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Socratic questioning (or Socratic maieutics) [1] is an educational method named after Socrates that focuses on discovering answers by asking questions of students. According to Plato, Socrates believed that "the disciplined practice of thoughtful questioning enables the scholar/student to examine ideas and be able to determine the validity of those ideas". [2]
In 1738, the Scottish philosopher David Hume differentiated intellectual curiosity from a more primitive form of curiosity: . The same theory, that accounts for the love of truth in mathematics and algebra, may be extended to morals, politics, natural philosophy, and other studies, where we consider not the other abstract relations of ideas, but their real connexions and existence.
People with disabilities, you need to be patient with them not understanding at first. In many of today's cultures, comprehension may include a knowledge of people using neutral pronouns or preferred pronouns. In order to listen for comprehension, it will be important for a receiver to be aware and understand these cultural norms. [17]
A key concept for the study of history and public life in most societies regardless of topic, historical significance makes judgements about what is important to be remembered about the past and why, through its reflections on historical aspects to contemporary culture and society [14] including historical reputations, events, issues, [15] monuments, [16] and what is chosen to be emphasized in ...
History is a continuing dialogue, between the present and the past. Interpretations of the past are subject to change in response to new evidence, new questions asked of the evidence, new perspectives gained by the passage of time. There is no single, eternal, and immutable "truth" about past events and their meaning.
Here’s what to ask about, and why it's important. Rebecca Corey. ... to learn and collect information about their shared health history. So don’t think of it as nosiness; consider it as being ...
She became an activist for higher wages and better working conditions for her fellow laborers. She is credited with coining the phrase “bread and roses” to explain that women workers needed “both economic sustenance and personal dignity,” according to Hasia Diner, a professor of American Jewish history at New York University.
The question of whether it is possible for machines to think has a long history, which is firmly entrenched in the distinction between dualist and materialist views of the mind. René Descartes prefigures aspects of the Turing test in his 1637 Discourse on the Method when he writes: