The Scenery of Knowledge"s Language-Game in Wittgenstein"s Philosophical Investigations

Our purpose is to take into account Wittgenstein"s analyses about knowledge in the Philosophical Investigations, in order to articulate them and elaborate a concept of knowledge (Wissen). My first claim is that this is possible. My second claim is that the complexity of this concept has not been taken into consideration and its originality has been misunderstood in the horizon of the Philosophy of Mind (Vohra, A. 1986), of Philosophy of Psychology (Schulte, J. 1993; Budd, M. 1989). My objection is that the analysis of "knowledgeâ€? presupposes the dissolution of mind and psychology. My third claim concerns the interpretation of the verb "to knowâ€? from K. Bühler"s point of view as a kind of signal (Signal), at least in some uses, and as a symbol or an expression in some others. This connection concerning "knowledgeâ€? has not been brought out in, e.g., (Hacker, P.M.S. 1993; von Savigny, E. and Scholz, O.R. 1995)

Kindness in memorable university teachers

The article presents some insights derived from research on ‘good teaching practices’ in the context of the School of Humanities, Mar del Plata State University, Argentina. He professor in charge of the ‘Introduction to Philosophy’ course has been signaled as ‘memorable’ by her advanced students, and thus become part of the investigation. In her classes, the relationship with the students entails peculiar ethical dimensions, and hospitality is one of the categories involved in her didactic proposal. Much data has been gathered through ethnographic reports of classwork, interviews, surveys and analysis of reference materials, which aims at throwing light into good teaching at university, as part of the investigation conducted by the Research Team on Education and Cultural Studies (GIEEC) in this University.Fil: Porta Vazquez, Luis Gabriel. Universidad Nacional de Mar del Plata; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; ArgentinaFil: Flores, Graciela Nelida. Universidad Nacional de Mar del Plata; Argentin

Case study Guatemalan raspberries and cyclospora

"The Guatemalan raspberry industry began exporting to the United States in the late 1980s, filling a market niche in the spring and fall when supplies were low. By 1996, Guatemalan raspberry exports were increasing rapidly, up 113 percent from the previous season. That spring and early summer, the U.S. Centers for Disease Control and Prevention (CDC) and Health Canada received reports of more than 1,465 cases of food-borne illness from Cyclospora, a protozoan parasite. Although no one died, the large number of cases generated substantial adverse publicity. Initially, investigators linked the outbreak to California strawberries, but they finally decided that it was associated with Guatemalan raspberries. This case study reviews the efforts to resolve this food safety problem. It is a cautionary tale about the serious impact a food safety outbreak can have on a promising industry. " from TextFood safety ,food security ,Public health ,

Mathematics primary teacher training in the context of the european higher education area

The future implementation of the European Higher Education Area requires thorough reflection on how to design and develop teacher training courses. In this reflection, it is important to reconsider, among other issues, (a) the role of prospective teachers in their own learning process and (b) the professional competencies that they must develop in the course of their higher education. Since 2003, the University of Granada has undertaken the development of pilot experiences to adapt some degree programs to this new framework. One of these degrees is Teacher in Primary Education degree, which includes several courses that focus on promoting prospective teachersÕ development of mathematical and pedagogical knowledge. In this paper how to organize future teachersÕ learning through practical activities in one of these courses is described. Firstly, the general process of adapting the course is analysed. Secondly, its theoretical and practical structure, with some examples of practical activities, are described. Finally, some results of the implementation are discussed