Search Details

Word: criteria (lookup in dictionary) (lookup stats)
Dates: during 1960-1969
Sort By: most recent first (reverse)


Usage:

...subject. (2) It has a primary concern with relevance. Its job among other things is to develop relationships with other areas of interest--to expose what the field under discussion has to contribute to the non-specialist, to the general culture. Any course that satisfies these two criteria should be a proper candidate for General Education...

Author: NO WRITER ATTRIBUTED | Title: The Mail: Science in General Education | 5/24/1963 | See Source »

...philosophical, and historical materials as are necessary to present its scientific material in a pedagogically effective way. We do not wish to propose a formula for courses in Natural Science." Indeed, by not specifying where the generality of the Gen Ed science course would come from, by offering no criteria either for selecting exemplary topics or for evaluating pedagogically effective presentation of scientific material, the Bruner Committee offered the scientific departments a blank check: the student learns to understand science by doing science itself, the Committee said; therefore, come ye and teach science...

Author: By Joel E. Cohen, | Title: Science in Gen Ed | 5/17/1963 | See Source »

...article on "Science for nonscientists: criteria for college programs," Gerald Holton, one of the hard core of teachers of Gen Ed science, reacted against the inducements which the Bruner Committee offered. "In search of manpower, everything becomes equal to everything else." He recommended instead "at least two successive full-year courses, one centered on the physical, the other on the biological sciences, to be preceded by sound, testable achievement in high school." The first was to be "a specially developed, hard-hitting, substance-centered physical science course combined with mathematics, one which uses the major formative cases in the development...

Author: By Joel E. Cohen, | Title: Science in Gen Ed | 5/17/1963 | See Source »

James could assent to the rigors of logical and mathematical truth systems and still employ pragmatic criteria in utilizing such systems. Indeed, mathematicians can easily ignore two questions with which the Jamesian theory of truth is particularly well-suited for dealing: 1) Why learn mathematics? 2) What mathematical model is best for describing a given empirical situation...

Author: NO WRITER ATTRIBUTED | Title: The Place of William James in Philosophy | 5/9/1963 | See Source »

Strangely, James thus made a valuable contribution to the very disciplined in which he felt least skillful. His pragmatic doctrine provides criteria for selecting among various axiom and, hence, for influencing the development of logical structures at their foundations. But, unlike Pierce, would not revel in the systems their such a program might generate...

Author: NO WRITER ATTRIBUTED | Title: The Place of William James in Philosophy | 5/9/1963 | See Source »

Previous | 40 | 41 | 42 | 43 | 44 | 45 | 46 | 47 | 48 | 49 | 50 | 51 | 52 | 53 | 54 | 55 | 56 | 57 | 58 | 59 | 60 | Next