A Critical Analysis of the Educational Impact of Steve Fuller＇s Social Epistemology

In this paper, I examine Steve Fuller＇s ＂sociological＂ social epistemology that must be distinguished from its ＂philosophical＂ counterpart. Fuller＇s sociological social epistemology can prompt deep philosophical analyses of the conditions for knowledge that themselves bear on what should count as knowledge. That is, it can be a vital prelude to developing an interdisciplinary investigation into educational issues. This paper looks at the three features that form an integral part of Fuller＇s social epistemology, which is partly elucidatory and partly critical： naturalistic, normative, and organizational aspects. It goes on to explore whether and to what extent Fuller＇s criticism of an ＂always already＂ thesis in philosophy and his idea of ＂knowledge management＂ afford an understanding of human knowledge in particular and human development in general. This paper concludes with an observation that Fuller＇s social epistemology is flawed in some respects but nonetheless is of relevance to the philosophical study of education.

Does a Professor＇s Somatotype Influence Perceptions of Their Intelligence from Exercise Science Students？

The purpose of this study was to evaluate if Exercise Science students perceived their professors having high intelligence, based on a certain somatotype. A survey was conducted on 107 Exercise Science students at a Midwestern public university. Each student was shown pictures （male and female） of Sheldon＇s three somatotypes （ectomorph, endomorph, and mesomorph） and asked one question about their impression from each photo. A Wilks＇ Lambda distribution concluded at least two of the means for each somatotype group were significantly different. A pairwise comparison analysis was conducted which indicated that all of the group means were different from each other. Upon further examination of the data, a statistical significance was found using a multinomial logistic regression. The researchers＇ hypothesis was confirmed in that there was a difference in opinion regarding students＇ perception on Exercise Science professors＇. In conclusion, this study demonstrates that overweight people are also often perceived as less intelligent, unpopular, and unsuccessful than people of average weight. The findings in this study do support the outcomes of the research from previous investigations.

Compare and Contrast the Theories of Piaget and Vygotsky

Cognitive developmental theories deal with the processes ofthinking progress,including memory,attention,problem solvingand decision-making,from childhood through adolescence to adult-hood.In this essay I will compare and contrast the developmentaltheories of Piaget and Vygotsky,both of which play an importantroleintheresearchofcognitive development.Piaget’s developmental theory is a cognitive developmentaltheory which is mainly about the nature and development of

Solutions to a hyperbolic system of conservation laws on two boundaries

This paper studies the interaction of elementary waves including delta-shock waves on two boundaries for a hyperbolic system of conservation laws. The solutions of the initialboundary value problem for the system are constructively obtained. In the problem the initialboundary data are in piecewise constant states.

Leapfrog Progress in China’s Education

OCTOBER 1, 2019 will mark the 70th anniversary of the founding of the People’s Republic of China. The early days of the PRC witnessed an impoverished and fragile state of the country where every-thing started from scratch and the level of educational development was very low. The national population was 540 million, with the illiteracy rate as high as 80 percent, and women took up 70 percent of illiterate population.