The authors claim that disciplinary epistemologies—disciplinary habits of mind and ways of thinking—offer productive lenses for observing teaching practices. Furthermore, they argue that educational developers who draw from multiple epistemologies in combination provide rich evidence with regard to teaching and learning and can speak to academic colleagues from an array of disciplines. Clarity is provided for career paths in educational development for colleagues from academic disciplines who are contemplating part‐ or full‐time work in a teaching center. The authors hope that (...) this opening collection develops into a toolkit and area of inquiry about disciplinary approaches to the practice of educational development. (shrink)

In their "traite de l'argumentation" perelman olbrechts indicate five factors contributing to the forces of arguments. the present paper is an analysis of each of these five factors taken in isolation; it indicates directions for operationalization of these factors. it stresses moreover that this multidimensional concept if it is to be used must lead to a weighted function of the five variables in order to be able to use the concept of "force of an argument." the absence of this weighted (...) function in po is deplored and it is argued that no theory of argumentation, even if it decides to remain completely descriptive, can be developed without definition of this weighted function. (shrink)

SummaryP. Vardy asserts the thesis that the vicious circle principle has the same structure as Russell's paradox. But structure is not the thing itself. It is the thing objectivated from the wiewpoint of a mathematician. So this structure can be expressed in a mathematical formalism, e. g. the Λ‐calculus. Russell's paradox is understood as a result of the error of taking purely logical concepts, like negation, as lkiewise formalisable without change of meaning. The illusion of meaning in the liar's proposition: (...) Yl'am telling a lie can also be explained be the formalisable self‐referential structure of this proposition. Yet it remains an illusion because the logical intention cannot follow the structure.ResumeLe « Principe du cercle vicieux » a la même structure que le paradoxe de Russel: c'est une thèse de P. Várdy. Mais la structure n'est pas la chose même. Elle est la chose objectivée du point de vue du mathématicien et peut done être exprimée dans un formalisme mathématique, p. ex. le Λ‐calcul. L'erreur qui conduit au paradoxe de Russel, c'est de juger des concepts purement logique, p. ex. la négation, comme étant également exprimable dans un formalisme sans que leur sens ne change.L'illusion de sens que donne l'énoncé«je mens» dans le paradoxe du menteur peut aussi être expliquée par la structure formalisable d'autoréférence de cette proposition. Mais l'illusion persiste, parce que l'intention logique ne peut pas suivre la structure.ZusammenfassungRussells «Vicious circle principle» hat dieselbe Struktur wie die Russellsche Antinamie. So lautet die These P. Várdys. Aber die Struktur ist nicht die Sache selbst, sondern nur die vom mathematischen Standpunkte aus objektivierte Sache, die in einem Formalis‐onus ausgedrückt werden kann. Die Antinomie Russells wird Als Folge der irrigen Auffassung verstanden, rein logische Begriffe, wie z. B. die Negation, konnten formalisiert werden, ohne dass dabei ihr Sinn verwandelt würde. Die Sinnillusion des Satzes «Ich lüge» kann dann auch aus der selbstbezüglichen formalen Struktur des Satzes erklärt werden. Doch bleibt dies blosse Illusion, weil die logische Intention der Struktur nicht gerecht werden kann. (shrink)

Erasmus wrote his Colloquies as educational material for training boys in Latin conversation. This volume of the Amsterdam edition of the Latin texts of Erasmus offers a critical edition of the Latin texts of these influential, creative writings, which resemble short Latin plays.