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In philosophy and the arts, a fundamental distinction is between things that are abstract and things that are concrete. While there is no general consensus as to how to precisely define the two, examples include that things like numbers , sets , and ideas are abstract objects, while plants , dogs , and planets are concrete objects. [ 1 ]
Another categorization divides topics in the philosophy of education into the nature and aims of education on the one hand, and the methods and circumstances of education on the other hand. The latter section may again be divided into concrete normative theories and the study of the conceptual and methodological presuppositions of these ...
An abstract, high-level construal of an activity (e.g., "learning to speak French") may lead to a more positive evaluation of that activity than a concrete, low-level construal (e.g., "learning to conjugate the irregular French verb 'avoir ' "). Thus, CLT predicts that we will think about the value of the low-level construals when evaluating an ...
Abstract objects, by contrast, are outside space and time, such as the number 7 and the set of integers. They lack causal powers and do not undergo changes. [48] [h] The existence and nature of abstract objects remain subjects of philosophical debate. [50] Concrete objects encountered in everyday life are complex entities composed of various parts.
Abstraction uses a strategy of simplification, wherein formerly concrete details are left ambiguous, vague, or undefined; thus effective communication about things in the abstract requires an intuitive or common experience between the communicator and the communication recipient. This is true for all verbal/abstract communication.
Practical Education is an educational treatise written by Maria Edgeworth and her father Richard Lovell Edgeworth. Published in 1798, it is a comprehensive theory of education that combines the ideas of philosophers John Locke and Jean-Jacques Rousseau as well as of educational writers such as Thomas Day , William Godwin , Joseph Priestley ...
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A notion that philosophy, especially ontology and the philosophy of mathematics, should abstain from set theory owes much to the writings of Nelson Goodman (see especially Goodman 1940 and 1977), who argued that concrete and abstract entities having no parts, called individuals, exist. Collections of individuals likewise exist, but two ...