Academic literature on the topic 'Reflective judgement'
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Journal articles on the topic "Reflective judgement"
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Sweet, Kristi. "Reflection: Its Structure and Meaning in Kant's Judgements of Taste." Kantian Review 14, no. 1 (March 2009): 53–80. http://dx.doi.org/10.1017/s1369415400001345.
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When Kant announces in a letter to Reinhold that he has discovered a new domain of a priori principles, he situates these principles in a ‘faculty of feeling pleasure and displeasure’ (Zammito 1992: 47). And it is indeed in his Critique of Aesthetic Judgement, named in this letter the Critique of Taste, that we find his elucidation of the relation of the principle of purposiveness to the feeling of pleasure. The kinds of judgements in which our feelings are evaluated in accordance with a principle are what Kant names reflective judgements. And while reflective judgements emerge in the third Critique to include not only judgements of taste, but also judgements of the sublime and teleological judgements of nature, in this paper I will focus on the first, as the question of the relatedness of reflection to pleasure is most pronounced in this context. There is no consensus in Kant scholarship as to what the structure of reflective judgements is, as evidenced by the widely disparate views of those such as Guyer, Allison, Pippin, Ginsborg, Lyotard, and others.
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Bendixen, Lisa D., Michael E. Dunkle, and Gregory Schraw. "Epistemological Beliefs and Reflective Judgement." Psychological Reports 75, no. 3_suppl (December 1994): 1595–600. http://dx.doi.org/10.2466/pr0.1994.75.3f.1595.
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We tested the hypothesis that 4 epistemological beliefs, i.e., beliefs about the nature and acquisition of knowledge, proposed by Schommer in 1990, were related to observed differences in epistemological reasoning. Based on their responses to a philosophical dilemma, 125 college undergraduates and graduate students were assigned to 1 of 7 levels of the Reflective Judgement Model by Kitchener and King. 4 independent epistemological beliefs were used to predict reflective judgement. Analysis indicated that beliefs in Fixed Ability, Simple Knowledge, and Quick Learning accurately discriminated between higher and lower reflective judgement even after age, education, and home environment were controlled. The relative contribution of each belief was examined as well. Practical and theoretical implications were discussed.
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Budd, M. "The Pure Judgement of Taste as an Aesthetic Reflective Judgement." British Journal of Aesthetics 41, no. 3 (July 1, 2001): 247–60. http://dx.doi.org/10.1093/bjaesthetics/41.3.247.
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Clarke, Jean, and Robin Holt. "Reflective Judgement: Understanding Entrepreneurship as Ethical Practice." Journal of Business Ethics 94, no. 3 (December 23, 2009): 317–31. http://dx.doi.org/10.1007/s10551-009-0265-z.
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O'halloran, Robert M. "Reflective Judgement Thinking Skills: Our Educational Objective." Hospitality & Tourism Educator 7, no. 1 (January 1995): 29–32. http://dx.doi.org/10.1080/23298758.1995.10685636.
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Cern, Karolina M. "How Reflective and Critical Norm-Usage Paves the Way to the Public Power of Judgement." International Journal for the Semiotics of Law - Revue internationale de Sémiotique juridique 33, no. 1 (October 18, 2019): 175–88. http://dx.doi.org/10.1007/s11196-019-09671-y.
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Abstract The purpose of this paper is to demonstrate that Neil MacCormick’s conception of norm-usage makes it necessary to address the concept of the public power of judgement as the key concept for understanding the democratic legitimization of current law. Therefore, firstly I analyse MacCormick’s conception of norm-usage, secondly I demonstrate that it leads to the idea of the institutionalisation of judgemental–interpretative practice, and thirdly, I show that the latter paves the way to the public power of judgement. Finally, I argue that this power needs to be elaborated in terms of competencies which are broader than legal skills and legal reasoning, and, further, that these competencies condition the use of both legal skills and reasoning. Importantly, MacCormick’s contribution to understanding the public power of judgement—when further developed—may indicate the profound role of comprehending the proper significance of law in a democratic polity and its relationship to the citizenry.
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O'Brien, Sarah. "Practice-as-research in performance: A response to reflective judgement." Studies in Theatre and Performance 27, no. 1 (January 3, 2007): 73–82. http://dx.doi.org/10.1386/stap.27.1.73_3.
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Head, Naomi. "Bringing reflective judgement into International Relations: exploring the Rwandan genocide." Journal of Global Ethics 6, no. 2 (August 2010): 191–204. http://dx.doi.org/10.1080/17449626.2010.494365.
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Ixer, Graham. "Developing the relationship between reflective practice and social work values." Journal of Practice Teaching and Learning 5, no. 1 (December 26, 2012): 7–22. http://dx.doi.org/10.1921/jpts.v5i1.304.
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There has been considerable literature published on reflection yet despite this, very little research on reflection and more importantly, understanding on what is reflection. This article looks at the context of reflection in the way it came into the social work education language and how it is now part of established training in both social work and other professions. Yet despite this we are still no further on in understanding the complex nature of reflection. However, in a small-scale research project the key characteristics of moral judgement were identified as essential to the process of reflection. The author looks at the relationship between reflective practice and social work values and concludes with key guidelines for the practice teacher and student. The concept of reflection and in particular, its application to practice, applies across health professions as well as social work.
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Boyd, L. D. "Development of reflective judgement in the pre-doctoral dental clinical curriculum." European Journal of Dental Education 12, no. 3 (August 2008): 149–58. http://dx.doi.org/10.1111/j.1600-0579.2008.00511.x.
Full textDissertations / Theses on the topic "Reflective judgement"
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Barchana-Lorand, Dorit. "Kant's reflective judgement as an aesthetic fundamental." Thesis, University of Oxford, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.325021.
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Zwozdiak-Myers, Paula. "An analysis of the concept reflective practice and an investigation into the development of student teachers’ reflective practice within the context of action research." Thesis, Brunel University, 2009. http://bura.brunel.ac.uk/handle/2438/4316.
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In recent decades, reflective practice has become a key driver and an increasingly influential referent in the professional development of student teachers. Yet, the complex, somewhat elusive boundaries of reflective practice make this phenomenon difficult to define. The purpose of this study was to analyse and synthesise existing literature and research in order to better understand the multi-faceted nature of reflective practice. From an informed platform, a new conceptual framework was designed both to capture and investigate nine dimensions of reflective practice in which student teachers could demonstrate capacity and commitment. Eighty year 4 student teachers, who had undertaken action research projects during their final school experience, and thirteen university lecturers, who had guided the student teachers throughout this enterprise, were participants in this study. Data were gathered through questionnaires and semi-structured interviews that incorporated a series of closed and open-ended responses. Quantitative data were analysed to calculate statistical frequencies, percentages, means and standard deviations; and, qualitative data via analytic induction methods to identify common themes and to extract narratives of experience. Findings showed that a majority (>90%) of student teachers perceived their capacity and commitment to engage in six dimensions of reflective practice [and most (>80%) in eight] had influenced their professional development. These perceptions were not wholly congruent with those of dissertation supervisors with variance between supervisors also evident. Qualitative distinctions, in the use of three types of reflective conversation, were found between male and female student teachers and within each gender group. Several constraints in the development of student teachers’ reflective practice also emerged. Further research is recommended into: what evidence and criteria shape judgments about reflective practice; how school-based staff might effectively support student teachers’ development of reflective practice; and, how the framework designed for this study might be replicated and refined to enhance reflective practice in personal professional development across disciplines.
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Loonus, Yannick [Verfasser]. "Ethik und Entrepreneurship – eine empirische Untersuchung der Lösung ethischer Dilemmata im Entrepreneurship mittels Reflective Judgement / Yannick Loonus." Wuppertal : Universitätsbibliothek Wuppertal, 2018. http://d-nb.info/1161115137/34.
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Campbell, Morag. "Influences on the success of student nurses in a specific pre-registration curriculum : approaches to study, level of reflective judgement and perceptions of the educational environment." Thesis, University of Strathclyde, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.431935.
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Helfenstein, Mara Juliane Woiciechoski. "Juízo político em Hannah Arendt." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2008. http://hdl.handle.net/10183/13822.
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Esta dissertação apresenta a concepção de juízo político de Hannah Arendt. Afastando-se de uma leitura ortodoxa dos textos kantianos, Arendt vislumbra no juízo reflexionante estético de Kant a estrutura do juízo político. Em um constante diálogo com a obra kantiana a autora se apropria de vários conceitos, tanto conceitos constantes na Crítica da faculdade do juízo, que é a obra que ela afirma conter a verdadeira filosofia política de Kant, como conceitos de outras importantes obras kantianas. No decorrer deste texto, quando entendemos que ocorre uma apropriação conceitual buscamos situar minimamente o conceito no contexto da obra kantiana para compreendermos a concepção e o gesto interpretativo de Arendt. Através da análise de seus escritos mostramos como ela compreende o modo de funcionamento da faculdade humana de julgar os eventos políticos, por meio da exposição e discussão dos principais conceitos envolvidos em sua teoria. Assim, apresentamos as condições de possibilidade do juízo representadas pelas faculdades da imaginação e do senso comum, bem como as duas perspectivas pelas quais essa faculdade se manifesta no mundo público, o juízo do ator e o juízo do espectador. Depois, analisamos a conexão entre as faculdades de pensamento e juízo para extrair as implicações éticas da faculdade humana de julgar. Estas reflexões são uma tentativa de compreender como, para Arendt, opera a faculdade de julgar; por que ela considera esta faculdade a mais política das habilidades espirituais do homem, e qual é a relevância política desta atividade do espírito.This dissertation presents the conception of Hannah Arendt’s political judgment. Moving away from an orthodox reading of Kantian texts, Arendt glimpses in the aesthetic reflective judgment of Kant, the structure of the political judgment. In one constant dialogue with Kantian Work the author appropriates several concepts, as concepts constant in the Critique of judgment, which is the Work that she affirms that contains the true Kant’s political philosophy, as concepts of other important Kantian Works. In elapsing of this text, when we understand that a conceptual appropriation occurs, we try to situate the concept in the context of the Kantian Work to understand Arendt’s conception and the interpretation gesture. Through the analysis of her writings we show as she understands the way of functioning of the human faculty to judge the political events, by the exposition and debate of the main involved concepts in her theory. So, we present the conditions of judgment possibility represented by the faculties of the imagination and the common sense, as well as the two perspectives for which manifests this faculty in the public world, the judgment of the actor and the judgment of the spectator. After that, we analyze the connection between the faculties of thought and judgment to extract the ethical implications of the human faculty to judge. These reflections are an attempt to understand how does the faculty of judge operate for Arendt; why does she consider this faculty the most political of men’s mental abilities, and what is the politic relevance of this spirit’s activity.
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Sandercock, Patricia Alice. "Libraries as bastions of truth? How technical college students ascertain truthfulness in information." Thesis, Queensland University of Technology, 2022. https://eprints.qut.edu.au/236259/1/Patricia%2BSandercock%2BThesis.pdf.
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This study examined how a group of first year technical college students ascertained the truthfulness of information retrieved from their college library’s catalogue. This study revealed a strong, passive dependence by first year students on those individuals and institutions perceived to be in positions of authority, who concurrently conferred not just truth, but beliefs, and understandings; while other students, displaying interface fuzziness, confused library information sources with those found on the internet. It is recommended that those instructing technical college students encourage greater levels of reflection and cognitive engagement with information selected for use by students.
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Ericson, Matilda. "The Execution of Judgements of the European Court of Human Rights : A Reflection on Article 46.4 ECHR." Thesis, Uppsala universitet, Juridiska institutionen, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-281428.
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Fracalossi, Ivanilde Aparecida Vieira Cardoso. "A universalidade subjetiva do juízo de gosto em Kant." Universidade de São Paulo, 2008. http://www.teses.usp.br/teses/disponiveis/8/8133/tde-04062008-102933/.
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A universalidade do juízo de gosto não tem um princípio objetivo porque não pretende determinar nenhum objeto. Mas para assegurar sua necessidade e escapar da contingência da experiência, ela se ampara no princípio exemplar do senso comum (Gemeinsinn), ou seja, num princípio subjetivo que determina apenas por sentimento, e não por conceito, aquilo que apraz ou não apraz. No entanto, sob a pressuposição de um assentimento universal a respeito do que é belo, a necessidade neste juízo adquire uma representação objetiva baseada no fundamento de nosso sentimento. É na dedução deste fundamento do sensus communis que se concentra nosso esforço nesta dissertação, pois tentaremos mostrar que ela percorre toda a Crítica da Faculdade de Julgar Estética.The universality of judgement of taste has none objective principle because does not intend to determine any object. Nevertheless, in order to assure its necessity and to escape from the experience\'s contingency, this universality supports itself in exemplary principle of common sense (Gemeinsinn), in other words, in a subjective principle which determines what is pleasure or not, only by feeling and not by concept. Although, under the presupposition of a universal agreement regarding what is beautiful, the necessity in this judgement acquires an objective representation based on our feeling\'s ground. It is in this deduction of this ground of sensus communis that concentrates our effort in this dissertation, because we will try to demonstrate that it courses through the entire Critique of Aesthetic Judgement.
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Real, Obradors Marcel. "Síntesis y reflexión en los juicios: la teoría del juicio en Kant." Doctoral thesis, Universitat Autònoma de Barcelona, 2015. http://hdl.handle.net/10803/310600.
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Esta tesis tiene como objeto el análisis de la facultad del Juicio en la filosofía crítica de Kant. En él se analiza la función del Juicio en las tres Críticas respecto a los juicios cognoscitivos, morales, estéticos y teleológicos. Desde una perspectiva sistemática, este estudio se propone hallar el lugar que ocupa el Juicio en relación con el resto de facultades, y, de este modo, esclarecer las dificultades que plantea la interpretación de la tercera Crítica, tanto las que afectan a su articulación interna, como a su relevancia en la culminación de la filosofía crítica.
El estudio defiende la idea de que el Juicio es la facultad responsable del procedimiento reflexivo necesario para subsumir lo diverso sensible bajo un concepto. Ahora bien, el concepto puede relacionarse con la diversidad de dos maneras: bien como regla de una síntesis constitutiva de un objeto, o bien como una forma meramente lógica que expresa la unidad común referida a una diversidad de representaciones. En la primera Crítica el concepto se explica, con preferencia, como unidad de la regla de construcción del objeto en la experiencia, pero sin perder su carácter de representación reflexiva. Por ello, Kant se ve obligado a introducir una distinción nueva en la reflexión, que tenga en cuenta la diferencia entre el simple enlace de representaciones bajo la unidad lógico-subjetiva de un juicio en general y la unidad sintética objetiva de lo diverso en la intuición. De ahí surge la distinción entre una operación reflexiva, que se limita a pensar el enlace lógico de representaciones en un juicio y una reflexión transcendental que relaciona las representaciones con su origen en las síntesis de la imaginación y del entendimiento. Así, el Juicio transcendental, al reconocer el origen común de las diferentes síntesis en la apercepción transcendental, es capaz de proporcionar un objeto a priori para el concepto en la experiencia. La transformación de un procedimiento meramente reflexivo del Juicio en una función objetiva tiene lugar en la Doctrina del Juicio en la primera Crítica, donde se explica el significado del Juicio transcendental. El Esquema transcendental es la condición subjetiva que hace posible el resultado objetivo de la reflexión plasmado en los Principios del entendimiento puro.
Sin embargo, la función objetiva del Juicio transcendental está restringida a las categorías, lo cual plantea la cuestión de la aplicación de los conceptos sistemáticos en la experiencia. En la medida en que estos conceptos deben aplicarse a una síntesis a posteriori, la validez de su utilización, aunque tan sólo sea a través de principios regulativos, debe ser justificada desde un punto de vista transcendental. Así, Kant, tras el intento fallido de explicar estos principios regulativos a partir de la necesidad sistemática de la razón, retomará el tema desde la perspectiva reflexiva del Juicio en la tercera Crítica.
En la Crítica del Juicio se justifica mediante la forma estética la posibilidad de pensar los objetos naturales según las directrices de principios sistemáticos. En la apreciación estética, se hace patente la operación reflexiva y el carácter transcendental de la función del Juicio, a través de la cual es posible comparar la síntesis de la imaginación en la aprehensión de lo diverso, por un lado, y la síntesis intelectual, por otro. La armonía de las facultades experimentada en el placer estético ocupa el lugar del esquema como condición subjetiva de la aplicación de los conceptos sistemáticos en la experiencia. De este modo, la finalidad formal-subjetiva del juicio estético sirve de modelo para comprender reflexivamente la naturaleza y la historia, posibilitando una interpretación moral del mundo, que permite el tránsito de la razón teórica a la razón práctica.The aim of this thesis is the analysis of the faculty of Judgment in Kant’s critical philosophy. It provides an analysis of the role of Judgement in the three Critiques with respect to the cognitive, moral, aesthetic and teleological judgments. This study aims at locating the space that Judgment occupies in relation to the rest of faculties from a systematic approach, so that the difficulties in the interpretation of the third Critique, both in terms of its inner articulation and of its general relevance, can be clarified. This study supports the idea that Judgment is the faculty endowed with the reflective procedure necessary to subsume the diversity of the sensible under one concept. However, its relation to diversity is twofold: either as the rule of a synthesis of formation of an object; or as a merely logical form expressing a common unity referring to a diversity of representations. In the first Critique, the concept is explained mainly as the unity of the construction rule of the object in experience, but it never loses its nature as reflexive representation. It is because of this that Kant is forced to introduce a new distinction in reflection, one which takes into account the difference between the simple link of representations under the logical-subjective unity of a general judgment and the synthetic, objective unity of the diverse in intuition. A distinction emerges from this: the discrimination between a reflexive operation, which is restricted to thinking the logical link of representations in a judgment and a transcendent reflection, which links its representations with their origin in the synthesis of imagination and understanding. Therefore, the transcendental Judgment, which acknowledges the common origin of different syntheses in transcendental apprehension, can provide an a priori object for the concept in experience. The transformation of a merely reflexive procedure or Judgment into an objective function takes place in the doctrine of judgment in the first Critique, where the meaning of transcendental judgment is explained. The schema is the subjective condition which makes possible the objective result of reflection captured in the principles of pure understanding. Nevertheless, the objective function of transcendental Judgment is restricted to the categories, which brings up the issue of applying systematic concepts to experience. To the extent that these concepts should be applied to a synthesis a posteriori, the validity of their use has to be justified from a transcendental perspective, even if it is only through the use of regulative principles. In this way Kant, after the failed attempt at explaining those regulative principles through the systematic requirement of reason, takes up the issue again from the reflexive perspective of Judgment in the third Critique. In the Critique of Judgment, the possibility of thinking the natural objects according to the guidelines of systematic principles is justified through the aesthetic form. In aesthetic evaluation, the reflexive operation and the transcendental nature of the function of Judgment are made evident, and in this way it becomes possible to compare the synthesis of imagination in the apprehension of diversity, on the one hand, and intellectual synthesis on the other. The harmony of faculties experienced through aesthetic pleasure occupies the place of the schema as a subjective condition of the application of systematic concepts in experience. In this way, the formal-subjective aim of the aesthetic Judgment works as a model to understand nature and history reflexively, allowing for a moral interpretation of the world, which makes possible the transition from theoretical to practical reason.
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Felizia, Inga-Lill. "Balanserandets konst : Om handledning till yrkesverksamma och om handledaren som trygghetsskapare och utmanare." Thesis, Södertörns högskola, Centrum för praktisk kunskap, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-45880.
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This master´s thesis has the form of a scientific essay. Its purpose is to explore how supervisors, in supervising professionals, balance between creating security and building relationship as opposed to challenging participants by introducing unexpected elements. The purpose is also to investigate whether philosophical theories can constitute impulses and unexpected elements for reflection on the supervisor's balancing act. The essay raises the question whether philosophical theories in the same manner can constitute impulses and unexpected elements in reflection on theories and practice in supervision. Experiences and conversations constitute the empirical material of the study. Certain themes have crystallized on those basis. These themes are discussed in relation to theories in supervision and to philosophical theories. The essay has highlighted the importance of the practical knowledge that supervisors use in the balancing act. The body and its signals and memory seems to play an important role for the interpersonal contact, as well as for the conversation and for the listening. The essay also shows that the supervisor's balancing act means more complexity than the balance between security and challenge.Denna masteruppsats har formen av en vetenskaplig essä. Dess syfte är att utforska hur handledare i handledning med yrkesverksamma balanserar mellan att skapa trygghet och bygga och behålla relation i motsats till att utmana deltagarna genom att introducera främmande moment. Syftet är även att undersöka om filosofiska teorier kan utgöra impulser och främmande moment för reflektion över handledares balansakt i handledning och i reflektion över teorier och praktik inom handledning. Gestaltningar och samtal utgör undersökningens empiriska material och utifrån dessa har teman utkristalliserats. Dessa teman diskuteras i relation till teorier inom handledning och i relation till filosofiska tänkare. Undersökningen har synliggjort betydelsen av den praktiska kunskap som handledare använder i balansakten, där kroppen och dess signaler spelar en viktig roll för såväl mötet, som samtalet, lyssnandet och den gemensamma reflektionen. Utforskningen visar också att handledares balansakt innehåller fler utmaningar och är mer komplex än balansen mellan trygghet och utmaning.
Books on the topic "Reflective judgement"
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MacBride, Fraser. Introduction. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198811251.003.0001.
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This introduction explains how the development of early analytic philosophy was interwoven with scepticism about the particular–universal distinction, that the failure of Kant’s efforts to transcendentally justify these concepts provided a crucial stimulus for the emergence of analytic philosophy under G.E. Moore and Russell. It outlines, how, in subsequent chapters, this line of influence is followed from the early Moore and Russell through to Wittgenstein’s own deduction of the general form of the proposition (‘es verhält sich so und so’) because this provides scant information about the tolerable arrangement of elements in judgement. F.P. Ramsey’s famous scepticism about the particular–universal distinction is a consequence of this. Wittgenstein and Ramsey’s cognate reflections mark the mature culmination of a line of reflection begun by Moore that thwarted Kant’s ambitions of deriving the categories from reflection upon the nature of judgement in favour of a more naturalistic outlook.
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Shapiro, David L. To Warn or Not to Warn. Oxford University Press, 2015. http://dx.doi.org/10.1093/med:psych/9780195385298.003.0008.
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This case explores the conflict between ethics and law, scientific and professional judgement, and confidentiality when a third party may be at risk from the client. The chapter presents a discussion of the key ethical issues, a summary of the primary ethical conundrums prevalent in the work setting, and a final reflection in retrospect regarding how the ethical quandary was handled.
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Kinscherff, Robert. The Siren Song of Silence. Oxford University Press, 2015. http://dx.doi.org/10.1093/med:psych/9780195385298.003.0014.
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This case explores the bases for professional judgements when advocating for a child in an abuse case. The chapter presents a discussion of the key ethical issues, a summary of the primary ethical conundrums prevalent in the work setting, and a final reflection in retrospect regarding how the ethical quandary was handled.
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Radman, Andrej, and Rosi Braidotti. Ecologies of Architecture. Edinburgh University Press, 2021. http://dx.doi.org/10.3366/edinburgh/9781474483018.001.0001.
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The book stages an architectural encounter between affordance theory, affect theory and process-oriented philosophy. Why Ecologies of Architecture, instead of just Architecture? Why territorialisation? To be worthy of the event. To speak of ecology is to uphold irreducibility, embrace non-entailment and thus make sense. Sense does not come ready-made. Sense making is a matter of ‘technicity’ in Simondonian terms: a force of psychosocial invention and cultural transformation. In a desperate attempt to catch up with forms of contemporary media culture, architects tend to perpetuate earlier notions of culture as representation rather than culture as modes of existence. Architecture has yet to break with culture as reflection still firmly embedded in its parochial concepts. When a society manipulates its matter it is not a reflection of culture, it is culture. To speak of the ecologies of architecture is to break with judgement for experience. Experimentation comes before interpretation. If to think differently we have to feel differently then the design of built environment has no other purpose but to transform us. It qualifies as a major psychotropic practice. While engineering is solution-oriented, architecture stays with the problem so as to tease out a creative potential. After all, problems always get the solution they ‘deserve’.
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Clarke, Katherine. Writing an Imperial Geography. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198820437.003.0007.
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This chapter explores Herodotus’ presentation of mobility as opposed to stability, such as autochthony. As with monumental projects, context and perspective help to determine whether movement should be viewed as positive or destabilizing. It then considers whether Herodotus supports the idea of a ‘natural order’, on either a small or large scale, and whether changes to the natural world are inherently disrespectful, hubristic, even sacrilegious; or whether such judgements are to be associated only with the enraged, passionate, punitive behaviour of Persia’s grand imperial scheme. The propensity of others, such as the Athenians, to step into Persian shoes encourages a reading of Herodotus’ declaration of the mutability of fortune as a more specific reflection on the ever-changing map of imperial power. Dynamis is seen to be at the heart of Herodotus’ work, no less than that of Thucydides.
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Crangle, Sara, and Peter Nicholls, eds. On Bathos. Continuum International Publishing Group, 2010. http://dx.doi.org/10.5040/9781441155207.
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Aesthetic and moral value are often seen to go hand in hand. They do so not only practically, such as in our everyday assessments of artworks that raise moral questions, but also theoretically, such as in Kant's theory that beauty is the symbol of morality. Some philosophers have argued that it is in the relation between aesthetic and moral value that the key to an adequate understanding of either notion lies. But difficult questions abound. Must a work of art be morally admirable in order to be aesthetically valuable? How, if at all, do our moral values shape our aesthetic judgements - and vice versa? Aesthetics and Morality is a stimulating and insightful inquiry into precisely this set of questions. Elisabeth Schellekens explores the main ideas and debates at the intersection of aesthetics and moral philosophy. She invites readers to reflect on the nature of beauty, art and morality, and provides the philosophical knowledge to render such reflection more rigorous. This original, inspiring and entertaining book sheds valuable new light on a notably complex and challenging area of thought.
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Coyne, Imelda, Freda Neill, and Fiona Timmins, eds. Clinical Skills in Children's Nursing. Oxford University Press, 2010. http://dx.doi.org/10.1093/oso/9780199559039.001.0001.
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Children's Nurses require excellent clinical skills to provide high quality care to children and young people across a range of different ages. After the first year of their training, children's nursing students must master skills of increasing complexity whilst developing clinical judgement and confidence. Therefore, it is vital that links are made to children's biology and development, family needs, legal issues and problem solving but until now, it has been hard to find all this in one place. Clinical Skills for Children's Nursing is designed for children's and general nursing students in second year onwards to facilitate the transition from closely supervised beginners, to qualified professionals. By clearly explaining essential principles, evidence and special considerations, this text helps students to build up their confidence, not just in performing skills, but also in decision-making in readiness for registration and beyond. Step-by-step guides to performing core and advanced procedures are presented in tables for easy comprehension and revision, illustrated by photographs and drawings. Each skill draws on the available evidence base, which is updated regularly on the accompanying Online Resource Centre. Uniquely, this text develops students' critical thinking skills and ability to deliver child centred care by providing clear links to anatomical, physiological and child development milestones as well as regular nursing alerts which help prevent readers from making common mistakes. Clearly reflecting the Nursing and Midwifery Council's Essential Skills Clusters for registration and beyond, Clinical Skills for Children's Nursing is designed to support student nurses develop into competent practitioners. Supported by a dedicated Online Resource Centre with up-to-date evidence, realistic scenarios, and a wealth of other tools. On the Online Resource Centre: For registered lecturers and mentors: - Figures from the book, ready to download and use in teaching material For students: - Evidence, guidelines and protocols, reviewed and updated every 6 months - Over 40 interactive scenarios - Active web links provide a gateway to the articles cited in the book - Flashcard glossary to help learn key terms
Book chapters on the topic "Reflective judgement"
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Charlton, Linda. "The Reflecting Self: Self-Examination and Moral Judgement." In Jane Austen and Reflective Selfhood, 171–211. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-12160-9_6.
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Goudeli, Kyriaki. "From Determinant to Reflective Judgement: the Normalisation of Experience." In Challenges to German Idealism, 39–64. London: Palgrave Macmillan UK, 2002. http://dx.doi.org/10.1057/9780230502598_3.
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Kinsella, Elizabeth Anne. "Practitioner Reflection and Judgement as Phronesis." In Phronesis as Professional Knowledge, 35–52. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-731-8_3.
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Onof, Christian. "The Role of Regulative Principles and Their Relation to Reflective Judgement1." In Kant and the Continental Tradition, 101–30. New York : Routledge, 2020. | Series: Routledge studies in eighteenth century philosophy: Routledge, 2020. http://dx.doi.org/10.4324/9781315145501-8.
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Ylimaki, Rose M., and Lynnette A. Brunderman. "Using Data as a Source of Reflection in a Feedback Loop." In Evidence-Based School Development in Changing Demographic Contexts, 63–72. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-76837-9_5.
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AbstractThis chapter considers recent policy trends toward evidence-based practices in Arizona, the U.S., and across the globe. The rise in the use of “scientific” evidence for educational policymaking rests on two common beliefs about knowledge: (1) the belief that school knowledge is universal, and (2) the belief that empirical evidence or data is the primary indicator of knowledge and learning. Recent U.S. policies have reflected the importance of data or numeric evidence from externalized evaluations to guide school decisions. Internationally, multinational organizations, such as the World Bank, have also made evidence-based policymaking a priority both in their own work as influential research and policy organizations as well as their members. Yet there are cautions against this particular use of evidence to replace professional judgement and the wider democratic deliberation about the aims, ends and content of education. Our school development project considers evidence-based values and humanistic, democratic values at tension. School development participants applied a balanced perspective on data with numerical evidence subordinated to educational values, using all as a source of reflection and growth. The chapter, thus, defines data as information that educators, school teams, and other agency members use to inform professional judgement and influence.
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Reddel, Tim, Kelly Hand, and Lutfun Nahar Lata. "Influencing Social Policy on Families through Research in Australia." In Family Dynamics over the Life Course, 297–312. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-12224-8_14.
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AbstractThere is an emerging academic and public policy discourse about better research engagement, impact and policy translation. In this chapter we examine the place of research in making ‘real world’ impact on the social policies and practices affecting Australian families, especially the transmission of (dis)advantage over the life course and across generations. We begin by briefly reflecting on the influence of ‘policy research’ in shaping Australia’s early social development through the 1907 Basic Wage Case by Justice Higgins (The Harvester judgement), which placed the intersection of work and family life at the centre of economic and social policy debates. While historical, these reforms laid the foundations for what can be seen as tentative life course social policy frameworks engaged in the dynamics of family life from birth to death, changing family structures, and increasing economic and gender inequality. We then examine selected historical and contemporary social policy episodes consistent with the book’s central themes where research from academia, the public sector and civil society has been impactful in key national and state-based policy systems such as social security, balancing work and family, child care, addressing gender inequality and support for vulnerable and complex families.
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Ginsborg, Hannah. "Reflective Judgement and Taste." In The Normativity of Nature, 135–47. Oxford University Press, 2014. http://dx.doi.org/10.1093/acprof:oso/9780199547975.003.0007.
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Budd, Malcolm. "The Pure Judgement of Taste as an Aesthetic Reflective Judgement." In Aesthetic Essays, 105–21. Oxford University Press, 2008. http://dx.doi.org/10.1093/acprof:oso/9780199556175.003.0006.
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Finke, Stale R. S. "Kant's Deduction of the Principle of Reflective Judgement." In Kant und die Berliner Aufklärung, edited by Volker Gerhardt, Rolf-Peter Horstmann, and Ralph Schumacher. Berlin, Boston: DE GRUYTER, 2001. http://dx.doi.org/10.1515/9783110874129.1107.
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Rambe, Patient. "Appraisal Theory." In Handbook of Research on Educational Technology Integration and Active Learning, 358–79. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8363-1.ch018.
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While Writing Centres provide dialogic spaces for student articulation of voice, they insufficiently deal with asymmetrical power relations built into expert-novice conversations, which potentially disrupt novices' democratic expression of their voices. Yet the conversational nature of Facebook presents opportunities for ESL students to express their voices. This chapter: 1) Employs draft essays of first-year ESL students submitted to a Writing Centre to unravel their challenges with asserting their voice, 2) Uses reflective narratives of Writing consultants and ESL students to understand how their English language acquisition is impacted by their appropriation of Facebook and 3) Unravels how Facebook complements the mandate of Writing Centres of developing the academic voice of students. Findings suggest that students lacked confidence in asserting their authorial presence and familiarisation with academic conventions. Students and consultants' essays demonstrated a balanced appropriation of attitudinal and judgement categories and engagement resources, with implications for the potential of Facebook to mediate student expression of their voice.
Conference papers on the topic "Reflective judgement"
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Rouser, Kurt P. "Oral Assessments of Student Learning in Undergraduate Aerospace Propulsion and Power Courses." In ASME Turbo Expo 2017: Turbomachinery Technical Conference and Exposition. American Society of Mechanical Engineers, 2017. http://dx.doi.org/10.1115/gt2017-64082.
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A purposeful approach has been taken to match teaching pedagogies (techniques), learning experiences and assessment methods to various types of student learning in undergraduate aerospace propulsion courses at junior-level at the United States Air Force Academy and at the senior-level at Oklahoma State University. Prior studies in the scholarship of teaching and learning have shown the benefits of matching assessment methods, as well as teaching pedagogies and learning experiences, to the types of student learning associated with desired educational outcomes. Literature suggests that the best method for teaching and assessing student cognitive learning is through explanation and presentation. Oral assessments have been implemented at the Air Force Academy and Oklahoma State University to evaluate student cognitive learning in undergraduate aerospace propulsion and power courses. An oral midterm exam was developed to assess student acquisition of subject matter knowledge and understanding of fundamental concepts, the type of learning occurring early in course lesson sequences. End-of-semester design project poster sessions and presentations were used as summative oral assessments of student creative thinking, decision making, and professional judgement. Conversely, two written midterm exams and a final exam primarily focused on assessing student problem solving skills and less on comprehensive knowledge. Oral assessments also served as reflective thinking experiences that reinforced student learning. Student feedback on oral assessment methods was collected through surveys conducted after each assessment. Survey results not only revealed the effectiveness of using oral assessments but also how to improve their design and implementation, including the use of information technology and broader curricular employment.
Reports on the topic "Reflective judgement"
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Report of the Synthesis and Integration of Epidemiological and Toxicological Evidence Subgroup (SETE) of the Committee on Toxicity and the Committee on Carcinogenicity. Food Standards Agency, November 2021. http://dx.doi.org/10.46756/sci.fsa.sjm598.
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There are a number of guidance documents and frameworks available on the use of epidemiological and toxicological information in chemical risk assessment, however the majority assesses these two evidence streams separately and subsequently bring them together qualitatively, using expert judgement. These frameworks and guidance documents generally provide little information on how toxicological and epidemiological data should be integrated in a transparent manner, giving appropriate weight to both. It was therefore proposed that a joint COT and COC subgroup be set up to review and make publicly available a pragmatic guidance document and a transparent reflection of how the Committees review such data and apply expert judgement.