Titlebook: Knowledge, Teaching and Wisdom; Keith Lehrer,B. Jeannie Lum,Nicholas D. Smith Book 1996 Springer Science+Business Media Dordrecht 1996 Dav

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MELON

PAGAN

0921-8599 s in a variety of fields other than epistemology and the history of philosophy, to ensure that a broad perspective could be achieved in our discussions. To an o978-90-481-4684-0978-94-017-2022-9Series ISSN 0921-8599 Series E-ISSN 2542-8349

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GENUS

Ordeal

Which “Socratic Method”? Models of Education in Plato’s Dialoguesess by asking probing, leading questions and strategically guiding discussion.. It is little surprise that this model of educational practice has spawned an extensive literature, for it raises basic questions about the goals and emphases most suitable for education, and sketches an approach for educ

混亂生活

Wisdom and Ruling in the ,ty is but a poor imitation of it: the fire in the cave pales in comparison to the sunlight, and the objects of which they have seen shadows in the cave were but figurines of the real objects that exist outside. Although they naturally enough desire to remain in their new surroundings, this wish is t

火花

sorbitol

FORGO

The Teaching of Wisdom: The Platonic Model of Teacher as Learner & Teaching as Inquiryr use of persuasive techniques (.. 20a) and their charge of a fee for services (.. 20a). He believed that teachers should be experts in the art of perfecting the human, social, and natural qualities (.. 20b). He did not distinguish himself as a teacher because he had not mastered his own art (.. 20c); he lacked knowledge of wisdom.