Search results for 'Knowledge, Theory of Study and teaching' (try it on Scholar)

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  1. Richard C. Whitfield (ed.) (1976). Theory of Knowledge Course: Syllabus and Teachers' Notes. Department of Education, University of Aston in Birmingham [for] the International Baccalaureate Office.score: 1197.0
     
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  2. Stanley Hauerwas (2007). The State of the University: Academic Knowledges and the Knowledge of God. Blackwell Pub..score: 1008.0
    In this book, controversial and world-renowned theologian, Stanley Hauerwas, tackles the issue of theology being sidelined as a necessary discipline in the modern university. It is an attempt to reclaim the knowledge of God as just that – knowledge. Questions why theology is no longer considered a necessary subject in the modern university, and explores the role it should play in the development of our “knowledge” Considers how theology is often excluded from the knowledges of the modern university because these (...)
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  3. Anneli Sarvimäki (1988). Knowledge in Interactive Practice Disciplines: An Analysis of Knowledge in Education and Health Care. Dept. Of Education, University of Helsinki.score: 948.0
  4. Joseph L. Camp (2002). Confusion: A Study in the Theory of Knowledge. Harvard University Press.score: 820.8
    To attribute confusion to someone is to take up a paternalistic stance in evaluating his reasoning.
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  5. Constantine Cavarnos (1988). A Dialogue Between Bergson, Aristotle, and Philologos: A Comparative and Critical Study of Some Aspects of Henri Bergson's Theory of Knowledge and of Reality. Institute for Byzantine and Modern Greek Studies.score: 820.8
     
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  6. Ernst Glasersfeld (1989). Cognition, Construction of Knowledge, and Teaching. Synthese 80 (1):121-140.score: 786.0
    The existence of objective knowledge and the possibility of communicating it by means of language have traditionally been taken for granted by educators. Recent developments in the philosophy of science and the historical study of scientific accomplishments have deprived these presuppositions of their former plausibility. Sooner or later, this must have an effect on the teaching of science. In this paper I am presenting a brief outline of an alternative theory of knowing that takes into account the (...)
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  7. Ernst von Glasersfeld (1989). Cognition, Construction of Knowledge, and Teaching. Synthese 80 (1):121 - 140.score: 786.0
    The existence of objective knowledge and the possibility of communicating it by means of language have traditionally been taken for granted by educators. Recent developments in the philosophy of science and the historical study of scientific accomplishments have deprived these presuppositions of their former plausibility. Sooner or later, this must have an effect on the teaching of science. In this paper I am presenting a brief outline of an alternative theory of knowing that takes into account the (...)
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  8. Hunter McEwan (1991). English Teaching and the Weight of Theory. Studies in Philosophy and Education 11 (2):113-121.score: 772.0
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  9. Rita Russo (2009). Epistemologia Ed Insegnamento Delle Scienze. Pensa.score: 768.0
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  10. Elizabeth Ramsden Eames (1969). Bertrand Russell's Theory of Knowledge. London, Allen & Unwin.score: 765.6
    When future generations come to analyze and survey twentieth-century philosophy as a whole, Bertrand Russell’s logic and theory of knowledge is assured a place of prime importance. Yet until this book was first published in 1969 no comprehensive treatment of his epistemology had appeared. Commentators on twentieth-century philosophy at the time assumed that Russell’s important contributions to the theory of knowledge were made before 1921. This book challenges that assumption and draws attention to features of Russell’s later work (...)
     
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  11. David-Hillel Ruben (1979). Marxism and Materialism: A Study in Marxist Theory of Knowledge. Humanities Press.score: 748.8
    Argument that Marx has a realist ontology and a correspondence theory of truth. His views are compared to both Hegel's and Kant's. This interpretation departs from more Hegelian, 'idealist' interpretations that often rely on misunderstanding some of the work of the early Marx. There is also a discussion and partial defence of Lenin's Materialism and Empirio-Criticism.
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  12. Paul Bishop & R. H. Stephenson (eds.) (2006). The Paths of Symbolic Knowledge: Occasional Papers in Cassirer and Cultural-Theory Studies, Presented at the University of Glasgow's Centre for Intercultural Studies. Maney.score: 630.0
     
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  13. David Heywood (2003). Divine Revelation and Human Learning: A Christian Theory of Knowledge /C David Heywood. Ashgate.score: 616.8
    For Christian education, this book provides a theological rationale for the use of methods of teaching and learning of educationally proven effectiveness.
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  14. Christopher Winch (2004). What Do Teachers Need to Know About Teaching? A Critical Examination of the Occupational Knowledge of Teachers. British Journal of Educational Studies 52 (2):180 - 196.score: 613.0
    Various attempts to specify the nature of professions in general and of teaching in particular in relation to the knowledge that is needed for practice are considered. It is argued that there is no epistemic or moral criterion of professionalism that will sustain the claim of teaching to be a profession. The nature of teachers' knowledge is examined and the relationship between theory and application is seen to be both crucial to and problematic in our understanding of (...)
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  15. Gregg Franzwa (1985). Representational Mind. A Study of Kant's Theory of Knowledge. Journal of the History of Philosophy 23 (4):593-595.score: 602.4
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  16. James B. Freeman (2007). Confusion: A Study in the Theory of Knowledge. Review of Metaphysics 60 (3):651-653.score: 602.4
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  17. John L. Campbell, Paul Thomas, Neil Gross, Maureen Katz & Jonathon R. Zatlin (1998). Book Reviews. Peter Evans, Embedded Autonomy: States and Industrial Transformation. Neera Chandhoke, State and Civil Society. Explorations in Political Theory. Kevin Anderson, Lenin, Hegel and Western Marxism. A Critical Study. Stephen Turner, The Social Theory of Practices: Tradition, Tacit Knowledge, and Presuppositions. Joel Whitebook, Perversion and Utopia: A Study in Psychoanalysis and Critical Theory. John C. Torpey, Intellectuals, Socialism, and Dissent. The East German Opposition and its Legacy. [REVIEW] Theory and Society 27 (1):103-146.score: 602.4
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  18. Edward P. Mahoney (1973). The Mirror of Language: A Study in the Medieval Theory of Knowledge (Review). Journal of the History of Philosophy 11 (2):258-262.score: 602.4
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  19. Steven Yearley (1982). The Relationship Between Epistemological and Sociological Cognitive Interests: Some Ambiguities Underlying the Use of Interest Theory in the Study of Scientific Knowledge. Studies in History and Philosophy of Science Part A 13 (4):353-388.score: 600.0
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  20. B. McM Caven & W. Anderson (1967). Man's Quest for Political Knowledge: The Study and Teaching of Politics in Ancient Times. Journal of Hellenic Studies 87:170.score: 600.0
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  21. H. N. Randle (1933). The Six Ways of Knowing. A Critical Study of the Vedănta Theory of Knowledge. By D. M. Datta, M.A., Ph.D. (London: George Allen & Unwin Ltd. 1932. Pp. 351. Price 15s. Net.). [REVIEW] Philosophy 8 (32):490-.score: 590.4
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  22. John MacFarlane (2007). The Logic of Confusion: Remarks on Joseph Camp's Confusion: A Study in the Theory of Knowledge. Philosophy and Phenomenological Research 74:700-708.score: 590.4
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  23. Marcelo de Araujo (2003). Scepticism, Freedom, and Autonomy: A Study of the Moral Foundations of Descartes' Theory of Knowledge. Walter De Gruyter.score: 590.4
    In Scepticism, Freedom and Autonomy, Araujo argues against this interpretation, asserting that we retain control over our opinions only through selective ...
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  24. W. Charlton (1970). Marcia L. Colish: The Mirror of Language. A Study in the Mediaeval Theory of Knowledge. (Yale Historical Publications, 88.) Pp. Xxiii+404. London: Yale University Press, 1968. Cloth, 90s. [REVIEW] The Classical Review 20 (01):107-.score: 590.4
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  25. F. O. Schrader (1941). The Nyāya Theory of Knowledge. A Critical Study of Some Problems of Logic and Metaphysics. By S. C. Chatterjee, M.A., Ph.D., Premchand Roychand Scholar (Cal.), Lecturer in Philosophy, Calcutta University (Published by the University of Calcutta. 1939. Pp. Xix + 421.). [REVIEW] Philosophy 16 (61):97-.score: 590.4
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  26. Jill Vance Buroker (1985). Representational Mind: A Study of Kant's Theory of Knowledge. Philosophical Books 26 (2):87-90.score: 590.4
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  27. S. Hetherington (2007). Confusion: A Study in the Theory of Knowledge. Philosophical Review 116 (4):647-650.score: 590.4
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  28. J. S. Mackenzie (1907). Book Review:The Nature of Truth: An Essay. Harold H. Joachim; Thought and Things: A Study of the Development and Meaning of Thought. J. Mark Baldwin; Thought and Things: Vol. I. Functional Logic, or Genetic Theory of Knowledge. [REVIEW] Ethics 17 (2):264-.score: 590.4
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  29. Robert B. Pippin (1985). Review: Aquila, Representational Mind: A Study of Kant's Theory of Knowledge. Philosophy in Review 5 (2):47-49.score: 590.4
  30. Francisco Conde (2013). Three Periods in Husserl's Study of Teleology: Evidence and Systematicity in the Theory of Knowledge, Ethical Renewal and Reason in History. Pensamiento 69 (259):233-256.score: 590.4
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  31. David B. Martens (2005). Review of “Confusion: A Study in the Theory of Knowledge”. [REVIEW] Essays in Philosophy 6 (2):10.score: 590.4
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  32. Lee C. Rice (1969). The Mirror of Language: A Study in the Medieval Theory of Knowledge. By Marcia L. Colish. The Modern Schoolman 46 (4):344-346.score: 590.4
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  33. N. Vassallo (2004). Recensioni/Reviews-Confusion. A Study in the Theory of Knowledge. Epistemologia 27 (2):353.score: 590.4
     
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  34. James F. Doyle (1966). Man's Quest for Political Knowledge: The Study and Teaching of Politics in Ancient Times. Journal of the History of Philosophy 4 (3):250-250.score: 588.0
  35. David Hakken (2003). The Knowledge Landscapes of Cyberspace. Routledge.score: 580.8
    How is knowledge produced and used in cyberspace? David Hakken--a key figure in the anthropology of science and technology studies-approaches the study of cyberculture through the venue of knowledge production, drawing on critical theory from anthropology, philosophy and informatics (computer science) to examine how the character and social functions of knowledge change profoundly in computer--saturated environments. He looks at what informational technologies offer, how they are being employed, and how they are tied to various agendas and forms of (...)
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  36. Oswyn Murray (1965). Narcissus Americanus William Anderson: Man's Quest for Political Knowledge: The Study and Teaching of Politics in Ancient Times. Pp. X + 381. Minneapolis: University of Minnesota Press, 1964. Cloth, $ 8. [REVIEW] The Classical Review 15 (03):340-341.score: 576.0
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  37. Torkild Thellefsen, Bent Sørensen & Lisbeth Villemoes Sørensen (2012). Knowledge Profiling the Occupational Therapy Concept of Occupation: Theory and Case Study. Semiotica 2012 (189).score: 576.0
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  38. K. M. Agledahl, P. Gulbrandsen, R. Forde & A. Wifstad (2011). Courteous but Not Curious: How Doctors' Politeness Masks Their Existential Neglect. A Qualitative Study of Video-Recorded Patient Consultations. Journal of Medical Ethics 37 (11):650-654.score: 570.0
    Objective To study how doctors care for their patients, both medically and as fellow humans, through observing their conduct in patient–doctor encounters. Design Qualitative study in which 101 videotaped consultations were observed and analysed using a Grounded Theory approach, generating explanatory categories through a hermeneutical analysis of the taped consultations. Setting A 500-bed general teaching hospital in Norway. Participants 71 doctors working in clinical non-psychiatric departments and their patients. Results The doctors were concerned about their patients' (...)
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  39. Edward Craig (1990). Knowledge and the State of Nature: An Essay in Conceptual Synthesis. Oxford University Press.score: 566.4
    In this illuminating study Craig argues that the standard practice of analyzing the concept of knowledge has radical defects--arbitrary restriction of the subject matter and risky theoretical presuppositions. He proposes a new approach similar to the "state-of-nature" method found in political theory, building the concept up from a hypothesis about its social function and the needs it fulfills. Shedding light on much that philosophers have written about knowledge, its analysis and the obstacles to its analysis, and the debate (...)
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  40. M. F. Peschl (2006). Modes of Knowing and Modes of Coming to Know Knowledge Creation and Co-Construction as Socio-Epistemological Engineering in Educational Processes. Constructivist Foundations 1 (3):111-123.score: 561.0
    Purpose: In the educational field a lack of focus on the process of arriving at a level of profound understanding of a phenomenon can be observed. While classical approaches in education focus on "downloading," repeating, or sometimes optimizing relatively stable chunks of knowledge (both facts and procedural knowledge), this paper proposes to shift the center of attention towards a more dynamic and constructivist perspective: learning as a process of individual and collective knowledge creation and knowledge construction. The goal of this (...)
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  41. Jorge M. Escobar (2008). Kepler's Theory of the Soul: A Study on Epistemology. Studies in History and Philosophy of Science Part A 39 (1):15-41.score: 559.2
    Kepler’s theory of the soul: a study on epistemology Jorge M. Escobara, aUniversidad de Antioquia, Calle 67 #53-108, Of. 12-434, Medellín, Colombia Received 5 June 2006; revised 22 December 2006. Available online 6 March 2008.Kepler is mainly known among historians of science for his astronomical theories and his approaches to problems having to do with philosophy of science and ontology. This paper attempts to contribute to Kepler studies by providing a discussion of a topic not frequently considered, namely (...)
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  42. Norman Malcolm (ed.) (1970). Studies in the Theory of Knowledge. Oxford,Blackwell.score: 558.0
     
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  43. Elizabeth Anne Kinsella (2010). Professional Knowledge and the Epistemology of Reflective Practice. Nursing Philosophy 11 (1):3-14.score: 556.8
    Reflective practice is one of the most popular theories of professional knowledge in the last 20 years and has been widely adopted by nursing, health, and social care professions. The term was coined by Donald Schön in his influential books The Reflective Practitioner , and Educating the Reflective Practitioner , and has garnered the unprecedented attention of theorists and practitioners of professional education and practice. Reflective practice has been integrated into professional preparatory programmes, continuing education programmes, and by the regulatory (...)
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  44. John Dewey (1929/1960). The Quest for Certainty: A Study of the Relation of Knowledge and Action. New York, Putnam.score: 554.4
    John Dewey's Gifford Lectures, given at Edinburgh in 1929.
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  45. Mina O'Dowd (2000). The Changing Nature of Knowledge: Mapping the Discourse of the Malmö Longitudinal Study, 1939-1995. Stockholms Universitet.score: 554.4
     
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  46. L. C. Shastri (2002). Indian Philosophy of Knowledge: Comparative Study. Global Vision Pub. House.score: 554.4
     
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  47. Jeremy Galbreath, David Charles & Des Klass (2013). Knowledge and the Climate Change Issue: An Exploratory Study of Cluster and Extra-Cluster Effects. [REVIEW] Journal of Business Ethics:1-15.score: 552.0
    Climate change, while potentially impacting many industries, appears to have considerable significance to the wine industry. Yet little is known about how firms acquire knowledge and gain an understanding of climate change and its impacts. This study, exploratory in nature and studying firms from the wine-producing region of Tasmania, is one of the first in the management literature to use cluster theory to examine the climate change issue. Firms are predicted to exchange knowledge about climate change more readily (...)
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  48. Dianne Mulcahy (2011). Assembling the 'Accomplished' Teacher: The Performativity and Politics of Professional Teaching Standards. Educational Philosophy and Theory 43 (5-6):94-113.score: 541.6
    Set within the socio-political context of standards-based education reform, this article explores the constitutive role of teaching standards in the production of the practice and identity of the ‘accomplished’ teacher. It contrasts two idioms for thinking about and studying these standards, the representational and the performative. Utilising the material-semiotic approach of actor-network theory, it addresses the issue of how the representational idiom of teaching standards has become so authoritative that it readily eclipses other ways to think and (...)
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  49. Mohammadreza Zolfagharian, Reza Akbari & Hamidreza Fartookzadeh (2014). Theory of Knowledge in System Dynamics Models. Foundations of Science 19 (2):189-207.score: 516.6
    Having entered into the problem structuring methods, system dynamics (SD) is an approach, among systems’ methodologies, which claims to recognize the main structures of socio-economic behaviors. However, the concern for building or discovering strong philosophical underpinnings of SD, undoubtedly playing an important role in the modeling process, is a long-standing issue, in a way that there is a considerable debate about the assumptions or the philosophical foundations of it. In this paper, with a new perspective, we have explored theory (...)
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  50. Claudia Messina & Liliana Jacott (2013). An Exploratory Study of Human Rights Knowledge: A Sample of Kindergarten and Elementary School Pre-Service Teachers in Spain. [REVIEW] Human Rights Review 14 (3):213-230.score: 516.0
    This study aims to explore the level of information and knowledge 150 Spanish kindergarten and elementary school teachers in pre-service training have about human rights. We compared two groups of students: students with no specific training and students with specific training (the students with specific training study with the new training teaching programme that includes a compulsory subject related to citizenship education). The contents are organized around three thematic areas. Human rights are included in the first area (...)
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