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Expectational v. Instrumental Reasoning: What Statistics Contributes to Practical Reasoning

100%
Thalos M.
Diametros
|
2017
|
issue 53
125-149
EN
Utility theories—both Expected Utility (EU) and non-Expected Utility (non-EU) theories—offer numericalized representations of classical principles meant for the regulation of choice under conditions of risk—a type of formal representation that reduces the representation of risk to a single number. I shall refer to these as risk-numericalizing theories of decision. I shall argue that risk--numericalizing theories (referring both to the representations and to the underlying axioms that render numericalization possible) are not satisfactory answers to the question: “How do I take the (best) means to my ends?” In other words, they are inadequate or incomplete as instrumental theories. They are inadequate because they are poor answers to the question of what it is for an option to be instrumental towards an end. To say it another way, they do not offer a sufficiently rich account of what it is for something to be a means (an instrument) toward an end.
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O szkole poza kulturową oczywistością. Wprowadzenie do rozmowy

51%
Kwaśnica R.
Teraźniejszość – Człowiek – Edukacja
|
2015
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vol. 18
|
issue 3(71)
7-37
EN
The article presents the author’s concept of the new organisation of education and a vision of school which is different from the currently binding one. The starting point for the project is the critique of the scientific and technical rationality on which the modernity of the instrumental reasoning, which is elementary in school education, was constructed. The change suggested by the writer is systemic. Its key element is the vision of a holistic school that supports pupils in their development respecting their autonomy and subjectivity. In the final part of the text the curriculum assumptions of the holistic education have been discussed as well as the organisational rules, the way of functioning and the choice of the learning contents, etc.
PL
Artykuł prezentuje autorską koncepcję nowej organizacji edukacji i odmienną od obowiązującej wizję szkoły. Punktem wyjścia projektu jest krytyka racjonalności naukowo-technicznej, na której zbudowana została nowoczesność rozumu instrumentalnego, leżącego u podstaw edukacji szkolnej. Proponowana przez Autora zmiana ma charakter systemowy. Jej kluczowym elementem jest wizja szkoły holistycznej, wspomagającej ucznia w rozwoju, respektująca jego autonomię i podmiotowość. W końcowej części tekstu omówione zostały założenia programowe edukacji holistycznej, zasady organizacji i sposób funkcjonowania, dobór treści kształcenia itp.
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