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Author: Barry Stroud
Publisher: Clarendon Press
Published: 2002
Total Pages: 260
ISBN-13: 9780199252145
DOWNLOAD EBOOK →Contains thirteen essays published by Barry Stroud between 1965 and 2000 on central topics in the philosophy of language and epistemology.
Author: Barry Stroud
Publisher: OUP Oxford
Published: 2000-05-18
Total Pages: 252
ISBN-13: 0191520209
DOWNLOAD EBOOK →Meaning, Understanding, and Practice is a selection of the most notable essays of a leading contemporary philosopher on a set of central topics in analytic philosophy. Barry Stroud offers penetrating studies of meaning, understanding, necessity, and the intentionality of thought. A question which runs through much of this work is what can be expected from a philosophical account of one's understanding of the meaning of something. Five of the essays are focused specifically on the philosophy of Wittgenstein, and most of the rest work with ideas derived from Wittgenstein. Stroud's introduction puts the papers in context by explaining how his ideas and aims developed over the years, and drawing out the recurring themes of the book.
Author: Seth Chaiklin
Publisher: Cambridge University Press
Published: 1996-05-31
Total Pages: 152
ISBN-13: 9780521558518
DOWNLOAD EBOOK →Levine; 12.
Author: John Loughran
Publisher:
Published: 2006
Total Pages: 244
ISBN-13:
DOWNLOAD EBOOK →There has been a growing interest in the notion of a scholarship of teaching. Such scholarship is displayed through a teacher's grasp of, and response to, the relationships between knowledge of content, teaching and learning in ways that attest to practice as being complex and interwoven. Yet attempting to capture teachers' professional knowledge is difficult because the critical links between practice and knowledge, for many teachers, is tacit. Pedagogical Content Knowledge (PCK) offers one way of capturing, articulating and portraying an aspect of the scholarship of teaching and, in this case, the scholarship of science teaching. The research underpinning the approach developed by the authors offers access to the development of the professional knowledge of science teaching in a form that offers new ways of sharing and disseminating this knowledge. Through this Resource Folio approach (comprising CoRe and PaP-eRs) a recognition of the value of the specialist knowledge and skills of science teaching is not only highlighted, but also enhanced. The CoRe and PaP-eRs methodology offers a new way of capturing and portraying science teachers' pedagogical content knowledge so that it might be better understood and valued within the profession. [Publisher, ed].
Author: Collins 11+
Publisher: HarperCollins UK
Published: 2020-09-01
Total Pages: 168
ISBN-13: 0008450897
DOWNLOAD EBOOK →Exam Board: GL Level & Subject: 11+ English
Author: Grant P. Wiggins
Publisher: ASCD
Published: 2005
Total Pages: 383
ISBN-13: 1416600353
DOWNLOAD EBOOK →What is understanding and how does it differ from knowledge? How can we determine the big ideas worth understanding? Why is understanding an important teaching goal, and how do we know when students have attained it? How can we create a rigorous and engaging curriculum that focuses on understanding and leads to improved student performance in today's high-stakes, standards-based environment? Authors Grant Wiggins and Jay McTighe answer these and many other questions in this second edition of Understanding by Design. Drawing on feedback from thousands of educators around the world who have used the UbD framework since its introduction in 1998, the authors have greatly revised and expanded their original work to guide educators across the K-16 spectrum in the design of curriculum, assessment, and instruction. With an improved UbD Template at its core, the book explains the rationale of backward design and explores in greater depth the meaning of such key ideas as essential questions and transfer tasks. Readers will learn why the familiar coverage- and activity-based approaches to curriculum design fall short, and how a focus on the six facets of understanding can enrich student learning. With an expanded array of practical strategies, tools, and examples from all subject areas, the book demonstrates how the research-based principles of Understanding by Design apply to district frameworks as well as to individual units of curriculum. Combining provocative ideas, thoughtful analysis, and tested approaches, this new edition of Understanding by Design offers teacher-designers a clear path to the creation of curriculum that ensures better learning and a more stimulating experience for students and teachers alike.
Author: Paolo G. Carozza
Publisher: University of Notre Dame Pess
Published: 2020-10-31
Total Pages: 406
ISBN-13: 0268108714
DOWNLOAD EBOOK →Although deeply contested in many ways, the concept of human dignity has emerged as a key idea in fields such as bioethics and human rights. It has been largely absent, however, from literature on development studies. The essays contained in The Practice of Human Development and Dignity fill this gap by showing the implications of human dignity for international development theory, policy, and practice. Pushing against ideas of development that privilege the efficiency of systems that accelerate economic growth at the expense of human persons and their agency, the essays in this volume show how development work that lacks sensitivity to human dignity is blind. Instead, genuine development must advance human flourishing and not merely promote economic betterment. At the same time, the essays in this book also demonstrate that human dignity must be assessed in the context of real human experiences and practices. This volume therefore considers the meaning of human dignity inductively in light of development practice, rather than simply providing a theory or philosophy of human dignity in the abstract. It asks not only “what is dignity” but also “how can dignity be done?” Through a unique multidisciplinary dialogue, The Practice of Human Development and Dignity offers a dialectical and systematic examination of human dignity that moves beyond the current impasse in thinking about the theory and practice of human dignity. It will appeal to scholars in the social sciences, philosophy, and legal and development theory, and also to those who work in development around the globe. Contributors: Paolo G. Carozza, Clemens Sedmak, Séverine Deneulin, Simona Beretta, Dominic Burbidge, Matt Bloom, Deirdre Guthrie, Robert A. Dowd, Bruce Wydick, Travis J. Lybbert, Paul Perrin, Martin Schlag, Luigino Bruni, Lorenza Violini, Giada Ragone, Steve Reifenberg, Elizabeth Hlabse, Catherine E. Bolten, Ilaria Schnyder von Wartensee, Tania Groppi, Maria Sophia Aguirre, and Martha Cruz-Zuniga
