John F Covaleskie
Biographic Data
| ID | 5429692 |
|---|---|
| NAME | John F Covaleskie |
| GIVEN NAMES | John F |
| FAMILY NAME | Covaleskie |
| SIGNATURE | COVALESKIE J F |
| AFFILIATIONS | University of Oklahoma |
| VERIFIED | No |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 3 |
| AUTHOR COUNT | 2 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2007 |
| LATEST PUBLICATION YEAR | 2008 |
| H-INDEX | 1 |
Three Why's
In this article, I argue the proposition that educators ought to be including a serious consideration of intelligent design as a counterexample to the scientific explanations of human origins. The article first distinguishes between three different ways people ask “why”: the Scientific Why, the Ultimate Why, and the Teleological Why. Although science answers the first Why with a high degree of confidence, it does not answer the second or third Wh…
What Public? Whose Schools
In discussing reform of public schools, the conversation is usually about schools; in this article I examine the meaning of public, drawing on Dewey's (1927/1954/1988) understanding of the nature of a public and its importance to democratic life. Vouchers and other market challenges to public education are a danger to the existence of a public, and a threat to democratic life. I consider the relevant differences between publics, markets, and audi…
What Public? Whose Schools
In discussing reform of public schools, the conversation is usually about schools; in this article I examine the meaning of public, drawing on Dewey's (1927/1954/1988) understanding of the nature of a public and its importance to democratic life. Vouchers and other market challenges to public education are a danger to the existence of a public, and a threat to democratic life. I consider the relevant differences between publics, markets, and audi…
Three Why's
In this article, I argue the proposition that educators ought to be including a serious consideration of intelligent design as a counterexample to the scientific explanations of human origins. The article first distinguishes between three different ways people ask “why”: the Scientific Why, the Ultimate Why, and the Teleological Why. Although science answers the first Why with a high degree of confidence, it does not answer the second or third Wh…
What Public? Whose Schools
In discussing reform of public schools, the conversation is usually about schools; in this article I examine the meaning of public, drawing on Dewey's (1927/1954/1988) understanding of the nature of a public and its importance to democratic life. Vouchers and other market challenges to public education are a danger to the existence of a public, and a threat to democratic life. I consider the relevant differences between publics, markets, and audi…
Three Why's
In this article, I argue the proposition that educators ought to be including a serious consideration of intelligent design as a counterexample to the scientific explanations of human origins. The article first distinguishes between three different ways people ask “why”: the Scientific Why, the Ultimate Why, and the Teleological Why. Although science answers the first Why with a high degree of confidence, it does not answer the second or third Wh…
Epistemology (2 works) · Sociology (2 works) · Conversation (1 works) · Counterexample (1 works) · Democracy (1 works) · Economics (1 works) · Education and Critical Thinking Development (1 works) · Evolution and Science Education (1 works) · Focus (optics (1 works) · Law (1 works)