Download e-book for iPad: A Logical Theory of Teaching: Erotetics and Intentionality by C.J.B. Macmillan

By C.J.B. Macmillan

ISBN-10: 9400930674

ISBN-13: 9789400930674

ISBN-10: 9401078793

ISBN-13: 9789401078795

happens, the way it occurs, and why it occurs. Our assumption must be that this can be as actual in schooling because it is in atomic physics. yet this leaves many different inquiries to resolution. The an important ones: what sort of technology is right or applicable to schooling? How does it vary from physics? what's wrong with the prevai1~ ing, nearly unopposed study culture in schooling? What may well or may be performed to interchange it with a extra enough tradi­ tion? What options are essential to describe and clarify what we discover there? it truly is during this realm that we discover ourselves. the place to begin? One position - our position, keep in mind that - is with one constrained yet crucial thought in schooling, educating. an extended philosophical culture involved in the character of training is going again (along with every little thing else) to Plato, divulging newest­ ly within the paintings of such philosophers as B. O. Smith, Scheffler, Hirst, Komisar, eco-friendly, McClellan, Soltis, Kerr, Fenstermacher, et al. An empirical culture runs parallelto the philosophers -it has its so much amazing glossy proponents in Gage, the Soars, Berliner, Rosen­ shine, yet its roots may be traced to the Sophists. those tradi­ tions were at loggerheads over the centuries.

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Extra info for A Logical Theory of Teaching: Erotetics and Intentionality

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And so forth. For moral and practical reasons. one might hold, as does McClellan (1976, pp. 111-113), that teachers only teach when the form and content of the interaction consists of the student's explicit questions being answered by the teacher or through some cooperative effort of teacher and student. But this won't do if we are not arbitrarily to rule out manl examples that would be accepted by any observer as teaching. Onecriterion fotan adequate conceptionof'teaching is that it must fit ordinary contexts in which 'teaching' is the verb of choice for an accurate description; and it is not a necessary condition of such descriptions that they show explicit questions being asked and answered.

At each step, we get further and further from the world. Whether the loss of "empirical content" is justifiable in order to be able to compare studies in such a manner is something that will differ from case to case. What needs to be noticed is that no new explanations and no new (predictions of) facts come in with the technique. And insofar as the criteria for progressive science approach Lakatos's (1970) suggestion that a theory must explain or predict new facts if it is to be taken to be progressive, then metaanalytic techniques must be viewed as a reinterpretation of old things at best, and at worst as a merely defensive move.

This is a feature of the generic concept of teaching: one cannot teach a person something he or she already knows. Second, when the student's 7. The breakdown assumed here distinguishes between "propositional" teaching and "teaching how", "teaching [someone] to ... ", as well as "teaching the ... ", "teaching when ... ", and various other "wh" constructions. See Scheffler, 1965, and Komisar, 1967, for different approaches to the same breakdown. 8. Swimming seems to be a favorite example ofphilosophers of education; this may be because swimming involves such a myriad of activities, long practice, hands-on in-water demonstration, and so forth.

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A Logical Theory of Teaching: Erotetics and Intentionality by C.J.B. Macmillan


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