Book Review Section 2     

HENRIETTA SCHWARTZ  RONALD D. COHEN  JAMES J. SHIELDS  JR.  MAZOOR AHMED  ALBERT E. BENDER  PAUL J. SCHAFER 《Educational Studies A Journal of the American Educational Studies Association》2013,49(3-4):71-84

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KANT, SCIENCE, AND HUMAN NATURE     

PAUL GUYER 《Philosophical Books》2009,50(1):15-28

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Significant Life Experiences and Formative Influences on the Development of Adults’ Environmental Awareness in the UK,Australia and Canada     

JOY A. PALMER  JENNIFER SUGGATE  IAN ROBOTTOM  PAUL HART 《Environmental Education Research》1999,5(2):181-200

Environmental educators in Australia (n = 82), and Canada (n = 48) wrote autobiographical statements describing the formative influences and significant life experiences (SLE) which led to their concern for the environment. Content analysis identified the influences/experiences mentioned most often, both as single factors, e.g. ‘close family’, and as groups of logically related factors, e.g. ‘people’, a group composed of the factors ‘close family’, ‘older friends'’, ‘friends'’, and ‘having children’. The final lists of single factors were similar but not identical in the two countries, and both differed slightly from the list already derived from a sample of environmental educators in the UK (n = 233). Here we present the single and grouped factors named most often in Australia, then do the same for Canada, and then compare the principal factors in all three nations.  相似文献   

Tractarian Semantics: Finding Sense in Wittgenstein's Tractatus     

PAUL COATES 《Philosophical Books》1992,31(4):211-213

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Knowledge, Practice, Truth Beyond Liberal Education: essays in honour of Paul H. Hirst     

PAUL STANDISH 《Journal of Philosophy of Education》1994,28(2):245-256

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Education and the Educational Project II: do we still care about it?     

PAUL SMEYERS 《Journal of Philosophy of Education》1995,29(3):401-413

The paper continues the earlier Education and the Educational Project I: the atmosphere of postmodernism.¹ Following the later Wittgenstein a different view of human action, emphasising the educator's intention, is argued for. A conception of education as the ongoing discussion of mankind is outlined and, drawing on Frankfurt's view of the importance of what we care about, the idea of an educational project is re-conceived. It is concluded that neither parents nor teachers can do without this idea, but that it cannot be thought of as determining deductively and exhaustively all practical decisions concerning educational matters. Postmodernism therefore seems to be only nearly right about education.  相似文献   

Functional Analysis and Proper Functions   总被引：6，自引：0，他引：6  

GRIFFITHS  PAUL E. 《The British journal for the philosophy of science》1993,44(3):409-422

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Does God Have a Nature?     

PAUL HELM 《Philosophical Books》1982,23(1):50-51

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Engineering Education in Europe: towards co-operation and interdisciplinarity     

PAUL A. WUORI 《European Journal of Engineering Education》1987,12(3):225-230

This paper discusses the present state of engineering education in Europe today and it attempts to compare the different educational systems. The author gives his views on how to develop engineering education in Europe and how to organise collaboration between universities and especially their centres of excellence. Finally SEFI's role in this work is discussed.  相似文献   

Evaluating Vocationalism*     

PAUL RYAN 《European Journal of Education》2003,38(2):147-162

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