Freedom from Necessity: The Metaphysical Basis of Responsibility     

JIM EDWARDS 《Philosophical Books》1990,31(2):105-107

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Wilson on Relativism and Teaching     

JIM MACKENZIE 《Journal of Philosophy of Education》1987,21(1):119-130

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The New Professor of Theology     

JIM MACKENZIE 《Journal of Philosophy of Education》1994,28(1):5-15

This paper consists of a story about unorthodox assessment procedures in theology, and a discussion of their implications. Among the issues raised are the possibility of testing values, the relationship of test validity to test reliability and ethical questions involved in assessment.  相似文献   

The Limits of Obligation     

MARK CARL OVERVOLD 《Philosophical Books》1984,25(3):188-190

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The Abuse of Casuistry: A History of Moral Reasoning     

CARL ELLIOTT 《Philosophical Books》1992,33(4):242-243

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Paideia and the Search for Freedom in the Educational Formation of the Public of Today     

CARL ANDERS SFSTR M 《Journal of Philosophy of Education》2019,53(4):607-618

In this paper, I explore the ancient Greek concept of paideia to contribute to an ongoing revitalisation of educational theory that positions freedom as central to the educational process. I also analyse the current crisis in public life in Europe as a consequence of neglect or inability to incorporate educational theory in the formation of school systems embracing democratic ways of life. I mainly explore the concept of teaching as a radical idea of allowing anyone be the bearer of culture and society and not just an exclusive group of people. I identify three types of abstractions distancing current orders of democracy from concerning the entire population. I also offer an educational strategy to break with these abstractions to be able to take on ‘a divine life’ in the present.  相似文献   

Forms of Knowledge and Forms of Discussion     

JIM MACKENZIE 《Educational Philosophy and Theory》1998,30(1):27-49

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Gardner's 'Intelligences' and Literary Educa     

JIM GRIBBLE 《Educational Philosophy and Theory》1998,30(1):85-89

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Participating in the Work of Creation     

M. JIM PLATTS 《European Journal of Engineering Education》1998,23(2):163-169

The creation of modern civilization required a dual creativity. It required not only the creation of the artefacts but also the creation of the coordinated sensitivity and shared sense of responsibility to live and work together. It comes from what Weber called the Protestant work ethic, which McClelland called the achievement motive, led by what Maslow called inner-oriented people. The intertwining of technical and moral creative skills has its origins in the training of the masons who built the cathedrals, sees its tightest focus in the people known as Quakers, who were at the heart of the industrial revolution, and continues today in the art and profession of civil engineering.  相似文献   

THE EFFECTS OF INSTRUCTION AND PRACTICE IN CONTENT-INDEPENDENT TEST-TAKING TECHNIQUES UPON THE STANDARDIZED READING TEST SCORES OF SELECTED SECOND-GRADE STUDENTS     

CARL CALLENBACH 《Journal of Educational Measurement》1973,10(1):25-29

Twenty-four relatively test-naive second-grade students received eight 30-minute periods of deliberate instruction and practice in content-independent standardized test-taking techniques over a four-week period. Immediate and delayed effects of treatment were assessed through an analysis of improvement in standardized reading test scores as measured by the difference between experimental and control groups in the Stanford Reading Test. The results showed that students who received instruction and practice in test-taking techniques achieved significantly higher scores on both the immediate posttest administered the week following treatment and the delayed posttest administered four months after treatment. Mean differences were about a quarter of a standard deviation.  相似文献