Titlebook: Reason and Education; Essays in Honor of I Harvey Siegel Book 1997 Springer Science+Business Media Dordrecht 1997 ETA.English.cognition.edu

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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 are

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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

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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

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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 develop

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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