Anonymity versus commitment: The dangers of education on the internet   总被引：1，自引：1，他引：0  

Hubert L. Dreyfus 《Ethics and Information Technology》1999,1(1):15-20

I shall translate Kierkegaard's account of the dangers and opportunities of what he called the Press into a critique of the Internet so as to raise the question: what contribution -- for good or ill -- can the World Wide Web, with its ability to deliver vast amounts of information to users all over the world, make to educators trying to pass on knowledge and to develop skills and wisdom in their students? I will then use Kierkegaard's three-stage answer to the problem of lack of involvement posed by the Press -- his claim that to have a meaningful life the learner must pass through the aesthetic, the ethical and the religious spheres of existence -- to suggest that only the first two stages -- the aesthetic and the ethical -- can be implemented with Information Technology, while the final stage, which alone makes meaningful learning possible, is undermined rather than supported by the tendencies of the desituated and anonymous Net.  相似文献   

Wyatt Earp at the O. K. Corral: Six Versions     

Hubert I. Cohen 《Journal of American culture (Malden, Mass. : 2003)》2003,26(2):204-223

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“Men Have Tears in Them”: The Other Cowboy Hero     

Hubert Cohen 《Journal of American culture (Malden, Mass. : 2003)》1998,21(4):57-78

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Want that is understood well before say that,think that,and false belief: a test of de Villiers's linguistic determinism on German-speaking children     

Perner J  Sprung M  Zauner P  Haider H 《Child development》2003,74(1):179-188

Two experiments with 79 monolingual German speaking children between 2.5 and 4.5 years showed a consistent developmental gap between children's memory/inference of what someone wanted and what someone wrongly said or thought. For instance, when John is still playing and mother says, "John should be going to bed," more than 70% answered correctly that mother wanted John to go to bed. However, when mother said, "John is going to bed," about 70% answered wrongly that she thought/said that he was still playing. Correct answers emerged with the mastery of the false-belief task. In German, want sentences (about something to happen) obligatorily take the same grammatical that complement as say or think sentences. Therefore, the observed gap constrains de Villier's (1995) linguistic determinism, which claims that acquisition of the necessary grammatical structures for talking about the mind drives children's ability to think about the mind.  相似文献   

Three groups of skills essential for science teachers     

Hubert M. Dyasi 《Cambridge Journal of Education》1977,7(3):173-179

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Effect of sex,class standing,and academic performance on perceived importance of teacher behaviors     

Hubert S. Feild  William H. Holley  Achilles A. Armenakis 《Research in higher education》1976,5(3):215-222

An implicit assumption made in most teaching evaluation instruments is that teaching behaviors are equally important to students. Using specific teacher behaviors which have appeared in a number of teaching assessment devices, the importance of teacher behaviors questionnaire (ITB) was constructed to measure students' perceptions of the importance of selected teacher behaviors. Data collected from 105 college students were utilized in the present study for the following purposes: (a) to determine if there are differences among students' ratings of teaching behaviors in terms of importance and (b) to determine if the ratings of importance given to selected teacher behaviors vary according to students' sex, class standing, or academic performance. Results of the study indicated that there were significant differences in perceived importance of selected teacher behaviors. Furthermore, it was found that ratings of some of these behaviors tended to vary across sex groups. Implications for utilizing importance information as a weighting component in teaching evaluations are discussed.  相似文献   

The regulation of release parameters in underarm precision throwing     

Marie A. Dupuy  Denis Mottet  Hubert Ripoll 《Journal of sports sciences》2013,31(6):375-382

The aim of this study was to determine if adults spontaneously exploit the laws of physics to achieve better accuracy when throwing at various distances. Eight adults performed 25 underarm throws at five horizontal circular targets located 4, 5, 6, 7 and 8 m away with a constant 5% relative accuracy requirement. Angle and speed of the ball at release were found to increase with throwing distance, while the coordinates of the release point did not change significantly. These results support the idea that people minimize the variability in impact distance by adapting both the angle and the speed at ball release following a mechanical optimum predicted by the laws of physics. Moreover, variability in distance was found to be less than expected because of independent variations in the angle and speed at ball release. Hence, the control of precision throwing seems to imply compensatory variability, as frequently reported in the control of skilled actions.  相似文献   

Discriminating between attitudes expressed by normal and disabled readers     

Fred H. Wallbrown  Hubert H. Vance  Karen Kidd Prichard 《Psychology in the schools》1979,16(4):472-477

The Survey of Reading Attitudes was administered to 84 normal and 116 disabled readers from the intermediate grades, and a discriminate function analysis was performed on their scores for the eight dimensions of reading attitudes measured by the Survey. The findings indicate that Expressed Reading Difficulty, Reading as Enjoyment, and Reading Group are the three variables that discriminate between these two groups. In comparison with normal readers, disabled readers are more likely to feel negatively about their reading group, less likely to see themselves as pursuing reading for its intrinsic value, and more likely to perceive of themselves as having difficulty with reading. However, the extent to which these findings can be generalized beyond the present sample of white Appalachian students must be established through future research.  相似文献   

Correlations between WISC-R subtests and verbal,performance, and full scale IQ scores for minority group children     

Hubert Booney Vance  Norman Hankins  Fred Wallbrown 《Psychology in the schools》1978,15(2):154-159

The relationship between WISC-R subtest scores and Verbal, Performance, and Full Scale IQs was investigated for a sample comprised of rural Appalachian children. The sample was comprised of both white and black children who might be described as culturally different by virtue of low family income and residence in the mountainous areas of Virginia and North Carolina. Data analysis consisted of computing product-moment correlations (rs) between each of the ten subtests and the Verbal, Performance, and Full Scale IQs. Correlations between individual subtests and the FS IQ ranged from.49 through.63, but none of the differences between these rs were large enough to attain significance. Correlations between the verbal subtests and Verbal IQ ranged from.64 for Comprehension up to.78 for Vocabulary. For the performance subtest, the rs ranged from.54 between Coding and the Performance IQ up to.72 for Object Assembly.  相似文献   

Stephens,T. Teaching skills to children with learning and behavior disorders. Columbus,OH: Charles Merrill, 1977, 250 pp., no price listed     

Hubert Vance 《Psychology in the schools》1978,15(2):313-314

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