ISBN: 9789401078795 - a logical theory of teaching: erotetics and intentionality (philosophy and education, band 1) (10 Ergebnisse)

Zustand: New. pp. 260 Index.

Taschenbuch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering - happens, how it happens, and why it happens. Our assumption ought to be that this is as true in education as it is in atomic physics. But this leaves many other questions to answer. The crucial ones: What kind of science is proper or appropriate to education How does it differ from physics What is wrong with the prevai1~ ing, virtually unopposed research tradition in education What could or should be done to replace it with a more adequate tradi tion What concepts are necessary to describe and explain what we find there It is in this realm that we find ourselves. Where to start One place - our place, needless to say - is with one limited but central concept in education, teaching. A long philosophical tradition concerned with the nature of teaching goes back (along with everything else) to Plato, divulging most recent ly in the work of such philosophers as B. O. Smith, Scheffler, Hirst, Komisar, Green, McClellan, Soltis, Kerr, Fenstermacher, et al. An empirical tradition runs parallelto the philosophers -it has its most notable modern proponents in Gage, the Soars, Berliner, Rosen shine, but its roots can be traced to the Sophists. These two tradi tions have been at loggerheads over the centuries.…

Paperback. Zustand: Brand New. 260 pages. 9.25x6.10x0.59 inches. In Stock.

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PF. Zustand: New. This item is printed on demand. Brand new book, sourced directly from publisher. Dispatch time is 6-7 days from our warehouse. Book will be sent in robust, secure packaging to ensure it reaches you securely.

Zustand: New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. happens, how it happens, and why it happens. Our assumption ought to be that this is as true in education as it is in atomic physics. But this leaves many other questions to answer. The crucial ones: What kind of science is proper or appropriate to educatio.…

Zustand: New. Print on Demand pp. 260 49:B&W 6.14 x 9.21 in or 234 x 156 mm (Royal 8vo) Perfect Bound on White w/Gloss Lam.

Taschenbuch. Zustand: Neu. This item is printed on demand - Print on Demand Titel. Neuware -happens, how it happens, and why it happens. Our assumption ought to be that this is as true in education as it is in atomic physics. But this leaves many other questions to answer. The crucial ones: What kind of science is proper or appropriate to education How does it differ from physics What is wrong with the prevai1~ ing, virtually unopposed research tradition in education What could or should be done to replace it with a more adequate tradi tion What concepts are necessary to describe and explain what we find there It is in this realm that we find ourselves. Where to start One place - our place, needless to say - is with one limited but central concept in education, teaching. A long philosophical tradition concerned with the nature of teaching goes back (along with everything else) to Plato, divulging most recent ly in the work of such philosophers as B. O. Smith, Scheffler, Hirst, Komisar, Green, McClellan, Soltis, Kerr, Fenstermacher, et al. An empirical tradition runs parallelto the philosophers -it has its most notable modern proponents in Gage, the Soars, Berliner, Rosen shine, but its roots can be traced to the Sophists. These two tradi tions have been at loggerheads over the centuries.Springer-Verlag KG, Sachsenplatz 4-6, 1201 Wien 260 pp. Englisch.…

Zustand: New. PRINT ON DEMAND pp. 260.

Taschenbuch. Zustand: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -happens, how it happens, and why it happens. Our assumption ought to be that this is as true in education as it is in atomic physics. But this leaves many other questions to answer. The crucial ones: What kind of science is proper or appropriate to education How does it differ from physics What is wrong with the prevai1~ ing, virtually unopposed research tradition in education What could or should be done to replace it with a more adequate tradi tion What concepts are necessary to describe and explain what we find there It is in this realm that we find ourselves. Where to start One place - our place, needless to say - is with one limited but central concept in education, teaching. A long philosophical tradition concerned with the nature of teaching goes back (along with everything else) to Plato, divulging most recent ly in the work of such philosophers as B. O. Smith, Scheffler, Hirst, Komisar, Green, McClellan, Soltis, Kerr, Fenstermacher, et al. An empirical tradition runs parallelto the philosophers -it has its most notable modern proponents in Gage, the Soars, Berliner, Rosen shine, but its roots can be traced to the Sophists. These two tradi tions have been at loggerheads over the centuries. 260 pp. Englisch.…