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Ontological reductionism: a belief that the whole of reality consists of a minimal number of parts. Methodological reductionism: the scientific attempt to provide an explanation in terms of ever-smaller entities. Theory reductionism: the suggestion that a newer theory does not replace or absorb an older one, but reduces it to more basic terms ...
Determinism should not be confused with the self-determination of human actions by reasons, motives, and desires. Determinism is about interactions which affect cognitive processes in people's lives. [4] It is about the cause and the result of what people have done. Cause and result are always bound together in cognitive processes.
Biological determinism, also known as genetic determinism, [1] is the belief that human behaviour is directly controlled by an individual's genes or some component of their physiology, generally at the expense of the role of the environment, whether in embryonic development or in learning. [2] Genetic reductionism is a similar concept, but it ...
A central question in the philosophy of education concerns the aims of education, i.e. the question of why people should be educated and what goals should be pursued in the process of education. [ 8 ] [ 5 ] [ 7 ] [ 14 ] This issue is highly relevant for evaluating educational practices and products by assessing how well they manage to realize ...
In philosophy of science, intertheoretic reduction occurs when a reducing theory makes predictions that perfectly or almost perfectly match the predictions of a reduced theory, while the reducing theory explains or predicts a wider range of phenomena under more general conditions.
Within the philosophy of science, emergentism is analyzed both as it contrasts with and parallels reductionism. [1] [2] This philosophical theory suggests that higher-level properties and phenomena arise from the interactions and organization of lower-level entities yet are not reducible to these simpler components. It emphasizes the idea that ...
Behaviorists look at learning as an aspect of conditioning and advocating a system of rewards and targets in education. Educators who embrace cognitive theory believe that the definition of learning as a change in behaviour is too narrow, and study the learner rather than their environment—and in particular the complexities of human memory .
Lewontin, Rose and Kamin identify themselves as "respectively an evolutionary geneticist, a neurobiologist, and a psychologist." They criticize biological determinism and reductionism, and state that they share a commitment to the creation of a socialist society and a recognition that "a critical science is an integral part of the struggle to create that society".