Showing papers on "Exemplification published in 1979"
TL;DR: In this paper, the authors propose a new hypothesis to solve the general theoretical and practical problem of how collaborative groups evolve: Namely, that these small groups engage in unconscious planning to solve their own problems, and that consultants work best by augmenting this group planning.
Abstract: The authors offer a new hypothesis to solve the general theoretical and practical problem of how collaborative groups evolve: Namely, that these small groups engage in unconscious planning to solve their own problems, and that consultants work best by augmenting this group planning. This hypothesis borrows the concept of individual unconscious planning propounded by Weiss (unpublished) and furthered by Weiss et al. (1977) and Sampson (1976) from the context of individual psychoanalysis and explains group development as the coordinating of individual planning, i.e., as group planning. This involves making prominent in early meetings what general problem the group wishes to control and master, as well as a logical sequence of the order in which difficulties need to be confronted. After introducing the problem, the authors consider four major aspects of the group planning theory: First, the presentation of the theory itself, compared to previous theories of group development; second, exemplification of the t...
21 citations
01 Jan 1979
TL;DR: Bennett's analysis of analytic transcendental arguments is discussed in this article, where it is shown that they leave open deductive gaps between their premises and their conclusions, and the difficulty of bridging these gaps in a satisfactory manner.
Abstract: Professor Bennett freely admits that his understanding of what a ‘transcendental argument’ is, differs from the Kantian and that he uses the term in his own — rather special — way. Although I am opposed to such terminological separatism, I shall not argue against it here. Nor shall I discuss the interesting remarks which lead up to, and which follow, what I take to be the central part of Bennett’s paper, namely the characterization and exemplification of what he calls “analytic transcendental arguments”. In examining them I shall be mainly concerned with their tendency to leave open deductive gaps between their premises and their conclusions, and with the difficulty of bridging these gaps in a satisfactory manner — a difficulty which they share with other transcendental arguments and which seems insuperable to me.
13 citations
01 Jan 1979
TL;DR: In this paper, the authors propose a scheme which consists of four basic strategies for the teaching of concepts in primary and secondary school mathematics, i.e., characterization, exemplification, analogy, and symbolization.
Abstract: This paper discusses a scheme which consists of four basic strategies for the teaching of
concepts in primary and secondary school mathematics. In this scheme, a concept is regarded as a
set of attributes that characterizes a class of objects and has a symbol or a name to denote it. The
name for a concept helps to convey the set of attributes that defines the concept as an integrated
whole or entity that exists independent of the class.of objects, called a reference set, from which it
is abstracted. A concept may have more than one set of attributes to define it, the choice of
which depend. largely on the aim of teaching the concept and the characteristics of the learners. At
times, the set of attributes which defines a concept is a subset of that which defines another concept. In this case, the latter is considered of higher order than the former. On the basis of this
definition of the order of concept, a hierarchy of selected concepts is built up which may offer
guidance for the teaching of the related concepts. Along with the guidance of other teaching
\guidelines, a set of four basic strategies are proposed and analysed for the teaching of mathematical
concepts. They are characterization, exemplification, analogy, and symbolization. A combination
of these constitutes a strategy, chosen as a result of a number of considerations, for teaching a
given concept. The effectiveness of the chosen strategy will also depend on the process or method
used to carrv it out in a specific teaching situation.
1 citations
01 Jan 1979
TL;DR: A theory of attributes on the assumption that properties must admit of exemplification, but they need not be exemplified is developed, which makes use of the undefined expression, “x. exemplifiesy”.
Abstract: Following Rescher we will develop a theory of attributes on the assumption that “properties must admit of exemplification, but they need not be exemplified.”1We will thus make use of the undefined expression,“x. exemplifiesy”. as well as thede re. modal concept expressed by“x. is necessarily such that it isF”. We presuppose the theory of states of affairs. The latter theory makes use of the ontological concept ofobtaining., as well as the intentional concepts ofacceptance andentertainment. 2 The theory of states of affairs also requires an apparatus for temporal reference; in what follows I will make use of tense.