LEADER 02858nam 2200625Ia 450 001 9910458453403321 005 20200520144314.0 010 $a1-280-53049-9 010 $a0-19-535171-1 010 $a1-4294-0385-3 035 $a(CKB)1000000000400833 035 $a(EBL)273266 035 $a(OCoLC)476015505 035 $a(SSID)ssj0000275025 035 $a(PQKBManifestationID)11235423 035 $a(PQKBTitleCode)TC0000275025 035 $a(PQKBWorkID)10330431 035 $a(PQKB)10773749 035 $a(MiAaPQ)EBC273266 035 $a(Au-PeEL)EBL273266 035 $a(CaPaEBR)ebr10279200 035 $a(CaONFJC)MIL53049 035 $a(OCoLC)935261001 035 $a(EXLCZ)991000000000400833 100 $a19990122d2000 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 04$aThe worst enemy of science?$b[electronic resource] $eessays in memory of Paul Feyerabend /$fedited by John Preston, Gonzalo Mune?var, & David Lamb 210 $aNew York $cOxford University Press$d2000 215 $a1 online resource (190 p.) 300 $aDescription based upon print version of record. 311 $a0-19-512874-5 320 $aIncludes bibliographical references and index. 327 $aContents; Contributors; Introduction; 1. Paul K. Feyerabend: An Obituary; 2. Time Well Spent: On Paul Feyerabend's Autobiography; 3. Sola Experientia? Feyerabend's Refutation of Classical Empiricism; 4. Proliferation: Is it a Good Thing?; 5. Feyerabend among Popperians, 1948-1978; 6. A Re?habilitation of Paul Feyerabend; 7. Science as Supermarket: 'Postmodern' Themes in Paul Feyerabend's Later Philosophy of Science; 8. Paul Feyerabend and Thomas Kuhn; 9. Feyerabend, Mill, and Pluralism; 10. Two Concepts of Political Tolerance 327 $a11. To Transform the Phenomena: Feyerabend, Proliferation, and Recurrent Neural Networks12. Paul K. Feyerabend: Last Interview; Index; A; B; C; D; E; F; G; H; I; K; L; M; N; O; P; Q; R; S; T; V; W; Z 330 $aPaul Feyerabend's radical epistemological claims, and his argument that there is no such thing as scientific method, were influential during his life and have gained in attention since his death in 1994. These essays cover the diverse themes in his extensive body of work. 606 $aPhilosophy, German$y20th century 608 $aElectronic books. 615 0$aPhilosophy, German 676 $a193 676 $a501 701 $aFeyerabend$b Paul$f1924-1994.$045134 701 $aPreston$b John$f1957-$0946701 701 $aMune?var$b Gonzalo$052938 701 $aLamb$b David$f1942-$0154010 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910458453403321 996 $aThe worst enemy of science$92270067 997 $aUNINA LEADER 03438nam 22005894a 450 001 9910780217903321 005 20230617033731.0 010 $a1-282-32224-9 010 $a9786612322242 010 $a1-4106-0781-X 035 $a(CKB)111087027887956 035 $a(EBL)335563 035 $a(OCoLC)476149212 035 $a(SSID)ssj0000096113 035 $a(PQKBManifestationID)11116850 035 $a(PQKBTitleCode)TC0000096113 035 $a(PQKBWorkID)10077171 035 $a(PQKB)11622488 035 $a(MiAaPQ)EBC335563 035 $a(Au-PeEL)EBL335563 035 $a(CaPaEBR)ebr10227245 035 $a(CaONFJC)MIL588684 035 $a(EXLCZ)99111087027887956 100 $a20021009d2003 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aAbility profiling and school failure$b[electronic resource] $eone child's struggle to be seen as competent /$fby Kathleen M. Collins 210 $aMahwah, N.J. $cL. Erlbaum Associates$d2003 215 $a1 online resource (255 p.) 300 $aDescription based upon print version of record. 311 $a0-8058-4156-3 311 $a0-8058-4155-5 320 $aIncludes bibliographical references (p. 217-225) and indexes. 327 $aBook Cover; Title; Copyright; Contents; Preface; Acknowledgments; Chapter 1 Introduction: A Sociocultural Perspective on [Dis]ability; Chapter 2 The Boy Who Had Something to Say; Chapter 3 "He's What I Would Call 'Out There.'"; Chapter 4 "He Was Immediate. He Was Like Immediate."; Chapter 5 "Where's the Evidence?"; Chapter 6 "Jay Just Amazes Me During This, He Really Does."; Chapter 7 "It Will Be Very, Very Difficult for Him to Learn How to Function in the Class."; Chapter 8 "It's Like a Burst, a Burst of Fire."; Chapter 9 "You Got to Hear This!"; Chapter 10 "So Who Wrote It?" 327 $aChapter 11 "Jay, We Gotta Find You a Group."Chapter 12 "I'm the Boy Who Likes Bugs."; Chapter 13 "Do You Think I'm Proper?"; Chapter 14 "This Ain't Easy!"; Chapter 15 "Church Is Not a Game!"; Chapter 16 "I Think That's Why We Became Very Good Friends."; Chapter 17 Ability Profiling and School Failure: Learning From Jay's Story; Epilogue; Appendix: Approaches to Inquiry, Analysis, and Representation; References; Author Index; Subject Index 330 $aAbility Profiling and School Failure: One Child's Struggle to Be Seen as Competent explores the social and contextual forces that shape the appearance of academic ability and disability and how these forces influence the perception of academic underachievement of minority students. 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