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  1. Joseph Agassi, Kwan Lihuen on Agassi in Education.
    to read this you need Chinese characters.
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  2. Thomas M. Alexander (1995). Educating the Democratic Heart: Pluralism, Traditions and the Humanities. Studies in Philosophy and Education 13 (3-4):243-259.
  3. María G. Amilburu (2006). Education and the Multicultural Society. The Proceedings of the Twenty-First World Congress of Philosophy 4:1-6.
    Multiculturalism, namely the coexistence of different cultural traditions within the framework of a single socio-political structure, is one of the most salient characteristics of western democratic societies. This situation is due mainly to two factors. On the one hand, we find a plurality of historical communities within the State that have different cultural roots, and each one of them defends the right to have its cultural identity recognised. On the other hand, there is a growing exodus of people from less (...)
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  4. Jonny Anomaly (2009). Review of Neal McCluskey, Feds in the Classroom. [REVIEW] Journal of Philosophy of Education 43 (1).
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  5. Christoph Asmuth & Patrick Grüneberg (eds.) (2012). Saubere Leistung? - Grenzen Akzeptieren! 8 Bausteine für einen fächerübergreifenden Unterricht. Bundeszentrale für politische Bildung.
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  6. Aharon Aviram (1991). Nietzsche as Educator? Journal of Philosophy of Education 25 (2):219–234.
  7. Guy Axtell (2001). Teaching James's “The Will to Believe”. Teaching Philosophy 24 (4):325-345.
    Many readers have viewed William James's "The Will to Believe" as his most distinctive and resonating lecture. Yet for all the scholarly attention it has received, the complexities of the "pragmatic defence," and the issues it raises concerning evidential and pragmatic reasoning are still often misunderstood. In this paper I explicate a neglected "core" argument tied closely to James's thesis statement, and provide charts and other tools useful in presenting James' lecture in the philosophy classroom. This argument, based on the (...)
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  8. Jordan Bartol (2013). Re-Examining the Gene in Personalized Genomics. Science and Education 22 (10):2529-2546.
    Personalized genomics companies (PG; also called ‘direct-to-consumer genetics’) are businesses marketing genetic testing to consumers over the Internet. While much has been written about these new businesses, little attention has been given to their roles in science communication. This paper provides an analysis of the gene concept presented to customers and the relation between the information given and the science behind PG. Two quite different gene concepts are present in company rhetoric, but only one features in the science. To explain (...)
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  9. Hazel Bell (2001). The Pleasures and Pitfalls of Reading Groups. Logos 12 (4):203-209.
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  10. Bo Brinkman (2013). An Analysis of Student Privacy Rights in the Use of Plagiarism Detection Systems. Science and Engineering Ethics 19 (3):1255-1266.
    Plagiarism detection services are a powerful tool to help encourage academic integrity. Adoption of these services has proven to be controversial due to ethical concerns about students’ rights. Central to these concerns is the fact that most such systems make permanent archives of student work to be re-used in plagiarism detection. This computerization and automation of plagiarism detection is changing the relationships of trust and responsibility between students, educators, educational institutions, and private corporations. Educators must respect student privacy rights when (...)
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  11. H. G. Callaway (1996). Education and the Unity of the Person. Journal of Value Inquiry 30 (June):43-50.
    The deeper meaning of education, says Dewey in his Human Nature and Conduct (1922), which distinguishes the justly honored profession from that of mere trainer, is that a future new society of changed purposes and desires may be created by a deliberately humane treatment of the impulses of youth (p. 69). For Dewey, a truly humane education consists in an intelligent direction of native activities in the light of the possibilities and necessities of the social situation (p. 70). Student impulse (...)
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  12. James Campbell, Cornelis De Waal, Richard Hart, Vincent Colapietro, Herman De Regt, Douglas Anderson, Kathleen Hull, Catherine Legg, Lee A. Mcbride Iii, Michael L. Raposa, Matthew Caleb Flamm, Jaime Nubiola, Lucia Santaella, Rosa Maria Mayorga & André De Tienne (2008). Teaching Peirce to Undergraduates. Transactions of the Charles S. Peirce Society 44 (2):189 - 235.
    Fourteen philosophers share their experience teaching Peirce to undergraduates in a variety of settings and a variety of courses. The latter include introductory philosophy courses as well as upper-level courses in American philosophy, philosophy of religion, logic, philosophy of science, medieval philosophy, semiotics, metaphysics, etc., and even an upper-level course devoted entirely to Peirce. The project originates in a session devoted to teaching Peirce held at the 2007 annual meeting of the Society for the Advancement of American Philosophy. The session, (...)
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  13. John L. Childs (1956). American Pragmatism and Education. New York, Holt.
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  14. Rory J. Conces (2004). Review of Azar Nafisi, Reading Lolita in Tehran: A Memoir of Books. [REVIEW] International Third World Studies Journal and Review 15:23-25.
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  15. Donald J. Cunningham, James B. Schreiber & Connie M. Moss (2005). Belief, Doubt and Reason: C. S. Peirce on Education. Educational Philosophy and Theory 37 (2):177–189.
    In this paper, we explore Peirce's work for insights into a theory of learning and cognition for education. Our focus for this exploration is Peirce's paper The Fixation of Belief (FOB), originally published in 1877 in Popular Science Monthly. We begin by examining Peirce's assertion that the study of logic is essential for understanding thought and reasoning. We explicate Peirce's view of the nature of reasoning itself—the characteristic guiding principles or ‘habits of mind’ that underlie acts of inference, the dimensions (...)
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  16. Helen De Cruz (2013). Is Teaching Children Young Earth Creationism Child Abuse? The Philosophers' Magazine 63:21-23.
    Richard Dawkins has argued on several occasions that bringing up your child religiously is a form of child abuse. According to Dawkins, teaching children about religion is fine (it helps them to understand cultural references, for instance), but indoctrinating children – by which Dawkins means any form of education that teaches religious beliefs as facts – is morally wrong and harmful. Dawkins is not alone: the American theoretical physicist Lawrence Krauss, for instance, recently argued that teaching Young Earth Creationism (henceforth (...)
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  17. Robert Ellis (1997). Revelation, Wisdom, and Learning From Religion. British Journal of Religious Education 19 (2):95-103.
    D.G Attfield's article "Learning from Religion" in BJRE 18:2 raises a number of difficulties in the treatment of truth claims in Religious Education. He argues that these claims should limit the acceptable goals of non-confessional R.E. to teaching about religion and not cross a threshold of faith-commitment beyond which a child may learn from religion. His arguments rest on a questionable understanding of religions as entirely defined by their irreconcilable revelations, which actually condemns R.E to an ineffectual relativism. Attfield also (...)
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  18. Robert Ellis (1997). Revelation, Wisdom, and Learning From Religion. British Journal of Religious Education 19 (2):95-103.
    D.G Attfield's article "Learning from Religion" in BJRE 18:2 raises a number of difficulties in the treatment of truth claims in Religious Education. He argues that these claims should limit the acceptable goals of non-confessional R.E. to teaching about religion and not cross a threshold of faith-commitment beyond which a child may learn from religion. His arguments rest on a questionable understanding of religions as entirely defined by their irreconcilable revelations, which actually condemns R.E to an ineffectual relativism. Attfield also (...)
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  19. Richard Ennals (2012). Quality as Empowerment: Going Around in Circles. [REVIEW] AI and Society 27 (3):331-335.
    The article introduces a new international educational community based on Students’ Quality Circles, in which industry and education have learned to collaborate for mutual benefit. In each country represented in this special issue, there have been distinctive bottom-up initiatives, informed by the experience of collaboration. We emphasise Quality as Empowerment.
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  20. Richard Ennals & Anne Inga Hilsen (2012). Older Workers: A Suitable Case for Circles? [REVIEW] AI and Society 27 (3):421-425.
    The article considers relations between the generations, with particular attention given to older workers, who also face the pressures of responsibilities to both parents and children. The situations in Norway and the UK are compared. The case is made for support structures, such as senior quality circles, at the threshold between employment and retirement.
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  21. Richard Ennals & David Hutchins (2012). Communities of Circles. AI and Society 27 (3):329-330.
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  22. Joseph S. Fulda (2009). Perfectly Marked, Fair Tests with Unfair Marks. The Mathematical Gazette 93 (527):256-260.
    Shows how, as a consequence of the Arrow Impossibility Theorem, objectivity in grading is chimerical, given a sufficiently knowledgeable teacher (of his students, not his subject) in a sufficiently small class. -/- PDF posted with the permission of the Editor, the Editor-in-Chief, and the Publisher. -/- Includes reply.
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  23. Jagdish Gandhi, Vineeta Kamran & P. C. Bihari (2012). Quality and World Peace: City Montessori School, Lucknow. [REVIEW] AI and Society 27 (3):427-428.
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  24. Brent Gregory, Sue Gregory, Bogdanovych A., Jacobson Michael, Newstead Anne & Simeon Simoff and Many Others (2011). How Are Australian Higher Education Institutions Contributing to Innovative Teaching and Learning Through Virtual Worlds? In Gregory Sue (ed.), Proceedings of Ascilite 2011 (Australian Society of Computers in Tertiary Education). Ascilite.
    Over the past decade, teaching and learning in virtual worlds has been at the forefront of many higher education institutions around the world. The DEHub Virtual Worlds Working Group (VWWG) consisting of Australian and New Zealand higher education academics was formed in 2009. These educators are investigating the role that virtual worlds play in the future of education and actively changing the direction of their own teaching practice and curricula. 47 academics reporting on 28 Australian higher education institutions present an (...)
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  25. Amy Gutmann (1980). Children, Paternalism, and Education: A Liberal Argument. Philosophy and Public Affairs 9 (4):338-358.
  26. Paul Howard-Jones & Kate Fenton (2012). The Need for Interdisciplinary Dialogue in Developing Ethical Approaches to Neuroeducational Research. Neuroethics 5 (2):119-134.
    This paper argues that many ethical issues in neuroeducational research cannot be appropriately addressed using the principles and guidance available in one of these areas alone, or by applying these in simple combination. Instead, interdisciplinary and public dialogue will be required to develop appropriate normative principles. In developing this argument, it examines neuroscientific and educational perspectives within three broad categories of ethical issue arising at the interface of cognitive neuroscience and education: issues regarding the carrying out of interdisciplinary research, the (...)
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  27. Michael J. Jacobson, Charlotte Taylor, Anne Newstead, Deborah Richards, Meredith Taylor & John Porte, Collaborative Virtual Worlds for Enhanced Scientific Understanding.
    This is a copy of the presentation given at the Workshop on Agency and Distributed Cognition at Macquarie University, March 2012.
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  28. Michael J. Jacobson, Charlotte Taylor, Anne Newstead, Wai Yat Wong, Deborah Richards, Meredith Taylor, Porte John, Kartiko Iwan, Kapur Manu & Hu Chun (2011). Collaborative Virtual Worlds and Productive Failure. In Proceedings of the CSCL (Computer Supported Cognition and Learning) III. University of Hong Kong.
    This paper reports on an ongoing ARC Discovery Project that is conducting design research into learning in collaborative virtual worlds (CVW).The paper will describe three design components of the project: (a) pedagogical design, (b)technical and graphics design, and (c) learning research design. The perspectives of each design team will be discussed and how the three teams worked together to produce the CVW. The development of productive failure learning activities for the CVW will be discussed and there will be an interactive (...)
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  29. Michael J. Jacobson, Charlotte Taylor, Anne Newstead, Wai Yat Wong, Deborah Richards, Meredith Taylor, Porte John, Kartiko Iwan, Kapur Manu & Hu Chun (2011). Proceedings of the CSCL (Computer Supported Cognition and Learning) III. University of Hong Kong.
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  30. Minkang Kim & Derek Sankey (2009). Towards a Dynamic Systems Approach to Moral Development and Moral Education: A Response to the JME Special Issue, September 2008. Journal of Moral Education 38 (3):283-298.
    Is 'development' a concept that properly belongs to mind and morality and, if it does, what account can we give of moral development now that Piagetian and Kohlbergian models are increasingly being abandoned in developmental psychology? In addressing this central issue, it is hoped that the paper will contribute to the quest for a new integrated model of moral functioning, called for in the September 2008 Special Issue of the Journal of Moral Education (37[3]). Our paper argues that the notion (...)
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  31. Hayal Köksal (2012). SQCs in Turkey as “Imece Circles”. AI and Society 27 (3):377-386.
    The history of Total Quality in Education and Students’ Quality Circles in Turkish educational institutions is introduced through “İmece Circles (İCs).” The history dates from the foundation of the Turkish Republic in 1923, and industrial quality-focused reforming actions in the 1980s. The Total Quality implications of the Ministry of National Education in 1990s will be discussed, with an account of the efforts of the writer as the Director of the Turkish Center for School of Quality and the Director General for (...)
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  32. John Lachs (2007). The Lessons of History. Transactions of the Charles S. Peirce Society 43 (2):390-394.
    : The overwhelming commitment of philosophers is not to crossing arms over some technical problem but to the education of the young. This is not to deny the merit of attempting to make a contribution to current debates or to new assessments of historical figures. However, the ultimate value of such contributions lies in providing materials for teaching the skills and habits vitally important in our personal and social lives.
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  33. Christian List & Anne Sliwka, Learning Democratic Communication Through “Deliberative Polling”.
    One fundamental thesis within the rapidly growing literature on deliberative democracy is that the stability and quality of a democracy depend not only on formal institutions such as the electoral system or the structure of parliamentary representation. They depend also on certain democratic competences of the citizens, especially their capacity for democratic communication. According to this thesis, above all the capacity for democratic deliberation, i.e., for argumentation, evaluation and for a balanced decision between policy alternatives, belongs to the central competences (...)
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  34. Domenic Marbaniang (2013). Developing Cognitive Abilities in Children. In J. B. Jeyaraj (ed.), Perspectives of Child Development. ISPCK.
    This article explores the various psychological theories of cognitive development in children.
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  35. Jane Roland Martin (1985). Reclaiming a Conversation: The Ideal of the Educated Woman. Yale University Press.
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  36. Nicholas Maxwell (forthcoming). What's Wrong with Science and Technology Studies? What Needs to Be Done to Put It Right? In R. Pisano & D. Capecchi (eds.), Physics, Astronomy and Engineering. A Bridge between Conceptual Frameworks. Springer.
    After a sketch of the optimism and high aspirations of History and Philosophy of Science when I first joined the field in the mid 1960s, I go on to describe the disastrous impact of "the strong programme" and social constructivism in history and sociology of science. Despite Alan Sokal's brilliant spoof article, and the "science wars" that flared up partly as a result, the whole field of Science and Technology Studies (STS) is still adversely affected by social constructivist ideas. I (...)
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  37. Nicholas Maxwell (2007). From Knowledge to Wisdom: The Need for an Academic Revolution. London Review of Education 5:97-115.
    At present the basic intellectual aim of academic inquiry is to improve knowledge. Much of the structure, the whole character, of academic inquiry, in universities all over the world, is shaped by the adoption of this as the basic intellectual aim. But, judged from the standpoint of making a contribution to human welfare, academic inquiry of this type is damagingly irrational. Three of four of the most elementary rules of rational problem-solving are violated. A revolution in the aims and methods (...)
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  38. Jennifer Wilson Mulnix & M. J. Mulnix (2010). Using a Writing Portfolio Project to Teach Critical Thinking Skills. Teaching Philosophy 33 (1):27-54.
    In this paper, we present an especially effective tool for helping students to learn and apply the skills of critical reasoning. Our Writing Portfolio Project is a set of nine progressively staged writing assignments that guide students through the formulation and development of an argumentative paper. The set of assignments are designed to reinforce, reintroduce, and repeat critical reasoning skills. In this paper, we articulate the potential uses for the Writing Portfolio Project, give a brief explanation of the reasoning behind (...)
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  39. María G. Navarro (2009). Los Nuevos Entornos Educativos. Desafíos Cognitivos Para Una Inteligencia Colectiva. Comunicar 33 (XVII):141-148.
    Comprender las tecnologías de la comunicación a la luz de las redes con que se comunican y entran en cooperación las personas ha sido una constante en autores que no han disociado su visión acerca del significado de las tecnologías respecto a los nuevos movimientos sociales. Este artículo sostiene que las TIC no son sólo una red a la que se suman los individuos, sino que actúan como tecnologías sociales cuyo perfeccionamiento depende tanto de la diversidad de sus funciones (socio-políticas, (...)
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  40. Gregory M. Nixon (2013). Scientism, Philosophy and Brain-Based Learning. Northwest Journal of Teacher Education 11 (2):113-144.
    Since educators are always looking for ways to improve their practice, and since empirical science is now accepted in our worldview as the final arbiter of truth, it is no surprise they have been lured toward cognitive neuroscience in hopes that discovering how the brain learns will provide a nutshell explanation for student learning in general. I argue that identifying the person with the brain is scientism (not science), that the brain is not the person, and that it is the (...)
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  41. Nel Noddings (1984). Caring: A Feminine Approach to Ethics and Moral Education. University of California Press.
    ACKNOWLEDGMENTS. Among Those Who helped greatly in the initial stages of this project by making constructive suggestions on my first "caring" papers are Nick Burbules, William Doll, Bruce Fuller, Brian Hill, William Pinar, Mary Anne ...
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  42. Jeremy Pierce (2011). Review of Gender, Bullying, and Harassment. [REVIEW] Men and Masculinities (14):630-632.
  43. Jacobus Pontanus, S. J., Paul Richard Blum & Thomas McCreight (2009). Soldier or Scholar: Stratocles or War. Apprendice House.
    ISBN-13: 978-1934074480
    Plot Summary from the book:
    "An aristocratic young man, fed up with his studies, contemplates military service. His teacher is unable by any reasoning to call him back him from the path he has embarked upon. The young man enlists another youth who commits himself to the journey, dressed in military garb, and he happens upon two deserting soldiers, unsightly and ill-used both in their dress and in their hygiene. Both young men are so moved by the deserters’ (...)
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  44. Lucio Angelo Privitello (2010). Josiah Royce and the Problems of Philosophical Pedagogy. Transactions of the Charles S. Peirce Society 46 (1):111-142.
    The power, depth, and humanity of the work and life of Josiah Royce gains in richness by following his reflections on the problems of philosophical pedagogy. While engaged as a professor of philosophy, author, advisor, and administrator, Royce developed and refined guidelines for the philosophy of education, and the art of philosophical pedagogy. Except for a few personal recollections from his students and colleagues, an article by Frank M. Oppenheim that appeared thirty-five years ago, and the annotated bibliography to his (...)
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  45. Deborah Richards, Jacobson Michael, Taylor Charlotte, Taylor Meredith, Porte John, Newstead Anne & Hanna Nader, Evaluating the Models and Behaviour of 3D Intelligent Virtual Animals in a Predator-Prey Relationship. AAMAS 2012: 79-86. Proceedings of the Eleventh International Conference on Agent and Multiagent Systems (AAMAS).
    This paper presents the intelligent virtual animals that inhabit Omosa, a virtual learning environment to help secondary school students learn how to conduct scientific inquiry and gain concepts from biology. Omosa supports multiple agents, including animals, plants, and human hunters, which live in groups of varying sizes and in a predator-prey relationship with other agent types (species). In this paper we present our generic agent architecture and the algorithms that drive all animals. We concentrate on two of our animals to (...)
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  46. Darrell P. Rowbottom & Sarah Jane Aiston (2011). The Use and Misuse of Taxpayers' Money: Publicly-Funded Educational Research. British Educational Research Journal 37 (4):631-655.
    How should educational research be contracted? And is there anything wrong with the way that public funding of educational research is currently administered? We endeavour to answer these questions by appeal to the work of two of the most prominent philosophers of science of the twentieth century, namely Popper and Kuhn. Although their normative views of science are radically different, we show that they would nonetheless agree on a number of key rules concerning the extent to which scientific practice should (...)
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  47. Marvin R. G. Schiller (2013). Granularity Analysis for Mathematical Proofs. Topics in Cognitive Science 5 (2):251-269.
    Mathematical proofs generally allow for various levels of detail and conciseness, such that they can be adapted for a particular audience or purpose. Using automated reasoning approaches for teaching proof construction in mathematics presupposes that the step size of proofs in such a system is appropriate within the teaching context. This work proposes a framework that supports the granularity analysis of mathematical proofs, to be used in the automated assessment of students' proof attempts and for the presentation of hints and (...)
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  48. Adele L. Schmidt (2010). The Battle for Creativity: Frontiers in Science and Science Education. Bioessays 32 (12):1016-1019.
  49. Robert Keith Shaw (2010). Truth and Physics Education. Dissertation, University of Auckland
    This thesis develops a hermeneutic philosophy of science to provide insights into physics education. -/- Modernity cloaks the authentic character of modern physics whenever discoveries entertain us or we judge theory by its use. Those who justify physics education through an appeal to its utility, or who reject truth as an aspect of physics, relativists and constructivists, misunderstand the nature of physics. Demonstrations, not experiments, reveal the essence of physics as two characteristic engagements with truth. First, truth in its guise (...)
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  50. Robert Keith Shaw, Michael A. Peters & James D. Marshall (1986). The Development and Trials of a Decision-Making Model. Evaluation Review, 10 (1):5-27.
    We describe an evaluation undertaken on contract for the New Zealand State Services Commission of a major project (the Administrative Decision-Making Skills Project) designed to produce a model of administrative decision making and an associated teaching/learning packagefor use by government officers. It describes the evaluation of a philosophical model of decision making and the associated teaching/learning package in the setting of the New Zealand Public Service, where a deliberate attempt has been initiated to improve the quality of decision making, especially (...)
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