Sentences with phrase «question ideas and concepts»

I question ideas and concepts that I find no value in.

Not exact matches

No al, I said ideal, because I meant god is an idea — I am implying (albeit unsuccessfully, given your question) that our notion of god is a concept, something that we are taught and upon which people build.

He can not distinguish questions regarding the existence of the universe from questions regarding its physical origin; he does not grasp how assertions regarding the absolute must logically differ from assertions regarding contingent beings; he does not know the differences between truths of reason and empirical facts; he has no concept of ontology, in contradistinction to, say, physics or evolutionary biology; he does not understand how assertions regarding transcendental perfections differ from assertions regarding maximum magnitude; he clumsily imagines that the idea of God is susceptible to the same argument from infinite regress traditionally advanced against materialism; he does not understand what the metaphysical concept of simplicity entails; and on and on.

The liberative praxis of reason stresses imaginative insight and understanding as generative of concepts of ideas, the intrinsic relational conditions constitutive of true knowledge, as well as the ongoing dynamism of raising ever further relevant questions and the need to take responsibility in freedom for the values of reason.

As I argue in Myths of Reason, rationalistic thought is obliged always to «begin in the rough» with the assumption that certain «large» general ideas are just what is needed; 1 ideas whose extreme vagueness reveals that the range of rational concepts is very broad indeed, so broad in fact that the vexed question of just where and how to begin doing natural philosophy becomes a primary and major worry.

Any feedback, suggestions, questions, comments, ideas, notes, concepts, and other similar information relating to the Site or the Action Network Group that you provide to the Action Network Group (but excluding your PII)(collectively, «Feedback») is deemed to be the Action Network Group's proprietary information.

For several decades, critical educators, mostly in philosophy of education, have been questioning the concept of celebrity role model and all that it implies, but none of their arguments have diminished the popularity of the idea.

In March, senators Jeff Bingaman (D - NM) and Lisa Murkowski (R - AK) released a white paper on the CES concept that had more questions than answers about the idea.

Next Generation Science Standards (NGSS): Disciplinary Core Ideas: Life Sciences (LS3; LS4); Earth and Space Sciences (ESS3); Crosscutting Concepts: Science is a Human Endeavor; Science Addresses Questions About the Natural and Material World; Practices

If you're facing this financial reality with your company's new concept, ask yourself the following question: Does this idea increase my business» exposure, engagement and economic security?

The simplicity of the premise, combined with a concerted lack of explanation as to the how and why of such a strange idea for a society existing, makes it feel like the concepts are woefully underdeveloped, leading to a lack of trust in the narrative due to having to put aside the myriad of questions that inevitably develop and halfheartedly go with the flow just to see where things will lead.

It's bursting with ideas, theories, and moral questions about the concept of artificial intelligence, and leaves these open to interpretation by a smart audience.

When academic language is largely inaccessible, so too is the school curriculum; accessing the language, however, means having the opportunity to learn academic concepts and generate ideas and questions that contribute to academic conversations, and ultimately leads to school achievement.

What you are doing is training the eye and the heart of the student to look at film in a different way by asking questions and pointing to different ideas, different concepts.

There are active learning tasks where students have to move around the room, written tasks for students to develop their question - answering skills, map and diagrams used to explain concepts, numeracy tasks to reflect the emphasis on math skills in the new specifications and video links to help explain concepts and ideas.

«Sessions might include any of the following: Engaging the children in conversation; asking questions and inspiring curiosity; exposing them to ideas and concepts; showing them pictures, videos or artefacts that provoke curiosity, encouraging them to find information on the internet; asking big questions for them to explore; responding to their questions and interests; and singing and playing games.»

In PBL, a driving question (DQ) is introduced at the start of the unit, based on the major concepts and ideas that students must know by the end.

«Big Ideas: Linking Food, Culture, Health, and the Environment» is a conceptual framework for K - 12 teachers that provides key concepts drawn from the American Association for the Advancement of Science's Benchmarks for Science Literacy; essential questions to engage students; and a rich assortment of sample activities.

This approach can be effective in some instances, but in general approaches to learning that encourage use of the information, and questioning of ideas and concepts are more lasting, and offer far more potential for meaningful use of the content.

They are challenged to answer questions about a topic, and guided by those questions to examine all of the information, ideas, and concepts that relate.

The book includes a description of 75 FACTs (Formative Assessment Classroom Techniques) that can be used for the purposes of eliciting and identifying preconceptions, engaging and motivating students, activating thinking and promoting metacognition, providing stimuli for math discussion, initiating mathematical inquiry and idea exploration, supporting concept development and transfer of knowledge, improving questioning and responses, providing feedback, supporting peer and self - assessment, and reflecting on learning.

In this session we will look at many of these ideas and work together to develop a list of questions needed to help students reach a deeper understanding of mathematical concepts.

These Presentations include concepts, critical thinking questions and powerful animations to help students remember complex ideas and historical situations.

The following are common characteristics of gifted children, although not all will necessarily apply to every gifted child: • Has an extensive and detailed memory, particularly in a specific area of interest • Has advanced vocabulary for his or her age; uses precocious language • Has communication skills advanced for his or her age and is able to express ideas and feelings • Asks intelligent and complex questions • Is able to identify the important characteristics of new concepts and problems • Learns information quickly • Uses logic in arriving at common sense answers • Has a broad base of knowledge; a large quantity of information • Understands abstract ideas and complex concepts • Uses analogical thinking, problem solving, or reasoning • Observes relationships and sees connections • Finds and solves difficult and unusual problems • Understands principles, forms generalizations, and uses them in new situations • Wants to learn and is curious • Works conscientiously and has a high degree of concentration in areas of interest • Understands and uses various symbol systems • Is reflective about learning • Is enraptured by a specific subject • Has reading comprehension skills advanced for his or her age • Has advanced writing abilities for his or her age • Has strong artistic or musical abilities • Concentrates intensely for long periods of time, particularly in a specific area of interest • Is more aware, stimulated, and affected by surroundings • Experiences extreme positive or negative feelings • Experiences a strong physical reaction to emotion • Has a strong affective memory, re-living or re-feeling things long after the triggering event

These include whole class direct teaching, ideas for small group work, playful activities, games and ways to set up the Early Years environment in a way that inspires children to explore the concepts in question.

I learned some and was exposed to some good ideas, but I thought that some of the questions were confusing and that some of the concepts were not explained well.

webinars are basically live video feeds where a series of people walk you through a concept or an idea and answer questions on the fly.

There are certainly lots of debates in health care but, in finance, we have different views on fundamental concepts about the way the world works and there are conflicting ideas accepted at business schools — an obvious one is the efficient market hypothesis, another is the question of whether volatility is risk.

And then there's the concept of «exclusive» reviews in which other publications are held to a set date while one site or magazine gets to publish a review, completely shattering the idea of what an embargo is while raising questions of games getting high scores in return for the exclusive deal which guarantees a load of extra views.

It touches on the idea that the average person's worldview becomes rapidly simplistic the further afield any country in question is from them; a rich culture of peoples and lands boiled down to two or three basic concepts.

Since 2013, my mind is in ongoing project call «JAUJA» questions the concept of a border beyond the idea of a geographical crossing, addressing the issue as both the reality of, and the dream for a better future — a risky move that begins with a rupture to undertake such a journey.

Sarah Hobbs is known for work that «examine (s) concepts that involve the human psyche: neuroses and compulsions that challenge us all, questioning the idea of normal and illustrating our attempts to cope with and manage our issues.»

His films, often described as «visual essays», move from rhetorical questions to factual scientific statements, presenting concepts and ideas that emerge through philosophical texts and research.

The current strong survey exhibition, «From Lens to Eye to Hand: Photorealism 1969 to Today,» currently at the Parrish Art Museum raises a number of interesting questions and ideas but none is more compelling to me than trying to determine where and when the concept of photorealism in art got its start.

This selection of drawings and prints traces a range of subjects, including: «Ideas Generation», where artists use the immediacy of drawing as a means to prepare and refine a concept; «Systems, Architectonics and Abstraction», in which predetermined rules, structures and methods govern the form of the image; «Expressions of Anatomy», where intimate portrayals of the figure assume a central position; «Graphic Narratives / Surreal Legacies», featuring imagery from the fantastically bizarre to the comically illustrative; and «Historia», which examines how drawing has been used to question the role of photography in the mediation and construction of historical memory.

The works approach the concept of authenticity from multiple points, leveraging commonplace objects to question the authorship of forms and ideas.

Taking his cue from Glenn Ligon and Thelma Golden's 2001 exploratory concept of «post-Black» — a term describing artists adamantly against being labeled «black artists» so that they might explore a multiplicity of ideas concerning racial blackness — Majeed engages these questions around folk and outsider by adopting a similar non-essentialist and inquisitive stance in Post Black Folk Art in America.

Instead these projects call into question outside and inside, the local and the universal, as well as the assumptions, ideas, and concepts on which religious, economic, and scientific institutions rest.

As Mike noted, we should stay focused on the suite of (very interesting and) important scientific questions raised by this post — especially those related to the idea of spatial / temporal patterns of climate data in relation to concepts and models of their likely physical causes.

I think much of the problem here is that for the datasets and systems in question, the standard bag of concepts and ideas regarding variability may not be powerful enough.

One of the things that surprised me when I started working with law firms is that most firms and most tech people ask one question repeatedly that seems to stifle innovation and the development of new concepts and ideas.

The exam was hard but if you remember to use the concepts in the online course, you can read right through a lot of the confusing questions and get a better idea of what the question is asking and apply what you've learned.

A variety of questions will help you clarify the importance of certain ideas and concepts and how they relate to your happiness on the job.

Children need provocations — invitations to explore an idea or a concept — that match their interests, questions, and actions, and that allow them to gain a deeper understanding of the concepts they are investigating.