of every curriculum unit and classroom practice: does this approach give students voice; does it build community and understanding of people different from oneself; does it have real-world applications; does it encourage deliberation, public speaking, or playfulness with i
e vanity of appearing to know before one actually does.
==== Suspension of Judgment and Philosophical H... rch argued that honest acknowledgment of what one does not know is both epistemologically rigorous and m... ines to adjudicate definitively when the evidence does not permit it. The educational implication is sig
refore foundational: Confucius insisted that "one does not preach what one does not practice," treated the consistency of word and deed as the educator's firs
58.
* Hanushek, E. A., & Raymond, M. E. (2005). Does school accountability lead to improved student pe... anushek, E. A., Link, S., & Woessmann, L. (2013). Does school autonomy make sense everywhere? Panel esti
in negative instances (the moon, which shines but does not warm), then in gradations of degree. Only aft... the data:** carefully bounded generalization that does not outrun the evidence.
* Bacon, F. (1620b).
The classroom that cultivates reflective thinking does not present knowledge as settled fact to be memor... the world, carries strong Deweyan resonances, as does the constructivist tradition in mathematics and s
predictable effects on what the child thinks and does. The formative force of education may be more pow... rather than the imprint of those who shaped them? Does the "educative stage" ever truly end? The second
erial environment. She argues that a society that does not guarantee all of these capabilities to all of... ay reflect a Western philosophical tradition that does not adequately account for the distorting effects
tside the school (what knowledge and competencies does adult life in this society require?), and the advice of subject-matter specialists (what does each academic discipline regard as its most impor
l disorientation in which one recognises that one does not, after all, know what one thought one knew. F... latent within them. The teacher, on this account, does not deposit knowledge in an empty vessel but crea
le in educational philosophy. Just as a physician does not create health in a patient — since health is ... recting its own healing processes, so the teacher does not create knowledge in the student but assists t
