Methodology for Elaboration and Implementation of Effective Educational Simulations Systems – Towards the Priority View

2015 ◽  
pp. 134-144
Author(s):  
Michał Kuciapski
Keyword(s):  
Educational Simulations ◽  
Priority View

The Priority View Bites the Dust?

Utilitas ◽  
2012 ◽  
Vol 24 (3) ◽  
pp. 315-331 ◽  
Author(s):  
ANDREW WILLIAMS
Keyword(s):  
Interpersonal Conflicts ◽  
Priority View

This article distinguishes between a telic and a deontic version of Derek Parfit's influential Priority View. Employing the distinction, it shows that the existence of variations in how intrapersonal and interpersonal conflicts should be resolved fails to provide a compelling case in favour of relational egalitarianism and against all pure versions of the Priority View. In addition, the article argues that those variations are better understood as providing counterevidence to certain distribution-sensitive versions of consequentialism.

Innovative Approaches in Project Management Blended Education

2013 ◽  
pp. 1406-1426
Author(s):  
Constanta Nicoleta Bodea ◽  
Corneliu Alexandru Bodea ◽  
Augustin Purnus ◽  
Ruxandra-Ileana Badea
Keyword(s):  
Project Management ◽  
Business Education ◽  
Project Planning ◽  
Education Programs ◽  
Master Program ◽  
Planning And Scheduling ◽  
Agent Based ◽  
Educational Simulations ◽  
Resource Leveling ◽  
Before And After

In recent years, many business education programs have focused on the development of competences, instead of knowledge transfer. For this reason, various innovative training approaches were adopted, including educational simulations. The increasing availability of the simulation resources also contributes to the proliferation of simulation in business education curricula. The chapter presents how the simulations were introduced in a Master degree program on Project Management, in project planning and controlling module. The Master program has a blended-learning approach, which nicely fits to the simulation requirements. The simulations are based on an agent-based model of the project resource leveling process, part of the project planning and scheduling topic. The authors made several evaluations of the students’ results before and after the simulations. The main conclusion of the experiment is that the educational simulations improve the competence development process, only if they are properly designed and performed.

Educational Simulations

2010 ◽  
pp. 32-46 ◽  
Author(s):  
David A. Guralnick ◽  
Christine Levy
Keyword(s):  
Case Studies ◽  
Development Process ◽  
Current Work ◽  
Design And Development ◽  
Educational Value ◽  
Effective Learning ◽  
Educational Simulations ◽  
Success Stories ◽  
Simulation Based ◽  
Learn By Doing

Learn-by-doing simulations can provide tremendously effective learning. This chapter examines previous and current work in the area of educational simulations and looks ahead toward several potential futures in the field. The chapter includes a number of simulation-based success stories and case studies from past years, along with a discussion of why they worked as well as what could have been done better. It also describes approaches to ensure that a simulation is educationally effective while still being engaging and even entertaining. In addition, the chapter includes a design and development process that can be followed in order to maximize the educational value and usability of a simulation.

Computer Simulations and Scientific Knowledge Construction

2011 ◽  
pp. 57-74
Author(s):  
Athanassios Jimoyiannis
Keyword(s):  
Computer Simulations ◽  
Scientific Knowledge ◽  
Knowledge Construction ◽  
Pedagogical Issues ◽  
Educational Effectiveness ◽  
Educational Simulations ◽  
Research Findings ◽  
Basic Characteristics ◽  
Simulation Environments

In this article, the basic characteristics of scientific and educational simulations are discussed. Research findings which support their educational effectiveness are presented, and emphasis is placed on the pedagogical issues of designing and using simulation environments aiming at facilitating students’ engagement and active knowledge construction.

Mathematical Knowledge and Sentential vs. Subsentential Priority

2020 ◽  
pp. 270-296
Author(s):  
Joan Weiner
Keyword(s):  
Mathematical Knowledge ◽  
Priority View

In this chapter, as in Chapter 7, an example is given that shows how Frege’s lessons can be put to work on contemporary issues. The focus here is on two papers, written by Paul Benacerraf in 1965 and 1973, that are still of concern to many philosophers today. In the first, Benacerraf argues that, although it seems obvious that numbers are objects, in fact numbers cannot be objects. In the second, Benacerraf presents an epistemological puzzle that seems to undermine our claims to have mathematical knowledge—even knowledge of elementary facts about numbers. These puzzles challenge our everyday understanding both of the nature of numbers and of our knowledge about them. In this chapter, it is argued that both puzzles depend on our presupposing the subsentential priority view. And both puzzles, it is argued, vanish once we accept Frege’s sentential priority view.

Reasons as The Unity among the Varieties of Goodness

2019 ◽  
pp. 76-100
Author(s):  
Richard Rowland
Keyword(s):  
Prudential Value ◽  
Buck Passing ◽  
Priority View

The Buck-Passing Account of Value (BPA) analyses goodness simpliciter in terms of reasons for pro-attitudes. The Value-First Account (VFA) analyses reasons for pro-attitudes in terms of value. And the No-Priority View (NPV) holds that neither reasons nor value can be analysed in terms of one another. This chapter argues that BPA should be accepted rather than VFA or NPV because if BPA is accepted, then what all the different varieties of goodness have in common can be explained: but if VFA or NPV is accepted, what the different varieties of goodness have in common cannot be explained. In making this argument this chapter motivates and defends accounts of goodness for (prudential value) and goodness of a kind (attributive goodness) in terms of reasons for pro-attitudes. It shows that the objections that have been made to buck-passing accounts of goodness for and goodness of a kind can be overcome and that there are many advantages to accepting such accounts.

The Buck-Passing Account and The No-Priority View

2019 ◽  
pp. 55-75
Author(s):  
Richard Rowland
Keyword(s):  
Jonathan Dancy ◽  
Buck Passing ◽  
Priority View

According to the No-Priority View (NPV), what it is to be a reason for a pro-attitude cannot be analysed in terms of value but neither can what it is to be good or of value be analysed in terms of reasons for pro-attitudes. NPV has been defended by Jonathan Dancy and W. D. Ross. This chapter argues that there are several reasons to accept the buck-passing account of value (BPA) over NPV. First, BPA explains striking correlations between reasons and value that NPV does not. Second, BPA explains why value does not give non-derivative reasons to have pro-attitudes; NPV cannot do this. Third, BPA is more qualitatively parsimonious than NPV, and, as explained in this chapter, there are strong reasons to prefer more to less qualitatively parsimonious theories. Fourth, BPA explains why similar theoretical debates arise about reasons and value; NPV cannot do this. Fifth, BPA is more informative than NPV.

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