By C.J.B. Macmillan

ISBN-10: 9400930674

ISBN-13: 9789400930674

ISBN-10: 9401078793

ISBN-13: 9789401078795

happens, the way it occurs, and why it occurs. Our assumption needs to be that this is often as actual in schooling because it is in atomic physics. yet this leaves many different inquiries to resolution. The an important ones: what sort of technological know-how is right or applicable to schooling? How does it fluctuate from physics? what's wrong with the prevai1~ ing, almost unopposed learn culture in schooling? What may or can be performed to exchange it with a extra enough tradi­ tion? What suggestions are essential to describe and clarify what we discover there? it really is during this realm that we discover ourselves. the place to begin? One position - our position, remember the fact that - is with one constrained yet critical suggestion in schooling, educating. a protracted philosophical culture taken with the character of training is going again (along with every little thing else) to Plato, divulging most modern­ ly within the paintings of such philosophers as B. O. Smith, Scheffler, Hirst, Komisar, eco-friendly, McClellan, Soltis, Kerr, Fenstermacher, et al. An empirical culture runs parallelto the philosophers -it has its so much awesome smooth proponents in Gage, the Soars, Berliner, Rosen­ shine, yet its roots could be traced to the Sophists. those tradi­ tions were at loggerheads over the centuries.

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Additional resources for A Logical Theory of Teaching: Erotetics and Intentionality

Example text

Normal swimming students, though, have some questions. " and so forth? Our answers may take the form of a demonstration and the direction of practice to make sure that the students get some feel of what it is like to make such moves. 10 9. Whether or how a complex activity like swimming (or singing) should be broken down into subquestions is a problem for empirical and logical investigation, not something given by the erotetic analysis of the concept of teaching. The example is used for argument, not as a recommendation to teachers.

Needless to say, we find the task-achievement approach wanting. For a fuller discussion, see Macmillan. and Garrison (1986), upon which this discussion depends heavily. EROTETIC CONCEPT OF TEACHING 23 quoting Bromberger at some length on the distinction between activity terms and accomplishment terms: The difference between activity terms and accomplishment terms is readily seen when we compare their simple past tense. Both types have a simple past tense which implies that the continuous present was applicable at some moments in the past.

Warnings. promises, and so forth do not presuppose possible questions; the erotetic view gives a criterion of relevance, and hence an explanation for why people don't understand our gratuitious statement: they don't see the point of them. Seeing the point isn't too much more than seeing what possible questions the statement is relevant to. Bores, exuders and many teachers miss this point. See Komisar and Associates (1976). etc~, EROTETIC CONCEPT OF TEACHING 33 that the issue may almost be turned over to the erotetic logician for further study and without further empirical ado.

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A Logical Theory of Teaching: Erotetics and Intentionality by C.J.B. Macmillan

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