Products related to Its:
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Teacher Education and Its Discontents : Politics, Knowledge, and Ethics
This unique collection of essays from researchers and teacher educators from around the world presents innovative approaches to education theory, critical policy analyses, de-colonializing reformulations of teacher education and a “standard of dissensus” for teacher education. This first volume from the International Teacher Education Research Collective (ITERC) illustrates common themes and problems in the politics of education, in particular, standardization, marketization, governance and policy in education, with both country-specific cases and generally formulated theoretical discussions.The book has three primary aims: to illustrate and critique the ethical, epistemological and political discourses shaping teacher education; to identify and unravel the entanglements of politics, knowledge and ethics in teacher education in a range of international settings; and to revitalize teacher education by proposing and exploring alternative modes of thought and practice.The volume contributes to further reflection and in-depth discussion in education, to the formulation of new areas for educational research and to critical resistance to hegemonic discourses of education. Making an important contribution to contemporary education discourse, this book is a useful guide for education researchers and theorists, teacher educators and postgraduate and higher degree research students in education.
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Knowledge and its Limits
Knowledge and its Limits presents a systematic new conception of knowledge as a fundamental kind of mental state sensitive to the knower's environment.It makes a major contribution to the debate between externalist and internalist philosophies of mind, and breaks radically with the epistemological tradition of analysing knowledge in terms of true belief.The theory casts light on a wide variety of philosophical issues: the problem of scepticism, the nature of evidence, probability and assertion, the dispute between realism and anti-realism and the paradox of the surprise examination.Williamson relates the new conception to structural limits on knowledge which imply that what can be known never exhausts what is true.The arguments are illustrated by rigorous models based on epistemic logic and probability theory.The result is a new way of doing epistemology for the twenty-first century.
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Online Teaching at Its Best : Merging Instructional Design with Teaching and Learning Research
Bring pedagogy and cognitive science to online learning environments Online Teaching at Its Best: Merging Instructional Design with Teaching and Learning Research, 2nd Edition, is the scholarly resource for online learning that faculty, instructional designers, and administrators have raved about.This book addresses course design, teaching, and student motivation across the continuum of online teaching modes—remote, hybrid, hyflex, and fully online—integrating these with pedagogical and cognitive science, and grounding its recommendations in the latest research.The book will help you design or redesign your courses to ensure strong course alignment and effective student learning in any of these teaching modes.Its emphasis on evidence-based practices makes this one of the most scholarly books of its kind on the market today. This new edition features significant new content including more active learning formats for small groups across the online teaching continuum, strategies and tools for scripting and recording effective micro-lectures, ways to integrate quiz items within micro-lectures, more conferencing software and techniques to add interactivity, and a guide for rapid transition from face-to-face to online teaching.You’ll also find updated examples, references, and quotes to reflect more evolved technology. Adopt new pedagogical techniques designed specifically for remote, hybrid, hyflex, and fully online learning environmentsEnsure strong course alignment and effective student learning for all these modes of instructionIncrease student retention, build necessary support structures, and train faculty more effectivelyIntegrate research-based course design and cognitive psychology into graduate or undergraduate programs Distance is no barrier to a great education.Online Teaching at Its Best provides practical, real-world advice grounded in educational and psychological science to help online instructors, instructional designers, and administrators deliver an exceptional learning experience even under emergency conditions.
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The Political Philosophy of Hobbes : Its Basis and Its Genesis
In this classic analysis, Leo Strauss pinpoints what is original and innovative in the political philosophy of Thomas Hobbes.He argues that Hobbes's ideas arose not from tradition or science but from his own deep knowledge and experience of human nature.Tracing the development of Hobbes's moral doctrine from his early writings to his major work The Leviathan, Strauss explains contradictions in the body of Hobbes's work and discovers startling connections between Hobbes and the thought of Plato, Thucydides, Aristotle, Descartes, Spinoza, and Hegel.Leo Strauss (1899-1973) was Robert Maynard Hutchins Distinguished Service Professor Emeritus in political science at the University of Chicago.Among his works published by the University of Chicago Press are Thoughts on Machiavelli, The City and Man, and Natural Right and History.
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What is philosophy and what are its branches?
Philosophy is the study of fundamental questions about existence, knowledge, values, reason, mind, and language. It seeks to understand the nature of reality and the human experience through critical thinking and rational inquiry. The main branches of philosophy include metaphysics (the study of reality), epistemology (the study of knowledge), ethics (the study of morality), logic (the study of reasoning), and aesthetics (the study of beauty and art). Each branch explores different aspects of human thought and experience, contributing to a deeper understanding of the world and our place in it.
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Is our technological knowledge at its peak?
No, our technological knowledge is not at its peak. Technology is constantly evolving and advancing at a rapid pace. There are always new discoveries, innovations, and breakthroughs being made in various fields such as artificial intelligence, biotechnology, and quantum computing. As long as there are new challenges to overcome and problems to solve, our technological knowledge will continue to grow and expand.
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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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Can you help me with philosophy and its epochs?
Yes, I can help you with philosophy and its epochs. Philosophy is the study of fundamental questions about existence, knowledge, values, reason, mind, and language. It has gone through different epochs or periods of development, such as ancient philosophy (including Greek and Roman philosophy), medieval philosophy (influenced by Christian theology and Islamic thought), modern philosophy (emphasizing reason and scientific inquiry), and contemporary philosophy (addressing a wide range of topics and influenced by various intellectual movements). Each epoch has its own key figures, ideas, and debates that have shaped the course of philosophical thought.
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Examining Pedagogical Content Knowledge : The Construct and its Implications for Science Education
Since its emergence over two decades ago, the construct of pedagogical content knowledge (PCK) has significantly impacted preservice and inservice teacher education, educational policy, and educational research.PCK has served to re-focus educators' attention on the important role of subject matter in educational practice and away from the more generic approach to teacher education that dominated the field prior to 1975.This ambitious text is the first of its kind to summarize the theory, research, and practice related to pedagogical content knowledge.The audience is provided with a functional understanding of the basic tenets of the construct as well as its applications to research on science teacher education and the development of science teacher education programs.The authors are prominent educators representing a variety of subject matter areas and K-12 grade levels.Although the focus of the text is science education, it should provide valuable reading for any individuals with interests in professional teacher education.
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Human Knowledge: Its Scope and Limits
How do we know what we "know"? How did we –as individuals and as a society – come to accept certain knowledge as fact?In Human Knowledge, Bertrand Russell questions the reliability of our assumptions on knowledge.This brilliant and controversial work investigates the relationship between ‘individual’ and ‘scientific’ knowledge.First published in 1948, this provocative work contributed significantly to an explosive intellectual discourse that continues to this day.
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Inflammatory Language : Its Linguistics and Philosophy
It's a platitude that words can harm. But some words are more prone to do so than others--they are pejorative by design.Among those, slurs are particularly inflammatory: these are the epithets that derogate purely on the basis of group-membership, for example, on the basis of race, ethnicity, origin, religion, gender, sexual orientation, or ideology.Inflammatory Language is in large part about pejoratives, but mainly about this subclass of particularly inflammatory words, with a characteristic offensive sting.Slurs are powerful linguistic weapons: slurring someone constitutes a transgression more severe than an insult; it is an act of bigotry, not mere rudeness, derogating the entire group at once.Moreover, the offensive effect of a slur is surprisingly sticky, as even mere mentionings of slurs carry the risk of triggering their sting, so much so that such tokenings often have a full-on taboo status, subject to media censorship, sometimes even legislation. What is the source of this characteristic offensive sting that makes slurs such powerful linguistic weapons?A natural--and predominant--assumption is that it's some aspect of their meaning, semantically encoded or pragmatically conveyed.Consequently, most efforts at understanding slurs have been attempts to characterize their meanings and how they compose with those of other expressions, in a way that generates the offensive sting.However, even those who reject this majority position trace the offensive sting down to slurring words, arguing that it is their taboo status, or offensive tone, that explains their sting.Una Stojnic and Ernie Lepore argue this is a mistake.The distinctive pejorative effect of slurs, their characteristic sting, is not a matter of meaning, nor even language.Rather it is akin to the sting triggered by offensive gestures, symbols, or imagery, in that it is constituted by associations attached to and triggered by slurs' articulatory form--their typical pronunciation or spelling.
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National Socialism - Its Principles and Philosophy
Since the postwar period a truthful and transparent approach to National Socialist ideology has always remained elusive. The most common approach is to pass off National Socialism as a movement without ideological substance, which merely reacted to events, took advantage of political upheavals and, in some mysterious way, hypnotised the masses with the hysterical rhapsody of anti-Semitism. Thus National Socialism has been stereotyped as a creed as baseless as it was incoherent.This book seeks to shed light on the principles and philosophy of National Socialism, and what it meant to the millions of Europeans who gave their lives to its ideals and creed. Contrary to popular opinion, Hitler’s and the National Socialist ‘Worldview’ was not based on ‘anti-Semitism’ – the Jewish question was at best a minor irritant to the Third Reich – it had nothing to do with ‘mysticism’ or the ‘occult’, and it certainly did not promote the idea that the people of Germany were a ‘Master Race’. The National Socialist Worldview was based on far deeper and timeless principles which existed long before the creation of the Third Reich, and which will remain long after mankind has ceased to exist.Seventy years of lies and simplifications must be left behind in order to understand the principles that underpinned National Socialist ideology. This book is an invitation to those adventurous and nonconformist spirits who dare to examine pages censured by official historiography. Uncovering the ideological foundations of National Socialism, with a free spirit and an open mind, will be an enlightening and rewarding adventure.
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Which word have you regretted learning its meaning?
I have never regretted learning the meaning of any word. Every new word I learn expands my vocabulary and understanding of the world around me. Even if a word has a negative connotation or is difficult to comprehend at first, I believe that knowledge is always valuable.
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Is this wisdom teaching correct?
Wisdom teachings are subjective and can vary depending on individual beliefs and perspectives. It is important to consider the context and source of the teaching before determining its correctness. It is advisable to critically analyze the teaching, reflect on its relevance to your own life, and consider seeking guidance from trusted sources or mentors to gain a well-rounded understanding. Ultimately, the correctness of a wisdom teaching is a personal interpretation that may resonate differently with each individual.
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Should one learn teaching before teaching learning?
It is important to have a solid understanding of teaching methods and strategies before embarking on the journey of teaching others. Learning how to effectively communicate information, engage students, and assess their understanding are essential skills that can be acquired through formal education or training in teaching. By learning teaching techniques first, one can better support the learning process and create a more effective and engaging learning environment for their students.
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How does philosophy gain new knowledge?
Philosophy gains new knowledge through critical thinking, analysis, and reflection on existing ideas and concepts. Philosophers engage in dialogue and debate, challenging and expanding upon established theories and beliefs. They also draw from other disciplines such as science, psychology, and sociology to inform their inquiries and develop new insights. By questioning assumptions and exploring different perspectives, philosophy continues to evolve and generate new knowledge.
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