Guide The paradigms of legal thinking

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Designing direct instruction. Reigeluth and A.

Theory of Legal Science | SpringerLink

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Table 1. Information Processing Processor of information Provide opportunities for learners to cognitively process information so learners engage in attention, repetition, and elaboration of target knowledge. Social Learning Observer reactor Model desired processes and skills and then use operant conditioning to modify those to the desired standard. Constructivism Learner-centered Social Constructivism Apprentice Model desired processes and skills and provide assistance to help practice the target knowledge or skill; selectively withdraw the assistance until the learner can demonstrate mastery independently.

Cognitive Constructivism Inquirer Arrange the environment is such a way that independent and collective investigation can occur relatively unheeded by outside interference. Humanistic Autonomous agent Assist the learner to develop an understanding of personal interests and goals and facilitate the development of personally-important capacities.

Social Cognition Embedded agent Facilitate the learner to adapt to socially-prescribed requirements as well as to establish personal learning goals; facilitate the development of the knowledge, attitudes and skills necessary for meta-cognitive and self-regulation as the learner works to successfully master both sets of goals. Connectivism Networked life-long learner Assist the learner to connect to various networks of knowers, inquirers, and knowledgebases; empower learners to be producers of knowledge that can be accessed throughout one's lifetime.

Paradigms & Perception

As part of the process of making one's worldview, paradigm, and framework of teaching and learning more explicit, you are encouraged to consider the following questions: Based on what you know about human development, what are the most important desired targets for learning in the environment in which you want to teach? Based on what you know about assessment, measurement, and evaluation, what are some ways that learning and development related to these targets might be assessed?

Based on what you know about learning, what is your opinion on the different views of the learner as described in table 1?

2. Definitions and implications: What's at stake?

That is, which most closely match your current understandings? Based on what you know about classroom practice, what is your view of the roles of the teacher advocated by the different paradigms and theories?

Ritchie - - Carolina Academic Press. Liberty in a Culturally Plural Society. Lustgarten - - Royal Institute of Philosophy Lectures Michael Bratman - manuscript. Legal Obligations and Legal Paradigms. Aulis Aarnio - - Helsingin Yliopisto. William E. Scheuerman - - History of Political Thought 17 4 Pirjo Mikkola - - Oikeustieteellisen Tutkimuksen Tutkimus. Oren Ben-Dor - unknown. Trouble for Legal Positivism. Danny Priel - - Legal Theory 12 3 Lectures on the History of Political Philosophy. Downloads Sorry, there are not enough data points to plot this chart.

Do the railroad tracks really get closer together in the distance?

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