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  • 1985-1989  (39)
  • Dordrecht : Springer  (39)
  • Berlin
  • Genetic epistemology  (21)
  • Educational tests and measurements  (18)
  • 1
    Online Resource
    Online Resource
    Constructing Test Items (1989)
    Dordrecht : Springer
    Details
    ISBN: 9789400910713
    Language: English
    Pages: Online-Ressource (368p) , digital
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Series Statement: Evaluation in Education and Human Services 25
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Education ; Educational tests and measurements
    Abstract: 1 What Is Constructing Test Items? -- What This Book Is About -- Major Purposes Of This Book -- Why This Information Is Important -- Persons For Whom This Book Is Intended -- Overview Of The Remaining Chapters -- How To Approach the Chapters -- 2 Definition, Purpose, And Characteristics of Items -- Defining A Test Item -- Test Item Nomenclature -- Purpose For Test Items -- Criteria For Good Test Items -- Assumptions For Test Items -- Classification Of Items -- Conclusion -- 3 Determining the Content For Items: Validity -- Basic Concepts of Validity -- The Relationship Between Constructing Test Items and Validity -- Conditions For Items To Contribute To Validity -- Initial Considerations When Selecting Content For Items -- Achieving Clarity In A Test’s Content -- Developing Test Content Specifications -- Melding Cognitive Processing Levels With Items Content -- Test Item Specifications -- Making An Item Consistent With Its Specification -- Conclusion -- 4 Starting To Write Items: Practical Considerations -- The Importance Of Good Writing In Test Items -- Sources For Information On Writing Style -- Using Taxonomies In Writing Items -- Distinctness Between Stem and Response Alternatives -- Importance Of An Interrogative Stem -- Determining The Correct Response For Test Items -- Determining The Optimal Number Of Response Alternatives -- Making Response Alternatives Plausible -- Use Of All Of The Above Or None Of The Above As Response Alternatives -- Using Specific Determiners In Test Items -- Constructing Complex Response Alternatives -- Time Examinees Need To Respond To Items -- Conclusion -- 5 Style, Editorial, and Publication Guidelines For Items in the Multiple-Choice Format -- Understanding The Multiple-Choice Item Format -- Advantages and Criticisms Of Items In The Multiple-Choice Format -- Editorial Format For Items -- Using Directions Correctly -- Specialized Style Rules For Multiple-Choice Items -- Type Characteristics and Page Layout -- Conclusion -- 6 Style, Editorial, and Publication Guidelines For Items in Other Common Formats -- Precision In Wording, Again -- Understanding Items In The True-False Format -- Understanding Items In The Matching Format -- Understanding Short-Answer AndSentence-Completion Items -- Understanding Cloze-Procedure -- Conclusion -- 7 Judging the Quality Of Test Items: Item Analysis -- Measurement Error -- Understanding Item Analysis -- Validating The Content Of Items -- Using Leading Questions In Item Analysis -- Item Statistics -- Item Parameters -- Item Bias -- Conclusion -- 8 Ethical, Legal Considerations, and Final Remarks for Item Writers -- Ethical Concerns For Item Writers -- Concluding Comments About Constructing Test Items -- References -- Author Index.
    DOI: 10.1007/978-94-009-1071-3
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  • 2
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    The Current State of the Coherence Theory : Critical Essays on the Epistemic Theories of Keith Lehrer and Laurence BonJour, with Replies (1989)
    Dordrecht : Springer
    Details
    ISBN: 9789400923607
    Language: English
    Pages: Online-Ressource (312p) , digital
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Series Statement: Philosophical Studies Series 44
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Philosophy (General) ; Genetic epistemology ; Humanities ; Philosophy of mind ; Knowledge, Theory of.
    Abstract: Coherence, Justification, and Knowledge: The Current Debate -- I. Abstracts of Contributed Essays -- II. Focus: The Work of Keith Lehrer -- 1. Lehrer’s Coherentism and the Isolation Objection -- 2. Personal Coherence, Objectivity and Reliability -- 3. Fundamental Troubles With the Coherence Theory -- 4. Lehrer’s Coherence Theory of Knowledge -- 5. How Reasonable is Lehrer’s Coherence Theory? Beats Me. -- 6. When Can What You Don’t Know Hurt You? -- III. Focus: Laurence Bonjour’s The Structure of Empirical Knowledge -- 1. BonJour’s The Structure of Empirical Knowledge -- 2. BonJour’s Coherence Theory of Justification -- 3. BonJour’s Coherentism -- 4. Circularity, Non-Linear Justification, and Holistic Coherentism -- 5. Coherentist Theories of Knowledge Don’t Apply to Enough Outside of Science and Don’t Give the Right Results When Applied to Science -- 6. The St. Elizabethan World -- 7. Coherence, Observation, and the Justification of Empirical Belief -- 8. Epistemic Priority and Coherence -- 9. BonJour’s Anti-Foundationalist Argument -- 10. Foundations -- IV. Focus: Coherence and Related Epistemic Concerns -- 1. The Unattainability of Coherence -- 2. Epistemically Justified Opinion -- 3. The Multiple Faces of Knowing: The Hierarchies of Epistemic Species -- 4. Equilibrium in Coherence? -- V. Coherentists Respond -- 1. Coherence and the Truth Connection: A Reply to My Critics -- 2. Replies and Clarifications.
    Abstract: The subtitle of this book should be read as a qualification as much as an elaboration of the title. If the goal were completeness, then this book would have included essays on the work of other philosophers such as Wilfrid Sellars, Nicholas Rescher, Donald Davidson, Gilbert Harman and Michael Williams. Although it would be incorrect to say that each of these writers has set forth a version of the coherence theory of justification and knowledge, it is clear that their work is directly relevant, and reaction to it could easily fill a companion volume. This book concentrates, however, on the theories of Keith Lehrer and Laurence BonJour, and I doubt that any epistemologist would deny that they are presently the two leading proponents of coherentism. A sure indication of this was the ease with which the papers in this volume were solicited and delivered. The many authors represented here were willing, prepared, and excited to join in the discussion of BonJour's and Lehrer's recent writings. I thank each one personally for agreeing so freely to contribute. All of the essays but two are published for the first time here. Marshall Swain's and Alvin Goldman's papers were originally presented at a symposium on BonJour's The Structure of Empirical Knowledge at the annual meeting of the Central Division of the American Philosophical Association, Chicago, Illinois, in April, 1987.
    DOI: 10.1007/978-94-009-2360-7
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  • 3
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    Test Policy and the Politics of Opportunity Allocation: The Workplace and the Law (1989)
    Dordrecht : Springer
    Details
    ISBN: 9789400925021
    Language: English
    Pages: Online-Ressource (326p) , digital
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Series Statement: Evaluation in Education and Human Services 22
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Education ; Educational tests and measurements ; Economic policy
    Abstract: I Grounding Testing Policy: Three Perspectives -- The Allocation of Opportunities and the Politics of Testing: A Policy Analytic Perspective -- The Mandarin Mentality: Civil Service and University Admissions Testing in Europe and Asia -- Testing Companies, Trends, and Policy Issues: A Current View from the Testing Industry -- II Testing and the Law: Title VII and the Federal Guidelines -- Employment Testing and Title VII of the Civil Rights Act of 1964 -- Non-Discriminatory Use of Personnel Tests Conference Remarks -- The Uniform Guidelines and Subjective Selection Criteria and Procedures Conference Remarks -- III Testing and the Law: The Role of the Courts -- Testing, Public Policy, and the Courts -- Testing in Elementary and Secondary Schools: Can Misuse Be Avoided? -- IV Testing in the Workplace: Theoretical and Practical Perspectives -- Economic Models of Discrimination, Testing, and Public Policy -- Ability Testing for Job Selection: Are the Economic Claims Justified? -- Examples of Testing Programs in the Insurance Industry and a Discussion of Employment Testing Policy Issues -- Test Scores and Evaluation: The Military as Data -- Los Angeles Testing Policies Conference Remarks.
    Abstract: Bernard R. Gifford In the United States, the standardized test has become one of the major sources of information for reducing uncertainty in the determination of individual merit and in the allocation of merit-based educational, training, and employment opportunities. Most major institutions of higher education require applicants to supplement their records of academic achievements with scores on standardized tests. Similarly, in the workplace, as a condition of employment or assignment to training programs, more and more employers are requiring prospective employees to sit for standardized tests. In short, with increasing frequency and intensity, individual members of the political economy are required to transmit to the opportunity marketplace scores on standardized examinations that purport to be objective measures of their and potential. In many instances, these test scores are the abilities, talents, only signals about their skills that job applicants are permitted to send to prospective employers. THE NATIONAL COMMISSION ON TESTING AND PUBLIC POLICY In view of the importance of these issues to our current national agenda, it was proposed that the Human Rights and Governance and the Education and Culture Programs of the Ford Foundation support the establishment of a ''blue ribbon" National Commission on Testing and Public Policy to investigate some of the major problems as well as the untapped opportunities created by recent trends in the use of standardized tests, particularly in the workplace and in schools.
    DOI: 10.1007/978-94-009-2502-1
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  • 4
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    Hume and the Problem of Miracles: A Solution (1989)
    Dordrecht : Springer
    Details
    ISBN: 9789400922457
    Language: English
    Pages: Online-Ressource (224p) , digital
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Series Statement: Philosophical Studies Series 41
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Philosophy (General) ; Genetic epistemology ; Knowledge, Theory of. ; Philosophy.
    Abstract: I Hume’s Analysis of Causation in Relation to His Analysis of Miracles -- 1. Hume’s Account of A Posteriori Reasoning -- 2. Miracles and Reasoning based on Experience -- 3. The Indian and The Ice: Understanding and Rejecting Hume’s Argument -- 4. A Better But Less Interesting Humean Argument -- 5. Miracles and The Logical Entailment Analysis of Causation -- 6. Are Miracles Violations of Laws of Nature? -- Notes to Part I -- II Can Anyone Ever Know That a Miracle Has Occurred? -- 7. What Is Involved In Knowing That a Miracle has Occurred? -- 8. Hume’s Account of Tillotson and the Alleged “Argument of a Like Nature” -- 9. Testimony and Sensory Evidence: Reasons For Belief in Miracles? -- 10. Tillotson’s Argument: Its Application to Justified Belief in Miracles -- 11. Conclusion: Miracles and Contemporary Epistemology -- Notes to Part II -- Index of Names -- Index of Subjects.
    Abstract: This book developed from sections of my doctoral dissertation, "The Possibility of Religious Knowledge: Causation, Coherentism and Foundationalism," Brown University, 1982. However, it actually had its beginnings much earlier when, as an undergraduate at the University of Virginia, I first read Hume's "Of Miracles" and became interested in it. (Fascinated would be too strong. ) My teacher put the following marginal comment in a paper I wrote about it: "Suppose someone told you that they had been impregnated by an angel whispering into their ear. Wouldn't you think they had gone dotty?" She had spent time in England. I thought about it. I agreed that I would not have believed such testimony, but did not think this had much to do with Hume's argument against belief in miracles. What surprised me even more was the secondary literature. I became convinced that Hume's argument was misunderstood. My main thesis is established in Part I. This explains Hume's argument against justified belief in miracles and shows how it follows from, and is intrinsically connected with, his more general metaphysics. Part II Part I. It should give the reader a more complete understanding builds on of both the structure of Hume's argument and of his crucial and questionable premises. Chapters 5 and 11 are perhaps the most technical in the book, but they are also the least necessary. They can be skipped by the reader who is only interested in Hume on miracles.
    DOI: 10.1007/978-94-009-2245-7
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  • 5
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    A Practical Guide to Teacher Education Evaluation (1989)
    Dordrecht : Springer
    Details
    ISBN: 9789400925120
    Language: English
    Pages: Online-Ressource (292p) , digital
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Series Statement: Evaluation in Education and Human Services Series 27
    Series Statement: Evaluation in Education and Human Services 27
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Education ; Educational tests and measurements
    Abstract: 1 Introduction -- 2 Background for Teacher Education Program Evaluation -- 3 The Accreditation Plus Model -- 4 Selection and Evaluation of Knowledge Bases for Teacher Education Programs -- 5 Quality Controls in Teacher Education Programs -- 6 Testing for Admissions -- 7 Evaluating Field-Based Experiences in Teacher Education -- 8 Assessing Student Performance Outcomes in Teacher Education Programs -- 9 Assessment of Faculty in Teacher Education Programs -- 10 Use of Mail Surveys to Collect Information for Program Improvement -- 11 Follow-Up Evaluation of Teacher Education Programs -- 12 Evaluating the Structure of the Education Unit -- 13 Physical Facilities Evaluation in Teacher Education Programs -- 14 Evaluating Financial Resources for Teacher Education Programs -- 15 Evaluation of Library Resources for a Teacher Education Program -- 16 Models and Modeling for Teacher Education Evaluation -- 17 Implementation of Evaluation Results -- 18 Elements of Law as They Relate to Teacher Education Evaluation -- 19 We Can Get There from Here -- Author Index -- NCATE Standards Index.
    Abstract: J. T. Sandefur Western Kentucky University American's ability to compete in world markets is eroding. The productivity growth of our competitors outdistances our own. The capacity of our economy to provide a high standard of living for all our people is increasingly in doubt. As jobs requiring little skill are automated or go offshore and demand increases for the highly skilled, the pool of educated and skilled people grows smaller and the backwater of the unemployable rises. Large numbers of American children are in limbo--ignorant of the past and unprepared for the future. Many are dropping out--notjust out of school--but out of productive society. These are not my words. They are a direct quote from the Executive Summary of the Carnegie Forum Report on Education and the Economy entitled A Nation Prepared: Teachers for the 21st Century (p. 2, 1986). This report was motivated by four purposes: 1. To remind Americans, yet again, of the economic challenges pressing us on all sides; 2. To assert the primacy of education as the foundation of economic growth, equal opportunity and a shared national vision; 3. To reaffirm that the teaching profession is the best hope for establishing new standards of excellence as the hallmark of American education; and 4. To point out that a remarkable window of opportunity lies before us in the next decade to reform education, an opportunity that may not present itself again until well into the next century.
    DOI: 10.1007/978-94-009-2512-0
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  • 6
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    Thomas Reid and ‘The Way of Ideas’ (1989)
    Dordrecht : Springer
    Details
    ISBN: 9789400924369
    Language: English
    Pages: Online-Ressource (316p) , digital
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Series Statement: Philosophical Studies Series 45
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Philosophy (General) ; Genetic epistemology ; Linguistics Philosophy ; History ; Knowledge, Theory of. ; Language and languages—Philosophy.
    Abstract: I: Investigating our Mental Powers -- 1.1 Hume: Thinking versus feeling -- 1.2 Reid: Conception versus sensation -- 1.3 Laws of our constitution and epistemologically prior principles -- 1.4 How to arrive at laws of nature -- 1.5 Scientific study of the mind? -- II: The Ideal Hypothesis -- 2.1 Ideas as objects of perception -- 2.2 Perception and impressions on the mind -- 2.3 Perception by way of perceiving images -- 2.4 Is the table we see an image? -- 2.5 The role of sensation in perception -- III: The Epistemological Role of Perception -- 3.1 Is there fallacy of the senses? -- 3.2 The appearance of objects to the eye -- 3.3 Reliance on the senses -- IV: The Constituents of Reality -- 4.1 The testimony of the senses and the world of material bodies -- 4.2 Primary versus secondary qualities -- 4.3 Colour versus shape -- 4.4 Are there other minds than mine? -- 4.5 An intelligent Author of Nature? -- V: What Words Signify -- 5.1 Locke’s theory of signification -- 5.2 What proper names and general words signify according to Reid -- 5.3 Individual and general conceptions -- 5.4 Whether proper names signify attributes -- 5.5 The variety of objects of conception -- 5.6 Conceiving the real and the unreal -- 5.7 Attributions to conceivable individuals -- 5.8 Things objectively in my mind -- VI: Active Power -- 6.1 Knowingly giving rise to new actions -- 6.2 Locke on active power -- 6.3 Reid’s account of active power -- 6.4 Difficulties within Reid’s account -- 6.5 Divine prescience and active power -- 6.6 Is every future event already determined? -- 6.7 Moral attributions and active power -- VII; Causality -- 7.1 Concerning some criticisms of Hume’s view of the causal principle -- 7.2 No proof of the causal principle available within Hume’s philosophy -- 7.3 Past instances and the uniformity of nature -- 7.4 Presupposition and the authority of experience -- 7.5 Reid’s notion of cause -- 7.6 Wisdom, prudence and causal law -- VIII: Identity and Continuity -- 8.1 The sameness of a person -- 8.2 Amnesia and the same person -- 8.3 The Brave Officer paradox -- 8.4 The sameness of plants and artefacts -- 8.5 What is found on entry into the self -- 8.6 Consciousness and awareness of self -- 8.7 Memories and personal identity -- IX: Of Common Sense and First Principles -- 9.1 How to detect first principles -- 9.2 First principles and modes of argument -- 9.3 Our faculties are not fallacious -- 9.4 The first principles to be employed in the investigation of the mind -- 9.5 Accounting for beliefs -- 9.6 First principles and judgments -- 9.7 Providential Naturalism -- Notes.
    Abstract: This book is meant to serve as an introduction to the philosophy of Thomas Reid by way of a study of certain themes central to that philosophy as we find it expounded in his extensive and influential published writings. The choice of these themes inevitably reflects philosophical interests of the author of this book to some extent but a main consideration behind their selection is that they are extensively treated by Reid in response to treatments by certain of his predecessors in an identifiable tradition called by Yolton 'The Way ofIdeas'. My interest in Reid's philosophy was first awakened by the brilliant writings of A.N. Prior, and in particular by Part II of his posthumous 'Objects of Thought' called 'What we think about' together with his suggestion that Reid was a precursor of Mill on the signification of proper names. It is my hope that the standard of exegesis and of discussion throughout the book, and especially in the case of these topics, is a not unworthy tribute to that thinker.
    DOI: 10.1007/978-94-009-2436-9
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  • 7
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    Creative Ideas For Teaching Evaluation : Activities, Assignments and Resources (1989)
    Dordrecht : Springer
    Details
    ISBN: 9789401578295
    Language: English
    Pages: Online-Ressource (XIII, 312 p) , digital
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Series Statement: Evaluation in Education and Human Services 24
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Education ; Educational tests and measurements
    Abstract: Introduction: Practical and Theoretical Framework -- I Conceptualizing and Planning an Evaluation -- 1 Constructing an Operational Evaluation Design -- 2 Conceptualizing Evaluation: The Key Evaluation Checklist -- 3 Journal Writing in Evaluation -- 4 Field Experiences in Evaluation Courses -- 5 Identifying the Evaluation and Its Usefulness -- 6 Evaluability Assessment -- 7 Evaluation Questions and Methods -- 8 Alternative Evaluation Data Collection Techniques -- 9 Establishing Evaluation Boundaries -- 10 Alternative Models for Evaluation -- 11 Planning a Discrepancy-Based Evaluation -- II Qualitative Methods in Evaluation -- 12 Naturalistic Interviewing -- 13 Critical Issues in Participant Observation -- 14 Naturalistic Data Collection: Case Study Discussion -- 15 “Trustworthiness” in Naturalistic Inquiry: Audit Trails -- 16 Qualitative Data Analysis and Interpretation -- 17 Writing and Interpreting Ethnographic Protocols -- 18 The Computer-Assisted Analysis of Qualitative Data -- 19 Understanding Content Analysis Through the Sunday Comics -- 20 Using Case Records -- III Needs Assessment -- 21 Collection Techniques for Needs Assessment -- 22 A Quick Look at the Nominal Group Technique -- 23 Developing Focus Group Questions for Needs Assessment -- IV Proposal Writing -- 24 Proposal Writing in Early Childhood Special Education -- 25 Responding to an Informal Request to Evaluate: Writing a Proposal -- V Personnel Evaluation -- 26 A Hands-On Experience in Clinical Supervision -- 27 Tensions and Accommodations Among Administrators and Teachers about Staff Appraisal -- VI Issues in Evaluation: Reporting, Utilization, and Ethics -- 28 Information Portrayal and Use -- 29 Ethics and Evaluation: Problems, Issues and Usefulness -- VII Policy Analysis -- 30 Policy/Goal Percentaging -- VIII The Evaluator’s Tools: Statistics, Measurement, and Computers -- 31 Statistical Software Expert System -- 32 Charting Student Progress -- 33 Activities for Teaching Regression to the Mean -- 34 Using Microcomputer Database Management Software to Solve Evaluation Data Management Problems.
    Abstract: In 1976, the first session on the teaching of evaluation was held at an annual meeting of evaluators. A few hardy souls gathered to exchange ideas on improving the teaching of evaluation. At subsequent annual meetings, these informal sessions attracted more and more participants, eager to talk about common teaching interests and to exchange reading lists, syllabuses, assignments, and paper topics. The ses­ sions were irreverent, innovative, lively, and unpredictable. Eventually the group for­ malized itself with the American Evaluation Association as the Topical Interest Group in the Teaching of Evaluation (TIG: TOE). As word of TIG: TOE's activities spread, instructors from all over the country clamored for assistance and advice. It became apparent that a handbook was need­ ed, a practical interdisciplinary guide to the teaching of evaluation. Donna M. Mertens, a long-standing member of TIG: TOE and an accomplished teacher of evaluation, volunteered to edit the book, and her skills, sensitivity, and experience in the craft of teaching are apparent throughout.
    DOI: 10.1007/978-94-015-7829-5
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  • 8
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    Test Policy and Test Performance: Education, Language, and Culture (1989)
    Dordrecht : Springer
    Details
    ISBN: 9789400925007
    Language: English
    Pages: Online-Ressource (324p) , digital
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Series Statement: Evaluation in Education and Human Services 23
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Education ; Educational tests and measurements ; Economic policy
    Abstract: I Tests as Tools of Educational Policy: Theory, Attribution, and Belief -- Mandated Tests: Educational Reform or Quality Indicator? -- Student Achievement Tests as Tools of Educational Policy: Practices and Consequences -- Making Sense of School Testing -- The Irish Study Revisited -- II Tests in Educational Decision Making: Psychometric and Political Boundary Conditions -- Using Test Scores for Decision Making -- If Not Tests, Then What? Conference Remarks -- Advice to the Commission Conference Remarks -- III Language, Culture, Ethnicity, and Testing -- Aspects of Differential Performance by Minorities on Standardized Tests: Linguistic and Sociocultural Factors -- Ethnic Group Differences in the Armed Services Vocational Aptitude Battery (ASVAB) Performance of American Youth: Implications for Career Prospects -- Testing Bilingual Proficiency for Specialized Occupations: Issues and Implications -- Informal Assessment of Asian Americans: A Cultural and Linguistic Mismatch? -- Black and White Cultural Styles in Pluralistic Perspective.
    Abstract: Bernard R. Gifford In the United States, the standardized test has become one of the major sources of information for reducing uncertainty in the determination of individual merit and in the allocation of merit-based educational, training, and employment opportunities. Most major institutions of higher education require applicants to supplement their records of academic achievements with scores on standardized tests. Similarly, in the workplace, as a condition of employment or assignment to training programs, more and more employers are requiring prospective employees to sit for standardized tests. In short, with increasing frequency and intensity, individual members of the political economy are required to transmit to the opportunity marketplace scores on standardized examinations that purport to be objective measures of their abilities, talents, and potential. In many instances, these test scores are the only signals about their skills that job applicants are permitted to send to prospective employers. THE NATIONAL COMMISSION ON TESTING AND PUBLIC POLICY In view of the importance of these issues to our current national agenda, it was proposed that the Human Rights and Governance and the Education and Culture Programs of the Ford Foundation support the establishment of a ''blue ribbon" National Commission on Testing and Public Policy to investigate some of the major problems, as well as the untapped opportunities, created by recent trends in the use of standardized tests, particularly in the workplace and in schools.
    DOI: 10.1007/978-94-009-2500-7
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  • 9
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    Evaluability Assessment : A Practical Approach (1989)
    Dordrecht : Springer
    Details
    ISBN: 9789401578271
    Language: English
    Pages: Online-Ressource (XVIII, 220 p) , digital
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Series Statement: Evaluation in Education and Human Services 26
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Education ; Educational tests and measurements
    Abstract: 1 Introduction -- 2 Evaluability Assessment: Overview of Process -- 3 Determine Purpose, Secure Commitment, and Identify Work Group Members -- 4 Define Boundaries of Program to be Studied -- 5 Identify and Analyze Program Documents -- 6 Develop/Clarify Program Theory -- 7 Identify and Interview Stakeholders -- 8 Describe Stakeholder Perceptions of Program -- 9 Identify Stakeholder Needs, Concerns, and Differences in Perceptions -- 10 Determine Plausibility of Program Model -- 11 Draw Conclusions and Make Recommendations -- 12 Plan Specific Steps for Utilization of EA Data -- 13 Observations about the Process -- Appendix One The Cooperative Extension System -- Appendix Two Evaluability Assessment of the 4-H Youth Program, Maryland Cooperative Extension Service -- Appendix Three Evaluability Assessment of the Local Government Officials Program, Illinois Cooperative Extension Service -- Appendix Four Evaluability Assessment of the Master Gardener Program, California Cooperative Extension -- References.
    Abstract: My interest in and appreciation for program evaluation began in the early 1970's when conducting a curriculum development research project at the University of Florida's P. K. Y onge Laboratory School. This interest was sparked when it became apparent that testing the success of an education program required more skills than just statistics and research methods. After pursuing additional formal schooling, I embarked on a career featuring educational program evaluation as its central thrust--as a private consultant, later in a university health sciences center involving seven academic colleges, and then in the Cooperative Extension Services of Florida and Maryland. Adding evaluability assessment (EA) to the performance of evaluations, to program development, and to teaching about evaluation has been a significant development for me personally, and I hope to those who have been participants with me in each endeavor. This book grew out of many of these experiences and involved numerous colleagues who made significant contributions. First among these is Dr. George Mayeske, Program Evaluation Specialist, Extension Service, U. S. Department of Agriculture, Washington, D. c.
    DOI: 10.1007/978-94-015-7827-1
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  • 10
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    The Philosophy of Thomas Reid (1989)
    Dordrecht : Springer
    Details
    ISBN: 9789400923386
    Language: English
    Pages: Online-Ressource (500p) , digital
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Series Statement: Philosophical Studies Series 42
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Philosophy (General) ; Genetic epistemology ; History ; Knowledge, Theory of. ; Philosophy.
    Abstract: Note on references to the works of Thomas Reid -- Section 1 - Perception -- Reids Attack on the Theory of Ideas -- Reid on Perception and Conception -- The Theory of Sensations -- Reids View of Sensations Vindicated -- Sensation, Perception and Reids Realism -- Reids Opposition to the Theory of Ideas -- Thomas Reid on the Five Senses -- Section 2 - Knowledge and Common Sense -- Reid on Evidence and Conception -- The Defence of Common Sense in Reid and Moore -- The Scottish Kant? -- Did Reid Hold Coherentist Views? -- Reid and Peirce on Belief -- Reid on Testimony -- Section 3 - Mind and Action -- Making Out the Signatures: Reids Account of the Knowledge of Other Minds -- Causality and Agency in the Philosophy of Thomas Reid -- Reid, Scholasticism and Current Philosophy of Mind -- Section 4 - Aesthetics, Moral and Political Philosophy -- Seeing (and so forth) is Believing(among other things); on the Significance of Reid in the History of Aesthetics -- Reid versus Hume: a Dilemma in the Theory of Moral Worth -- Reid and Active Virtue -- Thomas Reid on Justice: A Rights-Based Theory -- Taking Upon Oneself a Character: Reid on Political Obligation -- Section 5 - Historical Context and Influences -- Thomas Reid and Pneumatology: the Text of the Old, the Tradition of the New -- Reid in the Philosophical Society -- Common Sense and the Association of Ideas; the Reid-Priestley Controversy -- Reid on Hypotheses and the Ether: a Reassessment -- The Role of Thomas Reids Philosophy in Science and Technology: the Case of W.J.M. Rankine -- George Jardines Course in Logic and Rhetoric: an Application of Thomas Reids Common Sense Philosophy -- Index of Names.
    Abstract: Note on references to the works of Thomas Reid 5 SECTION 1 - Perception Yves Michaud (University of Paris, France) 9 'Reid's Attack on the Theory of Ideas' William P. Alston (Syracuse University, U. S. A. ) 35 'Reid on Perception and Conception' Vere Chappell (University of Massachusetts, U. S. A. ) 49 'The Theory of Sensations' Norton Nelkin (University of New Orleans, U. S. A. ) 65 'Reid's View of Sensations Vindicated' A. E. Pitson (University of Stirling, Scotland) 79 'Sensation, Perception and Reid's Realism' Aaron Ben-Zeev (University of Haifa, Israel) 91 'Reid's Opposition to the Theory of Ideas' Michel Malherbe (University of Nantes, France) 103 'Thomas Reid on the Five Senses' SECTION 2 - Knowledge and COlIIOOn Sense Keith Lehrer (University of Arizona, U. S. A. ) 121 'Reid on Evidence and Conception' Dennis Charles Holt (Southeast Missouri State 145 University, U. S. A. ) 'The Defence of Common Sense in Reid and Moore' T. J. Sutton (University of Oxford, England) 159 'The Scottish Kant?' Daniel Schulthess (university of Berne, Switzerland) 193 'Did Reid Hold Coherentist Views?' VI Claudine Engel-Tiercelin (University of Rouen, France) 205 'Reid and Peirce on Belief' C. A. J. Coady (University of Melbourne, Australia) 225 'Reid on Testimony' SECTION 3 - Mind and Action James Somerville (University of Hull, England) 249 'Making out the Signatures: Reid's Account of the Knowledge of Other Minds' R. F.
    DOI: 10.1007/978-94-009-2338-6
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  • 11
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    Reflexive Epistemology : The Philosophical Legacy of Otto Neurath (1989)
    Dordrecht : Springer
    Details
    ISBN: 9789400924154
    Language: English
    Pages: Online-Ressource (228p) , digital
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Series Statement: Boston Studies in the Philosophy of Science 118
    Series Statement: Boston Studies in the Philosophy and History of Science 118
    Parallel Title: Erscheint auch als
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    Keywords: Philosophy (General) ; Genetic epistemology ; Science Philosophy ; Social sciences Philosophy ; History ; Science—Philosophy. ; Philosophy and social sciences. ; Knowledge, Theory of.
    Abstract: 1. The Problem of Assessment -- 1. Neurath and Quine: a puzzle of historiography -- 2. Neurath and Carnap: a misleading assimilation -- 3. Neurath and Popper: an epistemological and political polarity -- 2. Enlightenment, Neo-Marxism, Conventionalism: Towards a Critique of Cartesian Rationalism -- 1. Science as ‘a means for life’ -- 2. Scientific holism -- 3. A conventionalistic critique of Cartesian ‘pseudorationalism’ -- 3. Linguistic Reflexivity and ‘Pseudorationalism’ -- 1. Methodological decision and the reflexivity of scientific language -- 2. The ‘physicalist’ overturning of the Circle’s orthodoxy -- 3. Language and reality: a metaphysical relationship -- 4. Reflexivity and the growth of science -- 5. The plurivocality and imprecision of scientific language -- 6. Methodological decision in the praxis of scientific communities -- 7. Empirical rationalism and ‘pseudorationalism’ -- 4. Neurath versus Popper -- 1. Popper’s criticism of Neurath -- 2. Neurath’s reply: Protokollsätze and Basissätze -- 3. Two forms of conventionalism in conflict -- 4. ‘Laws of nature’ and existential propositions: a criticism of the causalist and deductive model of scientific explanation -- 5. Experimenta crucis: against Popper’s conception of science as an asymptotic path toward truth -- 5. The Unity of Science as a Historico-Sociological Goal: From the Primacy of Physics to the Epistemological Priority of Sociology -- 1. From ‘unified science’ to the encyclopedic ‘orchestration’ of scientific language -- 2. Popper’s objections to the projects of Neurath and Carnap -- 3. Esprit systématique versus esprit de système: the encyclopedic paradigm -- 4. The epistemological priority of sociology: a criticism of the ‘covering-laws-model’ of explanation -- 6. Strengths and Weaknesses of an Empirical Sociology -- 1. Logical empiricism and the social sciences: Hempel’s analysis -- 2. Neurath’s criticism of German historicism and the philosophy of values: Mill versus Dilthey and Marx versus Weber -- 3. Marxism as empirical political sociology -- 4. Sociological ‘pseudorationalism’: the inadequacy of behaviourism and the ‘overmathematisation’ of sociology -- 5. Causal asymmetry and the ceteris paribus clause in sociology: the limitations of functionalism and Marxism -- 6. Problems and paradoxes in social prediction: the role of reflexivity -- 7. Neurath and Hempel -- 7. Evaluation, Prescription, and Political Decision -- 1. Towards a sociology of sociology -- 2. Social theory, ethics, and law: theoretical propositions and prescriptive propositions -- 3. Happiness, utilitarianism, and social engineering -- 4. Planning for freedom: Neurath’s criticism of political Platonism and the dispute with Hayek -- Conclusion: Reflexive Epistemology and Social Complexity -- List of Otto Neurath’s Cited Works -- Meta-Bibliographical Note -- Author Index.
    Abstract: Professor Danilo Zolo has written an account of Otto Neurath's epistemology which deserves careful reading by all who have studied the development of 20th century philosophy of science. Here we see the philosophical Neurath in his mature states of mind, the vigorous critic, the scientific Utopian, the pragmatic realist, the sociologist of physics and of language, the unifier and encyclopedist, always the empiricist and always the conscience of the Vienna Circle. Zolo has caught the message of Neurath's ship-at-sea in the reflexivity of language, and he has sensibly explicated the persisting threat posed by consistent conventionalism. And then Zolo beautifully articulates of the 'epistemological priority of sociology'. the provocative theme Was Neurath correct? Did he have his finger on the pulse of empiricism in the time of a genuine unity of the sciences? His friends and colleagues were unable to follow all the way with him, but Danilo Zolo has done so in this stimulating investigation of what he tellingly calls Otto Neurath's 'philosophical legacy' . R.S.COHEN ix ABBREVIATIONS 'Pseudo' = [Otto Neurath], 'Pseudorationalismus der Falsifikation', Erkenntnis,5 (1935), pp. 353--65. Foundations = [Otto Neurath], Foundations of the Social Sciences, in International Encyclopedia of Unified Science, vol. 2, no. 1, pp. 1-51, Chicago: The University of Chicago Press, 1944. ES = Otto Neurath, Empiricism and Sociology, ed. by M. Neurath and R.S. Cohen, Dordrecht and Boston: D. Reidel, 1973.
    DOI: 10.1007/978-94-009-2415-4
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  • 12
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    Hegel’s Epistemological Realism : A Study of the Aim and Method of Hegel’s Phenomenology of Spirit (1989)
    Dordrecht : Springer
    Details
    ISBN: 9789400923423
    Language: English
    Pages: Online-Ressource (324p) , digital
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Series Statement: Philosophical Studies Series 43
    Parallel Title: Erscheint auch als
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    Keywords: Philosophy (General) ; Genetic epistemology ; Phenomenology ; Knowledge, Theory of.
    Abstract: One Problems of Knowledge and Problems with Epistemology -- Two Descartes’s Defense of the Metaphysical Certainty of Empirical Knowledge -- Three Kant on the Objectivity of Empirical Knowledge -- Four Some Aspects of Empiricism and Empirical Knowledge -- Five William Alston on Justification and Epistemic Circularity -- Six Some Basic Methodological Considerations of Hegel’s Phenomenology of Spirit -- Seven Self-Criticism and Criteria of Truth -- Eight The Self-Critical Activity of Consciousness -- Nine Some Further Methodological Considerations -- Ten Hegel’s Idealism and Epistemological Realism -- Eleven The Structure of Hegel’s Argument in the Phenomenology of Spirit -- Appendix IV Abbreviations of Frequently Cited Texts -- Appendix V Analytical Table of Contents -- Notes -- Index of Names -- Index of Subjects.
    Abstract: The scope of this study is both ambitious and modest. One of its ambitions is to reintegrate Hegel's theory of knowledge into main stream epist~ology. Hegel's views were formed in consideration of Classical Skepticism and Modern epistemology, and he frequently presupposes great familiarity with other views and the difficulties they face. Setting Hegel's discussion in the context of both traditional and contemporary epistemology is therefore necessary for correctly interpreting his issues, arguments, and views. Accordingly, this is an issues-oriented study. I analyze Hegel's problematic and method by placing them in the context of Sextus Empiricus, Descartes, Kant, Carnap, and William Alston. I discuss Carnap, rather than a Modern empiricist such as Locke or Hume, for several reasons. One is that Hegel himself refutes a fundamental presupposition of Modern empiricism, the doctrine of "knowledge by acquaintance," in the first chapter of the Phenomenology, a chapter that cannot be reconstructed within the bounds of this study.
    DOI: 10.1007/978-94-009-2342-3
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  • 13
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    Husserl und Cohn : Widerspruch, Reflexion, und Telos in Phänomenologie und Dialektik (1989)
    Dordrecht : Springer
    Details
    ISBN: 9789400924789
    Language: English
    Pages: Online-Ressource (308p) , digital
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Series Statement: Phaenomenologica, Collection Fondée par H.L. van Breda et Publiée Sous le Patronage des Centres D’Archives-Husserl 117
    Series Statement: Phaenomenologica, Series Founded by H. L. Van Breda and Published Under the Auspices of the Husserl-Archives 117
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    Keywords: Philosophy (General) ; Genetic epistemology ; Logic ; Phenomenology ; Knowledge, Theory of.
    Abstract: 1 Einleitung: Fragestellung und Lösungsansatz der folgenden Untersuchungen -- 2 Urteilslehre und Widerspruchsfreiheit bei Husserl: Die verschiedenen Schichten möglicher Thematisierung logischer Konsequenz -- 2.1 Konsequenzlehre als Mathematik der Spielregeln -- 2.2 Konseqiienzlogik als dreischichtige (objektiv gerichtete) „Apophantik“ -- 2.3 Konsequenzlogik als Problem subjektiver Evidenz? Der Stellenwert reflexionstheoretischer Erörterungen Husserls für die Bestimmimg „objektiver“ formaler Logik im ersten Abschnitt von FTL -- 3 Kritik des Satzes vom Widerspruch bei Husserl: Das Programm einer Kritik des Satzes vom Widerspruch und seine Einlösung durch die Theorie widerstreitender Erfahrung -- 3.1 Was heißt „Kritik der logischen Prinzipien“? -- 3.2 Die Kritik der logischen Prinzipien in FTL -- 3.3 Zu den methodischen Voraussetzungen des Übergangs FTL/EU -- 3.4 „Widerstreit“ und „Widerspruch“ in EU -- 4 Urteilstheorie und Dialektikkonzept bei Cohn: Zur Bedeutung des Widerspruchs in Ansehung des Urteils als Urteil im Urteilszusammenhang -- 4.1 Hinführung: „Dialektischer Gedankengang“ — „dialektischer Begriff -- 4.2 Das Verhältnis von TD zu den logischen Prinzipien -- 4.3 Cohns Behandlung der logischen Prinzipien im Verhältnis zur Kritik derselben durch Husserl -- 4.4 Utraquismus und Wahrheit -- 4.5 Urteilszusammenhang und Geltungsanspruch. „Objekt“ und „Subjekt“ für das Erkennen als Aufgabe -- 5 Die Reflexionsproblematik innerhalb der Dialektik Cohns: Erkenntniszusammenhang und Ziel des Erkennens in Cohns Theorie des Selbstbewußtseins -- 5.1 Einleitung -- 5.2 Korrelatives Bewußtsein -- 5.3 Die Dialektik des Selbstbewußtseins -- 5.4 Re-intuivierung und Rekonstruktion -- 5.5 Der Gegensatz „Ich-Kern“ — „Ich-Schale“ -- 6 Reflexionsproblematik und Teleologie der Vernunft bei Husserl: Das „dialektische“ Problem des transzendentalen Psychologismus im Rahmen einer teleologisch konzipierten „transzendentalen“ Phänomenologie -- 6.1 Der Zusammenhang des Paradoxons der Subjektivität mit dem Problem des transzendentalen Psychologismus -- 6.2 Das Programm einer Kritik der Kritik -- 6.3 Teleologische Strukturen innerhalb von FTL -- 6.4 Der entscheidungstheoretische Lösungsansatz des Problems des transzendentalen Psychologismus und seine Probleme -- 7 Telos und Methode bei Husserl und Cohn: Das Unendlichkeitsproblem bei der letztendlichen Bestimmung des Ziels von Phänomenologie und Dialektik -- 7.1 Ausgangspunkt: Zu Unendlichkeitsproblemen und Paradoxien in der Mathematik aus der Sicht Colins und Husserls -- 7.2 Unendlichkeit und Methode in Colins dialektischer Theorie des Erkennens -- 7.3 Unendlichkeitsprobleme in der Phänomenologie Husserls -- 7.4 Das Telos dialektischer Phänomenologie in seiner Bezogenheit auf eine iterativ zu realisierende Methode -- 8 Schlußbemerkungen: Die Grenze obiger Untersuchungen und die Beziehung der Phänomenologie zu anderen „Dialektiken“ -- a) Das Verhältnis der Erkenntnistheorie zur Ethik -- b) Facetten des Lebensweltbegriffs -- c) „Logik“ und „Logiken“ -- d) „Dialektik“ und „Dialektiken“ -- e) Schlußwort -- Beilage I: Brief Husserls an Cohn vorn 15.10.1908 -- Beilage II: Antwort Cohns an Husserl (Briefentwurf vom 31.03.1911) -- Literatur- und Siglenverzeichnis -- A Bibliographien -- B Primär- und Sekundärliteratur -- C Briefe aus dem Jonas Cohn-Archiv, Duisburg -- Stichwortverzeichnis.
    DOI: 10.1007/978-94-009-2478-9
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  • 14
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    Observability and Observation in Physical Science (1989)
    Dordrecht : Springer
    Details
    ISBN: 9789400924345
    Language: English
    Pages: Online-Ressource (176p) , digital
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Series Statement: Synthese Library, Studies in Epistemology, Logic, Methodology, and Philosophy of Science 209
    Parallel Title: Erscheint auch als
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    Keywords: Philosophy (General) ; Genetic epistemology ; Science Philosophy ; Science—Philosophy. ; Knowledge, Theory of.
    Abstract: 1. History -- 2. Dimensions Of Observability -- 3. Case Studies -- 4. The Declaration Of Independence -- Summary -- References.
    Abstract: The concept of observability of entities in physical science is typically analyzed in terms of the nature and significance of a dichotomy between observables and unobservables. In this book, however, this categorization is resisted and observability is analyzed in a descriptive way in terms of the information which one can receive through interaction with objects in the world. The account of interaction and the transfer of information is done using applicable scientific theories. In this way the question of observability of scientific entities is put to science itself. Several examples are presented which show how this interaction-information account of observability is done. It is demonstrated that observability has many dimensions which are in general orthogonal. The epistemic significance of these dimensions is explained. This study is intended primarily as a method for understanding problems of observability rather than as a solution to those problems. The important issue of scientific realism and its relation to observability, however, demands attention. Hence, the implication of the interaction-information account for realism is drawn in terms of the epistemic significance of the dimensions of observability. This amounts to specifying what it is about good observations that make them objective evidence for scientific theories.
    DOI: 10.1007/978-94-009-2434-5
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  • 15
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    Indian Philosophy of Religion (1989)
    Dordrecht : Springer
    Details
    ISBN: 9789400924581
    Language: English
    Pages: Online-Ressource (216p) , digital
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Series Statement: Studies in Philosophy and Religion 13
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    Keywords: Philosophy (General) ; Genetic epistemology ; Philosophy, modern ; Knowledge, Theory of.
    Abstract: 1. Some varieties of Indian theological dualism -- 2. From the fabric to the weaver? -- 3. Religions as failed theodicies: atheism in Hinduism and Buddhism -- 4. Scepticism and religion: on the interpretation of N?g?rjuna -- 5. Some varieties of monism -- 6. The concepts of self and freedom in Buddhism -- 7. Reflections on the sources of knowledge in the Indian tradition -- 8. Omniscience in Indian philosophy of religion -- 9. On the idea of authorless revelation (apaurus?eya) -- 10. ?am?kara on metaphor with reference to G?t? 13.12–18 -- 11. Salvation and the pursuit of social justice -- 12. Caste, karma and the G?t? -- Contributors’ addresses.
    Abstract: With a few notable exceptions, analytical philosophy of religion in the West still continues to focus almost entirely on the Iudaeo-Christian tradition. In particular, it is all too customary to ignore the rich fund of concepts and arguments supplied by the Indian religious tradition. This is a pity, for it gratuitously impoverishes the scope of much contemporary philosophy of religion and precludes the attainment of any insights into Indian religions comparable to those that the clarity and rigour of analytic philosophy has made possible for the Iudaeo-Christian tradition. This volume seeks to redress the imbalance. The original idea was to invite a number of Indian and Western philosophers to contribute essays treating of Indian religious concepts in the style of contemporary analytical philosophy of religion. No further restrietion was placed upon the contributors and the resulting essays (all previously unpublished) exhibit a diversity of themes and approaches. Many arrangements of the material herein are doubtless defensible. The rationale for the one that has been adopted is perhaps best presented through some introductory remarks about the essays themselves.
    DOI: 10.1007/978-94-009-2458-1
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  • 16
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    Rerepresentation : Readings in the Philosophy of Mental Representation (1988)
    Dordrecht : Springer
    Details
    ISBN: 9789400926493
    Language: English
    Pages: Online-Ressource (448p) , digital
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Series Statement: Philosophical Studies Series 40
    Parallel Title: Erscheint auch als
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    Keywords: Philosophy (General) ; Genetic epistemology ; Humanities ; Philosophy of mind ; Knowledge, Theory of.
    Abstract: Semantics, Wisconsin Style -- Representation and Covariation -- Individualism and Psychology -- Thoughts and Belief Ascriptions -- The Alleged Evidence for Representationalism -- Narrow Content -- A Farewell to Functionalism -- Metaphysical Arguments for Internalism and Why They Don’t Work -- Dual Aspect Semantics -- Innate Representations -- Reflexive Reflections -- Some Reductive Strategies in Cognitive Neurobiology -- Computation, Representation, and Content in Noncognitive Theories of Perception -- Beliefs Out of Control -- Intentionality -- Postscript October, 1987 -- Intentionality Speaks for Itself -- A Narrow Representational Theory of the Mind -- Name Index.
    Abstract: This collection of papers on issues in the theory of mental representation expresses a diversity of recent reflections on the idea that C. D. Broad so aptly characterized in the title of his book Mind and the World Order. An important impetus in the project of organizing this work were the discussions I had with Keith Lehrer while I was a Visiting Scholar in the department of Philosophy at the University of Arizona. His encouragement and friendship were of great value to me and I wish to express my thanks to him here. A word of thanks too for Mike Harnish who casually suggested the title Rerepresentation. I wish to express my thanks to Hans Schuurmans of the Computer Center at Tilburg University for his patient and cheerful assistance in preparing the manuscript. Professor J. Verster of the University of Groningen kindly provided the plates for the Ames Room figures. Thieu Kuys helped not only with the texts but also relieved me of chores so that I could devote more time to meeting deadlines. Barry Mildner had a major role in the text preparation using his skills and initiative in solving what seemed like endless technical problems. My deepest thanks are reserved for Anti Sax whose contribution to the project amount to a co-editorship of this volume. She participated in every phase of its development with valuable suggestions, prepared the indexes, and worked tirelessly to its completion.
    DOI: 10.1007/978-94-009-2649-3
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  • 17
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    Imre Lakatos and Theories of Scientific Change (1988)
    Dordrecht : Springer
    Details
    ISBN: 9789400930254
    Language: English
    Pages: Online-Ressource (484p) , digital
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Series Statement: Boston Studies in the Philosophy of Science 111
    Series Statement: Boston Studies in the Philosophy and History of Science 111
    Parallel Title: Erscheint auch als
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    Keywords: Philosophy (General) ; Genetic epistemology ; Science Philosophy ; History ; Science—Philosophy. ; Knowledge, Theory of.
    Abstract: I -- The Methodology of Scientific Research Programmes: A Retrospect -- Deductive Heuristics -- Development of Science as a Change of Types -- Methodology and Ontology -- Imre Lakatos in China -- On the Characterization of Cognitive Progress -- II -- Continuity and Discontinuity in the Definition of a Disciplinary Field: The Case of XXth Century Physics -- Determinism, Probability and Randomness in Classical Statistical Physics -- The Emergence of a Research Programme in Classical Thermodynamics -- The Methodology of Scientific Research Programmes and Some Developments in High Energy Physics -- Many-Particle Physics: Calculational Complications that Become a Blessing for Methodology -- The Relative Autonomy of Theoretical Science and the Role of Crucial Experiments in the Development of Superconductivity Theory -- III -- Lakatos on the Evaluation of Scientific Theories -- Methodological Sophisticationism: A Degenerating Project -- Through the Looking Glass: Philosophy, Research Programmes and the Scientific Community -- A Critical Consideration of the Lakatosian Concepts: “Mature” and “Immature” Science -- Bridge Structures and the Borderline Between the Internal and External History of Science -- IV -- Corroboration, Verisimilitude, and the Success of Science -- Machine Models for the Growth of Knowledge: Theory Nets in PROLOG -- Louis Althusser and Joseph D. Sneed: A Strange Encounter in Philosophy of Science? -- On Incommensurability -- Partial Interpretation, Meaning Variance, and Incommensurability -- Scientific Discovery and Commensurability of Meaning -- V -- Proofs and Refutations: A Reassessment -- Counterfactual Reduction -- Research Programmes and Paradigms as Dialogue Structures -- Philosophy of Science and the Technological Dimension of Science -- Falsificationism Looked at from an “Economic” Point of View -- VI -- The Bayesian Alternative to the Methodology of Scientific Research Programmes -- Frege and Popper: Two Critics of Psychologism -- Has Popper Been a Good Thing? -- Popper’s Propensities: An Ontological Interpretation of Probability.
    Abstract: How happy it is to recall Imre Lakatos. Now, fifteen years after his death, his intelligence, wit, generosity are vivid. In the Preface to the book of Essays in Memory of Imre Lakatos (Boston Studies, 39, 1976), the editors wrote: ... Lakatos was a man in search of rationality in all of its forms. He thought he had found it in the historical development of scientific knowledge, yet he also saw rationality endangered everywhere. To honor Lakatos is to honor his sharp and aggressive criticism as well as his humane warmth and his quick wit. He was a person to love and to struggle with. The book before us carries old and new friends of that Lakatosian spirit further into the issues which he wanted to investigate. That the new friends include a dozen scientific, historical and philosophical scholars from Greece would have pleased Lakatos very much, and with an essay from China, he would have smiled all the more. But the key lies in the quality of these papers, and in the imaginative organization of the conference at Thessaloniki in summer 1986 which worked so well.
    DOI: 10.1007/978-94-009-3025-4
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  • 18
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    Educational Evaluation: Classic Works of Ralph W. Tyler (1988)
    Dordrecht : Springer
    Details
    ISBN: 9789400926790
    Language: English
    Pages: Online-Ressource (332p) , digital
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Series Statement: Evaluation in Education and Human Services
    Parallel Title: Erscheint auch als
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    Keywords: Education ; Educational tests and measurements
    Abstract: I The Service Study Years: 1929 to 1938 -- 1 Overview -- 2 Service Studies in Higher Education -- 3 Constructing Achievement Tests -- II Appraising and Recording Student Progress: The Eight-Year Study -- 1 Overview -- 2 Appraising and Recording Student Progress -- III Tyler’s Rationale for Curriculum Development -- 1 Overview -- 2 New Dimensions in Curriculum Development -- IV National Testing Programs -- 1 Overview -- 2 Appraisal of Educational Achievement Gained in the Armed Forces -- 3 The Objectives and Plans for a National Assessment of Educational Progress -- 4 National Assessment — Some Valuable By-Products for Schools -- V Tyler’s Recent Reflections on His Work -- 1 Overview -- 2 An Interview with Ralph Tyler -- 3 Appendix: Vitae of Ralph Winfred Tyler -- VI A Chronological Bibliography.
    Abstract: I personally learned to know Ralph Tyler rather late in his career when, in the 1960s, I spent a year as a Fellow at the Center for Advanced Study in the Behavioral Sciences at Stanford. His term of office as Director of the Center was then approaching its end. This would seem to disqualify me thoroughly from preparing a Foreword to this "Classic Works. " Many of his colleagues and, not least, of his students at his dear Alma Mater, the University of Chicago, are certainly better prepared than I to put his role in American education in proper perspective. The reason for inviting me is, I assume, to bring out the influence that Tyler has had on the international educational scene. I am writing this Foreword on a personal note. Ralph Tyler's accomplishments in his roles as a scholar, policy maker, educational leader, and statesman have been amply put on record in this book, not least in the editors' Preface. My reflections are those of an observer from abroad but who, over the last 25 years, has been close enough to overcome the aloofness of the foreigner. Tyler has over many years been criss-crossing the North American con­ tinent generously giving advice to agencies at the federal, state, and local levels, lecturing, and serving on many committees and task forces that have been instrumental in shaping American education.
    DOI: 10.1007/978-94-009-2679-0
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  • 19
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    The Vienna Circle and the Lvov-Warsaw School (1988)
    Dordrecht : Springer
    Details
    ISBN: 9789400928299
    Language: English
    Pages: Online-Ressource (480p) , digital
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Series Statement: Nijhoff International Philosophy Series 38
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Philosophy (General) ; Genetic epistemology ; Ethics ; Logic ; Philosophy, modern ; Knowledge, Theory of.
    Abstract: Vienna, Warsaw, Copenhagen -- The Cracow Circle -- Austrian Origins of Logical Positivism -- The Approach to Metaphysics in the Lvov-Warsaw School -- Ajdukiewicz’s Contribution to the Realism/Idealism Debate -- Towards Universal Grammars Carnap’s and Ajdukiewicz’ Contributions -- Principles of Categorial Grammar in the Light of Current Formalisms -- On ‘Categorial Grammar’ -- Meta-Ethics: Contributions from Vienna and Warsaw -- The Project to Create an Empirical Ethical Theory -- Mereology and Metaphysics: From Boethius of Dacia to Lesniewski -- Definitions in Russell, in the Vienna Circle and in the Lvov-Warsaw School -- ?ukasiewicz, Meinong, and Many-Valued Logic -- ?ukasiewiczian Logic of Tenses and The Problem of Determinism -- Kasimir Twardowski: An Essay on The Borderlines of Ontology, Psychology and Logic -- Some Remarks on the Place of Logical Empiricism in 20th Century Philosophy -- De Veritate: Austro-Polish Contributions to the Theory of Truth from Brentano to Tarski -- The Lvov-Warsaw School and the Vienna Circle.
    DOI: 10.1007/978-94-009-2829-9
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  • 20
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    The Likelihood of Knowledge (1988)
    Dordrecht : Springer
    Details
    ISBN: 9789400929050
    Language: English
    Pages: Online-Ressource (204p) , digital
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Series Statement: Philosophical Studies Series 38
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Philosophy (General) ; Genetic epistemology ; Knowledge, Theory of.
    Abstract: 1: Knowledge and Certainty -- 1. Three Conditions of Certainty -- 2. Modal Accounts of Certainty -- 3. The Infallibilist’s View of Certainty -- 4. Direct Knowledge and Infallibility -- 2: Certainty and Fallibilism -- 1. Possible Mistakes About Necessity -- 2. Incorrigibility of the Cogito -- 3. Certainty and the Cogito -- 3: Certainty and Sensations -- 1. The Fallibilist Argument -- 2. Standard Objections -- 3. Are Basic Propositions Incorrigible? -- 4: The Nature of Justification -- 1. Theories of Justification -- 2. Abilities and Reasons -- 3. Proof and Justification -- 4. The Nature of Justification -- 5. Alternative Explanations -- 6. Social-Aspect Cases -- 5: Justification and the Gettier Problem -- 1. The Gettier Problem -- 2. Causal and Defeasibility Theories -- 3. Evidence and Truth -- 4. Some Counterexamples -- 6: Perceptual Knowledge and Physical Objects -- 1. Perception and the Given -- 2. Recognition and Perceptual Knowledge -- 3. Further Restrictions -- 4. Inferential and Non-Inferential -- 5. Abilities and Justified Belief -- 6. Direct Perception of Physical Objects -- 7: Foundations and Coherence -- 1. Experience and the Coherence Theory -- 2. The Nature of Coherence -- 3. Circularity and Coherence -- 4. Reliability and Coherence -- 8: Skepticism and Rationality -- 1. Knowledge and Certainty -- 2. Dire-Possibility Arguments -- 3. The Problem of the Criterion -- 4. Internalism vs. Externalism -- 5. Rationality and Justification -- Select Bibliography -- Index of Names -- Index of Subjects.
    Abstract: It is convenient to divide the theory of knowledge into three sets of problems: 1. the nature of knowledge, certainty and related notions, 2. the nature and validi­ ty of the sources of knowledge, and 3. answers to skeptical arguments. The first set includes questions such as: What is it to know that something is the case? Does knowledge imply certainty? If not, how do they differ? What are the con­ ditions of knowledge? What is it to be justified in accepting something? The sec­ ond deals with the ways in which knowledge can be acquired. Traditional sources have included sources of premisses such as perception, memory, in­ trospection, innateness, revelation, testimony, and methods for drawing conclu­ sions such as induction and deduction, among others. Under this heading, philosophers have asked: Does innateness provide knowledge? Under what con­ ditions are beliefs from perception, testimony and memory justified? When does induction yield justified belief? Can induction itself be justified? Debates in this area have sometimes led philosophers to question sources (e. g. , revela­ tion, innateness) but usually the aim has been to clarify and increase our understanding of the notion of knowledge. The third class includes the peren­ nial puzzles taught to beginning students: the existence of other minds, the problem of the external world (along with questions about idealism and phenomenalism), and more general skeptical problems such as the problem of the criterion. These sets of questions are related.
    DOI: 10.1007/978-94-009-2905-0
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  • 21
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    Evaluation in Decision Making : The case of school administration (1988)
    Dordrecht : Springer
    Details
    ISBN: 9789400926691
    Language: English
    Pages: Online-Ressource (220p) , digital
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Series Statement: Evaluation in Education and Human Services Series 19
    Series Statement: Evaluation in Education and Human Services 19
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Education ; Educational tests and measurements
    Abstract: I Concepts -- 1 The School Principalship -- 2 A Focus on Decision Making and Evaluation -- 3 Evaluation in Education -- 4 How Evaluation Can Improve Decision Making in the School Principalship -- II Studies -- 5 Assigning Teachers to Classrooms -- 6 Making Schoolwide Decisions While Interacting with Teachers -- 7 Performing the Role of Teacher Evaluation -- 8 Guiding and Evaluating Teachers on Student Achievement-Based Instructional Objectives -- 9 Guiding Rational Solutions to Academic Problems of Low Achievers -- 10 Coordinating Student Achievement Testing -- III Implications -- 11 Conclusions -- 12 Toward Improvement -- References.
    Abstract: This book is about the practice of decision making by school principals and about ways to improve this practice by capitalizing on evaluation dimensions. Much has been written on decision making but surprisingly little on decision making in the school principalship. Much has been also written on evaluation as well as on evaluation and decision making, but not much has been written on evaluation in decision making, especially decision making in the principalship. This book presents two messages. One is that decision making in the principalship can be studied and improved and not only talked about in abstract terms. The other message is that evaluation can contribute to the understanding of decision making in the principalship and to the improvement of its practice. In this book we call for the conception of an evaluation-minded principal, a principal who has a wide perspective on the nature of evaluation and its potential benefits, a principal who is also inclined to use evaluation perceptions and techniques as part of his/her decision-making process. This book was conceived in 1985 with the idea to combine thoughts about educational administration with thoughts about educational evaluation. Studies of decision making in the principalship had already been on their way. We decided to await the findings, and in the meantime we wrote a first conceptual version of evaluation in decision making. As the studies were completed we wrote a first empirical version of same.
    DOI: 10.1007/978-94-009-2669-1
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  • 22
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    Teacher Education Evaluation (1988)
    Dordrecht : Springer
    Details
    ISBN: 9789400926752
    Language: English
    Pages: Online-Ressource (172p) , digital
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Series Statement: Evaluation in Education and Human Services
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Education ; Educational tests and measurements ; Assessment.
    Abstract: 1 Teacher Selection: A Problem of Admission Criteria, Certification Criteria, or Prediction of Job Performance? -- 2 Evaluation of Teacher Education Programs -- 3 The Professional Education Unit -- 4 An Outcomes-Based Teacher Preparation Program -- 5 Teacher Education Follow-up Evaluation: How To Do It -- 6 Pupil Achievement: The Weakest Link in the Evaluation Chain -- 7 Reflections on Conference Proceedings for the Center for Teacher Education Evaluation -- 8 Some Missing Links.
    Abstract: In an age that dictates accountability and verifiability of educational programs, institutions of higher education are called on to justify their programs. To meet these demands, there is a need for improved methods for the evaluation of teacher education programs. More importantly, there is a need for the development of methods and procedures to conduct continuous and on-going evaluation that can aid the process of program improvement. Many institutions have had difficulties in developing and implementing satisfactory systems for conducting needed evaluation. In recent years the standards for the approval of teacher education programs in all of the states were strengthened as were the standards for approval by the National Council for the Accreditation of Teacher Education (NCATE). These revised standards put even more emphasis on accountability and the need for both summative and formative evaluation in a teacher education program. Tennessee Technological University has long been recognized as an institution with an exemplary project in program evaluation. As a result, in 1986, the state of Tennessee established at Tennessee Technological University, a Center for Teacher Education Evaluation. The Center began work in July 1986, on the development of models and systems for conducting teacher education program evaluation. To most, teacher education program evaluation is simple and straightforward. Evaluation includes a set of options, a set of criteria, data collection and interpretation, x and then use in meeting accountability needs.
    DOI: 10.1007/978-94-009-2675-2
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  • 23
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    The Ideal and the Real : An Outline of Kant’s Theory of Space, Time and Mathematical Construction (1988)
    Dordrecht : Springer
    Details
    ISBN: 9789400914155
    Language: English
    Pages: Online-Ressource (156p) , digital
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Series Statement: Nijhoff International Philosophy Series 37
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Philosophy (General) ; Genetic epistemology ; Science Philosophy ; History ; Epistemology. ; Philosophy and science. ; Philosophy.
    Abstract: One Prologue: Newton and Leibniz -- 1.1. Newton on Space, Time and Metaphysics -- 1.2. Leibniz: The Ideal and the Real -- Two Kant’s Theory of Space and Time -- 2.1. Introduction -- 2.2. Concepts and Definitions -- 2.3. Kant’s Anti-logicist programme -- 2.4. Transcendental Aesthetic -- 2.5. Construction and Schematism -- 2.6. Spaces and Geometries -- 2.7. Incongruent Counterparts & the Intuitive Nature of Space -- 2.8. Infinity: Reason and Experience -- 2.9. Transcendental Idealism -- Three Acts, Intuitions and Constructions -- 3.1. Introduction -- 3.2. Concepts, Intuitions and the Schematism -- 3.3. Kant’s Constructivism -- 3.4. Incongruity and Constructions -- 3.5. Indirect Proof -- Notes -- Notes on Further Reading.
    Abstract: Many students coming to grips with Kant's philosophy are understandably daunted not only by the complexity and sheer difficulty of the man's writings, but almost equally by the amount of secondary literature available. A great deal of this seems to be - and not only on first reading - just about as difficult as the work it is meant to make more accessible. Any writer deliberately setting out to provide an authentically introductory text thus faces a double problem: how to provide an exegesis which would capture some of the spirit of the original, without gross and misleading over-simplification; and secondly, how to anchor the argument in the best and most imaginative secondary literature, yet avoid the whole project appearing so fragmented as to make the average book of chess openings seem positively austere. Until fairly recently, matters were made even more difficul t, in that commentaries on Kant were very often of a whole work, say, The Critique of Pure Reason, with the result that students would have to struggle through a very great deal of material indeed in order to feel any confidence at all that they had begun to understand the original writings. Recently, things have changed somewhat. There are now excellent commentaries on "Kant's Analytic", "Kant's Analogies" etc. . We have also seen, (at least as reflected in book titles), a resurgence of interest in what is perhaps the most controversial and far-reaching Kantian claim, viz.
    DOI: 10.1007/978-94-009-1415-5
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  • 24
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    Evaluating Business and Industry Training (1987)
    Dordrecht : Springer
    Details
    ISBN: 9789401174237
    Language: English
    Pages: Online-Ressource (320p) , digital
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Series Statement: Evaluation in Education and Human Services 17
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Education ; Educational tests and measurements ; Personnel management. ; International education . ; Comparative education.
    Abstract: I Organizational Context of Training Evaluation -- 1 The Role of Training in Implementing Strategic Change -- 2 Strategic Evaluation of Training -- 3 The Organizational Context of Training Evaluation for Staff Development -- 4 Evaluating Training Programs for Decision Making -- 5 Management Education: Articulating the Unspoken, Riding the Herd, Wasting Money, or Preparing for Tomorrow? -- II Evaluation of Training Products -- 6 Evaluation Issues in the Educational Product Life-Cycle -- 7 Applying Quality Management Concepts and Techniques to Training Evaluation -- 8 Content Validity as an Evaluation Strategy for Examining Training Programs -- 9 The Role of Media in the Evaluation of Training -- 10 Management Education: An Emerging Role for Systematic Evaluation -- III Evaluating and Maximizing the Use of Evaluation Results -- 11 Establishing Corporate Evaluation Policy: Cost Versus Benefit -- 12 Communicating Evaluation Results: The External Evaluator Perspective -- 13 Communicating Evaluation Results: The Internal Evaluator Perspective -- 14 Implementing a Testing Strategy Within a Training Program -- 15 Use of Training Data in Personnel Decision Making.
    Abstract: In the abstract, training is seen as valuable by most people in business and industry. However, in the rush of providing training programs "on time" and "within budget," evaluation of training is frequently left behind as a "nice to have" addition, if practical. In addition, the training function itself is left with the dilemma of proving its worth to management without a substantive history of evaluation. This book is designed to provide managers, educators, and trainers alike the opportunity to explore the issues and benefits of evaluating business and industry training. The purpose is to motivate more effective decisions for training investments based on information about the value of training in attaining business goals. Without evaluation, the value of specific training efforts cannot be adequately measured, the value of training investments overall cannot be fully assessed, and the contributions of the training function to the corporation's goals cannot be duly recognized. Articles are grouped into three sections, althou~h many themes appear across sections. The first section estabhshes the context of training evaluation in a business organization. The second section emphasizes evaluation of training products and services; and the third section discusses costs and benefits of evaluation, and communication and use of evaluation results in decision making. In Section I, the context of training evaluation is established from a variety of perspectives. First, training and trainin~ evaluation are discussed in the context of corporate strateglc goals.
    DOI: 10.1007/978-94-011-7423-7
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  • 25
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    The Categories and the Principle of Coherence : Whitehead’s Theory of Categories in Historical Perspective (1987)
    Dordrecht : Springer
    Details
    ISBN: 9789400935570
    Language: English
    Pages: Online-Ressource (264p) , digital
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Additional Information: Rezensiert in Shields, George W. The Categories and the Principle of Coherence: Whitehead's Theory of Categories in Historical Perspective. A. Zvie Bar-on 1989
    Series Statement: Nijhoff International Philosophy Series 26
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Philosophy (General) ; Genetic epistemology ; Metaphysics ; History ; Knowledge, Theory of.
    Abstract: Extensive Summary of the Exposition -- I. Aristotle and the Beginning of the Doctrine of Categories -- 1. Predication, Inherence and Kinds of Being -- 2. The Definition of ‘Category’ in its Aristotelian Sense -- 3. Aristotelian Table of Categories -- 4. Quality -- 5. Quantity -- 6. Relation -- 7. Substance -- II. The Kantian Development: Systematization -- 1. Criticism of Aristotle’s Approach -- 2. The Relation between Subject and Object -- 3. ‘The Supreme Principle of Human Knowledge’ -- 4. The Table of Categories vs the Table of Judgements -- 5. The Derivability of the Categories -- 6. The Two Logics -- III. The Hegelian Stage: Speculation and Coherence -- 1. The Absence of Systematization -- 2. The Criticism Qualified, or What Did Hegel Received from Kant -- 3. Sensation, Understanding and Reason -- 4. The Hegelian Scheme of Categories -- 5. Limitations and a Broadened Context -- IV. The Non-Speculative Way: Nicolai Hartmann -- 1. The Basic Ontic Scheme -- 2. The Moments of Being: Dasein and Sosein -- 3. The Main Problem: How to Explain the Unity of the Universe -- 4. The Categorial Analysis, Its Nature and Stages -- 5. Hartmann’s Version of Coherence -- V. Whitehead’s Categorial Scheme: the Framework -- 1. ‘A Coherent, Logical and Necessary System’ -- 2. Whitehead’s Version of the Principle of Coherence -- 3. Contradictory Trends -- 4. Whitehead’s Categorial Scheme -- VI. Whitehead’s Categorial Scheme: the Implementation -- 1. ‘The Ultimate’ and the ‘Modes of Existence’ -- 2. The Category of the Actual Entity -- 3. The Principles of Process -- 4. The Principle of Relativity -- 5. The Ontological Principle -- 6. The Subjectivist Principle -- 7. Whitehead’s Formulation of the ‘Categorial Laws’ -- Notes -- References.
    Abstract: The general topic of this book is the theory of categories, its sources, meaning and development. The inquiry can be seen to proceed on two levels. On one, the history of the theory is traced from its alleged genesis in Aristotle, through its main subsequent stages of Kant and Hegel, up to a kind of consummation in two of its prominent twentieth century adherents, Alfred North White­ head and Nicolai Hartmann. Special attention has been paid to that aspect of the Hegelian conception of the categorial analysis from which the principle of coherence emerged. On the second, deeper level, however, everything starts with Whitehead's metaphysical system, the central part of which con­ sists of a fascinating, though highly intricate, web of categorial notions and propositions. The historical perspective becomes a means for untangling that web. I am indebted to a number of people for advice, comment and criticism of various parts of this book. My greatest thanks go to my teachers and colleagues Nathan Rotenstreich, Nathan Spiegel, Yaakov Fleischman, as well as to the late Shmuel Hugo Bergman and Pepita Haezrachi. of this book was published in 1967 by An earlier, Hebrew version the Bialik Institute of Jerusalem. I am grateful to Mr Yehoshua Perel, Mr Arnold Schwartz and to my wife Varda for their cooperation in rendering the extensively revised text of the book into readable English. I also owe great appreciation to Miss Liat Dawe for an accurate and painstaking word-processing of the text.
    DOI: 10.1007/978-94-009-3557-0
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  • 26
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    Forbidden Knowledge : And Other Essays on the Philosophy of Cognition (1987)
    Dordrecht : Springer
    Details
    ISBN: 9789400937710
    Language: English
    Pages: Online-Ressource (170p) , digital
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Series Statement: Episteme, A Series in the Foundational, Methodological, Philosophical, Psychological, Sociological, and Political Aspects of the Sciences, Pure and Applied 13
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Philosophy (General) ; Genetic epistemology ; Knowledge, Theory of.
    Abstract: One/Forbidden Knowledge: Moral Limits of Scientific Research -- 1. A Range of Positions -- 2. Regulation vs. Laissez Faire -- 3. Moral Limits Pertain to Different Aspects of Knowledge -- 4. Can Knowledge as Such be Morally Inappropriate? -- 5. Knowledge is Only One Good among Others -- 6. The Enforcement of Morals -- 7. Coda -- Two/Truth as Ideal Coherence -- 1. The ‘Continuity Condition’ Relating a Criterion to the Definition of Truth -- 2. Truth as Ideal Coherence -- 3. Coherentism and Truth as Adequation -- 4. Postscript: The Gap Between the Real and the Ideal -- Three/Rationality and Consistency -- 1. Consistency: Initial Requisite or Ultimate Ideal? -- 2. Linearly Inferential vs. Dialectically Cyclic Reasoning -- 3. Ampliative vs. Reductive Reasoning -- 4. Two Very Different Sorts of Acceptability: Qualified vs. Outright Belief -- 5. Different Attitudes Towards Consistency -- 6. The Place of Dialectics in the Human Sciences -- 7. Must Inconsistency-Tolerance Be Motivated Epistemically? -- 8. Consistency as a Cognitive Ideal -- Four/An End to Science? -- 1. Is Scientific Discovery an Inherently Bounded Venture? -- 2. Nature Might Exhibit an Unending Complexity of Physical Constitution -- 3. Nature Might Exhibit an Unending Complexity of Lawful Comportment -- 4. The Phenomena of Nature Might Be Unendingly Diverse -- 5. The Basis for an Unending Prospect of Scientific Discovery Might Lie Wholly in the Character of Our Inquiry Processes -- 6. The Regulative Rationale for Supposing the Cognitive Inexhaustibility of Nature -- Five/On the Probabilistic Bearing of Testimony -- 1. Introduction -- 2. The Reliability of Sources -- 3.The Knowledgeability of Sources -- 4. Some Variations -- 5. A Survey of Probative Virtues -- 6. The Taxicab Problem -- 7. Hume and Laplace on Human Testimony -- 8. Laplace on Testimonial Chains -- 9. The Moral of the Story -- Six/The Limits of Probabilistic Epistemology -- 1. The Probabilist Program -- 2. Probability Is Not Enough -- Seven/The Threefold Way -- 1. The Three Levels -- 2. Some Examples -- 3. Man as a Creature of the Threefold Way -- 4. The Question of Legitimacy: The Utility of the Ideal -- Eight/Number Idolatry and Fallacies of Quantification -- Nine/Life’s Seasons: The Conceptual Phenomenology of Age-Periodization -- 1. The General Idea of a Life Cycle -- 2. The Rationale of Human Age-Periodization Phase Transitions -- 3. The Diversity of Age -- 4. The Conventionality of Phase Transition -- 5. Thought Experiments -- 6. The Upshot -- 7. Broader Vistas -- Ten/Philosophical Taxonomy as A Philosophical Issue -- 1. The Shape of Philosophy: Some Ancient Views -- 2. The Middle Ages and Early Modern Times -- 3. A Later Picture -- 4. Taxonomic Dynamics -- 5. The Post-Kantian Transformation -- 6. Taxonomic Proliferation -- 7. The Contemporary Situation -- 8. The Problem of Progress -- 9. The Dialectic of the Individual and the Community -- 10. Conclusion -- Eleven/Is Philosophy a Guide to Life? -- 1. Philosophy: The Problematic Guide -- 2. The Problem of ‘Applied Philosophy’: Only One’s Own Philosophy Can Provide Guidance -- 3. What Philosophy Per Se Can Contribute -- 4. Some Examples of ‘Applied Philosophy’ in the Public Domain -- 5. The Limited Utility of Methodological Applications -- 6. A Danger of ‘Applied Philosophy’ -- Notes -- Index of Names.
    Abstract: This volume collects together eleven essays in epistemology, written during the past three years. They are mostly unpublished, just four of them having appeared previously (numbers two, three, four and eleven). Detailed acknowledgement of prior publication is made in the notes to the relevant chapters. I am indebted to the editors of the several publications involved for their kind permission to use this material. And I am particularly grateful to my friend, Professor Mario Bunge, for his interest in my work and for his willingness to include this sample of it in his 'Episteme' series. NICHOLAS RESCHER Pittsburgh, PA December, 1986 xi INTRODUCTION The philosophy of knowledge covers a vast and enormously diversified terrain. Within this broad area, the essays that comprise the present book deal specifically with the following issues: 1. The moral dimension of inquiry - in particular, scientific inquiry into the ways of the world (Chapter 1) 2. The epistemic status of such cognitive 'values' of inquiry as - coherence (Chapter 2) - consistency (Chapter 3) - completeness (Chapter 4) 3. The cognitive bearing of probabilistic considerations (Chapters 5 and 6) 4. The epistemic status of certain ideal desiderata of cognition, such as - totality (Chapter 7) - precision (Chapter 8) - exactness (Chapter 9) 5.
    DOI: 10.1007/978-94-009-3771-0
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  • 27
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    Alternative Approaches to the Assessment of Achievement (1987)
    Dordrecht : Springer
    Details
    ISBN: 9789400932579
    Language: English
    Pages: Online-Ressource (XVII, 268 p) , digital
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Series Statement: Evaluation in Education and Human Services 16
    Parallel Title: Erscheint auch als
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    Keywords: Education ; Educational tests and measurements
    Abstract: 1: Educational Assessment: A Brief History -- 2: Toward More Sensible Achievement Measurement: A Retrospective -- 3: Analysis of Patterns: The S-P Technique -- 4: The Rasch Model for Item Analysis -- 5: The Three-Parameter Logistic Model -- 6: Measuring Achievement with Latent Structure Models -- 7: Generalizability Theory and Achievement Testing -- 8: Analysis of Reading Comprehension Data -- 9: A Comparison of Models for Measuring Achievement.
    Abstract: Ingrained for many years in the science of educational assessment were a large number of "truths" about how to make sense out of testing results, artful wisdoms that appear to have held away largely by force of habit alone. Practitioners and researchers only occasionally agreed about how tests should be designed, and were even further apart when they came to interpreting test responses by any means other than categorically "right" or "wrong." Even the best innovations were painfully slow to be incorporated into practice. The traditional approach to testing was developed to accomplish only two tasks: to provide ranking of students, or to select relatively small proportions of students for special treatment. In these tasks it was fairly effective, but it is increasingly seen as inadequate for the broader spectrum of issues that educational measurement is now called upon to address. Today the range of questions being asked of educational test data is itself growing by leaps and bounds. Fortunately, to meet this challenge we have available a wide panoply of resource tools for assessment which deserve serious attention. Many of them have exceptionally sOphisticated mathematical foundations, and succeed well where older and less versatile techniques fail dismally. Yet no single new tool can conceivably cover the entire arena.
    DOI: 10.1007/978-94-009-3257-9
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  • 28
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    Decision-Oriented Educational Research (1986)
    Dordrecht : Springer
    Details
    ISBN: 9789400942271
    Language: English
    Pages: Online-Ressource (320p) , digital
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Series Statement: Evaluation in Education and Human Services 11
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Education ; Educational tests and measurements
    Abstract: I Background -- 1 Educational Research and Educational Systems -- 2 The Pittsburgh Experience -- II Generalizations About Decision-Oriented Educational Research -- 3 Client Orientation -- 4 The Importance of Being Methodologically Eclectic -- 5 Monitoring Indicators and Tailoring Practice -- 6 Computer-Based Information Systems -- 7 Program Documentation -- 8 Understanding Achievement Test Results -- 9 Utilization and the Role of the Dissemination Process -- 10 Summary, Conclusions, and Implications -- III The Case Histories -- Case History 1 Elementary School Achievement Study -- Case History 2 Achievement Implications of Grade Reorganization -- Case History 3 Evaluation of Project Pass -- Case History 4 A District-Wide Needs Assessment -- Case History 5 Documenting the Development of a School Improvement Program -- Case History 6 Title I Program for Secondary Students -- Case History 7 Middle-School Needs Assessment -- Case History 8 Computer-Based Information Systems -- Case History 9 Documenting the Development of a Secondary Teacher Center -- Case History 10 The Use of Achievement Test Results in Personnel Evaluation -- Case History 11 Selection of a New Reading Program -- References.
    Abstract: Decision-Oriented Educational Research considers a form of educational research that is designed to be directly relevant to the current information requirements of those who are shaping educational policy or managing edu­ cational systems. It was written for those who plan to conduct such research, as well as for policy makers and educational administrators who might have such research conducted for them. The book is divided into three main parts. Part I is background. Chapter 1 describes some of the basic themes that are woven throughout subsequent chapters on decision-oriented research. These themes include the impor­ tance of taking a systems view of educational research; of understanding the nature of decision and policy processes and how these influence system re­ search; of integrating research activities into the larger system's processes; of the role of management in the research process; of researchers and managers sharing a sense of educational purposes; and of emphasizing system improvement as a basic goal of research process. Chapter 2 is a discussion of the background of the research activities that form the bases of this book. Our collaboration with the Pittsburgh public school system is described, as are the methods and structure we used to build the case histories of our work with the district. Part II, encompassing chapters 3 through 9, addresses basic generaliza­ tions about decision-oriented educational research that we have derived from our experiences.
    DOI: 10.1007/978-94-009-4227-1
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  • 29
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    Empirical Justification (1986)
    Dordrecht : Springer
    Details
    ISBN: 9789400945265
    Language: English
    Pages: Online-Ressource (258p) , digital
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Series Statement: Philosophical Studies Series in Philosophy 34
    Series Statement: Philosophical Studies Series 34
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Philosophy (General) ; Genetic epistemology ; Knowledge, Theory of.
    Abstract: I: Justification and the Regress Problem -- 1. Justification and Truth -- 2. Justification and Probability -- 3. Justification and Knowledge -- 4. The Epistemic Regress Problem -- II: Epistemic Contextualism: Justification Via the Unjustified -- 1. Contextualism and Scientific Justification -- 2. Contextualism Without a Scientific Community -- 3. Contextualism and Skepticism -- 4. The Inadequacy of Contextualism -- III: Epistemic Coherentism: “Circles” of Justification -- 1. Negative Coherentism -- 2. Positive Coherentism -- 3. The Inadequacy of Coherentism -- IV. Epistemic Foundationalism (I): Infinite Regresses, Externalism, and Reliabilism -- 1. Infinite Regresses of Justification -- 2. Epistemic Foundationalism -- 3. Concluding Remarks -- V: Epistemic Foundationalism (II): Epistemic Intuitionism -- 1. Intuitionism and Immediate Justification -- 2. Justifying Nonfoundational Observation Beliefs -- 3. General Summary and Conclusion -- VI. Epilogue: The epistemic and the Rational -- 1. Rational Conflicts -- 2. Three Kinds of Rationality -- 3. All-Things-Considered Rationality -- Select Bibliography -- Index of Names -- Index of Subjects.
    Abstract: Broadly speaking, this is a book about truth and the criteria thereof. Thus it is, in a sense, a book about justification and rationality. But it does not purport to be about the notion of justification or the notion of rationality. For the assumption that there is just one notion of justification, or just one notion of rationality, is, as the book explains, very misleading. Justification and rationality come in various kinds. And to that extent, at least, we should recognize a variety of notions of justification and rationality. This, at any rate, is one of the morals of Chapter VI. This book, in Chapters I-V, is mainly concerned with the kind of justification and rationality characteristic of a truth-seeker, specifically a seeker of truth about the world impinging upon the senses: the so-called empirical world. Hence the book's title. But since the prominent contemporary approaches to empirical justification are many and varied, so also are the epistemological issues taken up in the following chapters. For instance, there will be questions about so-called coherence and its role, if any, in empirical justification. And there will be questions about social consensus (whatever it is) and its significance, or the lack thereof, to empirical justification. Furthermore, the perennial question of whether, and if so how, empirical knowledge has so-called founda­ tions will be given special attention.
    DOI: 10.1007/978-94-009-4526-5
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  • 30
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    Evaluating Educational and Social Programs : Guidelines for Proposal Review, Onsite Evaluation, Evaluation Contracts, and Technical Assistance (1986)
    Dordrecht : Springer
    Details
    ISBN: 9789401174206
    Language: English
    Pages: Online-Ressource (368p) , digital
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Series Statement: Evaluation in Education and Human Services 15
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Education ; Educational tests and measurements
    Abstract: 1: Introduction -- Purpose and Organization of This Book -- Description of Programs Upon Which This Book is Based -- Relevance of the Examples Used in This Book to Other Programs -- Section I: Proposal Review Guidelines and Instruments -- 2: Strategies for Eliciting High-Quality Proposals -- 3: Preparing for the Proposal Review -- 4: Conducting the Proposal Review Process and Presenting the Results -- Section II: Onsite Evaluation Guidelines and Procedures -- 5: Uses and Functions of Onsite Evaluations -- 6: Considerations and Activities Preceding the Onsite Visit -- 7: Conducting, Reporting and Evaluating Onsite Evaluation Activities -- Section III: Technical Assistance for Funded Projects -- 8: Organizing a Technical Assistance System -- 9: Providing Technical Assistance -- Section IV: Establishing Evaluation Agreements and Contracts -- 10: Basic Considerations in Establishing Evaluation Contracts and Agreements -- 11: Negotiating and Monitoring Evaluation Contracts and Agreements -- References.
    Abstract: During the past two decades, evaluation has come to play an increasingly important role in the operation of educational and social programs by national, state, and local agencies. Mandates by federal funding agencies that programs they sponsored be evaluated gave impetus to use of evaluation. Realization that evaluation plays a pivotal role in assuring program quality and effectiveness has maintained the use of evaluation even where mandates have been relaxed. With increased use --indeed institutionalization --of evaluation in many community, state, and national agencies, evaluation has matured as a profession, and new evaluation approaches have been developed to aid in program planning, implementation, monitoring, and improvement. Much has been written about various philosophical and theoretical orientations to evaluation, its relationship to program management, appropriate roles evaluation might play, new and sometimes esoteric evaluation methods, and particular evaluation techniques. Useful as these writings are, relatively little has been written about simple but enormously important activities which comprise much of the day-to-day work of the program evaluator. This book is focused on some of these more practical aspects that largely determine the extent to which evaluation will prove helpful.
    DOI: 10.1007/978-94-011-7420-6
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  • 31
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    Scientific Progress : A Study Concerning the Nature of the Relation Between Successive Scientific Theories (1986)
    Dordrecht : Springer
    Details
    ISBN: 9789401729666
    Language: English
    Pages: Online-Ressource (188 p) , digital
    Edition: Second Edition
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Series Statement: Synthese Library, Studies in Epistemology, Logic, Methodology, and Philosophy of Science 153
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Philosophy (General) ; Genetic epistemology ; Science Philosophy ; Metaphysics ; Knowledge, Theory of. ; Science—Philosophy.
    Abstract: Featuring the Gestalt Model and the Perspectivist conception of science, this book is unique in its non-relativistic development of the idea that successive scientific theories are logically incommensurable. This edition includes four new appendices in which the central ideas of the book are applied to subatomic physics, the distinction between laws and theories, the relation between absolute and relative conceptions of space, and the environmental issue of sustainable development
    DOI: 10.1007/978-94-017-2966-6
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  • 32
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    Critical Perspectives on the Organization and Improvement of Schooling (1986)
    Dordrecht : Springer
    Details
    ISBN: 9789400942295
    Language: English
    Pages: Online-Ressource (272p) , digital
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Series Statement: Evaluation in Education and Human Services 13
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Education ; Educational tests and measurements
    Abstract: 1 Critical Inquiry for School Renewal: Liberating Theory and Practice -- 2 A Critical Perspective on Administration and Organization in Education -- 3 An Alternative and Critical Perspective for Clinical Supervision in Schools -- 4 Reformulating the Evaluation Process -- Reflections -- 5 On Critical Theory and Educational Practice -- 6 Teaching as Reflective Practice -- Author Index.
    Abstract: Major "paradigm shifts"-replacing one "world view" with another­ regarding what constitutes appropriate knowledge do not happen over­ night. Centuries usually intervene in the process. Even minor shifts­ admitting alternative world views into the domain of legitimate knowledge­ producing theory and practice-require decades of controversy, especially, it seems to us, in the field of education. It has only been in the last 20 years or so that the educational research community has begun to accept the "scientific" credibility of the qualitative approaches to inquiry such as participant observation, case study, ethnogra­ phy, and the like. In fact, these methods, with their long and distinguished philosophical traditions in phenomenology, have really only come into their own within the last decade. The critical perspective on generating and evaluating knowledge and practice-what this book is mostly about-is in many ways a radical depar­ ture from both the more traditional quantitative and qualitative perspec­ tives. The traditional approaches, in fact, are far more similar to one another than they are to the critical perspective. This is the case, in our view, for one crucial reason: Both the more quantitative, empirical-analytic and qualitative, interpretive traditions share a fundamental epistemological commitment: they both eschew ideology and human interests as explicit components in their paradigms of inquiry. Ideology and human interests, however, are the "bread and butter" of a critical approach to inquiry.
    DOI: 10.1007/978-94-009-4229-5
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  • 33
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    School-Based Evaluation : A Guide for Board Members, Superintendents, Principals, Department Heads, and Teachers (1986)
    Dordrecht : Springer
    Details
    ISBN: 9789400942219
    Language: English
    Pages: Online-Ressource (304p) , digital
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Series Statement: Evaluation in Education and Human Services 14
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Education ; Educational tests and measurements
    Abstract: 1 An Overview and Some Foundations -- 2 The Evaluate-Your-Instruction Process -- 3 The Evaluation of Productivity, Quality, and Quality-with-Equity in Education -- 4 The Learning Event: A High School’s Math Program for the College Bound -- 5 The Learning Event: the Reading Comprehension Program in a K-8 Elementary School -- 6 An Objectives-Driven Example: Certain Language Arts Basic Skills -- 7 A Cross-Cutting, Interdisciplinary Learning Event: The Character Development of the Students in a K-12 District -- 8 Testing Issues Germane to Evaluating Your Instruction -- 9 Instructional Monitoring with Maximum Performance Tests -- 10 Self-Report and Typical Performance Measures -- References -- Appendix A Mathematics Basic Skills Objective List -- Appendix B Objectives for Capitalization, Punctuation, Grammar Terms, and Grammar Usage.
    DOI: 10.1007/978-94-009-4221-9
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  • 34
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    Instrument Development in the Affective Domain (1986)
    Dordrecht : Springer
    Details
    ISBN: 9789401572590
    Language: English
    Pages: Online-Ressource (XIII, 199 p) , digital
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Series Statement: Evaluation in Education and Human Services 12
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Education ; Educational tests and measurements
    Abstract: 1 Affective Characteristics: Their Conceptual Definitions -- 2 Constructing Affective Instruments -- 3 Scaling Affective Characteristics -- 4 The Validity of Affective Instruments -- 5 The Reliability of Affective Instruments -- 6 A Review of the Steps for Developing an Affective Instrument -- References -- Appendixes A. Semantic Differential: Me As a Counselor -- B. Occupational Values Inventory: Normative Form 191 Occupational Values Inventory: Ipsative Form -- Author Index.
    DOI: 10.1007/978-94-015-7259-0
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  • 35
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    Evaluation of Continuing Education in the Health Professions (1985)
    Dordrecht : Springer
    Details
    ISBN: 9789400949867
    Language: English
    Pages: Online-Ressource (192p) , digital
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Series Statement: Evaluation in Education and Human Services 18
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Education ; Educational tests and measurements
    Abstract: 1 The Need, the Conference, the Book -- 2 The Relevance of the Joint Committee Standards for Improving Evaluations in Continuing Education in the Health Professions -- 3 Another View of the Standards -- 4 Design Problems in Evaluation -- 5 Contemporary Evaluation Designs in Continuing Education -- 6 Data-Collection Problems in Evaluation -- 7 Data-Collection Techniques in Evaluation -- 8 Data Analysis in Evaluation -- 9 Another View of Data Analysis -- 10 Politics of Evaluation -- 11 The State of the Art: A Summary Statement -- Name Index.
    Abstract: Phil R. Manning "Can you prove that continuing education really makes any difference?" Over the years, educators concerned with continuing education (CE) for health professionals have either heard or voiced that question in one form or another more than once. But because of the difficulty in measuring the specific effects of a given course, program, or conference, the question has not been answered satisfactorily. Since CE is costly, since CE is now mandated in some states for re-registration, and since its worth has not been proven in for­ mal evaluation research, the pressure to evaluate remains strong. The question can be partially answered by a more careful definition of continuing education, particularly the goals to be achieved by CEo Another part of the answer depends on the development of a stronger commitment to evaluation of CE by its providers. But a significant part of the answer might be provided through the improvement of methods used in evaluation of continuing education for health professionals. To address this last concern, the Development and Demonstration Center in Continuing Education for the Health Professions of the Univer­ sity of Southern California organized and conducted a meeting of academi­ cians and practitioners in evaluation of continuing education. During a three-day period, participants heard formal presentations by five invited speakers and then discussed the application of the state of the art of educa­ tional evaluation to problems of evaluation of continuing education for health professionals.
    DOI: 10.1007/978-94-009-4986-7
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  • 36
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    Epistemology, Methodology, and Philosophy of Science : Essays in Honour of Carl G. Hempel on the Occasion of His 80th Birthday, January 8th 1985 (1985)
    Dordrecht : Springer
    Details
    ISBN: 9789401714563
    Language: English
    Pages: Online-Ressource (III, 484 p) , digital
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Philosophy (General) ; Genetic epistemology ; Science Philosophy ; Science—Philosophy. ; Knowledge, Theory of.
    Abstract: On Inductive Support and Some Recent Tricks -- Inductive Inference in the Limit -- Probability and Laws -- Commensurability, Incommensurability and Cumulativity in Scientific Knowledge -- Social Habits and Enlightened Cooperation: Do Humans Measure Up to Lewis Conventions? -- Theoretical Terms and Bridge Principles: A Critique of Hempel’s (Self-) Criticisms -- On Reduction of Theories -- Reflexive Reflections -- Explaining the Actions of the Explainers -- On Explaining Beliefs -- Explaining the Unpredictable -- The Logician’s Dilemma: Deductive Logic, Inductive Inference and Logical Empiricism -- Explanation in Physical Cosmology: Essay in Honor of C. G. Hempel’s Eightieth Birthday -- Statements and Pictures -- Truth and Best Explanation -- Utility Theory and Preference Logic -- Der erste Wiener Kreis -- Are Synoptic Questions Illegitimate? -- On Determining Dispositions -- Die Logik der Unbestimmtheiten und Paradoxien -- Bemerkungen zur pragmatisch-epistemischen Wende in der Wissenschaftstheoretischen Analyse der Ereigniserklärungen -- Zur Verteidigung einiger Hempelscher Thesen gegen Kritiken Stegmüllers.
    Abstract: Professor C. G. Hempel (known to a host of admirers and friends as 'Peter' Hempel) is one of the most esteemed and best loved philosophers in the If an Empiricist Saint were not somewhat of a Meinongian Impos­ world. sible Object, one might describe Peter Hempel as an Empiricist Saint. In­ deed, he is as admired for his brilliance, intellectual flexibility, and crea­ tivity as he is for his warmth, kindness, and integrity, and does not the presence of so many wonderful qualities in one human being assume the dimensions of an impossibility? But Peter Hempel is not only possible but actual! One of us (Hilary Putnam) remembers vividly the occasion on which he first witnessed Hempel 'in action'. It was 1950, and Quine had begun to attack the analytic/synthetic distinction (a distinction which Carnap and Reichenbach had made a cornerstone, if not the keystone, of Logical Em­ piricist philosophy). Hempel, who is as quick to accept any idea that seems to contain real substance and insight as he is to demolish ideas that are empty or confused, was one of the first leading philosophers outside of Quine's immediate circle to join Quine in his attack. Hempel had come to Los Angeles (where Reichenbach taught) on a visit, and a small group consisting of Reichenbach and a few of his graduate students were gath­ ered together in Reichenbach's home to hear Hempel defend the new posi­ tion.
    DOI: 10.1007/978-94-017-1456-3
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  • 37
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    Conducting Educational Needs Assessments (1985)
    Dordrecht : Springer
    Details
    ISBN: 9789401178075
    Language: English
    Pages: Online-Ressource (XV, 229 p) , digital
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Series Statement: Evaluation in Education and Human Services 10
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
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    Keywords: Education ; Educational tests and measurements
    Abstract: 1 Introduction to Needs Assessment -- The Current Practice of Needs Assessment -- Current Needs Assessment Literature -- Problems in the Practice and Theory of Needs Assessment -- Definition of Need -- The Needs Assessment Process -- A Checklist for Designing and Evaluating Needs Assessments -- Summary -- 2 Preparation -- Identifying the Client, Other Audiences, and the Target Population -- Purposes of the Needs Assessment -- Determining Information Needs -- Identifying the Agency or Person that Will Conduct the Assessment -- Needs Assessment Planning: An Example -- Developing the Basic Design -- Converting the Design into a Management Plan -- Institutional Support -- Reaching and Formalizing Agreements to Govern the Assessment -- The Example Revisited -- Appendix 2A: Needs Assessment Planning Chart -- Appendix 2B: Planning Budget -- Appendix 2C: Summary Budget -- Appendix 2D: Memorandum of Agreement Between the School Board and Learning Disabilities Council -- Appendix 2E: Grant Letter -- 3 Information Gathering -- Definition -- Designing and Operationalizing the Information Collection Plan -- Planning Information Collection -- Conducting Observation Procedures -- 4 Analysis -- Preliminary Analysis -- Needs and Strengths Analysis -- Treatments Analysis -- Summary -- 5 Reporting Needs Assessment Information -- General Guidelines -- Reporting Criteria -- Preparing a Reporting Plan -- Functional Elements in Reporting -- Reporting Examples -- Charts, Graphs, and Tables -- Summary -- 6 Evaluating the Needs Assessment -- Why Evaluate a Needs Assessment? -- Standards of a Good Needs Assessment -- Evaluation Questions -- Types of Evaluation -- Summary -- Appendix 6A: Questions for Evaluating a Needs Assessment -- Appendix 6B: Checklist for Judging the Adequacy of an Evaluation Design -- Appendix A: Establishing Validity and Reliability in Instrumentation -- Appendix B: Techniques for Analyzing Needs Assessment Information.
    Abstract: What goals should be addressed by educational programs? What priorities should be assigned to the different goals? What funds should be allocated to each goal? How can quality services be maintained with declining school enrollments and shrinking revenues? What programs could be cut if necessary? The ebb and flow of the student population, the changing needs of our society and the fluctuation of resources constantly impinge on the education system. Educators must deal with students, communities, and social institutions that are dynamic, resulting in changing needs. It is in the context of attempting to be responsive to these changes, and to the many wishes and needs that schools are asked to address, that needs assessment can be useful. Needs assessment is a process that helps one to identify and examine both values and information. It provides direction for making decisions about programs and resources. It can include such relatively objective procedures as the statistical description and analysis of standardized test data and such subjective procedures as public testimony and values clarification activities. Needs assessment can be a part of community relations, facilities planning and consolidation, program development and evaluation, and resource allocation. Needs assessment thus addresses a xiii XIV PREFACE broad array of purposes and requires that many different kinds of procedures be available for gathering and analyzing information. This book was written with this wide variation of practices in mind.
    DOI: 10.1007/978-94-011-7807-5
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  • 38
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    Treatise on Basic Philosophy : Epistemology & Methodology III: Philosophy of Science and Technology Part II Life Science, Social Science and Technology (1985)
    Dordrecht : Springer
    Details
    ISBN: 9789400952874
    Language: English
    Pages: Online-Ressource (360p) , digital
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Series Statement: Treatise on Basic Philosophy 7
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Philosophy (General) ; Genetic epistemology ; History ; Knowledge, Theory of.
    Abstract: of Epistemology III -- 3. Life Science: From Biology to Psychology -- 1. Life and its Study -- 2. Two Classics -- 3. Two Moderns -- 4. Brain and Mind -- 5. Strife Over Mind -- 6. From Biology to Sociology -- 7. Concluding Remarks -- 4. Social Science: From Anthropology to History -- 1. Society and its Study -- 2. Anthropology -- 3. Linguistics -- 4. Sociology and Politology -- 5. Economics -- 6. History -- 7. Concluding Remarks -- 5. Technology: from Engineering to Decision Theory -- 1. Generalities -- 2. Classical Technologies -- 3. Information Technology -- 4. Sociotechnology -- 5. General Technology -- 6. Technology in Society -- 7. Concluding Remarks -- Index of Names -- Index of Subjects.
    DOI: 10.1007/978-94-009-5287-4
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  • 39
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    Epistemology & Methodology III: Philosophy of Science and Technology Part I: Formal and Physical Sciences (1985)
    Dordrecht : Springer
    Details
    ISBN: 9789400952812
    Language: English
    Pages: Online-Ressource (353p) , digital
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Series Statement: Treatise on Basic Philosophy 7
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Philosophy (General) ; Genetic epistemology ; History ; Knowledge, Theory of.
    Abstract: of Epistemology III -- 1. The Chasm between S&T and the Humanities -- 2. Bridging the Chasm -- 3. Towards a Useful PS&T -- 4. Concluding Remarks -- 1. Formal Science: From Logic to Mathematics -- 1. Generalities -- 2. Mathematics and Reality -- 3. Logic -- 4. Pure and Applied Mathematics -- 5. Foundations and Philosophy -- 6. Concluding Remarks -- 2. Physical Science: From Physics to Earth Science -- 1. Preliminaries -- 2. Two Classics -- 3. Two Relativities -- 4. Quantons -- 5. Chance -- 6. Realism and Classicism -- 7. Chemistry -- 8. Megaphysics -- 9. Concluding Remarks -- Index of Names -- Index of Subjects.
    Abstract: The aims of this Introduction are to characterize the philosophy of science and technology, henceforth PS & T, to locate it on the map ofiearning, and to propose criteria for evaluating work in this field. 1. THE CHASM BETWEEN S & T AND THE HUMANITIES It has become commonplace to note that contemporary culture is split into two unrelated fields: science and the rest, to deplore this split - and to do is some truth in the two cultures thesis, and even nothing about it. There greater truth in the statement that there are literally thousands of fields of knowledge, each of them cultivated by specialists who are in most cases indifferent to what happens in the other fields. But it is equally true that all fields of knowledge are united, though in some cases by weak links, forming the system of human knowledge. Because of these links, what advances, remains stagnant, or declines, is the entire system of S & T. Throughout this book we shall distinguish the main fields of scientific and technological knowledge while at the same time noting the links that unite them.
    DOI: 10.1007/978-94-009-5281-2
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