In response to the big data era trend, statistics has become an indispensable part of mathematics education in junior high school. In this study, a pre-test and a post-test were developed for the six attributes of the data distribution characteristic. This research then used the cognitive diagnosis model to learn about the poorly mastered attributes and to verify whether cognitive diagnosis can be used for targeted intervention to improve students' abilities effectively. One hundred two eighth graders participated in the experiment (...) and were divided into two groups. Among them, the intervention materials read by the experimental group students only contained attributes that they could not grasp well. In contrast, the reading materials of the control group were non-targeted. The results of the study showed the following: The variance and the weighted average were poorly mastered by students in the pre-test; compared with the control group, the average test score of the experimental group was significantly improved; in terms of attributes, the experimental group students' mastery of variance and the weighted average was significantly improved than the pre-test, while the control group's mastery was not. Based on this, some teaching suggestions were put forward. (shrink)

This print edition of Read's account of logical thought includes the original publication's diagrams and tables. In this excellent book, Read commences by offering an overview of past attitudes and definitions of logic. Individual chapters consider the various means by which logical processes are conceived and developed in the mind. Philosophical arguments, spatial reasoning and mathematical forms of logic are discussed in great depth, with illustrations appended where deemed necessary. Read, an academic and philosopher, employs his decades long experience of (...) teaching students about the logical disciplines to write a detailed and comprehensive accounts of logic's aspects. Throughout this work, he attempts to retain a clarity of expression which makes the concepts discussed understandable for readers previously unversed in the types of logical expression. Read also sets out the principles behind setting up a hypothesis, and highlights the common logical fallacies which crop up in human reasoning. Extensive attention is given to the process of syllogism, by which sound conclusions are drawn from the premises offered. Throughout the book, Read is attentive in defining and explaining the esoteric terminology native to logic. As well as allowing the reader swift comprehension of the various subtopics, this explanatory style confers improved flow to the book. At the conclusion we are offered many questions corresponding to each chapter: these are intended to test the reader's understanding, and enforce the mental habits of utilising logical and critical thought. First published in 1898 and subject to several editions with revisions and refinements thereafter, Logic Deductive and Inductive retains a good reputation among academics and logicians. Its successful balance between striking a concise introductory tone with an embrace of the core elements of the subject has served to preserve its popularity into the modern day. (shrink)

Roger Swyneshed, in his treatise on insolubles, dating from the early 1330s, drew three notorious corollaries from his solution. The third states that there is a contradictory pair of propositions both of which are false. This appears to contradict what Whitaker, in his iconoclastic reading of Aristotle’s De Interpretatione, dubbed “The Rule of Contradictory Pairs”, which requires that in every such pair, one must be true and the other false. Whitaker argued that, immediately after defining the notion of a (...) contradictory pair, in which one statement affirms what the other denies of the same thing, Aristotle himself gave counterexamples to the rule. This gives some credence to Swyneshed’s claim that his solution to the logical paradoxes is not contrary to Aristotle’s teaching, as many of Swyneshed’s contemporaries claimed. Insolubles are false, he said, because they falsify themselves; and their contradictories are false because they falsely deny that the insoluble itself is false. Swyneshed’s solution depends crucially on the revision he makes to the acount of truth and falsehood, brought out in his first thesis: that a false proposition can signify as it is, or as Paul of Venice, who took up and developed Swyneshed’s solution some sixty years later, puts it, a false proposition can have a true significate. Swyneshed gave a further counterexample to when he claimed that some insolubles, like future contingents, are neither true nor false. Dialetheism, the contemporary claim that some propositions are both true and false, is wedded to the Rule, and in consequence divorces denial from the assertion of the contradictory negation. Consequently, Swyneshed’s logical heresy is very different from that found in dialetheism. (shrink)

First Published in 1990. Information about individual operas and other types of musical theater is scattered throughout the enormous literature of music. This book is an effort to bring that data together by comprehensively indexing plots and descriptions of individual operatic background, criticism and analysis, musical themes and bibliographical references. The principal audience for this general reference guide will be for the non-specialist, but its hoped that persons specialising in opera would also find it useful.

Affective polarization is characterized by deep antagonism between political opponents and is an issue of growing concern. Some philosophers have recently suggested empathy as a possible remedy. In particular, it has been suggested that empathy might mitigate the harm resulting from affective polarization by helping us find common ground across our differences. While these discussions provide a helpful starting point, important questions regarding the conditions under which empathizing and finding common ground are morally appropriate and likely to be useful, given (...) the many risks associated with taking this approach, remain unaddressed. In this paper, I therefore give an account of the risks that we must reckon with if empathy and common ground are to help remedy affective polarization and repair damaged relations between political opponents. Far from suggesting that empathy is morally unimportant or intrinsically harmful, my goal is thus to extend and amplify previous discussion to promote a more nuanced understanding of empathy's role in this important aspect of the moral life and to ensure that our efforts to empathize are appropriate and fruitful. (shrink)

Dualities are a pervasive phenomenon in contemporary physics, in which two physical theories are empirically equivalent, yet prima facie make different ontological claims about the world (potentially very different claims—differing in e.g. the number and radius of dimensions of the universe). Dualities thus present a particular instantiation of the well-known notion of underdetermination of theory by evidence. Many different philosophical proposals have been made for how such putative underdetermination might be resolved—this continues to be a programme of active research.

Roger Swyneshed, in his treatise on insolubles (logical paradoxes), dating from the early 1330s, drew three notorious corollaries of his solution. The third states that there is a contradictory pair of propositions both of which are false. This appears to contradict the Rule of Contradictory Pairs, which requires that in every such pair, one must be true and the other false. Looking back at Aristotle's treatise De Interpretatione, we find that Aristotle himself, immediately after defining the notion of a contradictory (...) pair, gave counterexamples to the rule. Thus Swyneshed's solution to the logical paradoxes is not contrary to Aristotle's teaching, as many of Swyneshed's contemporaries claimed. Dialetheism, the contemporary claim that some propositions are both true and false, is wedded to the Rule, and in consequence divorces denial from the assertion of the contradictory negation. (shrink)

Supposing that one is already familiar with special relativistic physics, what constitutes the best route via which to arrive at the architecture of the general theory of relativity? Although the later Einstein would stress the significance of mathematical and theoretical principles in answering this question, in this article we follow the lead of the earlier Einstein (circa 1916) and stress instead how one can go a long way to arriving at the general theory via inductive and empirical principles, without invoking (...) presumptions concerning the geometrical structure of the final theory. We focus on the construction of the kinematical structure and the terms describing the coupling of matter to gravity. General covariance, understood and employed as a straightforward extrapolation of empirical considerations, is central to our derivation, together with what we dub the `Methodological Equivalence Principle'. We argue that our approach has a number of virtues, both for one's understanding of the general theory of relativity, but also for pedagogy, since it stresses---to the greatest extent possible (a lesson which we inherit from Bell, [1976])---both the methodological precedence of dynamical considerations to interpretative issues and the theoretical continuity between general relativity and its precursors. We conclude by comparing our approach to other philosophical approaches to general relativity and discussing the significance of empirically motivated methodological principles in the philosophy of science. (shrink)

Philosophy Compass, Volume 17, Issue 10, October 2022.

Although developmental dyslexia is frequently diagnosed in Poland, little knowledge of effective treatment for this disorder is available in Polish society. Remedial teachers for many years have applied traditional methods aimed at correction and compensation for affected cognitive functions and academic skills. Otherwise, although western therapies are regularly advertised in the media, their effectiveness has rarely been subject to scientific investigation. Since the assumptions underlying some approaches are not consistent with current understanding of cognitive function, they may attract negative (...) expert appraisal. Unfortunately, it seems that fashion in dyslexia therapy is resistant to rare expressions of criticism from the scientific community. The purpose of this article is to promote awareness about effective treatment for specific reading disorders. Teachers’ greater understanding in this area should help Polish dyslexic children and their parents, who may be confused by offers of misguided therapy and sharp business practise. It is hoped that this article will clarify the situation. In this review of modern English journal articles, focus is on remedial teaching of reading, and more specifically, support for dyslexic students experiencing difficulties in decoding. Here we are concerned only with therapy in alphabetic languages in which individual speech sounds correspond to letters. Analysis of articles from the last six years leads to the conclusion that the most effective therapy for the reading disorder is training in phonological awareness and consolidation of letter-sound knowledge. However, these skills should be practised in the context of reading. (shrink)

This paper investigates how an introductory philosophy course influences the moral and political development of undergraduate students in a Liberal Arts university in Central Asia. Within a context of rapid changes characteristic of transitional societies—reflected in the organization of higher education—philosophy provides students with the means to reason about moral and political values in a way that overcomes the old ideological tenets as well as contemporary reluctance to theoretical inquiry. Studying philosophy provides a remedy for deficiencies in both secondary and (...) higher education, by improving general reading and reasoning skills, that enable the development of moral reasoning. Furthermore, familiarity with major works of moral and political philosophy can help students comprehend the patterns of social change, as well as surmount the issue of unsatisfactory theoretical foundations for social science. (shrink)

In recent years, policy?makers in England, Australia and other countries have called for measures to increase male recruitment to the teaching profession, particularly to the primary sector. This policy of targeted recruitment is predicated upon a number of unexamined assumptions about the benefits of matching teachers and pupils by gender. For example, it is held that the dearth of male ?role models? in schools continues to have an adverse effect on boys? academic motivation and engagement. Utilizing data from interviews (...) with more than 300 7? to 8?year?olds attending primary schools in the north?east and south?east of England, the paper sets out to scrutinize these claims. The findings revealed that the gender of teachers had little apparent effect on the academic motivation and engagement of either boys or girls. For the majority of the children, the gender of the teacher was largely immaterial. They valued teachers, whether men or women, who were consistent and even?handed and supportive of them as learners. (shrink)

Preamble -- Holding on -- The public intellectual -- Stories of action in theories of context -- Life politics -- Curriculum -- Teachers' lives, professional knowledge, educational reform -- Narrative -- Preamble -- Biography -- Scholarship -- Learning and pedagogy.

Multi-level teaching has been proven to be more effective than a one-size-fits-all learning approach. This study aimed to develop and implement a multi-level remedial teaching scheme in various high school classes containing students of a wide range of learning levels and to determine its effect of their learning. The deterministic inputs noisy and gate model of cognitive diagnosis theory was used to classify students at multiple levels according to their knowledge and desired learning outcomes. A total of (...) 680 senior high school students from central provinces in China participated in the initial cognitive diagnostic test, and 1,615 high school sophomores from seven high schools in China participated in a formal cognitive diagnosis test. Thirty-six high school students from Southwestern China participated in the think-aloud protocols, and 258 seniors from three high schools in southwest China participated in the remedial teaching experiment. Through an analysis of students’ think-aloud protocols, cognitive errors of students at all levels were determined, and multi-level remedial teaching programs were designed to address these common cognitive errors. The remedial teaching programs were then implemented in three schools and compared with a control group. The results indicated that the students in the experimental group showed a more significant improvement. In this study, the steps of designing multi-level remedial teaching include assessment, classification, and preparing a teaching scheme, which are feasible and can have remarkable teaching effects. This process can be used for reference by teachers of various subjects. (shrink)

Literacy is an essential skill. Learning to read is a requirement for becoming a self-providing human being. However, while spoken language is acquired naturally with exposure to language without explicit instruction, reading and writing need to be taught explicitly. Decades of research have shown that well-structured teaching of phonological awareness, letter knowledge, and letter-to-sound mapping is crucial in building solid foundations for the acquisition of reading. During the COVID-19 pandemic, children worldwide did not have access to consistent (...) and structured teaching and are, as a consequence, predicted to be behind in the development of their reading skills. Subsequent evidence confirms this prediction. With the best evidence-based practice in mind, we developed an online version of a well-structured early literacy training program for 5-year-old children. This 2-week online Reading Camp program is designed for pre-K children. It incorporates critical components of the fundamental skills essential to learning to read and is taught online in an interactive, multi-sensory, and peer-learning environment. We measure the participants’ literacy skills and other related skills before and after participating in the online Reading Camp and compare the results to no-treatment controls. Results show that children who participated in the online Reading Camp improved significantly on all parameters in relation to controls. Our results demonstrate that a well-structured evidence-based reading instruction program, even if online and short-term, benefits 5-year-old children in learning to read. With the potential to scale up this online program, the evidence presented here, alongside previous evidence for the efficacy of the in-person program, indicates that the online Reading Camp program is effective and can be used to tackle a variety of questions regarding structural and functional plasticity in the early stages of reading acquisition. (shrink)

This book provides a range of interdisciplinary and international perspectives on difficulties in literacy development. The high-profile team of contributors provide ethical and policy discussions, as well as contextualizing individual and collective strategies to addressing difficulties in literacy development. The chapters break new ground by encompassing a wide range of perspectives related to critical literacy, socio-cultural, cognitive, and psychological viewpoints, to help inform practice, policy and research into literacy difficulties. This book will be of interest to postgraduate students, teachers, researchers, (...) education professionals and policy makers who are keen to address difficulties in literacy development. (shrink)

The Power of Teaching: Readings on the Philosophical, Theoretical, and Practical Issues Associated with Teaching and Learning provides preservice K-12 teachers with a collection of curated readings that help them prepare for their future in teaching. The reader is divided into five units, each addressing one broadly defined topic in education. The first unit introduces readers to the multiple complexities associated with learning to teach effectively. The second unit contains four articles that explore a variety of pedagogical (...) perspectives. In the third unit, readers are provided with a brief survey of a variety of purposes that shape the overarching mission of schools. The fourth unit features five readings that address the importance of creating a safe and nurturing learning environment for all students. The final unit posits a successful multicultural approach involves self-reflection, a deep understanding of culture, and respect for culturally and linguistically diverse families. Designed to educate and empower, The Power of Teaching is an ideal anthology for courses and programs in K-12 education. (shrink)

Abortion has become such an indispensable part of contemporary experience that even Christians sometimes find it difficult to oppose. Since taking the life in utero has ceased to be regarded as a grave sin and is not always recognized as an unmitigated evil, those who wish to remain faithful to the Word of God struggle to find ways of speaking against killing of the unborn. Some of them, like Erika Bachiochi, seek to beat modern culture at its own game, by (...) representing Catholic teaching on human sexuality as a “right kind” of feminism. However, in her appeal to secular rationality, foregoing the metaphysical commitments of faith and replacing them with the consequentialist reasoning and data from scientific research, she thereby renders her alternative unviable and un-Christian. In response to this failure, I would like to present some Orthodox Christian considerations pointing toward a more wholesome and consistent way forward. (shrink)

This paper reads Carlos Soto Román’s “Chile Project: [Re-classified],” a documentary poem that remediates declassified state documents as an ambivalent form of witnessing bureaucracy and state viol...

We investigated the longitudinal links between parental teaching of reading and spelling and children’s word reading and spelling skills. Data of 244 Lithuanian parent–child dyads were analyzed, who were followed across three time points: end of kindergarten (T1;Mage= 6.88; 116 girls), beginning of Grade 1 (T2), and end of Grade 1 (T3). The children’s word reading and spelling skills were tested, and the parents answered questionnaires on the frequency with which they taught their children reading (...) and spelling. Overall, the results showed that the parents were responsive to their children’s skill levels across the domains of reading and spelling and across time (i.e., the transition from kindergarten to Grade 1 and across Grade 1). However, differences between the domains of reading and spelling were also observed. In particular, in the domain of reading and across the transition from kindergarten to Grade 1, the parents responded to their children’s skill levels by increasing the time spent teaching children with poor word reading skills, and decreasing the teaching time for the children with good word reading skills. In contrast, as spelling skills may require more time to develop, parents maintained similar frequencies of teaching spelling across the transition to Grade 1 for all children, and only parents of good spellers taught less spelling at the end of Grade 1 than parents of children with poor and average word spelling skills. (shrink)

Literary education exposes students to unpredictable critical moments in their encounters with a text. Drawing on Dewey’s transactional realism and actor-network theory, this theoretical and conceptual study explores the performativity of things and materials as they shape reading and teaching bodies. This transactional performativity extends beyond the physical positioning of the body to the power relations enacted in text situations. The conceptual rationale is illustrated by a story about a reading chair in a detention home for detained (...) young men—an environment where power issues come to a head. The story illustrates a theoretical discussion of what might be characterized as performing ‘the critical’ in reading and how potentialities for students’ experiences are created in text situations by the different components involved. The purpose of the article is to explore the potentialities of performing critical aspects of reading to challenge, to transform, and to encourage resistance. (shrink)

(1984). Reading Accuracy as a Function of Teaching Strategy, Personality and Word Complexity in Seven‐year‐old Children. Educational Studies: Vol. 10, No. 3, pp. 263-272.

El desarrollo de habilidades lectoras y el conocimiento de elementos teóricos para la comprensión de los textos científicos es una necesidad en la formación de todo profesional. Para que los futuros egresados puedan comprender esta tipología textual es necesario que cada docente, desde las diferentes asignaturas del currículo escolar, le ofrezcan las herramientas necesarias para interactuar con estos. Por tal motivo este trabajo tiene como objetivo realizar una revisión bibliográfica de los aspectos esenciales acerca de la comprensión lectora y en (...) particular de los textos científicos, sustentada en las concepciones vigotskianas, así como en categorías de la Lingüística Textual que posibilitan la interpretación y procesamiento de la información en el proceso de enseñanza-aprendizaje. The development of literacy skills and knowledge of theoretical elements for the understanding of scientific texts is a need in any professional training. In order that future graduates can understand this textual typology it is necessary that each teacher, from the different subjects of the school curriculum, offers the necessary tools to interact with these texts. For this reason this work is intended to carry out a literature review of the essential aspects of reading comprehension and in particular of scientific texts, supported in the vigotskians conceptions and categories of Textual Linguistics that make possible the interpretation and processing of information in the teaching-learning process. (shrink)

"The Tao that can be spoken of is not the real Way," reads a famous line from the Tao-te-ching. But although the Tao cannot be described by words, words can allow us to catch a fleeting glimpse of that mysterious energy of the universe which is the source of life. The readings in this book are a beginner's entree into the vast treasury of writings from the sacred Chinese tradition, consisting of original translations of excerpts from the Taoist canon. Brief (...) introductions and notes on the translation accompany the selections from the classics; books of devotional and mystical Taoism; texts of internal alchemy; stories of Taoist immortals, magicians, and sorcerers; ethical tracts; chants and rituals; and teachings on meditation and methods of longevity. (shrink)

This essay develops the argument that Søren Kierkegaard’s text “The Mirror of the Word” can serve as a valuable resource for addressing the problem of poor reading habits of students enrolled in introductory ethics courses. Although Kierkegaard writes this text as a way of challenging his Danish contemporaries to read the Bible in a proper manner, it can nevertheless apply to reading ethics texts in that the underlying point Kierkegaard makes is the importance of reading in such (...) a fashion that one fosters inwardness and subjectivity in relation to what is read. After introducing Kierkegaard’s text and three requirements for reading that he outlines therein, the significance of these requirements is drawn out by pointing to several concrete examples of how they have proven successful in introductory ethics courses. To conclude, the case is made that Kierkegaard’s requirements measure up well against a sampling of the relevant research on deep learning and deep reading. (shrink)

This essay develops the argument that Søren Kierkegaard’s text “The Mirror of the Word” can serve as a valuable resource for addressing the problem of poor reading habits of students enrolled in introductory ethics courses. Although Kierkegaard writes this text as a way of challenging his Danish contemporaries to read the Bible in a proper manner, it can nevertheless apply to reading ethics texts in that the underlying point Kierkegaard makes is the importance of reading in such (...) a fashion that one fosters inwardness and subjectivity in relation to what is read. After introducing Kierkegaard’s text and three requirements for reading that he outlines therein, the significance of these requirements is drawn out by pointing to several concrete examples of how they have proven successful in introductory ethics courses. To conclude, the case is made that Kierkegaard’s requirements measure up well against a sampling of the relevant research on deep learning and deep reading. (shrink)

Revisionist just war scholarship employs the rigors of analytical philosophy to make arguments about the deep morality of war. Accepting the individual and cosmopolitan are paramount to making sense of war as many revisionists do, this essay looks outside the just war canon to Montaigne—a sixteenth century French humanist hailed for his exploration of the self and cosmopolitan musings—for alternative insights. It explores how Montaigne was read during the Second World War by three intellectuals to make sense of war: Stefan (...) Zweig, Jean Guéhenno, and François Mauriac. While Montaigne’s skepticism and turn to the self as an act of preservation was, in the 1930s, rejected as a strategy to combat rising authoritarianism in Europe by philosophers such as Max Horkheimer of the Frankfurt school, the thinkers studied here shed light on Montaigne as a source of active humanism based in reflective action that leads to Resistance. Building on trends in just war thinking that call for paying greater attention to the lived experience of war, the article identifies several psychological and moral processes—the inward turn, the cosmopolitan gaze, casting an existential anchor, and the humanist’s wager—to shed light on the doubt-laden process of making individual moral choices amidst the rising dogmatic forces that war tends to impose. (shrink)

The Philosophy Course must develop in the student a technical ability for the interpretation of different discursive modalities - analogue to the "suspended atention", in the psychoanalytical sense - which will provide the student with the experience of "intelectual mastering", of ownership, however provisional, of a "language of safety", which holds in "suspension" the "places of conversation". By breaking the barrier between genres of discourses, between different subjects and between the various interlocutors, the course of philosophy - whether it is (...) taught in the university or in high school or even outside the regular courses - may, in this way, stimulate the production of an intense, laicized dialogue among multiple subjects of enunciaton, contributing for the constitution of the "public space". Only in this way can philosophy definitely conquer its maturity among us.O curso de filosofia deve desenvolver no aluno uma habilidade técnica na interpretação de diferentes modalidades discursivas - análoga ao "exercício de escuta", no sentido psicanalítico - que lhe permita a experiência da "dominação intelectual": da posse, ainda que provisória, de uma "língua da segurança" que coloque em "suspensão" os "lugares de conversação". Quebrando a barreira entre os gêneros dos discursos, entre as diferentes disciplinas, e entre os diversos interlocutores, o curso de filosofia - seja na universidade, no ensino médio e mesmo fora dos cursos regulares - poderá, desse modo, estimular a produção de um diálogo intenso, laicizado, entre múltiplos sujeitos de enunciação, contribuindo para a constituição do "espaço público". Somente assim a filosofia conquistará definitivamente entre nós, sua madureza. (shrink)