In What Do We Really Know? Simon Blackburn addresses the twenty most-asked philosophical questions, including 'Can machines think?', 'What is the meaning of life?', 'Is death to be feared?', 'Why be good?', 'What am I?' and 'What do we really know?' Each 3000-word essay examines a question that has eternally perplexed enquiring minds, and provides answers from history's great thinkers.
So What Do They Really Know? Cris Tovani explores the complex issue of monitoring, assessing, and grading students' thinking and performance with fairness and fidelity. Like all teachers, Cris struggles to balance her student-centered instruction with school system mandates. Her recommendations are realistic and practical; she understands that what isn't manageable isn't sustainable. Cris describes the systems and structure she uses in her own classroom and shows teachers how to use assessments to monitor student growth and provide targeted feedback that enables students to master content goals. She also shares ways to bring students into the assessment cycle so they can monitor their own learning, maximizing motivation and engagement. So What Do They Really Know? includes a wealth of information: Lessons from Cris's classroomTemplates showing how teachers can use the workshop model to assess and differentiate instructionStudent work, including samples from linguistically diverse learners, struggling readers, and college-bound seniorsAnchor charts of student thinkingIdeas on how to give feedbackGuidelines that explain how conferring is different from monitoringSuggestions for assessing learning and differentiating instruction during conferencesAdvice for managing ongoing assessmentCris's willingness to share her own struggles continues to be a hallmark of her work. Teachers will recognize their own students and the challenges they face as they join Cris on the journey to figure out how to raise student achievement.
Today, it's not uncommon to get the impression that our claims to know are either doomed before they begin or that they have a status that approaches certainty. The pendulum seems to swing from one end to the other, with our educational institutions too often perpetuating both depending on the person being asked. Yet the question of how and if our claims to know are really justified remains central. * Is knowledge a purely social construct without any objective basis, as many claim? * Or, if we do have some basis to believe some of our claims, are we justified in holding those claims with an attitude of certainty, as others in today's environment seem to imply? * And what role do our quick judgments play in those claims? From the tenor of our public debates, one could easily be left with the suspicion that either we can't know anything or that whatever the present state of knowledge is shouldn't be questioned. What Can We Really Know? The Strengths and Limits of Human Understanding aims to bring some balance to the topic, and argues that while we do have reason to believe that a great many of our claims are justified, it's also true that much of what passes for knowledge is a social product and therefore vulnerable to future revision. Exploring how knowledge can be understood, how far science can take us and what its limitations might be, and the status of some of the most recent arguments for God's existence, it will be suggested that a healthy dose of humility should be reincorporated in our public and private debates.
Different cultures and civilizations have different perception of a history context and ideas. The Greek philosophers Socrates, Plato, Demosthenes, Aristotle, etc. shaped Western thought, Western logic and built our thought systems. Nowadays we need historical pluralism and to form a cohesive whole, especially in an increasingly multipolar world. It is said that Western people, from a European philosophical perspective, are only capable of addressing alternate philosophies using our own mindset. China historically saw its civilization as self-evident universal and did not feel the need to justify this in European terms. Despite the difficulties in comparing different cultures and civilizations, this text summarizes the influence between China and the West, Chinas soft power as well as the current situation of China and its way up the global ladder of power. The concept of Chineseness and the identity with the Sinosphere, a brief presentation of Chinas history, geopolitical influences, and industrial aspects, the foundation of Chinese thought, language and writing system as well as technological achievements, traditional medicine, arts, and cuisine are only some of the topics covered in the next pages. In addition more subjects are analyzed that provide an overview of the current global position of China, the countrys efforts for reform and global influence as well as its future potentials. These subjects dont fall far from discussing various economic and industrial facts like the integration of Chinese and European renewable energy markets, the made in China phenomenon, foreign policy, and the countrys position as a rising aid donor. After reading this book, it should become obvious that China sees herself as Chung-Kuo; that means the Middle Kingdom, the centre of the universe, and the worlds oldest culture and society. So one could say that this is what they are trying to do so they can make their country again the centre of todays world. But during their rise, which they characterize as peaceful, they need to maintain global balance and escape from potential unpleasant events, for example one could think of an analogy of US-China relations and the Thucydides trap. Its seems so far that all the odds are with them, their soft power in combination with political strategies, their ability to evolve and follow global trends in addition with a huge internal market brought China to its position today. But will China hold this place? Will the country rise to worlds number one, and in Chinas way to global dominance, are we expected to see any more reforms? It seems that all these are in the hands of the Chinese.
Clear, easy principles to spot what's nonsense and what's reliable Each year, teachers, administrators, and parents face a barrage of new education software, games, workbooks, and professional development programs purporting to be "based on the latest research." While some of these products are rooted in solid science, the research behind many others is grossly exaggerated. This new book, written by a top thought leader, helps everyday teachers, administrators, and family members—who don't have years of statistics courses under their belts—separate the wheat from the chaff and determine which new educational approaches are scientifically supported and worth adopting. Author's first book, Why Don't Students Like School?, catapulted him to superstar status in the field of education Willingham's work has been hailed as "brilliant analysis" by The Wall Street Journal and "a triumph" by The Washington Post Author blogs for The Washington Post and Brittanica.com, and writes a column for American Educator In this insightful book, thought leader and bestselling author Dan Willingham offers an easy, reliable way to discern which programs are scientifically supported and which are the equivalent of "educational snake oil."
How do scientific conjectures become laws? Why does proof mean different things in different sciences? Do numbers exist, or were they invented? Why do some laws turn out to be wrong? In this wide-ranging book, Brian Davies discusses the basis for scientists' claims to knowledge about the world. He looks at science historically, emphasizing not only the achievements of scientists from Galileo onwards, but also their mistakes. He rejects the claim that all scientific knowledge is provisional, by citing examples from chemistry, biology and geology. A major feature of the book is its defence of the view that mathematics was invented rather than discovered. While experience has shown that disentangling knowledge from opinion and aspiration is a hard task, this book provides a clear guide to the difficulties. Full of illuminating examples and quotations, and with a scope ranging from psychology and evolution to quantum theory and mathematics, this book brings alive issues at the heart of all science.
In response to actual questions many people have asked him about angels and demons, well-known author and philosophy professor Peter Kreeft separates fact from fantasy and myth from reality as he answers 100 common questions about these spiritual beings. Based on a very popular college course he teaches on this subject, this book responds to the incredible amount of interest in angelic beings and attempts to clear up some of the misinformation abounding in the numerous books today on what we know about these mysterious spirits. Drawing on the Bible, traditional Church teaching and St. Thomas Aquinas, Kreeft gives straight, clear answers to the perennial and philosophical questions asked about angels and demons throughout time. In his typical lucid, profound and sometimes humorous style, Kreeft answers such questions as ""What are angels made of?"", ""How do angels communicate with God?"", ""How do angels communicate with us?"", ""Do demons, or devils, or evil spirits really exist?"" and many more. Includes angel art.
