裂缝 发表于 2025-3-30 10:05:03
The Cognitive Emotions and Emotional Cognitions,ows that some emotions — “rational passions,” “perceptive feelings,” “theoretical imagination” and “cognitive emotions” — are essentially cognitive in origin and may serve cognitive purposes. Though it analyzes the interplay of emotion and cognition, cognition is the focus and the emotions that areHEAVY 发表于 2025-3-30 13:41:07
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In Praise of Objective-Subjectivity: Teaching the Pursuit of Precision,n in “a universal conversation in the making.” In particular, it looks at how the rational passions may either enhance or impede the possibility of intelligible discourse between opponents. On the impediment side, the phenomenon of ‘communicative isolation’ is investigated, along with the nature of一起平行 发表于 2025-3-30 21:13:02
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Teaching, Reason and Risk, “Teaching is…an initiation into open rational discussion.” This essay examines Scheffler’s thesis in the light of criticisms drawn from feminist writings on teaching. It is argued that Scheffler’s thesis is consistent with a view of teaching in which it can be achieved through “kindness, good examp会犯错误 发表于 2025-3-31 08:15:27
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National Goals for Education and ,ducation. Goals 2000 is a legislative effort that would reform schools using national goals for education. Selected goals are highlighted and . provides a structure to develop understanding of the goals. We conted that Scheffler’s method for examining the discussion on education and policies developPHON 发表于 2025-3-31 19:37:11
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Scheffler Revisited on the Role of History and Philosophy of Science in Science Teacher Education,der argument for the inclusion of courses in the philosophy of the discipline in programmes that are preparing people to teach that discipline. For the most part Scheffler’s suggestion, at least as far as science education is concerned, went unheeded. Pleasingly, in recent times there has been some