American women philosophers: institutions, background and thought

This chapter provides the background to the American women philosophers’ works that are introduced and collected in Knowledge, Mind and Reality: An Introduction by Early Twentieth-Century American Women Philosophers. We describe the institutional context which made these works possible and their methodological and theoretical background. We also provide biographies for their authors

The General Nature of Reason

In this chapter, Marie Collins Swabey critiques naturalism and defends a rationalistic conception of knowledge

Mr. G. E. Moore’s Discussion of Sense Data

In this chapter, Mary Collins Swabey critiques G. E. Moore's discussion of sense data

Individuality and Freedom

In this article, Ellen Bliss Talbot explores the free will/determinism debate through an examination of the notions of individual unity, uniqueness, and self-sufficiency

Appearance and Orientation

In this chapter, Grace Andrus de Laguna presents and argues for perspectivism about perception

The Freedom of the Person

In this article, Grace Andrus de Laguna develops a view of human freedom, one according to which it is made possible by the uniqueness of human individuals and the cultural worlds in which they live

Pragmatism and the Form of Thought

In this chapter, Grace Andrus de Laguna and Theodore de Laguna critically examine the pragmatist theory of knowledge and offer their own alternative to it

Student teachers' impressions of primary design and technology in English schools: a pilot study

This paper arose from a joint Nuffield Foundation and Design and Technology Association seminar in February 2002. One of the recommendations was that primary initial teacher education (ITE) trainers, together with teachers in schools, would use their normal working activities to generate data that can be used as the basis for academic papers. Initially it provides the background to the present research project, focusing on concerns regarding the position and status of design and technology in English primary schools since the introduction of D&T as a compulsory subject of the National Curriculum in 1990. As a result of the seminar a group of ITE providers in South East England from the University of Brighton; Canterbury Christ Church University; Goldsmiths, University of London; Roehampton University and St Mary’s College, Twickenham first met in the Summer of 2004. The aim of the research was to develop a clearer understanding of the position and character of D&T in each ITE provider’s partner schools. Each provider piloted a questionnaire, developed by the group, in 2004-2005 to gather data of primary student teachers’ impressions of D&T and working practices in their placement schools. The paper presents a summary of data from individual institutions and attempts to analyse and highlight some common key issues across the ITE providers. Finally, the paper draws some conclusions from the research and considers their implications for the planning and teaching of the ITE providers’ courses and partnership links with schools in the future. The paper concludes by considering ideas for further research

Prospectus, April 1, 1987

https://spark.parkland.edu/prospectus_1987/1010/thumbnail.jp