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In philosophy, a noumenon (/ ˈ n uː m ə n ɒ n /, / ˈ n aʊ-/; from Ancient Greek: νοούμενoν; pl.: noumena) is knowledge [1] posited as an object that exists independently of human sense. [2] The term noumenon is generally used in contrast with, or in relation to, the term phenomenon, which refers to any object of the senses.
In Kantian philosophy, the thing-in-itself (German: Ding an sich) is the status of objects as they are, independent of representation and observation. The concept of the thing-in-itself was introduced by the German philosopher Immanuel Kant, and over the following centuries was met with controversy among later philosophers. [1]
In Ideas: General Introduction to Pure Phenomenology (1913), Husserl continued and built on the (ancient to modern Greek [2] to early modern German Idealism philosophies') terms "noema" and "noesis" to designate correlated elements of the structure of any intentional act—for example, an act of perceiving, or judging, or remembering:
W.E. Coles Jr. suggests that teaching writing should be approached as teaching art, with the teacher serving as facilitator or guide for the student-writer's free expression; he also calls for classroom practices such as peer-reviews, class discussions, and the absence of grades, in order to best guide the self-identification he sees as crucial ...
Bloom's taxonomy is a source of inspiration for educational philosophy and for developing new teaching strategies, particularly in light of trends in developing global focus on multiple literacies and modalities in learning and the emerging field of integrated disciplines. [24]
It continues to be a popular method for teaching philosophy. [87] [88] [7] Plato and Aristotle emphasize the role of wonder in the practice of philosophy. On this view, "philosophy begins in wonder" [89] and "[i]t was their wonder, astonishment, that first led men to philosophize and still leads them". [90]
The combustion of a match is an observable occurrence, or event, and therefore a phenomenon. A phenomenon (pl.: phenomena), sometimes spelled phaenomenon, is an observable event. [1] The term came into its modern philosophical usage through Immanuel Kant, who contrasted it with the noumenon, which cannot be directly observed.
The development of constructivist models of teaching are specifically attributed to the works of Maria Montessori, which were further developed by more recent by theorists such as David A. Kolb, and Ronald Fry, among others. [4] These theorists have proposed sensory and activity-based learning methods.