vergleichende Forschung
    Abstract: This book presents the analysis of the representative survey about the academic profession in twelve European countries. Higher education in Europe has experienced a substantial change in recent years: Expansion progresses further, the expectation to deliver useful contributions of knowledge to the “knowledge society” is on the rise, and efforts to steer academic work through external forces and strong international management are more widespread than ever. Representative surveys of the academic profession in twelve European countries show how professors and junior staff at universities and other institutions of higher education view the role of higher education in society and their professional situation and how they actually shape their professional tasks. Academics differ across Europe substantially in their employment and working conditions, their views and their activities. Most of them favour the preservation of a close link between teaching and research and feel responsible for both theory and practice. Most consider efforts to enhance academic quality and social relevance as compatible. The overall satisfaction with their professional situation is rather high
    Description / Table of Contents: The Work Situation of the Academic Profession in Europe: Findings of a Survey in Twelve Countries; Contents; Biographies; Editors; Contributors; Chapter 1: The Academic Profession in 12 European Countries - The Approach of the Comparative Study; 1.1 The Concept and the Thematic Areas of the Study; 1.1.1 The Setting and the State of the Knowledge; 1.1.2 The Predecessor and Partner Surveys; 1.1.3 The European Study; 1.2 The Methods Employed; 1.2.1 Sampling Design and Number of Respondents; 1.2.2 Number of Respondents Envisaged; 1.2.3 Data Collection; 1.2.4 Data Checks, Coding and Merging
    Description / Table of Contents: 1.3 Current VolumeReferences; Chapter 2: Academic Career Paths; 2.1 Introduction; 2.2 Doctoral and Postdoctoral Qualifications; 2.2.1 Doctoral and Postdoctoral Qualifications; 2.2.2 Age at the Award of Doctoral and Postdoctoral Degrees; 2.2.3 Doctoral and Postdoctoral Awards Abroad; 2.2.4 Activities During the Course of Doctoral Training; 2.3 Past Career Steps and Experiences; 2.3.1 Time Span from Graduation to Full-Time Employment in Higher Education; 2.3.2 Past Part-Time Employment; 2.3.3 Age at the Beginning of Full-Time Employment; 2.3.4 Inter-institutional Mobility
    Description / Table of Contents: 2.3.5 Continuity and Change of Discipline12.4 Current Employment Conditions; 2.4.1 Share of Academics in Senior and Junior Positions; 2.4.2 Duration of Current Employment Contract; 2.4.3 Full-Time and Part-Time Employment; 2.5 Current Remuneration; 2.5.1 Salary; 2.5.2 Additional Employment and Remunerated Work; 2.6 Conclusion; References; Chapter 3: Academic Work, Working Conditions and Job Satisfaction; 3.1 Introduction; 3.2 Assessment of Facilities and Resources; 3.3 Workload and Allocation of Work Time; 3.4 Job Satisfaction; 3.5 Links Between Income and Job Satisfaction; 3.6 Conclusion
    Description / Table of Contents: ReferencesChapter 4: Gender Differences and Inequalities in Academia: Findings in Europe; 4.1 Introduction: The Place of Women in Academic Markets; 4.2 Gender Distribution; 4.2.1 Women in the Higher Education Systems; 4.2.2 A Question of Status: Academics in the University Sector; 4.2.3 Universities and Other Higher Education Institutions; 4.2.4 A Question of Discipline; 4.3 Contractual Employment Conditions: Full-Time Employment; 4.3.2 Weight of Gender for Full-Time Employment; 4.3.3 Dimensions Influencing Gender Differences; 4.3.4 Professional Characteristics
    Description / Table of Contents: 4.4 Contractual Employment Conditions: Permanent Employment4.4.1 Fewer Women Permanently Employed; 4.4.2 Impact of Being a Woman; 4.4.3 Weight of Gender for Permanent Employment; 4.4.4 Individual Variables; 4.4.5 Professional Variables; 4.5 Gender in Teaching and Research; 4.5.1 Preference for Research and Teaching; 4.5.2 Distribution of Work Time; 4.6 Gender and Power; 4.7 Conclusion; References; Chapter 5: The Teaching Function of the Academic Profession; 5.1 Introduction; 5.2 Weekly Work Hours; 5.3 Distribution of Time on Various Academic Functions
    Description / Table of Contents: 5.4 Teaching Time When Classes Are in Session
    Description / Table of Contents: Editors’ and authors’ biographies -- 1. The Academic Profession in Twelve European Countries - The Approach of the Comparative Study; Ulrich Teichler and Ester Ava Höhle -- 2. Academic Career Paths; Gülay Ates and Angelika Brechelmacher -- 3. Academic Work, Working Conditions and Job Satisfaction; Marek Kwiek and Dominik Antonowicz -- 4. Gender in Academia between Differences and Inequalities: Findings in Europe; Gaële Goastellec and Nicolas Pekari -- 5. The Teaching Function of the Academic Profession; Ester Ava Höhle and Ulrich Teichler -- 6. The Research Function of the Academic Profession in Europe; Jonathan Drennan, Marie Clarke, Abbey Hyde and Yurgos Politis -- 7. The Academic Profession and the Role of the Service Function; Bojana Ćulum, Nena Rončević and Jasminka Ledić -- 8. Movers and Shakers: Academics as Stakeholders - Do They Control Their Own Work?; Timo Aarrevaara and Ian R. Dobson -- 9. From Academic Self Governance to Executive University Management - Institutional Governance in the View of Academics in Europe; Elke Park -- 10. New University Governance: How the Academic Profession Perceives the Evaluation of Research and Teaching; David Campbell -- 11. The Internationalisation of Academic Markets, Careers and Profession; Gaële Goastellec and Nicolas Pekari -- 12. The European Academic Profession or Academic Professions in Europe?; Ester Ava Höhle and Ulrich Teichler -- Appendix: Contextual information about the countries.
    Note: Description based upon print version of record
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  • 51
    Online Resource
    Online Resource
    Dordrecht : Springer
    ISBN: 9789400752436
    Language: English
    Pages: Online-Ressource (VIII, 241 p. 13 illus, digital)
    Series Statement: Philosophy of Engineering and Technology 9
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. Norms in technology
    RVK:
    Keywords: Philosophy (General) ; Genetic epistemology ; Ethics ; Technology Philosophy ; Philosophy ; Philosophy (General) ; Genetic epistemology ; Ethics ; Technology Philosophy ; Technik ; Philosophie ; Erkenntnistheorie ; Technik ; Philosophie ; Erkenntnistheorie
    Abstract: This book offers a fusion of philosophy and technology, delineating the normative landscape that informs today s technologies and tomorrow s inventions. It examines what is deemed to be the internal norms that govern the ever-expanding technical universe
    Abstract: This book is a distinctive fusion of philosophy and technology, delineating the normative landscape that informs today’s technologies and tomorrow’s inventions. The authors examine what we deem to be the internal norms that govern our ever-expanding technical universe. Recognizing that developments in technology and engineering literally create our human future, transforming existing knowledge into tomorrow’s tools and infrastructure, they chart the normative criteria we use to evaluate novel technological artifacts: how, for example, do we judge a ‘good’ from a ‘bad’ expert system or nuclear power plant? As well as these ‘functional’ norms, and the norms that guide technological knowledge and reasoning, the book examines commonly agreed benchmarks in safety and risk reduction, which play a pivotal role in engineering practice.Informed by the core insight that, in technology and engineering, factual knowledge relating, for example, to the properties of materials or the load-bearing characteristics of differing construction designs is not enough, this analysis follows the often unseen foundations upon which technologies rest-the norms that guide the creative forces shaping the technical landscape to come. The book, a comprehensive survey of these emerging topics in the philosophy of technology, clarifies the role these norms (epistemological, functional, and risk-assessing) play in technological innovation, and the consequences they have for our understanding of technological knowledge.
    Description / Table of Contents: Norms in Technology; Preface; Contents; Chapter 1: Introduction; 1 The Many Relations Between Norms and Technology; 2 Two Types of Instrumental Norms; 3 Norms, Risk and Safety; 3.1 The Illusion of Nonnormative Risk Assessment; 3.2 The Undesirability of Risks; 3.3 Prioritization Among Incomparable Risks; 3.4 Probability Weighing; 3.5 Safety Norms in Engineering Practice; 4 The Structure of the Book; Part I: Normativity in Technological Knowledge and Action; Chapter 2: Extending the Scope of the Theory of Knowledge; 1 Introduction; 2 Science and Engineering Knowledge; 3 Engineering Knowledge
    Description / Table of Contents: 4 Exploring Types of Engineering Knowledge5 Will the Justified True Belief Account Work?; 6 Bearers of Knowledge: Beliefs, Actions and Other Categories; 7 Conclusion; Appendix : Edison's Patent; References; Chapter 3: Rules, Plans and the Normativity of Technological Knowledge; 1 Introduction; 2 Technological Rules and Norms; 3 Plans and Agents; 4 Normativity in Technological Knowledge; 5 Towards an Epistemology of Routines; 6 Conclusions; References; Chapter 4: Beliefs, Acceptances and Technological Knowledge; 1 Introduction: Can Technological Knowledge Be a Matter of Beliefs Only?
    Description / Table of Contents: 2 Types of Acceptances3 Types of Technological Knowledge; 4 Conclusions; References; Chapter 5: Policy Objectives and the Functions of Transport Systems; 1 Introduction; 2 Background and Observations; 2.1 Swedish Transport Policy Objectives; 2.2 Conceptions of Objectives and Rationality; 3 Normative Implications and Lessons Learned; 3.1 Goals Are Subject to Evaluation and Updating; 3.2 There Is a Trade-Off Between Precision and Flexibility; 3.3 Different Kinds of Goals Require Different Approaches; 4 Philosophical Relevance; 4.1 Future Generations
    Description / Table of Contents: 4.2 Standard of Measurement (Axiological Commensurability)4.3 Fairness; 5 Concluding Remarks; References; Chapter 6: Rational Goals in Engineering Design: The Venice Dams; 1 Introduction; 2 The Function of Engineering Goals; 3 Designing the MOSE System; 4 Precision; 5 Evaluability; 6 Approachability; 7 Consistency; 8 Concluding Remarks; References; Part II: Normativity and Artefact Norms; Chapter 7: Valuation of Artefacts and the Normativity of Technology; 1 Introduction; 2 Classifying Value Statements; 2.1 Quantitative Classification; 2.2 Classification in Terms of Value Standards
    Description / Table of Contents: 3 Categories of Technological Objects4 Functional Value Statements in Technology; 4.1 Function and Value: A First Approximation; 4.2 Four Types of Categories; 4.3 Asymmetries in the Use of Value Terms; 5 Norms; 6 Conclusion; Appendix: The Logic of Category-Specified Value; Categories and Their Elements; Subcategories; Value Predicates; Some Valid Inference Principles; References; Chapter 8: Artefactual Norms; 1 Introduction; 2 What's in a Norm?; 3 Artefact Use and Norms; 3.1 Compatibility; 3.2 Interference; 3.3 Quality; 4 Artefact Design and Norms; 4.1 Marketability; 4.2 Manufacturability
    Description / Table of Contents: 4.3 Transportability, Installability
    Description / Table of Contents: Preface -- Introduction -- Part I. Normativity in Technological Knowledge and Action.-Chapter 1.  Extending the scope of technological knowledge: Anthonie W.M. Meijers and Peter Kroes -- Chapter 2. Rules, plans and the normativity of technological knowledge: Wybo Houkes -- Chapter 3. Beliefs, acceptances and technological knowledge: Marc J. de Vries and Anthonie W.M. Meijers -- Chapter 4. Policy objectives and the functions of transport systems: Holger Rosencrantz -- Chapter 5. Rational Goals in Engineering Design: The Venice Dams Case: Karin Edvardsson Björnberg -- Part 2. Normativity and Artefact Norms -- Chapter 6. Valuation of Artefacts and the Normativity of Technology: Sven Ove Hansson -- Chapter 7. Artifactual norms: Krist Vaesen -- Chapter 8. Instrumental Artifact Functions and Normativity: Jesse Hughes -- Chapter 9. The goodness and kindness of artefacts: Maarten Franssen -- Part 3. Normativity and Technological Risks -- Chapter 10. The Non-Reductivity of Normativity in Risks: Niklas Möller -- Chapter 11. Risk and Degrees of Rightness: Martin Peterson and Nicolas Espinoza -- Chapter 12. Naturalness, Artifacts, and Value: Per Sandin -- Chapter 13. Trust in Technological Systems: Philip J. Nickel -- Index.     ​.
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  • 52
    Online Resource
    Online Resource
    Dordrecht : Springer
    ISBN: 9789400745636
    Language: English
    Pages: Online-Ressource (XX, 379 p. 46 illus, digital)
    Series Statement: Cultural Studies of Science Education 8
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Druckausg. Science education for diversity
    RVK:
    Keywords: Science Study and teaching ; Religion and education ; Education ; Education ; Science Study and teaching ; Religion and education ; Pädagogische Soziologie
    Abstract: Reflecting the very latest theory on diversity issues in science education, including new dialogic approaches, this volume explores the subject from a range of perspectives and draws on studies from around the world. The work discusses fundamental topics such as how we conceptualize diversity as well as examining the ways in which heterogeneous cultural constructs influence the teaching and learning of science in a range of contexts. Including numerous strategies ready for adoption by interested teachers, the book addresses the varied cultural factors that influence engagement with science education. It seeks answers to the question of why increasing numbers of students fail to connect with science education in schools and looks at the more subtle impact that students’ individually constructed identities have on the teaching and learning of science. Recognizing the diversity of its audience, the book covers differing levels and science subjects, and examines material from a range of viewpoints that include pedagogy, curricula, teacher education, learning, gender, religion, and ICT, as well as those of in-service and trainee teachers at all levels
    Description / Table of Contents: Contents; Why Science Education for Diversity?; Introduction; What Do We Mean by Diversity?; Social and Historical Context; Cultural Diversity and Science Education; Sociocultural and Dialogic Perspectives; Tensions and Dilemmas; Argument and Structure of This Book; References; Part I: Science Education Reform for Diversity; Dialogic Science Education for Diversity; Introduction: The Science Education for Diversity Project; What Is Science?; Monologic, Dialogic and Diversity; How Do We Conceptualise Diversity?; Developing a Framework for Science Education for Diversity
    Description / Table of Contents: How Do We Make Science Education More Relevant?Will Inquiry-Based Science Education (IBSE) Help?; Explicitly Dialogic Pedagogy; Connecting to Real Science; Mastery Learning Combined with Dialogic Science Pedagogy; Teaching the Nature of Science; Teaching Thinking in Science and Through Science; The Role of ICT; The Need for Guided Collaborative Critical Reflection on Action; Summary and Conclusion; References; Expanding Notions of Scientific Literacy: A Reconceptualization of Aims of Science Education in the Knowledge Society
    Description / Table of Contents: The "Two Cultures" and the Need for a Broader Notion of Scientific LiteracyScientific Literacy Reconceptualized; Science Engagement Curriculum Policy Images; Science and the Public: An Online Graduate Program; The Inconvenient Truth: A Documentary on Global Warming; Oceanside Community Science Project (Roth and Lee 2004; Roth and Calabrese 2004); Conclusions; References; Activity, Subjectification, and Personality: Science Education from a Diversity-of-Life Perspective; Cultural-Historical Activity Theory; Activity and Actions; Subjectification; Personality; On the Way to Become a Doctor
    Description / Table of Contents: Early Activities and RelationsHigh School Science; Science Internship; College Science; Resident Care Assistant; Coda; References; Reflexivity and Diversity in Science Education Research in Europe: Towards Cultural Perspectives; Introduction; Cultural Studies and Issues of Diversity in Science Education; The State of the Art of Cultural Studies of Science Education in Europe; Reflexivity: Theoretical Barriers and Horizons; Towards Cultural Studies as a Unifying Research Paradigm; References; Part II: From Learning to Pedagogy; Science Education for Diversity and Informal Learning
    Description / Table of Contents: Importance of Informal Environments for Learning ScienceKey Features of Science Learning in Informal Environments; Activation of Prior Knowledge; Acknowledging and Valuing Multiple Perspectives; Sociocultural Frameworks for Informal Science Learning; Sociocultural Approach with Individual Science Learning Goals: Social Constructivism; Sociocultural Approach with Community Learning Goals: Collective Praxis; The Practice of Informal Science Education for Diversity; Examples of the Impact of Exhibit Design on Collaborative Talk; Involving Diverse Groups in Development of Programs and Exhibits
    Description / Table of Contents: Step 1
    Description / Table of Contents: Introduction -- Why science education for diversity? Nasser Mansour and Rupert Wegerif -- Part 1. Science education reform for diversity -- Chapter 1: Dialogic Science Education for Diversity, Rupert Wegerif, Keith Postlethwaite, Nigel Skinner, Nasser Mansour, Alun Morgan, Lindsay Hetherington -- Chapter2: Expanding Notions of Scientific Literacy: A Re-conceptualization of Aims of Science Education in the Knowledge Society, Xiufeng Liu -- Chapter3: Activity, Subjectification, and Personality: Science Education from a Diversity-of-Life Perspective, Wolff-Michael Roth, University of Victoria -- Chapter 4: Reflexivity and diversity in research on science education: A European account, Michiel van Eijck -- Part 2, from learning to pedagogy -- Chapter 5: Science education for diversity and informal learning, Loran E. Parker and Gerald H. Krockover -- Chapter 6: Diverse, disengaged and reactive: A teacher’s adaptation of ethical dilemma story pedagogy as a strategy to re-engage learners in education for sustainability,  Elisabeth Taylor, Peter Charles Taylor and MeiLing Chow -- Chapter 7: Tracing science in the early childhood classroom: the historicity of multi-resourced discourse practices in multilingual interaction, Charles Max, Gudrun Ziegler and Martin Kracheel -- Chapter 8: Conceptual frameworks, metaphysical commitments and worldviews: the challenge of reflecting the relationships between science and religion in science education, Keith S. Taber -- Chapter 9: Science Curriculum Reform on “Scientific Literacy for All” across National Contexts: Case Studies of Curricula from England and Hong Kong, Sibel Erduran and Siu Ling Wong -- Part 3 science teacher Education and diversity -- Chapter 10: Science teachers' cultural beliefs and diversities: A sociocultural perspective to science education, Nasser Mansour -- Chapter 11: Envisioning Science Teacher Preparation for Diversity in 21st Century Classrooms: Some Tensions, Norm Thomson, Deborah J. Tippins -- Chapter12: Expanded agency in multilingual science teacher training classrooms, Silvia Lizette Ramos De Robles & Mariona Espinet -- Part 4  Cultural issues in science Education -- Chapter 13: Re-conceptualizing a lifelong science education system that supports diversity: The role of free-choice learning, Lynn D. Dierking -- Chapter 14: Ignoring half the Sky: A feminist critique of science education’s knowledge society, Kathryn Scantlebury, Anita Hussénius, Kristina Andersson and Annica Gullberg -- Chapter 15: Religion in Science Education, Michael J. Reiss -- Chapter 16: Students’ perceptions of apparent contradictions between science and religion: Creation is only the beginning, Berry Billingsley -- Chapter 17: Gender and science in the Arab states: Current status and future prospects, Saouma BouJaoude & Ghada Gholam.
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  • 53
    ISBN: 9789400754737 , 128393616X , 9781283936163
    Language: English
    Pages: Online-Ressource (VI, 183 p. 6 illus, digital)
    Series Statement: Issues in Business Ethics 38
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. The heart of the good institution
    RVK:
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    Keywords: Ethik ; Management ; Verantwortung ; Philosophy (General) ; Ethics ; Operations research ; Philosophy ; Philosophy (General) ; Ethics ; Operations research ; Aufsatzsammlung ; Organisationskultur ; Führungsstil ; Tugendethik
    Abstract: This book addresses the question: how can institutions develop and maintain a good purpose? And how can managers contribute to this endeavour? Twelve contributions explore this question, using MacIntyrean inquiry as a basis for exploring four main themes: Can management be considered a practice in the MacIntyrean sense? What is the role of specific virtues in the development of a virtuous institution? What are management vices and what are the conditions in which they flourish? And, can we use MacIntyrean ideas to consider the management of all forms of institutions? The volume is an international and multidisciplinary collection, with contributions from well-known writers in the field of management ethics, and innovative contributions that use MacIntyrean inquiry as a lens to examine fields such as hospitality, user generated music content and social sustainability. The papers are unified by their concern for the achievement of organizational excellence and integrity through ethical management.Unlike single author texts this edited volume brings together multiple perspectives on the topic of virtue ethics in management. In doing so, it explores the topic both more deeply and more widely than a single author can do. Because of its breadth, this book has the potential to become a turn-to research tool for those interested in virtue theory’s relevance to other academic interests such as organizational behavior (including motivation theory and social psychology), literature, contemporary social issue criticism, and business management.
    Description / Table of Contents: Introduction -- Section 1 intro: Can management be a practice? -- 1 Re-imagining the morality of management: A modern virtue ethics approach; Geoff Moore -- 2 Management as a practice; Tony O’Malley -- 3 Judgment, virtue and social practice; Chris Provis -- 4 Courage as a management virtue; Howard Harris -- Section 2 Intro Leadership, Vice and Virtue -- 5 Virtue ethics in leadership operations: A pathway for leadership development; Erich C. Fein -- 6 The process of conscious corporate growth: A utopian interpretation or a possible virtuous practice?; Mario Carrassi -- 7 Organisational narcissism: A case of failed corporate governance?; Patricia Grant and Peter McGhee -- 8 YouTube as a nascent practice: A MacIntyrean analysis of user-generated content; Helen Rusak and Stephen McKenzie -- Section 3 Intro Case Studies -- 9 Embedded moral agency: A MacIntyrean perspective on the HR professional’s dilemma; Tracey Wilcox -- 10 The contribution of virtue ethics to the pedagogy and Sustainable Practice Of Hospitality Work; Gayathri Wijesinghe -- 11The problem of the empty circle: Thoughts on a virtue approach to social sustainability; Stephen McKenzie -- Conclusion:  A Concluding Reflection: Narratives of Virtue in Responsible Management -- 12 Murdoch, Trollope and Drucker: Virtue ethics as conveyed by stories; Michael Schwartz -- Contributors..
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  • 54
    ISBN: 9789400760257
    Language: English
    Pages: Online-Ressource (XIV, 218 p, digital)
    Series Statement: Philosophy of Engineering and Technology 12
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Druckausg. Coeckelbergh, Mark, 1975 - Human being risk
    RVK:
    Keywords: Philosophy (General) ; Ethics ; Phenomenology ; Technology Philosophy ; Philosophy ; Philosophy (General) ; Ethics ; Phenomenology ; Philosophy ; Technology Philosophy ; Risikomanagement ; Medizinische Ethik
    Abstract: Whereas standard approaches to risk and vulnerability presuppose a strict separation between humans and their world, this book develops an existential-phenomenological approach according to which we are always already beings-at-risk. Moreover, it is argued that in our struggle against vulnerability, we create new vulnerabilities and thereby transform ourselves as much as we transform the world. Responding to the discussion about human enhancement and information technologies, the book then shows that this dynamic-relational approach has important implications for the evaluation of new technologies and their risks. It calls for a normative anthropology of vulnerability that does not ask which objective risks are acceptable, how we can become invulnerable, or which technologies threaten human nature, but which vulnerability transformations we want. To the extent that we can steer the growth of new technologies at all, this tragic and sometimes comic project should therefore be guided by what we want to become.​
    Description / Table of Contents: Human Being Risk; Acknowledgments; Contents; Chapter 1: Introduction; 1.1 The Experience of Risk and Vulnerability; 1.2 The Struggle Against Risk and Vulnerability; 1.3 Technological Risk and the Ethical Evaluation of New Technologies; 1.4 Risk, Vulnerability, and Technology; 1.5 Transhumanism; 1.6 Outline of the Book; References; Part I: Descriptive Anthropology of Vulnerability; Chapter 2: The Transhumanist Challenge; 2.1 The Ethical Discussion About Human Enhancement and Its Assumptions About Human Being and Vulnerability
    Description / Table of Contents: 2.1.1 Transhumanists Versus Bioconservatives and Infoconservatives: The Anthropological Issue2.1.2 Fighting the Dragon or Accepting What Is Given by Nature or God? The Question Concerning Human Vulnerability and Tech...; 2.2 First Response to the Anthropological Issue; 2.2.1 Human Nature Has Always Changed; 2.2.2 Technology Has Always Changed Who We Are; 2.2.3 Philosophical Anthropology Has Always Been Normative; 2.2.4 From Human Nature to Human Being: From Essence to Existence; References; Chapter 3: Anthropology of Vulnerability; 3.1 Standard Dualist Views of Risk and Vulnerability
    Description / Table of Contents: 3.1.1 Objectivist Views: Risk Science, Medicine, and the Psychology of Risk3.1.2 The Social Construction of Risk and Cultural Theory of Risk; 3.2 An Existential-Phenomenological Alternative: A Relational Anthropology of Vulnerability; 3.2.1 Existential Vulnerability: Preliminary Phenomenology of Risk and Vulnerability; 3.2.2 Existential Vulnerability: Being-at-Risk, Fear, and Care (Using Heidegger 1); 3.2.3 Existential Versus Existentialist (Not Using Heidegger 2); 3.2.4 The Tradition of Philosophical Anthropology: Plessner; References; Chapter 4: Cultures and Transformations of Vulnerability
    Description / Table of Contents: 4.1 Culture(s) of Vulnerability4.1.1 Experience: Imaginations of Vulnerability; 4.1.1.1 An Example: Experiences and Cultures of Health and Illness; 4.1.2 Praxis and Habitus: Imagination as Representation Versus Imagination in Action; 4.2 Vulnerability Transformations; 4.2.1 Spiritual Technologies and Religious Culture; 4.2.2 Material Technologies and Technological, Financial, and Economic Culture; 4.2.3 Social Technologies and Political Culture; 4.2.4 Technologies of the Self and Self-Culture; 4.3 Conclusion: Vulnerability Transformations as Transformations of a Form of Life; References
    Description / Table of Contents: Part II: Normative Anthropology of VulnerabilityChapter 5: Ethics of Vulnerability (i): Implications for Ethics of Technology; 5.1 Vulnerability and Ethics; 5.1.1 The Value of Vulnerability and the Vulnerability of Value; 5.1.2 Evaluating Vulnerability Transformations; 5.1.2.1 Personal Robots; 5.1.2.2 Human Genetic Enhancement; 5.2 Ethics of Technology as an Ethics of Vulnerability; 5.2.1 Standard View: Human Values Versus Technological Means; 5.2.2 Alternative: Learning to Be-at-Risk; 5.3 The Design and Growth of Human Vulnerability; References
    Description / Table of Contents: Chapter 6: Ethics of Vulnerability (ii): Imagining the Posthuman Future
    Description / Table of Contents: Part I Descriptive Anthropology of Vulnerability --  Chapter 1. The Transhumanist Challenge -- Chapter 2. An Anthropology of Vulnerability -- Chapter 3. Cultures and Transformations of Vulnerability -- Part II Normative Anthropology of Vulnerability -- Chapter 4. Ethics of Vulnerability (1): Implications for ethics of technology -- Chapter 5. Ethics of Vulnerability (2): Imagining the Posthuman future -- Chapter 6. Ethics of Vulnerability (3): Vulnerability in the Information Age -- Chapter 7. Politics of Vulnerability: Freedom, Justice, and the Public/Private distinction -- Chapter 8. Normative Aesthetics of Vulnerability: The Art of Coping with Vulnerability -- Conclusion.​.
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  • 55
    Online Resource
    Online Resource
    Dordrecht : Springer
    ISBN: 9789400752610
    Language: English
    Pages: Online-Ressource (XIV, 192 p, digital)
    Series Statement: Sophia Studies in Cross-cultural Philosophy of Traditions and Cultures 4
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. Aquinas, education and the East
    RVK:
    Keywords: Philosophy (General) ; Philosophy, medieval ; Philosophy, modern ; Education Philosophy ; Philosophy ; Philosophy (General) ; Philosophy, medieval ; Philosophy, modern ; Education Philosophy ; Thomas, ; Aquinas, Saint, 1225?-1274 ; Education ; Philosophy ; Philosophy, Asian ; Civilization, Oriental ; Aufsatzsammlung ; Erziehung ; Thomas von Aquin, Heiliger 1225-1274 ; Östliche Philosophie
    Abstract: A confluence of scholarly interest has resulted in a revival of Thomistic scholarship across the world. Several areas in the investigation of St. Thomas Aquinas, however, remain under-explored. This volume contributes to two of these neglected areas. First, the volume evaluates the contemporary relevance of St. Thomas's views for the philosophy and practice of education. The second area explored involves the intersections of the Angelic Doctor’s thought and the numerous cultures and intellectual traditions of the East. Contributors to this section examine the reception, creative appropriation, and various points of convergence between St. Thomas and the East
    Description / Table of Contents: Aquinas, Education and the East; Foreword; Acknowledgments; Contents; Introduction; Part I: Aquinas and Education: Understanding and Extending Aquinas; Aquinas and His Understanding of Teaching and Learning; 1 Introduction; 2 Teaching and Learning; 3 Conclusion; End Notes; References; Aquinas on Connaturality and Education; 1 Introduction; 2 Philosophical Anthropology and Its Ontological Background in Aquinas; 3 Virtues and Connatural Knowledge; 4 Applications to Contemporary Education; End Notes; References; Aquinas and the Second Person in the Formation of Virtues
    Description / Table of Contents: 1 The Mystery of Aquinas' Virtue Ethics2 The Gifts and the Second Person; 3 The Fruits and Interpersonal Resonance; 4 Implications of the Second Person for Virtue Formation; End Notes; References; Aquinas on Shame: A Contemporary Interchange; 1 Contexts, Aims and Methodologies; 2 Meaning and Role of Shame; 3 Aquinas: Subversive About Shame?; 4 Final Observations; End Notes; References; Part II: Aquinas and the East: Comparative Approaches; Can Morality Be Taught? Aquinas and Mencius on Moral Education; 1 Aquinas on Education; 2 Aquinas and Mencius on Education: A Comparative Reading
    Description / Table of Contents: End NotesReferences; Exemplars for the Moral Education of Beginners in the Religious Life: Aquinas and Dōgen; End Notes; References; The Simplicity of the Ultimate: East and West; 1 Introduction; 2 The Fascination of Simplicity; 3 Religious Resistance to Simplicity; 4 Bringing Nirvāna Down to Earth; 5 Conclusion; End Notes; References; Aquinas and Locke on Empiricism, Epistemology, and Education; 1 Introduction; 2 Aquinas on Scientia and the Teacher; 3 Locke on Knowledge and Education; 4 Conclusion; End Notes; References; Part III: Education and the East: Reflections on Educational Policy
    Description / Table of Contents: Reorganising Schools as Social Enterprises: Play Schools and Gifted Education1 Introduction; 2 Play Schools; 3 Gifted Education; 4 Memoria Christi: Final Thoughts; End Notes; References; Education for All and International Cooperation for Education Development: Ongoing Implications for National Policy in the Philippines; 1 Preamble; 2 Regional Cooperation: A Philippine Perspective; 3 Education Reform Programs 1990 - Present Day; 4 Current Situation; 5 Implications for Policy; References; Index
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  • 56
    ISBN: 9789400762411
    Language: English
    Pages: Online-Ressource (VIII, 207 p. 1 illus, digital)
    Series Statement: Studies in History and Philosophy of Science 29
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Druckausg. Contemporary perspectives on early modern philosophy
    RVK:
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    Keywords: Philosophy (General) ; Science Philosophy ; Philosophy ; Philosophy (General) ; Science Philosophy ; Philosophy, Modern ; Aufsatzsammlung ; Philosophie ; Natur ; Wahrnehmung ; Norm ; Geschichte 1600-1800
    Abstract: Normativity has long been conceived as more properly pertaining to the domain of thought than to the domain of nature. This conception goes back to Kant and still figures prominently in contemporary epistemology, philosophy of mind and ethics. By offering a collection of new essays by leading scholars in early modern philosophy and specialists in contemporary philosophy, this volume goes beyond the point where nature and normativity came apart, and challenges the well-established opposition between these all too neatly separated realms. It examines how the mind’s embeddedness in nature can be conceived as a starting point for uncovering the links between naturally and conventionally determined standards governing an agent’s epistemic and moral engagement with the world. The original essays are grouped in two parts. The first part focuses on specific aspects of theories of perception, thought formation and judgment. It gestures towards an account of normativity that regards linguistic conventions and natural constraints as jointly setting the scene for the mind’s ability to conceptualise its experiences. The second part of the book asks what the norms of desirable epistemic and moral practices are. Key to this approach is an examination of human beings as parts of nature, who act as natural causes and are determined by their sensibilities and sentiments. Each part concludes with a chapter that integrates features of the historical debate into the contemporary context
    Description / Table of Contents: Preface; Contents; Chapter 1: Nature and Norms in Thought; 1.1 Part I Nature's Influence on the Mind; 1.2 Part II Shaping the Norms of Our Intellectual and Practical Engagement with the World; References; Part I: Nature's Influence on the Mind; Chapter 2: Intentionality Bifurcated: A Lesson from Early Modern Philosophy?; 2.1 Introduction; 2.2 Descartes; 2.2.1 Propositional Ofness; Proposition principle; 2.2.2 Why Propositional Ofness Is Not Enough; Third Meditation scenario; 2.2.3 Representational Ofness; Reflective improvement of ideas; 2.3 Locke; 2.3.1 Propositional Ofness
    Description / Table of Contents: 2.3.2 Why Propositional Ofness Is Not Enough2.3.3 Representational Ofness; Conformity by correlation; Representation ofness and adequacy; Projectibility and explanatory constitutions; 2.4 Cartesian and Lockean Rationalism; Lockean rationalism; Cartesian rationalism; 2.5 A Lesson for Current Debates?; References; Chapter 3: Ideas as Thick Beliefs: Spinoza on the Normativity of Ideas; 3.1 Introduction; 3.2 Four Basic Tenets; 3.3 Two Kinds of Normativity; 3.4 No Content Without Attitude; 3.5 Content Determination Through Conative Attitudes; 3.6 Conscious Ideas as Thick Beliefs; 3.7 Conclusion
    Description / Table of Contents: ReferencesChapter 4: Three Problems in Locke's Ontology of Substance and Mode; 4.1 Introduction; 4.2 The Contrast Between Substances and Modes; 4.3 The First Problem; 4.4 The Second Problem; 4.5 The Third Problem; 4.6 Conclusion; References; Chapter 5: Kant on Imagination and the Natural Sources of the Conceptual; 5.1 The Faculty of Presentation; 5.2 Image-Models; 5.3 Synthesis; 5.4 A 'Threefold Synthesis'; 5.5 The Synopsis of Sense; 5.6 Synthesis a Priori and the Concept of Guidance; References; Chapter 6: Naturalized Epistemology and the Genealogy of Knowledge; 6.1 Introduction
    Description / Table of Contents: 6.2 Kornblith's Criticism of Craig6.3 Is Knowledge a Natural Kind?; 6.4 Craig's Genealogy of Knowledge; 6.5 Genealogy and Naturalized Epistemology; 6.6 Conclusion; References; Part II: Shaping the Norms of Our Intellectual and Practical Engagement with the World; Chapter 7: Sensibility and Metaphysics: Diderot, Hume, Baumgarten, and Herder; 7.1 Introduction; 7.2 Diderot; 7.3 Hume; 7.4 Baumgarten; 7.5 Sensibility; 7.6 Herder; References; Chapter 8: Back to the Facts - Herder on the Normative Role of Sensibility and Imagination; 8.1 Introduction; 8.2 Concept Formation; 8.3 Herder's Holism
    Description / Table of Contents: 8.4 Imagining as a Form of Discovery8.5 Conclusion; References; Chapter 9: Extending Nature: Rousseau on the Cultivation of Moral Sensibility; 9.1 Introduction; 9.2 Unnatural Distortions; 9.3 Society's Education; 9.4 Cultivating Moral Sensibility; References; Chapter 10: The Piacular, or on Seeing Oneself as a Moral Cause in Adam Smith; 10.1 Introduction and Theses; 10.2 Sympathy and Knowledge of Causal Relations 5; 10.3 Causation and Rationality; 10.4 We (Ought to) See Ourselves as Causes!; 10.5 Norms of Appeasement; 10.6 The Language of Superstition; 10.7 Conclusion; References
    Description / Table of Contents: Chapter 11: Explaining and Describing: Panpsychism and Deep Ecology
    Note: Includes bibliographical references and index
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  • 57
    Online Resource
    Online Resource
    Dordrecht : Springer
    ISBN: 9789400744295 , 1283532646 , 9781283532648
    Language: English
    Pages: Online-Ressource (VII, 266 p. 1 illus, digital)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. Transactional perspectives on occupation
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    Keywords: Social sciences ; Occupational Therapy ; Social Sciences ; Social sciences ; Occupational Therapy ; Transactional Analysis ; Occupational Therapy methods ; Occupations ; Philosophy ; Beschäftigungstherapie
    Abstract: An occupation is, most simply put, any activity we participate in that engages (occupies) our attention, interests, and/or expectations, at any point throughout the life course. This book offers an emerging and innovative perspective on occupation, based in the work of American philosopher John Dewey and other pragmatists, that challenges accepted ideas. Each chapter presents a lively and multifaceted dialogue on transactional perspectives on occupation. Scholars from Europe, North America, and Australasia have written a diverse set of arguments and case studies about occupation, covering theoretical, methodological and applied issues relevant to the topic. In addition, contributors make connections with significant authors from various disciplines that make clearer the roles of occupation and occupational science across many cultures and contexts. The transactional perspectives articulated in this book both implicitly and explicitly suggest that occupations are forms of activity that create and re-create a multitude of our relationships with the world. Often taken for granted by some academic disciplines, occupation is a core element of human life. This book is a provocative and critical analysis of the focal concept for occupational therapy and science.
    Description / Table of Contents: Transactional Perspectives on Occupation; Contents; Chapter 1: Transactional Perspectives on Occupation: An Introduction and Rationale; 1.1 Introduction and Invitation; 1.2 Development of Transactional Perspectives on Occupation; 1.3 A Pluralistic Approach; 1.4 Structure and Content of the Book; 1.5 Our Hopes; References; Part I: Theoretical Extensions; Chapter 2: Dewey's Concepts of Embodiment, Growth, and Occupation: Extended Bases for a Transactional Perspective; 2.1 Introduction; 2.2 Embodiment; 2.2.1 Live Creatures; 2.2.2 Embodying the Social; 2.3 Growth; 2.4 Occupation
    Description / Table of Contents: 2.4.1 Dewey on Occupation2.4.2 Occupation, Embodiment, and Growth; 2.5 Conclusion; References; Chapter 3: Being Occupied in the Everyday; 3.1 Introduction; 3.2 The Habitual; 3.3 The Relational; 3.3.1 Continuity of Time: Past-Present-Future; 3.3.2 Continuity of Relating: Being-with-Others; 3.4 The Precarious; 3.5 Occupational Practice as Listening; 3.6 Conclusion; References; Chapter 4: Resituating the Meaning of Occupation: A Transactional Perspective; 4.1 Introduction; 4.2 Meaning Explored; 4.2.1 Social Science Perspectives on Meaning; 4.2.2 Occupational Perspectives on Meaning
    Description / Table of Contents: 4.2.3 Philosophical Perspectives on Meaning: Heidegger and Dewey4.3 Perspectives on Meaning Uncovered by Research; 4.4 Implications for Occupational Therapy and Science; 4.5 Conclusion; References; Chapter 5: Conceptual Insights for Expanding Thinking Regarding the Situated Nature of Occupation; 5.1 Introduction; 5.2 Governmentality Studies: Shaping Occupational Possibilities; 5.2.1 Discourses; 5.2.2 Differential Shaping of Occupational Possibilities; 5.3 Bourdieu's Theory of Practice: Voicing the Unspoken; 5.3.1 Makane: A Case in Point; 5.4 Conclusion; References
    Description / Table of Contents: Chapter 6: Exploring the Transactional Quality of Everyday Occupations Through Narrative-in-Action: Meaning-Making Among Women Living with Chronic Conditions6.1 Introduction; 6.2 Everyday Occupations as Transactions Within Local Cultures; 6.3 "Narrative-in-Action": Meaning Making Endeavors; 6.4 Everyday Transactions, Meaning Making in Everyday Occupations; 6.5 Everyday Transactions in Local Cultures; 6.6 Everyday Occupational Transactions Enacted and Embedded in Local Culture; References; Part II: Case Studies; Chapter 7: Navigating Cultural Spaces: A Transactional Perspective on Immigration
    Description / Table of Contents: 7.1 Introduction7.2 Current Perspectives on Immigration and Settlement; 7.3 A Transactional Perspective on Immigration and Settlement; 7.3.1 Navigating Cultural Spaces: A Case Study; 7.4 Implications for Science and Society; 7.4.1 Occupational Science Research; 7.4.2 Societal Practice; 7.5 Conclusion; References; Chapter 8: The Situated Nature of Disability; 8.1 Introduction; 8.2 Conceptualizing Disability: An Overview of Recent Controversies; 8.2.1 The International Classi fi cation of Functioning, Disability and Health (ICF)
    Description / Table of Contents: 8.3 Research Projects: Support for the Transactional Perspective on Disability
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  • 58
    ISBN: 9789400744585
    Language: English
    Pages: Online-Ressource (XXII, 221 p. 24 illus, digital)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. Research on PISA
    RVK:
    Keywords: Mathematics ; Science Study and teaching ; Educational tests and measurements ; Educational psychology ; Literacy ; Education ; Education ; Mathematics ; Science Study and teaching ; Educational tests and measurements ; Educational psychology ; Literacy ; Konferenzschrift 2009 ; PISA-Studie
    Abstract: The Programme for International Student Assessment (PISA) is an important part of the OECD's Indicator Programme. It collects data and provides comparative indicators of education systems in OECD member and partner countries. PISA provides datasets of outstanding quality regarding samples, instruments and analyses. In addition to its important function for educational monitoring, the PISA datasets are the basis of a wide range of secondary analyses from a number of different scientific perspectives and disciplines. The aim of this book is to make some of the outstanding PISA related research results available for a wider audience. Specifically four research areas will be focused: (1) Content related research; (2) Methodological research; (3) Context related research; (4) Research on trends in PISA. Each part of the book is devoted to one of these areas and will start with an introduction from a leading expert in the field followed by chapters covering research conducted in this field.
    Description / Table of Contents: Research on PISA; Acknowledgements; Contents; Contributors; Introduction: Research on PISA, with PISA, and for PISA; The Purpose of PISA; Structure of Research on PISA; Research with PISA: How to Extend a PISA Cycle?; Research on PISA: Some Expectations; References; Part I: Content Related Research; Introduction : Content Related Researchon PISA; References; Chapter 1: Implications of PISA Outcomes for Science Curriculum Reform in the Netherlands; 1.1 Introduction; 1.2 Dutch Science Education and the PISA 2006 Scientific Literacy Framework; 1.2.1 The PISA 2009 Scientific Literacy Framework
    Description / Table of Contents: 1.2.2 Comparison of Dutch Science Education with the PISA Framework1.2.3 Expected Strengths and Weaknesses of Dutch Students; 1.3 Methods; 1.3.1 Introduction; 1.3.2 Method of Analysis at the Item Level; 1.4 Results; 1.4.1 Strengths and Weaknesses of Dutch Students; 1.4.1.1 Relatively Difficult Items; 1.4.1.2 Relatively Easy Items; 1.4.2 Differences Between Students in General and Vocational Secondary Education; 1.4.3 Analyses of the Attitudinal Scales; 1.5 Conclusions; 1.5.1 Implications for Dutch Science Education; Appendix: PISA items; The Greenhouse Effect: Fact or Fiction?; Mary Montagu
    Description / Table of Contents: The History of VaccinationReferences; Chapter 2: Using Mathematical Competencies to Predict Item Difficulty in PISA: A MEG Study; 2.1 Introduction; 2.2 The Competency Related Variables; 2.3 Analysis of the Application of the MEG Item Difficulty Framework; 2.3.1 Psychometric Quality; 2.3.1.1 Correlation of Variable Average Code Values; 2.3.1.2 Coder Consistency; 2.3.2 Results of Difficulty Analyses; 2.3.2.1 Predicting Variance Explained; 2.3.2.2 Factor Analysis; 2.4 Present Status of the Study; References
    Description / Table of Contents: Chapter 3: PISA Mathematics in Germany: Extending the Conceptual Framework to Enable a More Differentiated Assessment3.1 Introduction; 3.2 The Need to Differentiate: Mathematics Achievement Is Not Homogeneous Across Countries; 3.3 A Model for Mathematical Tasks; 3.4 Features of Mathematical Tasks; 3.5 Profiles of Mathematical Achievement; 3.6 Advantages of Differentiated Assessment; References; Part II: Methodological Research; Introduction: Methodological Research in Large-Scale International Assessments; References; Chapter 4: Modeling Reciprocal Determinism in PISA
    Description / Table of Contents: 4.1 Reciprocal Determinism4.1.1 Reciprocal Determinism in PISA; 4.2 Formulating a Nonrecursive Structural Equation Model; 4.2.1 Identification; 4.2.2 Measurement Models; 4.2.3 Estimation; 4.3 Findings; 4.3.1 The Fit Between the Model and the Data; 4.3.2 Parameter Estimates; 4.3.3 Reciprocal Determinism; 4.3.4 Other Influences on Mathematics Self-efficacy and Achievement; 4.4 Modeling Reciprocal Determinism in PISA; References; Chapter 5: The Measurement of Translation Error in PISA-2006 Items: An Application of the Theory of Test Translation Error; 5.1 Theoretical Framework
    Description / Table of Contents: 5.1.1 Definition of Translation Error
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  • 59
    ISBN: 9789048139453 , 1283697939 , 9781283697934
    Language: English
    Pages: Online-Ressource (XX, 171 p, digital)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T.
    RVK:
    Keywords: Education ; Education ; Friedenserziehung
    Abstract: Forward-thinking pedagogues as well as peace researchers have, in recent decades, cast a critical eye over teaching content and methodology with the aim of promulgating notions of peace and sustainability in education. This volume gives voice to the reflections of educational theorists and practitioners who have taken on the task of articulating a 'curriculum of difference' that gives positive voice to these key concepts in the pedagogical arena. Here, contributors from around the world engage with paradigm-shifting discourses that reexamine questions of ontology and human subjectivity--discourses that advocate interdisciplinarity as well as the reformulation of epistemological boundaries. Deconstructing the origins and limits of human knowledge and learning, the book affords educators the opportunity to identify and express common elements of the subjects taught and studied in educational institutions, elements that facilitate students' apprehension of peace and sustainability. With penetrating analysis of contemporary issues in the field, this volume introduces a range of fresh theoretical approaches that extend the boundaries of peace education, which is broadly defined as promoting the responsible, equitable and sustainable co-existence of differing human communities. In doing so, the chapters show how we can improve our lives as well as our chances of survival as a species by acknowledging the importance of shared human aspirations that cut across borders, of genuinely listening to alternative voices and opinions, of challenging the ubiquitous, socially constructed historical narratives that define human relations only in terms of power. Charged with vitality and originality, this new publication is a critical examination of issues central to the development and utility of global education
    Abstract: Forward-thinking pedagogues as well as peace researchers have, in recent decades, cast a critical eye over teaching content and methodology with the aim of promulgating notions of peace and sustainability in education. This volume gives voice to the reflections of educational theorists and practitioners who have taken on the task of articulating a ‘curriculum of difference’ that gives positive voice to these key concepts in the pedagogical arena. Here, contributors from around the world engage with paradigm-shifting discourses that reexamine questions of ontology and human subjectivity-discourses that advocate interdisciplinarity as well as the reformulation of epistemological boundaries. Deconstructing the origins and limits of human knowledge and learning, the book affords educators the opportunity to identify and express common elements of the subjects taught and studied in educational institutions, elements that facilitate students’ apprehension of peace and sustainability.With penetrating analysis of contemporary issues in the field, this volume introduces a range of fresh theoretical approaches that extend the boundaries of peace education, which is broadly defined as promoting the responsible, equitable and sustainable co-existence of differing human communities. In doing so, the chapters show how we can improve our lives as well as our chances of survival as a species by acknowledging the importance of shared human aspirations that cut across borders, of genuinely listening to alternative voices and opinions, of challenging the ubiquitous, socially constructed historical narratives that define human relations only in terms of power. Charged with vitality and originality, this new publication is a critical examination of issues central to the development and utility of global education.
    Description / Table of Contents: Critical Peace Education; Contents; Contributors; Critical Peace Education: Difficult Dialogues; References; Chapter 1: Meditating on the Barricades: Concerns, Cautions, and Possibilities for Peace Education for Political Efficacy; Reflective and Conceptual Dimensions of Comprehensive/Critical Peace Education; Political Concerns: Efficacy in Establishing Cosmopolitan Norms; Pedagogic Concerns: Maintaining Authentic Open Inquiry; Reflecting Our Way to the Barricades: Multiple Modes of Reflective Inquiry Relevant to the Political Efficacy of Peace Learning
    Description / Table of Contents: Caution with Regard to Religious and Spiritual PracticeSignificant Distinctions: Reflective Inquiry into Conceptual Clarifications; Critical and Ideological: Toward Truly Open Inquiry; Morality and Ethics: Pursuing a Wider Scope of Justice and Moral Inclusion; Reflective Inquiry as a Pedagogy of Cosmopolitanism; References; Chapter 2: The Cold Peace; Introduction; The Liberal Philosophy of Peace; Crimes Against Peace; Peace and Development; American Foreign Policy and the Peace Corps; Liberal World Order and the Growth of the Peace Industry; Neoconservatism, War, and Peace
    Description / Table of Contents: The Globalization of ViolenceThe Postmodernization of Peace and the Neoliberalization of Security; References; Chapter 3: Re-imag(e)ining the Cosmopolitical: Deconstructing the Other; References; Chapter 4: The Transformative Power of Engaged Thinking for Peace Education; References; Chapter 5: Critical Pedagogy and Peace Education: Understanding Violence, Human Rights, and the Historical Project of Militant Peace; A Theoretical Framework for Understanding Violence; Who Is the Perpetrator of Violence?
    Description / Table of Contents: Beyond the Politics of Compassion: Discursive and Material Violence in the Age of Human RightsTolerance and the Liberal Ideology of Missionary Politics; Peace Education and Critical Pedagogy: Making Militant Peace a Political Project; References; Chapter 6: Cosmology, Context, and Peace Education: A View from War Zones; Cosmology and Peace Education; Angolan Cosmologies; Perils of Imposition; A Systems Approach to Peace Education; A Case from Northern Uganda; Sociopolitical Disconnects; Toward a Systemic Approach; References
    Description / Table of Contents: Chapter 7: Critical Emotional Praxis: Rethinking Teaching and Learning About Trauma and Reconciliation in SchoolsIntroduction; The Psychic, Social and Political Influence of Emotions of Trauma and the Implications for Reconciliation Efforts; The Political Appropriation of Emotions of Trauma in Schools: The Example of Fear; Critical Emotional Praxis for Reconciliation Education; Conclusion; References; Chapter 8: What You See Depends Where You Stand: Critical Anticolonial Perspectives on Genocide Education Addressing the 1994 Rwandan Genocide; Situating Our Project; In Conversation: Umwali
    Description / Table of Contents: Marie-Jolie
    Description / Table of Contents: Meditating on the Barricades: Concerns, Cautions and Possibilities for Peace Education for Political Efficacy, Betty Reardon -- The Cold Peace, Michael A. Peters and James Thayer -- Re-imag(e)ining the Cosmopolitical: Deconstructing the Other, Bryan A. Wright -- The Transformative Power of Engaged Thinking for Peace Education, Robert Gould -- Critical Pedagogy and Peace Education: Understanding Violence, Human Rights, and the Historical Project of Militant Peace, Panayota Gounari -- Cosmology, Context, and Peace Education: A View From War Zones, Michael G. Wessells -- Critical Emotional Praxis: Rethinking Teaching and Learning About Trauma and Reconciliation in Schools, Mychalinos Zembylas -- What you see depends where you stand: Critical anticolonial perspectives on Genocide Education addressing the 1994 Rwandan Genocide, Lisa K. Taylor, Marie-Jolie Rwigema, Sollange Ssuter Umwali -- Forging a Constellation, Re-covering A Space of Memory Beyond Reconciliation and Consternation, Mario Di Paolantonio -- The Road to Inclusion: Citizenship and Participatory Action Research as a Means of Redressing “Otherness” Among Homeless Youth, David Alan Goldberg -- Dialogical Hospitality as a Habitat for Peace, Francois Mifsud..
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  • 60
    Online Resource
    Online Resource
    Dordrecht : Springer
    ISBN: 9789400745070 , 1283697998 , 9781283697996
    Language: English
    Pages: Online-Ressource (XXI, 433 p. 100 illus, digital)
    Series Statement: Education in the Asia-Pacific Region: Issues, Concerns and Prospects 18
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T.
    RVK:
    Keywords: Educational tests and measurements ; Educational psychology ; Education ; Education ; Educational tests and measurements ; Educational psychology ; Pädagogischer Test
    Abstract: The Asia-Pacific region needs to maximize the benefits of education to enable it to compete in an economic future dominated by innovation, in which assessing student progress must be an empowering rather than delimiting factor. This detailed exposition of the theoretical basis and application tools of self-directed learning-oriented assessment (SLOA) reflects the very latest research championed by the Assessment Research Centre at The Hong Kong Institute of Education. Featuring a range of relevant case studies, it explores the varied theoretical issues related to SLOA and offers an integrated view of the system fully in line with the constructivist paradigm of learning which advocates formative rather than summative assessment. Many of the initiatives outlined here are firsts in the region.SLOA is already being applied in many schools with links to the ARC. It is an approach to assessment that acknowledges the centrality of self-directed learning and which positions assessment as a tool to enable and enhance self-directed learning. It draws on several theories of learning and assessment, including the constructivist notion that learning is best achieved when students take ownership of their educational process, setting their own goals and monitoring their own progress towards those goals. SLOA has been the research and service approach of the ARC since 2005. In the intervening years the centre has developed a number of tools to facilitate SLOA learning and assessment, including vertical ability scales, teacher-friendly computer software and packages for self-directed learning.
    Description / Table of Contents: Self-directed Learning Oriented Assessments in the Asia-Pacific; Introduction by the Series Editors; Acknowledgements; Contents; List of Figures; List of Tables; Contributors; Part I: Theory of Self-Directed Learning Oriented Assessment; Chapter 1: Assessment Reform in the Asia-Pacific Region: The Theory and Practice of Self-Directed Learning Oriented Assessment; 1.1 Background: The Broader Context for Change; 1.1.1 Assessment Reforms in the Region; 1.1.2 Commonalities of Assessment Reforms in the Asia-Paci fi c Region; 1.1.3 Assessment as Learning Reform: Self-Directed Learning
    Description / Table of Contents: 1.1.4 Assessment for Learning Reform1.1.5 Resolving Tensions in Assessment Reforms; 1.2 Conceptions of Self-Directed Learning Oriented Assessment; 1.2.1 Learning Oriented Assessment; 1.2.2 Self-Directed Learning; 1.2.3 Metacognition; 1.2.4 Feedback; 1.2.5 SLOA: Integrating Assessment Of , For and As Learning; 1.2.6 Theoretical Underpinnings of SLOA; 1.3 Implementation Strategies of SLOA in Schools; 1.4 Tools for the Implementation of SLOA; 1.5 Examples of Implementation in the Asia-Paci fi c Region; 1.6 Conclusion; References; Chapter 2: Assessment, Standards-Referencing and Standard Setting
    Description / Table of Contents: 2.1 Assessment2.1.1 The Meaning of Assessment; 2.1.2 Reporting of Assessments; 2.2 Standards-Referencing; 2.2.1 Giving Meaning to Student Achievement: Norm-Referencing; 2.2.2 Giving Meaning to Student Achievement: Criterion-Referencing; 2.2.3 Giving Meaning to Student Achievement: Standards-Referencing; 2.2.4 Characteristics of Standards-Referenced Systems; 2.2.5 De fi ning Standards; 2.3 Standard Setting; 2.3.1 Setting Standards; 2.3.2 Using Performance Standard to Summarise Student Performance; 2.3.3 Reporting Student Performance
    Description / Table of Contents: 2.3.4 Some Suggestions for Teachers and Examiners in Setting Examinations and Tests in a Standards-Referenced System2.3.5 Standards-Referencing for School Executives; 2.4 Conclusion; References; Chapter 3: Rapid Dynamic Assessment for Learning; 3.1 Introduction; 3.2 Theoretical Framework; 3.2.1 Knowledge Base and the Nature of Expertise; 3.2.2 Rapid Schema-Based Assessment; 3.2.3 General Design Framework; 3.3 Rapid Diagnostic Assessment Methods; 3.3.1 Rapid Assessment of Expertise in Coordinate Geometry; 3.3.1.1 Model of Expertise; 3.3.1.2 Task Model; 3.3.1.3 Evidence Model
    Description / Table of Contents: 3.3.2 Rapid Assessment of Expertise in Solving Arithmetic Word Problems3.3.2.1 Model of Expertise; 3.3.2.2 Task Pattern; 3.3.2.3 Evidence Model; 3.4 Toward Rapid Dynamic Assessment for Learning; 3.5 Conclusion; 3.5.1 Future Developments; 3.5.1.1 Establishing Generality of the Tool; 3.5.1.2 Using Rapid Assessment in Adaptive Learning Environments; References; Chapter 4: Standardized Diagnostic Assessment Design and Analysis: Key Ideas from Modern Measurement Theory; 4.1 Introduction; 4.1.1 Assessment Of , For , and As Learning; 4.1.2 Measurement Models for Diagnostic Assessment Data
    Description / Table of Contents: 4.2 Evidence-Centered Design
    Description / Table of Contents: Introduction by the Series Editors.-  Acknowledgements -- List of Contributors -- List of Figures -- List of Tables -- About the Contributors -- SECTION 1: Theory of Self Directed Learning Oriented Assessment -- 1. Assessment Reform in the Asia-Pacific Region: The Theory and Practice of Self-directed Learning Oriented Assessment -- 2. Assessment, Standards-Referencing and Standard Setting -- 3.  Rapid Dynamic Assessment for Learning -- 4. Standardized Diagnostic Assessment Design and Analysis: Key Ideas from Modern Measurement Theory -- 5. Application of the DINA Model Framework to Enhance Assessment and Learning -- 6. Theory of Self-Directed Learning-Oriented Assessment: A Non-Technical Introduction to the Theoretical Foundations and Methodologies of Cognitive Diagnostic Assessment -- 7. Getting to the Core of Learning: Using Assessment for Self-monitoring and Self-regulation -- 8. Metacognitive Self-Confidence in School-Aged Children -- SECTION 2: Tools for Implementing Self Directed Learning Oriented Assessment -- 9. Using Item Response Theory as a Tool in Educational Measurement -- 10. A Concurrent-Separate Approach to Vertical Scaling -- 11. Student-Problem Chart: An Essential Tool for SLOA -- 12. Using User-defined Fit Statistic to Analyze Two Tier Items in Mathematics -- 13. Dynamic Assessment of Learning Potential -- 14. Exploiting Computerized Adaptive Testing for Self-Directed Learning -- SECTION 3: Case Studies of Self Directed Learning Oriented Assessment in the Region -- 15. Learning Assessment Reform in Thailand -- 16. Concerns of Student Teachers: Identifying Emerging Themes through Self-assessment -- 17. Informing Learning and Teaching Using Feedback from Assessment Data: Hong Kong Teachers’ Attitudes towards Rasch Measurement -- 18. Accelerated Approach to Primary School English Education in China: Three Case Studies -- 19. Physical Education in Higher Education in Hong Kong: The Effects of the Intervention on Pre-service Sports Coaches’ Attitudes towards Assessment for Learning used in Sports -- 20. The Case of St Margaret’s Girls’ College: How SLOA Promotes Self Assessment and Peer Assessment to Enhance Secondary School Student English Learning -- Index. .
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  • 61
    ISBN: 9789400753921 , 1283910292 , 9781283910293
    Language: English
    Pages: Online-Ressource (XXVIII, 240 p. 30 illus, digital)
    Series Statement: Cultural Studies of Science Education 7
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T.
    RVK:
    Keywords: Philosophy (General) ; Science Philosophy ; Education Philosophy ; Philosophy ; Philosophy (General) ; Science Philosophy ; Education Philosophy ; Naturwissenschaftlicher Unterricht ; Schüler ; Imagination
    Abstract: Researchers agree that schools construct a particular image of science, in which some characteristics are featured while others end up in oblivion. The result is that although most children are likely to be familiar with images of heroic scientists such as Einstein and Darwin, they rarely learn about the messy, day-to-day practice of science in which scientists are ordinary humans. Surprisingly, the process by which this imagination of science in education occurs has rarely been theorized. This is all the more remarkable since great thinkers tend to agree that the formation of images - imagination - is at the root of how human beings modify their material world. Hence this process in school science is fundamental to the way in which scientists, being the successful agents in/of science education, actually create their own scientific enterprise once they take up their professional life.One of the first to examine the topic, this book takes a theoretical approach to understanding the process of imagining science in education. The authors utilize a number of interpretive studies in both science and science education to describe and contrast two opposing forces in the imagination of science in education: epicization and novelization. Currently, they argue, the imagination of science in education is dominated by epicization, which provides an absolute past of scientific heroes and peak discoveries. This opens a distance between students and today’s scientific enterprises, and contrasts sharply with the wider aim of science education to bring the actual world of science closer to students. To better understand how to reach this aim, the authors offer a detailed look at novelization, which is a continuous renewal of narratives that derives from dialogical interaction. The book brings together two hitherto separate fields of research in science education: psychologically informed research on students’ images of science and semiotically informed research on images of science in textbooks. Drawing on a series of studies in which children participate in the imagination of science in and out of the classroom, the authors show how the process of novelization actually occurs in the practice of education and outline the various images of science this process ultimately yields.
    Description / Table of Contents: Imagination of Science in Education; Preface; Contents; Introduction: Imagination, Epicization, and Novelization in Science Education; Part I Epics of Science in Science Education; Chapter 1: The Heroes of Science; Science Curricula and Students' Images of Scientists; Representations of Scientists in Textbooks; Case 1: Louis Pasteur; Narratives, Identity, and Scientific Practice; Cultural-Historical Activity Theory; Common Structures in the Representation of Scientists; Principles of Semiotic Analysis; Deletion of Lives and Works; Case 2: Mendel's Laws; Case 3: Darwin's Voyage
    Description / Table of Contents: Production of Heroic ImagesSo What?; Chapter 2: What Scientific Heroes Are (Not) Doing; Scientists and Cartesian Graphs; Ethnographic Background; Semiological Model of Scientists' Graph Reading; Segmenting Inscriptions: From It to Signifier; Hermeneutic Reading: From Signifier to "Natural Object"; Transparent Reading: Fusion of Signifier and "Natural Object"; Tracking Water; Trajectories: Between Natural Object, Signifiers, and It; The Making of Heroes; Part II A Need for Novelized Images of Science; Chapter 3: Science as One Form of Human Knowing; Multiculturalism Versus Universalism
    Description / Table of Contents: A Need for a Different EpistemologyTEK and Science as Forms of Human Knowledge; Producing Scientific Knowledge/Reducing Local Contexts; Applying Scientific Knowledge/Reducing Local Contexts; Toward a Dialogic Conception of the TEK-Science Relation; Chapter 4: Science as Dynamic Practice; Genomics as a Case of the Dynamics of Science; Capturing the Dynamics of Science; Definitions of Scientific Literacy and the Dynamics of Science; Scientific Literacy as Set of Cognitive Objectives; Scientific Literacy as Individually Constructed Knowledge
    Description / Table of Contents: Scientific Literacy as an Emergent Feature of Collective Human ActivityCollective Activity and Students' Agency in Genomics Education; Toward Novelization in Genomics Education; Part III Toward Novelization in/of Science Education; Chapter 5: Scientific Literacy in the Wild; Struggle for Access to the Collective Water Grid; The Birth of a Concept; Repeated Re/definition; Standards Cannot Capture Scientific Literacy in the Wild; Rethinking the Nature of Knowledge and Scientific Literacy; Novelizing "Scientific Literacy"; Chapter 6: Translations of Scientific Practice
    Description / Table of Contents: Research on Students' "Images of Science"Scientific Practice, Human Activity, and "Imagification"; Ethnography of Science and Internship; "Students' Images of Science"; Interpreting Translations of Scientific Practices; How Are "Images of Science" Produced?; Episode 1; Episode 2; Episode 3; Episode 4; The Epic Nature of "Students' Images of Science"; Chapter 7: Place and Chronotope; A Beautiful Marine Park; Place as Problematic; Ecological Place-Based Education; Critical Pedagogy of Place; Place as Voice; Place as Living Entity; Place as Chronotope; The Notion of Chronotope
    Description / Table of Contents: Place as Chronotope
    Description / Table of Contents: Preface -- INTRODUCTION: Imagination, Epicization, and Novelization in Science Education -- PART I: EPICS OF SCIENCE IN SCIENCE EDUCATION -- 1. The Heroes of Science -- 2. What Scientific Heroes Are (Not) Doing -- PART II: A NEED FOR NOVELIZED IMAGES OF SCIENCE -- 3. Science as One Form of Human Knowing -- 4. Science as Dynamic Practice -- PART III: TOWARD NOVELIZATION IN/OF SCIENCE EDUCATION -- 5. Scientific Literacy in the Wild -- 6. Translations of Scientific Practice -- 7. Place and Chronotope -- PART IV: NOVELIZING DISCOURSE IN SCIENCE EDUCATION -- 8. Science Education for Sustainable Development -- 9. Novelizing Native and Scientific Discourse -- 10. Fullness of Life as a Minimal Novelizing Unit -- CODA: Novelizing the Novelized Image of Science in Education -- References -- Index..
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  • 62
    Online Resource
    Online Resource
    Dordrecht : Springer
    ISBN: 9789400752139
    Language: English
    Pages: Online-Ressource (XIV, 496 p, digital)
    Series Statement: Contributions to Phenomenology 66
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. Husserl's Ideen
    RVK:
    Keywords: Philosophy (General) ; Philosophy, modern ; Phenomenology ; Philosophy ; Philosophy (General) ; Philosophy, modern ; Phenomenology ; Husserl, Edmund, 1859-1938 ; Ideen ; Husserl, Edmund, 1859-1938 ; Influence ; Phenomenology ; Aufsatzsammlung ; Husserl, Edmund 1859-1938 Ideen zu einer reinen Phänomenologie und phänomenologischen Philosophie ; Rezeption ; Ideengeschichte
    Abstract: This collection of more than two dozen essays by philosophy scholars of international repute traces the profound impact exerted by Husserl’s Meisterwerk, known in its shortened title as Ideen, whose first book was released in 1913. Published to coincide with the centenary of its original appearance, and fifty years after the second book went to print in 1952, the contributors offer a comprehensive array of perspectives on the ways in which Husserl’s concept of phenomenology influenced leading figures and movements of the last century, including, among others, Ortega y Gassett, Edith Stein, Martin Heidegger, Aron Gurwitsch, Ludwig Landgrebe, Dorion Cairns, Simone de Beauvoir, Jean-Paul Sartre, Maurice Merleau-Ponty, Jacques Derrida and Giles Deleuze. In addition to its documentation and analysis of the historical reception of these works, this volume also illustrates the ongoing relevance of the Ideen, offering scholarly discussion of the issues raised by his ideas as well as by the figures who took part in critical phenomenological dialogue with them. Among the topics discussed are autism, empathy, the nature of the emotions, the method and practice of phenomenology, the foundations of ethics, naturalism, intentionality, and human rights, to name but a few. Taken together, these specially commissioned original essays offer an unrivaled overview of the reception of Husserl‘s Ideen, and the expanding phenomenological enterprise it initiated. They show that the critical discussion of issues by phenomenologists continues to be relevant for the 21st century.
    Description / Table of Contents: Husserl's Ideen; Preface; Contents; Introduction; The Project and First Effect of the Ideen; The Freiburg School and Beyond; The Organization of This Volume; Part I Initial and Continued Reception; Chapter 1: José Ortega y Gasset and Human Rights; The Influence of Husserl; A Non-idealistic Phenomenology; Introduction; Liberals and Communitarians with an Epilogue on Human Rights and Feminism; Reconstructing Plurality: The First Movement of Historical Reason; The Function of European Culture: The Second Movement of Historical Reason; Epilogue: Historical Reason and Full Human Rights for Women
    Description / Table of Contents: Chapter 2: Reading and Rereading the Ideen in JapanA Century of Japanese Readings; Introduction; Translating Husserl; The Early Phenomenologists; Phenomenology in Postwar Japan; Responding to the Ideen Today; Chapter 3: Edith Stein and Autism; Influence on Stein; An Application to Understanding Autism; The Husserl/Stein Theory of Intersubjectivity Applied to ASDs; Conclusions; Chapter 4: Ludwig Ferdinand Clauss and Racialization; Clauss and Husserl's Ideen I; Phenomenology's Rejection of the Biologization of Race; The Question of Race in Clauss
    Description / Table of Contents: The Phenomenological Concept of Race After ClaussToward a Phenomenology of Racialization; Implications for the Fight Against Racism; Chapter 5: The Ideen and Neo-Kantianism; Introduction; Eidetics, Intuition, and Conceptual Knowledge; Difficulties with an Eidetic Science of Consciousness; Conclusion: Phenomenology's Foundational Claim; Chapter 6: The Distinctive Structure of the Emotions; Introduction; Emotions as Non-objectivating and Founded Acts; A Phenomemological Case of the Emotions: Trust; Critical Assessment; Concluding Remarks; Chapter 7: From the Natural Attitude to the Life-World
    Description / Table of Contents: Chapter 8: Husserl on the Human Sciences in Ideen IIIntroduction; Concluding Remarks; Part II: After World War I; Chapter 9: The Spanish-Speaking World and José Vasconcelos; Ideen I in Spain and Hispano-America; On José Vasconcelos's Inverted Epochē and the Limits of Language; Chapter 10: Ideen I in Italy and Enzo Paci and the Milan School; A Historical Introduction; Paci's Interpretation of the Epochē; Chapter 11: Martin Heidegger and Grounding of Ethics; The Impact of the " Ideen " on Heidegger; Husserl and Heidegger on the Ultimate Grounds for Action; The Fundamental Difference
    Description / Table of Contents: Heidegger on the Groundless GroundHusserl on the Ultimate Grounds of Ethics; The Question Itself: Grounding Ultimate Grounds?; Chapter 12: Aron Gurwitsch and the Transcendence of the Physical; The Impact of Ideen I; The Transcendence of Physical Things; Introduction; Husserl in the Ideen; Merleau-Ponty; Going Further; Chapter 13: Ludwig Landgrebe and the Significance of Marginal Consciousness; Landgrebe with Husserl; The Significance of Marginal Consciousness; The "Organization" of Marginal Contents; Self-Awareness as Marginal
    Description / Table of Contents: The Streaming Character of Consciousness Constituted in the Margins
    Description / Table of Contents: Introduction -- INITIAL AND CONTINUED RECEPTION -- 1. José Ortega y Gasset and Human Rights, J.M. Díaz Álvarez -- Reading and Rereading Ideen in Japan, T. Tani.-  Edith Stein and Autism, K.M. Haney.-  Ludwig Ferdinand Clauss and Racialization, R. Bernasconi -- The Ideen and Neo-Kantianism, A. Staiti.-  The Distinctive Structure of the Emotions, A.J. Steinbock -- From Natural Attitude to Life-World, D. Moran -- Husserl on the Human Sciences in Ideen II, T.M. Seebohm -- AFTER WORLD WAR I -- The Spanish Speaking World and José Vasconcelos, A. Zirión -- The Ideen and Italy, R.Sacconghi -- Martin Heidegger and the Grounding of Action, T.J. Nenon -- Aron Gurwitsch and the Transcendence of the Physical, W. McKenna -- Ludwig Landgrebe and Marginal Consciousness, D. Marcelle -- Dorion Cairns, Empirical Types, and Field of Consciousness, L. Embree -- Ideen I and Eugen Fink, R. Bruzina -- Emmanuel Levinas and a Soliloquy of Light and Reason, N. de Warren -- Jan Patočka and Built Space, J. Dodd -- The Ideen in the Portuguese Speaking World, P.M.S. Alves -- Alfred Schutz and the Problem of Empathy, M. Barber -- Jean-Paul Sartre and Phenomenological Ontology, M. C. Eshleman -- Simone de Beauvoir and Life, U. Björk -- Merleau-Ponty and Lifeworldly Naturalism, T. Toadvine -- AFTER WORLD WAR II -- Paul Ricoeur and the Praxis of Phenomenology, N. Depraz -- Post-War German Reception of Ideen I and Reflection, S. Geniusas -- Ideen I Confronting its Critics, R.R.P. Lerner -- Jacques Derrida and the Future, V.W. Cisney -- Gilles Deleuze, and Hearing-Oneself-Speak, L. Lawlor -- Thoughts on the Translation of Husserl‘s Ideen, Erstes Buch, F. Kersten -- Notes on Contributors. ​.
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  • 63
    ISBN: 9789400745605
    Language: English
    Pages: Online-Ressource (VII, 483 p. 62 illus, digital)
    Series Statement: Studies in the History of Philosophy of Mind 11
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. Dunér, David, 1970 - The natural philosophy of Emanuel Swedenborg
    RVK:
    Keywords: Philosophy (General) ; Science History ; Philosophy of mind ; Humanities ; Philosophy ; Philosophy (General) ; Science History ; Philosophy of mind ; Humanities ; Swedenborg, Emanuel 1688-1772 ; Naturphilosophie ; Swedenborg, Emanuel 1688-1772 ; Naturphilosophie
    Abstract: Although Emanuel Swedenborg (16881772) is commonly known for his spiritual philosophy, his early career was focused unnatural science. During this period, Swedenborg thought of the world was like a gigantic machine, following the laws of mechanics and geometry. This volume analyzes this mechanistic worldview from the cognitive perspective, by means of a study of the metaphors in Swedenborgs texts. The author argues that these conceptual metaphors are vital skills of the creative mind and scientific thinking, used to create visual analogies and abstract ideas. This means that Swedenborgs mechanistic and geometrical worldview, allowed him to perceive the world as mechanical and geometrical. Swedenborg thought with books and pens. The reading gave him associations and clues, forced him to interpret, and gave him material for his intellectual development.
    Description / Table of Contents: The Natural Philosophy of Emanuel Swedenborg; Contents; List of Figures; Introduction; Prologue on a Grain of Sand; Biographical Guide; Literature About a Phenomenon; A Theory of Swedenborg's Brain; Space and Thought; Metaphorical Thought; Seeing with the Inner Eye; Thinking with Books; Overview-The World Machine Seen from Above; The Space; A Blue Camera Obscura; The Society of the Curious; Armed Eyes; Attempts to Find East and West Longitude; We Are Educated by Studying, Experiencing, and Thinking; Unrest Disturbs My Work; From Barbarism to Culture; The Immutable World; The Sign
    Description / Table of Contents: Everything Is Silent, No One Knows Yet the DestinationLearned Games with the Number Sixty-Four; The Geometrical Number Eight; The Useful Number Eight; The Lord Is Wrathful; A Peripeteia on the Decimal; A Million Million; Rhetorical Arithmetic; Trees, Boxes, and Universal Mathematics; To Think Is to Count; The Wave; The Water Waves in Leiden; The Surging of the Sea; Sound in the Mountains of Lapland; In the Baroque Echo Temple; Thunder and Organ Peals; Fire and Colours; One Membrane Trembles from the Other's Trembling; The Beautiful Geometry of Tremulation; To Live Is to Tremble
    Description / Table of Contents: The Circles of the BodyHearing the Music from Within; Vision Extends into the Invisible; The Sphere; Hell Upon Earth; Flying in the Air; The Geometry of War; Nature-A Composite Analogy; The World Machine and the Little Machine; Peas and Cannonballs; A Sea of Bubbles; The Power of the Water Bubble; The Vapours Rising Over the Mountain; The Geometry of Heat; A Mineral Cabinet Without Stones; The Fruits of the Volcano; In the Bride-Chamber of the Mineral Kingdom; Vanitas Bubbles of Soap and Water; The Point; The Spider in the Polygonal Web; The Point That Delineates the World
    Description / Table of Contents: A Grain of Dust at the EquatorNature's Labyrinth; The Janus Face of the Mathematical Point; The Spiral; Helical Lines; The Circle of Time; The Force of the Moon; Whirls and Voids; On the Eternal Spring in the Age of Winter Cold; From Centre to Circumference and Back; Impossible Figures; The Microcosmic Spiral Motion; Magnetic Effluvia; The Magnetic Sphere and the Sidereal Heaven; The Macrocosmic Vortex; The Declination of the Magnetic Needle; The Membrane Between Body and Soul; The Infinite; A World That Is Not Even a Point; The Limits of the Unknowable
    Description / Table of Contents: The Infinite Is the Ultimate Cause of the FiniteThe Fantastic Order of the Brain Machine; The Limits of the Universe; The Nexus Between Infinite and Finite; The Last Effect of Creation; The Degree of Perfection; Escape to the Oracle of Reason; The Soul Machine; The Philosopher, the Happiest or the Unhappiest of Mortals; Conclusion; The Convolutions of the Brain; From Angular to Perpetuo-Spiritual Form; A Blind Man Who Can See, and the Form of Ideas; Swedenborg's Euphoria; Spiral Dances in Paradise; The Primary Metaphors of Correspondences; Memorabilia from Earthly Life
    Description / Table of Contents: The Geometry of the Spiritual World
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  • 64
    Online Resource
    Online Resource
    Dordrecht : Springer
    ISBN: 9789400758360
    Language: English
    Pages: Online-Ressource (X, 772 p. 27 illus, digital)
    Series Statement: Higher Education: Handbook of Theory and Research 28
    Series Statement: SpringerLink
    Series Statement: Bücher
    Series Statement: Springer eBook Collection
    Series Statement: Humanities, Social Sciences and Law
    Parallel Title: Buchausg. u.d.T.
    Keywords: Curriculum planning ; Education, Higher ; Education
    Abstract: Published annually since 1985, the Handbook series provides a compendium of thorough and integrative literature reviews on a diverse array of topics of interest to the higher education scholarly and policy communities. Each chapter provides a comprehensive review of research findings on a selected topic, critiques the research literature in terms of its conceptual and methodological rigor, and sets forth an agenda for future research intended to advance knowledge on the chosen topic. The Handbook focuses on a comprehensive set of central areas of study in higher education that encompasses the salient dimensions of scholarly and policy inquiries undertaken in the international higher education community. Each annual volume contains chapters on such diverse topics as research on college students and faculty, organization and administration, curriculum and instruction, policy, diversity issues, economics and finance, history and philosophy, community colleges, advances in research methodology, and more. The series is fortunate to have attracted annual contributions from distinguished scholars throughout the world.
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  • 65
    ISBN: 9789400723214 , 1283944987 , 9781283944984
    Language: English
    Pages: Online-Ressource (X, 250 p, online resource)
    Series Statement: Mathematics Education in the Digital Era 1
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Druckausg. Martinovic, Dragana Visual Mathematics and Cyberlearning
    RVK:
    Keywords: Visualization ; Computer software ; Mathematics ; Education ; Education ; Visualization ; Computer software ; Mathematics ; Education Philosophy
    Abstract: The first volume in this new Springer series explores innovative ways of learning and doing mathematics to make it more appealing to the Net Generation. This generation consists of visual learners who thrive when surrounded with new technologies and whose diverse needs can be met by a variety of cyber tools. In their search for novel ways of studying, such as collaboration with peers and multitasking by using multimedia, the Internet, and other Information and Communication Technologies, they learn mathematics by playing games online, watching and sharing presentations on YouTube, exploring and creating Java applets of mathematics simulations and exchanging thoughts over the instant chat tools. This volume presents mathematics teaching and learning in a way that resonates with these new learners: as a contemporary subject that is engaging, exciting and enlightening. It offers educators insight into how they can make meaningful use of the dynamic, interactive, collaborative, and visual nature of new learning environments while having a deeper understanding of their potential advantages and limitations. This volume:- Bridges the gap between Net Generation learners and mathematics education- Presents conceptual frameworks for research in this area- Explores research data that shed a light on innovative theories and practices in the field of visual mathematics and cyberlearning.
    Description / Table of Contents: Visual Mathematics and Cyberlearning; Introduction; Mathematics Education in the Digital Era (MEDEra) Series; Visual Mathematics and Cyberlearning - The First Book in the MEDEra Series; Contents; Patterns of Collaboration: Towards Learning Mathematics in the Era of the Semantic Web; Introduction; Cyberlearning: From Web 1.0 to Web 2.0; Patterns of Collaboration: The Case of the MiGen and Metafora Projects; Collaboration in Exploratory Learning Environments; The MiGen System and the Metafora Platform; Collaboration Within the MiGen System and the Metafora Platform
    Description / Table of Contents: Student Collaboration and the TeacherCyberlearning: From Web 2.0 to Web 3.0; The Likely Impact of Web 3.0 on Systems Such as MiGen and Metafora; Conclusion; References; Collaborative Mathematics Learning in Online Environments; Introduction; Collaborative Online Learning of Research-Level Mathematics; Why Talk About the Research Level?; Overview of Online Collaboration at the Research Level; The Polymath Projects; The MathOverflow Website; Collaborative Online Learning: Undergraduate and School-Age Mathematics; Mathematics - Stack Exchange
    Description / Table of Contents: An Excerpt of an Exchange on Mathematics - Stack ExchangeA Global Learning Project; Virtual Math Teams; Analysis and Contextualization; Computer Supported Collaborative Learning; The Computer Moderated Communication Model; Networked Learning, and Collaboration Versus Cooperation; Self-Regulated Learning; Discussion; References; The Integration of Mathematics Discourse, Graphical Reasoning and Symbolic Expression by a Virtual Math Team; Mathematical Practices; Data Collection and Methodology; Setting Up the Mathematical Analysis; Excerpt 1: Constitution of a New Math Task
    Description / Table of Contents: Excerpt 2: Co-construction of a Method for Counting SticksExcerpt 3: Collective Noticing of a Pattern of Growth; Excerpt 4: Resolution of Referential Ambiguity via Visual Proof; Concluding the Mathematical Analysis; Excerpt 5: Re-initiating the Discussion of the Algebraic Formula; Excerpt 6: Co-reflection on What the Team has Achieved So Far; Excerpt 7: Overcoming the Problem of Overlapping Sticks; Excerpt 8: Derivation of the Formula for the Number of Sticks; Discussion; Visibility of the Production Process; Persistent Presence of Contributions
    Description / Table of Contents: Methods for Referencing Relevant Artifacts in the Shared Visual FieldCoordination of Whiteboard Visualizations and Chat Narratives; Past and Future Relevancies Implied by Shared Mathematical Artifacts; Conclusion; References; Investigating the Mathematical Discourse of Young Learners Involved in Multi-Modal Mathematical Investigations: The Case of Haptic Technologies; Background and Rationale; Dynamic Geometry; Haptic Technology; Merging Fields; Theoretical Perspectives; Multi-modal Environment Design; Technical Specifications; Design of Mathematical Activities; Classification of Solids
    Description / Table of Contents: Planar Intersections
    Description / Table of Contents: 1. Keith Jones, Eirini Geraniou, & Thanassis Tiropanis: Patterns of collaboration: Towards learning mathematics in the era of the semantic web -- 2. Gorjan Alagic & Mara Alagic: Collaborative mathematics learning in online environments -- 3. Murat Perit Cakir & Gerry Stahl: The integration of mathematics discourse, Graphical reasoning and symbolic expression by a Virtual Math Team -- 4. Beste Güçler, Stephen Hegedus, Ryan Robidoux, & Nicholas Jackiw: Investigating the Mathematical Discourse of Young Learners Involved in Multi-Modal Mathematical Investigations: The Case of Haptic Technologies -- 5. Dragan Trninic & Dor Abrahamson: Embodied interaction as designed mediations of conceptual performance -- 6. Luis Radford: Sensuous Cognition -- 7. George Gadanidis & Immaculate Namukasa: New media and online mathematics learning for teachers -- 8. Ann LeSage: Web-based video clips: A supplemental resource for supporting pre-service elementary mathematics teachers -- 9. Dragana Martinovic, Viktor Freiman, & Zekeriya Karadag: Visual mathematics and cyberlearning in view of Affordance and Activity Theories. .
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  • 66
    ISBN: 9789400750678 , 1299198147 , 9781299198142
    Language: English
    Pages: Online-Ressource (XV, 179 p. 4 illus, digital)
    Series Statement: Boston Studies in the Philosophy and History of Science 296
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. The structural links between ecology, evolution and ethics
    RVK:
    Keywords: Philosophy (General) ; Ethics ; Biology Philosophy ; Science Philosophy ; Philosophy ; Philosophy (General) ; Ethics ; Biology Philosophy ; Science Philosophy ; Evolution (Biology) ; History ; Congresses ; Ecology ; History ; Congresses ; Environmental ethics ; Congresses ; Konferenzschrift 2005 ; Ökologie ; Evolution ; Ethik ; Bioethik ; Ökologie ; Evolutionsbiologie
    Abstract: Evolutionary biology, ecology and ethics: at first glance, three different objects of research, three different worldviews and three different scientific communities. In reality, there are both structural and historical links between these disciplines. First, some topics are obviously common across the board. Second, the emerging need for environmental policy management has gradually but radically changed the relationship between these disciplines. Over the last decades in particular, there has emerged a need for an interconnecting meta-paradigm that integrates more strictly evolutionary studies, biodiversity studies and the ethical frameworks that are most appropriate for allowing a lasting co-evolution between natural and social systems. Today such a need is more than a mere luxury, it is an epistemological and practical necessity.In short, the authors of this volume address some of the foundational themes that interconnect evolutionary studies, ecology and ethics. Here they have chosen to analyze a topic using one of these specific disciplines as a kind of epistemological platform with specific links to topics from one or both of the remaining disciplines
    Description / Table of Contents: The Structural Linksbetween Ecology, Evolution and Ethics; Acknowledgements; Contents; Contributors; List of Figures; Chapter 1: Ecology, Evolution, Ethics: In Search of a Meta-paradigm - An Introduction; 1.1 Some Landmarks of an Interweaved History of Ecology, Evolution and Ethics; 1.2 Looking for an Epistemic and Practical Meta-paradigm: The Transactional Framework; 1.3 Evolution between Ethics and Creationism; 1.4 Chance and Time between Evolution and Ecology; 1.5 Ethics between Ecology and Evolution; Notes; References; Chapter 2: Evolution Versus Creation: A Sibling Rivalry?
    Description / Table of Contents: 2.1 Before The Origin2.2 Charles Darwin; 2.3 The Darwinian Evangelist; 2.4 The Twenty-first Century; References; Chapter 3: Evolution and Chance; 3.1 Three Meanings of the Concept of Chance; 3.1.1 Luck; 3.1.2 Random Events; 3.1.3 Contingency with Respect to a Theoretical System; 3.2 Modalities of Chance in the Biology of Evolution; 3.2.1 Mutation; 3.2.2 Random Genetic Drift; 3.2.3 Genetic Revolution; 3.2.4 The Ecosystem Level; 3.2.5 The Macroevolutionary Level (Paleobiology); 3.2.6 Other Cases; 3.3 Conclusion; Notes; References; Chapter 4: Some Conceptions of Time in Ecology
    Description / Table of Contents: 4.1 Scales of Time4.2 The Chronological Issue; 4.3 Crop Rotation; 4.4 Succession and Equilibrium; 4.5 Irreversibility and Unpredictability; 4.6 Persistence and Anticipation; Notes; References; Chapter 5: Facts, Values, and Analogies: A Darwinian Approach to Environmental Choice; 5.1 Introduction; 5.2 Naturalism: The Method of Experience; 5.3 An Empirical Hypothesis; 5.4 Scaling and Environmental Problem Formulation; 5.5 Darwin and Environmental Ethics; Note; References; Chapter 6: Towards EcoEvoEthics; 6.1 An Equilibrium World and the Ecosystem Paradigm
    Description / Table of Contents: 6.2 Protection of Nature: The Path to Ecology6.3 Ecocentrism, the Ethical Counterpart of the Ecosystem Paradigm; 6.4 Ecology Meets Evolution: The Co-change Paradigm; 6.5 An Eco-evolutionary Ethics Is Needed; 6.6 Uniqueness, Diversity, and Evolutionary Values; 6.7 Conclusion; Notes; References; Chapter 7: Ecology and Moral Ontology; 7.1 The Superorganism Paradigm in Ecology; 7.2 The Ecosystem Paradigm in Ecology; 7.3 The Rise and Fall of Ecosystems as Superorganisms; 7.4 Organisms as Superecosystems; 7.5 Classical and Recent Expressions of the Organism as Superecosystem Concept
    Description / Table of Contents: 7.6 From a Modern to a Post-modern Moral Ontology7.7 Post-modern Ecological Moral Ontology: Toward an Erotic Ethic; References; Chapter 8: Animal Rights and Environmental Ethics; 8.1 Defining Characteristics of Moral Rights; 8.1.1 ``No Trespassing´´; 8.1.2 Equality; 8.1.3 Trump; 8.1.4 Respect; 8.2 Who Has Moral Rights?; 8.2.1 Subjects-of-a-Life; 8.2.2 Animal Rights; 8.3 A Number of Environmentally-based Objections Have Been Raised Against the Rights View2; 8.3.1 The Rights View and Predator-Prey Relations; 8.3.2 The Rights View and Endangered Species; Notes; References
    Description / Table of Contents: Chapter 9: Reconciling Individualist and Deeper Environmentalist Theories? An Exploration
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  • 67
    ISBN: 9789400777538
    Language: English
    Pages: Online-Ressource (VIII, 295 p. 18 illus., 12 illus. in color, online resource)
    Series Statement: Multilingual Education 7
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Druckausg.
    DDC: 407.1
    RVK:
    Keywords: Sociolinguistics ; Language and languages ; Education ; Familie ; Mehrsprachigkeit
    Abstract: This book presents the forefront of research in the emerging field of family language policy. This is the first volume to explore the link between family language policy, practice and management in the light of state and community language policy in more than 20 ethno-linguistic communities worldwide. Contributions by leading scholars from eight countries and three continents offer insights in how family language policy might be interpreted from various theoretical perspectives, using innovative methodologies. In particular, the authors present novel data on successful family language practices such as faith-related literacy activities and homework sessions, as well as management, including prayer, choice of bilingual education, and links with mainstream and complementary learning, which permit the realization of language ideology within three contexts: immigrant families, inter-marriage families, and minority and majority families in conflict-ridden societies
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  • 68
    ISBN: 9789400754348 , 1283910152 , 9781283910156
    Language: English
    Pages: Online-Ressource (XVI, 267 p. 14 illus, digital)
    Series Statement: The Changing Academy – The Changing Academic Profession in International Comparative Perspective 7
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. Job satisfaction around the academic world
    RVK:
    Keywords: Education, Higher ; Education ; Education ; Education, Higher ; College teachers ; Job satisfaction ; Hochschullehrer ; Arbeitszufriedenheit ; Hochschullehrer ; Arbeitszufriedenheit
    Abstract: Higher education systems have changed all over the world, but not all have changed in the same ways. Although system growth and so-called massification have been worldwide themes, there have been system-specific changes as well. It is these changes that have an important impact on academic work and on the opinions of the staff that work in higher education. The academic profession has a key role to play in producing the next generations of knowledge workers, and this task will be more readily achieved by a contented academic workforce working within well-resourced teaching and research institutions. This volume tells the story of academics’ opinions about the changes in their own countries. The Changing Academic Profession (CAP) survey has provided researchers and policy makers with the capacity to compare the academic profession around the world. Built around national analyses of the survey this book examines academics’ opinions on a range of issues to do with their job satisfaction. Following an introduction that considers the job satisfaction literature as it relates to higher education, country-based chapters examine aspects of job satisfaction within each country.
    Description / Table of Contents: Job Satisfaction around the Academic World; Contents; About the Authors; About the Editors; Chapter 1: Introduction: Satisfaction Around the World?; References; Chapter 2: Academic Work at the Periphery: Why Argentine Scholars Are Satis fi ed, Despite All; 2.1 Introduction; 2.2 Theoretical Framework; 2.3 The Academic Profession in Argentina; 2.4 About the Sample and How Satisfaction Was Measured; 2.5 Argentina's Academic Job Satisfaction at a Glance; 2.6 Going Deeper: Differences Between Academics; 2.7 So, Are They Satisfied?; 2.8 Concluding Remarks; References
    Description / Table of Contents: Chapter 3: Factors Associated with Job Satisfaction Amongst Australian University Academics and Future Workforce Implications3.1 Introduction; 3.2 Theoretical Framework; 3.3 Data; 3.4 Methodology; 3.4.1 Dependent Variable; 3.4.2 Independent Variables; 3.5 Results; 3.5.1 Mean Satisfaction; 3.5.2 Results for Environmental Conditions; 3.5.3 Results for Motivators and Hygienes; 3.5.4 Results for Demographics; 3.5.5 Results for Triggers; 3.6 Discussion; References; Chapter 4: Job Satisfaction in a Diverse Institutional Environment: The Brazilian Experience; 4.1 Introduction
    Description / Table of Contents: 4.2 Brazilian Higher Education: Sources of Institutional Diversity4.3 Differences in Conditions of Work, Commitments and Internal Governance; 4.4 Job Satisfaction in Diverse Institutional Environments; 4.5 Different Institutions, Different Sources of Satisfaction; 4.5.1 Sources of Contentment for Academics from the Public Research Universities; 4.5.2 Sources of Contentment Among Academics from Public Regional Universities; 4.5.3 Job Satisfaction Among Academics from Private Elite Institutions; 4.5.4 Job Satisfaction Inside the Private Mass-Oriented Institutions; 4.6 Conclusions; References
    Description / Table of Contents: Chapter 5: Canadian University Academics' Perceptions of Job Satisfaction: "…The Future Is Not What It Used to Be"5.1 Canadian Universities and the Context of Academic Work; 5.2 The Canadian CAP Survey; 5.3 Findings; 5.3.1 Overall Satisfaction with the Academic Profession; 5.3.2 Satisfaction with Institutional Infrastructure and Support; 5.3.3 Management, Leadership, and Institutional Culture; 5.4 Analysis of Demographic Variables; 5.4.1 Gender; 5.4.2 Remuneration; 5.4.3 Research Funding; 5.4.4 Rank; 5.4.5 Discipline; 5.4.6 Institutional Type; 5.5 Discussion; 5.6 Conclusions; References
    Description / Table of Contents: Chapter 6: Finland: Satisfaction Guaranteed! A Tale of Two Systems6.1 Background: Satisfaction? For a Good Time Call…; 6.2 History Ancient and Modern: The Old and the Not So Old; 6.3 The Changing Academic Profession: Some Demographic Considerations; 6.3.1 The CAP Survey and the Structure of Finnish Higher Education; 6.3.2 A Brief Demographic Analysis; 6.3.3 Teaching and Research: Preference and Time; 6.4 Job Satisfaction: The Physical Environment; 6.5 Job Satisfaction: Governance-Related Factors; 6.6 Job Satisfaction: Overall: I CAN Get Satisfaction!
    Description / Table of Contents: 6.7 I'm Satis fi ed! Some Discussion and Conclusions About Finnish University and Polytechnic Academics
    Description / Table of Contents: 1. Introduction: Satisfaction Around the World?; Peter James Bentley, Hamish Coates, Ian R Dobson, Leo Goedegebuure and V. Lynn Meek -- 2. Argentina: Academic Work at the Periphery - Why Argentine Scholars Are Satisfied, Despite All; Mónica Marquina and Gabriel Rebello -- 3. Australia: Factors Associated with Job Satisfaction Amongst Australian University Academics and Future Workforce Implications; Peter James Bentley, Hamish Coates, Ian R. Dobson, Leo Goedegebuure and V. Lynn Meek -- 4. Brazil: Job Satisfaction in a Diverse Institutional Environment; Elizabeth Balbachevsky and Simon Schwartzman -- 5. Canada: Canadian University Academics’ Perceptions of Job Satisfaction - “the future is not what is used to be”; Julian Weinrib, Glen A. Jones, Amy Scott Metcalfe, Donald Fisher, Yves Gingras, Kjell Rubenson and Iain Snee -- 6. Finland: Satisfaction Guaranteed! A Tale of Two Systems; Timo Aarrevaara and Ian R. Dobson -- 7. Germany: Determinants of Academic Job Satisfaction; Ester Ava Höhle and Ulrich Teichler -- 8. Japan: Factors Determining Academics’ Job Satisfaction From the Perspective of Role Diversification; Akira Arimoto and Tukasa Daizen -- 9. Malaysia: An Academic Career in Malaysia - A Wonderful Life, or Satisfaction Not Guaranteed?; Norzaini Azman, Morshidi Sirat and Mohd Ali Samsudin -- 10. Portugal: Dimensions of Academic Job Satisfaction; Diana Dias, Maria de Lourdes Machado-Taylor, Rui Santiago, Teresa Carvalho and Sofia Sousa -- 11. South Africa: Job Satisfaction for a Besieged Profession; Charl Wolhuter -- 12. United Kingdom: Satisfaction in Stages - the Academic Profession in the United Kingdom and British Commonwealth; William Locke and Alice Bennion -- 13. Conclusion: Academic Job Satisfaction from an International Comparative Perspective: Factors Associated with Satisfaction across 12 Countries; Peter James Bentley, Hamish Coates, Ian R. Dobson, Leo Goedegebuure and V. Lynn Meek -- Index. .
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  • 69
    Online Resource
    Online Resource
    Dordrecht : Springer
    ISBN: 9789400745995 , 128363385X , 9781283633857
    Language: English
    Pages: Online-Ressource (X, 255 p. 102 illus., 12 illus. in color, digital)
    Series Statement: Synthese Library, Studies in Epistemology, Logic, Methodology, and Philosophy of Science 357
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. Betz, Gregor Debate dynamics: how controversy improves our beliefs
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    Keywords: Philosophy (General) ; Genetic epistemology ; Logic ; Science Philosophy ; Artificial intelligence ; Philosophy ; Philosophy (General) ; Genetic epistemology ; Logic ; Science Philosophy ; Artificial intelligence ; Argumentationstheorie ; Debatte
    Abstract: Is critical argumentation an effective way to overcome disagreement? And does the exchange of arguments bring opponents in a controversy closer to the truth? This study provides a new perspective on these pivotal questions. By means of multi-agent simulations, it investigates the truth and consensus-conduciveness of controversial debates. The book brings together research in formal epistemology and argumentation theory. Aside from its consequences for discursive practice, the work may have important implications for philosophy of science and the way we construe scientific rationality as well.
    Description / Table of Contents: Debate Dynamics: How Controversy Improves Our Beliefs; Acknowledgements; Contents; Chapter 1: General Introduction; 1.1 The Aims of Argumentation; 1.2 An Example of a Controversial Argumentation; 1.3 Modeling Controversial Debate; 1.4 Results Pertaining to Consensus-Conduciveness; 1.5 Results Pertaining to Truth-Conduciveness; 1.6 Objections and Caveats; 1.7 Putting the Approach in Perspective; Chapter 2: An Introduction to the Theory of Dialectical Structures; 2.1 Fundamental Concepts; 2.2 Degrees of Justification; 2.3 The Space of Coherent Positions; 2.4 Normalized Closeness Centrality
    Description / Table of Contents: 2.5 Inferential Density2.6 The General Design of the Simulations; Part I: Why Do We Agree? On the Consensus-Conduciveness of Controversial Argumentation; Chapter 3: Introduction to Part I; 3.1 Outline of Part I; 3.2 Main Results and Their Justification; Chapter 4: The Consensual Dynamics of Simple Random Debates; 4.1 Setup; 4.2 Results; 4.3 Discussion; 4.4 Results, Continued; 4.5 Discussion, Continued; Chapter 5: The Consensual Dynamics of Random Debates with Explicit Background Knowledge; 5.1 Setup; 5.2 Results; 5.3 Discussion
    Description / Table of Contents: Chapter 6: Comparing the Consensual Dynamics of Four Proponent-Specific Argumentation Strategies in Dualistic Debates6.1 Setup; 6.2 Results; 6.3 Discussion; Chapter 7: The Consensual Dynamics of Argumentation Strategies in Many-Proponent Debates; 7.1 Setup; 7.2 Results; 7.3 Discussion; Chapter 8: The Consensual Dynamics of Debates with Core Updating; 8.1 Setup; 8.2 Results; 8.3 Discussion; Chapter 9: The Consensual Dynamics of Debates with Core Argumentation; 9.1 Setup; 9.2 Results; 9.3 Discussion; Part II: How Do We Know? On the Truth-Conduciveness of Controversial Argumentation
    Description / Table of Contents: Chapter 10: Introduction to Part II10.1 Outline of Part II; 10.2 Main Results and Their Justification; Chapter 11: The Veritistic Dynamics of Simple Random Debates; 11.1 Setup; 11.2 Results; 11.2.1 Truth's Attraction: How Rapidly Does the Proponents' Verisimilitude Increase?; 11.2.2 The Verisimilitude of Consensus Positions: Is Mutual Agreement a Good Indicator of Having Reached the Truth?; 11.2.3 The Verisimilitude of Stable Positions: Are Proponent Positions Which Remain Relatively Stable Closer to the Truth?; 11.3 Discussion
    Description / Table of Contents: Chapter 12: The Veritistic Dynamics of Random Debates with Explicit Background Knowledge12.1 Setup; 12.2 Results; 12.3 Discussion; Chapter 13: Comparing the Veritistic Dynamics of Four Proponent-Specific Argumentation Strategies in Dualistic Debates; 13.1 Setup; 13.2 Results; 13.3 Discussion; Chapter 14: The Veritistic Dynamics of Argumentation Strategies in Many-Proponent Debates; 14.1 Setup; 14.2 Results; 14.2.1 Truth's Attraction: How Rapidly Does the Proponents' Verisimilitude Increase?
    Description / Table of Contents: 14.2.2 The Verisimilitude of Consensus Positions: Is Mutual Agreement a Good Indicator of Having Reached the Truth?
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  • 70
    Online Resource
    Online Resource
    Dordrecht : Springer
    ISBN: 9789400714946
    Language: English
    Pages: Online-Ressource (XXVI, 1582 p. eReference, digital)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. Lütge, Christoph, 1969 - Handbook of the Philosophical Foundations of Business Ethics
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    Keywords: Economics ; Philosophy (General) ; Law—Philosophy. ; Law—History. ; Philosophy (General) ; Economics ; Ethics ; Ethics ; Philosophy ; Business ; Management science. ; Law ; Law ; Wirtschaftsethik ; Unternehmensethik ; Geschichte
    Abstract: Aristotelian Foundations of Business Ethics -- Scholastic Thought and Business Ethics -- Morality and Self-Interest I: Hume, Smith and the Scottish Enlightenment -- Morality and Self-Interest II: Contemporary Perspectives -- Kantian and Hegelian Thoughts on Business Ethics -- Marxist Thoughts on Business Ethics -- Contemporary Continental Philosophy and Business Ethics -- Christian Foundations of Business Ethics -- Jewish Foundations of Business Ethics -- Islamic Foundations of Business Ethics -- Eastern Cultural, Philosophical and Religious Foundations of Business Ethics -- Discourse Ethics and Business -- Contractarianism -- Sen’s “Capabilities”, Poverty and Economic Welfare -- Human Rights, Globalization and Business Ethics -- Gender Issues and Business Ethics -- Justice and Business Ethics -- Philosophical Issues of Sustainability and the Environment -- Free Markets, Morality and Business Ethics -- Property Rights: Material and Intellectual -- Philosophical Issues of Management and Corporations -- Methodology and Business Ethics
    Abstract: The Handbook of Business Ethics: Philosophical Foundations is a standard interdisciplinary reference handbook in the field of business ethics. Articles by notable philosophers and economists examine fundamental concepts, theories and questions of business ethics: Are morality and self-interest compatible? What is meant by a just price? What did the Scholastic philosophers think about business? The handbook will cover the entire philosophical basis of business ethics. Articles range from historical positions such as Aristotelianism, Kantianism and Marxism to systematic issues like justice, religious issues, rights and globalisation or gender. The book is intended as a reference work for academics, students (esp. graduate), and professionals
    Note: Includes bibliographical references and index
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  • 71
    ISBN: 9789400748019
    Language: English
    Pages: Online-Ressource (IX, 358 p. 15 illus, digital)
    Series Statement: Analecta Husserliana, The Yearbook of Phenomenological Research
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. Phenomenology and the human positioning in the cosmos
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    Keywords: Philosophy (General) ; Metaphysics ; Phenomenology ; Philosophy ; Philosophy (General) ; Metaphysics ; Phenomenology ; Philosophy ; Konferenzschrift 2011 ; Phänomenologie ; Weltall ; Natur
    Abstract: The classic conception of human transcendental consciousness assumes its self-supporting existential status within the horizon of life-world, nature and earth. Yet this assumed absoluteness does not entail the nature of its powers, neither their constitutive force. This latter call for an existential source reaching beyond the generative life-world network. Transcendental consciousness, having lost its absolute status (its point of reference) it is the role of the logos to lay down the harmonious positioning in the cosmic sphere of the all, establishing an original foundation of phenomenology in the primogenital ontopoiesis of life
    Description / Table of Contents: PHENOMENOLOGY AND THE HUMAN POSITIONING IN THE COSMOS; Acknowledgements; Contents; Cosmo-Transcendental Positioning of the Living Being in the Universe in Anna-Teresa Tymieniecka's New Enlightenment; Part I; Cosmos, the Meaningful Construct; Cosmos, a Design with Meaning: Plato; Will, a Natural Power: Epicurus; Meaning and Value in Modern Science; Competing Concepts of the Cosmos in the Sixteenth and Seventeenth Centuries; Humanists, Classical Revival and the Hermetic Tradition; Bacon, the Paracelsans and the Organic Tradition; Descartes and the Mechanical Tradition
    Description / Table of Contents: Henry More, Anne Conway and KabbalahCosmos and Scientific Practices in Ancient Greek and Ancient Chinese Thought: A Comparative Interpretation; Ch'i and Li Versus Conflicting Forces and Laws; Ch'i and Li; A Comparative Interpretation; Part II; Apel's Project of Cognitive Anthropology for Non-Western World and a Supplement of Muslim Proposal; Apel's Cognitive Anthropology; Ahistoricality of Meanings and the Islamic-Hermeneutic Reflexivity; Conclusion; El Horizonte Rítmico Del Lenguaje (Trasfondo Fenomenológico En Las Coplas De Jorge Manrique); Kinds of Guise Bundles
    Description / Table of Contents: Towards a Rough Doctrine of Guise-Bundle CategoriesBibliography; Enmeshed Experience in Architecture: Understanding the Affordances of the Old Galata Bridge in Istanbul; Introduction; Interpretive Framework for Enmeshed Experience; Understanding the Affordances of Istanbul and the Old Galata Bridge; Concluding Remarks; References; Part III; Plato on Return to the Nature; Bibliography; Nature's Value and Nature's Future; Towards the Wholes (Holism); Nature's Future; Anna-Teresa Tymieniecka's Views and Environmental Ethics; References
    Description / Table of Contents: (Mis)Triangulated Human Positioning in the Cosmos: (Un)Covering the (Meta) Physical Identity of Agents of Good and Evil in Head and SilkoReferences; Beyond the Human-Nature Dualism: Towards a Concept of Nature as Part of the Life-World; Introduction; Settling the Dualism: Descartes' Dream; Husserl's Criticism: How a Dream Became a Crisis; Beyond the Divide; Conclusion; References; Metaphysics and the Concept of World in Rudolph Carnap and Moritz Schlick; Construction Theory and the Elementarerlebnisse; The Physical Account Provided in Weltbegriff and the Psychical Dimension
    Description / Table of Contents: About the Experience and Objectivity of Factual "States of Affairs"Part IV; Nature: Sealing the Humanness. Applying Phenomenology of Life to a Romanian Artistic Work; References; The Path of Truth: From Absolute to Reality, from Point to Circle; Introduction; The Point According to Medieval Eastern and Western Thinkers; The Creation Process from the Absolute to the Relative; The Process of Cognition - From the Point to the Circle; Conclusion; References; Newton's Phenomena and Malay Cosmology: A Comparative Perspective; Introduction; Newton's Cosmology; Malay Cosmology; Conclusion; References
    Description / Table of Contents: Peering Through the Keyhole (The Phenomenology and Ontology of Cyberspace in Contemporary Societies)
    Description / Table of Contents: INTRODUCTION -- Cosmo-Transcendental Positioning of the Living Being in the Universe in Anna-Teresa Tymieniecka’s New Enlightenment; Jadwiga S. Smith -- SECTION I -- Cosmos, the Meaningful Construct; Halil Turan -- Competing Conceptions of the Cosmos in the Sixteenth and Seventeenth Centuries; Oliver W. Holmes -- Call of Philosophising as “Dichten”: Writing-Voicing-Listening-Reciting in Pace with the Rhyming Pulse of Cosmos as Tota Simulteitas; Erkut Sezgin -- "Cosmos" and Scientific Practices in Ancient Greek and Ancient Chinese Thought: A Comparative Interpretation; Sinan Kadir Celik -- SECTION 2 -- Apel's Project of Cognitive Anthropology for Non-Western World and a Supplement of Muslim Proposal; Abdul Rahim Afaki -- The Rhythmic Horizon of Language (Phenomenological Foundations of Jorge Manrique’s Coplas); Antonio Dominguez Rey -- A Subjectivist Inquiry Concerning Intrinsic Value in Environmental Ethics; Ayhan Sol and Selma Aydin Bayram -- Kinds of Guise Bundles; Semiha Akinci -- Enmeshed Experience in Architecture: Understanding the Affordances of the Old Galata Bridge in Istanbul; Semra Aydinly -- SECTION III -- Plato on Return to the Nature; Olena Shkubulyani -- Nature’s Value and Nature’s Future; Leszek Pyra -- (Mis)Triangulated Human Positioning in the Cosmos: (Un)Covering the (Meta)Physical Identity of Agents of Good and Evil in Head and Silko; Imafedia Okhamafe -- Beyond the Human-Nature Dualism.  Towards a Concept of Nature as Part of the Life-World; Karen Francois -- Metaphysics and the Concept of World in Rudolph Carnap and Moritz Schlick; Giuseppina Sgueglia -- SECTION IV -- Nature, Sealing the Humanness.  Applying Phenomenology of Life to a Romanian Artistic Work Carmen Cozma -- The Path of Truth: from Absolute to Reality, from Point to Circle; Konul Bunyadzade -- Newton's Phenomena and Malay Cosmology: A Comparative Perspective; A.L. Samian -- Peering Through the Keyhole (The Phenomenology and Ontology of Cyberspace in Contemporary Societies); J.C. Couceiro-Bueno -- SECTION V -- Reason and as the Frames and Partitions of the Temple of Life; Salahaddin Khalilov -- Direct Intuition: Strategies of Knowledge in the Phenomenology of Life, with Reference to the Philosophy of Illumination; Olga Louchakova-Schwartz -- What the Lake Said.  Amiel's New Phenomenology and Nature; Daria Gosek -- How Can Sisyphus be Happy with His Fate?; Sibel Oktar -- ADMINISTRATIVE APPENDIX -- Introducing Letter from Daniela Verducci Upon Her Inauguration as Vice-President of the World Phenomenology Institute (June 28, 2011); Daniela Verducci.
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  • 72
    Online Resource
    Online Resource
    Dordrecht : Springer
    ISBN: 9789400751378
    Language: English
    Pages: Online-Ressource (XVII, 161 p, digital)
    Series Statement: Logic, Epistemology, and the Unity of Science 31
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T.
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    Keywords: Philosophy (General) ; Chemistry ; Genetic epistemology ; Logic ; Philosophy ; Philosophy (General) ; Chemistry ; Genetic epistemology ; Logic
    Abstract: This compelling reevaluation of the relationship between logic and knowledge affirms the key role that the notion of judgement must play in such a review. The commentary repatriates the concept of judgement in the discussion, banished in recent times by the logical positivism of Wittgenstein, Hilbert and Schlick, and the Platonism of Bolzano. The volume commences with the insights of Swedish philosopher Per Martin-Löf, the father of constructive type theory, for whom logic is a demonstrative science in which judgement is a settled feature of the landscape. His paper opens the first of four sections that examine, in turn, historical philosophical assessments of judgement and reason; their place in early modern philosophy; the notion of judgement and logical theory in Wolff, Kant and Neo-Kantians like Windelband; their development in the Husserlian phenomenological paradigm; and the work of Bolzano, Russell and Frege. The papers, whose authors include Per Martin-Löf, Göran Sundholm, Michael Della Rocca and Robin Rollinger, represent a finely judged editorial selection highlighting work on philosophers exercised by the question of whether or not an epistemic notion of judgement has a role to play in logic. The volume will be of profound interest to students and academicians for its application of historical developments in philosophy to the solution of vexatious contemporary issues in the foundation of logic. ​
    Description / Table of Contents: Judgement and the Epistemic Foundation of Logic; Preface; Contents; Introduction; Bibliography; Part I: Constructivism, Judgement and Reason; Chapter 1: Verificationism Then and Now; Chapter 2: Demonstrations Versus Proofs, Being an Afterword to Constructions, Proofs, and the Meaning of the Logical Constants; Bibliography; Chapter 3: Containment and Variation; Two Strands in the Development of Analyticity from Aristotle to Martin-Löf; Bibliography; Part II: Judgement and Reason in the Seventeenth Century; Chapter 4: Descartes' Theory of Judgement: Warranted Assertions, the Key to Science*
    Description / Table of Contents: 1 Descartes' Debate with Scholastic Logic over the Foundations of Science2 The Rules for the Forming of True Judgements; 3 The Many Uses of the Concept of Judgement in Descartes' Mathesis; Bibliography; Chapter 5: Striving, Oomph, and Intelligibility in Spinoza; 1 Descartes and the Great Intelligibility Trade-Off; 2 Strengthening Intelligibility; 3 Weakening Intelligibility; Bibliography; I. Works by Descartes; II. Works by Spinoza; III. Works by Leibniz; IV. Works by Hume; V. Other Works; Part III: Kant, Neo-Kantianism, and Bolzano
    Description / Table of Contents: Chapter 6: The Role of Wolff's Analysis of Judgements in Kant's Inaugural Dissertation1 Wolff's Analysis of Judgements; 2 Meier's Notion of Condition; 3 The Strategy of Kant's Dissertation; 4 Three Classes of Subreption; Bibliography; Chapter 7: Windelband on Beurteilung; 1 Windelband's Definition of Judgement; 2 Windelband's Three-Step Argument; 3 Judgeable Content; 4 Assessing Under Assumption of Epistemic Values; 5 The Nature of Epistemic Assessment; Bibliography; I. Primary; II. Secondary; Chapter 8: A Priori Knowledge in Bolzano, Conceptual Truths, and Judgements
    Description / Table of Contents: 1 The Apriori in Bolzano1.1 Concepts and Conceptual Truths; 1.2 Conceptual Truths and Judgements A Priori; 1.2.1 Conceptual Truths and Analytic Truths; 1.2.2 Empirical Analytic Truths; 1.2.3 Synthetic Conceptual Truths; 1.3 How Are Synthetic Judgements A Priori Possible?; 2 Understanding (C1): Bolzano's Epistemology; 2.1 Judgements and Subjective Representations; 2.2 Bolzano's Analysis of the Concept of Knowledge; 2.2.1 Confidence; 2.2.2 How Much Confidence?; 3 Understanding (C2): Knowing a Concept; 3.1 The Correspondence Assumption; 3.2 Having a Representation, Clarity, and Distinctness
    Description / Table of Contents: 4 Definitions, Proofs, and Synthetic Truths4.1 Knowledge and Proof; 4.2 Two Remaining Problems; 4.3 The Case of Fundamental Truths; 5 Conclusion; Bibliography; Part IV: Husserl, Frege and Russell; Chapter 9: Immanent and Real States of Affairs in Husserl's Early Theory of Judgement: Reflections on Manuscripts from 1893/1894 and Their Background in the Logic of Brentano and Stumpf; 1 Introduction; 2 Brentano and Stumpf on Contents of Judgement; 2.1 Brentano; 2.2 Stumpf; 2.3 Excursus: Other Students of Brentano; 3 Husserl's Theory of Judgement (1893/1894)
    Description / Table of Contents: 3.1 Psychological Studies in Elementary Logic
    Description / Table of Contents: Preface -- Part 1. Constructivism, Judgement, and Reason -- Chapter 1. Verificationism then and now: Per Martin-Löf -- Chapter 2. Demonstrations versus Proofs, being an afterword to 'Constructions, Proofs and the meaning of Logical Constants': Göran Sundholm -- Chapter 3. Containment and Variation: Two Strands in the Development of Analyticity from Aristotle to Martin-Löf: Göran Sundholm -- Part 2. Judgement and Reason in the Seventeenth Century -- Chapter 4. Decartes' Theory of Judgement: Warranted Assertions, the Key to Science: Elodie Cassan -- Chapter 5. Striving, Oomph, and Intelligibility in Spinoza: Michael Della Rocca -- Part 3. Kant, Neo-Kantianism, and Bolzano -- Chapter 6. The Role of Wolff's Analysis of Judgments in Kant's Inaugural Dissertation: Johan Blok -- Chapter 7. Windelband on 'Beurteilung’: Arnaud Dewalque -- Chapter 8. A Priori Knowledge in Bolzano; Conceptual Truths and Judgements: Stefan Roski -- Part 4. Husserl, Frege and Russell -- Chapter 9. Immanent and Real States of Affairs in Husserl's Early Theory of Judgement: Robin Rollinger -- Chapter 10. Frege and Russell on Assertion: Jeremy Kelly.​.
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  • 73
    Online Resource
    Online Resource
    Dordrecht : Springer
    ISBN: 9789400753518 , 1283936070 , 9781283936071
    Language: English
    Pages: Online-Ressource (XVII, 315 p, digital)
    Series Statement: Boston Studies in the Philosophy and History of Science 298
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. Agassi, Joseph, 1927 - 2023 The very idea of modern science
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    Keywords: Philosophy (General) ; Science Philosophy ; Philosophy ; Philosophy (General) ; Science Philosophy ; Science ; Europe ; History ; 16th century ; Science ; Europe ; History ; 17th century ; Wissenschaftsphilosophie ; Citizen Science ; Wissenschaftsphilosophie ; Citizen Science
    Abstract: This book is a study of the scientific revolution as a movement of amateur science. It describes the ideology of the amateur scientific societies as the philosophy of the Enlightenment Movement and their social structure and the way they made modern science such a magnificent institution. It also shows what was missing in the scientific organization of science and why it gave way to professional science in stages. In particular the book studies the contributions of Sir Francis Bacon and of the Hon. Robert Boyle to the rise of modern science. The philosophy of induction is notoriously problematic, yet its great asset is that it expressed the view of the Enlightenment Movement about science. This explains the ambivalence that we still exhibit towards Sir Francis Bacon whose radicalism and vision of pure and applied science still a major aspect of the fabric of society. Finally, the book discusses Boyle’s philosophy, his agreement with and dissent from Bacon and the way he single-handedly trained a crowd of poorly educated English aristocrats and rendered them into an army of able amateur researchers.​
    Description / Table of Contents: The Very Idea of ModernScience; Abstract; Preface; Acknowledgement; Contents; Part I: Bacons Doctrine of Prejudice (A Study in a Renaissance Religion); Introductory Note; Chapter 1: The Riddle of Bacon; 1.1 The Problem of Methodology; 1.2 The Criticism of Bacon's Writings; 1.3 The Past Suggested Solutions; Chapter 2: Bacon's Philosophy of Discovery; 2.1 Bacon's Utopianism; 2.2 Bacon's Metaphysics; 2.3 Bacon's Induction; 2.4 Bacon's Inductive Machine; Chapter 3: Ellis' Major Difficulty; Chapter 4: The Function of the Doctrine of Prejudice; 4.1 Radicalism; 4.2 Radicalism Invented
    Description / Table of Contents: 4.3 Radical MethodologyChapter 5: Bacon on the Origin of Error and Prejudice; Chapter 6: Prejudices of the Senses; 6.1 The Problem of Observation; 6.2 Prejudices of the Senses; 6.3 Bacon's Theory of Discovery; 6.4 Whewell's Theory of Discovery; 6.5 Popper's Theory of Discovery; 6.6 Bacon's "Mark" of Science; Chapter 7: Prejudices of Opinions; 7.1 Suspension of Judgment; 7.2 What Is a Prejudice?; 7.3 Bacon and the Logical Empiricists; 7.4 Bacon's Double Game; 7.5 The Origin of Scientific Theories; 7.6 Science and Imagination; Chapter 8: Bacon's Influence; 8.1 Influence on Immediate Posterity
    Description / Table of Contents: 8.2 Permission to Propose a Hypothesis and to Assert Metaphysics8.3 Permission De Jure and de Facto; 8.4 Legitimation Versus Criticism; 8.5 Bacon's Influence; Chapter 9: Conclusion : The Rise of the Riddle of Bacon; Part II: The Religion of Inductivism as a Living Force; Quasi-Terminological Notes; "The Inductive Style"; "Speculation" and "Hypothesis"; "Hypothesis" and "Fact"; On the Recent Literature; Homage to Robert Boyle; Chapter 10: Philosophical Background; 10.1 Inductivism Classical and Modern; 10.2 Metaphysical Views, Classical and Modern; 10.3 The Doctrine of Prejudice
    Description / Table of Contents: 10.4 The Moral Code of the Fraternity10.5 Conclusion; Chapter 11: The Social Background of Classical Science; 11.1 Researchers as Amateurs; 11.2 Researchers as Experts; 11.3 Researchers as Inventors; 11.4 Researchers as Dilettantes; Chapter 12: The Missing Link Between Bacon and the Royal Society; 12.1 The Rise of the Royal Society; 12.2 Boyle's Spirit; 12.3 Boyle's Views on the Spread of Science; Chapter 13: Boyle in the Eyes of Posterity; 13.1 The Eighteenth Century; 13.2 Herschel's Unfair Comment; 13.3 Who Discovered Boyle's Law?; 13.4 Modern Views on Boyle; 13.5 Conclusion
    Description / Table of Contents: Chapter 14: The Inductive Style14.1 The Discussion of Style; 14.2 The Inductive Style Versus the Argumentative Style; 14.3 Reporting on Experiments and Writing Systems; 14.4 Boyle on some Systems; 14.5 Thinking and Experimenting; 14.6 The Inductive Style; 14.7 Encyclopedia of Facts or a Just History of Nature; 14.8 Boyle's Promiscuous Experiments; 14.9 Boyle on Attempts to Create some Theories; 14.10 Methodological Tolerance; 14.11 The Usefulness of Hypotheses; 14.12 Civilized Argument; 14.13 Boyle on the Method of Quoting; 14.14 Circumstantial Descriptions A: The Problem
    Description / Table of Contents: 14.15 Circumstantial Descriptions B: Recent Solutions
    Description / Table of Contents: Preface -- Acknowledgement -- PART I: BACONS DOCTRINE OF PREJUDICE -- (A study in a Renaissance Religion) Introductory Note -- I The Riddle of Bacon -- (1)  The Problem of Methodology -- (2)    II Bacon’s Philosophy of Discovery -- III Ellis’ Major Difficulty -- IV The Function of the Doctrine of Prejudice -- V Bacon on the origin of error and prejudice -- VI Prejudices of the Senses -- VII Prejudices of Opinions -- VIII Bacon’s Influence -- IX Conclusion: The rise of the commonwealth of learning -- PART II: A RELIGION OF INDUCTIVISM AS A LIVING FORCE -- A Quasi-Terminological Note -- On the recent literature -- Homage to Robert Boyle -- I Background Material -- II The social background of classical science -- III The Missing Link between Bacon and the Royal Society of London -- IV Boyle in the Eyes of Posterity -- V The Inductive Style -- VI Mechanism -- VII The new doctrine of prejudice -- Appendices. ​.
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  • 74
    Online Resource
    Online Resource
    Dordrecht : Springer
    ISBN: 9789400754010
    Language: French
    Pages: Online-Ressource (XVII, 382 p, digital)
    Series Statement: Phaenomenologica, Series Founded by H.L. van Breda and Published Under the Auspices of the Husserl-Archives 209
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. Perreau, Laurent, 1976 - Le monde social selon Husserl
    RVK:
    Keywords: Philosophy (General) ; Phenomenology ; Social sciences Philosophy ; Philosophy ; Philosophy (General) ; Phenomenology ; Social sciences Philosophy ; Husserl, Edmund 1859-1938 ; Philosophie ; Husserl, Edmund 1859-1938 ; Phänomenologie ; Sozialphilosophie
    Abstract: Cette étude est consacrée à l'examen de la théorie du monde social qui se découvre dans la phénoménologie d’Edmund Husserl : est-elle à même de dire les phénomènes sociaux, sur quel mode et avec quels résultats ?Dans un premier moment, nous reconstituons le propos des deux « ontologies sociales » qui pensent le monde social en son essence et en ses essences : d’une part, l'ontologie de la région « monde social », subordonnée à la région de l'« esprit » et élaborée à partir d'une phénoménologie de la communication ; d’autre part, l'ontologie morphologique et eidétique des formes essentielles de communautés sociales. Dans un second moment, nous suivons l'élaboration d'une « sociologie transcendantale » qui reconsidère le rapport de la subjectivité transcendantale au monde social. Nous montrons comment les développements de la théorie de la personne dans la perspective de la phénoménologie génétique, qui semblent nous détourner de la considération de sa socialité, précisent en réalité le rapport du sujet personnel au monde social sous l'angle de sa « mienneté », de l'habitualité et de la familiarité d'une part, et dans la perspective d'une éthique sociale d'autre part. On établit enfin comment, autour de la Krisis, la théorie du monde de la vie fournit le cadre théorique d'une « sociologie transcendantale » qui se développe, sur le fond d'une anthropologie du monde commun, comme théorie de la générativité. De l'ontologie sociale à la sociologie transcendantale, cette recherche est conçue comme une investigation des ressources et des difficultés de la voie d'accès à la réduction transcendantale par l'ontologie, relativement à la question du « social ».Remarquable enquête menée sur l'expérience sociale du sujet, la phénoménologie husserlienne du monde social est susceptible d’intéresser le sociologue tout autant que le philosophe qui s’interroge sur la nature du « social » en général
    Description / Table of Contents: Le Monde Social Selon Husserl; Remerciements; Table des Matières; Abréviations; Remarques générales; Abréviations retenues pour les références aux œuvres de Husserl; Chapitre 1: Introduction générale : comment dire les phénomènes sociaux?; 1.1 L'idée d'une phénoménologie du monde social; 1.2 Vers une «sociologie transcendantale»; 1.3 Les préventions à l'égard de la phénoménologie husserlienne du monde social; 1.3.1 Les limites d'une philosophie du sujet; 1.3.2 Les prestiges de l'alter ego; 1.3.3 La supposée inconsistance du propos husserlien sur le monde social
    Description / Table of Contents: 3.2.2 Le rapport à la personne autre comme foyer expressif3.3 La communication effective; 3.3.1 La prise de «contact» ( Berührung); 3.3.2 L'échange réciproque; 3.3.3 Le rapport Je-Tu et la synthèse de recouvrement; 3.3.4 La formation du «consensus» ( Einverständnis); Chapitre 4: La région ontologique «monde social»; 4.1 La pulsion sociale; 4.1.1 La pulsion sociale comme pulsion socialisée (pulsion sexuelle et pulsion maternelle); 4.1.2 La pulsion sociale comme puissance de socialisation; 4.1.3 La pulsion sociale comme tendance primaire à la communautisation
    Description / Table of Contents: 4.2 La théorie des «actes sociaux» : du monde de la communication ( kommunikative Welt) à la communauté de volonté ( Willensgemeinschaft)4.3 Les «personnalités d'ordre supérieur»; 4.3.1 Sur le sens de l'expression «d'ordre supérieur» (höhere Ordnung); 4.3.2 La dimension «personnelle» de la communauté sociale; 4.3.3 L'unité normative des «personnalités d'ordre supérieur»; 4.3.4 La distinction phénoménologique des «personnalités d'ordre supérieur»; Deuxième partie: les formes essentielles du monde social; Chapitre 5: Vers une morpho-typique eidétique du monde social
    Description / Table of Contents: 5.1 Du projet général d'une élucidation des particularités conceptuelles des sciences sociales à l'idée d'une morphologie eidétique du monde social
    Description / Table of Contents:  REMERCIEMENTS -- TABLE DES MATIÈRES -- ABRÉVIATIONS -- Abréviations retenues pour les références aux œuvres de Husserl -- Introduction : dire les phénomènes sociaux -- PREMIERE PARTIE : ONTOLOGIES DU MONDE SOCIAL -- Introduction -- SECTION I : La région « monde social » -- Chapitre I : De l’esprit au monde social.- Chapitre II. La communication comme forme élémentaire de la vie sociale.- Chapitre III. La région ontologique « monde social » -- SECTION II : Les formes essentielles du monde social -- Chapitre IV : Vers une morpho-typique éïdétique du monde social.- Chapitre V : De quelques formes essentielles du monde social.- SECONDE PARTIE : VERS UNE « SOCIOLOGIE TRANSCENDANTALE » -- SECTION III : Sujet personnel et monde social. Problémes et difficultés d’une définition transcendantale de la personne -- Chapitre VI : Problèmes et difficultés d’une théorie de la personne dans les Ideen II.- Chapitre VII. La genèse passive de la personne : l’appropriation habituelle, typique et familière du monde environnant.- Chapitre VIII. La genèse active de la personne.- Conclusion de la section III  -- Section IV : DU MONDE DE LA VIE AU MONDE SOCIAL -- Introduction : De la question de la genèse personnelle de soi aux problèmes de la prédonation de l’expérience sociale -- Chapitre IX : De la théorie du monde de la vie à la théorie du monde social.-Chapitre X : Le monde de la vie comme monde commun : le fondement anthropologique de la sociologie transcendantale.- Chapitre XI : La theorie de la générativité comme theorie de la relativisation socio-historique de l’expérience communautaire.- Conclusion -- Bibliographie -- Index Nominum.
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  • 75
    Online Resource
    Online Resource
    Dordrecht : Springer
    ISBN: 9789400763470
    Language: English
    Pages: Online-Ressource (XII, 170 p. 16 illus, digital)
    Series Statement: Multilingual Education 4
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Druckausg.
    RVK:
    Keywords: Applied linguistics ; Language and languages ; Education ; Education ; Applied linguistics ; Language and languages ; Borneo ; Englisch
    Abstract: This detailed survey of Brunei English reflects the burgeoning academic interest in the many new varieties of English which are fast evolving around the world. Wholly up to date, the study is based on careful analysis of a substantial dataset that provides real-life examples of usage to illustrate the narrative throughout. As well as a thorough account of the pronunciation, grammar, vocabulary usage, and discourse patterns of Brunei English, the volume explores its historical and educational background and current developmental trends, providing an in-depth review of the patterns of English usage within this multilingual, oil-rich society on the north-western coast of Borneo. Written in a non-technical style throughout that will assist non-specialists wishing to grasp the fundamentals of this unique brand of the English language, the work is a worthy addition to Springer’s series on multilingual education that plugs a gap in the coverage of the numerous varieties of English being used across South East Asia. “The authors bring renewed and badly needed attention to the long-overlooked development of Brunei English. Their examination of the variety not only documents the features and functions of English within Brunei society, it also suggests the development of regional or global varieties of English that extend beyond Brunei, and even beyond South East Asia.” Andrew Moody, University of Macau
    Description / Table of Contents: Conventions in the Transcriptions; Abbreviations; Contents; Chapter 1: Introduction; 1.1 Brief History; 1.2 Population; 1.3 Languages; 1.4 Brunei English or English in Brunei?; 1.5 Variation in Brunei English; 1.6 Data; 1.7 Spoken Data; 1.8 Written Data; 1.9 Overview; Chapter 2: Education in Brunei; 2.1 Traditional Education in Brunei; 2.2 Post-war Education; 2.3 The Bilingual Education Policy; 2.4 Bilingualism at UBD; 2.5 SPN21; 2.6 The Role of CfBT; 2.7 The Educational Divide; 2.8 Conclusion; Chapter 3: Pronunciation; 3.1 TH; 3.2 Consonant Cluster Reduction; 3.3 Added [t]; 3.4 Glottal Stop
    Description / Table of Contents: 3.5 Devoicing3.6 Vocalised L; 3.7 Deleted L; 3.8 Rhoticity; 3.9 Vowels; 3.10 Long and Short Vowels; 3.11 face and trap; 3.12 face and goat; 3.13 Absence of Reduced Vowels; 3.14 Spelling Pronunciation; 3.15 Idiosyncratic Pronunciations; 3.16 Word Stress; 3.17 Compound Stress; 3.18 Rhythm; 3.19 Sentence Stress; 3.20 De-accenting; 3.21 Rising Pitch; 3.22 Conclusion; Chapter 4: Morphology and Syntax; 4.1 Plural Suffixes; 4.2 Logically Countable Items; 4.3 one of; 4.4 brother-in-laws; 4.5 piece; 4.6 Subject-Verb Agreement; 4.7 there's; 4.8 -s After Modal Verbs; 4.9 Intervening Nouns; 4.10 Tenses
    Description / Table of Contents: 4.11 will4.12 would; 4.13 do; 4.14 ever and Perfective; 4.15 Null Subjects; 4.16 Subject-Auxiliary Inversion; 4.17 Determiners; 4.18 Names of Countries; 4.19 Affirmative Answers to Negative Questions; 4.20 Adj to V/Adj V-ing; 4.21 Prepositions; 4.22 Conclusion; Chapter 5: Discourse; 5.1 Discourse Particles; 5.2 yeah; 5.3 sort of/kind of; 5.4 tsk; 5.5 Topic Fronting; 5.6 -wise; 5.7 compared to; 5.8 Reduplication; 5.9 Repetition of Lexical Terms; 5.10 Lexical Doublets; 5.11 Tautology; 5.12 and so forth; 5.13 Overdoing Explicitness; 5.14 whereby; 5.15 Sentence Length; 5.16 Run-on Sentences
    Description / Table of Contents: 5.17 ConclusionChapter 6: Lexis; 6.1 Borrowings; 6.2 Religious Terms; 6.3 Royalty; 6.4 Food; 6.5 Clothing; 6.6 Other Cultural Items; 6.7 three or five; 6.8 Calques; 6.9 Acronyms; 6.10 Initialisms; 6.11 Clippings and Blends; 6.12 Shifts in Meaning; 6.13 Shifted Connotation; 6.14 Sports Personnel; 6.15 Other Lexical Items; 6.16 Conclusion; Chapter 7: Mixing; 7.1 BruDirect: Have Your Say (HYS); 7.2 Alternating Languages (AL); 7.3 Inability to Think of a Word; 7.4 Explaining Something; 7.5 Religious Terms; 7.6 Food; 7.7 Direct Quotations; 7.8 Stylistic Reasons; 7.9 Attitudes Towards Mixing
    Description / Table of Contents: 7.10 ConclusionChapter 8: Brunei English in the World; 8.1 The Status of Brunei English; 8.2 Global Englishes; 8.3 Intelligibility; 8.4 Pedagogical Implications; 8.5 Brunei English and the Future; Appendices; Appendix A: The Female UBDCSBE Speakers; Appendix B: The Male UBDCSBE Speakers; Appendix C: The Wolf Passage; The Boy Who Cried Wolf; Appendix D: Transcripts of the Interview with Umi; Umi-a; Umi-b; Umi-c; Appendix E: The BruDirect Data; References; Index
    Note: Includes bibliographical references and index
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  • 76
    ISBN: 9789400763432
    Language: English
    Pages: Online-Ressource (VIII, 352 p. 4 illus, digital)
    Series Statement: Library of Ethics and Applied Philosophy 31
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Druckausg.
    Parallel Title: Erscheint auch als What makes us moral? on the Capacities and Conditions for Being Moral
    RVK:
    Keywords: Philosophy (General) ; Ethics ; Consciousness ; Philosophy ; Philosophy (General) ; Ethics ; Consciousness ; Ethik ; Bedingung
    Abstract: This book addresses the question of what it means to be moral and which capacities one needs to be moral. It questions whether empathy is a cognitive or an affective capacity, or perhaps both. As most moral beings behave immorally from time to time, the authors ask which factors cause or motivate people to translate their moral beliefs into action? Specially addressed is the question of what is the role of internal factors such as willpower, commitment, character, and what is the role of external, situational and structural factors? The questions are considered from various (disciplinary) perspectives
    Description / Table of Contents: Preface; Contents; Chapter 1: What Makes Us Moral? An Introduction; 1.1 Why Be Moral; Why Are We Moral; What Makes Us Moral?; 1.2 Part I: Morality, Evolution and Rationality; 1.3 Part II: Morality and the Continuity Between Human and Nonhuman Primates; 1.4 Part III: Nativism and Non-nativism; 1.5 Part IV: Religion and (Im)Morality; 1.6 Part V: Morality Beyond Naturalism; References; Part I: Morality, Evolution and Rationality; Chapter 2: Rationality and Deceit: Why Rational Egoism Cannot Make Us Moral; 2.1 Human Cooperation and Evolutionary Altruism
    Description / Table of Contents: 2.2 Social Preferences Versus Selfish Cooperation2.3 Selfishness and Deceit; 2.4 A Theory of Morality as Disguised Selfishness; 2.5 Cooperation in a World of Selfish Agents; 2.6 Fallible Mind Reading Makes Our Value System Emerge; References; Chapter 3: Two Problems of Cooperation; 3.1 Introduction; 3.2 What Is Cooperation?; 3.3 The Descriptive Problem; 3.4 The Normative Problem; 3.5 Connecting the Descriptive and the Normative; 3.6 Implications of the Convergence; References
    Description / Table of Contents: Chapter 4: The Importance of Commitment for Morality: How Harry Frankfurt's Concept of Care Contributes to Rational Choice Theory4.1 Introduction; 4.2 The Puzzling Distance Between Morality and Economics; 4.3 Rational Choice Theory and Its Limitations; 4.4 Sen's Concept of Commitment and Beyond; 4.5 Sen's Concept of Meta-rankings; 4.6 Frankfurt on Autonomy and Rationality; A Matter of Caring (Not Desiring Alone); 4.7 Care and Morality: Opportunities for RCT; 4.8 Concluding Remarks; References; Chapter 5: Quantified Coherence of Moral Beliefs as Predictive Factor for Moral Agency
    Description / Table of Contents: 5.1 Coherence - From an Intuition to a Quantified Concept5.2 Coherence in Psychology; 5.3 The Suggestion of Paul Thagard; 5.4 Our Definition of Coherence; 5.5 Comparison to the Proposal of Thagard; 5.6 Outlining the (Possible) Causal Role of Coherence; 5.7 Coherence Types of Moral Belief Systems; 5.8 Conclusion; Appendix: Exposition of the Measure and Operationalization; References; Part II: Morality and the Continuity Between Human and Nonhuman Primates; Chapter 6: Animal Morality and Human Morality; 6.1 Introduction; 6.2 Definition of Morality; 6.3 Clusters of Moral Behaviour
    Description / Table of Contents: 6.4 Empathy, Concern for Others, and Helping Behaviour6.5 Behavioural Regularities and Norms; 6.6 Guidance by Norms in Human Morality; 6.7 Motivation by Moral Norms; 6.8 Disapproval and Punishment; 6.9 Animal Morality and Human Morality; 6.10 Animal Ethics and Animal Morality; 6.11 Conclusion; References; Chapter 7: Two Kinds of Moral Competence: Moral Agent, Moral Judge; 7.1 What Makes Us Moral? And the Continuism/ Discontinuism Debate; 7.2 The Epistemic Argument Against the Moral Agency/Moral Judgment Dissociation; 7.2.1 The Epistemic Conditions for Moral Responsibility
    Description / Table of Contents: 7.2.2 Moral Knowledge and Acting for Good Reasons
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  • 77
    ISBN: 9789400760042
    Language: English
    Pages: Online-Ressource (XVII, 329 p. 1 illus, digital)
    Series Statement: Philosophical Studies Series 120
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Druckausg. Reason and analysis in ancient Greek philosophy
    Keywords: Philosophy (General) ; Philosophy, classical ; Ethics ; Metaphysics ; Philosophy ; Philosophy (General) ; Philosophy, classical ; Ethics ; Metaphysics ; Aufsatzsammlung ; Griechenland ; Vernunft ; Methode ; Philosophie
    Abstract: This distinctive collection of original articles features contributions from many of the leading scholars of ancient Greek philosophy. They explore the concept of reason and the method of analysis and the central role they play in the philosophies of Socrates, Plato, and Aristotle. They engage with salient themes in metaphysics, epistemology, ethics, and political theory, as well as tracing links between each thinker’s ideas on selected topics. The volume contains analyses of Plato’s Socrates, focusing on his views of moral psychology, the obligation to obey the law, the foundations of politics, justice and retribution, and Socratic virtue. On Plato’s Republic, the discussions cover the relationship between politics and philosophy, the primacy of reason over the soul’s non-rational capacities, the analogy of the city and the soul, and our responsibility for choosing how we live our own lives. The anthology also probes Plato’s analysis of logos (reason or language) which underlies his philosophy including the theory of forms. A quartet of reflections explores Aristotelian themes including the connections between knowledge and belief, the nature of essence and function, and his theories of virtue and grace. The volume begins with an intellectual memoir by David Keyt that recounts his adventures as a philosopher and scholar during the rise of analytic classical scholarship in the past century. Along the way, Keyt relates entertaining anecdotes involving major figures in modern academic philosophy. Blending academic authority with creative flair and demonstrating the continuing interest of ancient Greek philosophy, this book will be a valuable addition to the libraries of all those studying and researching the origins of Western philosophy
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  • 78
    Online Resource
    Online Resource
    Dordrecht : Springer
    ISBN: 9789400751071 , 1283698145 , 9781283698146
    Language: English
    Pages: Online-Ressource (XV, 232 p. 14 illus, digital)
    Series Statement: Technical and Vocational Education and Training: Issues, Concerns and Prospects 17
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. Tchibozo, Guy Cultural and social diversity and the transition from education to work
    RVK:
    Keywords: Labor economics ; Education ; Education ; Labor economics ; Aufsatzsammlung ; Schule ; Berufsbildung ; Übergang
    Abstract: This edited volume provides multidisciplinary and international insights into the policy, managerial and educational aspects of diverse students transitions from education to employment. As employers require increasing global competence on the part of those leaving education, this research asks whether increasing multiculturalism in developed societies, often seen as a challenge to their cohesion, is in fact a potential advantage in an evolving employment sector. This is a vital and under-researched field, and this new publication in Springers Technical and Vocational Education and Training series provides analysis both of theory and empirical data, submitted by researchers from nine nations including the USA, Oman, Malaysia, and countries in the European Union. The papers trace the origins of business demand for diversity in their workforces skill set, including national, local and institutional contexts. They also consider how social, demographic, cultural, religious and linguistic diversity inform the attitudes of those seeking workand those seeking workers. With clear suggestions for future research, this work on a topic of rising profile will be read with interest by educators, policy makers, employers and careers advisors.
    Description / Table of Contents: Cultural and Social Diversity and the Transition from Education to Work; Preface; Springer: Technical and Vocational Education and Training Series; Contents; About the Contributors; About the Editor; Part I: Introduction; Chapter 1: Leveraging Diversity to Promote Successful Transition from Education to Work; 1 Problem Statement; 2 Theoretical Approach and Research Procedure; 3 Concepts; 3.1 Concept of School-to-Work Transition System; 3.1.1 School-to-Work Transition Process; 3.1.2 School-to-Work Transition System; 3.2 Concept of Organisations' Demand for Diversity; 3.2.1 Diversity
    Description / Table of Contents: 3.2.2 Reasons for the Demand for Diversity3.2.3 Organisations' Demand for Diversity; 4 How Can the School-to-Work Transition System Address the Demand for Diversity?; 4.1 Role of the Education Subsystem; 4.2 Role of the Employment Subsystem; 5 Conclusion; References; Part II: The Demand for Cultural and Social Diversity; Chapter 2: Cultural and Social Diversity in the United States: A Compelling National Interest; 1 Introduction; 1.1 The Demand for Cultural and Social Diversity; 1.1.1 Cultural Competency; 1.1.2 Representative Bureaucracy; 2 Confrontations Over Educational Access; 3 Summary
    Description / Table of Contents: 4 Future ResearchReferences; Chapter 3: Perceptions of the Demand for Cultural Diversity in the Omani Workplace and Its Availability Among Secondary School Students; 1 Cultural Diversity in the Workplace; 2 Role of Education in Shaping Cultural Diversity Orientations and Skills; 3 Cultural Diversity in Oman; 4 Demand for Cultural Diversity in the Omani Workplace; 5 Theoretical Framework; 6 Importance of the Study; 7 Research Questions; 8 Study Instrument; 8.1 Awareness of Local and Global Factors; 8.2 Awareness of Cultural Types; 8.3 Attributes; 8.4 Skills/Competencies; 9 Study Samples
    Description / Table of Contents: 10 Data Analysis11 Attributes and Skills; 12 Discussion and Conclusion; References; Chapter 4: Cultural Diversity and the School-To-Work Transition: A Relational Perspective; 1 Introduction; 2 The Concept of Cultural Diversity; 2.1 Background to Cultural Diversity in Europe; 2.2 Workforce Diversity; 3 Approaches to Managing Diversity; 4 The European Tourism Sector; 4.1 Human Resources in Tourism; 5 Workplace Diversity in European Tourism; 6 Theoretical Framework; 6.1 Capital; 6.2 Habitus; 6.3 Field; 7 Methods; 7.1 Limitations; 8 Findings and Discussion; 8.1 The Macro Socio-Economic Context
    Description / Table of Contents: 8.2 Student Reflections8.3 Human Capital/Cultural Capital; 8.4 International Experience; 8.5 Physical/Cultural Characteristics; 9 Survey of Jobseekers; 10 Survey of Employers; 11 Conclusion; References; Chapter 5: Workforce Diversity in Malaysia: Current and Future Demand of Persons with Disabilities; 1 Introduction; 1.1 Demand of PWDs as Workforce; 1.2 Challenges and Strategies in Employing PWDs; 1.3 Future Trends; 2 Research Objectives; 2.1 To Compare the Profiles of Organizations That Hired and Did Not Hire PWDs as Workforce
    Description / Table of Contents: 2.2 To Examine Organizations' Views About Demands on PWDs as Workforce
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  • 79
    ISBN: 9789400751736 , 1283935961 , 9781283935968
    Language: English
    Pages: Online-Ressource (XI, 182 p. 6 illus, digital)
    Series Statement: Studies in Brain and Mind 5
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. Irvine, Elizabeth Consciousness as a scientific concept
    RVK:
    Keywords: Philosophy (General) ; Philosophy of mind ; Science Philosophy ; Psychological tests and testing ; Philosophy ; Philosophy (General) ; Philosophy of mind ; Science Philosophy ; Psychological tests and testing ; Consciousness physiology ; Consciousness ; Bewusstsein ; Philosophie ; Naturwissenschaften ; Bewusstsein ; Philosophie ; Naturwissenschaften
    Abstract: The source of endless speculation and public curiosity, our scientific quest for the origins of human consciousness has expanded along with the technical capabilities of science itself and remains one of the key topics able to fire public as much as academic interest. Yet many problematic issues, identified in this important new book, remain unresolved. Focusing on a series of methodological difficulties swirling around consciousness research, the contributors to this volume suggest that ‘consciousness’ is, in fact, not a wholly viable scientific concept. Supporting this ‘eliminativist‘ stance are assessments of the current theories and methods of consciousness science in their own terms, as well as applications of good scientific practice criteria from the philosophy of science. For example, the work identifies the central problem of the misuse of qualitative difference and dissociation paradigms, often deployed to identify measures of consciousness. It also examines the difficulties that attend the wide range of experimental protocols used to operationalise consciousness-and the implications this has on the findings of integrative approaches across behavioural and neurophysiological research. The work also explores the significant mismatch between the common intuitions about the content of consciousness, that motivate much of the current science, and the actual properties of the neural processes underlying sensory and cognitive phenomena. Even as it makes the negative eliminativist case, the strong empirical grounding in this volume also allows positive characterisations to be made about the products of the current science of consciousness, facilitating a re-identification of target phenomena and valid research questions for the mind sciences.​
    Description / Table of Contents: 1. Introduction: The Science of Consciousness -- 2. Subjective Measures of Consciousness -- 3. Measures of Consciousness and the Method of Qualitative Differences -- 4. Dissociations and Consciousness -- 5. Converging on Consciousness -- 6. Mechanisms of Consciousness and Scientific Kinds -- 7. Content-Matching: The case of Sensory memory and phenomenal consciousness -- 8. Content-Matching: The contents of what? -- 9. Scientific Eliminativism: Why there can be no Science of Consciousness -- 10. Conclusion -- Appendix: Dice Game -- ​.
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  • 80
    Online Resource
    Online Resource
    Dordrecht : Springer
    ISBN: 9789400750388
    Language: English
    Pages: Online-Ressource (VIII, 184 p, digital)
    Series Statement: Educational Research 6
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. Educational research: the attraction of psychology
    RVK:
    Keywords: Educational psychology ; Education ; Education ; Education Philosophy ; Educational psychology ; Psychologie ; Empirische Forschung
    Abstract: The closely argued and provocative contributions to this volume challenge psychology's hegemony as an interpretive paradigm in a range of social contexts such as education and child development. They start from the core observation that modern psychology has successfully penetrated numerous domains of society in its quest to develop a properly scientific methodology for analyzing the human mind and behaviour
    Abstract: The closely argued and provocative contributions to this volume challenge psychology’s hegemony as an interpretive paradigm in a range of social contexts such as education and child development. They start from the core observation that modern psychology has successfully penetrated numerous domains of society in its quest to develop a properly scientific methodology for analyzing the human mind and behaviour. For example, educational psychology continues to hold a central position in the curricula of trainee teachers in the US, while the language of developmental psychology holds primal sway over our understanding of childrearing and the parent-child relationship. Questioning the default position of modern psychology as a way of conceptualizing human relations, this collection of papers reexamines key assumptions that include psychology’s self-image as a ‘scientific’ discipline. Authors also argue that the dogma of neuropsychology in education has demoted concepts such as ‘emotion’, ‘feeling’ and ‘relationship’, so that they are now ’blind spots’ in educational theory. Other chapters offer a cautionary analysis of how misshapen notions of psychology can legitimize eugenics (as in Nazi Germany) and poison racial attitudes. Above all, has psychology, with its focus on individual merit, been complicit in hiding the impacts of power and privilege in education? This bracing new volume adopts a broader definition of education and childrearing that admits the essential contribution of the humanities to the proper study of mankind.This publication, as well as the ones that are mentioned in the preliminary pages of this work, were realized by the Research Community (FWO Vlaanderen / Research Foundation Flanders, Belgium) Philosophy and History of the Discipline of Education: Faces and Spaces of Educational Research.
    Description / Table of Contents: Educational Research:The Attraction of Psychology; Copyright Page; Earlier Volumes in this Series; Contents; Chapter 1: Making Sense of the Attraction of Psychology: On the Strengths and Weaknesses for Education and Educational Research; References; Chapter 2: Struggling with the Historical Attractiveness of Psychology for Educational Research Illustrated by the Case of Nazi Germany; 2.1 Far Too Easy Hypotheses?; 2.2 Far Too Easy Phrasing of the Questions?; 2.3 Far Too Super fi cial Conclusions?; 2.4 Far Too Broad Generalisations: The Case of Educational Psychology in Nazi Germany
    Description / Table of Contents: 2.4.1 The Discursive Surface Layer of National Socialism2.4.2 "Uniform Fascist Rule Dissolved into a Chaos of Rival Responsibilities?" (Geuter, 1992 , p. 18); 2.5 The Continuing Need for Biographical Research; 2.6 Some Concluding Remarks; Sources; References; Chapter 3: On the Fatal Attractiveness of Psychology: Racism of Intelligence in Education; 3.1 The Problem: Intelligence and Social Status; 3.2 Education in a Nation of Morons; 3.3 Intelligence Testing in the Court; 3.4 On the Neutrality of Academic Psychology; 3.5 The Pseudo Neutrality of Testing Situations
    Description / Table of Contents: 3.6 Towards the Racism of Intelligence3.7 Conclusion; References; Chapter 4: Psychology in Teacher Education: Ef fi cacy, Professionalization, Management, and Habit; 4.1 Ef fi cacy; 4.2 Professionalization; 4.2.1 Learning Sciences; 4.2.2 Political Trends; 4.3 Policy and Management; 4.4 Habit; 4.5 Wrapping Up: Implications for Research in Teacher Education; References; Chapter 5: The Fatal Attraction of the Language of Developmental Psychology in Child-Rearing; 5.1 Introduction; 5.2 The Language of Developmental Psychology in Child-Rearing
    Description / Table of Contents: 5.3 The Language of Developmental Psychology in Relation to Child-Rearing and the Parent-Child Relationship: Normative Assumptions5.4 Parenting in an Age of Anxiety; 5.5 Conclusion; References; Chapter 6: Mirror Neuron, Mirror Neuron in the Brain, Who's the Cleverest in Your Reign? From the Attraction of Psychology to the Discovery of the Social; 6.1 Introduction; 6.1.1 How the Philosophy of Science Embraced the Social (and Also the Psychological); 6.1.2 How the Philosophy of Mathematics Is Reluctant to Embrace Anything; 6.1.3 Education: How to Vygotsky and Piaget?
    Description / Table of Contents: 6.2 The Special and Curious Case of Mathematics Education6.2.1 How Psychology Became Attractive for the Study of the Learning of Mathematics; 6.2.2 Beyond the Psychological; 6.3 Conclusion: Mirror Neurons at Last; References; Chapter 7: The Vocabulary of Acts: Neuroscience, Phenomenology, and the Mirror Neuron; 7.1 Rizzolatti and the Mirror Neuron; 7.2 Depsychologising Psychology: The Architecture of Research and Understanding; 7.3 Samuel Todes and the Umbilical Cord of Bodily Movement; 7.4 Objects and Things, Habitats, and Worlds; References
    Description / Table of Contents: Chapter 8: The Attraction of Neuropsychological Findings in Contemporary Educational Thinking, or Feeling, Emotion and Relationship as Blind Spots in Educational Theory
    Description / Table of Contents: 1. Making sense of the attraction of psychology: On the strengths and weaknesses for education and educational research -- 2. Struggling with the historical attractiveness of psychology for educational research illustrated by the case of Nazi-Germany -- 3. On the fatal attractiveness of psychology: Racism of intelligence in education -- 4. Psychology in teacher education: Efficacy, professionalization, management, and habit -- 5. The fatal attraction of the language of developmental psychology in child rearing -- 6. Mirror neuron, mirror neuron in the brain, who’s the cleverest in your reign? From the attraction of psychology to the discovery of the social -- 7. The vocabulary of acts: Neuroscience, phenomenology, and the mirror-neuron -- 8. The attraction of neuropsychological findings in contemporary educational thinking, or: Feeling, emotion and relationship as blind spots in educational theory -- 9. In defence of the humanities against the exaggerated pretensions of ‘scientific’ psychology -- 10. The theology of education to come -- 11. Learning is not education -- 12. Attention, commitment and imagination in educational research. Open the universe a little more! -- About the Authors -- Author Index -- Subject index..
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  • 81
    Online Resource
    Online Resource
    Dordrecht : Springer
    ISBN: 9789400757752 , 1283909324 , 9781283909327
    Language: English
    Pages: Online-Ressource (XIII, 76 p, digital)
    Series Statement: SpringerBriefs in Law 7
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T.
    RVK:
    Keywords: Philosophy of law ; Philosophy ; Criminal Law ; Criminology ; Law ; Law ; Philosophy of law ; Philosophy ; Criminal Law ; Criminology ; Verhältnismäßigkeitsgrundsatz ; Rechtsphilosophie
    Abstract: The book applies the principle of proportionality to a number of conventional wisdoms in the social sciences, such as in dubio pro reo and the assumption that a crime is always a crime; that you must go to war if instructed to do so. Individuals and states are not obliged to come to the aid of stricken individuals and states. The book is organised in seven chapters, each dealing with a self-standing theme related to proportionality.
    Abstract: The book applies the principle of proportionality to a number of conventional wisdoms in the social sciences, such as in dubio pro reo and the assumption that a crime is always a crime; that you must go to war if instructed to do so. Individuals and states are not obliged to come to the aid of stricken individuals and states. The book is organised in seven chapters, each dealing with a self-standing theme related to proportionality
    Description / Table of Contents: 1. Preface -- 2. Introduction -- 3. Book I, In Dubio Pro Reo -- 4. Book II, When a Crime is not a Crime -- 5. Book III, Love and Proportionality -- 6. Book IV, The End Justifying the Means -- 7. Book V, True Globalisation -- 8. Book VI, Large and Small Crimes -- 9. Book VII, A Farewell to Evolution. 〈br〉.
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  • 82
    ISBN: 9789400762657
    Language: English
    Pages: Online-Ressource (IX, 71 p. 2 illus, digital)
    Series Statement: SpringerBriefs in Education
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. Jones, Tiffany Understanding education policy
    RVK:
    Keywords: Education ; Education ; Education Philosophy ; Bildungspolitik
    Abstract: Analysis of education policy often follows a particular orientation, such as conservative or neo-liberal. Yet, readers are often left to wonder the true meaning and conceptual framing behind these orientations. Without this knowledge, the policy analysis lacks true rigor, its value is diminished as the results may prove difficult to reproduce. Understanding Education Policy provides an overarching framework of four key orientations that lie beneath much policy analysis, yet are rarely used with accuracy: conservative, liberal, critical and post-modern. It details each orientation's application to policy making, implementation and overall impact. The book also argues the value of analysing a policy’s orientation to improve the clarity of its analysis and allow broader trends across the education policy field to emerge.The book offers practical examples, key vocabulary and reflection activities which give equitable, yet critical consideration to all education orientations. This allows readers to see the benefits and disadvantages of each perspective and discover their own biases.This introduction to education policy analysis offers theoretically broad, highly practical coverage. It is adaptable to many kinds of policy analysis areas and will appeal to a wide range of readers with an interest in education policy, from students conducting specific research to policy makers looking for a deeper way to re-think their work
    Description / Table of Contents: 1. Introduction -- 2. Perceptions of Policy -- 3. Policy Paradigms Frameworks: Gaps Within Research -- 4. The Four Orientations to Education Framework​.
    Note: Includes bibliographical references
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  • 83
    ISBN: 9789400747463
    Language: English
    Pages: Online-Ressource (XIX, 631 p. 73 illus, digital)
    Series Statement: Studies in History and Philosophy of Science 27
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T.
    RVK:
    Keywords: Philosophy (General) ; Philosophy of nature ; Science Philosophy ; Philosophy ; Philosophy (General) ; Philosophy of nature ; Science Philosophy
    Abstract: This book reconstructs key aspects of the early career of Descartes from 1618 to 1633; that is, up through the point of his composing his first system of natural philosophy, Le Monde, in 1629-33. It focuses upon the overlapping and intertwined development of Descartes’ projects in physico-mathematics, analytical mathematics, universal method, and, finally, systematic corpuscular-mechanical natural philosophy. The concern is not simply with the conceptual and technical aspects of these projects; but, with Descartes’ agendas within them and his construction and presentation of his intellectual identity in relation to them. Descartes’ technical projects, agendas and senses of identity shifted over time, entangled and displayed great successes and deep failures, as he morphed from a mathematically competent, Jesuit trained graduate in neo-Scholastic Aristotelianism to aspiring prophet of a systematised corpuscular-mechanism, passing through stages of being a committed physico-mathematicus, advocate of a putative ‘universal mathematics’, and projector of a grand methodological dream. In all three dimensions-projects, agendas and identity concerns-the young Descartes struggled and contended, with himself and with real or virtual peers and competitors, hence the title ‘Descartes-Agonistes’. ​
    Description / Table of Contents: Descartes-Agonistes; Preface; Contents; Chapter 1: Introduction: Problems of Descartes and the Scientific Revolution; 1.1 Prologue: The 'Young' and the 'Mature' Descartes, Natural Philosopher; 1.2 Descartes and the Historians of Science; 1.3 Key Pitfalls (and Opportunities) Facing Descartes' Biographers (Even Authors of Quite Truncated Biographies); 1.3.1 The Problem of Method and Its Texts: Regulae and Discours; 1.3.2 The Problem of Descartes the Natural Philosopher, and of Natural Philosophy as a Wide and Dynamic Field of Discourse and Contention
    Description / Table of Contents: 1.3.3 Scientific Biography and the Historiography of Science1.4 Overview of the Argument; References; Works of Descartes and Their Abbreviations; Other; Chapter 2: Conceptual and Historiographical Foundations-Natural Philosophy, Mixed Mathematics, Physico-mathematics, Method; 2.1 Jesuit neo-Scholasticism for the noblesse de robe; 2.2 In Search of Proper Categories and Angle of Attack; 2.3 Constructing the Category of Natural Philosophy, Part 1-Natural Philosophizing as Culture and Process; 2.4 Some Heuristic Help: Modeling Modern Sciences as Unique, Agonal Traditions in Process
    Description / Table of Contents: 2.5 Constructing the Category of Natural Philosophy, Part 2: The Dynamics and Rules of Contestation of Natural Philosophizing2.5.1 Articulation on Subordinate Disciplines: Grammar and Specific Utterance; 2.5.2 Find or Steal Discoveries, Novelties or Facts, Including Experimental Ones; 2.5.3 Bend or Brake Aristotle's Rules About Mathematics and Natural Philosophy: The Gambit of 'Physico-Mathematics'; 2.5.4 "Hot Spots" of Articulation Contest: Additional Causes and Effects of Heightened Turbulence in the Field of Natural Philosophizing
    Description / Table of Contents: 2.5.5 Modeling System Construction and Contestation - The 'Core', 'Vertical' and 'Horizontal' Dimensions of a Natural Philosophical System2.5.6 The Mechanics of Responding to 'Outside' Challenges and Opportunities; 2.6 The Special Status of the Problem of Method; 2.7 Phases and Stages in the 'Scientific Revolution' Seen as an Unfolding Process in the Field of Natural Philosophizing, with Its Attendant Articulations to Other Domains; 2.8 Looking Forward-What Kind of Natural Philosopher/Physico-Mathematician Was René Descartes?; References; Works of Descartes and Their Abbreviations; Other
    Description / Table of Contents: Chapter 3: 'Recalled to Study'-Descartes, Physico-Mathematicus3.1 Introduction; 3.2 Beeckman: Mentor and Colleague in Physico-Mathematics and Natural Philosophy; 3.2.1 Corpuscular-Mechanical Natural Philosophy and the Values of the Practical Arts; 3.2.2 Beeckman's Causal Register, Principles of Mechanics and Version of Physico-Mathematics; 3.3 Exemplary Physico-Mathematics: The Hydrostatics Manuscript of 1619; 3.3.1 Stevin, Archimedes and the Hydrostatic Paradox; 3.3.2 The Hydrostatics Manuscript [1] The Micro-Corpuscular Reduction; 3.3.3 The Hydrostatics Manuscript [2] The Force of Motion
    Description / Table of Contents: 3.4 What's the Agenda: Descartes' Radical Form of Physico-Mathematics
    Description / Table of Contents: Introduction: Problems of Descartes and the Scientific Revolution -- Conceptual and Historiographical Foundations.-  Recalled to Study: Descartes Physico-Mathematicus  Descartes Opticien: The Optical Triumph of the 1620s -- nalytical Mathematics, Universal Mathematics and Method: Descartes’ Identity and Agenda Entering the 1620s.- Method and the Problem of the Historical Descartes.-  Universal Mathematics Interruptus: The Program of the later Regulae and its Collapse 1626-28 -- Reinventing the Agenda and Identity: Descartes, Physico-mathematical Philosopher of Nature 1629-33.-  Reading Le Monde as Pedagogy and Fable -- Waterworld: Descartes’ Vortical Celestial Mechanics and Cosmological Optics in Le Monde. - Le Monde as a System of Natural Philosophy -- Cosmography, Realist Copernicanism and Systematising Strategy in the Principia Philosophiae -- Conclusion: The Young and the Mature Descartes Agonistes -- Appendix 1 Descartes, Mydorge and Beeckman: The Evolution of Cartesian Lens Theory 1627-1637.-  Appendix 2 Decoding Descartes’ Vortex Celestial Mechanics in the Text of Le Monde.
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  • 84
    ISBN: 9789400752948
    Language: English
    Pages: Online-Ressource (XVI, 244 p. 4 illus, digital)
    Series Statement: Education in the Asia-Pacific Region: Issues, Concerns and Prospects 20
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T.
    RVK:
    Keywords: Adult education ; Education ; Education ; Adult education ; Bildungswesen ; Qualitätsmanagement
    Abstract: Due to the development of the international Education for All and Education for Sustainable Development movements, for which UNESCO is the lead agency, there has been an increasing emphasis on the power of education and schooling to help build more just and equitable societies. This seeks to give everyone the opportunity to develop their talents to the full, regardless of characteristics such as gender, socio-economic status, ethnicity, religious persuasion, or regional location. As enshrined in the United Nations Declaration on Human Rights over five decades ago, everyone has the right to receive a high quality and relevant education. In order to try to achieve this ideal, many countries are substantially re-engineering their education systems with an increasing emphasis on promoting equity and fairness, and on ensuring that everyone has access to a high quality and relevant education. They are also moving away from the traditional outlook of almost exclusively stressing formal education in schools as the most valuable way in which people learn, to accepting that important and valuable learning does not just occur in formal, dedicated education institutions, but also through informal and non-formal means. Thus learning is both lifelong and life-wide. This book brings together the experience and research of 40 recognised and experienced opinion leaders in education around the world. The book investigates the most effective ways of ensuring the UNESCO aim of effective education for all people in the belief that not only should education be a right for all, but also that education and schooling has the potential to transform individual lives and to contribute to the development of more just, humane and equitable societies.
    Description / Table of Contents: 〈p〉Introduction; 〈i〉Kelli Hughes〈/i〉 -- Introduction by the Series Editors; 〈i〉Rupert Maclean〈/i〉 -- Foreword: Let a Hundred Flowers Blossom; 〈i〉Phillip Hughes〈/i〉 -- 〈b〉SECTION 1: 〈/b〉The Public Sector in Education.-〈b〉 〈/b〉〈b〉SECTION 2: 〈/b〉Quality in Teaching -- 〈b〉SECTION 3: 〈/b〉Making Equity Work〈i〉 -- 〈/i〉〈b〉SECTION 4: 〈/b〉Looking More Widely.-〈b〉 SECTION 5: 〈/b〉Concluding Comments.-〈b〉 〈/b〉Index.〈i〉〈/p〉.
    Note: Includes bibliographical references and index
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  • 85
    ISBN: 9789400749726
    Language: English
    Pages: Online-Ressource (XVII, 180 p. 32 illus, digital)
    Series Statement: Educating the Young Child, Advances in Theory and Research, Implications for Practice 5
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T.
    RVK:
    RVK:
    Keywords: Educational tests and measurements ; Early childhood education ; Education ; Education ; Educational tests and measurements ; Early childhood education
    Abstract: We live in a world that is transitioning from focus on early childhood education within individual countries into a global perspective that considers how early childhood education is conducted in many diverse cultures and environments. The challenge on a global basis is how to develop programs in countries and environments that are different from a specifically western perspective. Economic, geographic, and cultural influences infuse early childhood programs around the world.In 1999, a group of educators representing 36 countries developed guidelines for establishing minimum standards for preschool programs. A purpose for developing the guidelines was to provide guidance for countries that wished to evaluate and improve their own programs. A second purpose was to help developing countries initiating preschools to have relevant information about quality programs. The later development of an assessment tool based on the Global Guidelines served as a vehicle to use the guidelines to assess a single program or multiple programs. The continuing work with these guidelines in many countries throughout the world since 2000 has resulted in the collection of information that reveals the uniqueness of programs in different countries.
    Description / Table of Contents: pt. 1. Background -- pt. 2. School environments -- pt. 3. Curriculum content and pedagogy -- pt. 4. Children with special needs -- pt. 5. The early childhood educator -- pt. 6. Family, school, and community partnerships.
    Description / Table of Contents: 1. Looking at Early Childhood Programs from a Global Perspective -- Part 1: Background -- 2. Cross-Cultural Collaboration Research to Improve Early Childhood Education -- Part 2: School Environments -- 3. From Montessori to Culturally Relevant Schools Under the Trees in Kenya -- 4. Preschool Environments in Rural West Africa -- 5. Kindergarten Environments in Reggio Emilia, Bologna, Modena, and Parma, Italy -- Part 3: Curriculum Content and Pedagogy -- 6. Kindergartens in Russia’s Far East: The Effect of Climate -- 7. Preserving Cultural Heritage in Korea -- Part 4: Children with Special Needs -- 8. International Perspectives on Services for Young Children with Special Needs -- 9. New Visions for Preschool Inclusive Education in Mexico -- 10. Early Childhood Special Education in China: Advocacy and Practice -- Part 5: The Early Childhood Educator -- 11. Administrators, Teachers, and Nineras: Professional Partnerships for Quality in Guatemala -- 12. Early Childhood Teachers in Slovakia -- 13. Teachers of Dual Language Children in China -- Part 6: Family, School and Community Partnerships -- 14. Family and Village Partnerships in Rural Schools in Senegal -- 15. Weaving Relationships between Preschools, Families, and Communities: the Nurturing Connections to the Reggio Emilia Region of Italy -- 16. Conclusion -- Index. .
    Note: Includes bibliographical references and index
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  • 86
    Online Resource
    Online Resource
    Dordrecht : Springer
    ISBN: 9789400753860
    Language: English
    Pages: Online-Ressource (XIV, 194 p. 22 illus, digital)
    Series Statement: Educational Linguistics 14
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T.
    RVK:
    RVK:
    RVK:
    Keywords: Applied linguistics ; Language and languages ; Education ; Education ; Applied linguistics ; Language and languages ; Englischunterricht ; ECTS ; Englisch ; Europa ; Fremdsprachenunterricht ; Bologna-Prozess ; ECTS
    Abstract: Spanning the divide between the theory and praxis of competency-based teaching in tertiary language education, this volume contains invaluable practical guidance for the post-secondary sector on how to approach, teach, and assess competencies in Bologna-adapted systems of study. It presents the latest results of prominent European research projects, programs of pedagogical innovation, and thematically linked academic networks. Responding to a profound need for a volume addressing the practical aspects of the newly designed language degrees now being rolled out across Europe, this essential contribution pools the insights of a prestigious set of scholars, practitioners, and policy makers from diverse parts of Europe and the US. It will inform crucial decisions about instituting and evaluating competencies in a new generation of language studies programmes."This volume offers a diversity of perspectives with contributions from both European and North American experts. Although the primary focus of the volume is on Europe, with an explicit goal of bridging the gap between the theory and practice of competency-based teaching in the context of the creation of the European Higher education Area (EHEA) and the implementation of the European Credit Transfer System (ECTS), its implications for language education clearly transcend geographic boundaries. The concept of competencies is closely linked to a learner-centered, meaning-based model of learning in which learner autonomy plays a central role and which emphasizes lifelong learning. In bringing together current research perspectives from both sides of the Atlantic, the volume successfully underscores the shared challenges of transforming language education in a globalized, postmodern world." Nelleke Van Deusen-Scholl, Director of the Center for Language Study, Yale College, USA
    Abstract: Spanning the divide between the theory and praxis of competency-based teaching in tertiary language education, this volume contains invaluable practical guidance for the post-secondary sector on how to approach, teach, and assess competencies in Bologna-adapted systems of study. It presents the latest results of prominent European research projects, programs of pedagogical innovation, and thematically linked academic networks.Responding to a profound need for a volume addressing the practical aspects of the newly designed language degrees now being rolled out across Europe, this essential contribution pools the insights of a prestigious set of scholars, practitioners, and policy makers from diverse parts of Europe and the US. It will inform crucial decisions about instituting and evaluating competencies in a new generation of language studies programmes."This volume offers a diversity of perspectives with contributions from both European and North American experts. Although the primary focus of the volume is on Europe, with an explicit goal of bridging the gap between the theory and practice of competency-based teaching in the context of the creation of the European Higher education Area (EHEA) and the implementation of the European Credit Transfer System (ECTS), its implications for language education clearly transcend geographic boundaries. The concept of competencies is closely linked to a learner-centered, meaning-based model of learning in which learner autonomy plays a central role and which emphasizes lifelong learning. In bringing together current research perspectives from both sides of the Atlantic, the volume successfully underscores the shared challenges of transforming language education in a globalized, postmodern world." Nelleke Van Deusen-Scholl, Director of the Center for Language Study , Yale College, USA
    Description / Table of Contents: Competency-based LanguageTeaching in Higher Education; Preface: Languages in the European Higher Education Area; Introduction; Multilingualism in Europe; The Issue About "Global English"; English as a Key to Progress in the European Higher Education Area; Conclusion; Contents; Contributors; Chapter 1: Introduction and Overview; 1.1 Language Teaching in Higher Education; 1.2 Competency-Based Language Teaching in Higher Education; 1.3 Definition and Characterization of the Notion of "Competency"; 1.4 Competency-Based Language Teaching in Higher Education: Where Do We Stand?
    Description / Table of Contents: 1.5 Overview of the Volume1.5.1 Part I: Adapting to a Competency-Based Model in Tertiary Education: Necessary Changes in Language Teaching; 1.5.2 Part II: Teaching Competencies in Tertiary Language Education; 1.5.3 Part III: Evaluating Competencies in Tertiary Language Education; 1.6 Conclusion; References; Part I: Adapting to a Competency-Based Model in Tertiary Education: Necessary Changes in Language Teaching; Chapter 2: From Content to Competency: Challenges Facing Higher Education Language Teaching in Europe; 2.1 A Changing Linguistic Landscape
    Description / Table of Contents: 2.2 The Language Challenge Facing Higher Education in Europe2.3 Towards a Competency-Based Approach to HE Language Teaching and Learning; 2.4 The CEFR and the Bologna Process; 2.5 The CEFR and the Development of Pragmatic Competencies; 2.6 The CEFR and Life-Long Language Learning; 2.7 The CEFR - Opportunity and Challenge; 2.8 Conclusions; References; Chapter 3: Adapting to a Competency-Based Model in Tertiary Education: Lessons Learned from the European Project ADELEEES; 3.1 Introduction; 3.2 Research Design; 3.2.1 Objectives; 3.2.2 Procedure and Instruments
    Description / Table of Contents: 3.2.2.1 Questionnaire Design and Validation3.2.2.2 Administration of the Questionnaires; 3.2.3 Participants; 3.2.3.1 Global Figures; 3.2.3.2 Students; 3.2.3.3 Teachers; 3.2.4 Statistical Methodology; 3.3 Results and Discussion; 3.3.1 Students: Global Results; 3.3.1.1 Competency Development and Evaluation; 3.3.1.2 Types of Groupings and Learning Modalities; 3.3.1.3 Methodology; 3.3.1.4 Materials and Resources; 3.3.1.5 Evaluation; 3.3.2 Teachers: Global Results; 3.3.2.1 Competency Development and Evaluation; 3.3.2.2 Types of Groupings and Learning Modalities; 3.3.2.3 Methodology
    Description / Table of Contents: 3.3.2.4 Materials and Resources3.3.2.5 Evaluation; 3.3.3 Comparison of Student and Teacher Outcomes; 3.3.3.1 Competency Development and Evaluation; 3.3.3.2 Types of Groupings and Learning Modalities; 3.3.3.3 Methodology; 3.3.3.4 Materials and Resources; 3.3.3.5 Evaluation; 3.4 Conclusions; 3.5 Implications of the Study: Suggestions for Improvement; 3.6 Lines for Future Research; References; Part II: Teaching Competencies in Tertiary Language Education; Chapter 4: Competences and Foreign Language Teacher Education in Spain; 4.1 Introduction; 4.2 Competence and Teacher Education
    Description / Table of Contents: 4.2.1 Competences and Competencies
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  • 87
    ISBN: 9789400761100
    Language: English
    Pages: Online-Ressource (XVI, 270 p. 4 illus., 3 illus. in color, digital)
    Series Statement: Law and Philosophy Library 107
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Druckausg. Coherence: insights from philosophy, jurisprudence and artificial intelligence
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    Keywords: Genetic epistemology ; Computers Law and legislation ; Law ; Law ; Genetic epistemology ; Computers Law and legislation ; Law ; Philosophy ; Sense of coherence ; Aufsatzsammlung ; Kohärenz ; Rechtsphilosophie
    Abstract: This book is a thorough treatise concerned with coherence and its significance in legal reasoning. The individual chapters present the topic from the general philosophical perspective, the perspective of legal-theory as well as the viewpoint of cognitive sciences and the research on artificial intelligence and law. As it has turned out the interchange of knowledge among these disciplines is very fruitful for each of them, providing mutual inspiration and increasing understanding of a given topic. This book is a unique resource for anyone interested in the concept of coherence and the role it plays in reasoning. As this book captures important contemporary issues concerning the ongoing discussion on coherence and law, those interested in legal reasoning should find it particularly helpful. By presenting such a broad scope of views and methods on approaching the issue of coherence we hope to promote the general interest in the topic as well as the academic research that centers around coherence and law.
    Description / Table of Contents: Introduction -- About the Authors -- Table of Contents -- Three Kinds of Coherentism; Jaap Hage -- Coherence and Reliability in Judicial Reasoning; Stefan Schubert and Erik J. Olsson -- Coherence and Probability: A Probabilistic Account of Coherence; William Roche -- Coherence: An Outline in Six Metaphors and Four Rules; Juan Manuel Peréz Bermejo -- Legal Interpretation and Coherence; Bartosz Brożek -- Normative Inconsistency and Logical Theories. A First Critique of Defeasibilism; Giovanni Battista Ratti -- The Third Theory of Legal Objectivity; Aldo Schiavello -- Pattern Languages & Institutional Facts.Functions and Coherences in the Law; Kenneth Ehrenberg -- Consistency and Coherence in the “Hypertext” of Law. A Textological Approach; Wojciech Cyrul -- Case Classification, Similarities, Spaces of Reasons, and Coherences; Marcello Guarini -- Coherence as Constraint Satisfaction: Judicial Reasoning Support Mechanism; Jaromír Šavelka -- Limits of Constraint Satisfaction Theory of Coherence as a Theory of (Legal) Reasoning; Michał Araszkiewicz -- Ten Theses on Coherence in Law; Amalia Amaya.  Introduction -- About the Authors -- Table of Contents -- Three Kinds of Coherentism; Jaap Hage -- Coherence and Reliability in Judicial Reasoning; Stefan Schubert and Erik J. Olsson -- Coherence and Probability: A Probabilistic Account of Coherence; William Roche -- Coherence: An Outline in Six Metaphors and Four Rules; Juan Manuel Peréz Bermejo -- Legal Interpretation and Coherence; Bartosz Brożek -- Normative Inconsistency and Logical Theories. A First Critique of Defeasibilism; Giovanni Battista Ratti -- The Third Theory of Legal Objectivity; Aldo Schiavello -- Pattern Languages & Institutional Facts.Functions and Coherences in the Law; Kenneth Ehrenberg -- Consistency and Coherence in the “Hypertext” of Law. A Textological Approach; Wojciech Cyrul -- Case Classification, Similarities, Spaces of Reasons, and Coherences; Marcello Guarini -- Coherence as Constraint Satisfaction: Judicial Reasoning Support Mechanism; Jaromír Šavelka -- Limits of Constraint Satisfaction Theory of Coherence as a Theory of (Legal) Reasoning; Michał Araszkiewicz -- Ten Theses on Coherence in Law; Amalia Amaya.  .
    Note: Includes bibliographical references and index
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  • 88
    ISBN: 9789400762473
    Language: English
    Pages: Online-Ressource (VIII, 221 p. 6 illus, digital)
    Series Statement: Educational Research 7
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Druckausg. Educational research: the importance and effects of institutional spaces
    RVK:
    Keywords: Education ; Education ; Education Philosophy ; Education ; Aufsatzsammlung ; Pädagogik ; Forschung
    Abstract: This collection of fresh analyses aims to map the links between educational theory and research, and the geographical and physical spaces in which teaching is practiced and discussed. The authors combine historical and philosophical perspectives in examining the differing institutional loci of education research, and also assess the potential and the limitations of each. The contributors trace the effects of ‘space’ on educational practice in the classroom, in the broader institutions, and in the academic discipline of education-doing so for a range of international contexts. The chapters address various topics relating to the physical and geographical environment. How, for example, does geographical space shape researchers’ mental frameworks? How did the learning environments in which young children are taught today evolve? To what extent did parochialism shape America’s higher education system? How can our understanding of classroom practice be enhanced by concepts of space? The book acknowledges that texts themselves, as well as the research ‘arena’, are ‘spaces’ too, and notes the fascinating debate on the concept of space in the field of mathematics education. Indeed, as more and more students move online, the book analyses the rising importance of virtual spaces such as Web 2.0, which have major educational implications for researchers and students joining the innovative ‘virtual’ universities of the future.This publication, as well as the ones that are mentioned in the preliminary pages of this work, were realized by the Research Community (FWO Vlaanderen / Research Foundation Flanders, Belgium) Philosophy and History of the Discipline of Education: Faces and Spaces of Educational Research
    Description / Table of Contents: Earlier Volumes in this Series; Contents; Chapter 1: Exploring a Multitude of Spaces in Education and Educational Research; Notes; References; Chapter 2: American Democracy and Harold D. Lasswell: Institutional Spaces of 'Failure' and 'Success', Present and Past; 2.1 Introduction; 2.2 Institutional Failure; 2.3 Introducing Lasswell; 2.4 Democratic Character; 2.5 Innovation; 2.6 Assessment; 2.7 Conclusion; Notes; References; Chapter 3: The Power of the Parochial in Shaping the American System of Higher Education; 3.1 Rapid Expansion and Dispersion of US Colleges in the Nineteenth Century
    Description / Table of Contents: 3.2 Sources of Strength in a Humble Collection of Colleges3.3 Building New Capacity and Complexity into the System; 3.3.1 State Universities; 3.3.2 Land-Grant Colleges; 3.3.3 Normal Schools; 3.4 The System's Strengths in 1880; 3.4.1 Capacity in Place; 3.4.2 A Hardy Band of Survivors; 3.4.3 Consumer Sensitivity; 3.4.4 Adaptable Enterprises; 3.4.5 A Populist Role; 3.4.6 A Practical Role; 3.5 The Pieces Come Together with the Emergence of the Research University; 3.5.1 A Research Role; 3.5.2 Merging the Populist, the Practical, and the Elite in the American System; Notes; References
    Description / Table of Contents: Chapter 4: Crossing the Atlantic to Gain Knowledge in the Field of Psycho-Pedagogy: The 1922 Mission of Ovide Decroly and R...4.1 Aspects of 'Macro'-space: Crossing the Atlantic to Gain Knowledge in the Field of Psycho-Pedagogy; 4.2 Aspects of 'Micro'-space: Travel Notes as the Basis for Writing Biographies About Educational Researchers; References; Archives; Literature; Chapter 5: The Emergence of Institutional Educational Spaces for Young Children: In Pursuit of More Controllability of Education and Developmentas Part of the Long-Term Growthof Educational Space in History; 5.1 Introduction
    Description / Table of Contents: 5.2 Educational Space, Educational Ambitions and Education and Childhood in History5.3 Supervision, Controllability and the Optimal Development of the Young; 5.4 The Development of New Educational Spaces for the Education of Young Children; 5.4.1 A Shift in Educational Theories; 5.4.2 Shift in Educational Policy; 5.4.3 Shift in Educational Practices in a New Institutional Space for Young Children; 5.5 Conclusion; Notes; References; Chapter 6: A Different Training, a Different Practice: Infant Care in Belgium in the Interwar Years in the City and in the Countryside
    Description / Table of Contents: 6.1 Introduction: The Development of Infant Care as an Educational Space6.2 The Training of Nurses as an Institutional Space of Educational Research; 6.3 Nursing as a Vocation: The Social Nurse Offering Social Education in the Countryside; 6.4 Nursing as a Profession: The Visiting Nurse Offering Medical Care in the City; 6.5 Conclusion: A Different Training, a Different Practice; Notes; References; Chapter 7: Disability, Rehabilitation and the Great War: Making Space for Silence in the History of Education; 7.1 Spaces, Silence and Educational Research
    Description / Table of Contents: 7.2 Retracing Silence in the History of Rehabilitation, 1914-1918
    Description / Table of Contents: 1. Exploring a multitude of spaces in education and educational research -- 2. American democracy and Harold D. Lasswell: Institutional spaces of ‘failure’ and ‘success’, present and past -- 3. The power of the parochial in shaping the American system of Higher Education -- 4. Crossing the Atlantic to gain knowledge in the field of psycho-pedagogy: The 1922 mission of Ovide Decroly and Raymond Buyse to the USA and the travel diary of the latter -- 5. The emergence of institutional educational spaces for young children: In pursuit of more controllability of education and development as part of the long-term growth of educational space in history -- 6. A different training, a different practice. Infant care in Belgium in the interwar years in the city and in the countryside -- 7. Disability, rehabilitation & the Great War: Making space for silence in the History of Education -- 8. Interpretation: The space of text -- 9. Exploring educational research as a multi-layered discursive space -- 10. The spaces of mathematics: Dynamic encounters between local and universal -- 11. The classroom space: A problem or a mystery?- 12. Spaces and places in the virtual university -- 13. Material contexts and creation of meaning in virtual places: Web 2.0 as a space of educational research. 14. From entrepreneurialism to innovation: Research, critique, and the Innovation Union -- 15. About the Authors -- Index. ​.
    Note: Includes bibliographical references and indexes
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  • 89
    Online Resource
    Online Resource
    Dordrecht : Springer
    ISBN: 9789400752191
    Language: English
    Pages: Online-Ressource (XXI, 1041 p. 8 illus, digital)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Druckausg.
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    Keywords: Philosophy (General) ; Humanities ; Religion (General) ; Philosophy ; Philosophy (General) ; Philosophy ; Humanities ; Religion (General)
    Abstract: The envisioned volume is a collection of recent essays about the philosophical exploration, critique and comparison of (a) the major philosophical models of God, gods and other ultimate realities implicit in the worlds philosophical schools and religions, and of (b) the ideas of such models and doing such modeling per se. The aim is to identify exactly what a model of ultimate reality is; create a comprehensive and accessible collection of extant models; and determine how best, philosophically, to model ultimate reality, if possible and desirable.
    Abstract: Dedicated to exploring the enormous variety of ultimate realities at the center of the world’s great religions and philosophical traditions, this volume is a richly varied collection of essays on how we conceive this central notion, whether expressed as God, or as an ultimate reality of another kind. Years in the making, the collection examines the guiding principles of 15 major philosophical traditions and 6 living religions. A publication of monumental scale and detail, it features an innovative thematic structure that aggregates traditions according to their core models, allowing the reader to grasp the common features of ultimate realities as understood in diverse traditions such as Hindu, Buddhist, Jewish, Muslim, Christian, and in some non-religious discussions. Borne out of proceedings at both the American Philosophical Association and the American Academy of Religion, the volume also examines foundational questions related to the human propensity for creating and using such models, including the issue of whether we are capable of acquiring knowledge of ultimate reality. It features a sustained analysis of the concept that modeling such an ultimate reality is a fruitless endeavor doomed to failure since the ultimate might well be beyond human conception, as well as reflections on the staggering diversity of these models and their application to concepts such as spirituality, gender equality, war, and global warming. Accessible and authoritative, the collection combines section primers for those new to the field, deeper treatment in dedicated essays, and a wealth of references for further reading and study
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  • 90
    Online Resource
    Online Resource
    Dordrecht : Springer
    ISBN: 9789400753570 , 1283936097 , 9781283936095
    Language: English
    Pages: Online-Ressource (VIII, 215 p. 23 illus, digital)
    Series Statement: Synthese Library, Studies in Epistemology, Logic, Methodology, and Philosophy of Science 362
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. Bayesian argumentation
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    Keywords: Philosophy (General) ; Genetic epistemology ; Computer simulation ; Applied linguistics ; Social sciences Methodology ; Applied psychology ; Philosophy ; Philosophy (General) ; Genetic epistemology ; Computer simulation ; Applied linguistics ; Social sciences Methodology ; Applied psychology ; Reasoning (Psychology) ; Congresses ; Logic ; Congresses ; Thought and thinking ; Congresses ; Probabilities ; Congresses ; Bayesian statistical decision theory ; Congresses ; Konferenzschrift ; Argumentationstheorie ; Bayes-Entscheidungstheorie
    Abstract: Relevant to, and drawing from, a range of disciplines, the chapters in this collection show the diversity, and applicability, of research in Bayesian argumentation. Together, they form a challenge to philosophers versed in both the use and criticism of Bayesian models who have largely overlooked their potential in argumentation. Selected from contributions to a multidisciplinary workshop on the topic held in Lund, Sweden, in autumn 2010, the authors count legal scholars and cognitive scientists among their number, in addition to philosophers. They analyze material that includes real-life court cases, experimental research results, and the insights gained from computer models.The volume provides a formal measure of subjective argument strength and argument force, robust enough to allow advocates of opposing sides of an argument to agree on the relative strengths of their supporting reasoning. With papers from leading figures such as Mike Oaksford and Ulrike Hahn, the book comprises recent research conducted at the frontiers of Bayesian argumentation and provides a multitude of examples in which these formal tools can be applied to informal argument. It signals new and impending developments in philosophy, which has seen Bayesian models deployed in formal epistemology and philosophy of science, but has yet to explore the full potential of Bayesian models as a framework in argumentation. In doing so, this revealing anthology looks destined to become a standard teaching text in years to come.
    Description / Table of Contents: Bayesian Argumentation; Foreword; Contents; Bayesian Argumentation: The Practical Side of Probability; 1 Introduction; 2 The Bayesian Approach to Argumentation; 3 Chapter Overview; 3.1 The Bayesian Approach to Argumentation; 3.2 The Legal Domain; 3.3 Modeling Rational Agents; 3.4 Theoretical Issues; References; Part I: The Bayesian Approach to Argumentation; Testimony and Argument: A Bayesian Perspective; 1 Introduction; 2 Testimony, Argumentation and the `Third Way´; 3 Some Problems for MAXMIN; 4 A Bayesian Perspective; 5 Message Content and Message Source: Exploring Norms and Intuitions
    Description / Table of Contents: 6 Rehousing Argumentation Schemes Within a Bayesian Framework7 Concluding Remarks; References; Why Are We Convinced by the Ad Hominem Argument?: Bayesian Source Reliability and Pragma-Dialectical Discussion Rules; 1 Types of the Argumentum Ad Hominem; 2 The Pragma-Dialectical Approach; 3 The Bayesian Approach; 4 An Experiment on the Argument Ad Hominem; 5 Method; 6 Results and Discussion; 7 Conclusion; Appendix: Experimental Materials; Abusive; Circumstantial; Tu Quoque; Control; References; 1 Introduction; 2 Survey of Relevant Uncertainties; Part II: The Legal Domain
    Description / Table of Contents: A Survey of Uncertainties and Their Consequences in Probabilistic Legal Argumentation2.1 The Example Case; 2.2 Factual Uncertainty; 2.3 Normative Uncertainty; 2.4 Moral Uncertainty; 2.5 Empirical Uncertainty; 2.6 Interdependencies; 3 Desirable Attributes for a Probabilistic Argument Model to Assist Litigation Planning; 3.1 Assessment of Utilities; 3.2 Easy Knowledge Engineering; 3.3 Conflict Resolution and Argument Weights; 4 Sample Assessment of Graphical Models; 4.1 A Graphical Structure of the Analysis; 4.2 Casting the Example into a Graphical Model; 4.3 Generic Bayesian Networks
    Description / Table of Contents: 5 Carneades5.1 A Brief Introduction to the Carneades Model; 5.2 Carneades Bayesian Networks; 5.3 Carneades Bayesian Networks with Probabilistic Assumptions; 5.4 Introduction to Argument Weights; 6 Extension of Carneades to Support Probabilistic Argument Weights; 7 Desiderata for Future Developments; 7.1 Weights Subject to Argumentation; 7.2 Inform Weights from Values; 8 Conclusions and Future Work; References; Was It Wrong to Use Statistics in R v Clark? A Case Study of the Use of Statistical Evidence in Criminal Courts; 1 Introduction; 2 Factual Background; 3 Existing Explanations
    Description / Table of Contents: 3.1 The Flaws in Meadow´s Calculation3.2 The Psychological Effect of the Statistical Evidence; 3.3 The Prosecutor´s Fallacy; 3.4 Bayes´ Theorem; 3.5 The Insignificance of the SIDS Statistics; 4 The Contrastive Explanation; 5 Conclusion; References; Part III: Modeling Rational Agents; A Bayesian Simulation Model of Group Deliberation and Polarization; 1 Introduction; 2 The Laputa Simulation Framework; 3 The Underlying Bayesian Model; 4 Interpreting Laputa; 5 Do Bayesian Inquirers Polarize?; 6 Conclusion and Discussion; Appendix; References
    Description / Table of Contents: Degrees of Justification, Bayes´ Rule, and Rationality
    Description / Table of Contents: Introduction: Frank Zenker.​- Part 1 -- The Bayesian Approach to Argumentation -- Chapter 1. Testimony and Argument: A Bayesian Perspective: Ulrike Hahn, Mike Oaksford and Adam J.L. Harris -- Chapter 2. Why are we convinced by the Ad Hominem Argument?: Source Reliability or Pragma-Dialectics: Mike Oaksford and Ulrike Hahn.- Part 2. The Legal Domain.-Chapter 3. A survey of uncertainties and their consequences in Probabilistic Legal Argumentation: Matthias Grabmair and Kevin D. Ashley -- Chapter 4. What went wrong in the case of Sally Clark? A case-study of the use of Statistical Evidence in Court: Amid Pundik -- Part 3. Modeling Rational Agents -- Chapter 5. A Bayesian Simulation Model of Group Deliberation: Erik J. Olsson -- Chapter 6. Degrees of Justification, Bayes' Rule, and Rationality: Gregor Betz -- Chapter 7. Argumentation with (Bounded) Rational Agents: Robert van Rooij and Kris de Jaeghery -- Part 4. Theoretical Issues -- Chapter 8. Reductio, Coherence, and the Myth of Epistemic Circularity: Tomoji Shogenji -- Chapter 9. On Argument Strength: Niki Pfeiffer -- Chapter 10 -- Upping the Stakes and the Preface Paradox: Jonny Blamey -- References.​.
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  • 91
    ISBN: 9789400752498
    Language: English
    Pages: Online-Ressource (VI, 221 p. 2 illus, digital)
    Series Statement: Higher Education Dynamics 39
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. Transformations in research, higher education and the academic market
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    Keywords: Education, Higher ; Economic policy ; Economics ; Education ; Education ; Education, Higher ; Economic policy ; Economics ; Education, Higher ; Economic aspects ; Education, Higher ; Finance ; Government aid to higher education ; Higher education and state ; Studium ; Finanzierung ; Öffentliche Förderung ; Wirtschaft ; Hochschule ; Europa ; Akademische Freiheit ; Wirtschaftlichkeit
    Abstract: This volume tackles head-on the controversy regarding the tensions between the principles underlying Academe on the one hand, and the free market on the other. Its outspoken thesis posits that seemingly irresistible institutional pressures are betraying a core principle of the Enlightenment: that the free pursuit of knowledge is of the highest value in its own right. As ‘market principles’ are forced on universities, inducing a neoteric culture of ‘managerialism’, many worry that the very characteristics that made European higher education in particular such a success are being eroded and replaced by ideological opportunism and economic expediency. Richly interdisciplinary, the anthology explores a wealth of issues such as the phenomenon of bibliometrics (linking an institution’s success to the volume and visibility of publications produced). Many argue that the use of such indicators to measure scientific value is inimical to the time-consuming complexities of genuine truth-seeking. A number of the greatest discoveries and innovations in the history of science, such as Newton’s laws of mechanics or the Mendelian laws of inheritance, might never have seen the light of day if today’s system of determining and defining the form and content of science had dominated. With analytical perspectives from political science, economics, philosophy and media studies, the collection interrogates, for example, the doctrine of graduate employability that exerts such a powerful influence on course type and structure, especially on technical and professional training. In contrast, the liberal arts must choose between adaptation to the dictates of employability strategies or wither away as enrollments dwindle and resources evaporate. Research projects and aims have also become an area of controversy, with many governments now assessing the value of proposals in terms of assumed commercial benefits. The contributors argue that these changes, as well as ‘reforms’ in the managerial and administrative structures in tertiary education, constitute a radical break with the previous ontology of science and scholarship: a change in its very character, and not merely its form. It shows that the ‘scientific thinking’ students, researchers, and scholars are encouraged to adopt is undergoing a rapid shift in conceptual content, with significant consequences not only for science, but also for the society of which it is a part.
    Description / Table of Contents: Transformations in Research,Higher Educationand the Academic Market; Contents; Chapter 1: Introduction; Politics and Policy; Reregulation Through Deregulation; The Business of Research; The Business of Teaching; A Transformation Resulting in the Breakdown of Scienti fi c Thought; Part One: Politics and Policy; Part Two: Economic Models; Part Three: Research and Scholarship; Part Four: Higher Education; References; Part I: Politics and Policy; Chapter 2: Power, Knowledge, Morals: Society in the Age of Hybrid Research; Introduction; Politics; Gesinnungsethik: Ethics of Conviction
    Description / Table of Contents: Verantwortungsethik: Ethics of ResponsibilityScience and Research; Academic Norms and the Central Task of Science; Epistemic Drift and Poly-cratic Research Institutions; Mertonian Norms in the Information Society: The Medialization of Science; Bureaucracy; Administrators, Entrepreneurs, and Hybrid Research; From Rules to Targets, From Government to Governance; Conclusion; References; Chapter 3: Innovation and Control: Performative Research Policy in Sweden; Introduction; The Innovation Paradigm; The Document in the Case: Government Bill 2008/09:50; Change!; Innovation!; Competition!
    Description / Table of Contents: Performative Research PolicyReferences; Chapter 4: The Scientific Mission and the Freedom of Research; The Quest for Knowledge and Its Motive: Mission or Spontaneity?; The Scienti fi c Mission and the Free Inquiry; Research Regimes and the Conditions of Science; The Mission of the Human Sciences; References; Internet Publications; Printed Publications; Part II: Economic Models; Chapter 5: Contemporary Research and Innovation Policy: A Double Disservice?; Introduction; The Policy Practitioners' Complaint: A Point of Departure; The Innovation Policy Commission
    Description / Table of Contents: Systemic Features Addressed: But Only on an Aggregated 'Group' LevelPositive Effects for Academic Research: Engaged in 'Packaging' of Research Results; Negative Effects for Academic Research: Engaged in Indirect Utilisation; Positive Effects for Business: Engaged in 'Betting' on Research; Negative Effects for Business: Engaged in 'Muddling Through'; What Is Missing?; Innovation Takes Place in Relation to Speci fi c Others; Coping with the Different Economic Logic of 'Use', 'Supply' and 'Development'; The Need for Bene fi ts in a User Setting; The Need for Bene fi ts in a Supplying Setting
    Description / Table of Contents: Developing Settings Characterized by Search for New FunctionsA Limiting Innovation Policy; Rethinking Innovation Policy; Opportunities to Renew National Developing, Supplying and Using Networks; Opportunities to Renew Resources, Activities and Actors; Conclusion: The Need for an Innovation Policy that Addresses Network Forces, Which Have both Light and Dark Sides; References; Chapter 6: The Foundations of Knowledge According to the Knowledge Foundation; Introduction; The Knowledge Foundation; The Foundation's Key Strategy: Co-production; An Ideological Project
    Description / Table of Contents: Universities (Not) in the Interests of the Public
    Description / Table of Contents: Contributors -- 1. Introduction.- Part one: POLITICS AND POLICY.- 2. Power - knowledge - morals: Society in the age of hybrid research -- 3. Innovation and control: Performative research policy in Sweden -- 4. The scientific mission and the freedom of research -- Part two: ECONOMIC MODELS.- 5. Contemporary research and innovation policy: A double disservice? -- 6. The foundations of knowledge according to The knowledge foundation -- 7. Science policy in a socially embedded economy -- Part three: RESEARCH AND SCHOLARSHIP.- 8. Down the slippery-slope: The perils of the academic research industry -- 9. In defence of discretion -- 10. Publish and perish: A note on a collapsing academic authorship -- Part four: HIGHER EDUCATION.- 11. Methodomania -- 12. Higher heteronomy: Thinking through modern university education -- 13. The academic contract: From “simply a metaphor” to technology -- 14. Conclusion - On the verge of breakdown -- References -- Index. .
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  • 92
    Online Resource
    Online Resource
    Dordrecht : Springer
    ISBN: 9789400749818
    Language: English
    Pages: Online-Ressource (X, 89 p, digital)
    Series Statement: SpringerBriefs in Philosophy
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T.
    RVK:
    Keywords: Philosophy (General) ; Technology Philosophy ; Transgenic organisms ; Life sciences ; Social sciences Methodology ; Philosophy ; Philosophy (General) ; Technology Philosophy ; Transgenic organisms ; Life sciences ; Social sciences Methodology ; Transhumanismus ; Gesellschaft
    Abstract: This book provides an introductory overview to the social debate over enhancement technologies with an overview of the transhumanists' call to bypass human nature and conservationists' argument in defense of it. The author present this controversy as it unfolds in the contest between transhumanists proponents and conservationists, who push back with an argument to conserve human nature and to ban enhancement technologies. This book provides an overview of the key contested points and present the debate in an orderly, constructive fashion. Readers are informed about the discussion over humanism, the tension between science and religion, and the interpretation of socio-technological revolutions; and are invited to make up their own mind about one of the most challenging topics concerning the social and ethical implications of technological advancements
    Abstract: This book provides an introductory overview to the social debate over enhancement technologies with an overview of the transhumanists' call to bypass human nature and conservationists' argument in defense of it. The author present this controversy as it unfolds in the contest between transhumanists proponents and conservationists, who push back with an argument to conserve human nature and to ban enhancement technologies. This book provides an overview of the key contested points and present the debate in an orderly, constructive fashion. Readers are informed about the discussion over humanism, the tension between science and religion, and the interpretation of socio-technological revolutions; and are invited to make up their own mind about one of the most challenging topics concerning the social and ethical implications of technological advancements.
    Description / Table of Contents: Transhumanism and Society; Preface; Contents; 1 Introduction to the Transhumanity Debate; Presenting the Transhumanity Debate; Transtechnologies and Society; Discourse of Concern and Discourse of Hope; Transhumanity and Modernity; Suspect Modernity; Modernity in the Balance; The ''New EnlightenmentNew Enlightenment''; On Capitalism; Conclusion; 2 Transcend or Transgress?; Transcendence: Cosmic, Personal and Civitas; Cosmic Transcendencecosmic transcendence; Personal Transcendencepersonal transcendence; Civitas Transcendencecivitas transcendence; Compromise between Versions; Transgression
    Description / Table of Contents: Critique of Cosmic Transcendencecosmic transcendenceCritique of Personal Transcendencepersonal transcendence; Critique of Civitas Transcendencecivitas transcendence; Transcendence nor Transgression?; 3 Transformation of Body and Mind; Sec1; Radical Transformation; Mind over Body; Of Substrates and Cyborgs; Religious Critique: Escape the Body, Lose the Soulsoul; Secular Critique: Escape the Body, Lose the Self; Moderate Transformation; Moderate Transformation as Value Gained; Moderate Transformation as Value Lost; Defending Posthuman Dignity; Taboo or Tolerance; 4 Rhetoric of Risk; Sec1
    Description / Table of Contents: The Social Construction of RiskRisk and Social Movements; Risk NarrativesRisk Narrative; ''End Times'' Narrative; Market Exploitation Narrative; New EnlightenmentNew Enlightenment Narrative; Risk CampaignsRisk Campaign; Trust; Oversight Based on the Precautionary Principle; Oversight Based on the Proactionary Principle; Assignment of Liability; Contested Objects; GNR Terrorism; Genetically Modified Food; Neuropharmaceuticals; Protecting the ''Risk Object Portfolio''; Conclusion; 5 Inevitability; ; Rhetoric of Inevitability; Transhumanity and Fatalismfatalism; Strong Claims of Inevitability
    Description / Table of Contents: EvolutionEvolutionHomo Cyberneticus; Technological Momentum; Conservationist Critique of Strong Claims; Religious Conservationist Counterargument; Secular Conservationist Counterargument; Moderate Claim: Social Conditions are Ripe; Relinquishment; 6 Closure; No Easy Resolution; Balancing Act with Inevitability Claims; Scenarios; About the Author; References; Index;
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  • 93
    ISBN: 9789400742734
    Language: English
    Pages: Online-Ressource (XXIII, 342 p. 6 illus, digital)
    Series Statement: Schooling for Sustainable Development 4
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T.
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    Keywords: Sustainable development ; Education ; Education ; Sustainable development ; Erziehung ; Nachhaltigkeit
    Abstract: Education for sustainable development (ESD) presents an intriguing challenge in developed countries. The very notion of sustainable development may appear to be at cross-purposes with the social and political aims of large industrial economies. Yet, arguably, the residents of wealthy countries may be most in need of new ways of thinking and behaving on an increasingly more fragile and crowded planet. This book presents a collection of essays that capture the depth and diversity of education for sustainable development (ESD) work in formal education in Canada and the United States. Many of the authors are pioneers in the field of ESD, not only in their own countries but internationally. In this book, they share their expertise, lessons learned, and insights into the ongoing success of their work. The essays reflect leading edge practice, innovation, and depth of experience and provide clear models and strategies for expanding the application and influence of ESD in wealthy countries. The ESD programs described in the book are relevant and culturally appropriate for the specific locally contexts in which they are found but also in the larger context of ESD writ large as a planetary endeavour.
    Description / Table of Contents: Schooling for Sustainable Development in Canada and the United States; Series Editors' Introduction; Acknowledgements; Contents; Biographies of Contributors; List of Figures; List of Tables; Part I: Schooling for Sustainable Development in Canada and the United States-An Overview; Chapter 1: Education for Sustainable Development in Canada and the United States; Formal Education in the New Millennium; Purpose and Structure of This Book; Schooling and Sustainable Development; Schooling; Sustainable Development; What Is ESD?; United Nations Decade of ESD; Four Thrusts of ESD
    Description / Table of Contents: Improving Access and Retention in Quality Basic EducationReorienting Existing Educational Programs to Address Sustainability; Increasing Public Understanding and Awareness of Sustainability; Providing Training to All Sectors of the Workforce; Four Thrusts and Formal/Non-Formal Education; ESD and Student Engagement; Purpose of Education; Chapters and Interrelationships Between Chapters; The Author's Voice; Concluding Remarks; References; Chapter 2: Education for Sustainable Development in Formal Education in Canada; The Canadian Context; Responsibility for Education; Regional Differences
    Description / Table of Contents: Elementary and Secondary EducationLocal Governance; Contemporary Challenges; ESD in Canada: A Historical Perspective; Early Challenges in Implementing Agenda 21 in Canada; Box 2.1 Reflections on the Beginnings of ESD; ESD and Formal Education Before the UNDESD; ESD and Formal Education After the Beginning of the UNDESD; Canadian Commission for UNESCO; Ministries of Education; Revisiting the Scope and Mandate of ESD; Higher Education; K-12 Changes in ESD; Measuring Educational Success and Striving for Equity; An Uncertain Future; Courage to Question; References
    Description / Table of Contents: Chapter 3: Education for Sustainability in the K-12 Educational System of the United StatesIntroduction; The Changing System; The National Policy Landscape; The State Policy Landscape; The Role of Nongovernmental Organizations; Changing Practices; Curriculum; Pedagogy; School-Level Projects; Challenges and Questions for the Future; References; Part II: Teacher Education; Chapter 4: Teacher Education and ESD in the United States: The Vision, Challenges, and Implementation; The Context of Teacher Education in the United States; Teacher Education and Public School Reform
    Description / Table of Contents: Impacts of the Economic RecessionChallenge or Opportunity?; Reorienting Teacher Education to Address Sustainable Development; Focus on Improving Outcomes for All Students; Embed ESD in the Process of Learning to Be a Teacher; Use Existing Structures and Processes; Certificate Programs; Sustainability Concentration; State Endorsement and Certification Requirements; Certification; Specialty Area Endorsement; Accreditation of TEIs; Provide Professional Development for Faculty and Administrators; Concluding Remarks; References; Chapter 5: Preservice Teaching and Pedagogies of Transformation
    Description / Table of Contents: An Apprenticeship of Observation
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  • 94
    ISBN: 9789400744820 , 1283612305 , 9781283612302
    Language: English
    Pages: Online-Ressource (XI, 272 p, digital)
    Series Statement: Studies in Global Justice 11
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. Pulcini, Elena, 1950 - 2021 Care of the world
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    Keywords: Philosophy (General) ; Political science Philosophy ; Consciousness ; Philosophy ; Philosophy (General) ; Political science Philosophy ; Consciousness ; Globalization ; Globalisierung ; Soziale Verantwortung ; Furcht ; Philosophie ; Globalisierung ; Soziale Verantwortung ; Furcht ; Philosophie
    Abstract: This book proposes a philosophy of care in a global age. It discusses the distinguishing and opposing pathologies produced by globalization: unlimited individualism or self-obsession, manifested as (Promethean) omnipotence and (narcissistic) indifference, and endogamous communitarianism or an us-obsession that results in conflict and violence. The polarization between a lack and an excess of pathos is reflected in the distorted forms taken on by fear. The book advocates a metamorphosis of fear, which may restore in the subject an awareness of vulnerability and become the precondition for moral action. Such awareness and the recognition of the condition of contamination caused by the others unavoidable presence teach us to fear for rather than be afraid of. Fear for the world means care of the world, and care, understood as concern and solicitude, is a new notion of responsibility, in which the stress is shifted to a relational subject capable of responding to and taking care of the other. From a global perspective, the proposed vision of care also compels us to explore a new paradigm of justice.
    Description / Table of Contents: Care of the World; Translator's Note; Acknowledgements; Contents; Chapter 1: Introduction: The Ambivalence of Globalization; 1.1 Global Unification and Local Fragmentation; 1.2 Self- and Us-Obsession; 1.3 Absence and Excess of Pathos; 1.4 For a Relational Subject; 1.4.1 Addition to the English Edition; Part I: Pathologies of the Global Age: Unlimited Individualism, EndogamousCommunitarianism; Chapter 2: Unlimited Individualism; 2.1 Prometheus and Narcissus; 2.2 Between Unlimitedness and Insecurity; 2.2.1 The Spectator Self; 2.2.2 The Consumer Self; 2.2.3 The Creator Self (homo creator)
    Description / Table of Contents: Chapter 3: Endogamous Communitarianism3.1 The Need for Community in Modernity; 3.2 The Need for Community in the Global Age; 3.2.1 As the Response to Unlimited Individualism; 3.2.2 As the Response to Exclusion; 3.3 Struggles for Recognition: Identity and Difference; 3.4 Immunitarian Communities; 3.4.1 The Us-Them Contrast; 3.4.2 Communities without Solidarity; 3.4.3 The Split between Individualism and Communitarianism; Part II: Pathologies of Feeling: The Metamorphosis of Fear in the Global Age; Chapter 4: Modernity and Fear; 4.1 A Desirable Passion; 4.2 Reciprocal Fear; 4.3 Productive Fear
    Description / Table of Contents: Chapter 5: Risk Society: From Fear to Anxiety?5.1 In the Face of Global Risks; 5.2 Fear of the Other; 5.3 Fear, Anxiety and Global Fear; Chapter 6: Spectators and Victims: Between Denial and Projection; 6.1 Global Risks and Absence of Fear; 6.2 Denial and Self-Deception; 6.3 Spectators and Victims; 6.4 Projection of Fear and the Scapegoat's Ineffectiveness; Part III: Responsibility and Care of the World; Chapter 7: Actors: Relearning to Fear; 7.1 Vulnerable Humanity; 7.2 A 'Loving Fear': 33 Fear and Imagination; 7.2.1 Reawakening Productive Fear; 7.2.2 Fear for the World
    Description / Table of Contents: 7.3 From Fear of the Other to Contamination: Towards Solidaristic Recognition7.3.1 The Challenge of Difference; Chapter 8: From Fear to Care; 8.1 Responsibility For; 8.2 'Responsibility for' and the Vulnerable Subject; 8.3 Global Vulnerability; 8.4 Responsibility as Care; Chapter 9: A World in Common; 9.1 Creating a World; 9.2 Plural Worlds; Part IV: Care and Justice; Chapter 10: Care and Justice: The Perspective of the Passions; 10.1 Care Versus Justice?; 10.1.1 Care Ethics and the Critique of the Theory of Justice; 10.1.2 The Affective Dimension of Justice
    Description / Table of Contents: 10.1.3 Compassion as a Motivation for Justice10.2 The Passions of Justice; 10.2.1 The Experience of Injustice; 10.2.2 Envy or Indignation?; 10.3 Beyond Justice: Care and Love; Bibliography; Index;
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  • 95
    ISBN: 9789400754287 , 1283634449 , 9781283634441
    Language: English
    Pages: Online-Ressource (XVII, 94 p. 4 illus, digital)
    Series Statement: SpringerBriefs in Philosophy
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T.
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    Keywords: Philosophy (General) ; Genetic epistemology ; Biology Philosophy ; Philosophy of mind ; Science Philosophy ; Philosophy ; Philosophy (General) ; Genetic epistemology ; Biology Philosophy ; Philosophy of mind ; Science Philosophy ; Entscheidung ; Vernunft ; Neurowissenschaften
    Abstract: This book carries out an epistemological analysis of the decision, including a critical analysis through the continuous reference to an interdisciplinary approach including a synthesis of philosophical approaches, biology and neuroscience. Besides this it represents the analysis of causality here seen not from the formal point of view, but from the 'embodied' point of view. ?
    Abstract: This book carries out an epistemological analysis of the decision, including a critical analysis through the continuous reference to an interdisciplinary approach including a synthesis of philosophical approaches, biology and neuroscience. Besides this it represents the analysis of causality here seen not from the formal point of view, but from the "embodied" point of view
    Description / Table of Contents: Epistemology of Decision; Preface; Acknowledgments; Contents; Introduction; Rationality and NeuroeconomicsPart I; 1 Rationality and Experimental Economics; 1.1 The Theory of Rational Choice; 1.2 Game Theory; 1.3 Teleology, Instrumentalism and Interpretivism; 1.4 Experimental Economics; 1.5 Criticism of Experimental Economics; References; 2 Neuroeconomics; 2.1 Neuroeconomics and Causality; 2.2 Game Theory and Neuroscience; 2.3 The Role of Social Cognition; 2.4 Empathy Basic and Empathy Re-Enactive; 2.5 Doubts, Feasibility and Future of Neuroeconomics; References
    Description / Table of Contents: The Biological ApproachesPart II3 Evolutionary Economics and Biological Complexity; 3.1 Biology and the Economy; 3.2 Economic Progress and Evolutionism; 3.3 The Computational Methods and the Engineering Approach; 3.4 Complexity; References;
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  • 96
    ISBN: 9789400715189
    Language: English
    Pages: Online-Ressource (VI, 414 p, digital)
    Series Statement: Phaenomenologica, Series Founded by H.L. van Breda and Published Under the Auspices of the Husserl-Archives 206
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. Schütz, Alfred, 1899 - 1959 Collected papers ; 6: Literary reality and relationships
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    Keywords: Philosophy (General) ; Phenomenology ; Linguistics ; Philosophy ; Philosophy (General) ; Phenomenology ; Linguistics ; Literatur ; Interaktion
    Abstract: This book contains texts devoted by Alfred Schutz to the 'normative' areas of literature and ethics. It includes writings dealing with the author-reader relationship, multiple realities, the literary province of meaning, and Schutz's views on equality. Never published in English commentaries on Goethe's novel and the account of personality in the social world appear in this volume.
    Abstract: The three essays in this volume illuminate Alfred Schutz’s understanding of literature and literary relationships. The first, “Life Forms and Meaning Structures,” presents such ideal life-forms as duration, memory, the speaking ego, and the I in relation to the Thou. This essay also describes the fundamental nature of human experience, its pluralized realms, the passage of time, perspectival interpretation, action and its impediments-all concepts which make possible an understanding of literature and literary themes. The essay goes on to discuss opera, and the relationship between music and language in opera. The second essay, “The Problem of Personality in the Social World,” offers insights into the unity the social person achieves, temporality, and the role of the body and the importance of pragmatic relevances. This shows how, even before he arrived in the United States, Schutz went beyond his 1932 Phenomenology of the Social World in a pragmatic direction. This essay anticipates Schutz’s 1945 essay, “On Multiple Realities,” by discussing reality-spheres of working, phantasy, dreams, and theory. Reality-spheres are vital for understanding literature, as shown in the third essay, which translates for the first time two Goethe manuscripts produced by Schutz in 1948. The first text, on Lehrjahre, reveals Schutz actually interpreting a piece of literature, tracing the themes of art and life and fate and freedom through the text. The second, a commentary on Goethe’s Wanderjahre, presents an inchoate theory of literature. Defending Goethe’s 1829 version of the Wanderjahre novel, Schutz argues that critics miss the point that readers of literature adopt a specific kind of epoché in which they enter a reality-sphere governed by “the logic of the poetic event,” whose rules are not those of everyday life or theoretical contemplation. In sum, this volume brings out the distinctive character of literary reality and the relationships between author and reader, and invites the reader to derive a sense of how Schutz himself read literature.
    Description / Table of Contents: Editorial Introduction by Michael Barber -- Life Forms and Meaning Structures -- The Problem of Personality in the Social World” -- Two Goethe Texts: “Wilhelm Meisters Lehrjahre” (Wilhelm Meister’s Year of Apprenticeship) and “Zu Wilhelm Meisters Wanderjahren” (On Wilhelm Meister’s Years of Travel).
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  • 97
    ISBN: 9789400752078
    Language: English
    Pages: Online-Ressource (XVIII, 262 p. 5 illus, digital)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. Creemers, Bert, 1942 - Teacher professional development for improving quality of teaching
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    Keywords: Educational tests and measurements ; Education ; Education ; Educational tests and measurements ; Lehrer ; Berufserfahrung ; Unterricht ; Lehrer ; Berufserfahrung ; Unterricht
    Abstract: This book makes a major contribution to knowledge and theory by drawing implications of teacher effectiveness research for the field of teacher training and professional development. The first part of the book provides a critical review of research on teacher training and professional development and illustrates the limitations of the main approaches to teacher development such as the competence-based and the holistic approach. A dynamic perspective to policy and practice in teacher training and professional development is advocated. The second part of the book provides a critical review of research on teacher effectiveness. The main phases of this field of research are analysed. It is pointed out that teacher factors are presented as being in opposition to one another. An integrated approach in defining quality of teaching is adopted. The importance of taking into account findings of studies investigating differential teacher effectiveness is argued. Another significant limitation of this field of research is that the whole process of searching for teacher effectiveness factors was not able to have a significant impact upon teacher training and professional development. For this reason it is advocated that teacher training and professional development should be focused on how to address grouping of specific teacher factors associated with student learning and on how to help teachers improve their teaching skills by moving from using skills associated with direct teaching only to more advanced skills concerned with new teaching approaches and differentiation of teaching. The book refers to studies conducted in different countries illustrating how the proposed approach can be used by policy and practice in teacher education. Specifically, the book provides evidence supporting the validity of the theoretical framework upon which this approach is based. Moreover, experimental and longitudinal studies supporting the use of this approach for improvement purposes are presented and suggestions for further research utilising and expanding the Dynamic Approach for teacher training and professional development are provided
    Abstract: This book makes a major contribution to knowledge and theory by drawing implications of teacher effectiveness research for the field of teacher training and professional development. The first part of the book provides a critical review of research on teacher training and professional development and illustrates the limitations of the main approaches to teacher development such as the competence-based and the holistic approach. A dynamic perspective to policy and practice in teacher training and professional development is advocated. The second part of the book provides a critical review of research on teacher effectiveness. The main phases of this field of research are analysed. It is pointed out that teacher factors are presented as being in opposition to one another. An integrated approach in defining quality of teaching is adopted. The importance of taking into account findings of studies investigating differential teacher effectiveness is argued. Another significant limitation of this field of research is that the whole process of searching for teacher effectiveness factors was not able to have a significant impact upon teacher training and professional development. For this reason it is advocated that teacher training and professional development should be focused on how to address grouping of specific teacher factors associated with student learning and on how to help teachers improve their teaching skills by moving from using skills associated with direct teaching only to more advanced skills concerned with new teaching approaches and differentiation of teaching. The book refers to studies conducted in different countries illustrating how the proposed approach can be used by policy and practice in teacher education. Specifically, the book provides evidence supporting the validity of the theoretical framework upon which this approach is based. Moreover, experimental and longitudinal studies supporting the use of this approach for improvement purposes are presented and suggestions for further research utilising and expanding the Dynamic Approach for teacher training and professional development are provided.
    Description / Table of Contents: 〈p〉Preface -- List of Figures -- List of Tables -- PART 1: Research on Teacher Training and Professional Development.- PART 2: Main Foundations of Research on Teacher Effectiveness.- PART 3: Combining Teacher Effectiveness Research with Research on Teacher Training and Professional Development.- References. - Index.〈/p〉.
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  • 98
    ISBN: 9789400749757
    Language: English
    Pages: Online-Ressource (XII, 301 p. 12 illus, digital)
    Series Statement: The Changing Academy – The Changing Academic Profession in International Comparative Perspective 6
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. Institutionalization of world-class university in global competition
    Keywords: Education, Higher ; Education ; Education ; Education, Higher ; Universities and colleges ; Sociological aspects ; Universities and colleges ; Case studies ; Comparative education
    Abstract: Moving the academic debate on from its current focus on development to a more nuanced sociological perspective, this fresh research is a collaboration between academics in Asia and Europe that assesses the factors shaping world-class universities as institutional social systems as well as national cultural treasures. The work explores in detail how WCUs have moved to a central position in policy circles, and how these often ambitious government policies on WCUs have been interpreted and adopted by university administrators and individual professors.The authors provide a wealth of empirical data on universities, both world-class and aiming for WCU status, in a range of politics and continents. They compare strategies for developing WCUs in countries of the East and the West, both developing and developed. Nations featured in the statistical purview include nine countries (Germany, France, Japan, South Korea, China, Taiwan, Malaysia, Singapore and Hong Kong SAR). The volume goes further than merely taking a snapshot of the current situation, offering detailed and considered strategies and rationales for institutionalizing and developing WCUs, particularly in Asian countries where Confucian cultural influences accord education the highest priority.
    Description / Table of Contents: Institutionalization of World-Class Universityin Global Competition; Preface; Acknowledgement; Contents; Chapter 1: The World-Class University in Different Systems and Contexts; 1.1 Global Competition and the World-Class University; 1.2 Higher Education Systems and World-Class University; 1.2.1 Non-English-Speaking Advanced Systems; 1.2.2 Non-English-Speaking Developing Systems; 1.2.3 English-Speaking Developing Systems; 1.3 World-Class Universities in Different Contexts; 1.3.1 Economic Contexts; 1.3.2 Internationalization of Academics; 1.3.3 Strategies in Different Contexts
    Description / Table of Contents: 1.4 Strategy for Building WCU in Different Systems and Contexts1.5 Concluding Remarks; References; Part I: Background of WCU Worldwide; Chapter 2: The World-Class University: Concept and Policy Initiatives; 2.1 What Is World-Class University?; 2.1.1 Conceptual Approach; 2.1.2 Common Features of World-Class University; 2.2 Institutions Called "World-Class" University; 2.2.1 Research; 2.2.2 Teaching; 2.2.3 Service Activity; 2.3 Initiatives to Build World-Class University; 2.3.1 Government Policy Level; 2.3.1.1 Mission Differentiation; 2.3.1.2 Deregulation of Governance
    Description / Table of Contents: 2.3.1.3 Research Supporting Systems2.3.1.4 Faculty Personnel and Incentive Systems; 2.3.2 University and Individual Professor Level; 2.4 Concluding Remarks; References; Chapter 3: The Global Research and the "World-Class" Universities; 3.1 Introduction; 3.2 The Institutionalization of the Global Research University; 3.3 The Global and the Traditional Research University; 3.4 The Global Reach of Research and Teaching Universities; 3.5 The "World-Class Worldwide"; 3.6 The Global Reach of World-Class Universities; References; Chapter 4: World-Class Universities: The Sector Requirements
    Description / Table of Contents: 4.1 Background4.2 Definition of World-Class Universities; 4.3 Sector Requirements for World-Class Universities; 4.3.1 A High Percentage of Public Income Awarded Not on the Basis of Regular Annual Institutional Allocations but Through Competition for Excellence in Performance; 4.3.2 A High Percentage of Income from Nonstate Sources; 4.4 A High Degree of Institutional Differentiation; 4.4.1 Institutional Autonomy; 4.4.2 Ownership of Property; 4.4.3 Clear Legal Distinction Between for-Profit and Not-for-Profit Institutions, and Exemption from Taxation for Nonprofit Higher Education Institutions
    Description / Table of Contents: 4.4.4 Open Competition for State-Sponsored Research4.4.5 Autonomous Agencies of Accreditation and for Licensing of Professionals; 4.4.6 Incentives to Diversity of Students and Faculty; 4.4.7 Incentives to Improve Quality; 4.5 Assessment of Public Policy Necessary for World-Class Universities; 4.6 Summary; References; Chapter 5: Nation-States, Educational Traditions and the WCU Project; 5.1 Introduction; 5.2 What Is a World-Class University (WCU)?; 5.3 What Are the Conditions and Drivers of a WC GRU?; 5.4 Different Pathways to the WC GRU
    Description / Table of Contents: 5.5 Comparison of English-Speaking Systems and Confucian Heritage Systems
    Description / Table of Contents: 1. The World-class University in Different Systems and Contexts; J.C. Shin and B.M. Kehm -- Part A. Background of WCU Worldwide -- 2. The World-class University: Concept and Policy Initiatives; J. C. Shin -- 3. The Global Research and the ‘World-class’ Universities; W. Ma -- 4. World-class Universities: The Sector Requirements; S. Heyneman and J. Lee -- 5. Nation-states, Educational Traditions and the WCU Project; S. Marginson -- Part B. WCUs in non-English Speaking Advanced Systems -- 6. To Be or Not to Be? The Impacts of the Excellence Initiative on the German System of Higher Education; B.M. Kehm -- 7.  Reconciling Republican ‘Egalité’ and Global Excellence Values in French Higher Education; L. Cremonini, P. Benneworth, F. Westerheijden and H. Dauncey -- 8. Challenges for Top Japanese Universities when Establishing a New Global Identity: Seeking a New Paradigm after “World Class”; A. Yonezawa -- Part C. WCUs in non-English Speaking Developing Systems -- 9. World-class University in Korea: Proactive Government, Responsive University, and Procrastinating Academics; J.C. Shin and Y.S. Jang -- 10. Building a World-class University in China; Y. Luo -- 11. The Challenges for Establishing World-class Universities in Taiwan; D. Chang -- Part D. WCUs in English Speaking Developing Systems -- 12. Malaysia’s World-class University Ambition: An Assessment; M. Sirat -- 13. Peering through the dust of construction: Singapore’s efforts to build WCUs; K.C. Ho -- 14. Frameworks for Creating Research Universities: The Hong Kong Case; G. Postiglione and J. Jung -- Conclusion -- 15. Universalizing the University in a World Society; F.O. Ramirez and J.W. Meyer -- 16. World-class University across Higher Education systems: Similarities, Differences, and Challenges; J.C. Shin and B.M. Kehm. - Index. .
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  • 99
    ISBN: 9789400753358 , 1283945002 , 9781283945004
    Language: English
    Pages: Online-Ressource (VIII, 229 p, digital)
    Series Statement: Library of Ethics and Applied Philosophy 30
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T.
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    Keywords: Philosophy (General) ; Ethics ; medicine Philosophy ; Public health ; Medicine ; Philosophy ; Philosophy (General) ; Ethics ; medicine Philosophy ; Public health ; Medicine
    Abstract: In this book, an international group of philosophers, economists and theologians focus on the relationship between justice, luck and responsibility in health care. Together, they offer a thorough reflection on questions such as: How should we understand justice in health care? Why are health care interests so important that they deserve special protection? How should we value health? What are its functions and do these make it different from other goods? Furthermore, how much equality should there be? Which inequalities in health and health care are unfair and which are simply unfortunate? Which matters of health care belong to the domain of justice, and which to the domain of charity? And to what extent should we allow personal responsibility to play a role in allocating health care services and resources, or in distributing the costs? With this book, the editors meet a double objective. First, they provide a comprehensive philosophical framework for understanding the concepts of justice, luck and responsibility in contemporary health care; and secondly, they explore whether these concepts have practical force to guide normative discussions in specific contexts of health care such as prevention of infectious diseases or in matters of reproductive technology. Particular and extensive attention is paid to issues regarding end-of-life care.
    Description / Table of Contents: pt. 1. Philosophy of health and health care -- pt. 2. Ethics of end-of-life care.
    Description / Table of Contents: General Introduction -- Justice and Responsibility in Health Care - An Introduction; Yvonne Denier, Chris Gastmans & Antoon Vandevelde -- Part 1: Philosophy of Health and Health Care Injustice and Inequality in Health and Health Care; Daniel M. Hausman -- Affirmative Action in Health; Shlomi Segall -- On Justice, Luck and Moral Responsibility Concerning Prenatal Genetic Diagnosis; Yvonne Denier -- Mutual Moral Obligations in the Prevention of Infectious Diseases; Jeroen Luyten -- Justice and Responsibility in Health, Care General Discussion and Conclusions of Part 1; Antoon Vandevelde -- Part 2: Ethics of End-of-Life Care; Is There a Duty to Die in Europe? If Not Now, When?; John Hardwig -- The Duty to Care. Democratic Equality and Responsibility for End-of-Life Health Care; Martin Gunderson -- Dignity Enhancing Care for Persons with Dementia and its Application to Advance Euthanasia Directives; Chris Gastmans -- The Authority of Advance Directives; Govert den Hartogh -- The Wreckage of Our Flesh. Dementia, Autonomy and Personhood; Thomas Nys -- On the Sacred Character of Human Life and Death; General Discussion and Conclusions of Part 2; Herman De Dijn -- Epilogue -- How to Move Forward?; Paul Schotsmans. Index. .
    Note: Includes bibliographical references and index
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  • 100
    ISBN: 9789400740112
    Language: English
    Pages: Online-Ressource (VIII, 267 p, digital)
    Series Statement: Philosophy and Medicine 115
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. The development of bioethics in the United States
    Keywords: Philosophy (General) ; medicine Philosophy ; Medical ethics ; Regional planning ; Philosophy ; Philosophy (General) ; medicine Philosophy ; Medical ethics ; Regional planning ; USA ; Medizinische Ethik
    Abstract: In only four decades, bioethics has transformed from a fledgling field into a complex, rapidly expanding, multidisciplinary field of inquiry and practice. Its influence can be found not only in our intellectual and biomedical institutions, but also in almost every facet of our social, cultural, and political life. This volume maps the remarkable development of bioethics in American culture, uncovering the important historical factors that brought it into existence, analyzing its cultural, philosophical, and professional dimensions, and surveying its potential future trajectories. Bringing together a collection of original essays by seminal figures in the fields of medical ethics and bioethics, it addresses such questions as the following: - Are there precise moments, events, socio-political conditions, legal cases, and/or works of scholarship to which we can trace the emergence of bioethics as a field of inquiry in the United States? - What is the relationship between the historico-causal factors that gave birth to bioethics and the factors that sustain and encourage its continued development today? - Is it possible and/or useful to view the history of bioethics in discrete periods with well-defined boundaries? - If so, are there discernible forces that reveal why transitions occurred when they did? What are the key concepts that ultimately frame the field and how have they evolved and developed over time? - Is the field of bioethics in a period of transformation into biopolitics? Contributors include George Annas, Howard Brody, Eric J. Cassell, H. Tristram Engelhardt Jr., Edmund L. Erde, John Collins Harvey, Albert R. Jonsen, Loretta Kopelman, Laurence B. McCullough, Edmund D. Pellegrino, Warren T. Reich, Carson Strong, Robert M. Veatch, and Richard M. Zaner.
    Description / Table of Contents: pt. 1. The birth of bioethics : historical analysis -- pt. 2. The nature of bioethics : cultural and philosophical analysis -- pt. 3. The practice of bioethics : professional dimensions -- pt. 4. The future of bioethics : looking ahead.
    Description / Table of Contents: Introduction --  1. Jeremy R. Garrett, Fabrice Jotterand, and D. Christopher Ralston - “The Development of Bioethics in the United States: An Introduction” --  Part I: The Birth of Bioethics: Historical Analysis --  2. Eric J. Cassell - “The Beginnings of Bioethics” -- 3. Howard Brody - “Teaching at the University of Texas Medical Branch, 1971-74: Humanities, Ethics, or Both?” -- 4. John Collins Harvey - “André Hellegers, the Kennedy Institute, and the Development of Bioethics: The American-European Connection” -- 5. H.T. Engelhardt, Jr. - “Bioethics as a Liberal Catholic Heresy: Critical Reflections on the Founding of Bioethics” --  Part II: The Nature of Bioethics: Cultural and Philosophical Analysis --  6. Warren T. Reich - “A Corrective for Bioethical Malaise: Revisiting The Cultural Influences That Shaped the Identity of Bioethics” -- 7. George J. Annas - “American Biopolitics” -- 8. Carson Strong - “Medicine and Philosophy: The Coming Together of an Odd Couple” -- 9. Loretta M. Kopelman - “The Growth of Bioethics as a Second-Order Discipline” --  Part III: The Practice of Bioethics: Professional Dimensions --  10.  Robert M. Veatch - “The Development of Bioethics: Bringing Physician Ethics into the Moral Consensus” -- 11. Laurence B. McCullough - “Bioethics and Professional Medical Ethics: Mapping and Managing an Uneasy Relationship” -- 12. Edmund L. Erde - “Professionalism vs. Medical Ethics in the Current Era: A Battle of Giants?” --  Part IV: The Future of Bioethics: Looking Ahead --  13. Richard M. Zaner - “Themes and Schemes in the Development of Bioethics in the United States” -- 14. Edmund D. Pellegrino - “Medical Ethics and Moral Philosophy in an Era of Bioethics” -- 15. Albert R. Jonsen - “Prolegomenon to any Future Bioethics”.  .
    Note: Includes bibliographical references and index
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