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  • 1985-1989  (64)
  • Dordrecht : Springer  (64)
  • Education  (23)
  • Humanities  (23)
  • Genetic epistemology  (21)
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Language
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Year
Author, Corporation
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Keywords
  • 1
    Online Resource
    Online Resource
    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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  • 2
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    Online Resource
    Philosophy and the Liberal Arts (1989)
    Dordrecht : Springer
    Details
    ISBN: 9789400923683
    Language: English
    Pages: Online-Ressource (364p) , digital
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Series Statement: Contributions To Phenomenology, In Cooperation with the Center for Advanced Research in Phenomenology 2
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
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    Keywords: Education ; History ; Humanities ; Art—Study and teaching. ; Education, Higher.
    Abstract: One Phenomenology and the Objective of Historiography -- Two The Idea of Being: A Platonic Speculation -- Three On Parsing the Parmenides -- Four On Participation: Beginning a Philosophical Grammar -- Five On Ritual and Rhetoric in Plato -- Six The Two Republics: A Study in Dialectic -- Seven The Liberal Arts and Plato’s Relation to Them -- Eight Saint Augustine’s Christian Dialectic -- Nine Faith and Reason in Plato and St. Augustine: A Further Dialectic -- Ten Descartes’ Revision of the Cartesian Dualism -- Eleven On Kant’s Philosophic Grammar of Mathematics -- Twelve Is Modern Physics Possible Within Kant’s Philosophy? -- Thirteen On Kant’s Refutation of Metaphysics -- Fourteen Husserl’s Ideas in the Liberal Arts Tradition -- Fifteen On the Structure and Value of the Philosophy of Merleau-Ponty -- Sixteen The Unity of the Liberal Arts and the University -- Seventeen Modes of Being and Their Relation to the Liberal Arts and Artist.
    Abstract: As this collection of essays demonstrates, over a long career Edward Goodwin Ballard has written on a wide range of topics of philosophical interest. Although the present volume can be enjoy­ ably browsed, it is not simply a sampling of his writings. Rather, herein Professor Ballard has chosen and organized essays which pertain to the major concerns of his philosophic life. He has long held that the function of philosophy, particularly in a time such as ours, is the discernment and analysis of basic principles (archai) and their consequences. Indeed, in Philosophy at the Crossroads. he recommended focusing upon the history of philosophy understood as the movement of recognizing and interpreting the shifts in first principles as they reflect and determine human change. For Ballard, the study of the history of philosophy, like philosophy itself, is not so much a body of knowledge as an exercise (an art) whiQh moves the practitioner towards social and individual maturity. He holds, along with Plato and Husserl, that philosophy is a process of conversion to the love of wisdom as well as a grasp of the means for its attainment. Throughout his writings, Ballard has maintained that the difficulties of this journey have to do with the limitations of the pilgrim. Human being is perspectival, finite, and inevitably ignorant. Philosophic command and self -recognition reside in the just assessment of the limits of human knowledge.
    DOI: 10.1007/978-94-009-2368-3
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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
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    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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    Computers, Brains and Minds : Essays in Cognitive Science (1989)
    Dordrecht : Springer
    Details
    ISBN: 9789400911819
    Language: English
    Pages: Online-Ressource (262p) , digital
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Series Statement: Australasian Studies in History and Philosophy of Science 7
    Series Statement: Studies in History and Philosophy of Science 7
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Science Philosophy ; Humanities ; Philosophy of mind ; Artificial intelligence ; Science—Philosophy.
    Abstract: Why There Still Has To Be a Language of Thought -- How Much of the Mind is a Computer? -- Computational Functional Psychology: Problems and Prospects -- Belief and Responsibility -- Mental Images: Should Cognitive Science Learn from Neurophysiology? -- How NOT to Naturalize the Theory of Action -- Notes Toward a Faculty Theory of Cognitive Consciousness -- Modularity, Schemas and Neurons: A Critique of Fodor -- Action Explanation and the Nature of Mind -- Index of Names.
    Abstract: The institutionalization of History and Philosophy of Science as a distinct field of scholarly endeavour began comparatively early - though not always under that name - in the Australasian region. An initial lecturing appointment was made at the University of Melbourne imme­ diately after the Second World War, in 1946, and other appointments followed as the subject underwent an expansion during the 1950s and 1960s similar to that which took place in other parts of the world. Today there are major Departments at the University of Melbourne, the University of New South Wales and the University of Wollongong, and smaller groups active in many other parts of Australia and in New Zealand. "Australasian Studies in History and Philosophy of Science" aims to provide a distinctive publication outlet for Australian and New Zealand scholars working in the general area of history, philosophy and social studies of science. Each volume comprises a group of essays on a connected theme, edited by an Australian or a New Zealander with special expertise in that particular area. Papers address general issues, however, rather than local ones; parochial topics are avoided. Further­ more, though in each volume a majority of the contributors is from Australia or New Zealand, contributions from elsewhere are by no means ruled out. Quite the reverse, in fact - they are actively encour­ aged wherever appropriate to the balance of the volume in question.
    DOI: 10.1007/978-94-009-1181-9
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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
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    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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    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
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
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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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  • 7
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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
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    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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  • 8
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    The Logic of Mind (1989)
    Dordrecht : Springer
    Details
    ISBN: 9789400925953
    Language: English
    Pages: Online-Ressource (416p) , digital
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Series Statement: Synthese Library, Studies in Epistemology, Logic, Methodology, and Philosophy of Science 155
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
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    Keywords: Philosophy (General) ; Humanities ; Logic ; Philosophy of mind ; Artificial intelligence
    Abstract: I / Introduction -- 1. The Revival of Mental Philosophy -- 2. Mechanism -- 3. Naturalism -- 4. Two Problems of Mind -- II / What Is a Rule of Mind? -- 1. Signals and Control -- 2. Turing Machines -- 3. Logic and Logic of Mind -- 4. Nerve Networks and Finite Automata -- 5. Computer Logic -- 6. Glimpses from Psychology -- 7. Summary on Rules -- III / Behavior and Structure -- 1. Some Varieties of Automata -- 2. Fitting and Guiding -- 3. Empirical Realism -- IV / Mechanism — Arguments PRO and CON -- 1. Thinking Machines -- 2. The Argument from Analogy -- 3. Psychological Explanation and Church’s Thesis -- 4. On the Dissimilarity of Behaviors -- 5. Computers, Determinism, and Action -- 6. Summary to the Main Argument from Analogy -- V / Functionalism, Rationalism, and Cognitivism -- 1. Psychological and Automaton States -- 2. Behaviorism -- 3. Neorationalism -- 4. Cognitivism -- VI / The Logic of Acceptance -- 1. Universals, Gestalten, and Taking -- 2. Acceptance -- 3. Expectation -- 4. Family Resemblances -- VII / Perception -- 1. Perceptual Objects -- 2. Perception Perspectives -- VIII / Belief and Desire -- 1. Perceptual Belief -- 2. Desire -- 3. A Model of Desire -- 4. Standing Belief — Representation -- IX / Reference and Truth -- 1. Pure Semantics versus User Semantics -- 2. Belief Sentences -- 3. Denotation -- 4. A Theory of Truth -- 5. Adequacy -- X / Toward Meaning -- 1. Linguistic Meaning -- 2. Propositions -- 3. Intensions of Names and Predicates -- XI / Psychological Theory and the Mindbrain Problem -- 1. Realism and Reduction -- 2. Explanation -- 3. Free Will -- 4. Mental Occurrents -- Table of Figures, Formulas, and Tables -- Notes.
    Abstract: This book presents a mechanist philosophy of mind. I hold that the human mind is a system of computational or recursive rules that are embodied in the nervous system; that the material presence of these rules accounts for perception, conception, speech, belief, desire, intentional acts, and other forms of intelligence. In this edition I have retained the whole of the fIrst edition except for discussion of issues which no longer are relevant in philosophy of mind and cognitive psychology. Earlier reference to disputes of the 1960's and 70's between hard-line empiricists and neorationalists over the psychological status of grammars and language acquisition, for instance, has simply been dropped. In place of such material I have entered some timely or new topics and a few changes. There are brief references to the question of computer versus distributed processing (connectionist) theories. Many of these questions dissolve if one distinguishes as I now do in Chapter II between free and embodied algorithms. I have also added to my comments on artifIcal in­ telligence some reflections. on Searle's Chinese Translator. The irreducibility of machine functionalist psychology in my version or any other has been exaggerated. Input, output, and state entities are token identical to physical or biological things of some sort, while a machine system as a collection of recursive rules is type identical to representatives of equivalence classes. This nuld technicality emerges in Chapter XI. It entails that so-called "anomalous monism" is right in one sense and wrong in another.
    DOI: 10.1007/978-94-009-2595-3
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  • 9
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    Philosophy of Technology : Practical, Historical and Other Dimensions (1989)
    Dordrecht : Springer
    Details
    ISBN: 9789400923034
    Language: English
    Pages: Online-Ressource (220p) , digital
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Series Statement: Philosophy and Technology 6
    Parallel Title: Erscheint auch als
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    Keywords: Philosophy (General) ; Science Philosophy ; Technology Philosophy ; Humanities ; Ethics ; Technology—Philosophy. ; Science—Philosophy.
    Abstract: I Practical Problems -- Cybernetics, Culpability, and Risk: Automatic Launch and Accidental War -- Catastrophic Possibilities of Space-Based Defense -- Judgment and Policy: The Two-Step in Mandated Science and Technology -- II Historical Dimensions -- Skull’s Darkroom: The Camera Obscura and Subjectivity -- Workplace Democracy for Teachers: John Dewey’s Contribution -- Doing and Making in a Democracy: Dewey’s Experience of Technology -- Pragmatism, Praxis, and the Technological -- III International and Intergenerational Perspectives -- Philosophy of Technology in China -- Design Methodology: A Personal Statement -- Responsibility and Future Generations: A Constructivist Model -- Name Index.
    Abstract: The corps of philosophers who make up the Society for Philosophy & Technology has now been collaborating, in one fashion or another, for almost fifteen years. In addition, the number of philosophers, world-wide, who have begun to focus their analytical skills on technology and related social problems grows increasingly every year. {It would certainly swell the ranks if all of them joined the Society!) It seems more than ap­ propriate, in this context, to publish a miscellaneous volume that em­ phasizes the extraordinary range and diversity of contemporary contribu­ tions to the philosophical understanding of the exceedingly complex phenomenon that is modern technology. My thanks, once again, to the anonymous referees who do so much to maintain standards for the series. And thanks also to the secretaries - Mary Imperatore and Dorothy Milsom - in the Philosophy Department at the University of Delaware; their typing and retyping of the MSS, and especially notes and references, also contributes to keeping our standards high. PAUL T. DURBIN vii Paul T. Durbin (ed.), Philosophy ofT echnology, p. vii.
    DOI: 10.1007/978-94-009-2303-4
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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
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    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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    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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  • 12
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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
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    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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  • 13
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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
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    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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  • 14
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    Kant’s Practical Philosophy Reconsidered : Papers presented at the Seventh Jerusalem Philosophical Encounter, December 1986 (1989)
    Dordrecht : Springer
    Details
    ISBN: 9789401720168
    Language: English
    Pages: Online-Ressource (X, 262 p) , digital
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Series Statement: International Archives of the History of Ideas / Archives Internationales d’Histoire des Idées 128
    Series Statement: International Archives of the History of Ideas Archives internationales d'histoire des idées 128
    Parallel Title: Erscheint auch als
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    Keywords: Humanities ; Ethics ; Pragmatism ; History ; Philosophy, Modern.
    Abstract: I: Fundamentals of Moral Action -- Empirical and Intelligible Character in the Critique of Pure Reason -- Morality as Freedom -- On the Formalism of Kant’s Ethics -- Agency and Anthropology in Kant’s Groundwork -- The Submission of our Sensuous Nature to the Moral Law in the Second Critique -- II: Moral Practice and Knowledge -- Theory as Practice in Kant -- Autonomy, Omniscience and the Ethical Imagination: From Theoretical to Practical Philosophy in Kant -- The Interests of Reason: From Metaphysics to Moral History -- III: From Morality to Justice and History -- Kant’s Principle of Justice as Categorical Imperative of Law -- Histoire et Guerre chez Kant -- Freedom as a Regulative Principle: On Some Aspects of the Kant-Herder Controversy on the Philosophy of History -- IV: Kant in Contemporary Contexts -- How Kantian is Rawls’s “Kantian Constructivism”? -- The Ideal Speech Situation: Neo-Kantian Ethics in Habermas and Apel -- Kant: Respect, Individuality and Dependence.
    Abstract: That Kant's ideas remain vitally present in ethical thinking today is as impossible to deny as it is to overlook their less persisting aspects and sometimes outdated idiom. The essays in this volume attempt to reassess some crucial questions in Kant's practical philosophy both by sketching the lines for new systematic interpretations and by examining how Kantian themes apply to contemporary moral concerns. In the previous decade, when Kant was primarily read as an answer to utilitarianism, emphasis was mainly laid on the fundamentals of his moral theory, stressing such concepts as universalization, duty for its own sake, personal autonomy, unconditional imperatives or humanity as end-in-itself, using the Groundwork and its broader (ifless popular) systematic parallel, the Analytic of the Critique of Practical Reason, as main sources. In recent years, however, emphasis has shifted and become diversified. The present essays reflect this diversification in discussing the extension of Kantian ethics in the domains of law, justice, politics and moral history, and also in considering such meta-philosophical questions as the relation between the various "inter­ ests of reason" (as Kant calls them), above all between knowledge and moral practice. The papers were first presented at the Seventh Jerusalem Philosophical Encounter, held at the Hebrew University of Jerusalem in December 1986. The Jerusalem Philosophical Encounters are a series of bi-annual international symposia, in which philosophers of different backgrounds meet in Jerusalem to discuss a common issue. Organized by the S. H.
    DOI: 10.1007/978-94-017-2016-8
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  • 15
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    Acting and Reflecting : The Interdisciplinary Turn in Philosophy (1989)
    Dordrecht : Springer
    Details
    ISBN: 9789400924765
    Language: English
    Pages: Online-Ressource (234p) , digital
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Series Statement: Synthese Library, Studies in Epistemology, Logic, Methodology, and Philosophy of Science 211
    Parallel Title: Erscheint auch als
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    Keywords: Philosophy (General) ; Logic, Symbolic and mathematical ; Humanities ; Logic ; Computational linguistics ; Mathematical logic.
    Abstract: I. Philosophy? -- 1. Philosophy and the Sciences -- 2. Impressions of Philosophy -- 3. The Computational Model of the Mind, a panel discussion -- 4. Discussion: Progress in Philosophy -- 5. Philosophy and the Academy -- II. Working. -- 1. Pale Fire Solved -- 2. Incremental Acquisition and a Parametrized Model of Grammar -- 3. What are General Equilibrium Theories? -- 4. Effective Epistemology, Psychology, and Artificial Intelligence -- 5. The Flaws in Sen’s Case Against Paretian Libertariansism -- 6. Decisions without Ordering -- 7. Reflections on Hilbert’s Program -- 8. The Tetrad Project -- III. Postscriptum -- 1. Rationality Unbound.
    DOI: 10.1007/978-94-009-2476-5
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  • 16
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    The Circle of Acquaintance : Perception, Consciousness, and Empathy (1989)
    Dordrecht : Springer
    Details
    ISBN: 9789400909618
    Language: English
    Pages: Online-Ressource (268p) , digital
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Series Statement: Synthese Library, Studies in Epistemology, Logic, Methodology, and Philosophy of Science 205
    Parallel Title: Erscheint auch als
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    Keywords: Philosophy (General) ; Humanities ; Phenomenology ; Philosophy of mind
    Abstract: Introduction: Acquaintance and Intentionality -- One: The Experience of Acquaintance -- I: Perceptual Awareness -- II: Consciousness and Self-Awareness -- III: Empathy and Other-Awareness -- Two: The Relation of Acquaintance -- IV: Content in Context -- V: A Sense of Presence -- VI: Grounds of Acquaintance -- Index of Names -- Index of Topics.
    DOI: 10.1007/978-94-009-0961-8
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  • 17
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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
    Parallel Title: Erscheint auch als
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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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  • 18
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    The Cognitive Turn : Sociological and Psychological Perspectives on Science (1989)
    Dordrecht : Springer
    Details
    ISBN: 9789401578257
    Language: English
    Pages: Online-Ressource (XV, 260 p) , digital
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Series Statement: Sociology of the Sciences a Yearbook 13
    Series Statement: Sociology of the Sciences Yearbook 13
    Parallel Title: Erscheint auch als
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    Keywords: Humanities ; Science Philosophy ; Science—Philosophy. ; Sociology.
    Abstract: One Mapping the Study of Scientific Cognition -- The Units of Analysis in Science Studies -- Contributions of Psychology to an Integrative Science Studies: The Shape of Things to Come -- Two Models for Studying Scientific Cognition -- Error and Scientific Reasoning: An Experimental Inquiry -- Scientific Cognition: Hot or Cold? -- Tacit Knowledge and the Project of Computer Modelling Cognitive Processes in Science -- Three The Modularity of Scientific Cognition -- Granny, the Naked Emperor and the Second Cognitive Revolution -- Cognitive Process and Social Practice: The Case of Experimental Macroscopic Physics -- Four Language as an Indicator of Scientific Cognition -- Models of Language Learning and their Implications for Social Constructionist Analyses of Scientific Belief -- Professor Campbell on Models of Language-Learning and the Sociology of Science: A Reply -- Reductionist Rhetoric: Expository Strategies and the Development of the Molecular Neurobiology of Behavior -- Five The Prospects for an Integration of Approaches -- Representation, Cognition and Self: What Hope for an Integration of Psychology and Sociology? -- Integrating the Science Studies Disciplines -- Participants at the Yearbook Conference.
    Abstract: If nothing else, the twelve papers assembled in this volume should lay to rest the idea that the interesting debates about the nature of science are still being conducted by "internalists" vs. "externalists,"" rationalists" vs. "arationalists, n or even "normative epistemologists" vs. "empirical sociologists of knowledge. " Although these distinctions continue to haunt much of the theoretical discussion in philosophy and sociology of science, our authors have managed to elude their strictures by finally getting beyond the post-positivist preoccupation of defending a certain division of labor among the science studies disciplines. But this is hardly to claim that our historians, philosophers, sociologists, and psychologists have brought about an "end of ideology," or even an "era of good feelings," to their debates. Rather, they have drawn new lines of battle which center more squarely than ever on practical matters of evaluating and selecting methods for studying science. To get a vivid sense of the new terrain that was staked out at the Yearbook conference, let us start by meditating on a picture. The front cover of a recent collection of sociological studies edited by one of us (Woolgar 1988) bears a stylized picture of a series of lined up open books presented in a typical perspective fashion. The global shape comes close to a trapezium, and is composed of smaller trapeziums gradually decreasing in size and piled upon each other so as to suggest a line receding in depth. The perspective is stylized too.
    DOI: 10.1007/978-94-015-7825-7
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  • 19
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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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  • 20
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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
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    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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  • 21
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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
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    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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  • 22
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    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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  • 23
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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
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    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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  • 24
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    The Philosophy of Logical Mechanism : Essays in Honor of Arthur W. Burks, with his responses (1989)
    Dordrecht : Springer
    Details
    ISBN: 9789400909878
    Language: English
    Pages: Online-Ressource (552p) , digital
    Edition: 1
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Series Statement: Synthese Library, Studies in Epistemology, Logic, Methodology, and Philosophy of Science 206
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Philosophy (General) ; Linguistics Philosophy ; Science Philosophy ; Humanities ; Logic ; Science—Philosophy. ; Language and languages—Philosophy.
    Abstract: I: Critial Essays -- Is Science Really Inductive? -- Bolzano’s Theory of Induction -- Cellular Space Models: New Formalism for Simulation and Science -- Some Reflections on Logical Truth as A Priori -- Semantics and Ontology: Arthur Burks and the Computational Perspective -- Names and Attitudes -- Machines and Behavior -- Finite Automata and Human Beings -- On Guiding Rules -- Actuality and Potentiality -- Burks’s Logic of Conditionals -- Presuppositions and the Normative Content of Probability Statements -- Arthur Burks on the Presuppositions of Induction -- Taking Physical Probability Seriously -- Presuppositions of Induction -- Scientific Objectivity and the Evaluation of Hypotheses -- II: The Philosophy of Logical Mechanism -- The Philosophy of Logical Mechanism Replies by Arthur W. Burks -- Bibliography of Works by Arthur W. Burks -- Name Index.
    Abstract: This work is divided into two parts. Part I contains sixteen critical es­ says by prominent philosophers and computer scientists. Their papers offer insightful, well-argued contemporary views of a broad range of topics that lie at the heart of philosophy in the second half of the twen­ tieth century: semantics and ontology, induction, the nature of prob­ ability, the foundations of science, scientific objectivity, the theory of naming, the logic of conditionals, simulation modeling, the relatiOn be­ tween minds and machines, and the nature of rules that guide be­ havior. In this volume honoring Arthur W. Burks, the philosophical breadth of his work is thus manifested in the diverse aspects of that work chosen for discussion and development by the contributors to his Festschrift. Part II consists of a book-length essay by Burks in which he lays out his philosophy of logical mechanism while responding to the papers in Part I. In doing so, he provides a unified and coherent context for the range of problems raised in Part I, and he highlights interesting relationships among the topics that might otherwise have gone un­ noticed. Part II is followed by a bibliography of Burks's published works.
    DOI: 10.1007/978-94-009-0987-8
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  • 25
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    Mathematics Education and Culture (1988)
    Dordrecht : Springer
    Details
    ISBN: 9789401722094
    Language: English
    Pages: Online-Ressource (III, 172 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: Education ; Mathematics ; Mathematics—Study and teaching . ; Sociology.
    Abstract: Mathematical Education and Aboriginal Children -- On Culture, Geometrical Thinking and Mathematics Education -- School Mathematics in Culture-Conflict Situations -- Mathematics Education in Its Cultural Context -- Values, Mathematics Education, and the Task of Developing Pupils’ Personalities: An Indonesian Perspective -- Outcomes of Schooling: Mathematics Achievement and Attitudes Towards Mathematics Learning in Hong Kong -- Institutional Issues in the Study of School Mathematics: Curriculum Research -- The Computer as a Cultural Influence in Mathematical Learning -- Book Reviews -- Erich Ch. Wittmann, ElementargeometrieundWirklichkeit -- C. C McKnight, F. J. Crosswhite, J. A. Dossey, E. Kifer, J. O. Swafford, K. J. Travers, and T. J. Cooney, The Underachieving Curriculum — Assessing US School Mathematics from an International Perspective -- Louise Lafortune (ed.), Women and Mathematics -- J. Dhombres, A. Dahan-Dalmedico, R. Bkouche, C. Houzel, and M. Guillemot, Mathématiquesau fil des âges.
    DOI: 10.1007/978-94-017-2209-4
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  • 26
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    Science, Technology and the Military (1988)
    Dordrecht : Springer
    Details
    ISBN: 9789401729581
    Language: English
    Pages: Online-Ressource (288 p) , digital
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Series Statement: Sociology of the Sciences, A Yearbook 12/1/2
    Series Statement: Sociology of the Sciences Yearbook 12/1/2
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Humanities ; History ; Sociology.
    Abstract: III Transformation of Industry and Medicine -- The Role of the Military in the Electrification of Russia 1870–1890 -- World War II and the Transformation of the American Chemical Industry -- Between Cowardice and Insanity: Shellshock and the Legitimation of the Neuroses in Great Britain -- IV Nuclear Weapons and Nuclear Power -- The Development of the First Atomic Bomb in the USSR -- ‘Over My Dead Body’: James Bryant Conant and the Hydrogen Bomb -- A Crystal Ball in the Shadows of Nuremberg and Hiroshima: The Ethical Debate Over Human Experimentation to Develop a Nuclear Powered Bomber, 1946–1951 -- V R&D: Military, Industry and the Academy -- An Analytical Look at R&D and the Arms Race -- The Government of Military R&D in Britain -- The Government of Military R&D: A Comparative Perspective -- The Making of an Entrepreneurial University: The Traffic Among M.I.T. and the Industry and the Military, 1860–1960.
    DOI: 10.1007/978-94-017-2958-1
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  • 27
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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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  • 28
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    Mathematical Enculturation : A Cultural Perspective on Mathematics Education (1988)
    Dordrecht : Springer
    Details
    ISBN: 9789400926578
    Language: English
    Pages: Online-Ressource (210p) , digital
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Series Statement: Mathematics Education Library 6
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Education ; Mathematics ; Mathematics—Study and teaching .
    Abstract: 1/Towards a Way of Knowing -- 1.1. The conflict -- 1.2. My task -- 1.3. Preliminary thoughts on Mathematics education and culture -- 1.4. Technique-oriented curriculum -- 1.5. Impersonal learning -- 1.6. Text teaching -- 1.7. False assumptions -- 1.8. Mathematical education, a social process -- 1.9. What is mathematical about a mathematical education? -- 1.10. Overview -- 2/Environmental Activities and Mathematical Culture -- 2.1. Perspectives from cross-cultural studies -- 2.2. The search for mathematical similarities -- 2.3. Counting -- 2.4. Locating -- 2.5. Measuring -- 2.6. Designing -- 2.7. Playing -- 2.8. Explaining -- 2.9. From ‘universals’ to ‘particulars’ -- 2.10. Summary -- 3/The Values of Mathematical Culture -- 3.1. Values, ideals and theories of knowledge -- 3.2. Ideology — rationalism -- 3.3. Ideology — objectism -- 3.4. Sentiment — control -- 3.5. Sentiment — progress -- 3.6. Sociology — openness -- 3.7. Sociology — mystery -- 4/Mathematical Culture and the Child -- 4.1. Mathematical culture — symbolic technology and values -- 4.2. The culture of a people -- 4.3. The child in relation to the cultural group -- 4.4. Mathematical enculturation -- 5/Mathematical Enculturation — The Curriculum -- 5.1. The curriculum project -- 5.2. The cultural approach to the Mathematics curriculum — five principles -- 5.3. The three components of the enculturation curriculum -- 5.4. The symbolic component: concept-based -- 5.5. The societal component: project-based -- 5.6. The cultural component: investigation-based -- 5.7. Balance in this curriculum -- 5.8. Progress through this curriculum -- 6/Mathematical Enculturation — The Process -- 6.1. Conceptualising the enculturation process in action -- 6.2. An asymmetrical process -- 6.3. An intentional process -- 6.4. An ideational process -- 7/The Mathematical Enculturators -- 7.1. People are responsible for the process -- 7.2. The preparation of Mathematical enculturators — preliminary thoughts -- 7.3. The criteria for the selection of Mathematical enculturators -- 7.4. The principles of the education of Mathematical enculturators -- 7.5. Socialising the future enculturator into the Mathematics Education community -- Notes -- Index of Names.
    Abstract: Mathematics is in the unenviable position of being simultaneously one of the most important school subjects for today's children to study and one of the least well understood. Its reputation is awe-inspiring. Everybody knows how important it is and everybody knows that they have to study it. But few people feel comfortable with it; so much so that it is socially quite acceptable in many countries to confess ignorance about it, to brag about one's incompe­ tence at doing it, and even to claim that one is mathophobic! So are teachers around the world being apparently legal sadists by inflicting mental pain on their charges? Or is it that their pupils are all masochists, enjoying the thrill of self-inflicted mental torture? More seriously, do we really know what the reasons are for the mathematical activity which goes on in schools? Do we really have confidence in our criteria for judging what's important and what isn't? Do we really know what we should be doing? These basic questions become even more important when considered in the context of two growing problem areas. The first is a concern felt in many countries about the direction which mathematics education should take in the face of the increasing presence of computers and calculator-related technol­ ogy in society.
    DOI: 10.1007/978-94-009-2657-8
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  • 29
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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
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    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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  • 30
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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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  • 31
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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
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    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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  • 32
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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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  • 33
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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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  • 34
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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
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    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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  • 35
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    Structures of Knowing : Psychologies of the Nineteenth Century (1988)
    Dordrecht : Springer
    Details
    ISBN: 9789400926417
    Language: English
    Pages: Online-Ressource (444p) , digital
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Series Statement: Boston Studies in the Philosophy of Science 113
    Series Statement: Boston Studies in the Philosophy and History of Science 113
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Philosophy (General) ; Humanities ; Philosophy of mind ; Philology ; History
    Abstract: 1: The Methodological Question -- 1. The Case for a Reorientation in the History of Psychology -- 2. Counterproposition: Psychology as Discourse -- 2: The Paradigm of Conceptual Psychology -- 3. Kant and Herbart: the Initiation of Conceptual Psychology -- 4. Empiricism and Conceptual Psychology: Psychophysics and Philology -- 3: Case Studies -- 5. Dilthey and Descriptive Psychology -- 6. Phenomenology and Conceptual Psychology -- 7. Mach’s Psychology of Investigation and the Limits of Science -- 8. Freud: the Psychology of Psychoanalysis -- Afterword: Some Consequences of Conceptual Psychology -- Notes -- Index of Names.
    DOI: 10.1007/978-94-009-2641-7
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  • 36
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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
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    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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  • 37
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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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  • 38
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    The Social Direction of the Public Sciences : Causes and Consequences of Co-operation between Scientists and Non-scientific Groups (1987)
    Dordrecht : Springer
    Details
    ISBN: 9789400937550
    Language: English
    Pages: Online-Ressource (376p) , digital
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Series Statement: Sociology of the Sciences, A Yearbook 11
    Series Statement: Sociology of the Sciences Yearbook 11
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Humanities ; Social history.
    Abstract: I Co-operative Processes and the Production of Scientific Knowledge -- The Theoretical Significance of Co-operative Research -- The Practical Management of Scientists’ Actions: The Influence of Patterns of Knowledge Development in Biology on Cooperations Between University Biologists and Non-Scientists -- II Collaborations Between Scientists and Non-Scientists at the Grassroots -- Cooperation Between Medical Researchers and a Self-Help Movement: The Case of the German Retinitis Pigmentosa Society -- The Knowledge Interests of the Environmental Movement and Its Potential for Influencing the Development of Science -- The Scientist, the Fisherman and the Oyster Farmer -- What We Have Learned from the Amsterdam Science Shop -- III Collaborations in National Contexts -- The Orientation of the Public Sciences in a Post-Colonial-Society: The Experience of India -- Workers’ Faculties and the Development of Science Cadres in the First Decade of Soviet Power -- Intellectuals in Social Movements: The Experts of “Solidarity” -- IV Collaborations and the Emergence of New Scientific Fields -- Social Change, Trade Union Politics, and Sociology of Work -- Social Sciences and Political Projects: Reform Coalitions Between Social Scientists and Policy-Makers in France, Italy, and West Germany -- Attracting Audiences and the Emergence of Toxicology as a Practical Science -- Epilogue -- The Causes and Consequences of Collaborations Between Scientists and Non-Scientific Groups.
    Abstract: This volume of the Sociology of the Sciences Yearbooks stems from our experience that collaborations between non-scientists and scientists, often initiated by scientists seeking greater social relevance for science, can be of major importance for cognitive development. It seemed to us that it would be useful to explore the conditions under which such collaborations affect scientific change and the nature of the processes involved. This book therefore focuses on a number of instances in which scientists and non-scientists were jointly involved in the genera­ tion of scientific results at the "interface" of science and society. Despite the considerable variety of cases reported here, a number of questions are central. Under what conditions do such cooperative processes occur? What perceptions of social relevance and what sorts of col­ laborations with non-scientific groups are involved? How is this collaboration achieved, and through what forums? How can insights into its conditions and mechanisms stabilize such cooperations over a longer period of time? If they are stabilized, do they really affect science, or do they mainly function to shield the rest of the science system against external influences? These questions are pertinent both to intellectual problems in the sociology of science and to the practical concerns of modern science policies. The significance of relations between knowledge producers and knowledge consumers and interest in how these relations affect science and society have changed considerably in recent decades.
    DOI: 10.1007/978-94-009-3755-0
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  • 39
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    Three Dimensions : A Model of Goal and Theory Description in Mathematics Instruction - The Wiskobas Project (1987)
    Dordrecht : Springer
    Details
    ISBN: 9789400937079
    Language: English
    Pages: Online-Ressource (XV, 351 p) , digital
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Series Statement: Mathematics Education Library 3
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
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    Keywords: Mathematics ; Education ; Mathematics—Study and teaching .
    Abstract: Mathematical Material for Chapter I: “Gulliver” -- I Introduction -- Mathematical Material for Chapter II: “Counting Problems” -- II Starting Points -- Mathematical Material for Chapter III: “Grains on the Chessboard” -- III One-Dimensional Goal Description -- Mathematical Material for Chapter IV: “The Land of Eight” -- IV Two-Dimensional Goal Description -- Mathematical Material for Chapter V: “Freckleham” -- V Three-Dimensional Goal Description -- Mathematical Material for Chapter VI: “Algorithms” -- VI Survey and Justification -- Mathematical Material for Chapter VII (Appendix): “The Wiskobas Curriculum” -- VII Framework for Instruction Theory -- Notes.
    Abstract: In Dutch "WISKOBAS" stands for a particular kind of mathematics in the elementary school (ages 6-12). In tum Wiskobas was one of the depart­ ments in the IOWO, the Institute for the Development of Mathematics Education. This institute was concerned with the development of material for mathematics education as well as the related research on the possibility of change from the then existing arithmetic instruction to the future mathematics education. The present publication Three Dimensions has three aims: to give a picture of the goals Wiskobas set for future mathematics education, at the same time to show how such goals can be described, and to show the theoretical framework of the Wiskobas curriculum. The problem at hand is not at all simple. What is more, Wiskobas' ideas about mathematics education cannot literally be translated into strings of words. So how can we face the accusation that our objectives are unattain­ able and the goal itself irrational? In order to avoid this vagueness as much as possible and for the sake of clarity, this book makes continuous use of illustrations of mathematics education. In these examples both the subject-matter and the methods of description of the goals are illustrated as explicitly as possible, while at the same time creating the opportunity to read between the lines. The reader is urged to follow carefully the mathe­ matical material at the start of each chapter. This advice applies both to the more general education oriented, and to the more mathematical! didactical reader.
    DOI: 10.1007/978-94-009-3707-9
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  • 40
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    The Comparative Reception of Relativity (1987)
    Dordrecht : Springer
    Details
    ISBN: 9789400938755
    Language: English
    Pages: Online-Ressource (428p) , digital
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Series Statement: Boston Studies in the Philosophy of Science 103
    Series Statement: Boston Studies in the Philosophy and History of Science 103
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Science Philosophy ; Humanities ; History ; Science—Philosophy.
    Abstract: Stanley Goldberg/Putting New Wine in Old Bottles: The Assimilation of Relativity in America -- Jose M. Sanchez-Ron/The Reception of Special Relativity in Great Britain -- Lewis Pyenson/The Relativity Revolution in Germany -- Michel Paty/The Scientific Reception of Relativity in France -- Michel Biezunski/Einstein’s Reception in Paris in 1922 -- Barbara J. Reeves/Einstein Politicized: The Early Reception of Relativity in Italy -- Thomas F. Glick/Relativity in Spain -- V.P. Vizginand G.E. Gorelik/The Reception of the Theory of Relativity in Russia and the USSR -- Bronis?aw ?Redniawa/The Reception of the Theory of Relativity in Poland -- Tsutomu Kaneko/Einstein’s Impact on Japanese Intellectuals -- Thomas F. Glick/Cultural Issues in the Reception of Relativity.
    Abstract: The present volume grew out of a double session of the Boston Collo­ quium for the Philosophy of Science held in Boston on March 25, 1983. The papers presented there (by Biezunski, Glick, Goldberg, and Judith Goodstein!) offered both sufficient comparability to establish regulari­ ties in the reception of relativity and Einstein's impact in France, Spain, the United States and Italy, and sufficient contrast to suggest the salience of national inflections in the process. The interaction among the participants and the added perspectives offered by members of the audience suggested the interest of commissioning articles for a more inclusive volume which would cover as many national cases as we could muster. Only general guidelines were given to the authors: to treat the special or general theories, or both, hopefully in a multidisciplinary setting, to examine the popular reception of relativity, or Einstein's personal impact, or to survey all these topics. In a previous volume, on the 2 comparative reception of Darwinism, one of us devised a detailed set of guidelines which in general were not followed. In our opinion, the studies in this collection offer greater comparability, no doubt because relativity by its nature and its complexity offers a sharper, more easily bounded target. As in the Darwinism volume, this book concludes with an essay intended to draw together in comparative perspective some of many themes addressed by the participants.
    DOI: 10.1007/978-94-009-3875-5
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  • 41
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    Philosophy and the Visual Arts : Seeing and Abstracting (1987)
    Dordrecht : Springer
    Details
    ISBN: 9789400938472
    Language: English
    Pages: Online-Ressource (380p) , digital
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Series Statement: Royal Institute of Philosophy Conferences 4
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Philosophy (General) ; Humanities ; Aesthetics ; Arts. ; Philosophy.
    Abstract: I Abstracting and Depicting -- Depiction and the Golden Calf -- Painting, Expression, Abstraction -- Dimensions of Meaning -- Cubism — abstract or realist? -- Representing and Abstracting -- Alienation and Disalienation in Abstract Art -- On Attempting to Define Abstract Art -- On Being an Abstract Artist -- II Depicting Colours -- Identity, Predication and Colour -- Colour Systems and Perception in Early Abstract Painting -- Colour, Culture and Cinematography -- Form and Meaning in Colour -- Colour Appearances and the Colour Solid -- III The Limits of Depiction -- Perspective and Meaning: Illusion, Allusion and Collusion -- Looking at Pictures and Looking at Things -- Some New Problems in Perspective -- The Limits of Portrayal -- Bibliography of Works Cited.
    Abstract: This volume consists of papers given to the Royal Institute of Philos­ ophy Conference on 'Philosophy and the Visual Arts: Seeing and Abstracting' given at the University of Bristol in September 1985. The contributors here come about equally from the disciplines of Philosophy and Art History and for that reason the Conference was hosted jointly by the Bristol University Departments of Philosophy and History of Art. Other conferences sponsored by the Royal Institute of Philosophy have been concerned with links between Philosophy and related disciplines, but here, with the generous support of South West Arts and with the enthusiastic co-operation of the staff of the Arnolfini Gallery in Bristol we were able to attempt even more in the way of bridge building; not only were we able to hold some of our meetings in as possible to the general the Gallery, thus making them as accessible public, but we were also privileged in having our discussions supported by two exhibitions of contemporary painting that together presented contrasting aspects of the abstracting enterprise. One, featuring works by Ian McKeever, and drawings and painting by Frank Auerbach, some of which are discussed and illustrated in the present volume, was about the painterly exploration of 'abstracting from' images in nature and in painting itself. The other, curated by Waldemar Januszczak, while showing some figurative works, was concerned with the 'pure' power of colour perceived 'abstractly, in its own right.
    DOI: 10.1007/978-94-009-3847-2
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  • 42
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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
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    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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  • 43
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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
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    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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  • 44
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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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  • 45
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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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  • 46
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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
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    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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  • 47
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    Confronting Nature : T́he Sociology of Solar-Neutrino Detection (1986)
    Dordrecht : Springer
    Details
    ISBN: 9789401577298
    Language: English
    Pages: Online-Ressource (XI, 268 p) , digital
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Series Statement: Sociology of the Sciences Monographs 5
    Keywords: Humanities
    DOI: 10.1007/978-94-015-7729-8
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  • 48
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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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  • 49
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    Perspectives on Mathematics Education : Papers Submitted by Members of the Bacomet Group (1986)
    Dordrecht : Springer
    Details
    ISBN: 9789400945043
    Language: English
    Pages: Online-Ressource (XII, 371 p) , digital
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Series Statement: Mathematics Education Library 2
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
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    Keywords: Mathematics ; Education ; Mathematics—Study and teaching .
    Abstract: 1. Social Norms and External Evaluation -- 2. Mathematics as a School Subject -- 3. Teachers’ Cognitive Activities -- 4. Textual Analysis -- 5. What Is a Text? -- 6. Observing Students at Work -- 7. Task and Activity -- 8. Classroom Organisation and Dynamics.
    Abstract: BACOMET cannot be evaluated solely on the basis of its publications. It is important then that the reader, with only this volume on which to judge both the BACOMET activities and its major outcome to date, should know some­ thing of what preceded this book's publication. For it is the story of how a group of educators, mainly tutors of student-teachers of mathematics, com­ mitted themselves to a continuing period of work and self-education. The concept of BACOMET developed during a series of meetings held in 1978-79 between the three editors, Bent Christiansen, Geoffrey Howson and Michael Otte, at which we expressed our concern about the contributions from mathematics education as a discipline to teacher education, both as we observed it and as we participated in it. The short time which was at the teacher-educator's disposal, allied to the limited knowledge and experience of the students on which one had to build, raised puzzling problems concerning priorities and emphases. The recognition that these problems were shared by educators from many different countries was matched by the fact that it would be fruitless to attempt to search for an internationally (or even nationally) acceptable solution to our problems. Different contexts and traditions rule this out.
    DOI: 10.1007/978-94-009-4504-3
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  • 50
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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
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    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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    The Search for a Methodology of Social Science : Durkheim, Weber, and the Nineteenth-Century Problem of Cause, Probability, and Action (1986)
    Dordrecht : Springer
    Details
    ISBN: 9789401734615
    Language: English
    Pages: Online-Ressource (XV, 255 p) , digital
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Series Statement: Boston Studies in the Philosophy of Science 92
    Series Statement: Boston Studies in the Philosophy and History of Science 92
    Parallel Title: Erscheint auch als
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    Keywords: Philosophy (General) ; Social sciences Philosophy ; Humanities ; History ; Philosophy and social sciences.
    Abstract: I / The Earlier Conversation -- One / Two Generations -- Two / Beyond the Enlightenment: Comte and the New Problem of Social Science -- Three / Mill and the ‘Ascent To Causes’ -- Four / Quetelet: Rates and Their Explanation -- Five / The Interregnum -- II / Durkheim as a Methodolog’ist -- Six / Realism, Teleology, and Action -- Seven / Collective Forces, Causation, and Probability -- Eight / Durkheim’s Individual -- III / Weber On Action -- Nine / Objective Possibility and Adequate Cause -- Ten / Rationality and Action -- Eleven / Large-Scale Explanations: Aggregation and Interpretation -- Epilog / The End of the Ascent -- Notes.
    Abstract: Stephen Turner has explored the ongms of social science in this pioneering study of two nineteenth century themes: the search for laws of human social behavior, and the accumulation and analysis of the facts of such behavior through statistical inquiry. The disputes were vigorously argued; they were over questions of method, criteria of explanation, interpretations of probability, understandings of causation as such and of historical causation in particular, and time and again over the ways of using a natural science model. From his careful elucidation of John Stuart Mill's proposals for the methodology of the social sciences on to his original analysis of the methodological claims and practices of Emile Durkheim and Max Weber, Turner has beautifully traced the conflict between statistical sociology and a science offactual description on the one side, and causal laws and a science of nomological explanation on the other. We see the works of Comte and Quetelet, the critical observations of Herschel, Buckle, Venn and Whewell, and the tough scepticism of Pearson, all of these as essential to the works of the classical founders of sociology. With Durkheim's essay on Suicide and Weber's monograph on The Protestant Ethic, Turner provides both philosophical analysis to demonstrate the continuing puzzles over cause and probability and also a perceptive and wry account of just how the puzzles of our late twentieth century are of a piece with theirs. The terms are still familiar: reasons vs.
    DOI: 10.1007/978-94-017-3461-5
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  • 52
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    A Corpus of Rembrandt Paintings : II: 1631-1634 (1986)
    Dordrecht : Springer
    Details
    ISBN: 9789400944107
    Language: English
    Pages: Online-Ressource (900 p) , digital
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Series Statement: Stichting Foundation Rembrandt Research Project Foundation 2
    Series Statement: Rembrandt Research Project Foundation 2
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
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    Keywords: Humanities ; Arts.
    Abstract: Since the second half of the last century art historians, realizing that the image of Rembrandt’s work had become blurred with time, have attempted to redefine the artist’s significance both as a source of inspiration to other artists and as a great artist in his own right. In order to carry on the work started by previous generations, a group of leading Dutch art historians from the university and museum world joined forces in the late 1960s in order to study afresh the paintings usually ascribed to the artist. The researchers came together in the Rembrandt Research Project which was established to provide the art world with a new standard reference work which would serve the community of art historians for the nearby and long future. They examined the originals of all works attributed to Rembrandt taking full advantage of today’s sophisticated techniques including radiography, neutron activation autoradiography, dendrochronology and paint sample analysis - thereby gaining valuable insight into the genesis and condition of the paintings. The result of this meticulous research is laid down chronologically in the following Volumes: A Corpus of Rembrandt Paintings, Volume I, which deals with works from Rembrandt’s early years in Leiden(1629-1631), published in 1982. THIS VOLUME: A Corpus of Rembrandt Paintings, Volume II, covering his first years in Amsterdam (1631-1634), published in 1986. A Corpus of Rembrandt Paintings, Volume III, goes into his later years of reputation (1635-1642), published in 1990. Each Volume consists of a number of Introductory Chapters as well as the full Catalogue of all paintings from the given time period attributed to Rembrandt. In this catalogue each painting is discussed and examined in a detailed way, comprising a descriptive, an interpretative and a documentary section. For the authenticity evaluation of the paintings three different categories are used to divide the works in: A. Paintings by Rembrandt, B. Paintings of which Rembrandt’s authorship cannot be positively either accepted or rejected, and C. Paintings of which Rembrandt’s authorship cannot be accepted. This volume (Volume II) contains 900 pages, starting of with five introductory chapters and discussing 101 paintings. In clear and accessible explanatory text all different paintings are discussed, larded with immaculate images of each painting. Details are shown where possible, as well as the results of modern day technical imaging
    DOI: 10.1007/978-94-009-4410-7
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  • 53
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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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  • 54
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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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  • 55
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    The Knowledge Society : The Growing Impact of Scientific Knowledge on Social Relations (1986)
    Dordrecht : Springer
    Details
    ISBN: 9789400947245
    Language: English
    Pages: Online-Ressource (224p) , digital
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Series Statement: Sociology of the Sciences 10
    Series Statement: Sociology of the Sciences Yearbook 10
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Humanities ; Social history.
    Abstract: I The Design of Knowledge Society -- The Growing Impact of Scientific Knowledge on Social Relations -- Finite Human Capacities and the Pattern of Social Stratification in a Knowledge Society -- II The Social Role of Men of Knowledge -- Demarcation as a Strategy of Exclusion: Philosophers and Sophists -- Scientists Protect Their Cognitive Authority: The Status Degradation Ceremony of Sir Cyril Burt -- The Reproduction of Objective Knowledge: Common Sense Reasoning in Medical Decision Making -- III Processes of Scientification -- The Scientification of Police Work -- The Scientification of Architecture -- Knowledge Form and Scientific Community: Early Experimental Biology and the Marine Biological Laboratory.
    Abstract: The original essays collected here under the general title of The Knowledge Society were first commissioned for a conference held in the late fall of 1984 at the Technische Hochschule Darmstadt, West Germany. The conference in Darmstadt saw a larger number of contribu­ tions presented than could be accommodated in this edition of the Sociol­ ogy of the Sciences Yearbook. However, all contributions were important and affected those published in this collection. We are therefore grateful to all participants of the Darmstadt conference for their presentations and for their intense, useful as well as thoughtful discussion of all papers. Those chosen for publication in the Yearbook and those undoubtedly to be published elsewhere have all benefitted considerably from our discussions in Darmstadt which also included a number of the members of the edito­ rial board of the Yearbook. In addition, we are pleased that the authors were able to read and comment further on each other's papers prior to publication. As is the case in every endeavor of this kind, we have incurred many debts and are only able to acknowledge these at this point publicly while expressing our sincere thanks and appreciation for all the intellectual sup­ port and the considerable labor invested by a number of persons in the realization of the collection.
    DOI: 10.1007/978-94-009-4724-5
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  • 56
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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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  • 57
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    The Politics and Rhetoric of Scientific Method : Historical Studies (1986)
    Dordrecht : Springer
    Details
    ISBN: 9789400945609
    Language: English
    Pages: Online-Ressource (352p) , digital
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Series Statement: Australasian Studies in History and Philosophy of Science 4
    Series Statement: Studies in History and Philosophy of Science 4
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Science Philosophy ; Humanities ; History ; Science—Philosophy.
    Abstract: The Galileo that Feyerabend Missed: An Improved Case Against Method -- Cartesian Method as Mythic Speech: A Diachronic and Structural Analysis -- Steady as a Rock: Methodology and Moving Continents -- Methodology as a Normative Conceptual Problem: The Case of the Indian ‘Warped Zipper’ Model of DNA -- Inside the Cell: Genetic Methodology and the Case of the Cytoplasm -- The Order of Ideas: Condillac’s Method of Analysis as a Political Instrument in the French Revolution -- Method and the ‘Micropolitics’ of Science: The Early Years of the Geological and Astronomical Societies of London -- Scientific Method and the Rhetoric of Science in Britain, 1830–1917 -- Notes On Contributors -- Index Of Names.
    Abstract: The institutionalization of History and Philosophy of Science as a distinct field of scholarly endeavour began comparatively earl- though not always under that name - in the Australasian region. An initial lecturing appointment was made at the University of Melbourne immediately after the Second World War, in 1946, and other appoint­ ments followed as the subject underwent an expansion during the 1950s and 1960s similar to that which took place in other parts of the world. Today there are major Departments at the University of Melbourne, the University of New South Wales and the University of Wollongong, and smaller groups active in many other parts of Australia and in New Zealand. "Australasian Studies in History and Philosophy of Science" aims to provide a distinctive publication outlet for Australian and New Zealand scholars working in the general area of history, philosophy and social studies of science. Each volume comprises a group of essays on a connected theme, edited by an Australian or a New Zealander with special expertise in that particular area. Papers address general issues, however, rather than local ones; parochial topics are avoided. Further­ more, though in each volume a majority of the contributors is from Australia or New Zealand, contributions from elsewhere are by no means ruled out. Quite the reverse, in fact - they are actively encour­ aged wherever appropriate to the balance of the volume in question.
    DOI: 10.1007/978-94-009-4560-9
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  • 58
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    Philosophy, its History and Historiography (1985)
    Dordrecht : Springer
    Details
    ISBN: 9789400953178
    Language: English
    Pages: Online-Ressource (X, 337 p) , digital
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Series Statement: Royal Institute of Philosophy Conferences 3
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Humanities ; Philosophy (General) ; History ; Philosophy—History. ; Philosophy.
    Abstract: The End of Metaphysics: Philosophy’s Supreme Fiction? -- ‘The End of Metaphysics’ and the Historiography of Philosophy -- The End of Metaphysics: A Comment -- Reply to Ayers and Manser -- Epistemology without Foundations -- Philosophy after Rorty -- Comment on Rorty -- ‘Heterodox’, ‘Xenodox’, and Hermeneutic Dialogue -- Reply to Mary Hesse -- Occultism and Philosophy in the Seventeenth Century -- Occultism and Reason -- Reply to Simon Schaffer -- First Philosophy and Natural Philosophy in Descartes -- Cartesian Science in France, 1660–1700 -- Caricatures in the History of Philosophy: The Case of Spinoza -- Leibniz’s Break with Cartesian ‘Rationalism’ -- Lockean Mechanism -- Lockean Mechanism: A Comment -- Hume and the “Metaphysical Argument A Priori” -- The Historical and Philosophical Significance of Hume’s Theory of the Self -- Kant’s Refutation of Idealism -- The Hagiography of Common Sense: Dugald Stewart’s Account of the Life and Writings of Thomas Reid.
    Abstract: The Royal Institute of Philosophy has been sponsoring conferences in alternate years since 1969. These have from the start been intended to be of interest to persons who are not philosophers by profession. They have mainly focused on interdisciplinary areas such as the philosophies of psychology, education and the social sciences. The volumes arising from these conferences have included discussions between philosophers and distinguished practitioners of other disciplines relevant to the chosen topic. Beginning with the 1979 conference on 'Law, Morality and Rights' and the 1981 conference on 'Space, Time and Causality' these volumes are now constituted as a series. It is h.
    DOI: 10.1007/978-94-009-5317-8
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  • 59
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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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  • 60
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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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  • 61
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    Expository Science: Forms and Functions of Popularisation (1985)
    Dordrecht : Springer
    Details
    ISBN: 9789400952393
    Language: English
    Pages: Online-Ressource (312p) , digital
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Series Statement: Sociology of the Sciences a Yearbook 9
    Series Statement: Sociology of the Sciences Yearbook 9
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Humanities ; History.
    Abstract: Introductory Essay -- Knowledge Producers and Knowledge Acquirers: Popularisation as a Relation Between Scientific Fields and Their Publics -- I Expository Contexts and Knowledge Types -- Expository Practice: Social, Cognitive and Epistemological Linkage -- Popularisation within the Sciences: The Purposes and Consequences of Inter-Specialist Communication -- Representing Geology: Textual Structures in the Pedagogical Presentation of Science -- Attuning Science to Culture: Scientific and Popular Discussion in Dutch Sociology of Education, 1960–1980 -- The Reaction to Political Radicalism and the Popularisation of Political Economy in Early Nineteenth-Century Britain: The Case of ‘Productive’ and ‘Unproductive’ Labour -- II The Scientific Appropriation of Major Publics -- Media Sensationalisation and Science: The Case of the Criminal Chromosome -- Speaking out about Competition: An Essay on The Double Helix as Popularisation -- Popularisation and Scientific Controversy: The Case of the Theory of Relativity in France -- The Cathedral of French Science: The Early Years of the Palais de la Découverte -- Spreading the Spirit of Science: Social Determinants of the Popularisation of Science in Nineteenth-Century Germany -- Metro-Goldwyn-Mayer Meets the Atom Bomb -- III The Social Appropriation of Science -- Industrial Science as a “Show”: A Case-Study of Georges Claude -- Popular Political Economy for the British Working Class Reader in the Nineteenth Century -- IV A Practitioner’s View of Popularisation -- Impacts of Present-Day Popularisation.
    Abstract: The prevailing view of scientific popularization, both within academic circles and beyond, affirms that its objectives and procedures are unrelated to tasks of cognitive development and that its pertinence is by and large restricted to the lay public. Consistent with this view, popularization is frequently portrayed as a logical and hence inescapable consequence of a culture dominated by science-based products and procedures and by a scientistic ideology. On another level, it is depicted as a quasi-political device for chan­ nelling the energies of the general public along predetermined paths; examples of this are the nineteenth-century Industrial Revolution and the U. S. -Soviet space race. Alternatively, scientific popularization is described as a carefully contrived plan which enables scientists or their spokesmen to allege that scientific learn­ ing is equitably shared by scientists and non-scientists alike. This manoeuvre is intended to weaken the claims of anti-scientific protesters that scientists monopolize knowledge as a means of sustaining their social privileges. Pop­ ularization is also sometimes presented as a psychological crutch. This, in an era of increasing scientific specialisation, permits the researchers involved to believe that by transcending the boundaries of their narrow fields, their endeavours assume a degree of general cognitive importance and even extra­ scientific relevance. Regardless of the particular thrust of these different analyses it is important to point out that all are predicated on the tacit presupposition that scientific popularization belongs essentially to the realm of non-science, or only concerns the periphery of scientific activity.
    DOI: 10.1007/978-94-009-5239-3
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  • 62
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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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  • 63
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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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  • 64
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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
    Parallel Title: Erscheint auch als
    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
    URL: Volltext  (lizenzpflichtig)
    URL: lizenzpflichtig
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