A conception of probability as an irreducible feature of the physical world is outlined. Propensity analyses of probability are examined and rejected as both formally and conceptually inadequate. It is argued that probability is a non-dispositional property of trial-types; probabilities are attributed to outcomes as event-types. Brier's Rule in an objectivist guise is used to forge a connection between physical and subjective probabilities. In the light of this connection there are grounds for supposing physical probability to obey some standard set (...) of axioms. However, there is no a priori reason why this should be the case. (shrink)

Popper’s theory of learning is sometimes met with incredulity because Popper claims that there is no transference of knowledge or knowledge elements from outside the individual, neither from the physical environment nor from others. Instead, he claims that we can improve our present theories by discovering their inadequacies.The intent of this article is not to persuade educators to adopt Popper’s approach uncritically to build their professional knowledge. Rather, it presents a discussion on the need for teachers to adopt a critical (...) approach in eliminating what is inadequate and preserve what is adequate by modifying or abandoning whatever traditions or practices that are inadequate to improve their teaching practice. Popper claims that knowledge advances by searching for and eliminating error contained in our theory. In other words, we can improve our present theories by finding out their inadequacies. (shrink)