Jessica Waldoff
- Published in print:
- 2006
- Published Online:
- May 2008
- ISBN:
- 9780195151978
- eISBN:
- 9780199870387
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195151978.003.0010
- Subject:
- Music, Opera
The Afterword opens with a letter of 1791 in which Mozart relates an experience he has while attending a performance of Die Zauberflöte. He represents the episode as a recognition narrative in ...
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The Afterword opens with a letter of 1791 in which Mozart relates an experience he has while attending a performance of Die Zauberflöte. He represents the episode as a recognition narrative in miniature that illuminates the opera's dependence on recognition as a vehicle for enlightenment. A final section makes two observations about the workings of recognition in the operatic context: the first concerning the almost unfailing optimism of the operas of Mozart and his contemporaries, and the second concerning the power of recognition in contexts beyond Mozart. The book concludes with the thought that critical thinking about recognition has much to tell us about operas of other types and periods.Less
The Afterword opens with a letter of 1791 in which Mozart relates an experience he has while attending a performance of Die Zauberflöte. He represents the episode as a recognition narrative in miniature that illuminates the opera's dependence on recognition as a vehicle for enlightenment. A final section makes two observations about the workings of recognition in the operatic context: the first concerning the almost unfailing optimism of the operas of Mozart and his contemporaries, and the second concerning the power of recognition in contexts beyond Mozart. The book concludes with the thought that critical thinking about recognition has much to tell us about operas of other types and periods.
Peter Lyons and Howard J. Doueck
- Published in print:
- 2009
- Published Online:
- February 2010
- ISBN:
- 9780195373912
- eISBN:
- 9780199865604
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195373912.003.0001
- Subject:
- Social Work, Research and Evaluation
This chapter provides an overview of the history of Ph.D. in the United States, including a Ph.D. in social work. Topics covered include the definition of the doctoral degree and examination of the ...
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This chapter provides an overview of the history of Ph.D. in the United States, including a Ph.D. in social work. Topics covered include the definition of the doctoral degree and examination of the careers available for social work doctoral degree holders, as well as the structure of Ph.D. and doctoral education in general. The importance of social work values as they relate to dissertation research is examined, as is research on the quality of social work dissertations. In addition, the concepts of decision analysis and critical thinking (dimensions skill and traits) are also presented as useful aids in dissertation research.Less
This chapter provides an overview of the history of Ph.D. in the United States, including a Ph.D. in social work. Topics covered include the definition of the doctoral degree and examination of the careers available for social work doctoral degree holders, as well as the structure of Ph.D. and doctoral education in general. The importance of social work values as they relate to dissertation research is examined, as is research on the quality of social work dissertations. In addition, the concepts of decision analysis and critical thinking (dimensions skill and traits) are also presented as useful aids in dissertation research.
Mark J. Macgowan
- Published in print:
- 2008
- Published Online:
- January 2009
- ISBN:
- 9780195183450
- eISBN:
- 9780199864935
- Item type:
- book
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195183450.001.0001
- Subject:
- Social Work, Research and Evaluation
This book illustrates, step by step, how to practice evidence-based group work. As group workers are increasingly being held accountable to evaluate, monitor, and improve their practice, there are ...
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This book illustrates, step by step, how to practice evidence-based group work. As group workers are increasingly being held accountable to evaluate, monitor, and improve their practice, there are scant resources available that apply specifically to their practice. The book is organized around the process and philosophy of evidence-based practice, and consists of the following four stages, which provides the framework for the book: how to formulate a practice question; search for evidence; critically appraise the evidence for its research merit, impact, and applicability; and apply the best available evidence and evaluate if desirable outcomes were achieved. The evidence-based group work framework teaches how to apply skillfully best practices through practical learning activities, case examples, research designs, step-by-step guidelines and checklists, assessment tips, and detailed instructions for formulating questions and evaluating answers.Less
This book illustrates, step by step, how to practice evidence-based group work. As group workers are increasingly being held accountable to evaluate, monitor, and improve their practice, there are scant resources available that apply specifically to their practice. The book is organized around the process and philosophy of evidence-based practice, and consists of the following four stages, which provides the framework for the book: how to formulate a practice question; search for evidence; critically appraise the evidence for its research merit, impact, and applicability; and apply the best available evidence and evaluate if desirable outcomes were achieved. The evidence-based group work framework teaches how to apply skillfully best practices through practical learning activities, case examples, research designs, step-by-step guidelines and checklists, assessment tips, and detailed instructions for formulating questions and evaluating answers.
Patrick Colm Hogan
- Published in print:
- 1990
- Published Online:
- October 2011
- ISBN:
- 9780195062724
- eISBN:
- 9780199855247
- Item type:
- book
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195062724.001.0001
- Subject:
- Literature, Criticism/Theory
While affirming the profound importance of political analysis, this book is critical of prevalent doctrines. Specifically, it examines and criticizes several influential post-structuralist positions, ...
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While affirming the profound importance of political analysis, this book is critical of prevalent doctrines. Specifically, it examines and criticizes several influential post-structuralist positions, advocating logical analysis and empirical enquiry, guided by Kantian ethics, in their stead. In Chapter 1, the book seeks to define in practical and empirical terms the nature and domain of political interpretation. In the second and third chapters, after introducing ideological critique as a particularly important form of political interpretation, the book criticizes some prominent, post-structural alternatives to the position it is advocating. In the fourth chapter, the book develops a psychological analysis of ideology and the critique of ideology. And finally, in Chapter 5, it turns to the structure of the university, examining some of the ways in which it now contributes to the dissemination of oppressive ideologies, as well as how it might be restructured so as to inhibit such dissemination, and even to foster the sort of critical thinking which is (along the lines indicated in Chapter 4) antithetical to such ideologies.Less
While affirming the profound importance of political analysis, this book is critical of prevalent doctrines. Specifically, it examines and criticizes several influential post-structuralist positions, advocating logical analysis and empirical enquiry, guided by Kantian ethics, in their stead. In Chapter 1, the book seeks to define in practical and empirical terms the nature and domain of political interpretation. In the second and third chapters, after introducing ideological critique as a particularly important form of political interpretation, the book criticizes some prominent, post-structural alternatives to the position it is advocating. In the fourth chapter, the book develops a psychological analysis of ideology and the critique of ideology. And finally, in Chapter 5, it turns to the structure of the university, examining some of the ways in which it now contributes to the dissemination of oppressive ideologies, as well as how it might be restructured so as to inhibit such dissemination, and even to foster the sort of critical thinking which is (along the lines indicated in Chapter 4) antithetical to such ideologies.
Diane F. Halpern and Heather A. Butler
- Published in print:
- 2011
- Published Online:
- September 2011
- ISBN:
- 9780199794942
- eISBN:
- 9780199914500
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199794942.003.0020
- Subject:
- Psychology, Social Psychology
Our world gets more complex and technical with each passing day. Not only is there more information and more complex information, but information is increasingly more accessible. There are numerous ...
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Our world gets more complex and technical with each passing day. Not only is there more information and more complex information, but information is increasingly more accessible. There are numerous benefits to the ease with which we can obtain information, but people today need to be savvy navigators of the information superhighway in order to avoid the pitfalls and pratfalls associated with determining whether information is credible or not and how to apply what they have learned in diverse situations. The set of skills and the disposition required to obtain desirable outcomes in a variety of contexts is generally known as critical thinking (Halpern, 1998; 2004). These skills are required to make informed decisions, solve problems, formulate inferences, and calculate likelihoods. Critical thinking is goal-directed and purposeful thinking. There is strong evidence to suggest that critical thinking can and should be taught as part of an education in psychology, but it is also a vital component of psychological literacy. A psychologically literacy citizen is a person who is knowledgeable of the content matter in psychology, utilizes critical thinking skills, has a critical thinking disposition, and uses scientific reasoning (a subset of all three components). This chapter discusses the conceptual underpinnings and overlap between psychological literacy and critical thinking, and suggests ways to assess them.Less
Our world gets more complex and technical with each passing day. Not only is there more information and more complex information, but information is increasingly more accessible. There are numerous benefits to the ease with which we can obtain information, but people today need to be savvy navigators of the information superhighway in order to avoid the pitfalls and pratfalls associated with determining whether information is credible or not and how to apply what they have learned in diverse situations. The set of skills and the disposition required to obtain desirable outcomes in a variety of contexts is generally known as critical thinking (Halpern, 1998; 2004). These skills are required to make informed decisions, solve problems, formulate inferences, and calculate likelihoods. Critical thinking is goal-directed and purposeful thinking. There is strong evidence to suggest that critical thinking can and should be taught as part of an education in psychology, but it is also a vital component of psychological literacy. A psychologically literacy citizen is a person who is knowledgeable of the content matter in psychology, utilizes critical thinking skills, has a critical thinking disposition, and uses scientific reasoning (a subset of all three components). This chapter discusses the conceptual underpinnings and overlap between psychological literacy and critical thinking, and suggests ways to assess them.
Kathleen Blake
- Published in print:
- 2009
- Published Online:
- February 2010
- ISBN:
- 9780199563265
- eISBN:
- 9780191721809
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199563265.003.0002
- Subject:
- Literature, 19th-century and Victorian Literature
This chapter treats the fundamental pleasure principle of Bentham's utility, which is Smith's value‐in‐use. It covers a range of Bentham's writings including Principles of Morals and Legislation, ...
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This chapter treats the fundamental pleasure principle of Bentham's utility, which is Smith's value‐in‐use. It covers a range of Bentham's writings including Principles of Morals and Legislation, ‘Table of the Springs of Action,’ ‘Manual of Political Economy,’ ‘Panopticon,’ ‘Defense of Usury,’ and ‘Sextus.’ Contrary to expectations of a dry Gradgrindian style, Bentham is a spokesman for pleasure in works that are a pleasure to read. Topics include: self‐interest; sympathy; the moral sanction/impartial spectator; critical thinking; critique of asceticism; fascinations and frustrations of language; push‐pin versus poetry in a Utilitarian assessment. The chapter proceeds to an interpretation of Dickens's Hard Times that goes against the grain of most criticism, arguing that Mr. Gradgrind exemplifies not mistaken faith in a false Smith‐Benthamite creed, but failure to hold true to that creed's own first principle of pleasure.Less
This chapter treats the fundamental pleasure principle of Bentham's utility, which is Smith's value‐in‐use. It covers a range of Bentham's writings including Principles of Morals and Legislation, ‘Table of the Springs of Action,’ ‘Manual of Political Economy,’ ‘Panopticon,’ ‘Defense of Usury,’ and ‘Sextus.’ Contrary to expectations of a dry Gradgrindian style, Bentham is a spokesman for pleasure in works that are a pleasure to read. Topics include: self‐interest; sympathy; the moral sanction/impartial spectator; critical thinking; critique of asceticism; fascinations and frustrations of language; push‐pin versus poetry in a Utilitarian assessment. The chapter proceeds to an interpretation of Dickens's Hard Times that goes against the grain of most criticism, arguing that Mr. Gradgrind exemplifies not mistaken faith in a false Smith‐Benthamite creed, but failure to hold true to that creed's own first principle of pleasure.
Kathleen Blake
- Published in print:
- 2009
- Published Online:
- February 2010
- ISBN:
- 9780199563265
- eISBN:
- 9780191721809
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199563265.003.0007
- Subject:
- Literature, 19th-century and Victorian Literature
Empire is again the concern in discussion of writings on India by Bentham‐‐‐with parallels in Smith‐‐‐and the Mills. Revisiting the principle of liberty, the chapter asks how the liberalism of the ...
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Empire is again the concern in discussion of writings on India by Bentham‐‐‐with parallels in Smith‐‐‐and the Mills. Revisiting the principle of liberty, the chapter asks how the liberalism of the age can be reconciled with its imperialism. It treats reform rationales for India concerning: equalization of persons; penal code; education; and, in a distinctly original culminating section, government revenue/land tenure. The discussion is historically specific and mindful of postcolonial theory. Imperialism is undoubtedly dominatory, but critical thinking remains important under the Raj. Indeed it is spurred and finds opportunities, including opportunities to learn from India, with results in both India and Britain that are rightly called liberal. This last chapter gives reminders of principles in practice and of shared ground between writers in the traditions of Utilitarianism and political economy and other Victorian writers usually set apart from them and more often than not deemed their foes.Less
Empire is again the concern in discussion of writings on India by Bentham‐‐‐with parallels in Smith‐‐‐and the Mills. Revisiting the principle of liberty, the chapter asks how the liberalism of the age can be reconciled with its imperialism. It treats reform rationales for India concerning: equalization of persons; penal code; education; and, in a distinctly original culminating section, government revenue/land tenure. The discussion is historically specific and mindful of postcolonial theory. Imperialism is undoubtedly dominatory, but critical thinking remains important under the Raj. Indeed it is spurred and finds opportunities, including opportunities to learn from India, with results in both India and Britain that are rightly called liberal. This last chapter gives reminders of principles in practice and of shared ground between writers in the traditions of Utilitarianism and political economy and other Victorian writers usually set apart from them and more often than not deemed their foes.
Kathleen Blake
- Published in print:
- 2009
- Published Online:
- February 2010
- ISBN:
- 9780199563265
- eISBN:
- 9780191721809
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199563265.003.0005
- Subject:
- Literature, 19th-century and Victorian Literature
The word liberty provides the label of liberalism attaching to Utilitarian political economy, yet it is striking how often liberalism has been identified with the opposite of liberty, with ...
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The word liberty provides the label of liberalism attaching to Utilitarian political economy, yet it is striking how often liberalism has been identified with the opposite of liberty, with Gradgrindian repression and ‘carceral’ social discipline. Some Bentham scholarship challenges this view. So does this chapter. There is no need to dissociate Mill from his tradition to recognize features of his principle of liberty. The chapter demonstrates ‘On Liberty's adherence to Benthamite‐Smithean principles and its next step to theorize liberty as not only instrumental to utility but itself a utility. This exemplifies the critical, actively developmental thinking of the whole school. The discussion incorporates analysis of Mill's style. Mill defends liberty on grounds of instrumental and intrinsic worth through a double address to readers accessible to the one appeal or the other.Less
The word liberty provides the label of liberalism attaching to Utilitarian political economy, yet it is striking how often liberalism has been identified with the opposite of liberty, with Gradgrindian repression and ‘carceral’ social discipline. Some Bentham scholarship challenges this view. So does this chapter. There is no need to dissociate Mill from his tradition to recognize features of his principle of liberty. The chapter demonstrates ‘On Liberty's adherence to Benthamite‐Smithean principles and its next step to theorize liberty as not only instrumental to utility but itself a utility. This exemplifies the critical, actively developmental thinking of the whole school. The discussion incorporates analysis of Mill's style. Mill defends liberty on grounds of instrumental and intrinsic worth through a double address to readers accessible to the one appeal or the other.
Dace Dzenovska
- Published in print:
- 2018
- Published Online:
- September 2018
- ISBN:
- 9781501716836
- eISBN:
- 9781501716867
- Item type:
- chapter
- Publisher:
- Cornell University Press
- DOI:
- 10.7591/cornell/9781501716836.003.0005
- Subject:
- Anthropology, European Cultural Anthropology
Chapter 4 examines critical thinking as the skill that tolerance workers understood to be crucial for cultivating tolerant selves and publics in Latvia. Tolerance workers’ belief that critical ...
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Chapter 4 examines critical thinking as the skill that tolerance workers understood to be crucial for cultivating tolerant selves and publics in Latvia. Tolerance workers’ belief that critical thinking would lead to the correct conclusions about how to understand and live with ethnic, racial, and religious diversity coincided with extensive projects of promoting critical thinking in the former socialist world. From the liberal perspective, the former socialist world lacked critical thinking due to the legacies of an authoritarian political system and memorization-based education. This was thought to hinder the postsocialist subjects’ ability to establish the kind of relationship to their collective past that the European moral and political landscape demanded. However, lessons in political liberalism overlooked the multiplicity and heterogeneity of critical practices of former socialist subjects and obfuscated the historical specificity and ideological underpinnings of “critical thinking” as the special truth-producing instrument of actually existing political liberalism.Less
Chapter 4 examines critical thinking as the skill that tolerance workers understood to be crucial for cultivating tolerant selves and publics in Latvia. Tolerance workers’ belief that critical thinking would lead to the correct conclusions about how to understand and live with ethnic, racial, and religious diversity coincided with extensive projects of promoting critical thinking in the former socialist world. From the liberal perspective, the former socialist world lacked critical thinking due to the legacies of an authoritarian political system and memorization-based education. This was thought to hinder the postsocialist subjects’ ability to establish the kind of relationship to their collective past that the European moral and political landscape demanded. However, lessons in political liberalism overlooked the multiplicity and heterogeneity of critical practices of former socialist subjects and obfuscated the historical specificity and ideological underpinnings of “critical thinking” as the special truth-producing instrument of actually existing political liberalism.
Peter France and William St Clair (eds)
- Published in print:
- 2004
- Published Online:
- January 2012
- ISBN:
- 9780197263181
- eISBN:
- 9780191734595
- Item type:
- book
- Publisher:
- British Academy
- DOI:
- 10.5871/bacad/9780197263181.001.0001
- Subject:
- Literature, Criticism/Theory
Why biography? This collection of chapters on the problems and functions of biography, and particularly the biography of writers, thinkers, and artists, investigates a subject of enduring importance ...
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Why biography? This collection of chapters on the problems and functions of biography, and particularly the biography of writers, thinkers, and artists, investigates a subject of enduring importance for those interested in culture and society. In the last century, it has been a controversial subject, as old models of biographical writing were attacked and superseded, while critics and theorists questioned the once self-evident value of the biography of writers. Yet the genre continues to attract notable authors and is unfailingly popular with readers. The present volume, while containing chapters by practising biographers, is intended primarily as a stimulus to critical thinking. It focuses on the diverse functions assumed by life-writing in different European countries at different periods, challenging both the notion of a genre with constant characteristics and aims and the view of modern biography as the happy culmination of centuries of progress.Less
Why biography? This collection of chapters on the problems and functions of biography, and particularly the biography of writers, thinkers, and artists, investigates a subject of enduring importance for those interested in culture and society. In the last century, it has been a controversial subject, as old models of biographical writing were attacked and superseded, while critics and theorists questioned the once self-evident value of the biography of writers. Yet the genre continues to attract notable authors and is unfailingly popular with readers. The present volume, while containing chapters by practising biographers, is intended primarily as a stimulus to critical thinking. It focuses on the diverse functions assumed by life-writing in different European countries at different periods, challenging both the notion of a genre with constant characteristics and aims and the view of modern biography as the happy culmination of centuries of progress.
Warren Nord
- Published in print:
- 2010
- Published Online:
- May 2011
- ISBN:
- 9780199766888
- eISBN:
- 9780199895038
- Item type:
- book
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199766888.001.0001
- Subject:
- Religion, Religion and Society
This book argues that public schools and universities leave the vast majority of students religiously illiterate. Such education is not religiously neutral, a matter of constitutional importance; ...
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This book argues that public schools and universities leave the vast majority of students religiously illiterate. Such education is not religiously neutral, a matter of constitutional importance; indeed, it borders on secular indoctrination when measured against the requirements of a good liberal education and the demands of critical thinking. The book also argues that religious perspectives must be included in courses that address morality and those Big Questions that a good education cannot ignore. It outlines a variety of civic reasons for studying religion, and argues that the Establishment Clause doesn't just permit, but requires, taking religion seriously. While acknowledging the difficulty of taking religion seriously in schools and universities, the book makes a cogent case for requiring both high school and undergraduate students to take a year long course in religious studies, and for discussing religion in any course that deals with religiously controversial material. The final chapters address how religion might best be addressed in history, literature, economics, and (perhaps most controversially) science courses. The book also discusses Bible courses, and the relevance of religion to moral education and ethics courses. While the book's position will be taken by some as radical, it argues that he is advocating a “middle way” in our culture wars. Public schools and universities can neither promote religion nor ignore it.Less
This book argues that public schools and universities leave the vast majority of students religiously illiterate. Such education is not religiously neutral, a matter of constitutional importance; indeed, it borders on secular indoctrination when measured against the requirements of a good liberal education and the demands of critical thinking. The book also argues that religious perspectives must be included in courses that address morality and those Big Questions that a good education cannot ignore. It outlines a variety of civic reasons for studying religion, and argues that the Establishment Clause doesn't just permit, but requires, taking religion seriously. While acknowledging the difficulty of taking religion seriously in schools and universities, the book makes a cogent case for requiring both high school and undergraduate students to take a year long course in religious studies, and for discussing religion in any course that deals with religiously controversial material. The final chapters address how religion might best be addressed in history, literature, economics, and (perhaps most controversially) science courses. The book also discusses Bible courses, and the relevance of religion to moral education and ethics courses. While the book's position will be taken by some as radical, it argues that he is advocating a “middle way” in our culture wars. Public schools and universities can neither promote religion nor ignore it.
Harvey Siegel
- Published in print:
- 2017
- Published Online:
- September 2017
- ISBN:
- 9780190682675
- eISBN:
- 9780190682705
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/oso/9780190682675.003.0012
- Subject:
- Philosophy, Metaphysics/Epistemology
Emma Williams’ “In Excess of Epistemology” (2015) admirably endeavors to open the way to an account of critical thinking that goes beyond the one I have defended ad nauseam in recent decades by ...
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Emma Williams’ “In Excess of Epistemology” (2015) admirably endeavors to open the way to an account of critical thinking that goes beyond the one I have defended ad nauseam in recent decades by developing, via the work of Charles Taylor and Martin Heidegger, “a radically different conception of thinking and the human being who thinks,” one that “does more justice to receptive and responsible conditions of human thought.” In this response I hope to show that much of Williams’ alternative approach is compatible with my own; that, where incompatible, the alternative is problematic; and, finally, that there is a risk of talking past one another, of talking at cross-purposes, that all sides must work to overcome.Less
Emma Williams’ “In Excess of Epistemology” (2015) admirably endeavors to open the way to an account of critical thinking that goes beyond the one I have defended ad nauseam in recent decades by developing, via the work of Charles Taylor and Martin Heidegger, “a radically different conception of thinking and the human being who thinks,” one that “does more justice to receptive and responsible conditions of human thought.” In this response I hope to show that much of Williams’ alternative approach is compatible with my own; that, where incompatible, the alternative is problematic; and, finally, that there is a risk of talking past one another, of talking at cross-purposes, that all sides must work to overcome.
Alvin I. Goldman
- Published in print:
- 1999
- Published Online:
- November 2003
- ISBN:
- 9780198238201
- eISBN:
- 9780191597527
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/0198238207.003.0011
- Subject:
- Philosophy, Metaphysics/Epistemology
This chapter tackles issues that lie at the intersection of epistemology and the philosophy of education. In keeping with the veritistic theme, it holds that a primary aim of education is the ...
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This chapter tackles issues that lie at the intersection of epistemology and the philosophy of education. In keeping with the veritistic theme, it holds that a primary aim of education is the learning of truths, though this does not mean that teachers should always instruct students rather than allow them to learn independently. The ostensible conflict between multiculturalism and a truth‐oriented aim of education is more appearance than reality. That diverse cultural traditions have diverse values, experiences, and perspectives is itself a truth that needs to be learnt. The role of critical thinking versus trust in education is discussed in detail, given its overlap with the topic of testimony in epistemology.Less
This chapter tackles issues that lie at the intersection of epistemology and the philosophy of education. In keeping with the veritistic theme, it holds that a primary aim of education is the learning of truths, though this does not mean that teachers should always instruct students rather than allow them to learn independently. The ostensible conflict between multiculturalism and a truth‐oriented aim of education is more appearance than reality. That diverse cultural traditions have diverse values, experiences, and perspectives is itself a truth that needs to be learnt. The role of critical thinking versus trust in education is discussed in detail, given its overlap with the topic of testimony in epistemology.
Judith Allen
- Published in print:
- 2010
- Published Online:
- March 2012
- ISBN:
- 9780748636754
- eISBN:
- 9780748651962
- Item type:
- book
- Publisher:
- Edinburgh University Press
- DOI:
- 10.3366/edinburgh/9780748636754.001.0001
- Subject:
- Literature, 20th-century Literature and Modernism
In the context of today's significant struggles with ‘fundamentalisms’, media consolidation and the stifling of dissent, this book's close readings of Woolf's writings focus on their relevance to our ...
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In the context of today's significant struggles with ‘fundamentalisms’, media consolidation and the stifling of dissent, this book's close readings of Woolf's writings focus on their relevance to our current political situation. The author approaches Woolf as a theorist of language as well as of reading, and shows how her writing strategies – sometimes single, resonant words – function to express and enact her politics. She also shows how Woolf's complex arguments serve to awaken her readers to the lack of transparency in the dissemination of information, the complexities and power of language, and the urgent need for critical thinking.Less
In the context of today's significant struggles with ‘fundamentalisms’, media consolidation and the stifling of dissent, this book's close readings of Woolf's writings focus on their relevance to our current political situation. The author approaches Woolf as a theorist of language as well as of reading, and shows how her writing strategies – sometimes single, resonant words – function to express and enact her politics. She also shows how Woolf's complex arguments serve to awaken her readers to the lack of transparency in the dissemination of information, the complexities and power of language, and the urgent need for critical thinking.
Christopher Bjork
- Published in print:
- 2015
- Published Online:
- May 2016
- ISBN:
- 9780226309385
- eISBN:
- 9780226309552
- Item type:
- chapter
- Publisher:
- University of Chicago Press
- DOI:
- 10.7208/chicago/9780226309552.003.0010
- Subject:
- Education, Educational Policy and Politics
Chapter ten reports on the findings of the fieldwork conducted for this book, including a cross-national study of teaching practices in Japan, China, Singapore, and the U.S. The chapter pays ...
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Chapter ten reports on the findings of the fieldwork conducted for this book, including a cross-national study of teaching practices in Japan, China, Singapore, and the U.S. The chapter pays particular attention to American teachers’ opinions about a sample of lessons that were videotaped in Japan. Their responses to those videos suggest that the goals of educators in the U.S. and Japan overlap in many areas. Heightened pressures associated with high stakes tests, however, are making it difficult for American teachers to use methods designed to enhance children’s creativity, critical thinking skills, and problem solving abilities.Less
Chapter ten reports on the findings of the fieldwork conducted for this book, including a cross-national study of teaching practices in Japan, China, Singapore, and the U.S. The chapter pays particular attention to American teachers’ opinions about a sample of lessons that were videotaped in Japan. Their responses to those videos suggest that the goals of educators in the U.S. and Japan overlap in many areas. Heightened pressures associated with high stakes tests, however, are making it difficult for American teachers to use methods designed to enhance children’s creativity, critical thinking skills, and problem solving abilities.
Martha C. Nussbaum
- Published in print:
- 2005
- Published Online:
- October 2005
- ISBN:
- 9780195175349
- eISBN:
- 9780199835775
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/0195175344.003.0011
- Subject:
- Philosophy, Feminist Philosophy
Nussbaum defends literacy and education for women as a crucial condition for lessening many of the problems that women face worldwide, such as abusive marriages, inadequate jobs, and poor health, ...
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Nussbaum defends literacy and education for women as a crucial condition for lessening many of the problems that women face worldwide, such as abusive marriages, inadequate jobs, and poor health, which restrict women’s capacities to engage in citizenship practices. Nussbaum’s proposal extends to secondary and higher education and particularly urges the development of women’s critical faculties and imagination. At present, the commitments of poorer nations and states, as well as those of wealthy nations, their citizens, and their corporations are woefully inadequate to serve women’s needs. Female education is sometimes opposed on the grounds that it destroys non-literate cultures, which have their own values; yet such cultures may harbor misery and injustice and their norms may even be opposed by the women in the cultures. Nussbaum suggests that if governments cannot improve female education, non-governmental organizations may be able to take on the responsibility.Less
Nussbaum defends literacy and education for women as a crucial condition for lessening many of the problems that women face worldwide, such as abusive marriages, inadequate jobs, and poor health, which restrict women’s capacities to engage in citizenship practices. Nussbaum’s proposal extends to secondary and higher education and particularly urges the development of women’s critical faculties and imagination. At present, the commitments of poorer nations and states, as well as those of wealthy nations, their citizens, and their corporations are woefully inadequate to serve women’s needs. Female education is sometimes opposed on the grounds that it destroys non-literate cultures, which have their own values; yet such cultures may harbor misery and injustice and their norms may even be opposed by the women in the cultures. Nussbaum suggests that if governments cannot improve female education, non-governmental organizations may be able to take on the responsibility.
Harvey Siegel
- Published in print:
- 2017
- Published Online:
- September 2017
- ISBN:
- 9780190682675
- eISBN:
- 9780190682705
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/oso/9780190682675.003.0010
- Subject:
- Philosophy, Metaphysics/Epistemology
In his recent work in social epistemology, Alvin Goldman argues that truth is the fundamental epistemic end of education, and that critical thinking is of merely instrumental value with respect to ...
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In his recent work in social epistemology, Alvin Goldman argues that truth is the fundamental epistemic end of education, and that critical thinking is of merely instrumental value with respect to that fundamental end. He also argues that there is a central place for testimony and trust in the classroom, and an educational danger in overemphasizing the fostering of students’ critical thinking. This chapter takes issue with these claims and argues that (1) critical thinking is a fundamental end of education, independently of its instrumental tie to truth, and (2) it is critical thinking, rather than testimony and trust, that is educationally basic.Less
In his recent work in social epistemology, Alvin Goldman argues that truth is the fundamental epistemic end of education, and that critical thinking is of merely instrumental value with respect to that fundamental end. He also argues that there is a central place for testimony and trust in the classroom, and an educational danger in overemphasizing the fostering of students’ critical thinking. This chapter takes issue with these claims and argues that (1) critical thinking is a fundamental end of education, independently of its instrumental tie to truth, and (2) it is critical thinking, rather than testimony and trust, that is educationally basic.
Robert Wuthnow
- Published in print:
- 1995
- Published Online:
- October 2011
- ISBN:
- 9780195096514
- eISBN:
- 9780199853380
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195096514.003.0016
- Subject:
- Religion, Religion and Society
During the 20th century, the United States undertook one of the most expansive programs of higher education ever witnessed. In the next century, whether such expansion continues or not, the ...
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During the 20th century, the United States undertook one of the most expansive programs of higher education ever witnessed. In the next century, whether such expansion continues or not, the college-educated person will make a major difference in shaping the future. So will the professoriate and those who administer the nation's colleges and universities. Their effect on American religion will be considerable. But what will this effect be? Is it possible to combine a deep personal commitment to the Christian faith with the life of the mind? Or is critical thought simply incompatible with Christian orthodoxy? As the 20th century began, conservative Christianity appeared to be already at war with the prevailing values of an enlightened society. In 1938, noted sociologist Robert Merton published an influential book in which he examined the connection between Puritanism and the rise of science in 17th-century England. We might say that Christianity sacralizes—makes sacred—the intellectual life. It gives the questions we struggle with in our work and in our lives a larger significance.Less
During the 20th century, the United States undertook one of the most expansive programs of higher education ever witnessed. In the next century, whether such expansion continues or not, the college-educated person will make a major difference in shaping the future. So will the professoriate and those who administer the nation's colleges and universities. Their effect on American religion will be considerable. But what will this effect be? Is it possible to combine a deep personal commitment to the Christian faith with the life of the mind? Or is critical thought simply incompatible with Christian orthodoxy? As the 20th century began, conservative Christianity appeared to be already at war with the prevailing values of an enlightened society. In 1938, noted sociologist Robert Merton published an influential book in which he examined the connection between Puritanism and the rise of science in 17th-century England. We might say that Christianity sacralizes—makes sacred—the intellectual life. It gives the questions we struggle with in our work and in our lives a larger significance.
Tsarina Doyle
- Published in print:
- 2005
- Published Online:
- March 2012
- ISBN:
- 9780748628070
- eISBN:
- 9780748652594
- Item type:
- chapter
- Publisher:
- Edinburgh University Press
- DOI:
- 10.3366/edinburgh/9780748628070.003.0005
- Subject:
- Philosophy, Metaphysics/Epistemology
This chapter focuses on Friedrich Nietzsche's mediated engagement with Immanuel Kant through Arthur Schopenhauer. It traces how both Nietzsche's early and late writings engaged with Kant's critical ...
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This chapter focuses on Friedrich Nietzsche's mediated engagement with Immanuel Kant through Arthur Schopenhauer. It traces how both Nietzsche's early and late writings engaged with Kant's critical thought and pre-critical writings and examines Nietzsche's thesis that the empirical reality of powers can be secured only by demonstrating both the intrinsicality and relationality of powers. It suggests that Nietzsche believed that the fundamental constituents of reality are powers obtaining at the level of empirical reality rather than things-in-themselves.Less
This chapter focuses on Friedrich Nietzsche's mediated engagement with Immanuel Kant through Arthur Schopenhauer. It traces how both Nietzsche's early and late writings engaged with Kant's critical thought and pre-critical writings and examines Nietzsche's thesis that the empirical reality of powers can be secured only by demonstrating both the intrinsicality and relationality of powers. It suggests that Nietzsche believed that the fundamental constituents of reality are powers obtaining at the level of empirical reality rather than things-in-themselves.
Lorelle J. Burton and Kathie J. McDonald
- Published in print:
- 2011
- Published Online:
- September 2011
- ISBN:
- 9780199794942
- eISBN:
- 9780199914500
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199794942.003.0032
- Subject:
- Psychology, Social Psychology
Ongoing structural reform and evolution in the higher education sector continue to pose complex challenges for educators, including those who teach introductory psychology courses. One such challenge ...
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Ongoing structural reform and evolution in the higher education sector continue to pose complex challenges for educators, including those who teach introductory psychology courses. One such challenge is helping students to overcome the first-year hurdle and develop the core attributes required for success at tertiary level. Psychology educators are uniquely situated to help students develop these life-long learning skills by setting the development of “psychological literacy” as a principal aim of first-year courses. Psychological literacy can achieve this by developing critical thinking skills, problem solving skills, respect for diversity, and self-awareness. In fact, these core skills can provide the foundation for all students—not just psychology students—to achieve success. Because of this, there is potential for introductory psychology courses to become compulsory across all disciplines as a foundation block for commencing students. This would help students transition more seamlessly and have an excellent foundation for academic success, assisting universities to improve retention rates and achieve higher education participation targets set by government. In addition to this, compulsory psychological literacy development moves toward the university goal of creating “global citizens” and even beyond this to becoming a strategy for national agendas such as social inclusion. Pedagogical issues surrounding the appropriate content and methods of delivery required to develop psychological literacy warrant further collaborative discussion. In order to achieve quality learning and teaching within higher education, educators cannot ignore the potential of psychological literacy and psychology educators arguably have a responsibility to advocate its potential within their institution.Less
Ongoing structural reform and evolution in the higher education sector continue to pose complex challenges for educators, including those who teach introductory psychology courses. One such challenge is helping students to overcome the first-year hurdle and develop the core attributes required for success at tertiary level. Psychology educators are uniquely situated to help students develop these life-long learning skills by setting the development of “psychological literacy” as a principal aim of first-year courses. Psychological literacy can achieve this by developing critical thinking skills, problem solving skills, respect for diversity, and self-awareness. In fact, these core skills can provide the foundation for all students—not just psychology students—to achieve success. Because of this, there is potential for introductory psychology courses to become compulsory across all disciplines as a foundation block for commencing students. This would help students transition more seamlessly and have an excellent foundation for academic success, assisting universities to improve retention rates and achieve higher education participation targets set by government. In addition to this, compulsory psychological literacy development moves toward the university goal of creating “global citizens” and even beyond this to becoming a strategy for national agendas such as social inclusion. Pedagogical issues surrounding the appropriate content and methods of delivery required to develop psychological literacy warrant further collaborative discussion. In order to achieve quality learning and teaching within higher education, educators cannot ignore the potential of psychological literacy and psychology educators arguably have a responsibility to advocate its potential within their institution.
