Conditions of Knowledge: An Introduction to Epistemology and Education

Literature & Fiction

SCHEFFLER, ISRAEL

History & Criticism

University of Chicago Press

The Harvard professor presents "an introduction to epistemology in educationsl perspective and wishes to engage the reader in reflection on what properly can be considered knowledge as related to concepts of teaching, learning truth, evidence, belief, and skill.

Conditions of Knowledge

Education & Teaching

Schools & Teaching

Univ of Chicago Pr

First published in 1974, this book is a critical introduction to the work of four quintessential pragmatist philosophers: Charles Sanders Peirce, William James, George Herbert Mead and John Dewey.  Alongside providing a general historical and biographical account of the pragmatist movement, the work offers an in depth critical response to the philosophical doctrines of the four main thinkers of the pragmatist movement, with reference to the theories of meaning, knowledge and conduct which have come to define pragmatism.

Four pragmatists: A critical introduction to Peirce, James, Mead, and Dewey (International library of philosophy and scientific method)

Politics & Social Sciences

Philosophy

Humanities Press

The concept of potential plays a prominent role in the thinking of parents, educators and planners the world over. Although this concept accurately reflects central features of human nature, its current use perpetuates traditional myths of fixity, harmony and value, calculated to cause untold mischief in social and educational practice. First published in 1985, Israel Scheffler's book aims to demythologise the concept of potential. He shows its roots in genuine aspects of human nature, but at the same time frees it from outworn philosophical myths by means of analytical reconstruction - thereby improving both its theoretical and its practical applicability.  The book concludes with an interpretation of policy-making in education, and reflections on the ideal education of a policy-maker. It emphasises human symbolism, choice, temporal continuity, and self-determination as indispensible elements of any adequate philosophy of education. Of Human Potential will be of interest to a broad range of philosophers, educators and social scientists.

Of Human Potential (Routledge Revivals): An Essay in the Philosophy of Education

Routledge

Beyond the Letter (Routledge Revivals): A Philosophical Inquiry into Ambiguity, Vagueness and Methaphor in Language

Ambiguity, vagueness and metaphor are pervasive features of language, deserving of systematic study in their own right. Yet they have frequently been considered mere deviations from ideal language or obstacles to be avoided in the construction of scientific systems. First published in 1979, Beyond the Letter offers a consecutive study of these features from a philosphical point of view, providing analyses of each and treating their relations to one another.  Addressed to the fundamental task of logical and semantic explanation, the book employs an inscriptional methodology in the attempt to avoid prevalent forms of question-begging, and, further, in the conviction that sparseness of assumption often reveals points of theoretical interest irrespective of methodolgical preference.  The author distinguishes and analyses several varieties of ambiguity, developing new semantic notions in the process; recasts the philosophical treatment of vagueness in the light of recent criticisms of analyticity; discusses the bearing of vagueness on logic; and provides a systematic critique of major recent interpretations of metaphor, developing a revised version of contextualism.

<p>The concept of potential plays a prominent role in the thinking of parents, educators and planners the world over. Although this concept accurately reflects central features of human nature, its current use perpetuates traditional myths of fixity, harmony and value, calculated to cause untold mischief in social and educational practice. First published in 1985, Israel Scheffler's book aims to demythologise the concept of potential. He shows its roots in genuine aspects of human nature, but at the same time frees it from outworn philosophical myths by means of analytical reconstruction - thereby improving both its theoretical and its practical applicability. The book concludes with an interpretation of policy-making in education, and reflections on the ideal education of a policy-maker. It emphasises human symbolism, choice, temporal continuity, and self-determination as indispensible elements of any adequate philosophy of education. Of Human Potential will be of interest to a broad range of philosophers, educators and social scientists</p>

In Praise of the Cognitive Emotions (Routledge Revivals): And Other Essays in the Philosophy of Education

First published in 1991, In Praise of Cognitive Emotions comprises fourteen of Scheffler's most recent essays – all of which challenge contemporary notions of education and rationality. While defending the ideal of rationality, he insists that rationality not be identified with a mental faculty or a mechanism of inference but taken rather as the capactity to grasp principles and purposes and to evaluate them in the light of relevant reasons. Examining a broad range of issues – from computers in school to math education, from metaphor to morality – these essays are unified by Scheffler's conviction of the primacy of critical thought in education.  Scheffler is especially concerned to promote a broad interpretation of rationality to counteract the narrowing of vision accompanying the technological revolution now sweeping education. Addressing three specific areas of curriculum, the work offers a critique of computer applications to education, develops a notion of strategic rationality in understanding mathematical reasoning, and, contrary to prevalent notions of moral education, connects reason with care, thus emphasizing the intimate connection between emotion and reason and challenging the dominant perception of the two as oppositional.

<p>First published in 1991, In Praise of Cognitive Emotions comprises fourteen of Scheffler's most recent essays - all of which challenge contemporary notions of education and rationality. While defending the ideal of rationality, he insists that rationality not be identified with a mental faculty or a mechanism of inference but taken rather as the capactity to grasp principles and purposes and to evaluate them in the light of relevant reasons. Examining a broad range of issues - from computers in school to math education, from metaphor to morality - these essays are unified by Scheffler's conviction of the primacy of critical thought in education.</p>

Four Pragmatists: A Critical Introduction to Peirce, James, Mead, and Dewey (Routledge Revivals)

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Books by SCHEFFLER, ISRAEL

See the best price to sell, buy, or rent books by SCHEFFLER, ISRAEL. BookScouter helps to compare book prices from 25+ online bookstores and 30+ buyback vendors with a single search.

Conditions of Knowledge: An Introduction to Epistemology and Education

Conditions of Knowledge

Four pragmatists: A critical introduction to Peirce, James, Mead, and Dewey (International library of philosophy and scientific method)

Of Human Potential (Routledge Revivals): An Essay in the Philosophy of Education

Beyond the Letter (Routledge Revivals): A Philosophical Inquiry into Ambiguity, Vagueness and Methaphor in Language

Of Human Potential (Routledge Revivals): An Essay in the Philosophy of Education

Beyond the Letter (Routledge Revivals): A Philosophical Inquiry into Ambiguity, Vagueness and Methaphor in Language

In Praise of the Cognitive Emotions (Routledge Revivals): And Other Essays in the Philosophy of Education

In Praise of the Cognitive Emotions (Routledge Revivals): And Other Essays in the Philosophy of Education

Four Pragmatists: A Critical Introduction to Peirce, James, Mead, and Dewey (Routledge Revivals)