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JIM MACKENZIE 《Journal of Philosophy of Education》1991,25(2):153-169
ABSTRACT Recent discussions of practice in this Journal have appealed to what they describe as the classical concept of practice. In this paper, it is argued that if there is a single classical concept of practice, it has not been described with sufficient clarity for it to be of use in illuminating or correcting anything, even our 'radically ambiguous' common-sense understanding of educational practice; and that there are writers today whose understanding of practical wisdom is far superior to that of the modern philosophers whose treatment of the topic has been relied upon. 相似文献
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HARRY BRIGHOUSE HELEN F. LADD SUSANNA LOEB ADAM SWIFT 《Journal of Philosophy of Education》2020,54(5):1382-1394
We gratefully reply to our five commentators, responding to their criticisms and comments under the following headings: parochialism and curriculum; rationality and truth; production and distribution; perfectionism, decision-making and disagreement; adultism and parents' interests; non-consequential educational goods; and self-education. 相似文献
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Conventional discussion of research methodology contrast two approaches, the quantitative and the qualitative, presented as collectively exhaustive. But if qualitative is taken as the understanding of lifeworlds, the two approaches between them cover only a tiny fraction of research methodologies; and the quantitative, taken as the routine application to controlled experiments of frequentist statistics by way of the Null Hypothesis Significance Testing Procedure, is seriously flawed. It is contrary to the advice both of Fisher and of Neyman and Pearson, the two sources from which it is drawn. 相似文献
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JOHN SWIFT 《The International Journal of Art & Design Education》1992,11(2):247-251