A Logical Theory of Teaching: Erotetics and Intentionality by C.J.B. Macmillan

By C.J.B. Macmillan

happens, the way it occurs, and why it occurs. Our assumption must be that this can be as actual in schooling because it is in atomic physics. yet this leaves many different inquiries to solution. The the most important ones: what sort of technology is right or applicable to schooling? How does it fluctuate from physics? what's wrong with the prevai1~ ing, nearly unopposed study culture in schooling? What may or might be performed to interchange it with a extra sufficient tradi­ tion? What thoughts are essential to describe and clarify what we discover there? it's during this realm that we discover ourselves. the place to begin? One position - our position, understand that - is with one constrained yet primary suggestion in schooling, instructing. an extended philosophical culture enthusiastic about the character of educating is going again (along with every thing else) to Plato, divulging most modern­ ly within the paintings of such philosophers as B. O. Smith, Scheffler, Hirst, Komisar, eco-friendly, McClellan, Soltis, Kerr, Fenstermacher, et al. An empirical culture runs parallelto the philosophers -it has its so much awesome glossy proponents in Gage, the Soars, Berliner, Rosen­ shine, yet its roots should be traced to the Sophists. those tradi­ tions were at loggerheads over the centuries.

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It is arguable- a. defense can be given either way. knowing that he has no knowledge of the tides or anything related to them is ab:surd; no one could argue that Martha was explaining it to him, even if the same person would argue that she was "really" promising him the world. The cases differ in just this way - and it hinges upon the ability of the auditor to comprehend the explanation as an explanation. 's - read "student's" - state of mind makes the difference and is at the heart of the logic of teach..

2) The principle of causality is also assumed to hold - at least as far as believing that it is possible to give causal explanations of the phenomena under investigation, at most to believing that all events are caused. (3) A belief that our knowledge of the natural world must ultimately (and perhaps proximately) depend upon our experience of the world, as apart from "rationally" determined laws. (4) An assumption that the number of circumstances that pertain to the causation of particular natural phenomena is limited and knowable.

10 9. Whether or how a complex activity like swimming (or singing) should be broken down into subquestions is a problem for empirical and logical investigation, not something given by the erotetic analysis of the concept of teaching. The example is used for argument, not as a recommendation to teachers. See Chapter VI, below, on strategies of teaching. 10. Again, Howard (1982) shows us something here: a lot of what goes on in teaching singers is intended to get them to know what it/eels like to produce a head tone or breathe from the diaphragm (pp.

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