Download PDF by C.J.B. Macmillan: A Logical Theory of Teaching: Erotetics and Intentionality

By C.J.B. Macmillan

ISBN-10: 9400930674

ISBN-13: 9789400930674

ISBN-10: 9401078793

ISBN-13: 9789401078795

happens, the way it occurs, and why it occurs. Our assumption must be that this can be as actual in schooling because it is in atomic physics. yet this leaves many different inquiries to solution. The the most important ones: what sort of technology is right or acceptable to schooling? How does it range from physics? what's wrong with the prevai1~ ing, almost unopposed examine culture in schooling? What might or can be performed to switch it with a extra enough tradi­ tion? What thoughts are essential to describe and clarify what we discover there? it really is during this realm that we discover ourselves. the place to begin? One position - our position, take into account that - is with one restricted yet critical proposal in schooling, instructing. an extended philosophical culture fascinated by the character of training is going again (along with every little thing else) to Plato, divulging most up-to-date­ ly within the paintings of such philosophers as B. O. Smith, Scheffler, Hirst, Komisar, eco-friendly, McClellan, Soltis, Kerr, Fenstermacher, et al. An empirical culture runs parallelto the philosophers -it has its such a lot awesome sleek proponents in Gage, the Soars, Berliner, Rosen­ shine, yet its roots might be traced to the Sophists. those tradi­ tions were at loggerheads over the centuries.

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Whether the purpose has been to select college students or clerical workers, clinical psychologists or airplane pilots, the same paradigm has prevailed: get a criterion and then find its predictors" (1963a, p. 115). The "ultimate" criteria that he seems willing to consider are always changes in pupils, either while in school, upon completion of school, or even in later years. The product in process-product research is change in students. The plausibility and attractiveness of the process-product paradigm depend upon its simplicity: the tasks of the researcher are clear, consistent with existing research traditions in education and related fields of social science, and directly related to the improvement of teaching.

Gage continues: "Paradigms derive their usefulness from their generality. By definition, they apply to all specificinstances of a whole class of events or processes. When one has chosen a paradigm for his research, he has made crucial decisions concerning the kinds of variables and relationships between variables that he will investigate. Paradigms for research imply a kind of commitment, however preliminary or tentative, to a research program. The investigator, having chosen his paradigm, may 'bite off' only a part of it for any given research project, but the paradigm of his research remains in the background, providing the framework, or sense of the whole in which his project is embedded" (1963b.

And a purely formal analysis might miss the unusual or odd. In sum, as intellectual-actor, the teacher must assume that in regard to the subject to be explained, described, or demonstrated, the students ought to ask a question; we will call this an "epistemologicalought, and the intellectual state of the students an II. EROTETIC CONCEPT OF TEACHING 31 "intellectual predicament" with regard to the subject matter. The epistemological ought is defined by the intellectual predicament. It is important to recognize that the "ought" involved in this view is not to be thought of as a moral duty or amoral ought, for it has to do with the epistemology of the situation: the students being taught have to be viewed as being in a particular intellectual predicament with regard to the subject in question and hence cannot be thought of as being in a position where they ought to ask that question without having some knowledge or beliefs about the thing questioned.

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A Logical Theory of Teaching: Erotetics and Intentionality by C.J.B. Macmillan

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