Beyond Practicalism

Utopophobia ◽  
2019 ◽  
pp. 304-315
Author(s):  
David Estlund
Keyword(s):  
Political Philosophy ◽  
Special Interest ◽  
Intrinsic Value ◽  
Intellectual Work ◽  
Math And Science ◽  
The Face ◽  
And Mathematics

This chapter argues against “practicalism.” It shows that it is very plausible that some things must be of intrinsic value, that is, apart from what they can be used to produce. A narrower practicalism might hold that intellectual work in particular is never of intrinsic value, and so is worthless unless it is of practical value. The chapter contends that this flies in the face of some robust views about the value of some intellectual work in science and mathematics. This leaves two problems of special interest here: first, so far, even if that point makes general intellectual practicalism appear implausible, it has no tendency to show that nonpractical philosophy, or in particular political philosophy, might be of intrinsic value. They might lack whatever it is about nonpractical yet important math and science that makes them important. This leads to the second problem, which is that even if those examples tend to refute practicalism, they do not yet provide any account of what is valuable about them.

scholarly journals The influence of self-efficacy, interest, and stereotype threat on career intentions and choices related to math and science.

2021 ◽  
Author(s):  
Elizabeth Wong
Keyword(s):  
Stereotype Threat ◽  
Gender Stereotypes ◽  
Self Efficacy ◽  
Social Cognitive ◽  
Negative Stereotypes ◽  
Cognitive Predictors ◽  
Math And Science ◽  
Verbal Test ◽  
And Mathematics ◽  
Science Interests

Women continue to be underrepresented in Science, Technology, Engineering and Mathematics (STEM) careers/sectors. Concurrently, negative stereotypes about women’s abilities to perform in STEM persists. This research examined whether gender stereotypes influence women’s STEM-related intentions and choices and the mediating influence of cognitive predictors based on the Social Cognitive Career Theory (SCCT; Lent, Brown, & Hackett, 1994). In total, 194 women from Ryerson University were randomly assigned to a stereotype threat (n =65), stereotype nullification (n = 65), or control condition (n = 64). Participants completed questionnaires assessing math self-efficacy, math and science interests and intentions, and a math/verbal choice task. In support of SCCT, math self-efficacy and math/science interests predicted math/science intentions and choice on the math/verbal test. Furthermore, “math identified” participants in the stereotype threat condition reported lower math/science intentions. This research has implications for current interventions designed to increase women’s participation and retention in STEM.

Constructivism, Intuitionism, and Ecumenism

2018 ◽  
Author(s):  
Aaron James
Keyword(s):  
Political Philosophy ◽  
Distributive Justice ◽  
Special Interest ◽  
Reflective Equilibrium ◽  
Henry Sidgwick ◽  
The Way

Constructivism and intuitionism are often seen as opposed methods of justification in political philosophy. An “ecumenical” view sees them as different but unopposed: each style of reasoning can yield fundamental principles, for different questions of distributive justice, and we can rightly take up different questions, with different, equally valid, theoretical objectives, in hopes of cultivating a thousand blooming flowers. This chapter develops this position with special interest in Rawls’s constructivism, his treatment of reflective equilibrium, self-evidence, and “moral geometry,” and his evolving dialogue with the intuitionist Henry Sidgwick. Rawls’s main difference from Sidgwick lies in the way he frames the question of right or justice in the first instance. This brings out both the possibility and the attractions of the ecumenist conception in political philosophy.

scholarly journals Designing Research-Based Professional Development for Elementary School Science and Mathematics

2011 ◽  
Vol 2011 ◽  
pp. 1-8 ◽  
Author(s):  
Brian L. Gerber ◽  
Edmund A. Marek ◽  
Ellice P. Martin
Keyword(s):  
Professional Development ◽  
Elementary School ◽  
Teaching And Learning ◽  
School Science ◽  
Service Agency ◽  
Elementary School Science ◽  
Education Organization ◽  
Math And Science ◽  
Nonprofit Education ◽  
And Mathematics

A partnership including 11 school districts, a university, service agency, and private nonprofit education organization formed a collaborative partnership to improve teaching and learning in elementary school science and mathematics. The partnership designed research-based professional development for 150 teachers of grades 3–5. The professional development resulted in statistically significant increases for those elementary school teachers on math and science competency tests over a two-year period. The professional development was the vehicle for providing teachers with professional development so that they could (a) increase their content background in science and mathematics and (b) apply newly learned inquiry practices in their math and science instruction.

They’re Moving in Spaces They’re Not Used to: Examining the Racialized Experiences of African American Students in a High School STEAM Academy

2020 ◽  
pp. 001312452092861
Author(s):  
Edward C. Fletcher ◽  
Victor M. Hernandez-Gantes
Keyword(s):  
High School ◽  
African American ◽  
School Administrators ◽  
School Personnel ◽  
Pedagogical Practices ◽  
Student Experiences ◽  
Teachers And Students ◽  
Job Shadowing ◽  
The Face ◽  
And Mathematics

In this study, we explored how an urban high school with a STEAM (Science, Technology, Arts, and Mathematics) theme approached racialized student experiences as learning opportunities. We were interested in documenting curricular and pedagogical practices, and the mission of the STEAM Academy, which was aimed at exposing African American/Black students to possibilities beyond the school including university settings and workplace environments (through job shadowing and internships). Based on the perspectives of school personnel and community partners, we found the school administrators and teachers enacted social justice–centered curricular strategies to elicit emancipatory and participatory actions for administrators, teachers, and students. This type of curriculum for students helped them cope with the stressors of encountering racialized experiences and microaggressions in the school and beyond; thereby, enabling them to be resilient in the face of a discriminatory and oppressive society.

scholarly journals Is the “Green Washing” Effect Stronger than Real Scientific Knowledge? Are We Able to Transmit Formal Knowledge in the Face of Marketing Campaigns?

2021 ◽  
Vol 14 (1) ◽  
pp. 285
Author(s):  
José M. Alonso-Calero ◽  
Josefa Cano ◽  
M. Olga Guerrero-Pérez
Keyword(s):  
Environmental Impact ◽  
Scientific Knowledge ◽  
Formal Education ◽  
Multidisciplinary Approach ◽  
Fine Arts ◽  
Developed Country ◽  
Formal Knowledge ◽  
Political Interests ◽  
The Face ◽  
And Mathematics

Nowadays, the majority of citizens are subjected to a great deal of (dis)information organized by marketing campaigns or by groups with political interests that indiscriminately abuse concepts such as sustainability, either bio or organic. One of the objectives of formal education in any developed country should be to transmit enough formal (scientific) knowledge about processes and products (related to chemistry, biology, economics, and mathematics) so that citizens can adequately reflect on what is really sustainable and what is not, and also to be able to evaluate the environmental impact of any process. In the first part of this work, we describe the results of a survey that has been carried out in order to assess whether citizens make decisions based on marketing campaigns or based on formal knowledge. It is analyzed if those that have followed STEM studies differ from the rest. In the second part, we propose an activity to be done, in a multidisciplinary approach, by students from both fine arts and engineering, with the objective of consolidating and putting into practice the formal knowledge they have acquired to adequately evaluate the sustainability of a process.

scholarly journals 反思現代文明的脆弱——回應薩斯教授

2020 ◽  
Vol 18 (2) ◽  
pp. 45-50
Author(s):  
Kai Man KWAN
Keyword(s):  
Human Nature ◽  
Gross National Product ◽  
Intrinsic Value ◽  
Human Potential ◽  
Moral Order ◽  
Good Society ◽  
The Enlightenment ◽  
Human Happiness ◽  
Digital Commons ◽  
The Face

LANGUAGE NOTE | Document text in Chinese; abstract in English only.In my response to Prof. Sass, I first elaborate some points on which we agree. For example, I find the five crises of modern civilization discussed by Prof. Sass to be quite real, and I believe that this points to the fragility of modern civilization. I then critique the Enlightenment ideology of progress and argue that we need to prepare for the possibility of a cultural decline. I also agree with Prof. Sass’s emphasis on both the human potential for creativity and the human capacity for self-destruction. This contradicts liberal optimism about human nature and raises questions about our internal and spiritual resources. I support Prof. Sass’s critique of modern society’s obsession with GNP (Gross National Product) and agree that the concept of a GHP (Goss Happiness Product) is a better criterion for a good society. However, I believe that we must overcome even the vestiges of hedonism by affirming the intrinsic value of an objective moral order that transcends human happiness. In the end, in the face of the possibilities of disasters and the collapse of modern civilization, we need to return to our basic communities, such as family, and emphasize the cultivation of virtue.DOWNLOAD HISTORY | This article has been downloaded 7 times in Digital Commons before migrating into this platform.

scholarly journals A pesquisa sobre Conselhos Municipais de Educação no Brasil: levantamento de teses e dissertações (1998-2019)

2020 ◽  
Vol 5 ◽  
pp. 1-29
Author(s):  
Marcia Patricia Kuligovski ◽  
Silvana Stremel
Keyword(s):  
Higher Education ◽  
Case Studies ◽  
Special Interest ◽  
Open Data ◽  
Methodological Framework ◽  
Democratic Management ◽  
The Face ◽  
Education Personnel ◽  
Review Study ◽  
Doctoral Dissertations

The objective of this work is to present an overview of how research on Municipal Councils of Education has been developed in Brazil. This is a review study that had as its initial reference Souza and Vasconcelos’s (2006) article, which addressed the production regarding the Councils related to Education from 1996 to 2002. This research, in turn, covers a broader period and was carried out based on the survey of Doctoral dissertations and Master’s theses available in the Catalog of Dissertations and Theses and Open Data of the Coordination for the Improvement of Higher Education Personnel - CAPES. Altogether, 111 dissertations and theses were identified across the country, defended between 1998 and 2019, with the highest concentration of research being observed in the Southeast region. The theoretical and methodological framework included discussions by authors such as: Cury (2004), Bordignon (2009), Mainardes (2018, 2021), Gil (2019), among others. It was verified that the production around this theme has grown over the years, with a predominance of case studies, in which the specific aspects of the Municipal Councils of Education are analyzed and how they act in the face of educational demands, denoting special interest of researchers about democratic management, participatory democracy and representativeness in the Municipal Councils of Education. At the end of this text, the systematization of the survey carried out is presented, with the works organized in 19 categories.

scholarly journals Items of the Seima-Turbino Metal Complex from Lower Pyshma River

2020 ◽  
Vol 19 (5) ◽  
pp. 103-118
Author(s):  
Andrew P. Borodovsky ◽  
Yuri V. Oborin
Keyword(s):  
Metal Complex ◽  
Bronze Age ◽  
Middle Ages ◽  
Special Interest ◽  
Western Siberia ◽  
Processing Technologies ◽  
The Face ◽  
Middle Bronze Age ◽  
Standard Set ◽  
The Bronze Age

Purpose. This article examines the collection of recently discovered items from lower Pyshma River (Tyumen region, Tyumen district), belonging to the Seima-Turbino time, which to be found on the territory of Eurasia is rather a rare archaeological phenomenon. Results. The researchers identified a set of items encompassing bronze objects – spears, knives, celts, an ice pick and mask. This composition of items entirely reflects a standard set of artifacts belonging to the Seima-Turbino time. Furthermore, this set of items is obviously close to religious collections (Galichsky Klad), which contained anthropomorphic metal objects. Of special interest in the collection is a metal mask with a protruding nose made of bronze plates. The sharp angled upper and lower parts of the face are considered to be its culturally determining signs. The shape and appearance of the top of the head may well be classified as headgear characteristic of the Samus’sko-Seima time. Such tight-fitting hats are typical of various samples of anthropomorphic plastic art in the south of Western Siberia. The iconographic features of this toreutics item belonging to the Bronze Age largely encapsulates peculiarities of similar-purpose images that existed in the forest territories of Western Siberia up until the Middle Ages. Conclusion. It is important to emphasize that this collection presents great significance in terms of studying non-ferrous processing technologies. Overall, the discovered items can be considered as both a set of tools, and as part of cult paraphernalia and the transcultural phenomenon of Middle bronze Age, especially in connection with the discovered bronze mask.

scholarly journals Modernity, the Commons and Capitalism

2020 ◽  
Vol 9 (2) ◽  
pp. 367-386
Author(s):  
George Skouras
Keyword(s):  
Political Philosophy ◽  
Open Space ◽  
Intrinsic Value ◽  
Way Of Life ◽  
Philosophical Discourse ◽  
The Commons ◽  
Modern Landscape ◽  
Industrial Societies ◽  
Opening Up ◽  
Capitalist Enterprise

AbstractThe modern way of life and reflected in modern political philosophy is directed by capitalist activity of both commodities and persons. Entities that do not have commodity value are worthless to the capitalist enterprise, regardless of any intrinsic value in themselves. Modernity is capitalist modernity. Modernity has given preference for objects/commodities over persons. This paper will argue for opening-up the landscape for alternative experiences to capitalism, as an attempt to move away from the capitalist enterprise. That is, be able to provide open space for people to use other than the buying and selling of commodities---where the commodification process breaks down and opens-up spaces for alternative experiences besides the capitalist experience. In other words, this work will attempt to serve as critique of Enlightenment philosophical discourse---that is, serve as a critique of the Age of Enlightenment serving as the foundational head of modernism---a plea for the rebellion against the quantification and mathematization of reality under modernist and industrial societies. It will use the modern landscape as the first effort to break free from the capitalist enterprise.

scholarly journals HISTORIA Y MATEMÁTICAS INTEGRADAS A TRAVÉS DE UN DIAGRAMA METODOLÓGICO

PARADIGMA ◽  
2020 ◽  
pp. 197-211
Author(s):  
Miguel Chaquiam
Keyword(s):  
Mathematics Teaching ◽  
Empirical Studies ◽  
History Of Mathematics ◽  
Mathematics History ◽  
De Se ◽  
The Face ◽  
Teaching Text ◽  
History Of ◽  
And Mathematics ◽  
Search For Information

La propuesta presentada surge de las preocupaciones de enseñar el curso de Historia de las Matemáticas en el curso de pregrado en Matemáticas, en 2005, y estudios relacionados con el doctorado, de 2009 a 2012, y evaluado en el curso de posgrado al enseñar el curso de Historia de las Matemáticas. como recurso didáctico. Después de revisar la literatura sobre el uso de la historia en la enseñanza y varios estudios empíricos utilizando el diagrama de pregrado y posgrado, cuyos resultados rentables fueron expuestos en libros, inicialmente en 2015, reestructurados en 2016 y refinados en 2017, me propuse presentar el diagrama, reflexiones sobre el texto marcado por el diagrama y el público objetivo, así como ejemplos y percepciones de los estudiantes sobre el diagrama.  Los experimentos señalan que el diagrama puede ser un elemento guía importante en la composición de textos que relacionan la historia y las matemáticas en función de la elección del tema/contenido.  Además, la composición del diagrama se ha configurado como un espléndido ejercicio de investigación en la búsqueda de información en diversos contextos y, más aún, la composición textual se ha convertido en un ejercicio admirable ante la necesidad de articular y dar forma a diferentes coyunturas y contenidos en el mismo.Palabras clave: Historia de las matemáticas. La historia como recurso didáctico. Historia de la enseñanza de la matemática. Elaboración de textos con Historia y Matemáticas. HISTORY AND MATHEMATICS INTEGRATEDTHROUGH A METHODOLOGICAL DIAGRAM AbstractThe proposal presented emerges from the concerns of teaching the History of Mathematics course in the undergraduate course in Mathematics, in 2005, and studies related to the doctorate, from 2009 to 2012, and appraised in the postgraduate course when teaching the course History of Mathematics. as a didactic resource.  After reviewing the literature on the use of history in teaching and various empirical studies using the undergraduate and postgraduate diagram, which profitable results were exposed in books, initially in 2015, restructured in 2016 and refined in 2017, I set out to present the diagram, reflections about the text marked by the diagram and the target audience, as well as example and students' perceptions of the diagram.  Experiments point out that the diagram can be an important guiding element in the composition of texts that relate history and mathematics based on the choice of theme/content.  Moreover, the composition of the diagram has been configured as a splendid research exercise in the search for information in various contexts and, more, the textual composition has become an admirable exercise in the face of the need to articulate and shape different conjunctures and contents in the same.Keywords: History of Mathematics. History as a didactic resource. History for Mathematics Teaching. Text Writing with History and Mathematics. HISTÓRIA E MATEMÁTICA INTEGRADASPOR MEIO DE UM DIAGRAMA METODOLÓGICO ResumoA proposta apresentada emerge a partir das inquietações ao ministrar a disciplina História da Matemática no curso de licenciatura em Matemática, em 2005, e de estudos relativos ao doutoramento, de 2009 a 2012, e aquilatada na pós-graduação ao ministrar a disciplina História da Matemática como recurso didático.  Após revisões da literatura sobre o uso da história no ensino e de diversas empirias utilizando o diagrama na graduação e na pós-graduação, cujos resultados proveitosos foram expostos em livros, inicialmente em 2015, reestruturados em 2016 e afinados em 2017, estabeleci como objetivo apresentar o diagrama, reflexões acerca do texto balizado pelo diagrama e do público alvo, bem como exemplo e percepções de alunos em relação ao diagrama.  As experimentações apontam que o diagrama pode ser um importante elemento balizador na composição de textos que relacionam história e matemática a partir da eleição de tema/conteúdo. Além disso, a composição do diagrama tem se configurado como um esplêndido exercício de pesquisa na busca de informações em diversos contextos e, mais, a composição textual tem se tornado um admirável exercício frente a necessidade de se articular e amoldar diferentes conjunturas e conteúdos num mesmo texto.Palavras-chave: História da Matemática. História como recurso didático. História para o Ensino de Matemática. Elaboração de texto com História e Matemática. 

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