G J Vreeke
Biographic Data
| ID | 3440893 |
|---|---|
| NAME | G J Vreeke |
| GIVEN NAMES | G J |
| FAMILY NAME | Vreeke |
| SIGNATURE | VREEKE G J |
| AFFILIATIONS | Child & Family Service |
| VERIFIED | No |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 7 |
| AUTHOR COUNT | 3 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2000 |
| LATEST PUBLICATION YEAR | 2004 |
| H-INDEX | 1 |
Beyond Foundations
We analyzed how philosophers of education received the 'antifoundationalist' turn in epistemology, particularly with respect to its practical relevance. Our main conclusion is, that antifoundationalist philosophers of education discharge the primacy of epistemology, replacing it by a primacy of commitment. Consequently, they no longer understand practical relevance in terms of contributing to 'improved' foundations for educational judgement. Stre…
Nature, Nurture and the Future of the Analysis of Variance 1
Various studies in behavioral genetics have shown that the shared environment does not explain a large part of the variation in the behavior of children. From this finding it is concluded that the family does not have much impact on the development of children. This conclusion (and similar ones) rests on the assumption that findings concerning variation in behaviors can be translated into terms of development. However, the possibility of a transl…
Reply to Turkheimer and Waldron and Wahlsten
To gain an overall picture of the role of the various sources that play a part in human development, it is surely in order to abstract from the intricate relations between genes, experience, and the environment. And surely there is no reason to suppose that one cannot learn something by using simplified models. Using an additivity model in a case where one knows that reality is interactive and complex (e.g., when the genesis of specific mental tr…
Beyond Foundations
We analyzed how philosophers of education received the 'antifoundationalist' turn in epistemology, particularly with respect to its practical relevance. Our main conclusion is, that antifoundationalist philosophers of education discharge the primacy of epistemology, replacing it by a primacy of commitment. Consequently, they no longer understand practical relevance in terms of contributing to 'improved' foundations for educational judgement. Stre…
Nature, Nurture and the Future of the Analysis of Variance 1
Various studies in behavioral genetics have shown that the shared environment does not explain a large part of the variation in the behavior of children. From this finding it is concluded that the family does not have much impact on the development of children. This conclusion (and similar ones) rests on the assumption that findings concerning variation in behaviors can be translated into terms of development. However, the possibility of a transl…
Reply to Turkheimer and Waldron and Wahlsten
To gain an overall picture of the role of the various sources that play a part in human development, it is surely in order to abstract from the intricate relations between genes, experience, and the environment. And surely there is no reason to suppose that one cannot learn something by using simplified models. Using an additivity model in a case where one knows that reality is interactive and complex (e.g., when the genesis of specific mental tr…
Beyond Foundations
We analyzed how philosophers of education received the 'antifoundationalist' turn in epistemology, particularly with respect to its practical relevance. Our main conclusion is, that antifoundationalist philosophers of education discharge the primacy of epistemology, replacing it by a primacy of commitment. Consequently, they no longer understand practical relevance in terms of contributing to 'improved' foundations for educational judgement. Stre…
Epistemology (3 works) · Philosophy (3 works) · Cognitive Abilities and Testing (2 works) · Psychology (2 works) · Sociology (2 works) · Behavioral and Psychological Studies (1 works) · Behavioural genetics (1 works) · Biology (1 works) · Child and Animal Learning Development (1 works) · Cognitive psychology (1 works)