Paul A. Wagner, Frank K. Fair
Education for Knowing
Theories of Knowledge for Effective Student Building
Paul A. Wagner, Frank K. Fair
Education for Knowing
Theories of Knowledge for Effective Student Building
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The major stakeholder classes in education have three distinct ways by which they judge the quality of knowledge claims. At times this can cause considerable distraction or mis-communication among stakeholders.
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The major stakeholder classes in education have three distinct ways by which they judge the quality of knowledge claims. At times this can cause considerable distraction or mis-communication among stakeholders.
Produktdetails
- Produktdetails
- Verlag: Rowman & Littlefield Publishers
- Seitenzahl: 190
- Erscheinungstermin: 30. Oktober 2020
- Englisch
- Abmessung: 235mm x 157mm x 15mm
- Gewicht: 436g
- ISBN-13: 9781475848137
- ISBN-10: 1475848137
- Artikelnr.: 60075475
- Verlag: Rowman & Littlefield Publishers
- Seitenzahl: 190
- Erscheinungstermin: 30. Oktober 2020
- Englisch
- Abmessung: 235mm x 157mm x 15mm
- Gewicht: 436g
- ISBN-13: 9781475848137
- ISBN-10: 1475848137
- Artikelnr.: 60075475
Paul A. Wagner, B.S. Political Science and economics (double major), M.A. (philosophy), M. Ed. (Higher Education Administration), Ph.D. (Philosophy).Dr. Wagner has always been very active in civic and charitable affairs. Beginning in Columbia, Missouri, he served as Vice Chair of the City's Human Rights Commission. In Houston, Texas, he has served on numerous Board of Directors including the Houston Marathon, Leadership Houston, The Houston Volunteer Center, The Bay Area Symphony Society, Bay Oaks School, and numerous committees in organizations such as the American Cancer Society, the Society for Prevention of Cruelty to Animals, Second Baptist's Pastor Prayer Team, the Linda Lorelle Scholarship Foundation, and the Sparacino Dance Company. He has done consulting in strategic planning and management practice with a number of corporations, hospitals, and universities, such as The Houston Chronicle, M.D. Anderson Hospital Volunteer Division, and the University of San Francisco. He has also held a number of senior-level positions in scholarly organizations. He was named an Outstanding Young Man while in Columbia, Missouri, and has been awarded inclusion in the following since then: Who's Who in America, Who's Who in the World, Who's Who in Education, Who's Who among America's Teachers, to name but a few. He has taught at universities from coast to coast and from the northern Midwest to the South. He has taught from undergraduate to doctoral students. At the university level, he has taught in the following areas: philosophy, psychology, political science, education, cognitive science, economics, "Development of the Sciences," management theory (MBA program), organizational behavior, and applied ethics in a course for doctoral students in two different doctoral-granting institutions. One course was titled "Ethics, Values and Responsibilities" and the other, "Ethics of Administrative Leadership."For thirteen years he emceed and was an expert commentator several times each year for public television. In addition to living in Houston for forty years, he also had a small ranch out near Brenham, Texas. He has run over 50,000 miles in his life according to running journals he has kept since he was 28. He has over 160 publications listed on Google Scholar including nine previous books. He is a member of a number of professional organizations including the American Philosophical Association, the Evangelical Philosophical Society, the American Psychological Association, the American Association of Public Administrators, and the Association of Practical and Professional Ethics. Finally, he was a founding member of the Texas State Ethics Commission and the LBJ School of Public Affairs, University of Texas annual Ethics workshop for senior State Officials in the 1990s. To top everything off, he was an altar boy from 11 - 13 years old at St. Barbara's Church in the suburbs of Chicago.
Dedication
Preface
Acknowledgements
Introduction
Chapter 1: Conceptions of Knowledge I: Realism Versus Skepticism Chapter 2
Why Children and Their Parents are Natural Realists Chapter 3: Conceptions
of Knowledge II: Contextualism and PragmatismChap. 4 Policy-makers and
Administrators as Contextualists and Pragmatists Chapter 5 Conceptions of
Knowledge III: Instrumentalism , Evidentialism, and Social Constructivism
Chapter. 6 Educational Researchers as Instrumentalists, Evidentailists, or
Social ConstructivistsChapter 7 Bringing the Perspectives TogetherChapter 8
Sketching a Path Forward Glossary: 20-25 definitions of key terms
ReferencesAbout the AuthorIndex
Preface
Acknowledgements
Introduction
Chapter 1: Conceptions of Knowledge I: Realism Versus Skepticism Chapter 2
Why Children and Their Parents are Natural Realists Chapter 3: Conceptions
of Knowledge II: Contextualism and PragmatismChap. 4 Policy-makers and
Administrators as Contextualists and Pragmatists Chapter 5 Conceptions of
Knowledge III: Instrumentalism , Evidentialism, and Social Constructivism
Chapter. 6 Educational Researchers as Instrumentalists, Evidentailists, or
Social ConstructivistsChapter 7 Bringing the Perspectives TogetherChapter 8
Sketching a Path Forward Glossary: 20-25 definitions of key terms
ReferencesAbout the AuthorIndex
Dedication
Preface
Acknowledgements
Introduction
Chapter 1: Conceptions of Knowledge I: Realism Versus Skepticism Chapter 2
Why Children and Their Parents are Natural Realists Chapter 3: Conceptions
of Knowledge II: Contextualism and PragmatismChap. 4 Policy-makers and
Administrators as Contextualists and Pragmatists Chapter 5 Conceptions of
Knowledge III: Instrumentalism , Evidentialism, and Social Constructivism
Chapter. 6 Educational Researchers as Instrumentalists, Evidentailists, or
Social ConstructivistsChapter 7 Bringing the Perspectives TogetherChapter 8
Sketching a Path Forward Glossary: 20-25 definitions of key terms
ReferencesAbout the AuthorIndex
Preface
Acknowledgements
Introduction
Chapter 1: Conceptions of Knowledge I: Realism Versus Skepticism Chapter 2
Why Children and Their Parents are Natural Realists Chapter 3: Conceptions
of Knowledge II: Contextualism and PragmatismChap. 4 Policy-makers and
Administrators as Contextualists and Pragmatists Chapter 5 Conceptions of
Knowledge III: Instrumentalism , Evidentialism, and Social Constructivism
Chapter. 6 Educational Researchers as Instrumentalists, Evidentailists, or
Social ConstructivistsChapter 7 Bringing the Perspectives TogetherChapter 8
Sketching a Path Forward Glossary: 20-25 definitions of key terms
ReferencesAbout the AuthorIndex