排序方式： 共有33条查询结果，搜索用时 0 毫秒
1.
2.
GEOFFREY HINCHLIFFE 《Journal of Philosophy of Education》2007,41(2):221-232
This paper examines learning as a capability, taking as its starting point the work of Amartya Sen and Martha Nussbaum. The paper is concerned to highlight the relation between learning and truth, and it does so by examining the idea of a genealogy of truth and also Donald Davidson's coherence theory. Thus the notion of truth is understood to be not only built into the capability of learning but also translated across into other capabilities. 相似文献
3.
4.
GEOFFREY FOX 《English in Education》1975,9(3):11-20
'Genetically, play is an integral part of life and to isolate it as modern man has done is to destroy the true, natural spirit and the ultimate value of play to man and society.' Huizinga: Homo Ludens 相似文献
5.
MARK A. HECTOR STEVEN E. ELSON GEOFFREY G. YAGER 《Counselor Education & Supervision》1977,17(1):12-22
Counseling skills can be learned through self-management programs, as well as through more traditional methods. The benefits of self-management in counselor training are discussed, and an outline of an applicable procedure for self-change projects is detailed. Two examples of completed self-managed change in counselor behavior are included. 相似文献
6.
An experiment is reported which investigates the perceptual span available to skilled readers in a single fixation. After adult readers had listened to an incomplete sentence they were presented tachistoscopically with a word which they were to name aloud. Congruency between sentence and word facilitated naming, but the presence of an unattended word in the right visual field confounded this relationship. If the unattended word was also congruent, then the naming response was further facilitated, but a congruent unattended word interfered with the naming of an incongruent attended word. This relationship did not hold for unattended words which were presented in the left visual field, and which did not appear to have been processed for meaning. An effect of an unattended word upon the naming of a fixated word suggests that skilled readers recognize the meanings of more words than are fixated. Skilled readers may use the meanings of words ahead of fixation to enrich their interpretation of the text, or use those words more simply as markers to guide future eye-movements to the location of the next useful fixation. 相似文献
7.
8.
GEOFFREY HINCHLIFFE 《Journal of Philosophy of Education》2020,54(5):1206-1219
This paper considers the nature of academic judgement. It also suggests that academic judgement is not the special preserve of academics as such and is something with which students can be imbued. It is further suggested that academic judgement is best considered in the context of critical learning which is contrasted with demonstrative learning. The paper then proceeds with an analysis of judgement by considering the ideas of Peter Geach on this particular subject. It then moves to considering judgement in the context of a practice, as set out by Alasdair MacIntyre. Whilst providing insight into the nature of practical judgement, this approach is found wanting nonetheless and attention is next turned to considering judgement within the space of reasons – that is, the approach of John McDowell. The paper then suggests that the idea of the space of reasons can be given greater substance through consideration of two further kinds of judgement – epistemic and reflective. 相似文献
9.
10.