By C.J.B. Macmillan
happens, the way it occurs, and why it occurs. Our assumption should be that this can be as precise in schooling because it is in atomic physics. yet this leaves many different inquiries to resolution. The the most important ones: what sort of technological know-how is right or applicable to schooling? How does it range from physics? what's wrong with the prevai1~ ing, nearly unopposed study culture in schooling? What may possibly or will be performed to switch it with a extra sufficient tradi tion? What thoughts are essential to describe and clarify what we discover there? it's during this realm that we discover ourselves. the place to begin? One position - our position, remember that - is with one restricted yet principal idea in schooling, instructing. an extended philosophical culture focused on the character of training is going again (along with every little thing else) to Plato, divulging latest 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 impressive sleek proponents in Gage, the Soars, Berliner, Rosen shine, yet its roots may 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
For the purpose of the paradigm and its constituent theories of teaching is "to discover what makes a good teacher" (1963a, p. 114), From this task grows the basic frame of research. or at As soon as the idea of effectiveness enters the research, the question of a criterion of effectiveness is raised. The paradigm has then taken the following form: Identify or select a criterion (or set of criteria) of teacher effectiveness. This criterion then becomes the dependent variable. The research PROCESS-PRODUCT RESEARCH 45 task is then (1) to measure this criterion, (2) to measure potential correlates of this criterion, and (3) to determine the actual correlations between the criterion and its potential correlates.
Not everything that teachers do is relevant to the purposes for which we study teaching. We typically do not concern ourselves with how teachers scratch their heads, hold their chalk, or cross their legs, for the simple reason that we assume such behaviors to be irrelevant to the kinds of learning the teachers bring about in pupils" (1966, p. That this is indeed a causal comment is emphasized by Ennis: Deliberate education is the attempt to bring about certain changes in students. ' either·is 'Or assumes a causal generalizati'On, because bringing s'Ome thing about is causing it t'O c'Ome to be.
114), From this task grows the basic frame of research. or at As soon as the idea of effectiveness enters the research, the question of a criterion of effectiveness is raised. The paradigm has then taken the following form: Identify or select a criterion (or set of criteria) of teacher effectiveness. This criterion then becomes the dependent variable. The research PROCESS-PRODUCT RESEARCH 45 task is then (1) to measure this criterion, (2) to measure potential correlates of this criterion, and (3) to determine the actual correlations between the criterion and its potential correlates.
A Logical Theory of Teaching: Erotetics and Intentionality by C.J.B. Macmillan