Exploring Initiative as a Signal of Knowledge Co‐Construction During Collaborative Problem Solving.CynthiaHoward,Barbara Di Eugenio,Pamela Jordan &Sandra Katz -2017 -Cognitive Science 41 (6):1422-1449.detailsPeer interaction has been found to be conducive to learning in many settings. Knowledge co-construction has been proposed as one explanatory mechanism. However, KCC is a theoretical construct that is too abstract to guide the development of instructional software that can support peer interaction. In this study, we present an extensive analysis of a corpus of peer dialogs that we collected in the domain of introductory Computer Science. We show that the notion of task initiative shifts correlates with both KCC (...) and learning. Speakers take task initiative when they contribute new content that advances problem solving and that is not invited by their partner; if initiative shifts between the partners, it indicates they both contribute to problem solving. We found that task initiative shifts occur more frequently within KCC episodes than outside. In addition, task initiative shifts within KCC episodes correlate with learning for low pre-testers, and total task initiative shifts correlate with learning for high pre-testers. As recognizing task initiative shifts does not require as much deep knowledge as recognizing KCC, task initiative shifts as an indicator of productive collaboration are potentially easier to model in instructional software that simulates a peer. (shrink)
The Use of Reasons in Thought (and the Use of Earmarks in Arguments).Pamela Hieronymi -2013 -Ethics 124 (1):114-127.detailsHere I defend my solution to the wrong-kind-of-reason problem against Mark Schroeder’s criticisms. In doing so, I highlight an important difference between other accounts of reasons and my own. While others understand reasons as considerations that count in favor of attitudes, I understand reasons as considerations that bear (or are taken to bear) on questions. Thus, to relate reasons to attitudes, on my account, we must consider the relation between attitudes and questions. By considering that relation, we not only solve (...) the wrong-kind-of-reason problem, but we also bring into view rational agency—the use of reasons in thought. (shrink)
Critical reflections on teacher education: why future teachers need educational philosophy.Howard Robert Woodhouse -2023 - New York: Routledge.detailsCritical Reflections on Teacher Education argues that educational philosophy can improve the quality of teacher education programs in Canada, the United States, and the United Kingdom. The book documents the ways in which the market model of education propagated by governments and outside agencies hastens the decline of philosophy of education and turns teachers into technicians in hierarchical school systems. A grounding in educational philosophy, however, enables future teachers to make informed and qualified judgements defining their professional lives. In a (...) clear and accessible style,Howard Woodhouse uses a combination of reasoned argument and narrative to show that educational philosophy, together with Indigenous knowledge systems, forms the basis of a climate change education capable of educating students about the central issue of our time. (shrink)
Bioethics: Catastrophic Events in a Time of Terror.Howard B. Radest -2009 - Lexington Books.detailsThis book benefits from the emergence of bioethics as it has evolved from its clinical roots to address policy, politics, and social practice far removed from that origin. It situates terrorism and bioterrorism in the field of ethical inquiry. Finally, it treats the catastrophic event as a category or genre and so enables us to enrich inquiry by ranging from hurricane and flood to terrorist attack.
Humanism with a human face: intimacy and the Enlightenment.Howard B. Radest -1996 - Westport, Conn.: Praeger.details...argues that Humanism has its roots both in the Enlightenment and in Transcendentalism, and explores Humanism as both a public and a personal philosophy.
Notes on Moral Education.Howard B. Radest -2007 -Essays in the Philosophy of Humanism 15 (1):9-34.detailsAn earlier version of this essay was presented at the Annual Retreat (February 2005) of the Ethics Committee of the South Carolina Medical Association. The subject was moral education in medical schools. A brief selection, “Creating An Effective Pedagogy for Moral Education” was published in the Journal of the S.C. Medical Association. The present paper examines the state of 'moral education' in contemporary education and other public institutions.
Racism, social justice, and interracial coalitions.Howard Mcgary -1997 -The Journal of Ethics 1 (3):249-264.detailsIs racism in the United States alive and well? Do African Americans still experience alienation and social injustice because of racism? What are the various proposals that have been tendered by conservatives and liberals for overcoming racism? Can interracial coalitions be used as an effective tool for combating racism? I attempt to answer these questions in part by offering an analysis of Cornel West''s interracial coalition proposal in Race Matters.
The new conservatism and the critique of equity planning.Howard McGary -2004 -Philosophy and Geography 7 (1):79-93.detailsThis essay examines neoconservative criticisms of equity planning, and the challenges against the right of government to regulate local development and land use. The specific concern of this essay is how, or if, local development administrators (equity planners), should use their discretionary powers to ensure that city officials and private developers promote and protect the interests of urban residents, particularly the poor and disadvantaged. The essay begins by discussing the alleged conflict said to exist between needy urban residents and the (...) more secure urban taxpayers. The contrary views of equity planners are then reviewed, and the tensions within the neoconservative arguments are exposed and critiqued. Finally, the dispute between equity planners and neoconservatives is further explored by examining the dispute over the voucher system to address the problem of equal educational opportunity in urban communities. (shrink)
The history of physics: a biographical approach.Howard T. Milhorn -2008 - College Station, TX: Virtualbookworm.com.detailsThe history of physics ranges from antiquity to modern string theory. Since early times, human beings have sought to understand the workings of nature--why unsupported objects drop to the ground, why different materials have different properties, and so forth. The emergence of physics as a science, distinct from natural philosophy, began with the scientific revolution of the 16th and 17th centuries when the scientific method came into vogue. Speculation was no longer acceptable; research was required. The beginning of the 20th (...) century marks the start of a more modern physics. Physicists began to study the atom, with its electrons and its nucleus. Then they began to look at the fundamental question of the forces that hold the nucleus together and the particles that account for the natural forces. This book approaches the history of physics from a biographical point of view, considering people to be more interesting than things, and the combination of the two more interesting than the sum of the individual parts. After a brief overview of classical and modern physics, 336 one-page biographies of individuals who have made significant contributions to the field of physics are presented. (shrink)
The uses of self-deception.Howard Rachlin &Marvin Frankel -1997 -Behavioral and Brain Sciences 20 (1):124-125.detailsThe essence of a mental event such as self-deception lies in its function – its place in the life of an animal. But the function of self-deception corresponds to that of interpersonal deception. Therefore self-deception, contrary to Mele's thesis, is essentially isomorphic with interpersonal deception.
Letters from Quebec: a philosophy for peace and justice.Howard Richards -1992 - San Francisco: International Scholars Publications.detailsv. 1. Philosophy for peace and justice -- v. 2. Methods for transforming the structures of the modern world.