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  • Cogan, Leland S.  (2)
  • NetLibrary, Inc
  • Dordrecht : Kluwer Academic Publishers  (3)
  • Education  (2)
  • Aufsatzsammlung  (1)
Datasource
Material
Language
Years
Author, Corporation
Publisher
Keywords
  • 1
    Online Resource
    Online Resource
    Philosophy, psychology, and psychologism : critical and historical readings on the psychological turn in philosophy (2003)
    Dordrecht : Kluwer Academic Publishers
    Details
    ISBN: 0306481340 , 9780306481345
    Language: English
    Pages: xiii, 339 p , ill , 25 cm
    Edition: Boulder, Colo NetLibrary 2004 Online-Ressource E-Books von NetLibrary
    Series Statement: Philosophical studies series v. 91
    Series Statement: EBSCOhost eBook Collection
    Keywords: Psychologism. ; Psychology Philosophy. ; Psychologism ; Psychology Philosophy ; Psychologism. ; Psychology Philosophy. ; Philosophy ; Philosophie ; Psychologismus ; Electronic books. ; Electronic books. ; Electronic books ; Aufsatzsammlung ; Psychologismus ; Philosophie ; Psychologismus ; Philosophie
    Abstract: Psychologism in logic Rolf George -- Between Leibniz and Mill Carl Posy -- Psychologism and non-classical approaches in traditional logic Werner Stelzner -- Concept of 'psychologism' in Frege and Husserl J.N. Mohanty -- Psychologism and sociologism in early twentieth-century German-speaking philosophy Martin Kusch -- Space of signs Vincent Colapietro -- Quinean dreams or, prospects for a scientific epistemology Michael Bradie -- Late forms of psychologism and antipsychologism Joseph Marolis -- Propositions and the objects of thought Michael Jubien -- Concepts of truth and knowledge in psychologism John H. Dreher -- Psychologism revisited in logic, metaphysics, and epistemology Dale Jacquette -- Why there is nothing rather than something Paul A. Roth -- Cognitive illusions and the welcome psychologism of logicist artificial intelligence Selmer Bringsjord and Yingrui Yang
    Description / Table of Contents: Psychologism in logic /Rolf George --Between Leibniz and Mill /Carl Posy --Psychologism and non-classical approaches in traditional logic /Werner Stelzner --Concept of 'psychologism' in Frege and Husserl /J.N. Mohanty --Psychologism and sociologism in early twentieth-century German-speaking philosophy /Martin Kusch --Space of signs /Vincent Colapietro --Quinean dreams or, prospects for a scientific epistemology /Michael Bradie --Late forms of pyschologism and antipsychologism /Joseph Marolis --Propositions and the objects of thought /Michael Jubien --Concepts of truth and knowledge in psychologism /John H. Dreher --Psychologism revisited in logic, metaphysics, and epistemology /Dale Jacquette --Why there is nothing rather than something /Paul A. Roth --Cognitive illusions and the welcome psychologism of logicist artificial intelligence /Selmer Bringsjord and Yingrui Yang.
    Note: Includes bibliographical references and index , Electronic reproduction, Boulder, Colo : NetLibrary, 2004
    URL: Volltext  (Deutschlandweit zugänglich)
    URL: Volltext  (Deutschlandweit zugänglich)
    URL: Cover
    Library Location Call Number Volume/Issue/Year Availability
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    Online Resource
    MPI Ethno. Forsch.
  • 2
    Online Resource
    Online Resource
    Facing the Consequences : Using TIMSS for a Closer Look at U.S. Mathematics and Science Education (2002)
    Dordrecht : Kluwer Academic Publishers
    Details
    ISBN: 9780306472169
    Language: English
    Pages: Online-Ressource , v.: digital
    Edition: Online-Ausg. Springer-11648
    Edition: Springer eBook Collection. Humanities, Social Science and Law
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Education ; Curriculum planning ; Mathematics ; Science Study and teaching ; Teachers Training of ; Science education. ; Curriculums (Courses of study). ; Teaching. ; Comparative Education ; International education . ; Mathematics—Study and teaching . ; Education—Curricula. ; Science—Study and teaching. ; Teachers—Training of. ; USA ; Mathematikstudium ; Mathematikunterricht
    Abstract: Facing the Consequences: An Overview -- Choices, Beliefs, Consequences -- What We Teach, Who We Teach -- How We Teach -- Schools, Teachers, Students, and Other Factors -- Our Students’ Accomplishments -- Curriculum Does Matter -- Access to Curriculum Matters -- Hypotheses, Hunches, and Conclusions -- Systemic Features, Following Consequences: A Hypothesis -- There Are no Magic Bullets -- Some Stories TIMSS Can and Cannot Tell -- What’s the Next Story?.
    Abstract: Facing the Consequences presents a perspective on US mathematics and science education that is developed from data gathered as part of the Third International Mathematics and Science Study (TIMSS). TIMSS is the most extensive and far-reaching cross-national comparative study of mathematics and science education ever attempted. It includes comparing official curricula, textbooks, teacher practices, and student achievements for many countries (from 20 to 50 countries, depending on the particular comparison). Thousands of official documents and textbooks were analyzed. Thousands of teachers, principals, and other experts responded to survey questionnaires. A sample of mathematics teachers in three countries had their lessons videotaped. Hundreds of thousands of children in almost 50 countries were tested in mathematics and science. This report presents a closer look at US mathematics and science education through careful examination of TIMSS data. The authors believe this investigation shows how deceptive many often unquestioned assumptions about American education can be. Drawing upon many new analyses not previously reported and integrating these with previous analyses of TIMSS data, the authors develop and illustrate the argument that what happens to American students is the consequence of American beliefs that shape educational practice and the accretion of a myriad educational choices made in mathematics and science education.
    DOI: 10.1007/0-306-47216-3
    URL: Volltext
    URL: lizenzpflichtig
    Library Location Call Number Volume/Issue/Year Availability
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    Online Resource
    BSZ
    MPI Ethno. Forsch.
  • 3
    Online Resource
    Online Resource
    Characterizing Pedagogical Flow : An Investigation of Mathematics and Science Teaching in Six Countries (2002)
    Dordrecht : Kluwer Academic Publishers
    Details
    ISBN: 9780306472077
    Language: English
    Pages: Online-Ressource , v.: digital
    Edition: Online-Ausg. Springer-11648
    Edition: Springer eBook Collection. Humanities, Social Science and Law
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Education ; Mathematics ; Science Study and teaching ; Science education. ; Comparative Education ; International education . ; Mathematics—Study and teaching . ; Science—Study and teaching.
    Abstract: Investigating Curriculum and Pedagogy -- Investigating the Story of Curriculum and Pedagogy: Conceptualizing and Comparing Educational Practices -- Exploring the Story of Curriculum: Examining Artifacts of Intention -- The Classroom Story Unfolds: Observing the Implementation of Curricular and Pedagogical Intentions -- Moving from Conceptions to Instrumentation -- Lessons from Lessons -- Case Studies of Six Countries -- France: Case Study -- Japan: Case Study -- Norway: Case Study -- Spain: Case Study -- Switzerland: Case Study -- United States: Case Study.
    Abstract: Characterizing Pedagogical Flow presents conclusions from a multi-disciplinary, multi-national research project blending quantitative and qualitative approaches through a discourse methodology. The work produced portraits of mathematics and science education that were dramatically different for each of the countries involved: France, Japan, Norway, Spain, Switzerland, and the United States. To explain these differences, it is proposed that the interaction of curriculum and pedagogy is culturally unique and yields classroom learning experiences that are qualitatively different from country to country. This idea has profound implications for how international education research is interpreted.
    DOI: 10.1007/0-306-47207-4
    URL: Volltext
    URL: lizenzpflichtig
    Library Location Call Number Volume/Issue/Year Availability
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    Online Resource
    BSZ
    MPI Ethno. Forsch.
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