Robert E Orton
Biographic Data
| ID | 5398210 |
|---|---|
| NAME | Robert E Orton |
| GIVEN NAMES | Robert E |
| FAMILY NAME | Orton |
| SIGNATURE | ORTON R E |
| AFFILIATIONS | University of Minnesota System |
| VERIFIED | No |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 1 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1989 |
| LATEST PUBLICATION YEAR | 1996 |
| H-INDEX | 1 |
Discourse Communities of Teachers and Therapeutic Philosophy
In his article, Epistemic Authority for Teacher Knowledge: The Potential Role of Teacher Communities, Douglas Roberts both clarifies my argument and points to several issues that need further development. I am particularly intrigued by his model of teaching and its connection with contemporary therapeutic philosophy. The gist of my comments below offers an attempt to cope with a feeling of moral irresponsibility if I embrace his abandonment model…
How Can Teacher Beliefs about Student Learning Be Justified
This article examines how teacher beliefs about student learning might be justified using a genetic or “nonfoundational” theory of knowledge, wherein beliefs help the knower solve problems in his/her environment. The genetic view of knowledge implies that teachers need to help learners construct their own knowledge, but it also implies that teachers (as learners) need to construct their own knowledge of student learning. These two implications ar…
Two “representative” approaches to the learning problem
How Can Teacher Beliefs about Student Learning Be Justified
This article examines how teacher beliefs about student learning might be justified using a genetic or “nonfoundational” theory of knowledge, wherein beliefs help the knower solve problems in his/her environment. The genetic view of knowledge implies that teachers need to help learners construct their own knowledge, but it also implies that teachers (as learners) need to construct their own knowledge of student learning. These two implications ar…
Two “representative” approaches to the learning problem
Discourse Communities of Teachers and Therapeutic Philosophy
In his article, Epistemic Authority for Teacher Knowledge: The Potential Role of Teacher Communities, Douglas Roberts both clarifies my argument and points to several issues that need further development. I am particularly intrigued by his model of teaching and its connection with contemporary therapeutic philosophy. The gist of my comments below offers an attempt to cope with a feeling of moral irresponsibility if I embrace his abandonment model…
How Can Teacher Beliefs about Student Learning Be Justified
This article examines how teacher beliefs about student learning might be justified using a genetic or “nonfoundational” theory of knowledge, wherein beliefs help the knower solve problems in his/her environment. The genetic view of knowledge implies that teachers need to help learners construct their own knowledge, but it also implies that teachers (as learners) need to construct their own knowledge of student learning. These two implications ar…
Education and Critical Thinking Development (3 works) · Epistemology (3 works) · Pedagogy (3 works) · Mathematics education (2 works) · Philosophy (2 works) · Philosophy (2 works) · Psychology (2 works) · Sociology (2 works) · Abandonment (legal (1 work) · Argument (complex analysis (1 work)