LEADER 04378nam 2200733 450 001 9910797810403321 005 20210506202836.0 010 $a0-8122-9156-5 024 7 $a10.9783/9780812291568 035 $a(CKB)3710000000519982 035 $a(EBL)4321845 035 $a(SSID)ssj0001572250 035 $a(PQKBManifestationID)16221543 035 $a(PQKBTitleCode)TC0001572250 035 $a(PQKBWorkID)13723660 035 $a(PQKB)10796445 035 $a(OCoLC)927160073 035 $a(MdBmJHUP)muse46668 035 $a(DE-B1597)452787 035 $a(DE-B1597)9780812291568 035 $a(Au-PeEL)EBL4321845 035 $a(CaPaEBR)ebr11149333 035 $a(CaONFJC)MIL845666 035 $a(MiAaPQ)EBC4321845 035 $a(EXLCZ)993710000000519982 100 $a20160211h20152015 uy 0 101 0 $aeng 135 $aurnnu---|u||u 181 $ctxt 182 $cc 183 $acr 200 14$aThe mind is a collection $ecase studies in eighteenth-century thought /$fSean Silver 210 1$aPhiladelphia, Pennsylvania :$cUniversity of Pennsylvania Press,$d2015. 210 4$dİ2015 215 $a1 online resource (381 p.) 225 1 $aMaterial texts 300 $aIncludes index. 320 $aIncludes bibliographical references and index. 327 $tFront matter --$tContents --$tPreface : Welcome To The Museum --$tIntroduction --$tCase 1. Metaphor --$tCase 2. Design --$tCase 3. Digression --$tCase 4. Inwardness --$tCase 5. Conception --$tCase 6. Dispossession --$tConclusion --$tNotes --$tIndex --$tAcknowledgments 330 $aJohn Locke described the mind as a cabinet; Robert Hooke called it a repository; Joseph Addison imagined a drawer of medals. Each of these philosophers was an avid collector and curator of books, coins, and cultural artifacts. It is therefore no coincidence that when they wrote about the mental work of reason and imagination, they modeled their powers of intellect in terms of collecting, cataloging, and classification.The Mind Is a Collection approaches seventeenth- and eighteenth-century metaphors of the mind from a material point of view. Each of the book's six chapters is organized as a series of linked exhibits that speak to a single aspect of Enlightenment philosophies of mind. From his first chapter, on metaphor, to the last one, on dispossession, Sean Silver looks at ways that abstract theories referred to cognitive ecologies?systems crafted to enable certain kinds of thinking, such as libraries, workshops, notebooks, collections, and gardens. In doing so, he demonstrates the crossings-over of material into ideal, ideal into material, and the ways in which an idea might repeatedly turn up in an object, or a range of objects might repeatedly stand for an idea. A brief conclusion examines the afterlife of the metaphor of mind as collection, as it turns up in present-day cognitive studies. Modern cognitive theory has been applied to the microcomputer, and while the object is new, the habit is as old as the Enlightenment. By examining lived environments and embodied habits from 1660 to 1800, Silver demonstrates that the philosophical dualism that separated mind from body and idea from thing was inextricably established through active engagement with crafted ecologies. 410 0$aMaterial texts. 606 $aCollectors and collecting$xHistory$y17th century$vCase studies 606 $aCollectors and collecting$xHistory$y18th century$vCase studies 606 $aMuseums$xCuratorship$zEngland$zLondon$xHistory$y17th century$vCase studies 606 $aMuseums$xCuratorship$zEngland$zLondon$xHistory$y18th century$vCase studies 606 $aImagination (Philosophy) 607 $aEngland$xIntellectual life$y17th century 607 $aEngland$xIntellectual life$y18th century 610 $aCultural Studies. 610 $aLiterature. 615 0$aCollectors and collecting$xHistory 615 0$aCollectors and collecting$xHistory 615 0$aMuseums$xCuratorship$xHistory 615 0$aMuseums$xCuratorship$xHistory 615 0$aImagination (Philosophy) 676 $a001.0942/09032 700 $aSilver$b Sean$f1972-$01535003 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910797810403321 996 $aThe mind is a collection$93782972 997 $aUNINA LEADER 02788oam 2200445 450 001 9910810578403321 005 20190911112725.0 010 $a1-938946-74-X 035 $a(OCoLC)854980512 035 $a(MiFhGG)GVRL9IXN 035 $a(EXLCZ)993580000000000658 100 $a20130730h20132013 uy 0 101 0 $aeng 135 $aurun|---uuuua 181 $ctxt 182 $cc 183 $acr 200 10$aTranslating the NGSS for classroom instruction /$fRodger W. Bybee 210 1$aArlington, Virginia :$cNSTA Press, National Science Teachers Association,$d[2013] 210 4$d?2013 215 $a1 online resource (xvi, 194 pages) $cillustrations 225 0 $aGale eBooks 300 $aDescription based upon print version of record. 311 $a1-938946-01-4 320 $aIncludes bibliographical references and index. 327 $aCONTENTS; FOREWORD; PREFACE; ABOUT THE AUTHOR; 1 - Introduction; 2 - From A Framework for K-12 Science Education to the Next Generation Science Standards; 3 - NGSS: 10 Frequently Answered Questions; 4 - From NGSS to Classroom Instruction; 5 - From NGSS to Instruction in an Elementary Classroom; 6 - From NGSS to Instruction in a Middle School Classroom; 7 - From NGSS to Instruction in a High School Classroom; 8 - Beginning ASAP; 9 - Taking AIM; 10 - Planning to ADAPT Materials for Classroom Instruction; 11 - NGSS Frequently Stated Concerns: The Yes, Buts; 12 - Conclusion 327 $aAppendix A: Grade 5 NGSS Unit,"Is It a New Substance?"Appendix B: Middle School NGSS Unit, Water and Hydrogen Peroxide""; Appendix C: High School NGSS Unit, "The Haber-Bosch Process"; Appendix D: Adapting a Unit of Study for Classroom Instruction; INDEX 330 $aWith the release of the Next Generation Science Standards (NGSS), you need a resource to help you answer pressing questions about how the standards fit with your curriculum, instruction, and assessments. Rodger W. Bybee has written this book to provide essential guidance for everyone from teachers to school administrators to district and state science coordinators. As practical as it is timely, this book includes an introduction to NGSS; examples of the standards translated to classroom instruction in elementary, middle, and high school; and assistance in adapting current units of instruction 606 $aScience$xStudy and teaching$xStandards$zUnited States 606 $aCurriculum planning$zUnited States 615 0$aScience$xStudy and teaching$xStandards 615 0$aCurriculum planning 676 $a507.1 700 $aBybee$b Rodger W.$0928399 801 0$bMiFhGG 801 1$bMiFhGG 906 $aBOOK 912 $a9910810578403321 996 $aTranslating the NGSS for classroom instruction$93926985 997 $aUNINA