Thesis (Ph. D.)--University of Wisconsin--Madison, 1984. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 199-204).

Dresden, Techn. Universiẗat, Diss., 2005.

Hamburg, Universiẗat, Diss., 2004.

Berlin, Freie University, Diss., 2004. / Dateiformat: zip, Dateien im PDF-Format.

The aim of this thesis is to critique two approaches to explaining the relation between representational and phenomenal content. The first approach, representationism, holds that phenomenal content is entirely constituted by intentional or representational content. The second approach, phenomenism, holds that phenomenal content is not entirely constituted by intentional or representational content. There is something ’more’ to phenomenal content than just intentional content. Two types of consideration are considered in order to evaluate these two approaches as follows: The first, considers two ’metaphysical speculations’, inverted spectra and inverted earth: The second, considers causal and explanatory implications of adopting either of these two approaches. Inverted spectrums and inverted earth provide prima facie grounds for rejecting representationism(Block, 1990, 1996; Shoemaker; 199 1); however, it will be demonstrated that both ‘speculations’ do not demonstrate representationism to fail. This thesis will argue that existing responses to inverted earth, for example, Lalor (1999), Lycan (1996), and Tye (1994, 1995b, 1998b) are inadequate. However, it provides a new response to inverted earth on behalf of the wide representationist. Narrow content representationism, which holds that phenomenal contents are functions that map contexts onto contents, will be demonstrated to fail. Doubt is also cast upon teleological approaches to phenomenal content. Causal and explanatory constraints present a problem to both wide representationism and phenomenism. Wide representationalist theories have traditionally faced a challenge from attempting to explain how relational properties can be casually relevant (Fodor, 1987). These problems apply also to representationist theories of phenomenal content. Two current proponents of wide causation are considered, Wilson (1997) and Yablo (1997); their accounts are found to be problematic. Phenomenism either faces a troublesome ‘explanatory gap’ or a problematic commitment to type-type physicalist identity theories. Finally a proposed future direction for these two theories is suggested.

Graduation date: 2001

The purposes of this research were¡G¡]1¡^to understand the aims of learning content of different textbooks.¡]2¡^to uncover learning content of different textbooks.¡]3¡^to offer feasible suggestions according to the results. This research adopted content analysis approach and interview to analyze the volume 5-8 learning content of different textbooks ¡]Kaohsiung Chien-Kou textbooks , Nani textbooks , and Kingan textbooks¡^censored from Ministry of Education in 2006. The conclusions of this research were as follows¡G 1. Education aims¡G¡]1¡^Chien-Kou textbooks¡GThey put emphases on communication,ethnicism,multi-culture,localism,and culture learning.They should add ability targets in the teacher guidebook.¡]2¡^Nani textbooks¡GThey put emphases on communication,language cognition, and tender regards.They should add multi-culture, localism,and ethnicism.¡]3¡^Kingan textbooks¡G They put emphases on communication and decompressing learning.They should add multi-culture,localism,ethnicism ,and edit language with academic attitude. 2. Education content¡G¡]1¡^Chien-Kou textbooks¡G They put emphases on literature and objectivity.They should enhance teaching aids, and decrease quantity and difficulty.¡]2¡^Nani textbooks¡GThey put emphases on literature,proverbs,songs,pictures,and sentence patterns.They should enhance conversation,nativism, multi-culture,vocabulary,and life practicality.¡]3¡^Kingan textbooks¡GThey put emphases on life practicality,timeliness, pictures,songs, and variety.They should strengthen sentence patterns,multi-culture,and proverbs edited in lessons. 3. Education organization¡G¡]1¡^ Chien-Kou textbooks¡GThey put emphases on mentality,concentric circles rule, and ranking.They should enhance to discriminate difficulty among Grade 3-4,and variety.¡]2¡^Nani textbooks¡GThey put emphases on mentality ,ranking,timeliness,and integration.They should enhance continuation,large unit integration,and variety.¡]3¡^Kingan textbooks¡GThey put emphases on ranking,continuation,horizontal integration,and mentality.They should enhance variety, difficulty link among Grade,and large unit integration. 4. Education methods¡G¡]1¡^Chien-Kou textbooks¡GThey put emphases on steady language teaching.They should enhance multi-alacrity, connection with home and school,and teaching aids.¡]2¡^Nani textbooks¡GThe best character is written by on-the-job teachers. They put emphases on connection with home and school,adaptive learning, and systematic language learning.They should enhance teaching aids and words.¡]3¡^Kingan textbooks¡GThey put emphases on multi-alacrity.The best parts are decompressing and natural learning.They should enhance connection with home and school, and dynamic teaching games. 5. Education assessing¡G¡]1¡^Chien-Kou textbooks¡GThe best character is to combine teaching with assessing.They put emphases on cognition.They should enhance mentality,diagnosis,alternative assessing,the teacher guidebook edition,and add some easy assessing.¡]2¡^Nani textbooks¡GThe best characters are multi-adaption,cooperation between teachers and parents, and formative assessing.They put emphases on mentality.They should enhance diagnosis,alternative assessing,and design techniques to complete assessing easily.¡]3¡^Kingan textbooks¡G Having no pressure and learning easily are the greatest characteristics. They put emphases on technical ability.They should enhance mentality,diversification,diagnosis,alternative assessing, and improve the degree of difficulty. In accordance with the results of this research, suggestions concerning aspects of the textbook publishers,authorties,schools and teachers were put forward. Follow-up studies were also proposed.

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Typescript, etc. / Digitized by Kansas State University Libraries

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