Jan Derry
Dados Biográficos
| ID | 238448 |
|---|---|
| NOME | Jan Derry |
| PRENOMES | Jan |
| SOBRENOME | Derry |
| ASSINATURA | DERRY J |
| AFILIAÇÕES | University of London |
| VERIFICADO | Não |
| TOTAL DE OBRAS | 6 |
| TOTAL DE CITAÇÕES | 13 |
| TOTAL COMO AUTOR | 6 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2007 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2020 |
| ÍNDICE H | 2 |
A Problem for Cognitive Load Theory—the Distinctively Human Life‐form
Cognitive load theory has challenged contemporary approaches to teaching by arguing that they are ineffective because of a neglect of the psychology underpinning learning and, specifically, the high demand placed on working memory. This paper challenges the presuppositions involved not only in arguments for guided instruction by those supporting cognitive load theory, but also in opposed pedagogic approaches involving discovery and inquiry learni…
From Disembodied Intellect to Cultivated Rationality
The issues that Paul Standish alerts us to are significant since they situate McDowell's argument in reference to works lying outside the mainstream tradition of philosophy, works that reject epistemology and its bedfellow scepticism. Standish brings to the fore a way of thinking that is relevant to contemporary educational practice. Those who work in the field of education cannot help but be struck by the mismatch between the pervasive manageria…
Can Inferentialism Contribute to Social Epistemology
Journal Article Can Inferentialism Contribute to Social Epistemology? Get access Jan Derry Jan Derry Correspondence: Jan Derry, Institute of Education, 20 Bedford Way, London WC1H 0AL, UK. Email: [email protected] Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 47, Issue 2, May 2013, Pages 222–235, https://doi.org/10.1111/1467-9752.12032 Published: 16 May 2013
Technology-Enhanced Learning
Journal Article Technology-Enhanced Learning: A Question of Knowledge Get access Jan Derry Jan Derry Philosophy Section and London Knowledge Lab, Institute of Education, University of London, 20 Bedford Way, London WC1H 0AL, UK Correspondence: Jan Derry, Philosophy Section and London Knowledge Lab, Institute of Education, University of London, 20 Bedford Way, London WC1H 0AL, UK. Email: [email protected] Search for other works by this author on: …
Learning About Cancer
In this article, we discuss the findings of a study about how patients who have been diagnosed with cancer learn about their disease. This is a form of learning that is not often thought of as learning, within the practices in which it takes place. It involves learners who neither possess specific forms of knowledge, nor are sure about what knowledge there is to possess. In medical practice, this form of learning is often referred to in terms suc…
Abstract rationality in education
Can Inferentialism Contribute to Social Epistemology
Journal Article Can Inferentialism Contribute to Social Epistemology? Get access Jan Derry Jan Derry Correspondence: Jan Derry, Institute of Education, 20 Bedford Way, London WC1H 0AL, UK. Email: [email protected] Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 47, Issue 2, May 2013, Pages 222–235, https://doi.org/10.1111/1467-9752.12032 Published: 16 May 2013
Abstract rationality in education
From Disembodied Intellect to Cultivated Rationality
The issues that Paul Standish alerts us to are significant since they situate McDowell's argument in reference to works lying outside the mainstream tradition of philosophy, works that reject epistemology and its bedfellow scepticism. Standish brings to the fore a way of thinking that is relevant to contemporary educational practice. Those who work in the field of education cannot help but be struck by the mismatch between the pervasive manageria…
Learning About Cancer
In this article, we discuss the findings of a study about how patients who have been diagnosed with cancer learn about their disease. This is a form of learning that is not often thought of as learning, within the practices in which it takes place. It involves learners who neither possess specific forms of knowledge, nor are sure about what knowledge there is to possess. In medical practice, this form of learning is often referred to in terms suc…
Abstract rationality in education
Technology-Enhanced Learning
Journal Article Technology-Enhanced Learning: A Question of Knowledge Get access Jan Derry Jan Derry Philosophy Section and London Knowledge Lab, Institute of Education, University of London, 20 Bedford Way, London WC1H 0AL, UK Correspondence: Jan Derry, Philosophy Section and London Knowledge Lab, Institute of Education, University of London, 20 Bedford Way, London WC1H 0AL, UK. Email: [email protected] Search for other works by this author on: …
Can Inferentialism Contribute to Social Epistemology
Journal Article Can Inferentialism Contribute to Social Epistemology? Get access Jan Derry Jan Derry Correspondence: Jan Derry, Institute of Education, 20 Bedford Way, London WC1H 0AL, UK. Email: [email protected] Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 47, Issue 2, May 2013, Pages 222–235, https://doi.org/10.1111/1467-9752.12032 Published: 16 May 2013
From Disembodied Intellect to Cultivated Rationality
The issues that Paul Standish alerts us to are significant since they situate McDowell's argument in reference to works lying outside the mainstream tradition of philosophy, works that reject epistemology and its bedfellow scepticism. Standish brings to the fore a way of thinking that is relevant to contemporary educational practice. Those who work in the field of education cannot help but be struck by the mismatch between the pervasive manageria…
A Problem for Cognitive Load Theory—the Distinctively Human Life‐form
Cognitive load theory has challenged contemporary approaches to teaching by arguing that they are ineffective because of a neglect of the psychology underpinning learning and, specifically, the high demand placed on working memory. This paper challenges the presuppositions involved not only in arguments for guided instruction by those supporting cognitive load theory, but also in opposed pedagogic approaches involving discovery and inquiry learni…
Sociology (5 obras) · Epistemology (4 obras) · Philosophy (4 obras) · Philosophy (4 obras) · Psychology (3 obras) · Argument (complex analysis (2 obras) · Computer Science (2 obras) · Education and Critical Thinking Development (2 obras) · Higher education (2 obras) · Innovative Education and Learning Practices (2 obras)