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This book challenges the standard view that modern hermeneutics begins with Friedrich Ast and Friedrich Schleiermacher, arguing instead that it is the dialectic of reflective and teleological reason in Kant's Critique of Judgment that provides the actual proto-hermeneutic foundation. It is revolutionary in doing so by replacing interpretive truth claims by the more appropriate claim of rendering opaque contexts intelligible. Taking Gadamer's comprehensive analysis of hermeneutics in Truth and Method (1960) as its point of departure, the book turns to Kant's Critiques, reviewing his major concepts as a coherent system in relation to his sensus communis. At the heart of the book is the interaction between reflective, bottom-up search and teleological, top-down interpretative projection as provided in Part II of the third Critique. This text contends that Kant's broad definition of nature invites the liberation of the reflective-teleological judgment from its biological exemplifications and so permits us to establish its generalised status as a path-breaking, methodological tool. Kant's dialectic of reflective search and meaning bestowing, stipulated teleology is asserted to anticipate a series of motifs commonly associated with hermeneutics. Figures covered include Dilthey, Husserl, Ingarden, Heidegger, Gadamer, Apel, Habermas, Ricoeur, Derrida, Foucault, Lyotard, Deleuze, Vattimo, Nancy and Caputo. Their collective contributions to interpretation allow for a review of the evolution of hermeneutics from the perspective of the Kantian critique of the limitations of human cognition. The book is written for the informed, general reader, but will likewise appeal to advanced undergraduate and graduate students as well as researchers in the humanities and social sciences.

Philosophy --- Theory of knowledge --- filosofie --- kennisleer --- Europe --- Hermeneutics. --- Kant, Immanuel,

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In deze nieuwe Nederlandse editie van het befaamde boek 'Why Don't Students Like School?' geeft cognitief psycholoog Daniel Willingham op onderzoek gebaseerde inzichten en praktische adviezen over effectieve leerstrategieën.Dit boek legt uit hoe jij en je leerlingen denken en leren en helpt je zodoende je onderwijspraktijk te verbeteren. Het onthult het belang van verhalen, emotie, geheugen, context en routine bij het opbouwen van kennis en het creëren van blijvende leerervaringen.Waarom onthouden leerlingen alles van tv, maar vergeten ze alles wat je zegt?Hoe kun je leerlingen de vaardigheden aanleren die ze werkelijk nodig hebben terwijl gestandaardiseerde toetsen alleen naar feitenkennis vragen?Kun je onderwijs aanpassen aan verschillende leerstijlen?Dit boek geeft antwoorden op deze vragen en biedt praktische adviezen om je leerlingen te helpen beter te leren.'Waarom leren niet vanzelf gaat' is een waardevol boek voor zowel ervaren als beginnende leerkrachten, leerkrachten in opleiding en schooldirecties.Daniel T. Willingham is hoogleraar aan de afdeling Psychologie van de Universiteit van Virginia. Hij is auteur van diverse onderwijsgerelateerde werken, verzorgt de column 'Ask the Cognitive Scientist' bij de onderwijsorganisatie 'American Educator' en is fellow van de American Psychological Association. In 2017 is hij door toenmalig president Barack Obama benoemd tot bestuurslid van de nationale commissie voor onderwijswetenschappen.Vertaling en bewerking door dr. Robin van Rijthoven en prof. dr. Anna M.T. Bosman, beiden verbonden aan de eerste volledig universitaire lerarenopleiding voor het primair onderwijs, genaamd Pedagogische Wetenschappen van Primair Onderwijs (afgekort PWPO) van de Radboud Universiteit in Nijmegen.https://gompel-svacina.eu/product/waarom-leren-niet-vanzelf-gaat/

Educational sciences --- Leren --- Leerpsychologie --- Didactiek --- Leermethode --- Onderwijsstrategie --- Geheugen (psychologie) --- Educational psychology --- leerpsychologie --- kennisleer --- leerstijlen --- Didactic strategies

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"Empathy is a key element in therapeutic relationships. Andeline dos Santos draws on her experience as a music therapist and develops new insights into the nature of empathy. Proposing four different empathy pathways, dos Santos provides music therapists as well as allied professionals new ways of reflecting upon their practice. With this book dos Santos has given a significant contribution to music therapy theory and literature. A very important and highly recommended text." --- Even Ruud, Professor, University of Oslo and the Norwegian Academy of Music, Norway "The empathy music therapists demonstrate when they listen, music together, and share time with people is finally explained in this comprehensive text. Dos Santos offers pathways to illuminate the beliefs and assumptions we bring to practice and leads us to better informed decisions about how we might encounter others. Whether through the more traditional intention of sharing and understanding another's emotions, or more critical, co-constructed positions, this text significantly expands what we might consider." --- Katrina McFerran, Professor, University of Melbourne, Australia "It's rare for an author to shift our foundational understanding of a concept as commonly evoked as empathy-which is surprisingly elusive and requires multiple pathways. Empathy Pathways supports potential shifts in personal reflection, scholarly discourse, and clinical practice. This book helps influence ideas of being, relating, and doing. I will be returning to it often to support my passions of preparing students and reimagining the world around me through a holistic and critical lens." --- Hakeem Leonard, Professor, Shenandoah University, USA Many descriptions of empathy emphasise sharing in and understanding another person's emotions. Can we really see "inside" another separate individual, though? What if we're already relationally interconnected? How can we best grapple with these questions in the field of music therapy? In response, this book offers four empathy pathways with examples drawn from clinical and community contexts. Andeline dos Santos is a registered music therapist and senior lecturer at the School of the Arts, University of Pretoria, South Africa.

Theory of knowledge --- Law --- Psychiatry --- psychotherapie --- counseling --- kennisleer --- Empathy. --- Empatia --- Musicoteràpia

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This book defines a logical system called the Protocol-theoretic Logic of Epistemic Norms (PLEN), it develops PLEN into a formal framework for representing and reasoning about epistemic norms, and it shows that PLEN is theoretically interesting and useful with regard to the aims of such a framework. In order to motivate the project, the author defends an account of epistemic norms called epistemic proceduralism. The core of this view is the idea that, in virtue of their indispensable, regulative role in cognitive life, epistemic norms are closely intertwined with procedural rules that restrict epistemic actions, procedures, and processes. The resulting organizing principle of the book is that epistemic norms are protocols for epistemic planning and control. The core of the book is developing PLEN, which is essentially a novel variant of propositional dynamic logic (PDL) distinguished by more or less elaborate revisions of PDL's syntax and semantics. The syntax encodes the procedural content of epistemic norms by means of the well-known protocol or program constructions of dynamic and epistemic logics. It then provides a novel language of operators on protocols, including a range of unique protocol equivalence relations, syntactic operations on protocols, and various procedural relations among protocols in addition to the standard dynamic (modal) operators of PDL. The semantics of the system then interprets protocol expressions and expressions embedding protocols over a class of directed multigraph-like structures rather than the standard labeled transition systems or modal frames. The intent of the system is to better represent epistemic dynamics, build a logic of protocols atop it, and then show that the resulting logic of protocols is useful as a logical framework for epistemic norms. The resulting theory of epistemic norms centers on notions of norm equivalence derived from theories of process equivalence familiar from the study of dynamic and modal logics. The canonical account of protocol equivalence in PLEN turns out to possess a number of interesting formal features, including satisfaction of important conditions on hyperintensional equivalence, a matter of recently recognized importance in the logic of norms, generally. To show that the system is interesting and useful as a framework for representing and reasoning about epistemic norms, the author applies the logical system to the analysis of epistemic deontic operators, and, partly on the basis of this, establishes representation theorems linking protocols to the action-guiding content of epistemic norms. The protocol-theoretic logic of epistemic norms is then shown to almost immediately validate the main principles of epistemic proceduralism.

Mathematical logic --- Theory of knowledge --- Logic --- kennisleer --- wiskunde --- logica --- Knowledge, Theory of.

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This book provides a detailed and comprehensive account of the problem of a priori knowledge from a historical as well as a systematic perspective. The author explores Kant's views in connection with the possibility of revision, something hardly, if at all, done in philosophical literature. Furthermore, the views of well-renowned philosophers such as Quine, Putnam, Kitcher, and Hale are discussed in detail and are put into a historical and systematic perspective. Finally, this book contains a glossary of important notions offering illuminating accounts of a priori knowledge and related notions and explains the relationship between a priori knowledge, fallibility and revision. The detailing of concepts such as 'defeasibility', 'infallibility', 'falsifiability' helps anyone reading philosophical literature to pin down the meaning of the terms and its implications in this context. The enriched and dual approach the author takes makes the book a very useful and lucid guide to the problem of a priori knowledge.

Philosophy --- Metaphysics --- Theory of knowledge --- kennisleer --- metafysica --- analytische filosofie --- A priori.