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L'autorité se situe à l'intérieur du dire ; elle donne à celui-ci sa dimension d'effectivité qui lui permet de se transformer en actes. C'est l'échec de l'autorité qui mène à l'usage de la contrainte et de la violence. Le modèle de l'autorité qui vient d'une hiérarchie préétablie (rapports familiaux, éducatifs ou entre « spécialistes » et « clients ») est un modèle erroné. L'autorité prend son plein sens dans les rapports entre adultes libres et égaux. La force du dire qui amène à la conviction et, quand il le faut, à sa transformation en actes, est peu liée à la tendance subjective, héritée de l'enfance, à déléguer une fonction de pouvoir à une figure paternelle ou parentale. C'est la présence invisible des « garants » dans le dire du locuteur qui donne à celui-ci son statut d'autorité. Autrement dit, le dire, qui dégage une notion d'autorité, laisse entendre que les places des différentes parties présentes sont reconnues et respectées. Ce dire peut ainsi devenir effectif et se transformer en actions concernant le vivre ensemble et le bien commun, là où chacun peut prendre plaisir dans sa vie en tant que membre d'une pluralité. Les angles des psychanalystes, des philosophes, des sociologues, des spécialistes en sciences de l'éducation et des poètes, qui participent à cet ouvrage, enrichissent et approfondissent notre compréhension de la notion de l'autorité.
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This book presents a unique and intuitively compelling way of understanding how humans think. It argues that narratives are the natural mode of thinking, that the "urge" to think narratively reflects known neurological processes, and that, although narrative thinking is a product of evolution, it enables us to transcend our evolutionary limits and actively shape our own futures.In remarkably engaging language, the authors describe how the currency of neural activity in the brain is transformed into the qualitatively different currency of conscious experience-the everyday, purposeful, story-lik
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Russian language --- Thought and thinking. --- Discourse analysis.
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Thought and thinking --- Biblical teaching --- Bible. --- Theology.
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After exploring some of the contemporary and historical manifestations of the idea that highly accomplished skills are automatic and effortless, the author develops a theory of expertise that emphasizes the role of the conscious mind in expert action. Along the way, she dispels various mythical accounts of experts who proceed without any understanding of what guides their action and analyzes research in both philosophy and psychology that is taken to show that conscious control impedes well practiced skills. She also explores real-life examples of optimal performance - culled from sports, the performing arts, chess, nursing, medicine, the military and elsewhere - and draws from psychology, neuroscience, and literature to create a picture of expertise according to which expert action generally is and ought to be thoughtful, effortful, and reflective
Thought and thinking --- Performance --- Consciousness --- Performance anxiety --- Cognitive psychology
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Research into how we learn has opened the door for utilizing cognitive theory to facilitate better student learning. But that's easier said than done. Many books about cognitive theory introduce radical but impractical theories, failing to make the connection to the classroom. In Small Teaching, James Lang presents a strategy for improving student learning with a series of modest but powerful changes that make a big difference many of which can be put into practice in a single class period. These strategies are designed to bridge the chasm between primary research and the classroom environment in a way that can be implemented by any faculty in any discipline, and even integrated into pre-existing teaching techniques &. Each chapter introduces a basic concept in cognitive theory, explains when and how it should be employed, and provides firm examples of how the intervention has been or could be used in a variety of disciplines. Small teaching techniques include brief classroom or online learning activities, one-time interventions, and small modifications in course design or communication with students.
Cognitive learning --- Thought and thinking --- Study and teaching
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Thought and thinking --- Reasoning --- Persuasion (Rhetoric) --- Study and teaching.
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"In an age of internet scrolling and skimming, where concentration and attention are fast becoming endangered skills, it is timely to think about the act of reading and the many forms that it can take. Slow Philosophy: Reading Against the Institution makes the case for thinking about reading in philosophical terms. Boulous Walker argues that philosophy involves the patient work of thought; in this it resembles the work of art, which invites and implores us to take our time and to engage with the world. At its best, philosophy teaches us to read slowly; in fact, philosophy is the art of reading slowly - and this inevitably clashes with many of our current institutional practices and demands. Slow reading shares something in common with contemporary social movements, such as that devoted to slow food; it offers us ways to engage the complexity of the world. With the help of writers as diverse as Nietzsche, Wittgenstein, Woolf, Adorno, Levinas, Critchley, Beauvoir, Le Dœuff, Irigaray, Cixous, Weil, and others, Boulous Walker offers a foundational text in the emerging field of slow philosophy, one that explores the importance of unhurried time in establishing our institutional encounters with complex and demanding works."--Bloomsbury Publishing.
Philosophy --- Reading. --- Thought and thinking. --- Study and teaching.
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Philosophy, Ancient. --- Intellect --- Intellectual life --- Self --- Thought and thinking --- Intellect. --- Intellectual life. --- Self. --- Thought and thinking. --- History.
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This book draws connections between recent advances in analytic philosophy of mind and insights from the rich phenomenological tradition concerning the nature of thinking. By combining both analytic and continental approaches, the volume arrives at a more comprehensive understanding of the mental process of "thinking" and the experience and manipulation of objects of thought. Contributors scrutinize aspects of thinking that have a common grounding in both the phenomenological and analytic tradition: perception, language, logic, embodiment and situatedness due to individual history or current experience. This collection serves to broaden and enrich the current debate over "cognitive phenomenology," and lays the foundations for further dialogue between analytic and continental approaches to the phenomenal character of thinking.
Phénoménologie --- Cognition --- Conscience --- Phenomenology --- Thought and thinking --- Consciousness --- Phénoménologie. --- Cognition. --- Conscience.
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