Whenever, in the development of any particular science there has been a misapprehension of its appropriate sphere, and especially when wrong principles have been introduced in development, a reconstruction of the whole science is of course demanded. The following treatise has been prepared in view of the assumption, that both these defects exist in important forms in the common treatises on this subject. Every one is aware, that any given intellectual process having for its object the establishment of truth, may fail of its end for one or more of the three following reasons: 1. The process may be based throughout upon a misconception of the subject treated of. 2. Invalid premises may be introduced as the basis of conclusions deduced. 3. Or there may be a want of connection between the premises and the conclusions deduced from them. All are equally aware, also, that every valid process is not only free from each of these defects, but possessed of the opposite excellences. In examining any such process, then, three questions are or should be always put, to wit: Has the author rightly apprehended his subject? Are the premises sound? Is there a valid connection between the premises and conclusions? In answering such questions, everyone feels the need of valid criteria by which he can determine whether the process is or is not valid in each of these particulars, and in one no less than in either of the others. The following treatise has been prepared upon the assumption, that the true and proper sphere of logic is to furnish all these different criteria, and thus to meet in full the real logical necessities of the human mind. ASA MAHAN (1799-1889) was America's foremost Christian educator, reformer, philosopher, and pastor. He was founding president of two colleges and one university, where he was able to inspire numerous reforms, publish authoritative philosophical texts, and promote powerful revivals like his close associate Charles Finney. He led the way on all important fronts while being severely persecuted. He introduced the new curriculum later adopted by Harvard, was the first to instruct and grant liberal college degrees to white and colored women, advised Lincoln during the Civil War, and among many other remarkable achievements, was a father to the early evangelical and holiness movements.

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Exam board: Cambridge Assessment International Education Level: IGCSE Subject: Business Studies First teaching: September 2018 First exams: Summer 2020 This title is endorsed by Cambridge Assessment International Education for learner support. Reinforce learning and deepen understanding of the key concepts covered in the latest syllabus; an ideal course companion or homework book for use throughout the course. - Develop and strengthen skills and knowledge with a wealth of additional exercises that perfectly supplement the Student's Book. - Build confidence with extra practice for each lesson to ensure that a topic is thoroughly understood before moving on. - Fully explore and analyse international businesses through exercises based on authentic case studies. - Keep track of students' work with ready-to-go write-in exercises. - Save time with all answers available in the Boost Subscription Available in this series: Student Textbook Fifth edition (ISBN 9781510421233) Student Book Boost eBook (ISBN 9781398333826) Boost Subscription (ISBN 9781398341036) Workbook (ISBN 9781510421257) Study and Revision Guide (ISBN 9781510421264)

This book makes a strong case for the abiding relevance of Dewey's notion of learning through experience, with a community of others and what this implies for democratic education in the 21st century. Its first section addresses the experience of today's generation of so-called 'digital natives' in terms of how we should now understand 'knowledge' and how their online experience creates opportunities and challenges for the curriculum, such as schools linking internationally to study classical texts; an exposition of why makerspaces, hackerspaces and Fab Labs might support Dewey's democratic communities in our time, with on-line affordances of 'a commons', a space to use imagination and invent and share with others. The book's second section is original in its focus on the central Deweyan idea of 'embodiment' with chapters on Dewey and the Alexander technique and on experiences of Afro-American students, in public schools, especially those situated in multi-racial, multi-ethnic countries like the U.S. with deep, racial divides and tensions. The section ends with a chapter on the somaesthetic, educational value of learning outside of buildings. A third section on experience related to democracy and education, has chapters on Dewey and the democratic curriculum, experience as a preparation for democracy, communication and the critique of individualism. Dewey's notion of interest is analyzed and questioned as to whether it is a sympathetic notion for educational development. With contributions from Spain, Cameroon, the US and the UK the book ranges across varied curricular and policy contexts to explore what reading Dewey can contribute to contemporary education studies.