967 resultados para Herzog Ernst.
Resumo:
The present thesis, orientated by a letter sent by Ernst von Glasersfeld to John Fossa, is the product of a theoretical investigation of radical constructivism. In this letter, von Glasersfeld made three observations about Fossa’s understanding of radical constructivism. However, we limited our study to the second of these considerations since it de als with some of the core issues of constructivism. Consequently, we investigated what issues are raised by von Glasersfeld’s observation and whether these issues are relevant to a better understanding of constructivism and its implications for the mathema tics classroom . In order to realize the investigation, it was necessary to characterize von Glasersfeld’s epistemological approach to constructivism, to identify which questions about radical constructivism are raised by von Glasersfeld’s observation, to i nvestigate whether these issues are relevant to a better understanding of constructivism and to analyze the implications of these issues for the mathematics classroom. Upon making a hermeneutic study of radical constructivism, we found that what is central to it is its radicalism, in the sense that it breaks with tradition by its absence of an ontology. Thus, we defend the thesis that the absence of an ontology, although it has advantages for radical constructivism, incurs serious problems not only for the theory itself, but also for its implications for the mathematics classroom. The advantages that we were able to identify include a change from the usual philosophical paths to a very different rational view of the world, an overcoming of a naive way of thi nking, an understanding of the subject as active in the construction of his/her experiential reality, an interpretation of cognition as an instrument of adaptation, a new concept of knowledge and a vision of knowledge as fallible (or provisional). The prob lems are associated with the impossibility of radical constructivism to explain adequately why the reality that we build up is regular, stable, non - arbitrary and publicly shared. With regard to the educational implications of radical constructivism, the ab sence of an ontology brings to the mathematics classroom not only certain relevant aspects (or favorable points) that make teaching a process of researching student learning, empowering the student to learn and changing the classroom design, but also certa in weaknesses or limitations. These weaknesses or limitations of constructivism in the classroom are due to its conception of knowledge as being essentially subjective. This requires it to work with one - on - one situations and, likewise, makes the success of teaching dependent on the teacher’s individual skills. Perhaps the most important weakness or limitation, in this sense, is that it makes teaching orientated by constructivist principles unable to reach the goal of the formation of a community. We conclud e that issues raised by von Glasersfeld’s observation are absolutely relevant to the context of a better understanding of radical constructivism and its implications for education, especially for Mathematics Education.
Resumo:
General note: Title and date provided by Bettye Lane.
Resumo:
[Carl Eduard Buek]
Resumo:
Friluftsliv uppvisar ett uppsving som för många säkert är oväntat men som nog till stor del är i samklang med den skandinaviska tidsandan. Visserligen är det ett i huvudsak urbant fenomen, de senaste årens fokus på fysisk aktivitet, konditionsträning och fitness, aktiviteter som dessutom ofta äger rum inomhus i speciella kommersiellt drivna träningshallar – där är luften inte fri! – men trenden tar sig också uttryck i löpning eller joggning i urbana parkområden eller i lagom tuktad natur i anslutning till städer. Man kan tänka att steget inte skulle vara långt till verkliga naturupplevelser, och, som sagt, det finns ett uppsving. Det nymornade intresset för autentiska naturupplevelser kan säkert också bottna i en civilisationskritisk trend i det tidiga tredje millenniet, vars beståndsdelar spretar på ett sätt som gör det omöjligt att närmare skärskåda företeelsen i detta sammanhang. Istället konstaterar vi att forskningen varit kvick att fånga upp friluftsintresset, vilket inte minst märks i recensionsfloran på den här webbplatsen, som denna gång utvidgas med en recension av Friluftsliv: Natur, samfund og pædagogik av Peter Bentsen, Søren Andkjær och Niels Ejbye-Ernst (Munksgaard Danmark). Erik Backman, som disputerat i ämnet, har läst och recenserar, och han bjuder redaktörerna på många tips till förbättringar inför nästa upplaga av boken.
Resumo:
Sammelrezension von: 1. Karl-Ernst Jeismann/Peter Lundgreen(Hrsg.): Handbuch der deutschen Bildungsgeschichte. Band III. 1800-1870: Von der Neuordnung Deutschlands bis zur Gründung des Deutschen Reiches. München: Beck 1987, 443 S. 2. Dieter Langewiesche/Hehiz-Elmar Tenorth (Hrsg.): Handbuch der deutschen Bildungsgeschichte. Band V. 1918-1945: Die Weimarer Republik und die nationalsozialistische Diktatur. München: Beck 1989. 470 S.
Resumo:
Rezension von: Karl-Ernst Ackermann / Oliver Musenberg / Judith Riegert (Hrsg.): Geistigbehindertenpädagogik!? Disziplin – Profession – Inklusion. Oberhausen: Athena 2013 (443 S.; ISBN 978-3-89896-477-7)
Resumo:
On November the 2nd 1882, William James visited Ernst Mach in Prague, and attended one of his lectures. The conversation with Mach and the lecture were marking events for James. Based, namely, on James’s lectures for teachers and on Mach’s lectures for the general public, we propose a reflection on the defining traits that made that event "the most artistic lesson [James] ever heard". We shall remark on the imaginative joy contained in these texts, which appear to embody some of James' key ideas on Education. The experience of knowledge about the world contained in the texts, reveals that "to experiment" means "not coldly to observe a thing happening outside us, but to undergo, to feel within oneself, to live oneself this or that manner of being".
Resumo:
Nota bibliográfica de libro
