Robert J. Swartz – författare

Perceiving, Sensing, and Knowing: A Book of Readings from Twentieth-Century Sources in the Philosophy of Perception offers an insightful collection of writings that examine perception's intricate relationship with knowledge. This anthology delves into the predominant views of English-speaking philosophers on the challenges of understanding how humans perceive and interpret the external world. By addressing traditional questions about the reliability and mechanisms of the senses, it reveals how the philosophy of perception has evolved, especially under the influence of post-Renaissance thought and the epistemological foundations laid by figures like Descartes, Locke, Berkeley, and Hume.The book is meticulously curated to present the interplay between classical theories and modern critiques, touching on pivotal debates such as the sense-datum theory, phenomenalism, and causal theories of perception. Divided into four parts, it explores the nature of perceiving, the objects of perception, and the justification of empirical beliefs. Each section juxtaposes traditional perspectives with contemporary critiques, fostering a rich dialogue on the epistemological and ontological dimensions of sensory experience. This anthology is an essential resource for anyone interested in the philosophical underpinnings of how we perceive and know the world, offering both historical depth and critical engagement with ongoing debates in modern philosophy.This title is part of UC Press's Voices Revived program, which commemorates University of California Press’s mission to seek out and cultivate the brightest minds and give them voice, reach, and impact. Drawing on a backlist dating to 1893, Voices Revived makes high-quality, peer-reviewed scholarship accessible once again using print-on-demand technology. This title was originally published in 1965.

This title is part of UC Press's Voices Revived program, which commemorates University of California Press’s mission to seek out and cultivate the brightest minds and give them voice, reach, and impact. Drawing on a backlist dating to 1893, Voices Revived makes high-quality, peer-reviewed scholarship accessible once again using print-on-demand technology. This title was originally published in 1965.

Perceiving, Sensing, and Knowing: A Book of Readings from Twentieth-Century Sources in the Philosophy of Perception offers an insightful collection of writings that examine perception's intricate relationship with knowledge. This anthology delves into the predominant views of English-speaking philosophers on the challenges of understanding how humans perceive and interpret the external world. By addressing traditional questions about the reliability and mechanisms of the senses, it reveals how the philosophy of perception has evolved, especially under the influence of post-Renaissance thought and the epistemological foundations laid by figures like Descartes, Locke, Berkeley, and Hume.The book is meticulously curated to present the interplay between classical theories and modern critiques, touching on pivotal debates such as the sense-datum theory, phenomenalism, and causal theories of perception. Divided into four parts, it explores the nature of perceiving, the objects of perception, and the justification of empirical beliefs. Each section juxtaposes traditional perspectives with contemporary critiques, fostering a rich dialogue on the epistemological and ontological dimensions of sensory experience. This anthology is an essential resource for anyone interested in the philosophical underpinnings of how we perceive and know the world, offering both historical depth and critical engagement with ongoing debates in modern philosophy.This title is part of UC Press's Voices Revived program, which commemorates University of California Press’s mission to seek out and cultivate the brightest minds and give them voice, reach, and impact. Drawing on a backlist dating to 1893, Voices Revived makes high-quality, peer-reviewed scholarship accessible once again using print-on-demand technology. This title was originally published in 1965.

This book provides accessible educational practices that teachers can use to infuse skillful thinking into standards-based content instruction in any subject area or grade level. With rich examples from practice, readers will learn to teach students how, for example, to find and use evidence to support conclusions, to develop and articulate creative ideas, to listen to others seriously and with understanding, and to communicate their thinking with clarity and precision. The authors demonstrate how taking time to frontload deliberate, selective thinking practices can propel students to higher levels of achievement. Specific chapters look at the role of metacognition in the classroom, translating good thinking into good writing, and assessment of progress in thinking.Featuring the collaborative work of renowned authors and professional development leaders, this resource shows teachers how to help their students develop habits of effective thinking and dispositions for learning―like persistence and self-regulation―that will ultimately improve their work in other courses and grades and in their lives overall.

Originally published in 1990, this title attempts to provide for the educational practitioner an overview of a field that responded in the 1980s to a major educational agenda. This innovative ‘agenda’ called for teaching students in ways that dramatically improved the quality of their thinking. Its context is a variety of changes in education that brought the explicit teaching of thinking to the consciousness of more and more teachers and administrators.

Originally published in 1990, this title attempts to provide for the educational practitioner an overview of a field that responded in the 1980s to a major educational agenda. This innovative ‘agenda’ called for teaching students in ways that dramatically improved the quality of their thinking. Its context is a variety of changes in education that brought the explicit teaching of thinking to the consciousness of more and more teachers and administrators.