John F Covaleskie
Dados Biográficos
| ID | 5429692 |
|---|---|
| NOME | John F Covaleskie |
| PRENOMES | John F |
| SOBRENOME | Covaleskie |
| ASSINATURA | COVALESKIE J F |
| AFILIAÇÕES | University of Oklahoma |
| VERIFICADO | Não |
| TOTAL DE OBRAS | 2 |
| TOTAL DE CITAÇÕES | 3 |
| TOTAL COMO AUTOR | 2 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2007 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2008 |
| ÍNDICE H | 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 obras) · Sociology (2 obras) · Conversation (1 obras) · Counterexample (1 obras) · Democracy (1 obras) · Economics (1 obras) · Education and Critical Thinking Development (1 obras) · Evolution and Science Education (1 obras) · Focus (optics (1 obras) · Law (1 obras)