This classic remains one of Karl Popper's most wide-ranging and popular works, notable not only for its acute insight into the way scientific knowledge grows, but also for applying those insights to politics and to history.

THE PROBLEM OP KNOWLEDGE l CONCEPTIONS OF KNOWLEDGE An immediate difficulty which faces any discussion of the present kind is that there are so many ...

In the modern day, it is understood that the role of the teacher comprises aspects of therapy directed towards the child. But to what extent should this relationship be developed, and what are its concomitant responsibilities? This book offers a challenging philosophical approach to the inherent problems and tensions involved with these issues.

Among the various testimonia assembled by Iwakuma and Ebbesen to the twelfth-century school of philosophers known as the Nominales,Iwakuma Yukio and Sten Ebbesen, “Logico -Theological Schools from the Secon d Half of the 12th Century: A List of Sources,” Vivarium XXX (1992):173–210. four record their commitment to the apparently outrageous thesis that nothing grows. My aim in this essay is to explore the reasons the Nominale s had for maintaining this thesis and to investigate the role that the theory which (...) supported it played in the development of late twelfth- and early thirteenth-century debates over the character of the hypostatic union. My investigation concerns onl y one aspect of twelfth-century NominalismSince this group were apparently the first ever to be called ‘nominalists’ I think that we may justifiably capitalize the name of the theory to indicate that we are referring to their version of it. but once this part of their system is understood, we will be better able to characterise the whole and the way in which the views of the Nominales conflicted with those of their opponents. S o long as the testimonia remain few and rather slight such a reconstruction offers our only hope for finding the Nominales and their influence where their name has not been recorded. (shrink)

This is a precious companion for all those who want to achieve a deeper understanding of the complex dynamics of innovation."--Roberto Verganti, author of "Design-Driven Innovation".

Papers presented at the 4th BRICS Academic Forum held in New Delhi on March 5-6, 2012.

Preparing teachers in small rural schools to effectively integrate technology into their teaching practices is vital for fostering 21st-century skills in students, despite the unique challenges these settings present. To explore the specific challenges and opportunities related to the professional development of teachers in small rural schools, in the context of increasing digitalisation of education. This study employs a systematic review as its research method, aiming to identify, critically evaluate, and synthesize relevant studies that shed light on this context. Teacher (...) education programmes that adeptly incorporate technology, such as mobile devices, into their curricula offer a critical support system not just for urban educators, but importantly for rural teacher candidates who may have limited access to higher education resources. Smartphones and tablets, for instance, can serve as valuable tools for these teachers, allowing them constant and remote access to professional development materials and effective learning resources. The technology also presents an opportunity for iterative learning, where immediate feedback can guide improvements in teaching strategies. Examples include the use of virtual avatars as teaching aids instead of in-person instruction. As the push for digitalisation continues, it is incumbent upon educational institutions to articulate the benefits and returns of such investments, especially in the context of small rural schools where resources may be limited and the challenges distinct. This articulation must be framed in terms that resonate with educators, students, communities, and potential educational funders in these rural contexts. (shrink)

This brief essay examines James A. Good’s argument that the Hegel of the young Dewey was functionalist, historicist, instrumentalist, and practicalist—in short, the Hegel of “centrist” Hegelians such as those then active in St. Louis and of contemporary interpreters such as Good himself and Terry Pinkard. Good’s claims are examined in terms of possible conflicts with what is known of William James’s influence on Dewey, and in the light of recently published correspondence in which Dewey comments on the Hegelian “deposit” (...) in his work. (shrink)

Finlay et al. address the importance of developmental constraints in brain size evolution. I discuss some aspects of this view such as the relation of brain size with processing capacity. In particular, I argue that in human evolution there must have been specific selection for increased processing capacity, and as a consequence for increased brain size.

Can schools encourage children to become independent moral decision-makers, maintaining controlled environments suitable to instructing large numbers of children? Two opposing responses are reviewed: one holds that the road to morality is through discipline and obedience, the other through children's experimentation and choice-making. Circumventing these polarities, I look to distinctions within rules that may help in balancing claims of restraint and freedom. Using a pharmacological analogy, one might, in principle, justify ‘pills’ for uncontrollable and/or morally trivial behaviors, but not for (...) intentional behaviors of moral significance where volition matters. However, since we cannot permit children to choose to harm, their agency must be curbed. As a compromise, I suggest that teachers hold extended moral discussions, and involve students in rule-making and sanction-giving. (shrink)

(by a semiotician) EERO TARASTI A semiotic interpretation of the two last centuries in the history of Western art music is in many respects a challenging ...