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Books on the topic 'Skepticism. Education Education'
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1
Wider das Vergessen des sokratischen Nichtwissens: Der Bildungsbeitrag Platons und seine Marginalisierung bei Plotin, Augustin, Eckhart und Luther sowie im reformatorischen Schulwesen : eine historisch-systematische Untersuchung zur Grundlegung eines sokratisch-skeptischen Bildungskonzeptes. Marburg: Tectum, 2007.
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2
Becoming a catechist: Ways to outfox teenage skepticism. Mahwah, N.J: Paulist Press, 1992.
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3
Sextus. Against the grammarians (Adversus mathematicos I). Oxford: Clarendon Press, 1998.
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Studien zu didaktischen Leitvorstellungen in den Traditionen von Skepsis und Rhetorik. Würzburg: Königshausen & Neumann, 2004.
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5
Sextus. Gegen die Dogmatiker =: Adversus mathematicos libri 7-11. Sankt Augustin: Academia Verlag, 1998.
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6
Brighouse, Harry, and David Schmidtz. Debating Education. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780199300945.001.0001.
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Debating Education puts two leading scholars in conversation with each other on the subject of education—specifically, what role, if any, markets should play in policy reform. Each advances nuanced arguments and responds to the other, presenting contrasting views on education as a public good. One author argues on behalf of a market-driven approach, making the case that educational opportunities do not need to be equal in order to be good. The ideal of education is not equally preparing students to win a race but maximally preparing each student to make a contribution. The other focuses on inequality, particularly the unequal distribution of rewards. The argument is that justice requires prioritizing the prospects of the bottom 30 percent of the population, whose life prospects are much worse than justice would demand, given the current wealth of society. The moral imperative of education should be to improve this group’s range of opportunities. This part of the book expresses serious skepticism that market mechanisms are capable of this task, due to imperfections in educational markets, a lack of appropriate regulations, political influence, and other systemic obstacles.
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Hoffmann, George. Montaigne’s Education. Edited by Philippe Desan. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780190215330.013.3.
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In spite of Montaigne’s dismissal of his schooling as a “failure,” significant features of his thought can be traced to his humanist education. Not only did he acquire literacy in French at school, but also he picked up a comic outlook from the plays of Terence in which he acted. Further, George Buchanan exposed the young Montaigne to Reformation ideas. Later, Marc-Antoine Muret’s Julius Caesar would school Montaigne in displaying confidence in the face of fortune’s vicissitudes, an attitude that he would incorporate into the “heroic” skepticism of the Essays. More generally, he adopted images, language, and postures from the stage as a way of understanding the life as a comédie humaine. Montaigne, however, preferred to award a determining influence for his adult character to the infancy he spent in a rural village.
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Millgram, Elijah. The Persistence of Moral Skepticism and the Limits of Moral Education. Oxford University Press, 2009. http://dx.doi.org/10.1093/oxfordhb/9780195312881.003.0015.
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Fogelin, Robert J. Part One. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190673505.003.0002.
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The Dialogues begins with a discussion about the proper religious education of Pamphilus, a pupil of Cleanthes. In rejecting Cleanthes’ idea that our natural faculties of reason can provide the basis of religion, Philo, Demea, and Hume speak as one, laying out skeptical challenges. This calls for an analysis of skepticism, both rustic and urbane; an examination of Hume’s work in the Treatise and Enquiry shows him to be, like the urbane Pyrrhonist, accepting of common-life reason and experience but wary of abstruse philosophizing. In subsequent parts of the Dialogues, Cleanthes must put forward an empirically based theology. If he does so successfully, he wins; if he can make no progress in this regard, he loses.
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Jackson, Steven F. Teaching with Technology: Active Learning in International Studies. Oxford University Press, 2017. http://dx.doi.org/10.1093/acrefore/9780190846626.013.317.
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The adoption of new technologies in instruction will change the nature of instruction itself. There are four broad categories of the potential benefits of technology in higher education: off-loading; enhanced resources; enriched conventional class lecture/discussion; and outreach through distance education. Other college and university administrators have seen technology as either a money-saving or money-making tool for their institutions. The technologies most commonly associated with pedagogy include desktop software, internet-mediated communications, World Wide Web pages, distance education courseware, internet access to statistical databases, Geographic Information Systems (GIS), cellphone and personal digital assistant applications, and classroom response systems (CRS). There has been a modest and somewhat sporadic literature on teaching with technology in international studies, much of which follows the development of new technologies, such as personal computers, the World Wide Web, and courseware development. The three major themes in the scholarship on technology in teaching and learning in international studies include technology-based enthusiasm/experimentation, comparative studies, and skepticism. However, some of the challenges to scholarship in teaching and learning with technology: the use of technology has become so pervasive, accepted, and easy that few teacher-scholars bother to write in scholarly journals about the act; weak structure of incentives for studying the use of technology in teaching and learning; and technological instability and discontinuity. Nevertheless, there are some technologies and trends that may appear in the future international relations course. These include podcasting, Real Simple Syndication (RSS) Feeds, Twittering, and Wikipeda and Google Books.
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Bow, C. B. Dugald Stewart and the Legacy of Common Sense in the Scottish Enlightenment. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198783909.003.0010.
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This chapter examines Dugald Stewart’s (1751–1828) efforts to reform, defend, and sustain the legacy of Scottish common sense philosophy throughout his professional life. The first section discusses Stewart’s enrichment of Reid’s philosophy by developing a modern program of moral education that encouraged scientific innovation during an age of revolutionary change. This campaign to preserve Scottish Enlightenment intellectual and religious culture from modern philosophical skepticism encountered competition at the end of Stewart’s career. Section two turns to Stewart on the endurance of Scottish common sense philosophy in response to the early nineteenth-century Scottish reception of German Idealism and the rise of Scottish Romanticism at Edinburgh University. Considered by many to be the “Scotian Plato,” Scottish common sense philosophy flourished under the care of Dugald Stewart during two of the most transitional moments in the final decades of the Scottish Enlightenment before its displacement in late nineteenth-century Scotland.
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Zuckerman, Phil, and John R. Shook. Introduction. Edited by Phil Zuckerman and John R. Shook. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199988457.013.1.
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The Oxford Companion to Secularism provides a timely overview of the new multidisciplinary field of secular studies. This field involves philosophy, the humanities, intellectual history, political theory, law, international studies, sociology, psychology, anthropology, education, religious studies, and additional disciplines, all showing an increasing interest in the multifaceted phenomenon known as secularism. As the history of the term “secularism” shows, it has long been entangled with many related issues, such as unorthodoxy, blasphemy, apostasy, irreligion, religious criticism, agnosticism, atheism, naturalism, earth-centered -isms, humanism (and trans- and posthumanisms), rationalism, skepticism, scientism, modernism, human rights causes, liberalism, and various kinds of church–state separation all around the world. Secularism’s relevance also continues to grow due to the dramatic rise of irreligion and secularity in most regions of the world. These trends are leading more and more scholars from a variety of disciplines to investigate secular life and culture in all its varied forms.
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Hogan, Patrick Colm. The Cognitive Organization of Sex, Sexuality, and Gender Identities. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190857790.003.0002.
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The first chapter explores the complexities and varieties of love. Though often separated from sex, sexuality, and gender, love is crucial to sexuality and significant even for gender. To explore these topics, the chapter first examines Marlowe’s Edward II. Marlowe’s play is widely recognized as an important early treatment of same-sex desire and homophobia, but less widely recognized as a work that examines homoerotic attachment bonding and that shows the limits and complexities of homophobia. In connection with homophobia, the chapter also begins to consider ethical issues. The chapter then takes up a Chinese story about a young girl who dresses as a boy in order to receive an education. This is a very popular and enduring tale, with many versions, ancient and modern. This particular version links its in some ways radical gender politics with Confucian teachings, thus connecting gender skepticism with orthodoxy, a socially important and counterintuitive association.
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Hartmann, Andrea S., and Ulrike Buhlmann. Prevalence and Underrecognition of Body Dysmorphic Disorder. Edited by Katharine A. Phillips. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780190254131.003.0005.
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Large epidemiologic studies across Western countries that used DSM-IV and DSM-5 diagnostic criteria have found a point prevalence rate of body dysmorphic disorder (BDD) of 1.7% to 2.9%. The prevalence of BDD is higher in clinical samples. Gender ratios in epidemiologic studies show a slight preponderance of females, which is confirmed in most convenience and clinical samples. Prevalence rates appear to be highest in younger (adolescent) subsamples. Other demographic correlates include a lower likelihood of being in a committed relationship, less education, lower household income, and higher unemployment rates. Key clinical correlates from epidemiologic studies are greater depression, anxiety, and somatoform symptoms and more frequent suicidal ideation and suicide attempts. Reasons for the underrecognition of BDD include shame, fear of not being understood by the clinician, lack of readiness for treatment, skepticism about treatment or belief in the superiority of other forms of treatment (such as cosmetic treatment), and lack of financial coverage for treatment.
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Zuckerman, Phil, and John R. Shook, eds. The Oxford Handbook of Secularism. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199988457.001.0001.
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The Oxford Companion to Secularism provides a timely overview of the new multidisciplinary field of secular studies. This field involves philosophy, the humanities, intellectual history, political theory, law, international studies, sociology, psychology, anthropology, education, religious studies, and additional disciplines, all showing an increasing interest in the multifaceted phenomenon known as secularism. Conflicts and debates around the world more and more frequently involve secularism. National borders and traditional religions cannot keep people in tidy boxes anymore, as political struggles, doctrinal divergences, and demographic trends are sweeping across regions and entire continents. Simultaneously, there is a resurgence of religious participation in the politics of many countries. How might these diverse phenomena be interrelated, and better understood? As the history of the term “secularism” shows, it has long been entangled with many related issues, such as unorthodoxy, blasphemy, apostasy, irreligion, religious criticism, agnosticism, atheism, naturalism, earth-centered -isms, humanism (and trans- and posthumanisms), rationalism, skepticism, scientism, modernism, human rights causes, liberalism, and various kinds of church–state separation all around the world. Secularism’s relevance also continues to grow due to the dramatic rise of irreligion and secularity in most regions of the world. These trends are leading more and more scholars from a variety of disciplines to investigate secular life and culture in all its varied forms.
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Hinshaw, Stephen P., and Katherine Ellison. ADHD. Oxford University Press, 2015. http://dx.doi.org/10.1093/wentk/9780190223809.001.0001.
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Rates of diagnosis of attention-deficit/hyperactivity disorder (ADHD) are skyrocketing, throughout America and the rest of the world. U.S. rates of youth diagnosis have increased 40% from just a decade ago. Adults with ADHD are now the fastest-growing segment of the population receiving diagnosis and medication. The disorder is painful and sometimes disabling for individuals and tremendously costly for society; yet, widespread misinformation, skepticism, and unanswered questions have jeopardized effective diagnosis and treatment. Researched and written by Stephen Hinshaw, an international expert on ADHD, and Katherine Ellison, a Pulitzer-Prize winning journalist and author, ADHD: What Everyone Needs to Know is the go-to book for authoritative, current, accurate, and compelling information about the global ADHD epidemic. This book addresses questions such as: • Is ADHD a genuine medical condition or a means of pathologizing active and exploratory behavior? • Do medications for ADHD serve as needed treatments, or are they attempts at social control, designed to bolster profits of pharmaceutical firms? • Has the ADHD label become a ruse by which parents can game the educational system for accommodations? • How do symptoms and impairments related to ADHD differ between girls and women and boys and men? • Why are ADHD medications often used as performance enhancers by college and high-school students? ADHD: What Everyone Needs to Know® clears the air of the most polarizing and misleading information that abounds, providing straight talk and sound guidelines for educators, policymakers, health professionals, parents, and the general public. It shows the reality of ADHD but does not ignore the forces that have pushed up rates of diagnosis to alarmingly high levels.