Andrew M Davis
Dados Biográficos
| ID | 3824985 |
|---|---|
| NOME | Andrew M Davis |
| PRENOMES | Andrew M |
| SOBRENOME | Davis |
| ASSINATURA | DAVIS A M |
| AFILIAÇÕES | Durham University |
| ORCID | 0000-0003-2826-8562 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 24 |
| TOTAL DE CITAÇÕES | 32 |
| TOTAL COMO AUTOR | 23 |
| TOTAL COMO EDITOR | 1 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 1986 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2024 |
| ÍNDICE H | 3 |
Inverting Naturalistic Cosmotheology
My recent book, Metaphysics of Exo-Life: Toward a Constructive Whiteheadian Cosmotheology is a systematic philosophical response to the six core principles of historian Steven J. Dick’s “naturalistic cosmotheology” from within the process metaphysics of Alfred North Whitehead. As a stimulus for further dialogue concerning the nature and possibilities of cosmotheological affirmation, this article offers a brief overview of my inversive metaphysica…
Process Cosmology
Understanding the Conceptions of Engineering in Early Elementary Students
There is a demand for more STEM professionals. Early elementary students’ conceptions about engineering can influence whether or not they explore STEM career paths and ultimately select an engineering career. This study examined the conceptions elementary students have regarding the work that engineers perform. The research questions were the following: (1) what images do early elementary students associate with engineering and engineers, (2) do …
God, Value, and Ontological Gratitude
[Figure: see text] What kind of God is most worthy of worship? This question is historically significant to open, relational, and process theological traditions. In considering this question anew, I advocate a particular axiological approach in light of the deeper question of divine necessity: What is the nature of divine necessity? What reasons or explains God’s existence? Why do God and a world exist at all? Different responses confront us: (1)…
A National Assessment of Medication Adherence to Statins by the Racial Composition of Neighborhoods
How far can we aspire to consistency when assessing learning
How far can consistent assessment capture all the worthwhile features of educational achievement? Are some important components of learning necessarily open to a range of potentially inconsistent judgments by different assessors? I argue for a cautiously affirmative answer to this question, drawing on analogies with aesthetic judgments and a rehearsal of the holistic characteristics of some assessment criteria. I also employ recent treatments of …
Neuroscience and Education
In this response, I agree with much of what Schrag says about the principled limits of neuroscience to inform educators' decisions about approaches to learning. However, I also raise questions about the extent to which discoveries about ‘deficits’ in brain function could possibly help teachers. I dispute Schrag's view that externalism/internalism debates in the philosophy of mind are relatively arcane and lack implications for the importance or o…
Racial Differences in the Association Between Self-Rated Health Status and Objective Clinical Measures Among Participants in the Bari 2D Trial
Objectives. We explored whether and how race shapes perceived health status in patients with type 2 diabetes mellitus and coronary artery disease. Methods. We analyzed self-rated health (fair or poor versus good, very good, or excellent) and associated clinical risk factors among 866 White and 333 Black participants in the Bypass Angioplasty Revascularization Investigation 2 Diabetes trial. Results. Michigan Neuropathy Screening Instrument scores…
Examples as Method? My Attempts to Understand Assessment and Fairness (in the Spirit of the Later Wittgenstein)
What is ‘fairness’ in the context of educational assessment? I apply this question to a number of contemporary educational assessment practices and policies. My approach to philosophy of education owes much to Wittgenstein. A commentary set apart from the main body of the paper focuses on my style of philosophising. Wittgenstein teaches us to examine in depth the fine-grained complexities of social phenomena and to refrain from imposing abstract …
Ian Hacking, Learner Categories and Human Taxonomies
I use Ian Hacking’s views to explore ways of classifying people, exploiting his distinction between indifferent kinds and interactive kinds, and his accounts of how we ‘make up’ people. The natural kind/essentialist approach to indifferent kinds is explored in some depth. I relate this to debates in psychiatry about the existence of mental illness, and to educational controversies about the credentials of learner classifications such as ‘dyslexic…
Consistency, Understanding and Truth in Educational Research
Journal Article Consistency, Understanding and Truth in Educational Research Get access Andrew Davis Andrew Davis Correspondence: Andrew Davis, School of Education, Durham University, Leazes Road, Durham, DH1 1TA. Email: [email protected] Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 40, Issue 4, November 2006, Pages 487–500, https://doi.org/10.1111/j.1467-9752.2006.00518.…
High Stakes Testing and the Structure of the Mind
High stakes testing' is to be understood as testing with serious consequences for students, their teachers and their educational institutions. It plays a central role in holding teachers and educational institutions to account. In a recent article Randall Curren seeks to refute a number of philosophical arguments developed in my 'The Limits of Educational Assessment' against the legitimacy of high stakes testing. In this reply I contend that some…
Learning and the Social Nature of Mental Powers
Over the last two decades the traditional conception of intelligence and other mental powers as stable individual assets has been challenged by approaches in psychology emphasising context and ‘situated cognition’. This paper argues that the debate should not be seen as an empirical dispute, and relates it to discussions in philosophy of mind between methodological solipsists and varieties of externalists. In the light of this I argue that attemp…
The Credentials of Brain-Based Learning
This paper discusses the current fashion for brain-based learning, in which value-laden claims about learning are grounded in neurophysiology. It argues that brain science cannot have the 'authority' about learning that some seek to give it. It goes on to discuss whether the claim that brain science is relevant to learning involves a category mistake. The heart of the paper tries to show how the contribution of brain science to our grasp of the n…
Accountability and School Inspection
Accountability involves not only schools answering to society, but parents and governments doing the same. In particular, governments should answer for the appropriateness of the educational aims they seek to promote. Making schools accountable to society through examination results is fundamentally flawed. Teachers must be able to account for how the specifics of their job relate to wider educational and social aims. The best approach to holding…
Do Children Have Privacy Rights in the Classroom
Providers' Smoking Cessation Attitudes and Practices for Older Patients
A mail survey of 136 providers in a health maintenance organization in the Chicago metropolitan area examined smoking cessation attitudes and performance of the 4As protocol (asking, advising, assisting, arranging) for patients aged 50 years or older. Asking about smoking was most frequent, followed by arranging, advising, and assisting. Physicians and nurse practitioners performed each of the 4As more often than did registered and licensed pract…
Transfer, Abilities and Rules
Journal Article 6. Transfer, Abilities and Rules Get access Andrew Davis Andrew Davis University of Durham Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 32, Issue 1, March 1998, Pages 75–106, https://doi.org/10.1111/1467-9752.00079 Published: 16 December 2002
Implications for Assessment
Journal Article 5. Implications for Assessment Get access Andrew Davis Andrew Davis University of Durham Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 32, Issue 1, March 1998, Pages 67–74, https://doi.org/10.1111/1467-9752.00078 Published: 16 December 2002
Is there a Future for Assessment and Accountability
Journal Article 9. Is there a Future for Assessment and Accountability? Get access Andrew Davis Andrew Davis University of Durham Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 32, Issue 1, March 1998, Pages 145–152, https://doi.org/10.1111/1467-9752.00082 Published: 16 December 2002
Reliability, Validity and Criterion‐referencing
Accountability and the Economy
Understanding and Holism
Learning and Belief
The Credentials of Brain-Based Learning
This paper discusses the current fashion for brain-based learning, in which value-laden claims about learning are grounded in neurophysiology. It argues that brain science cannot have the 'authority' about learning that some seek to give it. It goes on to discuss whether the claim that brain science is relevant to learning involves a category mistake. The heart of the paper tries to show how the contribution of brain science to our grasp of the n…
Neuroscience and Education
In this response, I agree with much of what Schrag says about the principled limits of neuroscience to inform educators' decisions about approaches to learning. However, I also raise questions about the extent to which discoveries about ‘deficits’ in brain function could possibly help teachers. I dispute Schrag's view that externalism/internalism debates in the philosophy of mind are relatively arcane and lack implications for the importance or o…
Racial Differences in the Association Between Self-Rated Health Status and Objective Clinical Measures Among Participants in the Bari 2D Trial
Objectives. We explored whether and how race shapes perceived health status in patients with type 2 diabetes mellitus and coronary artery disease. Methods. We analyzed self-rated health (fair or poor versus good, very good, or excellent) and associated clinical risk factors among 866 White and 333 Black participants in the Bypass Angioplasty Revascularization Investigation 2 Diabetes trial. Results. Michigan Neuropathy Screening Instrument scores…
A National Assessment of Medication Adherence to Statins by the Racial Composition of Neighborhoods
High Stakes Testing and the Structure of the Mind
High stakes testing' is to be understood as testing with serious consequences for students, their teachers and their educational institutions. It plays a central role in holding teachers and educational institutions to account. In a recent article Randall Curren seeks to refute a number of philosophical arguments developed in my 'The Limits of Educational Assessment' against the legitimacy of high stakes testing. In this reply I contend that some…
Learning and the Social Nature of Mental Powers
Over the last two decades the traditional conception of intelligence and other mental powers as stable individual assets has been challenged by approaches in psychology emphasising context and ‘situated cognition’. This paper argues that the debate should not be seen as an empirical dispute, and relates it to discussions in philosophy of mind between methodological solipsists and varieties of externalists. In the light of this I argue that attemp…
Ian Hacking, Learner Categories and Human Taxonomies
I use Ian Hacking’s views to explore ways of classifying people, exploiting his distinction between indifferent kinds and interactive kinds, and his accounts of how we ‘make up’ people. The natural kind/essentialist approach to indifferent kinds is explored in some depth. I relate this to debates in psychiatry about the existence of mental illness, and to educational controversies about the credentials of learner classifications such as ‘dyslexic…
Consistency, Understanding and Truth in Educational Research
Journal Article Consistency, Understanding and Truth in Educational Research Get access Andrew Davis Andrew Davis Correspondence: Andrew Davis, School of Education, Durham University, Leazes Road, Durham, DH1 1TA. Email: [email protected] Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 40, Issue 4, November 2006, Pages 487–500, https://doi.org/10.1111/j.1467-9752.2006.00518.…
Accountability and School Inspection
Accountability involves not only schools answering to society, but parents and governments doing the same. In particular, governments should answer for the appropriateness of the educational aims they seek to promote. Making schools accountable to society through examination results is fundamentally flawed. Teachers must be able to account for how the specifics of their job relate to wider educational and social aims. The best approach to holding…
Do Children Have Privacy Rights in the Classroom
Accountability and the Economy
Learning and Belief
Transfer, Abilities and Rules
Journal Article 6. Transfer, Abilities and Rules Get access Andrew Davis Andrew Davis University of Durham Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 32, Issue 1, March 1998, Pages 75–106, https://doi.org/10.1111/1467-9752.00079 Published: 16 December 2002
Implications for Assessment
Journal Article 5. Implications for Assessment Get access Andrew Davis Andrew Davis University of Durham Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 32, Issue 1, March 1998, Pages 67–74, https://doi.org/10.1111/1467-9752.00078 Published: 16 December 2002
Is there a Future for Assessment and Accountability
Journal Article 9. Is there a Future for Assessment and Accountability? Get access Andrew Davis Andrew Davis University of Durham Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 32, Issue 1, March 1998, Pages 145–152, https://doi.org/10.1111/1467-9752.00082 Published: 16 December 2002
Reliability, Validity and Criterion‐referencing
Accountability and the Economy
Understanding and Holism
Providers' Smoking Cessation Attitudes and Practices for Older Patients
A mail survey of 136 providers in a health maintenance organization in the Chicago metropolitan area examined smoking cessation attitudes and performance of the 4As protocol (asking, advising, assisting, arranging) for patients aged 50 years or older. Asking about smoking was most frequent, followed by arranging, advising, and assisting. Physicians and nurse practitioners performed each of the 4As more often than did registered and licensed pract…
Accountability and School Inspection
Accountability involves not only schools answering to society, but parents and governments doing the same. In particular, governments should answer for the appropriateness of the educational aims they seek to promote. Making schools accountable to society through examination results is fundamentally flawed. Teachers must be able to account for how the specifics of their job relate to wider educational and social aims. The best approach to holding…
Do Children Have Privacy Rights in the Classroom
The Credentials of Brain-Based Learning
This paper discusses the current fashion for brain-based learning, in which value-laden claims about learning are grounded in neurophysiology. It argues that brain science cannot have the 'authority' about learning that some seek to give it. It goes on to discuss whether the claim that brain science is relevant to learning involves a category mistake. The heart of the paper tries to show how the contribution of brain science to our grasp of the n…
Learning and the Social Nature of Mental Powers
Over the last two decades the traditional conception of intelligence and other mental powers as stable individual assets has been challenged by approaches in psychology emphasising context and ‘situated cognition’. This paper argues that the debate should not be seen as an empirical dispute, and relates it to discussions in philosophy of mind between methodological solipsists and varieties of externalists. In the light of this I argue that attemp…
Consistency, Understanding and Truth in Educational Research
Journal Article Consistency, Understanding and Truth in Educational Research Get access Andrew Davis Andrew Davis Correspondence: Andrew Davis, School of Education, Durham University, Leazes Road, Durham, DH1 1TA. Email: [email protected] Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 40, Issue 4, November 2006, Pages 487–500, https://doi.org/10.1111/j.1467-9752.2006.00518.…
High Stakes Testing and the Structure of the Mind
High stakes testing' is to be understood as testing with serious consequences for students, their teachers and their educational institutions. It plays a central role in holding teachers and educational institutions to account. In a recent article Randall Curren seeks to refute a number of philosophical arguments developed in my 'The Limits of Educational Assessment' against the legitimacy of high stakes testing. In this reply I contend that some…
Ian Hacking, Learner Categories and Human Taxonomies
I use Ian Hacking’s views to explore ways of classifying people, exploiting his distinction between indifferent kinds and interactive kinds, and his accounts of how we ‘make up’ people. The natural kind/essentialist approach to indifferent kinds is explored in some depth. I relate this to debates in psychiatry about the existence of mental illness, and to educational controversies about the credentials of learner classifications such as ‘dyslexic…
Examples as Method? My Attempts to Understand Assessment and Fairness (in the Spirit of the Later Wittgenstein)
What is ‘fairness’ in the context of educational assessment? I apply this question to a number of contemporary educational assessment practices and policies. My approach to philosophy of education owes much to Wittgenstein. A commentary set apart from the main body of the paper focuses on my style of philosophising. Wittgenstein teaches us to examine in depth the fine-grained complexities of social phenomena and to refrain from imposing abstract …
Racial Differences in the Association Between Self-Rated Health Status and Objective Clinical Measures Among Participants in the Bari 2D Trial
Objectives. We explored whether and how race shapes perceived health status in patients with type 2 diabetes mellitus and coronary artery disease. Methods. We analyzed self-rated health (fair or poor versus good, very good, or excellent) and associated clinical risk factors among 866 White and 333 Black participants in the Bypass Angioplasty Revascularization Investigation 2 Diabetes trial. Results. Michigan Neuropathy Screening Instrument scores…
How far can we aspire to consistency when assessing learning
How far can consistent assessment capture all the worthwhile features of educational achievement? Are some important components of learning necessarily open to a range of potentially inconsistent judgments by different assessors? I argue for a cautiously affirmative answer to this question, drawing on analogies with aesthetic judgments and a rehearsal of the holistic characteristics of some assessment criteria. I also employ recent treatments of …
Neuroscience and Education
In this response, I agree with much of what Schrag says about the principled limits of neuroscience to inform educators' decisions about approaches to learning. However, I also raise questions about the extent to which discoveries about ‘deficits’ in brain function could possibly help teachers. I dispute Schrag's view that externalism/internalism debates in the philosophy of mind are relatively arcane and lack implications for the importance or o…
A National Assessment of Medication Adherence to Statins by the Racial Composition of Neighborhoods
God, Value, and Ontological Gratitude
[Figure: see text] What kind of God is most worthy of worship? This question is historically significant to open, relational, and process theological traditions. In considering this question anew, I advocate a particular axiological approach in light of the deeper question of divine necessity: What is the nature of divine necessity? What reasons or explains God’s existence? Why do God and a world exist at all? Different responses confront us: (1)…
Process Cosmology
Understanding the Conceptions of Engineering in Early Elementary Students
There is a demand for more STEM professionals. Early elementary students’ conceptions about engineering can influence whether or not they explore STEM career paths and ultimately select an engineering career. This study examined the conceptions elementary students have regarding the work that engineers perform. The research questions were the following: (1) what images do early elementary students associate with engineering and engineers, (2) do …
Inverting Naturalistic Cosmotheology
My recent book, Metaphysics of Exo-Life: Toward a Constructive Whiteheadian Cosmotheology is a systematic philosophical response to the six core principles of historian Steven J. Dick’s “naturalistic cosmotheology” from within the process metaphysics of Alfred North Whitehead. As a stimulus for further dialogue concerning the nature and possibilities of cosmotheological affirmation, this article offers a brief overview of my inversive metaphysica…
Psychology (16 obras) · Computer Science (14 obras) · Epistemology (14 obras) · Philosophy (14 obras) · Sociology (13 obras) · Philosophy (11 obras) · Political science (11 obras) · Law (8 obras) · Law (7 obras) · Social Psychology (7 obras)