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Markus P. J. Bohlmann [5]Markus Bohlmann [3]
  1.  17
    ChatGPT and the Writing of Philosophical Essays.Markus Bohlmann & Annika M. Berger - 2024 - Teaching Philosophy 47 (2):233-253.
    Text-generative AI-systems have become important semantic agents with ChatGPT. We conducted a series of experiments to learn what teachers’ conceptions of text-generative AI are in relation to philosophical texts. In our main experiment, using mixed methods, we had twenty-four high school students write philosophical essays, which we then randomized to essays with the same command from ChatGPT. We had ten prospective teachers assess these essays. They were able to tell whether it was an AI or student essay with 78.7 percent (...)
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  2.  15
    Deleuze and Children.Markus P. J. Bohlmann & Anna Hickey-Moody (eds.) - 2018 - Edinburgh University Press.
    This collection applies the characterisations of children and childhood made in Deleuze and Guattari's work to concerns that have shaped our idea of the child. Bringing together established and new voices, the authors consider aspects of children's lives such as time, language, gender, affect, religion, atmosphere and schooling.
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  3. Conceptual engineering and conceptual change. An argument for the learnability of ameliorated concepts.Markus Bohlmann - forthcoming - Inquiry: An Interdisciplinary Journal of Philosophy.
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  4.  1
    10 Deleuze, Children and Worlding.Markus P. J. Bohlmann - 2018 - In Markus P. J. Bohlmann & Anna Hickey-Moody (eds.), Deleuze and Children. Edinburgh University Press. pp. 179-195.
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  5.  2
    Introduction.Markus P. J. Bohlmann & Anna Hickey-Moody - 2018 - In Markus P. J. Bohlmann & Anna Hickey-Moody (eds.), Deleuze and Children. Edinburgh University Press. pp. 1-10.
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  6.  1
    Was ist Kausalität? Ein funktionales Modell der Kausalität für den Philosophieunterricht.Markus Bohlmann - 2023 - In Bettina Bussmann & Philipp Mayr (eds.), Theoretisches Philosophieren und Lebensweltorientierung: Ein Wegweiser für Hochschule und Schule. Springer Berlin Heidelberg. pp. 267-291.
    Die Didaktik der Kausalität folgte lange Zeit Bertrand Russells Elimination des Kausalitätskonzeptes in Bezug auf die in der Physik vermeintlich fehlenden Zusammenhänge von Ursachen und Wirkungen. Auch im Philosophieunterricht galt: „there are no such things“ (Russell, Proceedings of the Aristotelian Society 13:1–26, 1912a, 1). Im Philosophieunterricht wurden entsprechend die Vorstellungen der Lernenden von Kausalität widerlegt und durch das Konzept der Korrelation ersetzt. In diesem Artikel wird hingegen ein funktionales Kausalitätsmodell für einen produktiven didaktischen Gebrauch vorgeschlagen (aufbauend auf: Woodward, Philosophy of (...)
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