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Zachary Stein & Kurt W. Fischer (2011). Directions for Mind, Brain, and Education: Methods, Models, and Morality.

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  1. The Sources of a Science of Education.John Dewey - 1929 - H. Liveright.
     
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  2. True Enough.Catherine Z. Elgin - 2004 - Philosophical Issues 14 (1):113–131.
    Truth is standardly considered a requirement on epistemic acceptability. But science and philosophy deploy models, idealizations and thought experiments that prescind from truth to achieve other cognitive ends. I argue that such felicitous falsehoods function as cognitively useful fictions. They are cognitively useful because they exemplify and afford epistemic access to features they share with the relevant facts. They are falsehoods in that they diverge from the facts. Nonetheless, they are true enough to serve their epistemic purposes. Theories that contain (...)
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    The New Production of Knowledge: The Dynamics of Science and Research in Contemporary Societies.Michael Gibbons (ed.) - 1994 - Sage Publications.
    As we approach the end of the twentieth century, the ways in which knowledge--scientific, social, and cultural--is produced are undergoing fundamental changes. In The New Production of Knowledge, a distinguished group of authors analyze these changes as marking the transition from established institutions, disciplines, practices, and policies to a new mode of knowledge production. Identifying such elements as reflexivity, transdisciplinarity, and heterogeneity within this new mode, the authors consider their impact and interplay with the role of knowledge in social relations. (...)
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  4. The Future of Human Nature.Jürgen Habermas - 2003 - Polity.
    Recent developments in biotechnology and genetic research are raising complex ethical questions concerning the legitimate scope and limits of genetic intervention. As we begin to contemplate the possibility of intervening in the human genome to prevent diseases, we cannot help but feel that the human species might soon be able to take its biological evolution in its own hands. 'Playing God' is the metaphor commonly used for this self-transformation of the species, which, it seems, might soon be within our grasp. (...)
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  5.  63
    Between Facts and Norms: Contributions to a Discourse Theory of Law and Democracy.Jürgen Habermas - 1996 - Polity.
  6. On the Logic of the Social Sciences.Jürgen Habermas - 1990 - MIT Press.
    James Bohman has succeeded in reinvigorating the old debate over explanation and understanding by situating it within contemporary discussions about sociological indeterminacy and complexity. I argue that Bohman's preference for a paradigm based on Habermas's theory of communicative action is justifiable given the explanatory deficiencies of ethnomethodological, rational choice, rule-based, and functionalist methodologies. Yet I do not share his belief that the paradigm is preferable to less formalized models of interpretation.
     
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    Talks to Teachers on Psychology and to Students on Some of Life's Ideals.William James - 1983 - Harvard University Press.
    Still-vital lectures on teaching deal with psychology and the teaching art, the stream of consciousness, the child as a behaving organism, education and behavior, native and acquired reactions, habit, association of ideas, attention, memory, acquisition of ideas, perception, will, and more. The three addresses to students are "The Gospel of Relaxation," "On a Certain Blindness in Human Beings," and "What Makes a Life Significant?" Preface. 2 black-and-white illustrations.
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  8. Interdisciplinarity: History, Theory, and Practice.Julie Thompson Klein - 1990 - Wayne State University Press.
    Acknowledgments THROUGHOUT this book I cite the many people who have provided information on individual programs and activities. ...
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  9. The View From Nowhere.Thomas Nagel - 1986 - Oxford University Press.
    Human beings have the unique ability to view the world in a detached way: We can think about the world in terms that transcend our own experience or interest, and consider the world from a vantage point that is, in Nagel's words, "nowhere in particular". At the same time, each of us is a particular person in a particular place, each with his own "personal" view of the world, a view that we can recognize as just one aspect of the (...)
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  10. The Principles of Genetic Epistemology.Jean Piaget - 1997 - Routledge.
    Jean Piaget was one of the most salient and inspirational figures in psychological and educational research this century. He was prolific, authoring or editing over eighty books and numerous journal papers which have spawned a huge and fertile continuation of his research over the decades. A major component of any course on children's psychological development and a research tradition that is expanding, scholars need access to the original texts rather than relying on secondhand accounts. Jean Piaget: Selected Works is a (...)
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  11. A Theory of Justice.John Rawls - 2009 - In Steven M. Cahn (ed.), Philosophy and Rhetoric. Oxford University Press. pp. 133-135.
    Though the Revised Edition of A Theory of Justice, published in 1999, is the definitive statement of Rawlsıs view, so much of the extensive literature on ...
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  12. Science, Perception, and Reality.Wilfrid Sellars - 1963 - New York: Humanities Press.
  13.  26
    Exercising Quality Control in Interdisciplinary Education: Toward an Epistemologically Responsible Approach.Zachary Stein, Michael Connell & Howard Gardner - 2008 - Journal of Philosophy of Education 42 (3-4):401-414.
    This article argues that certain philosophically devised quality control parameters should guide approaches to interdisciplinary education. We sketch the kind of reflections we think are necessary in order to produce epistemologically responsible curricula. We suggest that the two overarching epistemic dimensions of levels of analysis and basic viewpoints go a long way towards clarifying the structure of interdisciplinary validity claims. Through a discussion of how best to teach basic ideas about numeracy in Mind, Brain, and Education, we discuss what it (...)
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    Exercising Quality Control in Interdisciplinary Education: Toward an Epistemologically Responsible Approach.Zachary Stein, Michael Connell & Howard Gardner - 2008 - Philosophy of Education 42 (3-4):401-414.
    This article argues that certain philosophically devised quality control parameters should guide approaches to interdisciplinary education. We sketch the kind of reflections we think are necessary in order to produce epistemologically responsible curricula. We suggest that the two overarching epistemic dimensions of levels of analysis and basic viewpoints go a long way towards clarifying the structure of interdisciplinary validity claims. Through a discussion of how best to teach basic ideas about numeracy in Mind, Brain, and Education, we discuss what it (...)
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  15. Mind in Life: Biology, Phenomenology, and the Sciences of Mind.Evan Thompson - 2007 - Harvard University Press.
    The question has long confounded philosophers and scientists, and it is this so-called explanatory gap between biological life and consciousness that Evan ...
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    Science and the Modern World.Alfred North Whitehead - 1925 - New York: Free Press.
    Alfred North Whitehead's SCIENCE AND THE MODERN WORLD, originally published in 1925, redefines the concept of modern science.
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