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More generally, any rule for behavior of any kind usually implies both "do's" and "don't s". Doing something usually also implies not doing something else, and, not doing something, often implies doing something else. There is therefore a conscious choice "to do this, or do that", but not both at the same time.
But in one sense the problem of responsibility is wider since we can be responsible not just for doing something but for failing to do something, so-called omissions. [ 3 ] [ 2 ] [ 4 ] For example, a pedestrian witnessing a terrible car accident may be morally responsible for calling an ambulance and for providing help directly if possible.
The history of scientific method considers changes in the methodology of scientific inquiry, not the history of science itself. The development of rules for scientific reasoning has not been straightforward; scientific method has been the subject of intense and recurring debate throughout the history of science, and eminent natural philosophers and scientists have argued for the primacy of ...
Flipped classroom teaching at Clintondale High School in Michigan, United States. A flipped classroom is an instructional strategy and a type of blended learning.It aims to increase student engagement and learning by having pupils complete readings at home, and work on live problem-solving during class time. [1]
The practice of philosophy is characterized by several general features: it is a form of rational inquiry, it aims to be systematic, and it tends to critically reflect on its own methods and presuppositions. [11] It requires attentively thinking long and carefully about the provocative, vexing, and enduring problems central to the human condition.
Image credits: Slightly twisted A big part of attracting such a large following, whether you’re neck-deep into internet memes or doing something else entirely, is being consistent with your posting.
The zone of proximal development (ZPD) is a concept in educational psychology that represents the space between what a learner is capable of doing unsupported and what the learner cannot do even with support. It is the range where the learner is able to perform, but only with support from a teacher or a peer with more knowledge or expertise.
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