This is the first of three essays which use Edmund Husserl's dependence ontology to formulate a non-Diodorean and non-Kantian temporal semantics for two-valued, first-order predicate modal languages suitable for expressing ontologies of experience (like physics and cognitive science). This essay's primary desideratum is to formulate an adequate dependence-ontological account of order. To do so it uses primitive (proper) part and (weak) foundation relations to formulate seven axioms and 28 definitions as a basis for Husserl's dependence ontological theory of relating moments. (...) The essay distinguishes between dependence v. independence, pieces v. moments, mediate v. immediate pieces and moments, maximal v. non-maximal pieces, founded v. unfounded qualities, integrative v. disintegrative dependence, and defines the concepts of the completion of an object, the adumbrational equivalence relation of objects, moments of unity which unify objects, and relating moments which relate objects. The eight theorems [CUT90]-[CUT97] show that relating moments of unity provide an adequate account of order in terms of primitive (proper) part and (weak) foundation relations. (shrink)

This article draws upon the history of teacher education to provide an introduction to 4 competing pedagogical philosophies. These 4 philosophies battled for control over curriculum for teachers during the period from 1890 to 1930. I begin by defining curriculum for teachers to include the liberal, the professional, and the experiential dimensions. Then, I identify 4 interest groups that sought to gain power over curriculum for teachers. I categorize these interest groups as the traditionalists, the integrationists, the technicians, and the (...) romantics. Then, I explain how leading individuals from each interest group answered questions regarding human nature, the purpose of schooling, and curriculum for teachers. Finally, I argue that education schools should revitalize the integrationist tradition within pedagogical philosophy. This view has been forgotten for nearly 50 years, and the profession of teaching has suffered because of it. (shrink)

This updated third edition of Curriculum: From Theory to Practice provides an introduction to curriculum theory and how it relates to classroom practice. Wesley Null builds upon recent developments while continuing to provide a unique organization of the curriculum field composed of five traditions: systematic, existential, radical, pragmatic, and deliberative.

The purpose of this text is to draw attention to eight forgotten heroes: William C. Bagley, Charles DeGarmo, David Felmley, William Torrey Harris, Isaac L. Kandel, Charles McMurry, William C. Ruediger, and Edward Austin Sheldon. They have been marginalized from our profession, and drawing upon their legacy is the best hope for restoring the profession of teaching today. This work also includes a chapter at the end of the book entitled "John Dewey's Forgotten Essays." The audience for this book includes: (...) 1) classroom teachers, 2) school administrators, 3) teacher educators, 4) deans and other university administrators, 5) college and university presidents, 6) legislators, 7) historians of education, 8) curriculum specialists, 9) specialists in teacher training, and 10) the general public. (shrink)

The essay introduces a non-Diodorean, non-Kantian temporal modal semantics based on part-whole, rather than class, theory. Formalizing Edmund Husserl’s theory of inner time consciousness, §3 uses his protention and retention concepts to define a relation of self-awareness on intentional events. §4 introduces a syntax and two-valued semantics for modal first-order predicate object-languages, defines semantic assignments for variables and predicates, and truth for formulae in terms of the axiomatic version of Edmund Husserl’s dependence ontology (viz. the Calculus [CU] of Urelements) introduced (...) by The Ontology of Intentionality I & II. It then uses the §3 results to define the modalities of truth, and §5 extends the semantics to identity claims. §6 defines and contrasts synthetic a priori truths to analytic a priori truths, and §7 compares Brentano School noetic semantic and Leibnizian possible-world semantic perspectives on modality. The essay argues that the modal logics it defines semantically are two-valued, first-order versions of the type of language which Husserl viewed as the language of any ontology of experience (i.e. of any science), and conceived as the logic of intentionality. (shrink)

This is the second in a sequence of three essays which axiomatize and apply Edmund Husserl's dependence ontology of parts and wholes as a non-Diodorean, non-Kantian temporal semantics for first-order predicate modal languages. The Ontology of Intentionality I introduced enough of Husserl's dependence-ontology of parts and wholes to formulate his account of order as effected by relating moments of unity, and The Ontology of Intentionality II extends that axiomatic dependence-ontology far enough to enable its semantic application. Formalizing the compatibility [Vereinbarkeit] (...) relation implicated in Husserl's notorious doctrine of impossible meanings, the essay introduces a compatibility restriction on relations to formulate Husserl's distinction between singular [einheitliche] and plural [mehrheitliche] objects, using plural relating moments to define first-order versions of Husserl's notions of relation complexes (i.e. Sachverhalte), abstracta of n-ary relation complexes, categorial relations, abstract eide as unifications of categorial relations, semantic domains as completions of abstract eide, and material regions as semantic domains which are compatibility upper bounds of categorial relations. These concepts will enable the formal dependence-ontological noetic semantics for two-valued, first-order modal languages introduced in the sequel Two-Valued Logics of Intentionality, the third essay in the sequence. (shrink)