Mythical Elements and Scientific Paradigms. Critical Approximation to the Mechanism of Newton, Darwinism and Astronomical Physics
Abstract The mythical account, as the scientist, is a possible way of interpreting experience. Each of them has its categorical content, aprioristic principles and provisions. The paradigmatic status of science depends on a structure, narrative of the myth, through which empirical-analytical investigations seek to persuade. Science includes the «mythical» in his public exposure, being parasitic on the interpretive potential of the myth, its durability and persistence. The «mythical» and «scientific» combine, «aesthetics» of human understanding. The myth is involved as a sort of science of abstraction that becomes concrete, a symbolic language used to designate meanings within everyday life. Scientific knowledge is neither universal nor absolute, but limited and provisional. Because the induction may not be translated into general laws, and that scientific knowledge is a product of human interpretive structures, which they themselves, variables, are, relating and creatively employed (from the mythical-symbolic imagination), the truths of science cannot be unambiguously objective. This work will be made, in this regard, some estimates referred to the mechanism of Newton, Darwinism and astronomical physics.
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Apter, T. (2009, May). The science of praise: Praise, whether we’re 6 or 60, presents pleasures and dangers. Psychology Today . Retrieved from http://www.psychologytoday.com/blog/domestic-intelligence/200905/the-science-praise
Barker, G. P., & Graham, S. (1987). Developmental study of praise and blame as attributional cues. Journal of Educational Psychology, 79(1), 62-66. doi:10.1037/0022-0663.79.1.62
Blaney, R. L. (1983). Effects of teacher structuring and reacting on student achievement. Elementary School Journal, 83(5), 568-577. doi: 10.1086/461335
Blöte, A. W. (1995). Students' self-concept in relation to perceived differential teacher treatment. Learning and Instruction, 5(3), 221-236. doi: 10.1016/0959-4752(95)00012-R
Brophy, J. (1981). Teacher praise: A functional analysis. Review of Educational Research, 51(1), 5-32. Retrieved from www.jstor.org/stable/1170249
Burnett, P. C. (2001). Elementary students’ preferences for teacher praise. Journal of Classroom Interaction, 36(1), 16-23. Retrieved from www.jstor.org/stable/23870540
Burnett, P. C. (2002). Teacher praise and feedback and students’ perceptions of the classroom environment. Educational Psychology, 22, 5-16. doi: 10.1080/01443410120101215
Cambridge Advanced Learner's Dictionary - 4th Edition (2013). Cambridge University Press. Retreived from https://dictionary.cambridge.org/dictionary/english/praise
Cooper, J.M., Garrett, S. S., Leighton, M. S., Martorella, P. H., Morine-Dershimer, G. G., Sadker, D., … Weber, W. A. (1994). Classroom teaching skills (5th ed.). Lexinton, MA: D.C. Heath.
Denny, P. L. (1986). The relationship of teacher praise to teacher orientation and their relationships to students’ perceived competence, intrinsic motivation, and achievement. Dissertation Abstracts International, 46, 2541A. Retrieved from https://archive.org/details/relationshipofte00denn/page/14
Elwell, W. C., & Tiberio, J. (1994). Teacher praise: What students want. Journal of Instructional Psychology, 21(4), 322-329.
Emmer, E. (1987). Praise and the instructional process. The Journal of Classroom Interaction, 23(2), 32-39. Retrieved from www.jstor.org/stable/23869257
Farson, R. E. (1968). Praise reappraised. In Hamacheck, D. E. (Ed.) Human Dynamics in Psychology & Education. Boston: Allyn & Bacon, Inc.
Ferguson, E. & Houghton, S. (1992). The effects of contingent teacher praise, as specified by Canter’s Assertive Discipline Programme, on children’s on-task behavior. Educational Studies, 18(1). 83-93. doi: 10.1080/0305569920180108
Gettinger, M. (1983). Student behaviors, teacher reinforcement, student ability, and learning. Contemporary Educational Psychology, 8, 391-402. doi:10.1016/0361-476X(83)90025-5
Ginott, H. G. (1965). Between parent and child. New York: Macmillan.
Gordon, T. (1989). Teaching children self-discipline. New York: Random House.
Hancock, D. R. (2000). Impact of verbal praise on college students’ time spent on homework. The Journal of Educational Research, 93(6), 384-389. doi: 10.1080/00220670009598733
Hancock, D. R. (2002). Influencing graduate students’ classroom achievement, homework habits and motivation to learn with verbal praise. Educational Research, 44(1), 83-95. doi: 10.1080/00131880110107379
Henderlong, J. & Lepper, M. R. (2002). The effects of praise on children’s intrinsic motivation: A review and synthesis. Psychological Bulletin, 128(5), 774-795. doi.org/10.1037/0033-2909.128.5.774
Hitz, R. & Driscoll, A. (1989). Praise in the Classroom. Retrieved from https://files.eric.ed.gov/fulltext/ED313108.pdf
Kamins, M. L., & Dweck, C. S. (1999). Person versus process praise and criticism: Implications for contingent self-worth and coping. Developmental Psychology, 35(3), 835-847. doi: 10.1037/0012-1649.35.3.835
Kanouse, D. E., Gumpert, P. & Canavan-Gumpert, D. (1981). “The semantics of praise.” In J. H. Harvey, W. Ickes, & R. F. Kidd (eds.), New Directions in Attribution Research, (Vol. 3, 97-115). Hillsdale, NT: Erlbaum.
Luiselli, J., & Downing, J (1980). Improving a student’s arithmetic performance using feedback and reinforcement procedures. Education and Treatment of Children, 3(1), 45-49. Retrieved from www.jstor.org/stable/42900296
Moore, K. D. (2007). Classroom Teaching Skills. McGraw-Hill: New York.
Merrett, F., & Tang, W. M. (1994). The attitudes of British primary school pupils to praise, reward, punishments and reprimands. British Journal of Educational Psychology, 64(1), 91-103. doi: 10.1111/j.2044-8279.1994.tb01087.x
Mertens, D. M. (2014). Research methods in education and psychology: Integrating diversity with quantitative and qualitative methods. Thousand Oaks, CA: Sage Publications
Montessori, M., & George, A. E. (1964). The Montessori Method. New York: Schocken Books.
Moore, D.W., Knott, T., & McNaughton, S. (1989). Pupil speech during morning news: The effects of reducing teacher questions and increasing pauses and praise. Educational Psychology, 9(4), 311-320. doi: 10.1080/0144341890090403
Mueller, C. M., & Dweck, C. S. (1998). Praise for intelligence can undermine children's motivation and performance. Journal of Personality and Social Psychology, 75(1), 33-52. doi:10.1037/0022-3514.75.1.33
Munroe, M. J. (1982). Teaching behaviors effective in mainstream classrooms. Tucson, AZ: Arizona Federation Council for Exceptional Children. Retrieved from https://eric.ed.gov/?id=ED213679
Rowe, M. B. (1974). Relation of wait-time and rewards to the development of language, logic and fate control: Part II – Rewards. Journal of Research in Science Teaching, 11, 291-308. doi:10.1002/tea.3660110403
Schunk, D. H. (1984). Sequential attributional feedback and children’s achievement behaviours. Journal of Educational Psychology, 76 (6), 1159-1169. doi: 10.1037/0022-0663.76.6.1159
Shepell, W. (2000). Health Quest: A quarterly newsletter focusing on mental health issues and concerns. Retrieved from http://www.warrenshepell.com/articles/praise.html
Skinner, B. F. (1974). About behaviorism. New York: Knopf.
Stipek, D. & Iver, D. (1989). Developmental change in children’s assessment of intellectual competence. Child Development, 60(3), 521-538. doi:10.2307/1130719.
Stringer, B. R., & Hurt, H. T. (1981). To praise or not to praise: factors to consider before utilizing praise as a reinforcing device in the classroom communication process. Paper presented at the annual meeting of the Southern Speech Communications Association, Austin, Texas. Retrieved from https://pdfs.semanticscholar.org/b7cd/2a441f80da980eb3b135da8f9c17c7c52c95.pdf?_ga=2.126408715.761901483.1578464542-1051254714.1578464542
Thomas, J. (1991). You’re the greatest! A few well-chosen words can work wonders in positive behaviour reinforcement. Principle, 71, 32-33.
Vollmeyer, R. & Rheinberg, F. (2005). A surprising effect of feedback on learning. Learning and Instruction, 15(6), 589-602. doi: 10.1016/j.learninstruc.2005.08.001
Apter, T. (2009, May). The science of praise: Praise, whether we’re 6 or 60, presents pleasures and dangers. Psychology Today . Retrieved from http://www.psychologytoday.com/blog/domestic-intelligence/200905/the-science-praise
Barker, G. P., & Graham, S. (1987). Developmental study of praise and blame as attributional cues. Journal of Educational Psychology, 79(1), 62-66. doi:10.1037/0022-0663.79.1.62
Blaney, R. L. (1983). Effects of teacher structuring and reacting on student achievement. Elementary School Journal, 83(5), 568-577. doi: 10.1086/461335
Blöte, A. W. (1995). Students' self-concept in relation to perceived differential teacher treatment. Learning and Instruction, 5(3), 221-236. doi: 10.1016/0959-4752(95)00012-R
Brophy, J. (1981). Teacher praise: A functional analysis. Review of Educational Research, 51(1), 5-32. Retrieved from www.jstor.org/stable/1170249
Burnett, P. C. (2001). Elementary students’ preferences for teacher praise. Journal of Classroom Interaction, 36(1), 16-23. Retrieved from www.jstor.org/stable/23870540
Burnett, P. C. (2002). Teacher praise and feedback and students’ perceptions of the classroom environment. Educational Psychology, 22, 5-16. doi: 10.1080/01443410120101215
Cambridge Advanced Learner's Dictionary - 4th Edition (2013). Cambridge University Press. Retreived from https://dictionary.cambridge.org/dictionary/english/praise
Cooper, J.M., Garrett, S. S., Leighton, M. S., Martorella, P. H., Morine-Dershimer, G. G., Sadker, D., … Weber, W. A. (1994). Classroom teaching skills (5th ed.). Lexinton, MA: D.C. Heath.
Denny, P. L. (1986). The relationship of teacher praise to teacher orientation and their relationships to students’ perceived competence, intrinsic motivation, and achievement. Dissertation Abstracts International, 46, 2541A. Retrieved from https://archive.org/details/relationshipofte00denn/page/14
Elwell, W. C., & Tiberio, J. (1994). Teacher praise: What students want. Journal of Instructional Psychology, 21(4), 322-329.
Emmer, E. (1987). Praise and the instructional process. The Journal of Classroom Interaction, 23(2), 32-39. Retrieved from www.jstor.org/stable/23869257
Farson, R. E. (1968). Praise reappraised. In Hamacheck, D. E. (Ed.) Human Dynamics in Psychology & Education. Boston: Allyn & Bacon, Inc.
Ferguson, E. & Houghton, S. (1992). The effects of contingent teacher praise, as specified by Canter’s Assertive Discipline Programme, on children’s on-task behavior. Educational Studies, 18(1). 83-93. doi: 10.1080/0305569920180108
Gettinger, M. (1983). Student behaviors, teacher reinforcement, student ability, and learning. Contemporary Educational Psychology, 8, 391-402. doi:10.1016/0361-476X(83)90025-5
Ginott, H. G. (1965). Between parent and child. New York: Macmillan.
Gordon, T. (1989). Teaching children self-discipline. New York: Random House.
Hancock, D. R. (2000). Impact of verbal praise on college students’ time spent on homework. The Journal of Educational Research, 93(6), 384-389. doi: 10.1080/00220670009598733
Hancock, D. R. (2002). Influencing graduate students’ classroom achievement, homework habits and motivation to learn with verbal praise. Educational Research, 44(1), 83-95. doi: 10.1080/00131880110107379
Henderlong, J. & Lepper, M. R. (2002). The effects of praise on children’s intrinsic motivation: A review and synthesis. Psychological Bulletin, 128(5), 774-795. doi.org/10.1037/0033-2909.128.5.774
Hitz, R. & Driscoll, A. (1989). Praise in the Classroom. Retrieved from https://files.eric.ed.gov/fulltext/ED313108.pdf
Kamins, M. L., & Dweck, C. S. (1999). Person versus process praise and criticism: Implications for contingent self-worth and coping. Developmental Psychology, 35(3), 835-847. doi: 10.1037/0012-1649.35.3.835
Kanouse, D. E., Gumpert, P. & Canavan-Gumpert, D. (1981). “The semantics of praise.” In J. H. Harvey, W. Ickes, & R. F. Kidd (eds.), New Directions in Attribution Research, (Vol. 3, 97-115). Hillsdale, NT: Erlbaum.
Luiselli, J., & Downing, J (1980). Improving a student’s arithmetic performance using feedback and reinforcement procedures. Education and Treatment of Children, 3(1), 45-49. Retrieved from www.jstor.org/stable/42900296
Moore, K. D. (2007). Classroom Teaching Skills. McGraw-Hill: New York.
Merrett, F., & Tang, W. M. (1994). The attitudes of British primary school pupils to praise, reward, punishments and reprimands. British Journal of Educational Psychology, 64(1), 91-103. doi: 10.1111/j.2044-8279.1994.tb01087.x
Mertens, D. M. (2014). Research methods in education and psychology: Integrating diversity with quantitative and qualitative methods. Thousand Oaks, CA: Sage Publications
Montessori, M., & George, A. E. (1964). The Montessori Method. New York: Schocken Books.
Moore, D.W., Knott, T., & McNaughton, S. (1989). Pupil speech during morning news: The effects of reducing teacher questions and increasing pauses and praise. Educational Psychology, 9(4), 311-320. doi: 10.1080/0144341890090403
Mueller, C. M., & Dweck, C. S. (1998). Praise for intelligence can undermine children's motivation and performance. Journal of Personality and Social Psychology, 75(1), 33-52. doi:10.1037/0022-3514.75.1.33
Munroe, M. J. (1982). Teaching behaviors effective in mainstream classrooms. Tucson, AZ: Arizona Federation Council for Exceptional Children. Retrieved from https://eric.ed.gov/?id=ED213679
Rowe, M. B. (1974). Relation of wait-time and rewards to the development of language, logic and fate control: Part II – Rewards. Journal of Research in Science Teaching, 11, 291-308. doi:10.1002/tea.3660110403
Schunk, D. H. (1984). Sequential attributional feedback and children’s achievement behaviours. Journal of Educational Psychology, 76 (6), 1159-1169. doi: 10.1037/0022-0663.76.6.1159
Shepell, W. (2000). Health Quest: A quarterly newsletter focusing on mental health issues and concerns. Retrieved from http://www.warrenshepell.com/articles/praise.html
Skinner, B. F. (1974). About behaviorism. New York: Knopf.
Stipek, D. & Iver, D. (1989). Developmental change in children’s assessment of intellectual competence. Child Development, 60(3), 521-538. doi:10.2307/1130719.
Stringer, B. R., & Hurt, H. T. (1981). To praise or not to praise: factors to consider before utilizing praise as a reinforcing device in the classroom communication process. Paper presented at the annual meeting of the Southern Speech Communications Association, Austin, Texas. Retrieved from https://pdfs.semanticscholar.org/b7cd/2a441f80da980eb3b135da8f9c17c7c52c95.pdf?_ga=2.126408715.761901483.1578464542-1051254714.1578464542
Thomas, J. (1991). You’re the greatest! A few well-chosen words can work wonders in positive behaviour reinforcement. Principle, 71, 32-33.
Vollmeyer, R. & Rheinberg, F. (2005). A surprising effect of feedback on learning. Learning and Instruction, 15(6), 589-602. doi: 10.1016/j.learninstruc.2005.08.001
Mythical Elements and Scientific Paradigms. Critical Approximation to the Mechanism of Newton, Darwinism and Astronomical Physics. (2019). El Futuro del Pasado, 10, 679-694. https://doi.org/10.14516/fdp.2019.010.001.026
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