Scaffolding for Fine Philosophical Skills

2019 ◽  
Vol 5 ◽  
pp. 34-67
Author(s):  
Russell Marcus ◽  
Keyword(s):  
Intellectual Development ◽  
Philosophical Work ◽  
Writing Assignments ◽  
The Past ◽  
Instructional Scaffolding ◽  
Complex Skills

Philosophy students often struggle to master the complex skills needed to succeed in their work, especially in writing thesis-driven essays. Research over the past forty years on instructional scaffolding, both generally and as applied in philosophy, has helped teachers to refine both instruction and assignment design to improve students’ performance on complex philosophical tasks. This essay reviews the fundamentals of scaffolding in order to motivate and support some innovative in-class exercises and writing assignments that can help students develop even finer-grained skills. These skills are useful both intrinsically and for their transfer to longer-form essays, to other philosophical work, and to the general academic and intellectual development of our students.

Cultural Economics: The State of the Art and Perspectives

2021 ◽  
Vol 27 (1) ◽  
pp. 7-32
Author(s):  
Bruce A. Seaman
Keyword(s):  
Industrial Organization ◽  
Intellectual Development ◽  
State Of The Art ◽  
Cultural Economics ◽  
The State ◽  
Sports Economics ◽  
Developmental Patterns ◽  
The Past ◽  
Alternative Perspective ◽  
Core Questions

The intellectual development of cultural economics has exhibited some notable similarities to the challenges faced by researchers pioneering in other areas of economics. While this is not really surprising, previous reviews of this literature have not focused on such patterns. Specifically, the methodology and normative implications of the field of industrial organization and antitrust policy suggest a series of stages identified here as foundation, maturation, reevaluation, and backlash that suggest a way of viewing the development of and controversies surrounding cultural economics. Also, the emerging field of sports economics, which already shares some substantive similarities to the questions addressed in cultural economics, presents a pattern of development by which core questions and principles are identified in a fragmented literature, which then slowly coalesces and becomes consolidated into a more unified literature that essentially reconfirms and extends those earlier core principles. This fragmentation and consolidation pattern is also exhibited by the development of cultural economics. While others could surely suggest different parallels in the search for such developmental patterns, this way of organizing ones thinking about the past and future of this field provides a hoped for alternative perspective on the state of the art of cultural economics.

On Academic Advising

1998 ◽  
Vol 2 (6) ◽  
pp. 29-30 ◽  
Author(s):  
Thomas J. Grites
Keyword(s):  
Higher Education ◽  
Student Learning ◽  
Academic Advising ◽  
Student Persistence ◽  
Intellectual Development ◽  
Effective Means ◽  
Student Interaction ◽  
The Past ◽  
Successful Academic

Academic advising process has been a part of higher education for centuries, but only in the past two decades has it been recognized as an effective means to influence student learning and retention. Indeed, successful academic advising efforts have consistently resulted in increased student persistence, better faculty-student interaction, and improved social and intellectual development among students. As a result, many departments are in the process of revising or refining their advising programs. Here are some resources that may help.

scholarly journals Historical study of Architectural deeds of Muslims

Fahm-i-Islam ◽  
2018 ◽  
Vol 1 (1) ◽  
pp. 78-95
Author(s):  
ڈاکٹر محمد سعید شفیق
Keyword(s):  
Intellectual Development ◽  
18Th Century ◽  
Fine Arts ◽  
Physical Development ◽  
Historical Study ◽  
The Past ◽  
The World ◽  
History Of ◽  
Islamic Science ◽  
Art And Architecture

The rise of Muslims is not only worthy example for the world among the countless features but it is also a good example of constructive as well as intellectual development. The glorious history of Islamic development of science and arts covers the early stages of Islam and lasts till the 18th century which is the longest period. The popularity of Islamic science and arts and discoveries are spread all over the world. Muslims not only gave first priority to the justice, education and learning during their reign but on other hand they also kept their attention on the intellectual and physical development, science and arts and awesome constructions, that is why in the past the development and progress of medicine and science is exemplary for the world, which is admitted by the experts of art and architecture. After the age of the Companions of Messenger of Allah Ummayyed constructed mosques in Kufa and Damascus, Bannu Abbas constructed Qurtaba’s mosque, bungalow of Khamra and Fatmi rulers built Mahdia and Qahra, which are the most significant and memorable deeds of fine arts. In this article the fantastic contribution of Muslims in the field of arts and architecture will be reviewed which will make it clear that this sector (Arts and Architecture) was also on track for growth and development like other sectors during the rules of Muslims and they performed such a feats in this field that even an advanced man of today is astonished by watching these feats.

scholarly journals Reading Minds in Greek Tragedy

2010 ◽  
Vol 57 (2) ◽  
pp. 289-303 ◽  
Author(s):  
FELIX BUDELMANN ◽  
PAT EASTERLING
Keyword(s):  
Intellectual Development ◽  
Greek Tragedy ◽  
Popular Science ◽  
Human Mind ◽  
Human Consciousness ◽  
Cognitive Sciences ◽  
The Past ◽  
Mind And Brain ◽  
The Mind ◽  
And Linguistics

A notable intellectual development of the past decade or two has been the ever-growing interest in human consciousness and the workings of the mind. Sometimes grouped under the umbrella term ‘cognitive sciences’, diverse disciplines such as neuroscience, psychology, philosophy, computer science, and linguistics have all made major contributions to our understanding of the human mind and brain; and the large number of popular science books published in this area show that this can be an engrossing topic for the layperson as much as for experts. In this article we want to explore, at a rather general and non-technical level, how this focus on matters of cognition can help us think about an aspect of Greek tragedy.

scholarly journals A Case for Pedagogic Writing Instruction for Pre-Service Teachers to Learn Applied Grammar in the Context of Their Own Writing

2021 ◽  
Vol 9 (4) ◽  
pp. p1
Author(s):  
Annette M. Wyandotte
Keyword(s):  
Writing Instruction ◽  
21St Century ◽  
Positive Impact ◽  
Language Education ◽  
Grammar Instruction ◽  
School Of Education ◽  
Writing Assignments ◽  
The Past ◽  
Strategic Writing

Revived interest in grammar as a tool to teach writing is a phenomenon of the 21st century since inquiry in the 50s determined it to have “no positive impact on” writing instruction (Locke, 2005; Qtd. in McCormack-Colbert, Ware, & Jones, 2018, p. 165). Yet in the past two and a half decades, the concepts of Contextualized Grammar and Pedagogic Grammar have earned recognition in English and Language Education as a new kind of instruction shown to enhance writing when providing learners strategic mini lessons in grammar. This article also proposes the converse: in a college grammar course, strategic writing instruction assists students to learn grammar and usage in an applied setting of creating, revising, and editing their own texts. This article first reviews the premises and bases for the reappearance of grammar to teach writing and then describes the writer’s parallel approach to grammar instruction through the strategic use of writing assignments referred to here as Pedagogic Writing. The article closes with an account of the performances and perceptions of pre-service teachers sent to English by the School of Education to take ENG G 207, Grammar and Usage, showing preliminarily their successful application across three semesters, from spring 2020 through spring 2021.

scholarly journals "Die onvoltooide reformasie van Martin Luther (1483-1546) ʼn Verkenning van die filosofiese grondslae van sy denke met spesiale aandag aan sy tweerykeleer "

2017 ◽  
Vol 82 (2) ◽  
Author(s):  
Barend van der Walt
Keyword(s):  
Special Reference ◽  
Intellectual Development ◽  
Martin Luther ◽  
William Of Ockham ◽  
Late Medieval ◽  
The Real ◽  
Philosophical Foundations ◽  
The Past ◽  
Theological Perspective ◽  
Left And Right

The incomplete reformation of Martin Luther (1483-1546); a reconnaissance of the philosophical foundations of his thinking with special reference to his two-kingdom doctrine During the past five hundred years the studies written from a theological perspective on Luther’s thinking could fill a whole library, while not much is available about the deeper worldviewish-philosophical presuppositions of his intellectual development. Therefore this investigation traces the relevant late medieval influences on his thinking, especially the philosophy of William of Ockham (1285-1349). Special attention is given to the three phases in Luther’s development and his much debated two-kingdom doctrine, distinguishing between the rule of God’s left and right hand. Questions like the following will be discussed: When and why did this double-focus view of reality originate? What were the real issues which Luther tried to solve with such a paradigm? Could it be maintained in the light of God’s threefold revelation in creation, in Scripture and finally in Christ? Could it be regarded – as some contemporary Reformed theologians suggest – as a genuine Reformational approach? Should it not rather be viewed as an unfinished reformation, calling for continuous reformation? Samevatting Die afgelope 500 jaar het, in vergelyking met die magdom teologiese literatuur, min oor die diepere lewensbeskoulik-filosofiese grondslae van Luther se denkwêreld die lig gesien. Tot ʼn mate is dit verstaanbaar omdat hy primêr ʼn hervormer van kerk en teologie was. Ter herdenking van die gebeure op 31/10/1517 handel hierdie ondersoek oor die invloed van die laat-Middeleeuse filosofiese denke, in besonder dié van Willem van Ockham (1285-1349), op die reformator van Wittenberg. Daar word aangetoon hoe hy deur drie hoof fases ontwikkel het en daarna word spesiale aandag gegee aan sy bekende en omstrede leer van twee ryke, dié van God se linker- en regterhand. Onder andere die volgende vrae word in dié verband gestel. Wanneer en waarom het hierdie dubbelfokusvisie op die werklikheid ontstaan? Wat was die probleme wat Luther met so ʼn paradigma wou aanspreek? Kan so ʼn lewensvisie in die lig van God se drievoudige openbaring in die skepping, die Skrif en Christus gehandhaaf word? Kan dit – soos sekere Gereformeerde teoloë vandag weer suggereer – as werklik reformatories beskou word? Moet Luther se Christelike lewensbeskouing nie eerder gesien word as ʼn onvoltooide reformasie wat tot verdere reformasie roep nie?

Higher Islamic Education and the Development of Intellectualism in Egypt: Case of Al-Azhar Education System

2019 ◽  
Vol 2 (2) ◽  
pp. 149-159
Author(s):  
Mohamed Abdel Fattah
Keyword(s):  
Public Education ◽  
Education System ◽  
General Public ◽  
Intellectual Development ◽  
Islamic Education ◽  
Islamic Studies ◽  
Islamic Schools ◽  
The Past ◽  
Palm Trees

Higher Islamic Education in Egypt passed through many stages between strength and weakness, but what that cannot be denied is that there is an intellectual development that took place in this education due to different factors and reasons which influenced this development both negatively and positively. In the past, Islamic education was predominantly theological but the condition changed to the extent that the system became a twinning of general public education with Islamic studies education represented in Al-Azhar. Islamic education in Egypt thrived during the seventh to tenth centuries when primary Islamic schools were established as kuttābs, which subsequently advanced to Al-Azhar system. Kuttāb institutions emerged as spontaneous schools at grassroot level, often connected with mosques, but also created by the communities in homes, shops, tents, or under palm trees. Islamic studies education by then was built around individual teachers rather than institutions, and this helped the spread of education in the Muslim world. This later changed to institutional based education as evidenced in Al-Azhar. Therefore, the author in this paper intends to explore the factors that contributed to the intellectual development of Islamic education and the role of Al-Azhar in this endeavour. The view that Al-Azhar as an institution submitted to the Egyptian regimes and was unable to innovate intellectually and ideologically is one of this article’s major arguments.

Literacy and the Decolonization of Africa's Intellectual History

2011 ◽  
Vol 38 ◽  
pp. 35-46 ◽  
Author(s):  
Esperanza Brizuela-Garcia
Keyword(s):  
African American ◽  
Intellectual History ◽  
Intellectual Development ◽  
Complex Nature ◽  
African History ◽  
The Past ◽  
Middle Way ◽  
History Of ◽  
Written Sources

In his book In My Father's House Anthony Appiah made a powerful argument for historians and intellectuals at large to recognize the diverse and complex nature of Africa's cultural and historical experiences. He stated, for instance, that: “ideological decolonization is bound to fail if it neglects either endogenous ‘tradition’ or exogenous ‘Western’ ideas, and that many African (and African American) intellectuals have failed to find a negotiable middle way.”During the past fifty years, Africanist historians have focused much of their efforts on the goals of decolonizing or Africanizing the study of the African past. These have been guided by the need to produce a more authentic and relevant history of the continent. The search for such authenticity has shown that African cultures and societies are often the result of a broad range of influences and that the notions of what is indigenous or authentically African needs to take into account this historical complexity. Intellectual historians, in particular, have faced this question with regards to written sources. The question of literacy and its impact on the intellectual development of Africa is an interesting example of how historians have made some strides towards redefining the notion of a decolonized African history.

scholarly journals Address at the memorial service for Lord Adrian, O.M., F. R. S., at Westminster Abbey on 18 October 1977

1978 ◽  
Vol 32 (2) ◽  
pp. 119-121
Keyword(s):  
Nerve Conduction ◽  
Intellectual Development ◽  
Trinity College ◽  
Civil Servants ◽  
Memorial Service ◽  
Research Fellowship ◽  
The Past ◽  
The People ◽  
Autobiographical Note ◽  
Outdoor Pursuits

LORD Adrian cared deeply about the past and I think he would have liked me to begin by saying something about his forebears and about the people who influenced his early intellectual development in London and Cambridge. Adrian, for that was how he liked to be called by his friends and family, was of Huguenot descent and his ancestors came to England after the massacre of St Bartholomew in 1572. Although Adrian later became keenly interested in outdoor pursuits such as skiing and mountaineering, he was very much a Londoner by upbringing. His father, grandfather and great-grandfather were civil servants, the last-named being a clerk at the Houses of Parliament. In an autobiographical note Adrian remarked that as a boy he saw little of the countryside except from the windows of a train. And that until he came to Cambridge his time was spent in London with holidays at the seaside. But his surroundings were not without beauty, for he went to school at Westminster in the shadow of this lovely building. There he studied classics under John Serjeant in the sixth form before moving to the modern side. At Cambridge he had a brilliant career both as an undergraduate and as a research student; in 1913 his thesis on nerve conduction won him a research fellowship at Trinity College, of which he was later to become Master

I'Ve Got Synthers, Who Could Ask for Anything More?

2002 ◽  
Vol 46 (25) ◽  
pp. 2044-2048
Author(s):  
Jared T. Freeman
Keyword(s):  
Tutoring Systems ◽  
Instructional Scaffolding ◽  
Learning Aids ◽  
Complex Skills ◽  
Team Tutoring ◽  
Feedback Strategies ◽  
Novice Users ◽  
Synthetic Agents ◽  
Instruction And Learning ◽  
And Control

Synthetic agents can enrich the environment for practice of complex skills such as airborne command and control. Even in a robust simulation, however, synthetic teammates and opponents are not sufficient to train students. We identify several additional requirements for training: a well-focused curriculum, automated performance measures that drive feedback, strategies for managing real-time feedback and off-line instruction, and learning aids that provide instructional scaffolding for novice users. We describe methods of fulfilling these requirements and recommend future paths of research in the new domain of Intelligent Team Tutoring Systems.

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