By C.J.B. Macmillan
happens, the way it occurs, and why it occurs. Our assumption needs to be that this is often as precise in schooling because it is in atomic physics. yet this leaves many different inquiries to solution. The an important ones: what sort of technological know-how is right or acceptable to schooling? How does it vary from physics? what's wrong with the prevai1~ ing, almost unopposed examine culture in schooling? What may well or will be performed to exchange it with a extra sufficient tradi tion? What techniques are essential to describe and clarify what we discover there? it's during this realm that we discover ourselves. the place to begin? One position - our position, remember the fact that - is with one restricted yet imperative thought in schooling, instructing. a protracted philosophical culture fascinated by the character of training is going again (along with every thing else) to Plato, divulging latest 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 could be traced to the Sophists. those tradi tions were at loggerheads over the centuries.
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Additional info for A Logical Theory of Teaching: Erotetics and Intentionality
The answers to some questions will just shut off discussion. " This stops the discussion. " extends it, because new questions arise, new topics for discussion, new dimensions of the justification or condemnation of abortion. To know which questions to answer requires that the teacher have considerable knowledge of the students and of the subject matter; without this, the teacher cannot know where a particular question or answer is going to lead. A full discussion of this would require attention to the structure of the lesson that would go beyond the simple answer to a particular question.
This is the general Credo of those who, in the last decade have been busy trying to extend and improve measurements of educational products. (1918) Note, however, that where Thorndike was concerned to measure educational products and was working out the methodological necessities for that, Gage assumes that that problem is taken care of and turns his attention to the measurement of the processes that are the focus of his research tradition. While earlier researchers had been concerned with educational products, the full development of the other side of the equation was now to be the central task.
Criticisms of this nature were considered by Glass and his colleagues (1981), and we shall not review them here. An additional comment needs to be raised, though. Combining results in the ways suggested by Glass treats each original study as a single data point in a different combination of data. Glass proposes only one step up from the original level, but in principle there is no reason for stopping at the first metalevel. One could carry out the procedure ad infinitum, ending with a final analysis (Dillon, 1982).
A Logical Theory of Teaching: Erotetics and Intentionality by C.J.B. Macmillan