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RICHARD SMITH 《Journal of Philosophy of Education》2009,43(3):437-449
In doing philosophy we need to be aware of the awkwardness of thinking in terms of having a method, still more any kind of 'methodology'. Instead we might consider the different ways in which philosophy has been conceived in terms of contrasts: for example between the written and the spoken word, between exposition and dialogue, and between—in Richard Rorty's terms—systematic and edifying philosophy. This article offers no easy answer to how to proceed, suggesting rather that those who attempt philosophy need to be alert to the possibilities and dangers that lie on either side. This is not just any kind of alertness, but a matter of close reading rather than skimming, of carefully attending—listening—to those with whom we engage, whether they are people or texts. 相似文献
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This paper presents a method of general geometrical definitions of screw machine rotors and their manufacturing tools. It
describes the details of lobe shape specification, and focuses on a new lobe profile, which yields a larger cross-sectional
area and shorter sealing lines resulting in higher delivery rates for the same tip speed. A well proven mathematical model
was used to determine the optimum profile, compressor housing size, and compressor ports to achieve the superior compressors. 相似文献
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In a broader study of students' rights at school, high school students in New Zealand were asked about whether gay/lesbian/bisexual students would feel safe at their school. Data are reported from a nationwide survey of 107 high schools involving 821 students (aged 15-16 years) and 438 staff who responded to a questionnaire. The article focuses on how students and staff describe attitudes to lesbian/gay/bisexual students, and identifies the most prevalent discourses, including a counter-discourse of acceptance. Although attention to a discourse of acceptance risks the effect of undermining the implications of extreme violence against lesbian/gay/bisexual students, it also challenges the pervasive construction of lesbian/gay/bisexual students as victims. The authors argue that attention to discourses of acceptance might open up further discursive and material strategies for working towards the safety of all school students, including lesbian/gay/bisexual students. 相似文献
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PHILIP L. SMITH 《Journal of Educational Measurement》1979,16(2):77-87
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