From Karl Popper’s Falsificationism To View Teaching Knowledge

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Výsledek na webu

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DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

From Karl Popper’s Falsificationism To View Teaching Knowledge

Popis výsledku v původním jazyce

Karl Popper is an important contemporary philosopher with significant influence. In his book the logic of scientific discovery, popper put forward the viewpoint of &quot;falsificationism&quot; [1].which was used to solve two important problems of philosophy of science, one is &quot;Hume problem&quot;, the other is &quot;Kant problem&quot;. Hume&apos;s problem is induction problem, which questions the logic reliability of induction method [3].Kant&apos;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 .

Název v anglickém jazyce

From Karl Popper’s Falsificationism To View Teaching Knowledge

Popis výsledku anglicky

Karl Popper is an important contemporary philosopher with significant influence. In his book the logic of scientific discovery, popper put forward the viewpoint of &quot;falsificationism&quot; [1].which was used to solve two important problems of philosophy of science, one is &quot;Hume problem&quot;, the other is &quot;Kant problem&quot;. Hume&apos;s problem is induction problem, which questions the logic reliability of induction method [3].Kant&apos;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 .

Druh

D - Stať ve sborníku

CEP obor

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OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

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Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2019

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název statě ve sborníku

Proceedings of IAC 2019 in Budapest

ISBN

978-80-244-5277-7

ISSN

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e-ISSN

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Počet stran výsledku

6

Strana od-do

65-70

Název nakladatele

Czech Institute of Academic Education z.s.

Místo vydání

Praha

Místo konání akce

Budapest

Datum konání akce

15. 3. 2019

Typ akce podle státní příslušnosti

EUR - Evropská akce

Kód UT WoS článku

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