By Eric Bronson
Does God play playing cards with the universe? Do girls have greater poker faces than males? What’s the main existential poker motion picture ever made? Is lifestyles extra significant if you happen to pass all-in? Is on-line poker fairly nonetheless poker? Poker and Philosophy ponders those questions and extra, pitting younger lions opposed to previous masters because the brashness of Phil Hellmuth meets the confidence of Socrates, the recklessness of Doyle Brunson demanding situations the desperation of Dostoyevsky, and the nippiness of Chris Moneymaker takes at the American culture of capitalist ingenuity. This witty number of essays demonstrates what critical card sharks have lengthy recognized: profitable large takes greater than an exceptional hand and a immediately face. Stacking the metaphorical deck with a significant grounding in philosophy is the major to raking it in, simply because as Machiavelli proved some time past, it’s significantly better to be feared than enjoyed, and mendacity isn't the comparable as dishonest.
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Extra info for Poker and Philosophy: Pocket Rockets and Philosopher Kings (Popular Culture and Philosophy)
And even if we could make visible such a difference, is it problematic to reduce the teacher education curriculum to that which can be measured in performance assessments? SOCIAL FOUNDATIONS RESPONSES TO THE PROFESSIONAL STANDARDS MOVEMENT It must be said at this point that there are several important contexts in which social foundations inquiry takes place. Preservice teacher certification is just one of these. A second is preservice preparation, at the graduate level, of school administrators, whose role is increasingly recognized as essential in school improvement.
In the late 1960s the American Educational Studies Association was founded amidst a tension between the forces of social protest and a conservative techno-rationalist school reform movement symbolized in the work of James B. Conant. And when Maxine Greene wrote her remarks cited earlier in this chapter, the competency-based teacher education movement threatened to take over teacher preparation entirely. Partly in response to the behaviorism of the competency-based movement, foundations organizations had by 1978 published the Standards for Academic and Professional Instruction in Foundations of Education, Educational Studies, and Educational Policy Studies.
Clinical experiences as a student teacher are obtained as a "guest" in someone else's classroom; it is hard to know how much a student teacher moderated his or her own tendencies or responses as a result. There are the influences of 16 years of informal "observation" as a student as well as the need to cope with the overwhelming demands of early teaching that are thrown into the mix of knowledge, skills, and dispositions teachers possess. Given all this, how can we possibly know when professional choices and behaviors reflect what was learned in teacher preparation without intensive and costly observations and interviews?