The beginning of your teaching philosophy tells the reader your general ideas and beliefs about teaching. Your introduction forms the foundation on which you base your specific strategies. In the introduction, craft your own ideas and try to avoid cliches.
What is Philosophy? The aim of philosophy, abstractly formulated, is to understand how things in the broadest possible sense of the term hang together in the broadest possible sense of the term. Wilfrid Sellars.
By analogy with the notion of deductive entailment, the notion of inductive degree-of-support might mean something like this: among the logically possible states of affairs that make the premises true, the conclusion must be true in (at least) proportion r of them—where r is some numerical measure of the support strength.
The Philosophy Foundation’s account attempts to capture something of its spirit, structure, content, method, aims and hopes, but our account is inextricably personal to us and culturally specific.
A definition of philosophy is notoriously difficult. However, it is important, for anyone writing or training about doing philosophy, first of all to spell out what they mean by it so that the reader has some idea about what kind of philosophy they will encounter and, when training people to facilitate philosophy, to provide criteria.
Philosophy is a way of thinking about certain subjects such as ethics, thought, existence, time, meaning and value. That 'way of thinking' involves 4 Rs: r esponsiveness, r eflection, r eason and r e-evaluation. The aim is to deepen understanding.
Educational philosophy is the branch of philosophy that concerns the nature of the subject matter and ways of teaching studied.
Since the goal of education under the philosophy of idealism is to make a child an ideal or a spiritual man, the curriculum should be structured to allow the child to grow completely.
The idealism curricular emphasis is the subject matter of mind: literature, history, philosophy, and religion.
An inductive logic is a logic of evidential support. In a deductive logic, the premises of a valid deductive argument logically entail the conclusion, where logical entailment means that every logically possible state of affairs that makes the premises true must make the conclusion true as well. Thus, the premises of a valid deductive argument provide total support for the conclusion. An inductive logic extends this idea to weaker arguments. In a good inductive argument, the truth of the premises provides some degree of support for the truth of the conclusion, where this degree-of-support might be measured via some numerical scale. By analogy with the notion of deductive entailment, the notion of inductive degree-of-support might mean something like this: among the logically possible states of affairs that make the premises true, the conclusion must be true in (at least) proportion r of them—where r is some numerical measure of the support strength.
On the Bayesian subjectivist or personalist account of inductive probability, inductive probability functions represent the subjective (or personal) belief-strengths of ideally rational agents, the kind of belief strengths that figure into rational decision making.
What we now recognize as formal deductive logic rests on the meanings (i.e., the truth-functional properties) of the standard logical terms. These logical terms, and the symbols we will employ to represent them, are as follows:
In addition to identifying the phenomenon of implicature, and classifying its types, Grice developed a theory designed to explain and predict conversational implicatures and to describe how they are understood . Grice (1975: 26–30) postulated a general Cooperative Principle and four maxims specifying how to be cooperative. It is common knowledge, he asserted, that people generally follow these rules for efficient communication.
The most widely recognized forms of implicature use figures of speech ( tropes ). Irony, overstatement (hyperbole), understatement (meiosis and litotes), and metaphor have been known at least since Aristotle. They are taught in school as elements of style. When Don said in (2) The weather is lovely, he used irony and implicated that the weather is awful. Don did so in part to make light of the awful weather. Don could have implicated the same thing by saying The weather is not good (litotes) or The weather is the worst in history (hyperbole).
Conversational implicatures have become one of the principal subjects of pragmatics. An important conceptual and methodological issue in semantics is how to distinguish senses and entailments from generalized conversational implicatures. A related issue is the degree to which sentence meaning determines what is said.
Knowledge of common forms of implicature is acquired along with one’s native language. Conversational implicatures have become one of the principal subjects of pragmatics.
“Implicature” denotes either ( i) the act of meaning or implying one thing by saying something else, or (ii) the object of that act. Implicatures can be determined by sentence meaning or by conversational context, and can be conventional (in different senses) or unconventional. Figures of speech such as metaphor and irony provide familiar examples, as do loose use and damning with faint praise. Implicature serves a variety of goals: communication, maintaining good social relations, misleading without lying, style, and verbal efficiency. Knowledge of common forms of implicature is acquired along with one’s native language.
Why do speakers want to engage in implicature? The main reasons are the reasons speakers make statements: to communicate, express themselves, and record their thoughts. These goals may serve to cooperate with others, or to oppose them. What goals are served by implicating rather than saying something? One is verbal efficiency (Levinson 2000: 28–31; Camp 2006: 3; Wilson & Sperber 2012: 62): through implicature we express two or more thoughts by uttering just one sentence. Another is to mislead without lying (Horn 2010: §4; 2017). People often wish others to believe things that are false, and not only in situations of conflict and competition. And they nearly always prefer misleading to lying. [ 73] The greater deniability of implicature, and the fact that it enables us to veil our intentions, are often motivating factors (Brown & Levinson 1978: 137; Pinker 2007). We observed in §10 how implicature promotes the goals of style and politeness.
Problems for such principle-based theories include overgeneration, lack of determinacy, clashes, and the fact that speakers often have other goals . An alternative approach emphasizes that implicatures can be explained and predicted in all the ways intentions and conventions can be. 1. Speaker Implicature. 2.
When the concept was first developed in the 1960s, the life course perspective hinged upon the rationalization of the human experience into structural, cultural and social contexts, pinpointing the societal cause for such cultural norms as marrying young or likelihood to commit a crime.
Included in the cultural conceptions of the life course is some idea of how long people are expected to live and ideas about what constitutes “premature” or “untimely” death as well as the notion of living a full life — when and who to marry, and even how susceptible the culture is to infectious diseases. The events of one's life, ...
The life course perspective is a sociological way of defining the process of life through the context of a culturally defined sequence of age categories that people are normally expected to pass through as they progress from birth to death.
Life theory, though, relies on the intersection of these social factors of influence with the historical factor of moving through time, paired against personal development as an individual and the life-changing events that caused that growth.
In or during the process of. In the course of your employment in the company, were you ever aware or suspicious of any illicit financial activity going on? I learned in the course of the meeting that our department was being downsized by over 50 percent.
Also, during the course of.