Results for 'didactics'

81 found
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  1. Training the Pupilary Vision: Didactic Image, Slides, and Film in the Context of Media of the Late 19th Century.Lucie Česálková - 2011 - Teorie Vědy / Theory of Science 33 (2):251-269.
    The study examines the modes of representation and communication of information through illustrative teaching aids in the 19th century. It focuses primarily on the didactic wall paintings and the tradition of lectures with slides and notes, how could the experience of these types of collectively observed images influence impressions and expectations of early film audiences. Didactic images are here analyzed primarily in terms of their compositional features, but in an effort to explain how processuality penetrated into the didactic image of (...)
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  2. The didactic, persuasive and scientific uses of illustrations after Descartes.Andrea Strazzoni - 2015 - Noctua 2 (1-2):432-480.
    The aim of this article is to unveil the ways of teaching new philosophical paradigms in Dutch Universities between Seventeenth and Eighteenth Century, by means of an analysis of the uses of illustrations in Cartesian and Newtonian natural-philosophical textbooks. This analysis allows to understand the overall functions of philosophical textbooks, where illustrations act as conceptual means, filling the gap between the premise of a theory and its actual contents; didactic means, aiming to help the reader in understanding scientific models fully (...)
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  3. THE DIDACTIC DIMENSION OF THE TEACHING-LEARNING PROCESS WITHIN THE LESSONS AIMED AT ORGANIZING ECONOMIC ACTIVITIES.Marius Costel Esi - 2020 - International Journal of Social and Educational Innovation (IJSEIro) 7 (13):51-60.
    One of the important components considered in this research approach is given by the study on teaching-learning strategies, methods and techniques in the lessons aimed at organizing economic activities. It is understood that such a topic takes into account, on the one hand, a series of aspects related to an economic issue, and on the other hand, issues of a methodological / didactic nature found in the teaching-learning-assessment activity. At the same time, the approach that is intended to be highlighted (...)
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  4. Didactic-reflexive Form Errors, full initial MANUSCRIPT, May 2017.Kai Soerfjord - manuscript
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  5. Seeking Campus-universal didactic dominance, and getting it, through various means other than scientific (2016).Kai Soerfjord - manuscript
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  6. Applying Popperian Didactics.Michael Segre - 2009 - In Zuzana Parusniková & Robert S. Cohen (eds.), Rethinking Popper. London: Springer. pp. 389--395.
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  7.  99
    Educating Judgment: Learning from the didactics of philosophy and sloyd.Birgit Schaffar & Camilla Kronqvist - 2017 - Revista Española de Educación Comparada 29:110–128.
    Teachers in vocational education face two problems. (1) Learning involves the ability to transcend and modify learned knowledge to new circumstances. How should vocational education prepare students for future, unknown tasks? (2) Students should strive to produce work of good quality. How does vocational education help them develop their faculty of judgment to differentiate between better and worse quality? These two ques- tions are tightly interwoven. The paper compares the didactics of philosophy and sloyd. Both developed independently, but their (...)
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  8. The Embryo in Ancient Rabbinic Literature: Between Religious Law and Didactic Narratives: An Interpretive Essay.Etienne Lepicard - 2010 - History and Philosophy of the Life Sciences 32 (1):21-41.
    At a time when bioethical issues are at the top of public and political agendas, there is a renewed interest in representations of the embryo in various religious traditions. One of the major traditions that have contributed to Western representations of the embryo is the Jewish tradition. This tradition poses some difficulties that may deter scholars, but also presents some invaluable advantages. These derive from two components, the search for limits and narrativity, both of which are directly connected with the (...)
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  9. PROPOSITIONAL KNOWLEDGE IN HIGH SCHOOL PHILOSOPHY CLASSES: BETWEEN DIDACTIC AND TEACHING.Jean Caldas - 2020 - Thaumàzein 13 (25):47 - 56.
    In this paper, I argue that knowledge of philosophical propositions can and should perform a role as regulative ideal in high school philosophy classes. Roughly speaking, I think that there are two kinds of knowledge assumed in high school philosophy classes: the first, which, for convenience, I shall call philosophical dispositional knowledge, and the philosophical propositional knowledge. The first one consists in the knowledge that takes into account only certain philosophical skills such as thesis identification, argument identification etc. The second (...)
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  10. Philosophical Problems in the Classroom. The Clash Strategy for Planning and Facilitating Dialogic Inquiry.Luca Zanetti - 2023 - Metodo. International Studies in Phenomenology and Philosophy 11 (1):321-351.
    The aim of this paper is to clarify under what conditions a philosophical problem arises. I will describe two ways in which we might perceive a question as a problem. First, when we fnd ourselves inclined to believe in propositions that appear incompatible with each other. Second, when we fnd ourselves inclined to believe in propositions that seem incompatible with our desires. I will discuss both of these cases and articulate a didactic strategy – the Clash Strategy – which can (...)
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  11. Les situations professionnelles : un point de vue de didactique professionnelle.Patrick Mayen - 2012 - Revue Phronesis 1 (1):59-67.
    This article proposes to develop the notion of professional situation from the standpoint of professional didactics. To do so, it proposes to first examine the notion of professional situation from the perspective of its contributions in terms of thinking about a few questions relating to vocational training. The notion of professional situation is then re-examined in connection with the notion of the work situation as used in professional didactics, then with the notion of situation: what it is, what (...)
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  12. The shortcomings of the methodical approach in teaching philosophy and the human sciences.Adrian Costache - 2021 - Meta: Research in Hermeneutics, Phenomenology, and Practical Philosophy 13 (1):241-259.
    Romanian pedagogical theory rests on the assumption that any educational content can be taught and learned faster and better by recourse to a battery of teaching methods. In the present study we question that assumption and show that the methods generally recommended have no didactic merits when it comes to teaching philosophy and the human sciences. In order to prove that we commence by rendering manifest the origins, the specificity and the presuppositions of the teaching methods described in the literature. (...)
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  13. Ovids Schule der ‘elegischen’ Liebe: Erotodidaxe und Psychagogie in der Ars amatoria.Jula Wildberger - 1998 - Frankfurt am Main et al.: Peter Lang.
    This dissertation in classics might be of interest for gender studies as well since it is a sustained demonstration how one social and literary sterotype (the elegiac lover -- der elegisch Liebende) is systematically transformed into another (the artist of love -- der Liebeskünstler) as part of generic transformation (turning Latin love elegy into didactic poetry). The counterpart of these stereotypes is the "harsh lady" (dura domina), who is domesticated in the third book of the Ars amatoria. The copyright for (...)
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  14. Scientific-Philosophical Base of Darwin's and Wallace's Theory of Evolution.Klaus Fröhlich - 2023 - Science and Philosophy 11 (1):158-178.
    If Darwin's and Wallace's theory of evolution is reduced to "eat and be eaten" misunderstanding and rejection arise. From a didactic point of view, a scientific and philosophical examination of the theory is necessary. It can create understanding and acceptance. Epistemologically, the theory of evolution describes a cognition and innovation process that corresponds to scientific working methods. The philosophical analysis shows that ethical behaviour emerges in evolution. The basic concept of this article is the assumption of the unity of spirit (...)
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  15. (1 other version)En el crepúsculo del "nous". Método, dialéctica y ontología en Hegel.Víctor Samuel Rivera - 2006 - Escritos 14 (33):455-481.
    This didactic article attempts to be an alternative presentation to Method Conception in Hegel. It starts from the premise that such is taken as a strategy toreconcile Modern Illustration both with the epistemic foundational project of Early Modernity and its antagonistic past: The conception of rhetoric and hermeneutic rationality, initiated with Plato and Aristotle. The Hegelian Method would inscribe itself in an endeavour to merge the omnipotent aspects of Illustrated Narratives and the pre-Modern methods of finite and fragmentary connections with (...)
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  16. Argument Identification: The Problem of Non-Argumentative Phenomena.Matthias Holweger - forthcoming - Teaching Philosophy.
    A major part of philosophical work is engagement with argumentative texts. Engaging with an argumentative text involves correctly identifying the arguments presented in this text. In the context of teaching philosophy in school, the difficulty of correctly identifying arguments in philosophical texts is often underestimated. In this paper, I focus on one specific problem with argument identification that has been neglected in philosophy didactics thus far: the problem that there are many non-argumentative phenomena in an argumentative text that are (...)
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  17. Cognitive and Computational Complexity: Considerations from Mathematical Problem Solving.Markus Pantsar - 2019 - Erkenntnis 86 (4):961-997.
    Following Marr’s famous three-level distinction between explanations in cognitive science, it is often accepted that focus on modeling cognitive tasks should be on the computational level rather than the algorithmic level. When it comes to mathematical problem solving, this approach suggests that the complexity of the task of solving a problem can be characterized by the computational complexity of that problem. In this paper, I argue that human cognizers use heuristic and didactic tools and thus engage in cognitive processes that (...)
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  18. (1 other version)Aristóteles, Segundos Analíticos, Livro I.Lucas Angioni - 2004 - Campinas, Brazil: Instituto de Filosofia e Ciências Humanas, Universidade de Campinas.
    Translation of Aristotle's Posterior Analytics I into Portuguese, with a few notes, experimental glossary and introduction. The translation, which was made at 2003/4, was preliminary and its publication was intended to provide a didactic tool for courses as well as a provisional resource in research seminars. It needs some revision. I am currently working (slowly...) on the revision of the translation and a new revised one will surely appear at some point.
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  19. Aristóteles, Metafísica Livros I, II e III.Lucas Angioni - 2008 - Campinas, Brazil: Instituto de Filosofia e Ciências Humanas, Universidade de Campinas.
    Translation of Aristotle's Metaphysics I-III into Portuguese, with a few notes and introduction. The translation, which was made at 2007, is preliminary and its publication was intended to provide a didactic tool for courses as well as a provisional resource in research seminars. It needs some revision. I am currently working (slowly...) on the revision of the translation and a new revised one will surely appear at some point.
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  20. Cohen, Spinoza, and the Nature of Pantheism.Yitzhak Melamed - 2018 - Jewish Studies Quarterly:171-180.
    The German text of Cohen’s Spinoza on State & Religion, Judaism & Christianity (Spinoza über Staat und Religion, Judentum und Christentum) first appeared in 1915 in the Jahrbuch für jüdische Geschichte und Literatur. Two years before, in the winter of 1913, Cohen taught a class and a seminar on Spinoza’s Theological-Political Treatise at the Hochschule für die Wissenschaft des Judentums. This was Cohen’s first semester at the Hochschule, after retiring from more than thirty years of teaching at the University of (...)
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  21. Serendipity and digital generation / Серендипность и цифровое поколение.Pavel Simashenkov - 2023 - In Цифровая гуманитаристика и технологии в образовании (DHTE 2023). Сборник статей III Всероссийской научно-практической конференции с международным участием. Москва, 2023. pp. 385-395.
    The article analyzes the concept of serendipity as a property and state of personality. The approach chosen by the author is aesthetic; the problem is covered from the perspectives of pedagogy and didactics. The object of the study is the phenomenon of "intuitive serendipity", the subject is the methods of creativity development. Comparison of different types of thinking (inductive, deductive, paradoxical) allowed us to make a number of generalizing judgments. In particular, the superiority of "paradox logic" over formal logic (...)
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  22. Aristóteles, Metafísica Livros IX e X.Lucas Angioni - 2004 - Campinas, Brazil: Instituto de Filosofia e Ciências Humanas, Universidade de Campinas.
    Translation of Aristotle’s Metaphysics IX and X (Theta & Iota) into Portuguese, with a few notes, experimental glossary and introduction. The translation, which was made at 2004, is preliminary and its publication was intended to provide a didactic tool for courses as well as a provisional resource in research seminars. It needs some revision. I am currently working (slowly...) on the revision of the translation and a new revised one will surely appear at some point.
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  23. Picturing Knowledge: Historical and Philosophical Problems Concerning the Use of Art in Science.Brian Scott Baigrie (ed.) - 1996 - University of Toronto Press.
    List of Illustrations Introduction 1 The Didactic and the Elegant: Some Thoughts on Scientific and Technological Illustrations in the Middle Ages and Renaissance 3 2 Temples of the Body and Temples of the Cosmos: Vision and Visualization in the Vesalian and Copernican Revolutions 40 3 Descartes’s Scientific Illustrations and ’la grande mecanique de la nature’ 86 4 Illustrating Chemistry 135 5 Representations of the Natural System in the Nineteenth Century 164 6 Visual Representation in Archaeology: Depicting the Missing-Link in Human (...)
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  24. Alte Sprachen - neuer Unterricht (Ars Didactica; Bd. 1).Magnus Frisch (ed.) - 2015 - Kartoffeldruck-Verlag.
    Die Beiträge des vorliegenden Sammelbandes basieren auf Vorträgen aus der gleichnamigen fachdidaktischen Vortragsreihe, die seit 2013 am Seminar für Klassische Philologie der Philipps-Universität Marburg stattfindet. Sie beleuchten zentrale und aktuelle Aspekte eines zeitgemäßen altsprachlichen Unterrichts: von Fragen der Kompetenzorientierung (Rainer Nickel) und Individualisierung (Heike Wolf) über Textübersetzung und Wortschatzarbeit (Peter Kuhlmann), multimediale Zugänge zu Realien aus der Sicht des Althistorikers (Florian Krüpe) und Zugänge zum römischen Alltagsleben über die Dichtung (Tobias Brandt) sowie das Verhältnis von Text und Bild (Hans-Joachim Glücklich) (...)
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  25. El valor de la pregunta hermenéutica en Hans-Georg Gadamer.Fabio Morandín - 2016 - Revista de Educación y Desarrollo 39:99-107.
    In the present work is addressed three defining aspects of the question hermeneutics as didactic and condition to generate a shared horizon of meaning. In the first place the dialog between the text, author and reader. Second, the opening of the horizon of meaning through the question and its radical ontological. Third, the role of tradition in the construction of rational discourse and breaking through a language polysemic. Finally, we conclude that the dialog that opens horizon and shared sense is (...)
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  26. An Introduction to the Philosophy of Language (German).Markus Schrenk & Albert Newen - 2008 - WBG.
    The Philosophy ofLanguage belongs to the foundations of philosophical reflexion. In this volume, its central problems and strategies are explained, and the nature of sentences and other elements of language are analysed. The didactical exposition of the most important schools and thinkers makes the volume particularly interesting for readers new to the subject.
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  27. The Birth of Ontology and the Directed Acyclic Graph.Jobst Landgrebe - 2022 - Journal of Knowledge Structures and Systems 3 (1):72-75.
    Barry Smith recently discussed the diagraphs of book eight of Jacob Lorhard’s Ogdoas scholastica under the heading “birth of ontology” (Smith, 2022; this issue). Here, I highlight the commonalities between the original usage of diagraphs in the tradition of Ramus for didactic purposes and the the usage of their present-day successors–modern ontologies–for computational purposes. The modern ideas of ontology and of the universal computer were born just two generations apart in the breakthrough century of instrumental reason.
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  28. (1 other version)Life and Works of Giovanni Vailati.Paola Cantù & De Zan Mauro - 2009 - In Cantù Paola & De Zan Mauro (eds.), Life and Works of Giovanni Vailati. Stanford: CSLI Publications.
    The paper introduces Vailati’s life and works, investigating Vailati’s education, the relation to Peano and his school, and the interest for pragmatism and modernism. A detailed analysis of Vailati’s scientific and didactic activities, shows that he held, like Peano, a a strong interest for the history of science and a pluralist, anti-dogmatic and anti-foundationalist conception of definitions in mathematics, logic and philosophy of language. Vailati’s understanding of mathematical logic as a form of pragmatism is not a faithful interpretation of Peano’s (...)
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  29. Murder and Violence in Kantian Ethics.Donald Wilson - 2018 - In Violetta L. Waibel, Margit Ruffing & David Wagner (eds.), Natur und Freiheit: Akten des XII. Internationalen Kant-Kongresses. De Gruyter. pp. 2257-2264.
    Acts of violence and murder have historically proved difficult to accommodate in standard accounts of the formula of universal law (FUL) version of Kant’s Categorical Imperative (CI). In “Murder and Mayhem,” Barbara Herman offers a distinctive account of the status of these acts that is intended to be appropriately didactic in comparison to accounts like the practical contradiction model. I argue that while Herman’s account is a promising one, the distinction she makes between coercive and non-coercive violence and her response (...)
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  30. Considerations about the importance of language in the Entitative-Functional college education.Julio Horta - 2012 - Revista Enunciación 17 (1):120-139.
    This paper seeks to establish the reflexive fundamentals about the importance of language in initiave-functional college education, with the general objective of finding and developing categories that allow synthesizing schemes of different approaches to language, in order to contribute to the teaching practice with discourse analysis -/- techniques, which favor processes that promote the pupils’operative intellectual habits. To present this, we will show some propositions that underlie didactic strategies we have used, to motivate, stimulate, and provoke participation from the students (...)
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  31. Filosofía TV. Problemas y propuestas en torno al uso de la comunicación audiovisual para la enseñanza de la filosofía, a partir de un caso concreto.Miguel Angel Quintana Paz & Paulo Conde Gómez - 2006 - Comunicación y Pluralismo 1:243-259.
    Philosophy has rendered a close attention to audiovisual communication in recent times, but this interest has not always had a parallel in the attention that television has paid to philosophical themes. Nevertheless, some examples of television approaches to philosophy have reached a quite remarkable level of quality. This paper will focus on one of such instances (the DVD Gadamer. Memoria de un siglo, produced by the Spanish Open National University). By means of an analysis of its main virtues and its (...)
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  32. Conteúdos educativos e ficções geográficas: ensaio vicinal/Educational content and geographical fiction: vicinal testing.Wallace Pantoja - 2017 - Revista Do Instituto Histórico E Geográfico Do Pará 3:1.
    The essay approaches the relationship between education, didactic content and transamazonic geography. Objective to question the sharing of the sensitive present in the current format of geocartographic contents in the textbooks, as well as to express, in an embryonic state, the possibility of another sharing, centered in the emerging geography of the places on the verge of the Transamazonica Paraense, especially students and teachers in vicinal , Valuing localized expressions as paths of educational geocartography. Methodologically, the text is part of (...)
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  33. Designing teaching materials in a foreign language at an agrarian university: The concept of pedagogical design.Irina Kulamikhina, Zhanbota Esmurzaeva & Veronika Galkina - 2023 - Pedagogy. Theory and Practice 8 (8):783-791.
    The study aims to develop a technology for designing educational materials in English for agrarian universities based on pedagogical design. The paper identifies the main problems of the existing textbooks in a foreign language for students pursuing a Bachelor’s degree at agrarian universities, formulates methodological principles for designing modern educational materials, develops the stages of the technology. The scientific novelty of the study lies in elaborating and providing a scientific substantiation for the content of the analytical, design-related, content and activity (...)
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  34.  64
    (1 other version)Signs of Reality - the Idea of General Bildung by J. A. Comenius.Eetu Pikkarainen - 2012 - In Pauli Siljander, Ari Kivelä & Ari Sutinen (eds.), Theories of Bildung and Growth: Connections and Controversies between Continental Educational Thinking and American Pragmatism. Sense Publishers. pp. 19-30.
    Eetu Pikkarainen describes the educational thinking of Johann AmosComenius (1592-1670) from a perspective of Bildung -theoretical problems. Comenius has had a remarkable influence on modern education, particularly through his language-learning and general didactical methods and principles. However, Comenius’ broader pansophic views have had somewhat more benign later effects. Comenius developed a reformation programme concerning the ‘main areas’ of reality, from theology and education to philosophy and language to social questions and world peace. This program has important connections to the modern (...)
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  35. Cleopatra – a Queen, a Lover, a Mother: Transformations of the Image.Lidia Wiśniewska - 2012 - Argument: Biannual Philosophical Journal 2 (1):151-170.
    Transformations are not only conditioned by facts encompassing narrower or wider panoramas: from concentrating on death and one (political) role (the ode of Horace), through recalling Cleopatra’s mature life and love (the drama of Shakespeare), to creating an image embracing the heroine’s whole life with its numerous roles, but as a mother and a daughter in the first place, because even her lovers resemble a father and a child (the fictional biography of Karen Essex). Above all, they appear to be (...)
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  36.  79
    Natural law at the University of Pisa : from the Ius Civile teachings to the establishment of the first chair of Ius Publicum in 1726.Emanuele Salerno - 2024 - In Elisabetta Fiocchi Malaspina & Gabriella Silvestrini (eds.), Natural law and the law of nations in Eighteenth and Nineteenth-Century Italy. Boston: Brill/Nijhoff. pp. 17-49.
    This chapter describes the process of institutionalization of natural law at the University of Pisa, essential to interpreting the conditions in which the first public law chair of Italy was founded. The study of legal education in the late seventeenth and early eighteenth century will allow a more in-depth understanding of both the development of natural law in teaching practice throughout the long eighteenth century, and the features of the two processes of reception, respectively for educational and political purposes. In (...)
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  37. The philosophy of human death: an evolutionary approach.Adam Świeżyński - 2009 - Warszawa / Warsaw: Wydawnictwo UKSW / CSWU Press.
    In Chapter 1 I discuss the basic problem which made me undertake the issue of human death. That problem was the dualism in the depiction of human nature which has not been fully overcome yet, the dualism which leads to the emergence of new difficulties in contemporary attempts at adequately solving the problem of human death. They include the separation of soul from the body in the moment of death, and the borderline between the moment of death and the moment (...)
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  38. Eficácia do belo na educação segundo a Psicologia Tomista.Lamartine de Hollanda Cavalcanti Neto - 2014 - Instituto Lumen Sapientiae.
    This book aims to examine the contributions that beauty (pulchrum in Latin) can offer to the educational activity, focusing on the subject from the point of view of Thomistic Psychology. For this, comes to answering some previous criterial and methodological objections to recall thereafter the main points of that psychological conception. The book presents what this conception understands as human powers, their interaction and dynamism, the role of emotions in the latter, and the processes arising from such interaction. In succession, (...)
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  39. Analyzing the impact of collaborative learning approach on grade six students’ mathematics achievement and attitude towards mathematics.Hans-Stefan Siller & Sagheer Ahmad - 2024 - Eurasia Journal of Mathematics, Science and Technology Education 20 (2):em2395.
    This study investigated the impact of collaborative learning on mathematics achievement and attitudes in sixth-grade students, comparing it to traditional didactic teaching. A quasi-experimental research design was utilized in which sixth-grade students were randomly assigned to either control or experimental groups. Pre- and post-tests assessed mathematics achievement using curriculum-aligned tests. In addition, attitudes toward mathematics were measured using the ‘attitude towards mathematics’ inventory developed by Tapai and Marsh in 2004. Both groups exhibited similar pre-test levels. The experimental group received collaborative (...)
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  40. Why “17 Gen r” is undecidable: Gödel's proof and the paradox of self-reference.Vitor Tschoepke - manuscript
    The aim of this text is to offer an explanation of Gödel's Theorem according to the schemes and notations of the original article. There are many good didactic explanations of the theorem that reveal its central points and implications, but these are difficult to recognize when reading the original work, due to the complexity of its formulation and the author's economical style in explaining the steps of his argument. An exposition of the central concepts will be made, as well as (...)
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  41.  23
    Critical Elucidation of Concepts as a Philosophical Competence.Alexander Brödner - 2023 - Journal of Didactics of Philosophy 7.
    The starting point of this article is the didactic question of the relationship between conceptual knowledge and competencies in the education of philosophy and ethics. Against the background of the philosophical debate on the conception of concepts, a conception of concepts as abilities is outlined. With this conception, in a first step, the disjunction between conceptual knowledge on the one hand and competencies on the other hand is dissolved. In a second step, a learningtheoretical framework of the formation of philosophical (...)
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  42. The First Principle in the Later Fichte : The (Not) "Surprising Insight" in the Fifteenth Lecture of the 1804 Wissenschaftslehre.Michael Lewin - 2024 - In Benjamin D. Crowe & Gabriel Gottlieb (eds.), Fichte's 1804 Wissenschaftslehre: essays on the "Science of knowing". Albany: State University of New York Press. pp. 61-78.
    How surprising is the insight, that being equals I in the 15th lecture of the Doctrine of Science 1804/II? It might have been indeed an unexpected turn for his contemporaries in Berlin listening to Fichte for the first time, but should it be surprising for us, having at least since 2012 (the year the last volume of [Gesamtausgabe] appeared) access to all his published and unpublished works? I want to propose a way of reading Fichte, which bypasses two popular and (...)
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  43. The Employment and Significance of the Kauśīdyavīryotsāhanāvadāna ( The Indolent’s Valor and Courage) in Buddhist Traditions.” International Journal of Buddhist Thought & Culture.Chandima Gangodawila - 2022 - International Journal of Buddhist Thought and Culture 32 (1):183–242..
    In this article, I argue that the Kauśīdyavīryotsāhanāvadāna of the Ratnamālāvadāna presents six key aspects of the development of Buddhist thought from the Pāli canon to the Sarvāstivāda tradition: childlessness, the arrival of a fetus through the propitiation of gods, presence of heretics, the impact of Buddha’s intervention and a child bodhisattva, soteriological elements of the story’s didactics, and the Buddha’s peculiar smile. These six key aspects were chosen to reflect and explore the content of Sarvāstivādin society and teachings (...)
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  44. Metodologias para o Ensino de Lógica em Libras: Notas sobre o desenvolvimento de uma aula de Lógica para o projeto IFSP FILOLIBRAS.Rafael Testa, Lucimar Bizio & João Antonio de Moraes - 2022 - CLE E-Prints 20 (3).
    Resumo -/- A partir da experiência de produção de uma videoaula de Lógica em Libras (Testa, Moraes, Bizio e Caló, 2021) para o IFSP FILOLIBRAS, inserida no contexto do projeto ‘O Ensino de Filosofia para Surdos: elaboração de material didático em uma perspectiva de inclusão escolar’ (Moraes e Bizio, 2021), levantamos algumas questões relativas ao arcabouço teórico do projeto. Após introduzirmos as motivações do projeto, explicamos como sua metodologia foi tratada no contexto da aula de Lógica, expondo as principais dificuldades (...)
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  45. Means or end? On the Valuation of Logic Diagrams.Jens Lemanski - 2016 - Logic-Philosophical Studies 14:98-122.
    From the beginning of the 16th century to the end of the 18th century, there were not less than ten philosophers who focused extensively on Venn’s ostensible analytical diagrams, as noted by modern historians of logic (Venn, Gardner, Baron, Coumet et al.). But what was the reason for early modern philosophers to use logic or analytical diagrams? Among modern historians of logic one can find two theses which are closely connected to each other: M. Gardner states that since the Middle (...)
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  46. The Ratio studiorum of the conventual Franciscans in the Baroque Age and the cultural-political background to the Scotist philosophy Cursus of Bartolomeo Mastri and Bonaventura Belluto.Marco Forlivesi - 2015 - Noctua 2 (1-2):253-384.
    During the century following the Council of Trent, two trends within Catholic religious orders matured: the first consisted in unifying and strengthening the Order’s culture by focussing on one author of reference; the other in elaborating a new way of presenting that author’s doctrines. In the case of the Friars Minor Conventuals, these trends were fostered in the second decade of the seventeenth century by the minister general of the Order, Giacomo Montanari, who promoted the idea that providing the Order (...)
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  47. Enseignement et apprentissage de l’infini : aspects philosophiques, épistemologiques et didactiques.Pascale Boulais, R. Brouzet, Viviane Durand-Guerrier, Maha Majaj, David Marino, Francoise Monnoyeur & Martine Vergnac - 2018 - In Pascale Boulais, R. Brouzet, Viviane Durand-Guerrier, Maha Majaj, David Marino, Francoise Monnoyeur & Martine Vergnac (eds.), Mathématiques en scène des ponts entre les disciplines. Paris, France: pp. 246-255.
    Résumé – Nous nous intéressons à l’enseignement et l’apprentissage de l’infini en classe de mathématiques en considérant les différences et les relations entre infini potentiel et infini actuel. Nous présentons les principaux éléments de notre étude philosophique, épistémologique et didactique, ainsi que trois situations visant à conduire un travail explicite avec les élèves sur ces questions en début de lycée. ---------------------------------------------------------------------------------------------------- --------------------------------- Abstract – We are interested in the teaching and learning of infinite in mathematics class, taking into account the relations (...)
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  48. Platone a scuola: l’insegnamento di Francesco de’ Vieri detto il Verino secondo.Simone Fellina - 2015 - Noctua 2 (1-2):97-181.
    From the second half of the 16th century the question about Platonis Aristotelisque Concordia is no more a merely doctrinal problem, but it involves a discussion about methodus and ordo, according to the importance given to them in the coeval philosophical debate. In many cases underscoring Plato’s scientific merits, not only about inventio but also about the transmission of knowledge, meant promoting Platonism as a philosophy suitable for University. In this context the need for Platonic handbooks is perceived as compelling, (...)
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  49. Ibn Ḥazm on Heteronomous Imperatives and Modality. A Landmark in the History of the Logical Analysis of Norms.Shahid Rahman, Farid Zidani & Walter Young - 2022 - London: College Publications, ISBN 978-1-84890-358-6, pp. 97-114., 2021.: In C. Barés-Gómez, F. J. Salguero and F. Soler (Ed.), Lógica Conocimiento y Abduccción. Homenaje a Angel Nepomuceno..
    The passionate and staunch defence of logic of the controversial thinker Ibn Ḥazm, Abū Muḥammad ʿAlī b. Aḥmad b. Saʿīd of Córdoba (384-456/994-1064), had lasting consequences in the Islamic world. Indeed, his book Facilitating the Understanding of the Rules of Logic and Introduction Thereto, with Common Expressions and Juristic Examples (Kitāb al-Taqrīb li-ḥadd al-manṭiq wa-l-mudkhal ilayhi bi-l-alfāẓ al-ʿāmmiyya wa-l-amthila al-fiqhiyya), composed in 1025-1029, was well known and discussed during and after his time; and it paved the way for the studies (...)
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  50.  33
    Learning from Negativity of Experience in School Moral Education.Dariusz Stepkowski - 2024 - Theology and Philosophy of Education 3 (1):32-38.
    The paper attempts to answer the questions of what learning from negativity of experience perspective is and if it could become the right way of teaching and learning morality at school. It consists of three sections. The first one explains the fundamental distinction between negative moral experiences and negativity of moral experience. In the second section, the author’s attention focuses on the possibility of didactic application of teaching and learning from negativity of experience. The last section contains J. F. Herbart’s (...)
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