Results 61 to 70 of about 35,550 (223)

On the Epistemology of Modal Rationalism: the Main Problems and Their Significance [PDF]

, 2015
In this paper, I discuss the main characteristics of the epistemology of modal rationalism by proceeding from the critical investigation of Peacocke’s theory of modality.
Rusu, Mihai
core   +1 more source

Sustaining the teaching profession: Innovating the ‘golden thread’ in university‐led teacher education

British Educational Research Journal, EarlyView.
Abstract This paper examines the implications of England's ‘golden thread’ policy framework for teacher education, which describes a state‐mandated, linear model of professional learning from initial teacher training and education through to continuing professional development.
Amanda Nuttall, Ed Podesta, Aimee Quickfall, Megan Stephenson   +3 more
wiley   +1 more source

Safety, the Preface Paradox and Possible Worlds Semantics [PDF]

, 2019
This paper contains an argument to the effect that possible worlds semantics renders semantic knowledge impossible, no matter what ontological interpretation is given to possible worlds.
CI Lewis, D Lewis, D Lewis, D Makinson, D Olin, D Pritchard, D Pritchard, D Pritchard, D Pritchard, E Sosa, J Barwise, J Copeland, J Hintikka, J Hintikka, J Melia, K Popper, M Cresswell, M Cresswell, M Shaffer, M Shaffer, M Shaffer, M Shaffer, Michael J. Shaffer, P Forrester, R Adams, R Carnap, R Montague, R Stalnaker, R Stalnaker, R Stalnaker, S Kripke, T Williamson   +31 more
core   +1 more source

Re‐thinking teachers' professional development: An analysis of National Professional Qualifications for school leaders in England

British Educational Research Journal, EarlyView.
Abstract This article considers how teachers' professional development could be redeveloped to help address the current crisis in teacher recruitment and retention by offering greater intellectual rigour and more opportunities for intellectual growth. Our analysis is focused on the UK government's current policy for leadership development in schools in
Mark Innes, Elizabeth Gregory, Louisa Dawes   +2 more
wiley   +1 more source

‘It's all very well having a diverse curriculum, but if there is no curriculum, it can be as diverse as you like’: Precarity and decolonising in the neoliberal UK higher education system

British Educational Research Journal, EarlyView.
Abstract Drawing upon interview research across two academic departments as part of the early stages of a ‘decolonise the curriculum’ initiative at a Southern UK university, this study highlights a growing gulf between policy and practice in efforts to address systemic racial inequalities in UK universities. A reliance upon precarious labour, a culture
Triona Fitton, Barbara Adewumi, Laura R. Bailey, Jacob W. Moore, Lauren‐Marie Aba Amoah   +4 more
wiley   +1 more source

Semantics and Ontology:\ud On the Modal Structure of an Epistemic Theory of Meaning [PDF]

, 2003
In this paper I shall confront three basic questions.\ud First, the relevance of epistemic structures, as formalized\ud and dealt with by current epistemic logics, for a\ud general Theory of meaning. Here I acknowledge M.
Tabet, Chiara
core  

Indexical Realism by Inter-Agentic Reference [PDF]

, 2017
I happen to believe that though human experiences are to be characterized as pluralistic they are all rooted in the one reality. I would assume the thesis of pluralism but how could I maintain my belief in the realism?
Chung, Daihyun
core   +1 more source

Bridging home, school and community to address educational inequality: Supporting educational trajectories through community bridge work

British Educational Research Journal, EarlyView.
Abstract This paper explores the role of community stakeholders in supporting the educational trajectories of students experiencing socio‐economic disadvantage in the Irish context. Building on international and national policy debates, the study examines how community‐based organisations, statutory services and outreach initiatives work alongside ...
Aoife Joy Keogh, Deirdre McGillicuddy
wiley   +1 more source

‘Sometimes, I would look at my books and cry because I felt like I was left behind’: Understanding the learning of Indigenous girls during the COVID‐19 pandemic in the districts of Chongwe and Solwezi in Zambia

British Educational Research Journal, EarlyView.
Abstract Grounded in principles of epistemic justice, this article examines the educational impacts of Zambia's COVID‐19 school closures on Indigenous girls in two districts and highlights community‐led pathways for resilience. National responses prioritised broadcast and digital delivery but presupposed access to electricity, digital devices and ...
Marcellus Forh Mbah, Leigh Jarvis, Ane Turner Johnson, Chidi Ezegwu, Priscillah Nsama, Austine Nakanga   +5 more
wiley   +1 more source

Relational EPR

, 2006
We study the EPR-type correlations from the perspective of the relational interpretation of quantum mechanics. We argue that these correlations do not entail any form of 'non-locality', when viewed in the context of this interpretation.
A. Aspect, A. Aspect, A. Aspect, A. Fine, A. Peres, A. Peres, A. Petersen, A.J. Einstein, B. d’Espagnat, B. EinsteinA. Podolsky, C. Rovelli, C. Rovelli, C.J. Isham, C.M. Caves, Carlo Rovelli, D. Howard, D. Page, F. Laudisa, H.P. Stapp, J.S. Bell, L. Hardy, L. Wittgenstein, M. Bitbol, M. Bitbol, Matteo Smerlak, P.A.M. Dirac, S. Kochen   +26 more
core   +5 more sources