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The Classical education movement advocates a form of education based in the traditions of Western culture, with a particular focus on education as understood and taught in the Middle Ages. The term "classical education" has been used in English for several centuries, with each era modifying the definition and adding its own selection of topics.
Lexikon des Kritischen Rationalismus, (Encyclopaedia of Critical Rationalism), Tübingen (Mohr Siebeck) 2004, ISBN 3-16-148395-2. More than a thousand headwords about critical rationalism, the most important arguments of K.R. Popper and H. Albert, quotations of the original wording. Edition for students in 2006, ISBN 3-16-149158-0.
Proponents of emotional choice theory criticize rationalism by drawing on new findings from emotion research in psychology and neuroscience. They point out that the rationalist paradigm is generally based on the assumption that decision-making is a conscious and reflective process based on thoughts and beliefs. It presumes that people decide on ...
The faculty theory, which steered curriculum policy for elementary, secondary, and high schools, was institutionalized by three committees appointed by the National Education Association (NEA) in the 1890s to follow faculty psychology principles: [10] the Committee of Ten on Secondary School Studies (1893), the Committee of Fifteen on ...
Empiricists argue that empiricism is a more reliable method of finding the truth than purely using logical reasoning, because humans have cognitive biases and limitations which lead to errors of judgement. [2] Empiricism emphasizes the central role of empirical evidence in the formation of ideas, rather than innate ideas or traditions. [3]
From constructivist theories of psychology we take a view of learning as a reconstruction rather than as a transmission of knowledge. Then we extend the idea of manipulative materials to the idea that learning is most effective when part of an activity the learner experiences as constructing a meaningful product. [3]
Theories of truth may be described according to several dimensions of description that affect the character of the predicate "true". The truth predicates that are used in different theories may be classified by the number of things that have to be mentioned in order to assess the truth of a sign, counting the sign itself as the first thing.
Direct realism, also known as naïve realism, argues we perceive the world directly. In the philosophy of perception and philosophy of mind, direct or naïve realism, as opposed to indirect or representational realism, are differing models that describe the nature of conscious experiences; [1] [2] out of the metaphysical question of whether the world we see around us is the real world itself ...