Search results
Results from the WOW.Com Content Network
In philosophy and the arts, a fundamental distinction exists between abstract and concrete entities. While there is no universally accepted definition, common examples illustrate the difference: numbers , sets , and ideas are typically classified as abstract objects, whereas plants , dogs , and planets are considered concrete objects.
Definitions of education try to determine the essential features of education. Many general characteristics have been ascribed to education. However, there are several disagreements concerning its exact definition and a great variety of definitions have been proposed by theorists belonging to diverse fields.
In mathematics education, a manipulative is an object which is designed so that a learner can perceive some mathematical concept by manipulating it, hence its name. The use of manipulatives provides a way for children to learn concepts through developmentally appropriate hands-on experience.
Conceptually, 'the current concept of the state is an abstraction from the much more concrete early-modern use as the standing or status of the prince, his visible estates'. At the same time, materially, the 'practice of statehood is now constitutively and materially more abstract than at the time when princes ruled as the embodiment of ...
Concrete is a composite material composed of aggregate bonded together with a fluid cement that cures to a solid over time. Concrete is the second-most-used substance in the world after water, [1] and is the most widely used building material. [2] Its usage worldwide, ton for ton, is twice that of steel, wood, plastics, and aluminium combined. [3]
The issue with associating a concrete definition to the term sociological abstraction, is that there is no universally accepted definition. Although the earliest form of abstraction in sociology was discussed by sociologist Talcott Parsons in the 1950s, his work in The Social System (1951) failed to identify an exact definition. Rather, he ...
The debate around accreditation in education often focuses on two extremes: the people who don’t believe in the necessity of a four-year degree and the people who think accreditation, and an Ivy ...
Some scholars base their definition on abstract intuitions while others focus on concrete cases [18] or rely on how the term is used in ordinary language. [19] There is also disagreement about whether knowledge is a rare phenomenon that requires high standards or a common phenomenon found in many everyday situations. [20]