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This book offers readers a collection of 50 short chapter entries
on topics in the philosophy of language. Each entry addresses a
paradox, a longstanding puzzle, or a major theme that has emerged
in the field from the last 150 years, tracing overlap with issues
in philosophy of mind, cognitive science, ethics, political
philosophy, and literature. Each of the 50 entries is written as a
piece that can stand on its own, though useful connections to other
entries are mentioned throughout the text. Readers can open the
book and start with almost any of the entries, following themes of
greatest interest to them. Each entry includes recommendations for
further reading on the topic. Philosophy of Language: 50 Puzzles,
Paradoxes, and Thought Experiments is useful as a standalone
textbook, or can be supplemented by additional readings that
instructors choose. The accessible style makes it suitable for
introductory level through intermediate undergraduate courses, as
well as for independent learners, or even as a reference for more
advanced students and researchers. Key Features: Uses a
problem-centered approach to philosophy of language (rather than
author- or theory-centered) making the text more inviting to
first-time students of the subject. Offers stand-alone chapters,
allowing students to quickly understand an issue and giving
instructors flexibility in assigning readings to match the themes
of the course. Provides up-to-date recommended readings at the end
of each chapter, or about 500 sources in total, amounting to an
extensive review of the literature on each topic.
This book offers readers a collection of 50 short chapter entries
on topics in the philosophy of language. Each entry addresses a
paradox, a longstanding puzzle, or a major theme that has emerged
in the field from the last 150 years, tracing overlap with issues
in philosophy of mind, cognitive science, ethics, political
philosophy, and literature. Each of the 50 entries is written as a
piece that can stand on its own, though useful connections to other
entries are mentioned throughout the text. Readers can open the
book and start with almost any of the entries, following themes of
greatest interest to them. Each entry includes recommendations for
further reading on the topic. Philosophy of Language: 50 Puzzles,
Paradoxes, and Thought Experiments is useful as a standalone
textbook, or can be supplemented by additional readings that
instructors choose. The accessible style makes it suitable for
introductory level through intermediate undergraduate courses, as
well as for independent learners, or even as a reference for more
advanced students and researchers. Key Features: Uses a
problem-centered approach to philosophy of language (rather than
author- or theory-centered) making the text more inviting to
first-time students of the subject. Offers stand-alone chapters,
allowing students to quickly understand an issue and giving
instructors flexibility in assigning readings to match the themes
of the course. Provides up-to-date recommended readings at the end
of each chapter, or about 500 sources in total, amounting to an
extensive review of the literature on each topic.
Drawing on a rich pragmatist tradition, this book offers an account
of the different kinds of 'oughts', or varieties of normativity,
that we are subject to contends that there is no conflict between
normativity and the world as science describes it. The authors
argue that normative claims aim to evaluate, to urge us to do or
not do something, and to tell us how a state of affairs ought to
be. These claims articulate forms of action-guidance that are
different in kind from descriptive claims, with a wholly distinct
practical and expressive character. This account suggests that
there are no normative facts, and so nothing that needs any
troublesome shoehorning into a scientific account of the world.
This work explains that nevertheless, normative claims are
constrained by the world, and answerable to reason and
argumentation, in a way that makes them truth-apt and objective.
Drawing on a rich pragmatist tradition, this book offers an account
of the different kinds of 'oughts', or varieties of normativity,
that we are subject to contends that there is no conflict between
normativity and the world as science describes it. The authors
argue that normative claims aim to evaluate, to urge us to do or
not do something, and to tell us how a state of affairs ought to
be. These claims articulate forms of action-guidance that are
different in kind from descriptive claims, with a wholly distinct
practical and expressive character. This account suggests that
there are no normative facts, and so nothing that needs any
troublesome shoehorning into a scientific account of the world.
This work explains that nevertheless, normative claims are
constrained by the world, and answerable to reason and
argumentation, in a way that makes them truth-apt and objective.
Teachers already know that a career in education involves continual growth?and this book, copublished with Kappa Delta Pi, presents a model for delivery of a lifetime of preservice and inservice training. You?ll find practical advice on how administrators and teachers can work collaboratively to create and maintain a model of reflection, renewal, and growth that promotes efficacy as a teacher, particularly through reflective practice. And unlike any other book, you?ll follow the entire lifecycle of a teacher, from preservice through retirement, making it an indispensable resource for educators at every phase of their career.
Teachers already know that a career in education involves continual growth?and this book, copublished with Kappa Delta Pi, presents a model for delivery of a lifetime of preservice and inservice training. You?ll find practical advice on how administrators and teachers can work collaboratively to create and maintain a model of reflection, renewal, and growth that promotes efficacy as a teacher, particularly through reflective practice. And unlike any other book, you?ll follow the entire lifecycle of a teacher, from preservice through retirement, making it an indispensable resource for educators at every phase of their career.
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