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Wyświetlanie 1-2 z 2
Tytuł:
Philosophy without Psychology: a case of wishful thinking?
Autorzy:
Glock, Hans-Johann
Powiązania:
https://bibliotekanauki.pl/articles/1621590.pdf
Data publikacji:
2019
Wydawca:
Uniwersytet Szczeciński. Wydawnictwo Naukowe Uniwersytetu Szczecińskiego
Tematy:
Wittgenstein
wishful thinking
Opis:
The topic of this lecture is the relation between Wittgenstein’s thought and Wittgensteinian philosophy on the one hand, psychology and psychologism on the other. It will start by clarifying how the label ‘psychologism’ should be understood in this context, opting for a neutral rather than derogatory conception. Next it discusses the relation between Frege’s anti-psychologism and that of the early Wittgenstein. The main focus will be on Wittgenstein’s denial that assertion and judgement are of logical relevance. The final sections turn to Wittgenstein’s later thought. Can it avoid the intrusion of psychology concerning the following areas: – meaning – philosophical psychology – philosophical method? Giving short shrift to psychological notions like understanding, perception, judgement and belief is impossible even in philosophy of language and epistemology, given their connections to notions like meaning and knowledge. If Wittgensteinian philosophizing were a kind of psychotherapy, it would also be wholly irresponsible to ignore psychological theories. Fortunately it isn’t. Nevertheless it is neither feasible nor desirable to insulate the clarification of philosophical problems and contested concepts against empirical considerations. I shall substantiate this claim by looking at the problem of animal minds and the role that abilities play for mental and epistemic phenomena. If conceptual analysis is to serve as an instrument of critical thinking, it had better be impure.
Źródło:
Analiza i Egzystencja; 2019, 47; 5-29
1734-9923
2300-7621
Pojawia się w:
Analiza i Egzystencja
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Diagnostyka edukacyjna we współczesnym systemie szkolnym. Pomiar i ocenianie wzrostu kapitału ludzkiego uczniów. Część III: Wybrane wyniki
EDUCATIONAL DIAGNOSTICS FOR CONTEMPORARY SCHOOL SYSTEMS. MEASURING AND ASSESSING GROWTH OF STUDENT HUMAN CAPITAL. PART III: SELECTED OUTCOMES
Autorzy:
Niemierko, Bolesław
Powiązania:
https://bibliotekanauki.pl/articles/418509.pdf
Data publikacji:
2012
Wydawca:
Akademia Marynarki Wojennej. Wydział Nauk Humanistycznych i Społecznych
Tematy:
EDUCATIONAL DIAGNOSTICS
WISHFUL THINKING
ACHIEVEMENT ASSESSMENT
COMMENTED REPORT
GRADING
CONSEQUENTIAL VALIDITY
EDUCATIONAL EVALUATION
Opis:
Educational practice abounds in wishful thinking which occurs when we believe that something is true because we want it were true. For example, in Poland we set very low cut-scores to external examinations (30%) and still believe that passing the examination means mastery of the subject. Fortunately for educational diagnostics, assessment practice at schools involves emotional/motivational achievement what makes it a good predictor of future accomplishments at schools and on employment. Assessing growth of human capital do begin at general education schools in Poland and elsewhere (US), though in a latent, and partly illegal way, creating the second systems of grading. Frequently applied in lower tiers of education, commented reports, in which teachers describe student achievement in their own words, are more closely related to human capital assessment than the test-based grading used to be. Both pedagogues and students are highly critical of standards of justice in the present achievement assessment practices what makes their consequential validity vulnerable to negative opinions. On the other hand, attempts to determine the worth of educational phenomena by large surveys in the shape of educational evaluation could be contaminated by various political factors. Widening the scope of educational diagnosis to cover the full range of human capital developmental aspects would encourage the better, more economically and ethically sound actions.
Źródło:
Colloquium; 2012, 4, 4; 7-28
2081-3813
2658-0365
Pojawia się w:
Colloquium
Dostawca treści:
Biblioteka Nauki
Artykuł
    Wyświetlanie 1-2 z 2

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