The family of cognitive models sometimes referred to as the “Learning Pyramid” enjoys a considerable level of authority within several areas of educational studies, despite that nobody knows how they originated or whether they were supported by any empirical evidence. This article investigates the early history of these models. Through comprehensive searches in digital libraries, we have found that versions of the Learning Pyramids have been part of educational debates and practices for more than 160 years. These findings (...) demonstrate that the models did not originate from empirical research. We also argue that the contemporary Learning Pyramids, despite their continued modifications and modernizations, have failed to keep up with the developments of cognitive psychology. The conception of memory implied by the Learning Pyramids deviates significantly from the standard picture of human memory. (shrink)

Mathematics is an important foundation for the development of science education. In the past, when instructors taught mathematical concepts of geometry shapes, they usually used traditional textbooks and aids to conduct teaching activities, which resulted in students not being able to understand the principles completely. Nowadays, it has become a trend to integrate emerging technologies into mathematics courses and to use digital instructional aids. Emerging technologies can effectively enhance students’ sensory experience while strengthening their impressions and understandings of subject concepts. (...) In this paper, we apply virtual reality immersive technologies to develop a “virtual reality immersive learning mathematics geometry system,” which is used to teach mathematical geometry concepts. Teachers use the system to develop three basic mathematical geometry learning materials: “Triangular pyramid volume = 1/3 prism volume,” “Cone volume calculation,” and “Triangle center of gravity derivation.” In the experimental activity, the teacher uses virtual reality teaching aids to guide students to learn mathematical geometry concepts in a fun way so that they can achieve the effectiveness of immersive learning. This study explores the impact of using the virtual reality immersive learning mathematics geometry system on students’ technology acceptance, learning motivations, and learning performance. The experimental result showed that using the virtual reality immersive learning mathematics geometry system can improve the learning motivation and learning performance of students. The findings indicated that the experimental group had better learning outcomes after completing the learning tasks of three geometric units. The experimental group used the virtual reality immersive learning mathematics geometry system which can lead to better learning outcomes. According to the ARCS questionnaire, students in the experimental group were confident to understand new subjects. At the same time, the mode of completing the game can effectively give students a sense of accomplishment. The use of emerging technologies in the classroom can be an attractive learning mode for students. (shrink)

This is an introduction to metaphysics for students and non-philosophers. (Philosophers: it's supposed to be the kind of book you can give to your friends and family, when they ask what you do for a living.) Contents: personal identity, fatalism, time, God, why not nothing?, free will, constitution, universals, necessity and possibility, what is metaphysics? (There is a second edition, which adds chapters on meta-metaphysics and the metaphysics of ethics.).

Tim defines a "luminous" condition as one that we are always in a position to know that we are in, whenever we are in it. To explain the idea of being in a position to know, Tim tells us that we are in a position to know a proposition when it states a fact that is open to our view, unhidden, and with no obstacle to our knowing it. He also tells us that if we are in a position to (...) know a proposition, and we do what we are in a position to do toward knowing whether or not it is true, then we know it to be true. So a luminous condition obtains only if it is all set to be known to obtain by the one in the condition. (shrink)

In “Why the generality problem is everybody’s problem,” Michael Bishop argues that every theory of justification needs a solution to the generality problem. He contends that a solution is needed in order for any theory to be used in giving an acceptable account of the justificatory status of beliefs in certain examples. In response, first I will describe the generality problem that is specific to process reliabilism and two other sorts of problems that are essentially the same. Then I will (...) argue that the examples that Bishop presents pose no such problem for some theories. I will illustrate the exempt theories by describing how an evidentialist view can account for the justification in the examples without having any similar problem. It will be clear that other views about justification are likewise unaffected by anything like the generality problem. (shrink)

In the wake of the COVID-19 pandemic, Algerian universities embraced e-learning as a new educational model. The study aimed to uncover the reality of university professors’ engagement with e-learning technologies and the factors influencing the consolidation of that teaching approach. A quantitative field study was conducted at the University of Ghardaia, utilising a questionnaire to survey a sample of faculty members. The findings underscored the critical need for comprehensive training programs to equip professors with the requisite skills for (...) effective e-learning delivery. Moreover, the research highlighted the pivotal role of university administrations in encouraging faculty participation, providing guidance, and establishing a supportive infrastructure conducive to the successful implementation of e-learning initiatives. These insights offer valuable perspectives for optimising the integration of digital learning modalities within the Algerian higher education landscape. (shrink)

A belief is debased when believing is given a basis that is not proper for knowledge, such as wishful thinking or superstition. The possibility of a debasing demon is the possibility of a maximally powerful agent who aims to prevent knowledge by debasing beliefs. Jonathan Schaffer contends that the debasing demon is a threat to all knowledge. Schaffer does not assess the strength of the skeptical challenge from debasing. It is argued here that debasing does not strengthen any case for (...) skepticism. A debasing demon is possible. We should acknowledge that our beliefs could have been debased, and that this could have been done in an introspectively undetectable way. But acknowledging this leaves us in a position to know that our apparent knowledge is genuine. It does not enhance any reason to think that we lack knowledge. (shrink)

Evidentialism holds that the justified attitudes are determined entirely by the person's evidence. This book is a collection of essays, mostly jointly authored, that support and apply evidentialism.

The leading approaches to the nature of epistemic justification are the sides taken in two controversies: coherentism versus foundationalism, and externalism versus internalism. The former dispute has time-tested durability; the latter threatens to become equally persistent. Nevertheless, it will be argued here that these controversies have satisfactory resolutions. It will be argued that each of the four approaches is fundamentally right. Each has a plausible core that combines consistently with the others. This paper offers a prolegomenon. Its goals are to (...) clear away apparent obstacles to a reconciliation among the approaches and to outline the resulting inclusive view. (shrink)

Some propositions are obvious in their own right. We can ‘just see’ that they are true. So there is some such epistemic phenomenon as seeing the truth of a proposition. This paper investigates the nature of this phenomenon. The aptness of the visual metaphor is explained. Accounts of the phenomenon requiring qualia by which the truth is apprehended are disputed. A limited theory is developed and applied.

Evidentialism is a view about the conditions under which a person is epistemically justified in having a particular doxastic attitude toward a proposition. Evidentialism holds that the justified attitudes are determined entirely by the person's evidence. This is the traditional view of justification. It is now widely opposed. The essays included in this volume develop and defend the tradition.Evidentialism has many assets. In addition to providing an intuitively plausible account of epistemic justification, it helps to resolve the problem of the (...) criterion, helps to disentangle epistemic and ethical evaluations, and illuminates the relationship between epistemic evaluations of beliefs and the evaluation of the methods used to form beliefs. These issues are all addressed in the essays presented here. External world skepticism poses the classic problem for an epistemological theory. The final essay in this volume argues that evidentialism is uniquely well qualified to make sense of skepticism and to respond to its challenge.Evidentialism is a version of epistemic internalism. Recent epistemology has included many attacks on internalism and has seen the development of numerous externalist theories. The essays included here respond to those attacks and raise objections to externalist theories, especially the principal rival, reliabilism. Internalism generally has been criticized for having unacceptable deontological implications, for failing to connect epistemic justification to truth, and for failing to provide an adequate account of what makes basic beliefs justified. Each of these charges is answered in these essays. The collection includes two previously unpublished essays and new afterwords to five of the reprinted essays; it will be the definitive resource on evidentialism for all epistemologists. (shrink)

Evidentialism is a view about the conditions under which a person is epistemically justified in having a particular doxastic attitude toward a proposition. Evidentialism holds that the justified attitudes are determined entirely by the person's evidence. This is the traditional view of justification. It is now widely opposed. The essays included in this volume develop and defend the tradition. Evidentialism has many assets. In addition to providing an intuitively plausible account of epistemic justification, it helps to resolve the problem of (...) the criterion, helps to disentangle epistemic and ethical evaluations, and illuminates the relationship between epistemic evaluations of beliefs and the evaluation of the methods used to form beliefs. These issues are all addressed in the essays presented here. External world skepticism poses the classic problem for an epistemological theory. The final essay in this volume argues that evidentialism is uniquely well qualified to make sense of skepticism and to respond to its challenge. Evidentialism is a version of epistemic internalism. Recent epistemology has included many attacks on internalism and has seen the development of numerous externalist theories. The essays included here respond to those attacks and raise objections to externalist theories, especially the principal rival, reliabilism. Internalism generally has been criticized for having unacceptable deontological implications, for failing to connect epistemic justification to truth, and for failing to provide an adequate account of what makes basic beliefs justified. Each of these charges is answered in these essays. The collection includes two previously unpublished essays and new afterwords to five of the reprinted essays; it will be the definitive resource on evidentialism for all epistemologists. (shrink)

. Towards a university of Halbbildung: How the neoliberal mode of higher education governance in Europe is half-educating students for a misleading future. Educational Philosophy and Theory: Vol. 50, Special Issue of Submissions from European Liberal Education Student Conference, pp. 1020-1030.

The paper argues against Timothy Williamson's anti-luminosity argument. It also offers an argument against luminosity from the possibility of defeat of introspective justification.

Conclusions about the morality of abortion have been thought to receive some support from metaphysical doctrines about persons. The paper studies four instances in which philosophers have sought to draw such morals from metaphysics. It argues that in each instance the metaphysics makes no moral difference, and the manner of failure seems indicative of a general epistemic irrelevance of metaphysics to the moral issue.

This is an introduction to metaphysics for students and non-philosophers. (Philosophers: it's supposed to be the kind of book you can give to your friends and family, when they ask what you do for a living.) Contents: personal identity, fatalism, time, God, why not nothing?, free will, constitution, universals, necessity and possibility, what is metaphysics, meta-metaphysics, the metaphysics of ethics.

Experts take sides in standing scholarly disagreements. They rely on the epistemic reasons favorable to their side to justify their position. It is argued here that no position actually has an overall balance of undefeated reasons in its favor. Candidates for such reasons include the objective strength of the rational support for one side, the special force of details in the case for one side, and a summary impression of truth. All such factors fail to justify any position.

This chapter formulates a rational uniqueness principle holding that those who are epistemic peers on a proposition, in that they know that they share all rational considerations concerning the truth of the proposition, cannot be justified in having different attitudes toward it. It then argues against the principle, primarily on the grounds that such peers may rationally regard themselves as differing in their basis for rational belief, or their evidence, on the topic. The rationality of their differing perspectives can justify (...) having different attitudes toward the disputed proposition. (shrink)

Holly Smith poses a challenging moral problem. She offers examples that appear to show that the moral significance of promising can be nefariously exploited. Her leading example is this.

In a single richly suggestive word, "song," Sessions sums up all the factors—melodic, harmonic, rhythmic, textural, dynamic, articulative—that contribute to what I have called musical line: "Each one of these various aspects derives its functions from the total and indivisible musical flow - the song. . . . [M]usic can be genuinely organized only on this integral basis, and . . . an attempt to organize its so-called elements as separate factors is, at the very best, to pursue abstraction, and, (...) at the worst, to confuse genuine order with something which is essentially chaotic."1 Analysis, whose functions as a valuable tool for the training of composer and performer Sessions has so well explicated and demonstrated, is now all too often called on to justify and to further this essentially unmusical, or at best nonmusical, pursuit of abstraction. Herein lies the explanation for the increasing doubt of the general usefulness of the discipline that Sessions has lately evidenced.2 For the creation and analysis of art are two distinct activities, confused at the artist's peril. ". . . [A]nalysis cannot reveal anything whatever except the structural aspects of a completed work . . . Discoveries after the fact are necessarily verbalized in terms of preexistent contexts; it hears forward, as it were, in terms of the contexts.3 · 1. "Song and Pattern in Music Today," The Score 17 : 77-78.· 2. See, e.g., "Song and Pattern," p. 78, and "To the Editor," Perspectives of New Music 5 : 92-93.· 3. Questions about Music , pp. 109-110. Edward T. Cone, composer and professor of music at Princeton University, has written Musical Form and Musical Performance and The Composer's Voice, edited Berlioz's Fantastic Symphony, and coedited Perspectives on American Composers and Perspectives on Schoenberg and Stravinsky. In a slightly different form, this essay was delivered as an address at Amherst College on the occasion of a music festival honoring Roger Sessions. (shrink)

Roderick Chisholm has offered a new attempt to define knowledge in the second edition of Theory of Knowledge. The purpose of this paper is to present an objection to that definiton.Here is the proposed definition :D6.4 h is known by 5 =df h is accepted by S; h is true; and h is nondefectively evident for 5.To understand D6.4 we need to know what it is for a proposition to be nondefectively evident for a person. That has the following definition:D6.3 (...) h is nondefectively evident for S=df Either h is sertain for S, or h is evident for S and is entailed by a conjunction of propositions each having for S a basis which is not a basis for any false proposition.There are four technical expressions in D6.3: “entailed,” “certain” “evident,” and “basis.“. (shrink)

E j lemmon, B a o williams, Bas van fraassen, And ruth marcus have argued on behalf of the existence of moral dilemmas, I.E., Cases where an agent is subject to conflicting absolute moral obligations. The paper criticizes this support and contends that no moral dilemma is possible.

ABSTRACTPrevious research has shown that the presentation of valenced information about a target stimulus sometimes has different effects on implicit and explicit stimulus evaluations. Importantly,...

Sometimes there are conflicts about what we ought to do according to differing evaluative dimensions, like morality and self-interest. After sketching an interpretation of "ought" claims of all sorts, it is argued that there is no overriding evaluation that authoritatively resolves the conflicts. It is further argued that this is not altogether disappointing.

This is a wide-ranging defense of a distinctive version of hedonistic act utilitarianism. It is plainly written, forthright, and stimulating. Also, it is replete with disputable assertions and arguments. I shall pursue one issue here, after sketching the project of each substantial chapter.

Since the 16th National Congress of Communist Party of China (16th NCCPC) in 2002, more and more private entrepreneurs have appeared on the political arena in China. The article first describes the state of the phenomenon, and analyzes the reasons and the related ethical issues of private entrepreneurs participating in politics. For this purpose, the article begins by suggesting a framework of analyzing the ethical analysis of corporate political actions, then applies it to a case study of the phenomenon, and (...) finally, makes some policy suggestions to the government for regulating the practice of private entrepreneurs' involvement in politics. (shrink)

Some propositions are obvious in their own right. We can `just see' that they are true. So there is some such epistemic phenomenon as seeing the truth of a proposition. This paper investigates the nature of this phenomenon. The aptness of the visual metaphor is explained. Accounts of the phenomenon requiring qualia by which the truth is apprehended are disputed. A limited theory is developed and applied.