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  1. Criterion-referenced assessment and the development of knowledge and understanding.Andrew Davis - 1995 - Journal of Philosophy of Education 29 (1):3–21.
    The paper argues that no criterion-referenced assessment system can achieve both reliability and validity at one and the same time. It shows that the reasons for this are conceptual, and hence that empirical research into the‘problem’ is a waste of money and effort. Considerable discussion is devoted to ideas of knowledge and understanding, and to proper educational objectives pertaining to these. Much reference is made to the current National Curriculum context in the United Kingdom, and conclusions are drawn for appropriate (...)
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  • Revisiting W ittgenstein on Family Resemblance and Colour(s).Lin Ma & Jaap van Brakel - 2016 - Philosophical Investigations 39 (3):254-280.
    We argue that all general concepts are family resemblance concepts. These include concepts introduced by ostension, such as colour(s). Concepts of colour and of each of the specific colours are family resemblance concepts because similarities concerning an open‐ended range of colour or of appearance features crop up and disappear. After discussing the notion of “same colour” and Wittgenstein's use of the phrase “our colours”, we suggest family resemblance concepts in one tradition can often be extended to family resemblance concepts in (...)
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  • What Accounts of ‘Racism’ Do.Alberto G. Urquidez - 2018 - Journal of Value Inquiry 52 (4):437-455.
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  • Surveyability and Mathematical Certainty.Kai Michael Büttner - 2017 - Axiomathes 27 (1):113-128.
    The paper provides an interpretation of Wittgenstein’s claim that a mathematical proof must be surveyable. It will be argued that this claim specifies a precondition for the applicability of the word ‘proof’. Accordingly, the latter is applicable to a proof-pattern only if we can come to agree by mere observation whether or not the pattern possesses the relevant structural features. The claim is problematic. It does not imply any questionable finitist doctrine. But it cannot be said to articulate a feature (...)
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  • Wittgenstein on rules: What follows and what does not.Elvira Schnabel - 1991 - Journal of Philosophy of Education 25 (1):83–94.
    Elvira Schnabel; Wittgenstein on Rules: what follows and what does not, Journal of Philosophy of Education, Volume 25, Issue 1, 30 May 2006, Pages 83–94, https.
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