oes Brighouse think that we can be taught to become more autonomous?Group of answer choicesYes - you can teach basic methods of rational evaluation.No - if you teach someone to be more autonomous, you’re telling them what to think and they’re not thinking autonomously.Yes - you can teach someone to be autonomous by giving them more information about what the world is like.No - our personal constitutions determine how autonomously we can think.

Artificial IntelligenceAnswer choicesSelect an optionperform tasks intelligently without being explicitly instructedthink and act rationally and humanelyBoth the optionsNone of the options

In this lesson, the "Believing and Doubting Game" was introduced to help us as teachers critically examine the different teaching approaches offered in this course, and hopefully, beyond, in order to develop our own effective teaching styles. However, we also need to challenge our students, whether at the beginning or advanced levels, to also think critically. The easiest way to encourage our students to think outside the box and create their own ideas is to ask open ended questions.

Brighouse and Nussbaum both emphasize the importance of being able to think for ourselves. They label that ability differently: Brighouse talks about `autonomy' and Nussbaum about `Socratic self-criticism'. Do they emphasize that ability for the same reason? Group of answer choicesYes: they both focus on how the ability benefits society as a whole.No: Nussbaum focuses on how the ability benefits the individual who has it, while Brighouse focuses on how the ability benefits society as a whole.No: Brighouse focuses on how the ability benefits the individual who has it, while Nussbaum focuses on how the ability benefits society as a whole.Yes: they both focus on how the ability benefits the individual who has it.

According to Tolman’s theory on purposive behaviorism, learning is goal-directed. What is its implication to teaching?0/1A. Evaluate lessons based on your objective/sB. Set as many objectives as you canC. Stick to your objectives/s no matter what happensD. Make the objective/s of your lesson clear and specific Correct answer

17. Which ONE of the following is NOT an inhibitor of dialogue in institutions of learning?*Use of instructional methods that advocate for passivityAuthoritarianism of trainerStressing the potential of learner’s knowledge and skillsReliance on structured and rigid curriculum