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Theory of Knowledge for the IB Diploma Full Colour Edition
This title has been written to support students taking the IB Diploma, and follows the Theory of Knowledge programme closely.
A Paradigm Theory of Existence
The heart of philosophy is metaphysics, and at the heart of the heart lie two questions about existence. What is it for any contingent thing to exist? Why does any contingent thing exist? Call these the nature question and the ground question, respectively. The first concerns the nature of the existence of the contingent existent; the second concerns the ground of the contingent existent. Both questions are ancient, and yet perennial in their appeal; both have presided over the burial of so many of their would-be undertakers that it is a good induction that they will continue to do so. For some time now, the preferred style in addressing such questions has been deflationary when it has not b...
Methodologies and Outcomes of Engineering and Technological Pedagogy
Engineering pedagogy is closely linked to both the technical and the pedagogical sciences. Over the years, engineering pedagogy has shifted from practical education to teaching how to integrate information, computational, and communications technology. However, while pedagogical and psychological qualifications are highly important requirements for a teaching career in engineering, the research on engineering pedagogy remains scant and scattered across journal articles, conference proceedings, workshop notes, and official reports. Methodologies and Outcomes of Engineering and Technological Pedagogy is a collection of innovative research building on the available literature that examines engineering pedagogy while providing resources necessary for policymaking, implementation, and continuous improvement. Featuring coverage on a wide range of topics including curriculum development, teaching and learning styles, and inclusivity, this book is ideally designed for educators, engineers, curriculum developers, instructional designers, managers, industry professionals, academicians, policymakers, researchers, and students.
Economic Theory in the 21st Century
“Criticism of capitalism“ – is it really politically fair and theoretically sound to address important politico-economic issues of our time by use of a terminology that still stems from the times of the Cold War? Money is the other topic. “Toward gold throng all, To gold cling all, Yes, all!” In times of money, which is intrinsically worthless and may therefore be provided in arbitrary amounts by a society, is it really adequate that we still (like Goethe did for gold) regard these petty paper slips as the scarcest resource of them all? In this book, Kaiser provides the reader with surprisingly new insights into the fascinating phenomena of capital and money.
Teacher Action Research
"This is a wonderful book with deep insight into the relationship between teachers′ action and result of student learning. It discusses from different angles impact of action research on student learning in the classroom. Writing samples provided at the back are wonderful examples." —Kejing Liu, Shawnee State University Teacher Action Research: Building Knowledge Democracies focuses on helping schools build knowledge democracies through a process of action research in which teachers, students, and parents collaborate in conducting participatory and caring inquiry in the classroom, school, and community. Author Gerald J. Pine examines historical origins, the rationale for practice-based r...
Criticism and the Growth of Knowledge: Volume 4
Two books have been particularly influential in contemporary philosophy of science: Karl R. Popper's Logic of Scientific Discovery, and Thomas S. Kuhn's Structure of Scientific Revolutions. Both agree upon the importance of revolutions in science, but differ about the role of criticism in science's revolutionary growth. This volume arose out of a symposium on Kuhn's work, with Popper in the chair, at an international colloquium held in London in 1965. The book begins with Kuhn's statement of his position followed by seven essays offering criticism and analysis, and finally by Kuhn's reply. The book will interest senior undergraduates and graduate students of the philosophy and history of science, as well as professional philosophers, philosophically inclined scientists, and some psychologists and sociologists.
Cscl
This book, about a newly emerging area of research in instructional technology, has as its title the acronym "CSCL." Initially, CSCL was chosen as an acronym for Computer-Supported Collaborative Learning. However, some would argue that "collaborative" is often not a descriptive term for what learners do in instructional settings; further, as the field develops, the technology used to support collaboration may not always involve computers, at least not in the direct ways they have been used to support instruction in the past. To avoid getting bogged down in this terminological debate, this book uses CSCL as a designation in its own right, leaving open to interpretation precisely what words it...
Paradigm and Ideology in Educational Research (RLE Edu L)
This book explores the complex social assumptions and values that underlie research programmes about schools. The analysis of educational research draws upon American and European scholarships in the sociology of knowledge, social philosophy and the history and sociology of science. The discussion considers first the communal, crafts and social characteristics of educational research. Three research models empirical-analytic, symbolic or linguistic and critical sciences are given attention. The discussion of the three research models is to illuminate how the constellation of commitments, assumptions and practices inter-relate to perform a paradigm giving different and conflicting definitions to the meaning of educational theory and to the use of the particular techniques of enquiry. The social role of educational research and the researcher is also considered.
