Bugliarello / Simon Technology, the University and the Community

A Study of the Regional Role of Engineering Colleges
1. Auflage 2013
ISBN: 978-1-4832-7951-0
Verlag: Elsevier Science & Techn.
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 534 Seiten, Web PDF

Technology, the University and the Community: A Study of the Regional Role of Engineering Colleges focuses on the regional role of engineering colleges and suggests some mechanisms for increasing the interaction between the universities, or their colleges of engineering, and the local region. The study examines the problem of not effectively tapping the potential of state universities to bring applied science to the service of state governments. Comprised of four chapters, this book begins with an overview of the engineering college and its environments, together with its two main resources: human beings and information. Traditional views on the roles of engineering colleges are considered, and their impacts on regional development are examined. The next chapter deals with dimensions and models for the various roles of the engineering college and how the activities of the people of the college, including faculty and students, constitute the main areas of impact upon the region. The obstacles that must be overcome to increase the regional involvement of engineering colleges are then discussed by thinking of the university in terms of human and information resources. The final chapter describes some mechanisms for increasing the regional involvement of engineering colleges. This monograph will be of interest to university administrators, local government officials, and educational policymakers.

Autoren/Hrsg.

Bugliarello, George

Simon, Harold A.

Inhaltsverzeichnis

1;Front Cover;1
2;Cognitive Development and Epistemology
;4
3;Copyright Page;5
4;Table of Contents;6
5;List of Contributors;12
6;PREFACE;14
7;Part I: Cognitive Development and Epistemology;18
7.1;CHAPTER 1. EPISTEMOLOGY AND CONCEPTUAL DEVELOPMENT;20
7.1.1;I. The Status of Genetic Epistemology;20
7.1.2;II. Conceptual Development and Conceptual Understanding;23
7.1.3;III. The Nature of Piaget's Theory;28
7.1.4;IV. Epistemological Priorities in the Growth of Understanding;36
7.1.5;V. Conclusion;40
7.1.6;References;41
7.2;CHAPTER 2. THE CONCEPT OF "STAGES" IN PSYCHOLOGICAL DEVELOPMENT;42
7.2.1;I. Introduction;42
7.2.2;II. The Methodology of New Sciences;44
7.2.3;III. Concepts : Their Acquisition and Employment;54
7.2.4;IV. Functional Achievements and Their Description;64
7.2.5;V. Conclusion;71
7.2.6;Postscript;74
7.2.7;References;77
7.3;CHAPTER 3. GENETIC PSYCHOLOGY, GENETIC EPISTEMOLOGY, AND THEORY OF KNOWLEDGE;78
7.3.1;I. Introduction;78
7.3.2;II. Is a "Genetic Epistemology" Possible?;79
7.3.3;III. Is Genetic Psychology Relevant to Epistemology?;84
7.3.4;IV. Special Questions;90
7.3.5;V. Conclusion;96
7.3.6;References;96
8;Part II: Basic Issues in the Psychology of Cognitive Development;100
8.1;Section A: The Development of Physical Concepts;100
8.1.1;CHAPTER 4. THE DEVELOPMENT OF PHYSICAL CONCEPTS;102
8.1.1.1;I. Aspects of General Theory;103
8.1.1.2;II. Perception and Cognition;110
8.1.1.3;III. Representation and Knowledge;113
8.1.1.4;IV. Development of the Child's Concept of an Object;116
8.1.1.5;V. The Construction of Space;120
8.1.1.6;VI. Development of Causality;123
8.1.1.7;VII. Time;128
8.1.1.8;VIII. Practical Intelligence and Conceptual Thought;129
8.1.1.9;IX. Conclusion;133
8.1.1.10;References;135
8.1.2;CHAPTER 5. COMMENTS ON BEILIN'S "THE DEVELOPMENT OF PHYSICAL CONCEPTS";138
8.1.2.1;I. Determinants and Outcomes of Cognitive Development;138
8.1.2.2;II. Developmental Sequences;140
8.1.2.3;III. Equilibration;142
8.1.2.4;IV. Philosophy and Developmental Psychology;143
8.1.2.5;References;145
8.1.3;CHAPTER 6. FROM PRAXIS TO LOGOS: Genetic Epistemology and Physics;146
8.1.3.1;I. Genetic Epistemology and Physical Science;146
8.1.3.2;II. On Piaget's "Mentalism";156
8.1.3.3;III. From "Mentalism" to "Innatism";158
8.1.3.4;References;163
9;Part II: Basic Issues in the Psychology of Cognitive Development;166
9.1;Section B: The Development of Moral Concepts;166
9.1.1;CHAPTER 7. FROM IS TO OUGHT: How to Commit the Naturalistic Fallacy and Get Away with It in the Study of Moral Development;168
9.1.1.1;I. Genetic Epistemology and Moral Psychology;168
9.1.1.2;II. Universale and Relativity in Moral Development;172
9.1.1.3;III. The Cognitive-Developmental Theory of Moralization;197
9.1.1.4;IV. Moral Stages as a Hierarchy of Forms of Moral Integration;212
9.1.1.5;V. Our Stages Form an Order of Moral Adequacy : the Formalist Claim;230
9.1.1.6;VI. The Claim for Principles of Justice;235
9.1.1.7;VII. From "Is" to "Ought";239
9.1.1.8;VIII. From Thought to Action;243
9.1.1.9;References;249
9.1.2;CHAPTER 8. MORAL DEVELOPMENT: A Plea for Pluralism;254
9.1.2.1;I. Introduction;254
9.1.2.2;II. Exposition of Kohlberg's Theory;255
9.1.2.3;III. Some Doubts about Details;258
9.1.2.4;IV. Virtues and Habits;262
9.1.2.5;V. Is Kohlberg Prescribing a Morality?;279
9.1.2.6;VI. Freud and Moral Failure;281
9.1.2.7;References;283
9.1.3;CHAPTER 9. COMMENTS ON KOHLBERG'S "FROM IS TO OUGHT";286
9.1.3.1;References;301
10;Part II: Basic Issues in the Psychology of Cognitive Development;302
10.1;Section C: The Motivation of Cognitive Development;302
10.1.1;CHAPTER 10. EARLY COGNITIVE DEVELOPMENT: Hot or Cold?;304
10.1.1.1;I. The Psychoanalysis of Early Cognition;305
10.1.1.2;II. A Group of Central Questions;306
10.1.1.3;III. Stimulus–Response–Reinforcement Theories of Early Cognition;312
10.1.1.4;V. A Last Word;324
10.1.1.5;References;325
10.1.2;CHAPTER 11. NITIVE CONFLICT AND THE MOTIVATION OF THOUGHT;328
10.1.2.1;I. Introduction: Human Motives and Theories of Motivation;328
10.1.2.2;II. Piaget on the Motivation of Thought;333
10.1.2.3;III. The Equilibrium Model of Thinking;340
10.1.2.4;IV. Cognitive Conflict and Motivation;350
10.1.2.5;V. Conclusion;365
10.1.2.6;Postscript;367
10.1.2.7;References;370
10.1.3;CHAPTER 12. MOTIVATIONAL ISSUES IN COGNITIVE DEVELOPMENT: Comments on Mischel's Article;374
11;Part III: Theories of Cognitive Development and the Explanation of Human Conduct;380
11.1;CHAPTER 13. IS A THEORY OF CONCEPTUAL DEVELOPMENT NECESSARY?;382
11.1.1;I. Introduction;382
11.1.2;II. The Incompleteness of Scientific Theories;384
11.1.3;III. Psychological Models for Thought Processes;386
11.1.4;IV. Cognitive Models and Cognitive Development;390
11.1.5;V. Models of Cognition and Common Sense;393
11.1.6;VI. Is a Theory of Conceptual Development Necessary?;396
11.1.7;VII. An Analogy with Art;397
11.1.8;Postscript;399
11.1.9;References;400
11.2;CHAPTER 14. THE MYTH OF COGNITIVE PROCESSES AND STRUCTURES;402
11.2.1;References;409
11.3;CHAPTER 15. WHAT IS INVOLVED IN A GENETIC PSYCHOLOGY?;410
11.3.1;I. Three Characteristics of Genetic Psychology;410
11.3.2;II. The Symbolic Function;419
11.3.3;III. The Concept of Maturity;425
11.3.4;IV. Conclusion;432
11.3.5;References;433
12;Author Index;434
13;Subject Index;437