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First Philosophy Last Philosophy : Western Knowledge between Metaphysics and the Sciences
What is at stake in that form of inquiry that the western philosophical tradition has called “first philosophy” or “metaphysics”?Is it an abstract, now outmoded branch of philosophy, or does it address a problem that is still of great interest – namely the unity of western knowledge?In fact, metaphysics is “first” only in relation to the other two sciences that Aristotle called “theoretical”: the study of nature (phusike) and mathematics.It is the strategic sense of this “primacy” that needs to be examined, because what is at issue here is nothing less than the relationship – of domination or subservience, conflict or harmony – between philosophy and science.The hypothesis of this book is that philosophy’s attempt to use metaphysics as a way of securing primacy among the sciences has resulted instead in its subservience: philosophy, once handmaiden to theology (ancilla theologiae), has now become more or less consciously handmaiden to the sciences (ancilla scientiarum).So it is all the more urgent to explore the nature and limits of this primacy and subservience, which is what the present book does through an archaeological investigation of metaphysics. This important rereading of the western philosophical tradition by a leading thinker will be of interest to students and scholars in philosophy, critical theory and the humanities more generally, and to anyone interested in contemporary philosophy and European thought.
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First Philosophy Last Philosophy : Western Knowledge between Metaphysics and the Sciences
What is at stake in that form of inquiry that the western philosophical tradition has called “first philosophy” or “metaphysics”?Is it an abstract, now outmoded branch of philosophy, or does it address a problem that is still of great interest – namely the unity of western knowledge?In fact, metaphysics is “first” only in relation to the other two sciences that Aristotle called “theoretical”: the study of nature (phusike) and mathematics.It is the strategic sense of this “primacy” that needs to be examined, because what is at issue here is nothing less than the relationship – of domination or subservience, conflict or harmony – between philosophy and science.The hypothesis of this book is that philosophy’s attempt to use metaphysics as a way of securing primacy among the sciences has resulted instead in its subservience: philosophy, once handmaiden to theology (ancilla theologiae), has now become more or less consciously handmaiden to the sciences (ancilla scientiarum).So it is all the more urgent to explore the nature and limits of this primacy and subservience, which is what the present book does through an archaeological investigation of metaphysics. This important rereading of the western philosophical tradition by a leading thinker will be of interest to students and scholars in philosophy, critical theory and the humanities more generally, and to anyone interested in contemporary philosophy and European thought.
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Mathematical Tasks : The Bridge Between Teaching and Learning
If we want our pupils to develop fluency, understanding and the ability to solve complex problems, then it is vital that teachers develop the ability to select, adapt and design appropriate mathematical tasks. In 'Mathematical Tasks: The Bridge Between Teaching and Learning', Chris McGrane explores a range of practical approaches, strategies and principles behind the design and effective use of tasks in the mathematics classroom that lead to all pupils becoming successful learners. First-hand interviews with world class mathematics education experts and practicing teachers bring to life the ideas behind how tasks can act as a bridge between what the teacher wants the pupil to make sense of and what the pupil actually does makes sense of; tasks are how we enable pupils to enact mathematics - it is only by being mathematical that pupils can truly make connections across mathematical ideas and understand the bigger picture.This is a book for classroom teachers. Chris McGrane offers a range of practical examples for nurturing deep learning in mathematics that can be adapted and embedded in one's own classroom practice. This is also a book for those who are interested in the theory behind tasks. Chris and his interviewees examine the key role tasks play in shaping learning, teaching, curriculum and assessment. Suitable for teachers at all stages in their careers and teachers are encouraged to return to the book from time to time over the years to notice how their use of tasks in the classroom changes as they themselves develop.
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Between Psychology and Philosophy
This open access book discusses a variety of important but unprecedented ways in which psychology can be useful to philosophy. The early chapters illustrate this theme via comparisons between Chinese and Western philosophy. It is argued that the Chinese notion of a heart-mind is superior to the Western concept of mind, but then, more even-handedly, the relative strengths and weaknesses of Chinese and Western thought overall are critically examined. In later chapters, the philosophical uses of psychology are treated more specifically in relation to major issues in Western philosophy. Michael Slote shows that empathy and emotion play a role in speech acts (like assertion and thanking) that speech act theory has totally ignored. Similarly, he treats the age-old question of whether justice pays using psychological material that has not previously been recognized. Finally, the implications of psychological egoism are discussed in terms of some new psychological and, indeed, human distinctions. Human life is pervaded by instincts and aspirations that are neither egoistic nor altruistic, and recognizing that fact can help put egoism in its place. It is less of a challenge to morality than we have realized.This work was published by Saint Philip Street Press pursuant to a Creative Commons license permitting commercial use. All rights not granted by the work's license are retained by the author or authors.
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What is the difference between teaching special education and teaching special education?
Teaching special education involves working with students who have various learning disabilities or special needs, providing individualized instruction and support to help them succeed academically. On the other hand, teaching special education involves focusing on a specific area within special education, such as teaching students with autism, emotional or behavioral disorders, or intellectual disabilities. Both roles require specialized training and a deep understanding of how to best support students with diverse learning needs.
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What is the difference between learning and acquiring knowledge?
Learning involves the process of gaining knowledge or skills through study, experience, or teaching. It is an active process that requires engagement and understanding of the information being acquired. Acquiring knowledge, on the other hand, refers to simply obtaining information or facts without necessarily understanding or internalizing it. Learning involves a deeper level of understanding and application of knowledge, while acquiring knowledge can be more passive and superficial.
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What is the difference between learning and education?
Learning is the process of acquiring knowledge, skills, and understanding through various experiences, interactions, and self-study. It is a lifelong process that occurs both inside and outside of formal educational settings. Education, on the other hand, refers to the structured and systematic process of imparting knowledge, skills, and values to individuals through institutions such as schools, colleges, and universities. While learning can take place in a variety of informal and non-traditional ways, education typically follows a more formalized curriculum and is often guided by specific learning objectives and outcomes.
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What is the difference between learning material and teaching material?
Learning material refers to resources, such as textbooks, articles, videos, and online resources, that are used by students to acquire knowledge and understanding of a subject. Teaching material, on the other hand, refers to resources, such as lesson plans, activities, and assessments, that are used by teachers to facilitate the learning process and help students understand the material. While learning material is focused on the content and information being learned, teaching material is focused on the methods and strategies used to convey that content to students.
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Knowledge Production in Higher Education : Between Europe and the Middle East
Mindful of divisive labels in constructions of the ‘Middle East and North Africa’ (MENA) and of ‘Europe’, the editors and contributors of Knowledge production in higher education reflexively immerse themselves in an investigation of how knowledge about these regions is produced at higher educational establishments.Zooming in on mutual scholarship about ‘Europe’ and/or ‘the MENA’ opens up a wide range of possibilities for supplanting visions of so-called traditional Orientalists, to abandon the sets of magnifying glasses through which the Other is studied.For those interested in the decolonisation of academia and issues of positionality this is a must read. This book is relevant to United Nations Sustainable Development Goal 4, Quality education -- .
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Wisdom Clean Between Interdental Brushes
Easy alternative to flossing Contains no metal Plastic and nylon handle with flexible rubber bristles Gentle, soft but efficient interdental cleaning Rubber head feels softer and less harsh than traditional bristles Description Product Wisdom Clean Between interdental brushes fine blue 20 brushes Wisdom Clean Between brushes are incredibly easy to use. They give gentle yet effective interdental cleaning whilst helping to minimize gum trauma. The soft flexible rubber sticks slide easily between your teeth, whilst the rubber bristles massage and stimulate your gums, helping to remove plaque and food particles. Product features. Easy to use soft rubber. Wire free. Gentle but effective interdental cleaning. Wisdom Clean Between brushes are incredibly easy to use for removing plaque and cleaning the interdental spaces between your teeth especially if you have found flossing difficult. They give gentle yet effective cleaning whilst helping to minimize gum trauma. Safety WarningWarnings do not force the brush into tight spaces between your teeth. Keep out of the reach of children. Excessive flexing of the stick may cause the tip to break off. Box Contains1 x Wisdom Clean Between Interdental Brush
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Teaching Disabled Children in Physical Education : (Dis)connections between Research and Practice
This book examines the role that research plays in pedagogical practices when teaching disabled children and young people in physical education classes.It scrutinises the practices that are commonly used by teachers and coaches, and advocated by academics, and explores the evidence base that supports them. This book covers disability broadly, including a focus on autism, learning difficulties, and visual impairment.It offers guidance to practitioners by explaining what is (or is not) available to support commonly suggested pedagogical practices, paying particular attention to research highlighting the voices of disabled persons and feelings associated with inclusion (that is, belonging, acceptance, and value), and whether these practices can help disabled students enjoy these subjective experiences. Bringing together the very latest research with an assessment of current – and future – pedagogical practices, this concise and insightful book is invaluable reading for all pre-service and in-service teachers or coaches with an interest in physical education, disability, or special educational needs, as well as any advanced student or researcher working in these areas.
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Teaching Disabled Children in Physical Education : (Dis)connections between Research and Practice
This book examines the role that research plays in pedagogical practices when teaching disabled children and young people in physical education classes.It scrutinises the practices that are commonly used by teachers and coaches, and advocated by academics, and explores the evidence base that supports them. This book covers disability broadly, including a focus on autism, learning difficulties, and visual impairment.It offers guidance to practitioners by explaining what is (or is not) available to support commonly suggested pedagogical practices, paying particular attention to research highlighting the voices of disabled persons and feelings associated with inclusion (that is, belonging, acceptance, and value), and whether these practices can help disabled students enjoy these subjective experiences. Bringing together the very latest research with an assessment of current – and future – pedagogical practices, this concise and insightful book is invaluable reading for all pre-service and in-service teachers or coaches with an interest in physical education, disability, or special educational needs, as well as any advanced student or researcher working in these areas.
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What is the connection between learning, upbringing, and education?
Learning, upbringing, and education are interconnected in that they all contribute to the development and growth of an individual. Upbringing shapes a person's values, beliefs, and attitudes, which in turn influence their approach to learning and education. Education provides the formal structure and guidance for learning, while learning is the process of acquiring knowledge, skills, and understanding. Together, they form a continuous cycle that shapes an individual's intellectual, emotional, and social development.
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What is the difference between general knowledge and general education?
General knowledge refers to a wide range of information and facts that a person has acquired through various sources such as reading, watching, or listening. It is a collection of facts and trivia that may not necessarily be organized or structured. On the other hand, general education refers to a more formal and structured learning process that provides individuals with a foundational understanding of various subjects such as math, science, history, and literature. General education aims to develop critical thinking skills, problem-solving abilities, and a well-rounded understanding of the world.
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What contribution does philosophy education make to learning about morality?
Philosophy education plays a crucial role in helping individuals explore and understand different ethical theories and perspectives on morality. By engaging with philosophical texts and debates, students are encouraged to think critically about moral issues, develop their own ethical reasoning skills, and reflect on their values and beliefs. This process of philosophical inquiry can deepen one's understanding of complex moral dilemmas, foster empathy and open-mindedness, and ultimately contribute to the development of a more informed and ethical decision-making process.
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What is the difference between prophecy and a word of knowledge or wisdom?
Prophecy typically involves predicting future events or outcomes, often with a spiritual or divine source. A word of knowledge or wisdom, on the other hand, is more focused on providing insight, guidance, or understanding about a specific situation or issue in the present moment. While prophecy may involve a broader scope of information about the future, a word of knowledge or wisdom tends to be more specific and practical in its application to the present circumstances. Both can be considered forms of divine communication, but they serve slightly different purposes and functions.
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