309,067 research outputs found
Kilpatrick, Stewart: transcript of an audio interview (23-May-2000)
No full textInterview with Professor Stewart Kilpatrick, conducted by Dr Andy Ness, for the History of Twentieth Century Medicine Research Group, UCL, 23 May 2000. Transcribed by Mrs Jaqui Carter, and edited by Professor Tilli Tansey and Dr Hugh Thomas. Professor Stewart Kilpatrick OBE FRCP (1925-2013) was Registrar at the Pneumoconiosis Research Unit in South Wales from 1952 to 1955. He followed Archie Cochrane as David Davies Professor of Tuberculosis and Chest Diseases at the University of Wales College of Medicine, Cardiff, from 1971, and was Dean of Clinical Studies and later Vice-Provost from 1987 until his retirement in 1990, and Consultant Physician for the South Glamorgan Area Health Authority from 1963 to 1990.The History of Modern Biomedicine Research Group is funded by the Wellcome Trust, which is a registered charity (no. 210183). The current interview was funded by a Wellcome Trust grant (059533; 1999-2001; awarded to Professor G Davey-Smith, Dr A R Ness and Dr E M Tansey), and its publication by a Wellcome Trust Strategic Award entitled “Makers of modern biomedicine: testimonies and legacy” (2012-2017; awarded to Professor Tilli Tansey)
Dick Kilpatrick, jumping
No full textAthletics - Track and Field; Capt. Dick Kilpatrick, High Jump, PurdueIntercollegiat
The philosophy of education of William H. Kilpatrick
No full textEste trabalho consiste em uma pesquisa bibliográfica que visa à exposição dos elementos essenciais da filosofia da educação de William Heard Kilpatrick. Buscou-se, também, averiguar de que modo esses elementos mantiveram-se pertinentes para o autor ao longo de sua trajetória intelectual. Metodologicamente, realizou-se a leitura das obras de Kilpatrick e da bibliografia pertinente. Ao final da pesquisa, constatou-se que no núcleo do pensamento kilpatrickiano está o princípio da permanente mudança da natureza, tributário do pensamento darwiniano. Esse princípio, o da mudança, ecoará no pensamento filosófico, pedagógico e psicológico de Kilpatrick. Seu pensamento é tributário, além de Charles Darwin, do pensamento de John Dewey, Charles S. Peirce, William James, Edward L. Thorndike e George H. Mead. Também constatou-se que Kilpatrick, ao longo da vida, realizara um movimento teórico ao encontro da integração indivíduo-sociedade, cujos passos foram: a) do ponto de vista da psicologia: a crítica à visão mecanicista de ser humano e a defesa de uma psicologia favorável ao desenvolvimento da criatividade humana e à relação ética entre pessoa e grupo; b) do ponto de vista da educação: a crítica à prefixação de conteúdo, à padronização da avaliação e ao autoritarismo; a defesa do respeito à personalidade e a defesa de uma educação concebida de forma atual e reflexiva; c) do ponto de vista ético-político: a defesa de uma sociedade democrática e a defesa do livre pensamento e da livre expressão da personalidade.This work consists of a bibliographic research that aims to expose the essential elements of William Heard Kilpatrick\'s philosophy of education. It also sought to know how these elements remain relevant to the author along his intellectual trajectory. Methodologically, it was made a reading of Kilpatrick\'s works and the relevant bibliography. At the end of the research, it noted that the Kilpatricks thought core is the principle of permanent change of nature, tributary of Darwinian thought. This principle of change will echo in Kilpatrick\'s philosophical, pedagogical, and psychological thinking. His thinking is tributary, in addition to Charles Darwin, the thinking of John Dewey, Charles S. Peirce, William James, Edward L. Thorndike, and George H. Mead. It also noted that throughout his life, Kilpatrick did a theoretical movement towards the integration member-society, whose steps were: a) in the psychology point of view: the criticism of the mechanistic view of the human being and the defense of a favorable psychology to the development of the human creativity and the ethical relationship between person and group; b) in the education point of view: a critique of the prefixing of contents, the standardization of evaluation and authoritarianism; a defense of respect for personality and a defense of a current and reflexively conceived education; c) in the ethical and political point of view: a defense of a democratic society and a defense of the free thinking and expression of personality
Going Beyond Counting First Authors in Author Co-citation Analysis
No full textThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Roger Kilpatrick, ROTC Lieutenant 1
No full textRoger Kilpatrick was a student at Jacksonville State University in the 1960s. In 1967-1968 he was an ROTC Lieutenant in the E Company Second Battalion. (circa 1967)https://digitalcommons.jsu.edu/lib-ac-histimg/18817/thumbnail.jp
Dispelling the Myths Behind First-author Citation Counts
No full textWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
Kilpatrick contro Montessori. Destini che si incrociano. Con testo originale e traduzione di William Heard Kilpatrick The Montessori System Examined (1914)
No full textMaria Montessori, sia in vita che successivamente alla sua morte, è stata oggetto di grandi elogi ma anche di non poche critiche, in Italia così come all’estero. Tra queste, spiccano – anche se non del tutto note al grande pubblico – quelle mosse alla studiosa marchigiana da Wiliam Heard Kilpatrick, soprattutto con la pubblicazione nel 1914 del pamphlet The Montessori System Examined. A distanza di 110 anni, gli autori del presente volume offrono per la prima volta a lettrici e lettori interessate/i (studenti/esse, ricercatori/ici, insegnanti, educatori/ici) la traduzione di questo lavoro di Kilpatrick, accompagnandola con due saggi introduttivi nei quali cercano di contestualizzare le critiche mosse dallo studioso americano alla collega italiana, ma anche di rileggerle con una lente “nuova”, che contempla le questioni
di genere, così come la presenza di motivazioni anche extra scientifiche alla loro base. In altri termini, analizzando attentamente il testo di Kilpatrick, emergono interessanti spunti di riflessione sia sul maschilismo che non da oggi prevale nel mondo scientifico e accademico (e del quale Maria Montessori è stata sistematicamente oggetto d’attenzione), sia sul fatto che Kilpatrick anche attraverso la critica serrata mossa a una studiosa il cui prestigio era sempre più in ascesa a livello internazionale, sia riuscito a creare i presupposti per il suo successo americano, tanto da essere definito one milion dollar professor
Conceptions of knowledge and curriculum on W. Kilpatrick and implications of the project method
No full textEsta dissertação de mestrado, circunscrita à área de Didática, teorias de ensino e práticas escolares tem, como objeto de estudo, a produção pedagógica do professor William Heard Kilpatrick (18711965), tema pouco explorado no campo das pesquisas em educação. Herdeiro de John Dewey, mas com uma reflexão singular, o autor tem uma contribuição relevante no que se refere ao reconhecimento da necessidade de raciocínio filosófico e da reflexão para sublinhar os efeitos e possibilidades políticas da educação. A análise das concepções de Kilpatrick e da sua atuação no movimento de educação progressista do início do século XX demonstrou que suas ideias também continuam a ser pertinentes e relevantes para as discussões que têm ocorrido nos últimos anos, nas quais é observado um esforço para compreender as mudanças sociais, os propósitos democráticos da escolaridade, bem como a necessidade de vincular esses fins com ações pedagógicas concretas. Assim, a opção de analisar a obra desse autor justifica-se por sua relevância histórica, pela lacuna de pesquisas que se dediquem ao tema e, à medida do que é possível, encontrar na vanguarda da pedagogia atual referências a muitas de suas ideias, além de importantes releituras e aplicações do método de projetos.O estudo visa contribuir para a contextualização da obra pedagógica de Kilpatrick à luz de suas concepções mais amplas, enfocando as ideias de currículo e aprendizagem e descrevendo o método de projetos por ele proposto; também busca investigar as aproximações e distâncias entre o método de projetos apresentado por Kilpatrick e a apropriação feita por Fernando Hernández, presente em seu método de projetos de trabalho, dentro de uma perspectiva de busca de sentido da abordagem contemporânea do método de projetos. Configurou-se como método pertinente a esta pesquisa a leitura analítica da bibliografia selecionada: obras específicas de Kilpatrick, que abarcam suas concepções educacionais, parte do referencial acadêmico acerca da obra do autor e de suas matrizes teóricas e obras sobre o método de projetos que compõem o objeto de análise. Os resultados da pesquisa apontam que, compreender o uso dos projetos na escola contemporânea requer um diálogo com a perspectiva de Kilpatrick proposta em acordo com a ideia da construção e consolidação da sociedade democrática e que sua obra é material relevante para pesquisas educacionais.This dissertation, confined to the area of Didactics, theories of teaching and school practices has, as its object of study, the pedagogical production of Professor William Heard Kilpatrick (1871-1965), a subject little explored in the field of research in education. Disciple of John Dewey, but with its own singular reflection, the author has an important contribution regarding to the recognition of the need for philosophical reasoning and reflection to emphasize the effects and political possibilities of education. The analysis of the conceptions of Kilpatrick and his performance in the progressive education movement of the early twentieth century also showed that his ideas remain pertinent and relevant to the discussions that have occurred in recent years, which is observed in an effort to understand the social changes, the democratic purposes of schooling, as well as the need to link these purposes with concrete pedagogical actions. Thus, the option to review the work of this author is justified by its historical relevance, the lack of research devoted to the topic and, to the extent that is possible, to find at the forefront of current teaching references to many of his ideas, as well of important readings and applications of the project method. The study aims to contextualize the pedagogical work of Kilpatrick in light of his broader conceptions, focusing on the ideas of curriculum and learning and describing the project method proposed by him; also investigates the approximations and the distances between the project method of Kilpatrick and the appropriation made by Fernando Hernández, present in his method of work projects, within a perspective of seeking contemporary approach towards the project method. It was configured as a relevant method to this research, the analytical readings of selected bibliography: Kilpatricks specific works, which covers his educational concepts, part of the academic references about the author\'s work and his theoretical frameworks and works on the project method that composes the object of analysis. The results of the research indicates that, understanding the use of projects in the contemporary school, requires a dialogue with the prospect of Kilpatricks proposal in accordance with the idea of building and consolidating the democratic society and that his work is a relevant material for educational research
William H, Kilpatrick y la nueva educación
No full textWilliam H. Kilpatrick was an American pedagogue of the 20th century who contributed great ideas to modern education influenced by great authors. This article summarizes his most important contributions, such as the importance of teamwork, his conception of learning and even the development of the student\u27s personality.William H. Kilpatrick fue un pedagogo norteamericano del siglo XX que aportó grandes ideas a la educación moderna influenciado por grandes autores. En este artículo se resumen sus aportaciones más importantes, como por ejemplo la importancia del trabajo en equipo, su concepción del aprendizaje e incluso el desarrollo de la personalidad del alumno
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