Case-based reasoning has long been used to facilitate instructional effectiveness. Although much remains to be known concerning the most beneficial way to present case material, recent literature suggests that simplifying case material is favorable. Accordingly, the current study manipulated two instructional techniques, incremental case presentation and forecasting outcomes, in a training environment in an attempt to better understand the utility of simplified versus complicated case presentation for learning. Findings suggest that pairing these two cognitively demanding techniques reduces satisfaction and detracts (...) from the effectiveness of the learning approach. Implications regarding the use of instructional techniques in training programs are discussed. (shrink)

Case-based instruction has been regarded by many as a viable alternative to traditional lecture-based education and training. However, little is known about how case-based training techniques impact training effectiveness. This study examined the effects of two such techniques: (a) presentation of alternative outcome scenarios to a case, and (b) conducting a structured outcome evaluation. Consistent with the hypotheses, results indicate that presentation of alternative outcome scenarios reduced knowledge acquisition, reduced sensemaking and ethical decision-making strategy use, and reduced decision ethicality. Conducting (...) a structured outcome evaluation had no impact on these outcomes. Results indicate that those who use case-based instruction should take care to use clear, less complex cases with only a singular outcome if they are seeking these types of outcomes. (shrink)

"One must assume we are all familiar with what is commonly called 'education.'" This is how Schleiermacher begins his famous 1826 lecture on the Art of Education. But in proceeding further-and unlike Rousseau or Locke before him-Schleiermacher carefully avoids assuming that education is primarily about a return to nature or about "soundness" of mind and body. Education is instead an ethical and political undertaking and a pragmatic art whose ultimate object and morality has differed greatly over time. It is exercised (...) as a form of practical influence by the older generation on the younger: "A significant part of the activity of the older generation extends toward the younger," Schleiermacher reasons, and it "is more complete and perfect the more it is governed by an idea of what should happen-the more it has an exemplar to guide its action-the more it is an art." This book offers these and other insights on education-long canonical in Central and Northern Europe-for the first time for an English audience. It also provides five chapters by scholars in education and its history that discuss various aspects of Schleiermacher's lecture. (shrink)

Inside What Would Plato Do?, you'll find the basics of philosophy, written in an easy, digestible way we can all understand, along with questions to help you apply these important theories to your own life. So, after you've learned about a philosophical concept, you'll then be challenged to test yourself and see how the results can impact your daily life. For instance, after learning about Kant's theory of morality and the importance of intention you're challenged with questions like: Can good (...) people do bad things? Was there a time when you intended to do something helpful that ended up being hurtful? Does that make you a good person (because you intended to do good) or a bad person (because the results were bad)? What Would Plato Do? will not only help you better understand some of the greatest thinkers ever but will also help you think of the world around you in a whole new way! (shrink)

This volume is an entertaining, multi-faceted exploration of what Facebook means for us and for our relationships. Facebook is a social networking service and website that launched in 2004. Users may create a personal profile, add other users as friends,and exchange messages, including automatic notifications when they update their profile. Additionally, users may join common interest user groups, organized by workplace, school or college, or other characteristics. With discussions ranging from the nature of friendship and its relationship to "friending," to (...) the efficacy of "online activism," this book is a systematic attempt to understand Facebook, also offering perspectives on Twitter and Web 2.0. (shrink)

Avoir une place, de l'argent, du pouvoir, une belle image : on peut ramener tous nos problèmes à des questions d'avoir. Tout sauf l'essentiel, qui est plutôt une question d'être. Mais qu'est-ce que l'être? L'infini des possibles? La force qui nous fait exister? Les Grecs anciens y ont beaucoup pensé, et, au XXe siècle, Heidegger en a fait le centre de son oeuvre. Et pourtant. C'est d'abord dans la Bible hébraïque, nous révèle Daniel Sibony, qu'on trouve une pensée de l'être, (...) sous forme non pas de concepts, mais d'histoires et de lois. Une pensée qui fut recouverte par les religions et qui, paradoxalement, inclut pour une large part celle de Heidegger, sans le repli narcissique et autoréférentiel qui la caractérise. Telle est la double révélation qu'apporte ce livre, en montrant la voie d'une pensée de l'être vivante, capable de nous inspirer lorsque, loin des identités définies, nous n'avons pour appui que notre désir d'exister. (shrink)

Cet ouvrage constitue un contraste épistémologique entre différentes reconstructions rationnelles et pose le problème des fondements de la rationalité scientifique. A partir de la pensée du philosophe des mathématiques et des sciences hongrois Imré Lakatos, il vise à démontrer que la science est formulée par des principes rationnels et logiques. La vérifiabilité selon le Cercle de Vienne et la falifabilité d'après Popper en constituent des exemples typiquement justifiables pour distinguer la science de la pseudoscience et rejeter les croyances envisagées par (...) l'épistémologie de la découverte soutenue par Thomas Kuhn et Polanyi. La critique interprétative que Lakatos construit contre le poppérisme et/ou le falsificationnisme amplifie méthodologiquement le sens de la rationalité, en ce sens que Lakatos en arrive systématiquement à implémenter l'intelligence de falsifier le falsificationnisme poppérien. La compréhension d'une telle épistémologie de l'interprétation amène à constater que la structuration " méthodologique a des programmes de recherche est composée des voies heuristiques à éviter et à suivre. Ainsi, l'heuristique négative caractérisant le noyau dur du programme en constitue une réduction et fermeture méthodologique, tandis que le glacis protecteur et l'heuristique positive ouvrent et amplifient la recherche scientifique. Aussi, une étude historiographique des programmes est ici envisagée comme l'attestation de la jointure épistémologique de l'histoire et de la philosophie des sciences. (shrink)

"It's a jungle out there. And in here, too. Through this jungle prowl all the demons of dirt and disorder. Though they must win eventually, the way to delay their victory is to keep everything in its proper place, and that means noticing any detail that doesn't fit." "Welcome to the world of former San Francisco police detective Adrian Monk, intellectual athlete and behavioral cripple, master of crime-solving and slave to his own terrors. Mr. Monk and Philosophy examines that world (...) through the lens of philosophy, bags all the evidence, and identifies DNA samples of Aristotle, Aquinas, Nietzsche, and Wittgenstein." --Book Jacket. (shrink)

These books entertain as well as teach philosophical wisdom by looking closely at entertainment icons.

Philosophy is the mother of all other fields of knowledge— philosophy established the very idea of science, for example, and continues to ask the questions that science cannot answer: how science works, and what its limitations are. The same ...

First published in 2002. Routledge is an imprint of Taylor & Francis, an informa company.

"Essays examine philosophical aspects of the iPod portable audio player, focusing on its status as a cultural icon and object with many meanings"--Provided by ...

An d rew Ku per begins his cri ti que of my vi ews on poverty by accepti n g the crux of my moral argument: The interests of all persons ought to count equally, and geographic location and citizenship m a ke no intrinsic differen ce to the ri gh t s and obl i ga ti ons of i n d ivi du a l s . Ku per also sets out some key facts about global poverty, for (...) example, that 30,000 children die every day from preventable illness and starvation, while most people in devel oped nati on s have plenty of disposable income that they s pend on lu x u ries and items that sati s f y mere wants, not basic needs. Yet after summarizing an essay I wrote for the New York Times Magazine in which I argued that the avera ge Am erican family should don a te a l a r ge porti on of t h eir income to or ga n i z ati ons like UNICEF and Ox f a m , Ku per wri te s : “ But if Si n ger ’s ex h ort a ti ons make you want to act immediately in the ways he recom m en d s , you s h ould not do so.” Why not? Because the approach I advoc a te “would seriously harm the poor.” These are strong words. It is startling to be told that a substantial transfer of resources from comfortably-off American families to UNICEF or Oxfam would harm the poor. What abo ut those 3 0,0 0 0 ch i l d ren dyi n g from preventable illness and starvation? In its 2001 fund-raising material,the U.S. Committee for UNICEF says that a donation of $17 will provide immunization “to protect a child for life against the six leading ch i l d - killing and maiming diseases:measles,polio. (shrink)