This paper presents and assesses Charles Sanders Peirce's pragmatic theory of belief, with special attention to his account of the role of belief in science. My aim is to present a chronological assessment of Peirce's main epistemological works, to consider two contemporary treatments of those works, and to ultimately determine whether or not Peirce's view of belief is internally coherent and consistent with his larger system of philosophy.

This paper presents and assesses Charles Sanders Peirce's pragmatic theory of belief, with special attention to his account of the role of belief in science. My aim is to present a chronological assessment of Peirce's main epistemological works, to consider two contemporary treatments of those works, and to ultimately determine whether or not Peirce's view of belief is internally coherent and consistent with his larger system of philosophy.

The major purpose of this study is to explore the preservice teachers¡¦ teaching beliefs, its influential factors and teacher belief changes after teaching practicum courses and teaching reflection. There are two main purposes of this study: (1)To explore preservice teachers¡¦ teaching beliefs and its influential factors. (2)To explore preservice teachers¡¦ teaching reflection during teaching practicum courses. For achieving the above purposes of the study, it took one semester to collect data and interviews for exploring teaching beliefs, classroom observation, microteaching, field experiences and teaching reflection and analyzing preservice teachers¡¦ teaching beliefs, influential factors and teaching reflection in concept mapping, assignments and interviews. The final provides some suggestions for teaching professional growth and the improvement of teacher education. The results indicated that preservice teacher¡¦s teaching beliefs are through single to diversification and progress substitute for traditions in the varied age. After a series of teaching practicum courses, teaching beliefs cannot practice teaching behavior. There are three main factors: (1)The classroom observation: according to mentor¡¦s pedagogy, it is back to traditional teaching. (2)The external factor: under the pressure of obtaining high degrees, on the basis of the premise that the grade of the student was improved results in a learning instruction style which teachers are active but the students are passive. (3)The internal factor: unfamiliar teaching experience and lack of professional knowledge result in differences between teaching beliefs and teaching behaviors. Reflective behavior of the preservice teacher has three stages: (1)The optimistic teaching beliefs for field experiences: to understand curriculum planning is difficult. (2)Unexpected problems in field experiences: even though preservice teachers understand the problem in confused classroom, they can not improve their teaching behaviors immediately. (3)Face to reality situation of teaching on field experiences: preservice teachers are conscious of curriculum planning imperfect , lack of explanation ability , to ¡§guess¡¨ students¡¦ prior knowledge, lack of the ability of classroom management and professional knowledge for teaching.

Issued also as thesis, Bern. / Includes bibliographical references (p. 109-110).

Thesis (Ph. D.)--Johns Hopkins University. / Biographical sketch. Includes bibliographical references.

Inaug.-diss.--Wúrzburg. / Lebenslauf. "Literaturangabe": p. [125]-127.

Thesis (B.A.)--Haverford College, Dept. of Philosophy, 2002. / Includes bibliographical references.

Recent epistemology has been dominated by the knowledge first approach championed by Timothy Williamson and others, and its influence continues to grow, spreading into the philosophy of language, the philosophy of mind, and beyond. Proponents of the knowledge first approach have argued for the centrality and importance of knowledge in these areas of philosophy by arguing that there is something wrong with asserting or believing something that one doesn’t know, that assertion and belief are to be understood in terms of knowledge, and that a knowledge‐maximizing principle of charity is constitutive of the contents of one’s assertions and beliefs. I attack the knowledge first approach by developing more plausible accounts of assertion, belief, and the determination of content that break these supposed ties with knowledge. / text

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published_or_final_version / Philosophy / Master / Master of Philosophy