排序方式： 共有73条查询结果，搜索用时 15 毫秒
61.
Polycarp Ikuenobe 《Interchange》2002,33(4):371-393
I argue for a view of critical thinking and learning as a fallibilistic epistemic process of inquiry and evaluation, which is grounded in human fallibility. I show how this plausible view is different from other views, in that it is predicated not only on individual thinking alone but also on group thinking as it affects the individual in the context of a group discussion. The individualistic rational view of critical thinking only specifies the process or method that one may individually use to evaluate beliefs or the evidence that one brings to bear on one's doxastic attitude or judgment. This view does not specify the nature and scope of evidence that one may need to evaluate. I argue that evaluating a belief in the context of having a substantial amount of available evidence in a social group is important for determining whether one thinks critically. There is epistemic advantage in evaluating a broad scope of available evidence in a group discussion, which does not exist otherwise. I assume that group discussion is a pedagogical tool, which under the right social conditions, is likely to bring about learning and the acquisition of critical thinking abilities. The right social conditions for group discussion can optimize reasonableness by a process which involves cognitive division of labor and epistemic prudence. An individual can evaluate on his or her own only a limited amount of evidence; sometimes we may need to rely on the evidence that others have already evaluated which they may reasonably accept, given their cognitive comparative advantage. I distinguish among three plausible learning outcomes of the process of critical thinking, which indicate cognitive division of labor and comparative epistemic advantage in a group discussion. 相似文献
62.
香港与上海数学课堂中的论证比较--验证还是证明 总被引：3，自引：2，他引：3
由于教育技术的广泛使用，对证明的处理重新成为课程关注的热点。中国香港地区和上海地区教师对证明的处理有许多不同之处。香港课堂中，处理定理的主要方式是通过直观或具体的活动来确认定理的真实性，而上海教师至少介绍一种数学证明，而且四分之三多的教师介绍2种以上数学证明方法。上海教师比香港教师更加紧扣教材，而香港教师使用的教材可以是不同的。香港教师总是将探索问题的过程或证明的步骤程序化，不利于学生探索能力的培养，在这一点上上海教师的做法值得借鉴。 相似文献
63.
Nicoline Frølich 《Higher Education》2006,52(3):405-420
The paper discusses strategies for internationalisation in Norwegian research and higher educational institutions in terms of understanding them in relation to the organisations’ relation to environments and/or in relation to the organisations basic values and identities. The empirical material consists of six case studies (3 universities, 2 university colleges and 1 research institute). Points of departure are observed through increasing competition, normative transformations in terms of increasing economic justifications of internationalisation and impetus to coherent strategic actions. To what extent does the Norwegian landscape of responses to internationalisation fit such interpretations? Based on this case study we may safely conclude that increased competition as a major driver of internationalisation policies and practices in these organisations is still to come. An economic justification of policies and practices is not the major reason to internationalise, given the perceptions of these organisations. They are currently deeply embedded in academic rationales for internationalisation. 相似文献
64.
抵抗表征：美国黑人女性主义的形象批评 总被引：1，自引：0，他引：1
周春 《湖南师范大学社会科学学报》2005,34(5):101-104
美国黑人女性主义批评采用知识考古的方法，从种族、性别、阶级共时性压迫的现实入手，分析和揭示了美国主流话语表征系统所建构的种种支配性黑人女性形象及其合法化、制度化压迫的意识形态意义。美国黑人女性批评对表征的抵抗，旨在认识与揭示表征在知识的再生产中所行使的话语权力，进而使黑人女性摆脱客体化的他者形象，成为自我表述的主体，进行自己的文化诉求。 相似文献
65.
王志 《湖南广播电视大学学报》2013,(2):25-28
分析马克思主义作为一种新的理论潮流在英美等国家崛起。与经典马克思主义不同,该学派的学术重心聚焦于规范性的政治哲学,它从道德的角度对社会主义做了辩护。分析马克思主义对于当前工人状况的深刻分析、对平等主义政治哲学的鼓吹有助于马克思主义者更加深刻地认识唯物史观与政治哲学的关系,为理解完整的马克思主义提供了理论前提。 相似文献
66.
刘金 《商丘职业技术学院学报》2014,(3):60-62
佚书《鲁连子》目前仅存一卷,该书用形象生动的故事说明道理,其势数思想继承并发展了孟、荀儒家一派的注重规律、方法,没有韩非子法家派的阴谋权势,也受到稷下徐劫的影响,同时也印有战国时期说客的纵横风。 相似文献
67.
颜中军 《科学技术与辩证法》2014,(3):22-26
著名的实用主义哲学家兼逻辑学家蒯因、普特南和哈克基于各自的认识论与形而上学立场都曾明确主张逻辑可修正。蒯因的逻辑可修正论根植于他的整体主义知识观,而普特南的逻辑可修正论与其实在论立场密不可分。哈克在批判地吸收蒯因、普特南逻辑实用主义的基础上,进一步发挥了以皮尔士为代表的古典实用主义,主张更加彻底的知识可错论和激进的逻辑可修正论。尽管蒯因、普特南以及哈克的逻辑可修正论均存在这样或那样的不足,但逻辑可修正性仍然是一个严肃的哲学问题,值得深入思考。 相似文献
68.
Although historians of psychological and educational sciences have not completely neglected early research in the field of morality testing, European contributions to the measurement of ethical judgement and moral feeling have not received much historical attention. In this paper, two principal, experimental paradigms that emerged in early European research are described and framed within their sociopolitical contexts. From 1910 to 1930, European researchers administered the justification test, wherein deviant youngsters were asked to justify fictitious moral decisions; and the ranking test, wherein subjects were asked to arrange moral transgressions by order of their seriousness. Both tests sought to contribute to the contemporary fight against juvenile delinquency. The justification test was devised to support political pleas for upping the age of legal responsibility. The ranking test sought to introduce a scientifically based selection and classification system for difficult youths. 相似文献
69.
汉字字形上的显著特点是汉语作为第二语言教学的重要特征。以义构形、以形示义是汉字字形构造的基本理念。理据分析是与这种理念相适应的对外汉字字形教学中必须贯彻的基本原则,部件教学则是落实这一理念的关键环节。两者的结合有助于培养留学生理性分析汉字的思维方式和学习习惯,有助于留学生了解并融入中国文化,从而实现对外汉语教学的终极目标。 相似文献
70.