From Karl Popper’s Falsificationism To View Teaching Knowledge
The result's identifiers
Result code in IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F61989592%3A15410%2F19%3A73593946" target="_blank" >RIV/61989592:15410/19:73593946 - isvavai.cz</a>
Result on the web
<a href="https://www.conferences-scientific.cz/inpage/conference-budapest-2019/#" target="_blank" >https://www.conferences-scientific.cz/inpage/conference-budapest-2019/#</a>
DOI - Digital Object Identifier
—
Alternative languages
Result language
angličtina
Original language name
From Karl Popper’s Falsificationism To View Teaching Knowledge
Original language description
Karl Popper is an important contemporary philosopher with significant influence. In his book the logic of scientific discovery, popper put forward the viewpoint of "falsificationism" [1].which was used to solve two important problems of philosophy of science, one is "Hume problem", the other is "Kant problem". Hume's problem is induction problem, which questions the logic reliability of induction method [3].Kant's problem is to discuss the boundary between science and non-science[4]. The essence of these two questions is actually epistemology, that is, what can human beings know? Under what circumstances is human knowledge consistent with objective facts. His argument is mainly based on the cognition of science: although the purpose of science is to pursue the absolute truth of the world, all scientific theories are not perfect, which is the basic contradiction contained in science itself and the ultimate power for the continuous development of science. Such cognition is different from the traditional view. His theory is not directly involved in teaching, however, involves the knowledge in the field of teaching knowledge about the related questions of scientific theory knowledge of study, this paper aimed at the basis of the falsificationism, which extended with view of knowledge, model of scientific on development, view of dealing with mistakes, view of problem consciousness, to review teaching knowledge concept and essence, as the breakthrough point or point of view of dynamic teaching knowledge, clearly presents the teaching knowledge steps and the continuous process and the dynamic cycle .
Czech name
—
Czech description
—
Classification
Type
D - Article in proceedings
CEP classification
—
OECD FORD branch
50301 - Education, general; including training, pedagogy, didactics [and education systems]
Result continuities
Project
—
Continuities
I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace
Others
Publication year
2019
Confidentiality
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Data specific for result type
Article name in the collection
Proceedings of IAC 2019 in Budapest
ISBN
978-80-244-5277-7
ISSN
—
e-ISSN
—
Number of pages
6
Pages from-to
65-70
Publisher name
Czech Institute of Academic Education z.s.
Place of publication
Praha
Event location
Budapest
Event date
Mar 15, 2019
Type of event by nationality
EUR - Evropská akce
UT code for WoS article
—