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Hastings Center Report, 2014
The lead article in this issue of the Report proposes an innovative explanation for why the subjects of medical research often seem to have great difficulty accurately gauging whether the research will be medically beneficial for them. The first commentary lauds the paper and examines its implications in greater detail; the second lauds the effort to ...
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The lead article in this issue of the Report proposes an innovative explanation for why the subjects of medical research often seem to have great difficulty accurately gauging whether the research will be medically beneficial for them. The first commentary lauds the paper and examines its implications in greater detail; the second lauds the effort to ...
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The Mathematical Gazette, 1957
Because of the many papers that teachers must grade, it sometimes develops that a problem solved incorrectly is checked quickly by the teacher as wrong, and returned to the pupil without the teacher’s having had a sufficient opportunity to know what the pupil was thinking when he did the problem.
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Because of the many papers that teachers must grade, it sometimes develops that a problem solved incorrectly is checked quickly by the teacher as wrong, and returned to the pupil without the teacher’s having had a sufficient opportunity to know what the pupil was thinking when he did the problem.
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Thinking About Thinking Improves Thinking
2021Between 1958 and 1963 Shockley served in various capacities in the Clevite Corporation and also as a lecturer at Stanford University.
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Nurse Education Today, 2004
This paper argues that thinking is assumed within nursing education. There are strategies to promote thinking: reflective practice, critical analysis and problem solving. I suggest that by categorising thinking into such boxes there may be a danger of limiting the rich possibilities of simply 'thinking'. The writings of Heidegger (1889-1976) are cited,
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This paper argues that thinking is assumed within nursing education. There are strategies to promote thinking: reflective practice, critical analysis and problem solving. I suggest that by categorising thinking into such boxes there may be a danger of limiting the rich possibilities of simply 'thinking'. The writings of Heidegger (1889-1976) are cited,
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2017
Wie kann der Prozess des Denkens erfasst werden, wenn doch unsere Reflexionen bereits das Resultat dessen sind, was erfasst werden soll? Die Tätigkeit des Denkens in Worte zu fassen, scheint dazu verurteilt zu sein, hinter dem Phänomen her zu hinken, das erfasst werden sollte.
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Wie kann der Prozess des Denkens erfasst werden, wenn doch unsere Reflexionen bereits das Resultat dessen sind, was erfasst werden soll? Die Tätigkeit des Denkens in Worte zu fassen, scheint dazu verurteilt zu sein, hinter dem Phänomen her zu hinken, das erfasst werden sollte.
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2005
Abstract There are two distinct kinds of things we describe as being conscious or not conscious, and when we describe the two kinds of thing as being conscious we attribute two distinct properties. The term ‘conscious’ thus conceals a certain ambiguity. In one use, we speak of mental states as being conscious or not conscious.
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Abstract There are two distinct kinds of things we describe as being conscious or not conscious, and when we describe the two kinds of thing as being conscious we attribute two distinct properties. The term ‘conscious’ thus conceals a certain ambiguity. In one use, we speak of mental states as being conscious or not conscious.
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Thinking about thinking about thinking about .
Zeitschrift für Individualpsychologie, 2013Zusammenfassung Die Uberlegungen Gisela Eifes zu einer postadlerianischen Individualpsychologie werden kommentiert. Die Bedeutung der doppelten Dynamik im Sinne eines wesentlichen Prinzips psychischer Prozesse wird dabei hervor gehoben. Erganzend wird auf nahe liegende Missverstandnisse hingewiesen: So sind die Manifestationen der doppelten Dynamik ...
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Thinking about Thinking about “Thinking about Thinking”
The Psychoanalytic Study of the Child, 2002This paper presents details of the development of recursive thought from early infancy to early childhood. During this period the child is said to face the task of developing a "representational theory of mind." In earlier writings I have suggested eight developmental stages of modeling of mind emerging from brain development. My emphasis has been that
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Think child, think family, think community
2018Learning goals: This chapter will enable you to 1. Be aware of some of the bio-psychosocial factors and conceptual frameworks which affect child well-being and the capacity of families to nurture young children. 2. 'Think child, think family and think community' in the way you might work. 3. Appreciate the centrality of 'relationship-based practice'. 4.
Vimpani, G., Scott, D., Arney, Fiona M.
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Can't Think … Can't Think … Can't Think
School Health Review, 1972(1972). Can't Think … Can't Think … Can't Think. School Health Review: Vol. 3, No. 3, pp. 12-15.
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