Abstract
How we come to know the world around us and our place in it is a question that has baffled philosophers and fools alike from the earliest days of philosophy and foolishness. Nevertheless, educators are duty-bound to produce some kinds of operational answers in order to shape school policy, programs, curricula, and even classroom lessons which impact all learners. In the twentieth century, especially in post industrial Western cultures, a corollary pragmatic investigation has centered on ways to assess individual capacities for consuming and producing knowledge.
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Keane, K.J., Tannenbaum, A.J., Krapf, G.F. (1992). Cognitive Competence: Reality and Potential in the Deaf. In: Haywood, H.C., Tzuriel, D. (eds) Interactive Assessment. Disorders of Human Learning, Behavior, and Communication. Springer, New York, NY. https://doi.org/10.1007/978-1-4612-4392-2_12
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DOI: https://doi.org/10.1007/978-1-4612-4392-2_12
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