Phylogenetic Systematics.Willi Hennig -1966 - University of Illinois Press.detailsArgues for the primacy of the phylogenetic system as the general reference system in biology. This book, first published in 1966, generated significant controversy and opened possibilities for evolutionary biology.
Knowledge and development.Willis F. Overton &Jeanette McCarthy Gallagher (eds.) -1977 - New York: Plenum Press.detailsFrom an informal group of a dozen faculty and graduate students at Temple University, the Jean Piaget Society grew in seven years to 500 members who have interests in the application of genetic epistemology to their own disciplines and professions. At the outset Piaget endorsed the concept of a society which bore his name and presented a major address on equilibration at the society's first symposium in May, 1971. Had he not done so the society would no doubt have remained (...) a small parochial group, like so many others throughout the country, interested in Piaget and his theory. With the encouragement of Genevans and the leadership of its first four presidents, Lois Macomber, Barbara Press eisen, Marilyn Appel, and John Mickelson, the society undertook a number of programs to collect and disseminate the results of scholarly work in genetic epistemology. Particular emphasis was placed upon applications of Piaget's theory to developmental psychology, philos ophy, and education. One of these programs was the publication of an annual series on the development of knowing, of which this volume is the first. In 1973, the society asked Hans Furth with the assistance of Willis Overton and Jeanette Gallagher to initiate and plan a series of yearbooks with the result that in addition to this volume, a second volume on education was commissioned, and a third one on the decalage issue was planned. (shrink)
Spinoza's Modernity: Mendelssohn, Lessing, and Heine.Willi Goetschel -2003 - University of Wisconsin Press.details_Spinoza’s Modernity _is a major, original work of intellectual history that reassesses the philosophical project of Baruch Spinoza, uncovers his influence on later thinkers, and demonstrates how that crucial influence on Moses Mendelssohn, G. E. Lessing, and Heinrich Heine shaped the development of modern critical thought. Excommunicated by his Jewish community, Spinoza was a controversial figure in his lifetime and for centuries afterward. Willi Goetschel shows how Spinoza’s philosophy was a direct challenge to the theological and metaphysical assumptions of modern (...) European thought. He locates the driving force of this challenge in Spinoza’s Jewishness, which is deeply inscribed in his philosophy and defines the radical nature of his modernity. (shrink)
The Philosophy of Descartes Set.Willis Doney -2004 - Routledge.detailsFirst published in 2004. Routledge is an imprint of Taylor & Francis, an informa company.
A Change Laboratory Professional Development Intervention to Motivate University Teachers to Identify and Overcome Barriers to the Integration of ICT.Willy Castro Guzmán -2018 -Outlines. Critical Practice Studies 19 (1):67-90.detailsChange is one of the central aims of professional development for information and communication technologies integration in education. Studies on the use of ICT in education highlights the large investments in infrastructure and professional development, and the limited results in students learning. Teachers’ professional development for ICT integration in education has evolved from the development of technical skills to pedagogical skills and content-related knowledge. The gold standard and design-based approaches have dominated TDP-ICT. This study presents the Change Laboratory method as (...) a formative intervention to motivate teachers to identify and overcome the barriers to ICT integration. The results showed that a professional development intervention based on CL stimulates transformative agency in the participants. Six forms of transformative agency, namely resisting, criticizing, explicating, envisioning, committing to actions, and taking actions, were found during the CL. The transformative agency was essential to motivate teachers to identify and propose a model solution to overcome both first-order and second-order contextual barriers. (shrink)
The non-modern crisis of the modern university.Willy Thayer -2024 - Evanston: Northwestern University Press. Edited by D. Bret Leraul.detailsThe Non-Modern Crisis of the Modern University is a landmark work of critical theory from the Southern Cone that rewrites the idea of the Western university in the wake of the neoliberal institutionalization of higher education.