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‘Right reason’. The English words render, somehow or other, the Greek orthos logos, the Latin recta ratio. Not that ratio does much justice to the Greek logos. It limits its scope, or at least would do so if it were not employed in a special “Greek” manner by philosophical users. Indeed all three phrases, Greek, Latin and English are in the nature of counters; none has an obvious and unambiguous sense. There seems to have been a long-standing argument, or at (...) least a disagreement, in antiquity about orthos logos and its role in accounts of the behaviour of the good man, parts of which would repay at least brief discussion, if only to highlight some of the ambiguity I have mentioned. (shrink)

En este trabajo se describe un nuevo dispositivo didáctico que estamos diseñando y completando, los Recorridos de Estudio e Investigación (REI), que quieren contribuir a crear secuencias de enseñanza-aprendizaje.

This (by no means exhaustive) survey of Postman’s work reflects on his penetrating analyses of contemporary technology. He focused attention on the ways technology today, especially the television and the computer, inevitably change us. The essential questions he asks us to ask (and answer) are, How does technology affect us? Is it for good or ill? and Must we accept all technological advances? Postman recognized the current dominance and autonomy of technology as well as the concomitant dangers and consequently made (...) the case and the plea for the reassertion of human over technological values. (shrink)

First published in 1908 as the second edition of a 1900 original, this book explains the content of the fifth and sixth books of Euclid's Elements, which are primarily concerned with ratio and magnitudes. Hill furnishes the text with copious diagrams to illustrate key points of Euclidian reasoning. This book will be of value to anyone with an interest in the history of education.