According to Haslanger, in trying to be objective about our world andfunction within it, we go about trying to discover things' natures. Anobject's nature is essential to it, and any change to it willinevitably destroy it. An object cannot exist without those propertiesthat constitute its nature. Discovering an object's nature enables usto explain the behaviour of that object under normalcircumstances. This means that in practical decision-making, we mustbe attentive to objects' natures (Haslanger 1993, 103, 105). Shewrites: “It won't do to try to fry an egg on a paper plate;there is no point in trying to teach a rock how to read. Because theworld is not infinitely malleable to our wants or needs, reasonabledecision making will accommodate ‘how things are’, wherethis is understood as accommodating the natures of things, thebackground conditions constraining our actions” (Haslanger 1993,105).
Describing 16 habits of mind. Retrieved from Costa and Kallick (2008) elaborate on this topic in Visit the from the Education Development Center's Mathematical Practice Institute (MPI). This blog began January 2014 and is intended to explore mathematical habits of mind or ways of thinking about mathematics in K-16. Such habits are "also recognizable today in the Standards for Mathematical Practice." The goal is to provide a vehicle for exploring ideas "to bring serious mathematics to all learners" (Welcome post, January 15, 2014). The MPI developed a five-part webinar series for , which is designed for middle and high school educators. The series provides useful tips to "help you engage all students in enjoyable, challenging learning that enables them to "puzzle through problems" and excel." Art Costa, Robert Garmston, and Diane Zimmerman (2012) defined five states of mind that "create a growth mindset that is a potent force for fostering collective excellence and influencing, motivating, and inspiring our intellectual capacities." They include the drive for efficacy, the drive for consciousness (reflection on one's actions and those of others), the drive for flexibility, the drive for craftsmanship, and the drive for interdependence. Effective teachers demonstrate those dispositions. Source: Costa, A., Garmston, R., & Zimmerman, D.
Essay objectively subject treat
Green points to Kant's Categorical Imperative, according to which theprohibition is against treating a person merely asmeans, and not at the same time as an end. As Green emphasises,there is no prohibition against treating a person as a means(as an instrument) (Green 2000, 44). In fact, Green holds, “wemust treat others as instruments, for we need their skills, theircompany, and their bodies—in fact, there is little that wesocial creatures can do on our own, and so little that isfulfilling” (Green 2000, 45–6). According to Green, whenpeople are old, severely disabled, or chronically unemployed what theyfear the most is that they no longer are of use to others. As Greenputs it, “they miss not only their diminished agency, but alsotheir diminished objectivity. … They become… subjectified” (Green 2000, 46).