View topic on PhilPapers for more information
Related categories

81 found
Order:
More results on PhilPapers
1 — 50 / 81
  1. A Snapshot of Educational Research in 2019.Anh-Duc Hoang - manuscript
    2019 is a year witnessing the explosion of many high-tech applications in learning and teaching with integrated multimedia technologies (virtual reality - VR, augmented reality - AR), group and team collaboration technology, class organization, class management, and school ... It is indisputable that the application of new technology generates more interest in the learning and collaboration process. However, we are seemingly fraught with intractable problems within the transformation of a VUCA world (volatility - fragility, uncertainty, uncertainty, complexity - complexity, ambiguity (...)
    Remove from this list   Download  
     
    Export citation  
     
    Bookmark  
  2. Afterword to Relational Odyssey.Don Michael Hudson - unknown - Afterword to Relational Odyssey:171.
    "Everything is a pretext for a good dinner.".
    Remove from this list   Download  
     
    Export citation  
     
    Bookmark  
  3. Living by Story.Don Michael Hudson - unknown - Foundations A New Series:36-37.
    Remove from this list   Download  
     
    Export citation  
     
    Bookmark  
  4. "And What of Beauty?" Compassionate Lifestyle.Don Michael Hudson - unknown - Sojourners (NA):42-46.
    We lose something central to our humanity when we divide our world into neat little packages of sacred and secular.
    Remove from this list   Download  
     
    Export citation  
     
    Bookmark  
  5. Trade-Off Between Schooling and Labor for Children: Understanding the Determinative Factors Among Rural Households in Bangladesh.Rafiqul Islam & Md Mahmudul Hoque - 2022 - Frontiers in Sociology 7 (7):839231.
    This research is concerned with understanding the factors behind the trade-off between child labor and child schooling, given the well-documented links between the two. It examines parents' behavior in their decision-making on their children's schooling or practicing child labor. Depending on qualitative research methods including 28 semi-structured interviews and two focus group discussions conducted in the rural areas of Bangladesh in 2020, this study reveals the following: subsistence needs compel households, particularly the ultra-poor and the female-headed, to trade off child (...)
    Remove from this list   Download  
     
    Export citation  
     
    Bookmark  
  6. Daring a Childlike Writing: Children for Philosophy, Moral End, and the Childhood of Conceptions.Walter Kohan & Magda Costa Carvalho - 2022 - In Dina Mendonça & Florian Franken Figueiredo (eds.), Conceptions of Childhood and Moral Education in Philosophy for Children. Metzler. pp. 57-78.
    A child arrives as a new world because in her and with her we feel that the whole world can start over. But that is not the only reason. A child also arrives as a new world because her arrival tells us what, being so simple, we had almost forgotten: that the world is not just old and unquestionable. The child doesn’t let us be indif-ferent; she breaks with conformity and arrives as hope, reeking of the unpredictable. Of questions. A (...)
    Remove from this list   Download  
     
    Export citation  
     
    Bookmark  
  7. Da Educação enquanto Afirmação da Vida entre a Arte e a Filosofia segundo Nietzsche no Filme “Sociedade dos Poetas Mortos”.Luiz Carlos Mariano Da Rosa - 2022 - Griot 22 (2):121-138.
    Baseado no filme “Sociedade dos Poetas Mortos” (1989), o artigo assinala o caos instaurado no âmbito da escola tradicional norte-americana Welton através do trabalho do professor John Keating na instauração de novos métodos de ensino e aprendizagem para a literatura, na medida em que tende a fomentar o questionamento acerca do sentido e do valor da vida e o cultivo de si como possibilidade de produção de um conteúdo novo e extemporâneo e o conhecimento enquanto afirmação das forças da vida. (...)
    Remove from this list   Download  
    Translate
     
     
    Export citation  
     
    Bookmark  
  8. Re-Envisioning the Philosophy Classroom Through Metaphors.Alejandro Arango & Maria Howard - 2021 - Teaching Philosophy 44 (2):121-144.
    What is a philosophy class like? What roles do teachers and students play? Questions like these have been answered time and again by philosophers using images and metaphors. As philosophers continue to develop pedagogical approaches in a more conscious way, it is worth evaluating traditional metaphors used to understand and structure philosophy classes. In this article, we examine two common metaphors—the sage on the stage, and philosophy as combat—and show why they fail pedagogically. Then we propose five metaphors—teaching philosophy as (...)
    Remove from this list   Download  
     
    Export citation  
     
    Bookmark  
  9. The Narrow-Sense and Wide-Sense Community of Inquiry: What It Means for Teachers.Gilbert Burgh - 2021 - Analytic Teaching and Philosophical Praxis 41 (1):12-26.
    In this paper, I introduce the narrow-sense and wide-sense conceptions of the community of inquiry (Sprod, 2001) as a way of understanding what is meant by the phrase ‘converting the classroom into a community of inquiry.’ The wide-sense conception is the organising or regulative principle of scholarly communities of inquiry and a classroom-wide ideal for the reconstruction of education. I argue that converting the classroom into a community of inquiry requires more than following a specific procedural method, and, therefore, that (...)
    Remove from this list   Download  
     
    Export citation  
     
    Bookmark  
  10. Effectiveness of Problem-Based Learning on Secondary Students’ Achievement in Science: A Meta-Analysis.Aaron Funa & Maricar Prudente - 2021 - International Journal of Instruction 14 (4):69-84.
    Preparing students for the real challenges in life is one of the most important goals in education. Constructivism is an approach that uses real-life experiences to construct knowledge. Problem-Based Learning (PBL), for almost five decades now, has been the most innovative constructivist pedagogy used worldwide. However, with the rising popularity, there is a need to revisit empirical studies regarding PBL to serve as a guide and basis for designing new studies, making institutional policies, and evaluating educational curricula. This need has (...)
    Remove from this list   Download  
     
    Export citation  
     
    Bookmark  
  11. Sie sind Fake News! Ein analytischer Zugang für die Politische Bildung.Manuel S. Hubacher - 2021 - In Manuel S. Hubacher & Monika Waldis (eds.), Politische Bildung für die digitale Öffentlichkeit: Umgang mit politischer Information und Kommunikation in digitalen Räumen. Wiesbaden, Deutschland: Springer. pp. 153-173.
    Dieser Beitrag greift das Phänomen Fake News auf und plädiert für einen analytischen Zugang zur Thematik. Zunächst grenzt er den Begriff der Fake News von anderen Phänomenen ab. Er zeigt auf, dass der Begriff nicht nur keinen analytischen Mehrwert bietet, sondern dass er die eigentlichen Probleme verschleiert und als Propagandabegriff u.a. Verwendung findet, um Zensur zu rechtfertigen und die Gegenseite zu delegitimieren. Trotzdem sollte die Politische Bildung nicht vollkommen auf den Begriff verzichten. Versteht man Fake News als einen fließenden Signifikant (...)
    Remove from this list   Download  
    Translate
     
     
    Export citation  
     
    Bookmark  
  12. The Facilitator as Self-Liberator and Enabler: Ethical Responsibility in Communities of Philosophical Inquiry.Arie Kizel - 2021 - Childhood and Philosophy 17:1-20.
    From its inception, philosophy for/with children (P4wC) has sought to promote philosophical discussion with children based on the latter’s own questions and a pedagogic method designed to encourage critical, creative, and caring thinking. Communities of inquiry can be plagued by power struggles prompted by diverse identities, however. These not always being highlighted in the literature or P4wC discourse, this article proposes a two-stage model for facilitators as part of their ethical responsibility. In the first phase, they should free themselves from (...)
    Remove from this list   Download  
     
    Export citation  
     
    Bookmark  
  13. Wie sollten Lehrende mit Fake News und Verschwörungstheorien im Unterricht umgehen?David Lanius - 2021 - In Johannes Drerup, Miguel Zulaica Y. Mugica & Douglas Yacek (eds.), Dürfen Lehrer ihre Meinung sagen? Demokratische Bildung und die Kontroverse über Kontroversitätsgebote. Stuttgart, Deutschland: pp. 188-208.
    Remove from this list   Download  
    Translate
     
     
    Export citation  
     
    Bookmark  
  14. Towards Education for 21st Century Democratic Citizenry — Philosophical Enquiry Advancing Cosmopolitan Engagement (P.E.A.C.E.) Curriculum: An Intentional Critique.Desiree' Moodley - 2021 - Analytic Teaching and Philosophical Praxis 41 (2):92 - 105.
    Doing philosophy for/with children and exposing students to multiple perspectives, exemplified within the Austrian Centre of Philosophy with Children’s implementation project of the Philosophical Enquiry Advancing Cosmopolitan Engagement (PEACE) curriculum in schooling, may offer a valuable written, taught, and tested curriculum for democratic citizenry. This paper provides an analysis that seeks to present, describe, critique, and make recommendations on the PEACE curriculum. The paper asks the question: In what ways does the Philosophical Enquiry Advancing Cosmopolitan Engagement as a 21st century (...)
    Remove from this list   Download  
     
    Export citation  
     
    Bookmark  
  15. Towards Education for 21st Century Democratic Citizenry — Philosophical Enquiry Advancing Cosmopolitan Engagement (P.E.A.C.E.) Curriculum: An Intentional Critique.Desiree' Eva Moodley - 2021 - Analytic Teaching and Philosophical Praxis 41 (2):92 - 105.
    Doing philosophy for/with children and exposing students to multiple perspectives, exemplified within the Austrian Centre of Philosophy with Children’s implementation project of the Philosophical Enquiry Advancing Cosmopolitan Engagement (PEACE) curriculum in schooling, may offer a valuable written, taught, and tested curriculum for democratic citizenry. This paper provides an analysis that seeks to present, describe, critique, and make recommendations on the PEACE curriculum. The paper asks the question: In what ways does the Philosophical Enquiry Advancing Cosmopolitan Engagement as a 21st century (...)
    Remove from this list   Download  
     
    Export citation  
     
    Bookmark  
  16. Sobre os sentidos e os lugares interdisciplinares da Filosofia.G. D. Secco & Priscilla Tesch Spinelli - 2021 - Anais Do I Encontro de Filosofia E Ensino Do Rio Grande Do Sul.
    Remove from this list   Download  
    Translate
     
     
    Export citation  
     
    Bookmark  
  17. Transaction or Transformation: Why Do Philosophy in Prisons?Mog Stapleton & Dave Ward - 2021 - Journal of Prison Education and Reentry 7 (2):214-226.
    Why do public philosophy in prisons? When we think about the value and aims of public philosophy there is a well-entrenched tendency to think in transactional terms. The academy has something of value that it aims to pass on or transmit to its clients. Usually, this transaction takes place within the confines of the university, in the form of transmission of valuable skills or knowledge passed from faculty to students. Public philosophy, construed within this transactional mindset, then consists in passing (...)
    Remove from this list   Download  
     
    Export citation  
     
    Bookmark   1 citation  
  18. Does Developing Moral Thinking Skills Lead to Moral Action? Developing Moral Proprioception.Maria daVenza Tillmanns - 2021 - International Journal of Philosophical Practice.
    This paper explores the relationship between thinking and acting morally. Can we transfer critical thinking skills to real life situations? Philosophical practice with clients as well as with school children creates a context for not only being a critical and reflective thinker but also a self -critical thinker and self -reflective thinker. In his book On Dialogue, David Bohm explores the notion of proprioception of thinking; focusing on thinking as a movement. The tacit, concrete process of thinking informs our actions (...)
    Remove from this list   Download  
     
    Export citation  
     
    Bookmark  
  19. PROPOSITIONAL KNOWLEDGE IN HIGH SCHOOL PHILOSOPHY CLASSES: BETWEEN DIDACTIC AND TEACHING.Jean Caldas - 2020 - Thaumàzein 13 (25):47 - 56.
    In this paper, I argue that knowledge of philosophical propositions can and should perform a role as regulative ideal in high school philosophy classes. Roughly speaking, I think that there are two kinds of knowledge assumed in high school philosophy classes: the first, which, for convenience, I shall call philosophical dispositional knowledge, and the philosophical propositional knowledge. The first one consists in the knowledge that takes into account only certain philosophical skills such as thesis identification, argument identification etc. The second (...)
    Remove from this list   Download  
    Translate
     
     
    Export citation  
     
    Bookmark  
  20. Resisting the 'View From Nowhere': Positionality in Philosophy for/with Children Research.Peter Paul Elicor - 2020 - Philosophia International Journal of Philosophy (Philippines) 1 (21):10-33.
    While Philosophy for/with Children (P4wC) provides a better alternative to the usual ‘banking’ model of education, questions have been raised regarding its applicability in non-western contexts. Despite its adherence to the ideals of democratic dialogue, not all members of a Community of Inquiry (COI) will be disposed to participate in the inquiry, not because they are incapable of doing so, but because they are positioned inferiorly within the group thereby affecting their efforts to speak out on topics that are meaningful (...)
    Remove from this list   Download  
     
    Export citation  
     
    Bookmark   1 citation  
  21. Mapping Identity Prejudice: Locations of Epistemic Injustice in Philosophy for/with Children.Peter Paul Ejera Elicor - 2020 - Childhood and Philosophy 16 (1):1-25.
    This article aims to map the locations of identity prejudice that occurs in the context of a Community of Inquiry. My claim is that epistemic injustice, which usually originates from seemingly ‘minor’ cases of identity prejudice, can potentially leak into the actual practice of P4wC. Drawing from Fricker, the various forms of epistemic injustice are made explicit when epistemic practices are framed within concrete social circumstances where power, privilege and authority intersect, which is observable in school settings. In connection, despite (...)
    Remove from this list   Download  
     
    Export citation  
     
    Bookmark  
  22. Philosophy in Education and Cognitive Development (Filosofia na Educação e o Desenvolvimento Cognitivo).L. Felipe Garcia Lucas - 2020 - Dissertation, Uninter
    First, it’s very important to rule out that the entire text below, especially topic 4, shows an evolutionary process of man, in topic number 1, we present thinkers Jean Piaget and Erik Erikson, both psychoanalysts, and focused on cognitive development, but with works that show a development of different angles, complementing each other, in the first we can see the influence of the external formation of the child according to the internal formation, whereas the second presents us the inverse, the (...)
    Remove from this list   Download  
    Translate
     
     
    Export citation  
     
    Bookmark  
  23. The Privilege of Boredom: How Philosophy Can Happen in Isolation.Anil Gomes - 2020 - TLS.
    Remove from this list   Download  
     
    Export citation  
     
    Bookmark  
  24. Mehr Öffentlichkeit wagen. Wie(so) über Wahrheit reden?Romy Jaster - 2020 - In Georg Brun & Claus Beisbart (eds.), Mit Philosophie die Welt verändern. Basel: Schwabe. pp. 135-175.
    Remove from this list   Download  
    Translate
     
     
    Export citation  
     
    Bookmark  
  25. Can Schools Teach Citizenship?Michael Merry - 2020 - Discourse 41 (1):124-138.
    In this essay I question the liberal faith in the efficacy and morality of citizenship education (CE) as it has been traditionally (and is still) practiced in most public state schools. In challenging institutionalized faith in CE, I also challenge liberal understandings of what it means to be a citizen, and how the social and political world of citizens is constituted. I interrogate CE as defended in the liberal tradition, with particular attention to Gutmann’s ‘conscious social reproduction’. I argue that (...)
    Remove from this list   Download  
     
    Export citation  
     
    Bookmark  
  26. Ecosocial Citizenship Education: Facilitating Interconnective, Deliberative Practice and Corrective Methodology for Epistemic Accountability.Gilbert Burgh & Simone Thornton - 2019 - Childhood and Philosophy 15:1-20.
    According to Val Plumwood (1995), liberal-democracy is an authoritarian political system that protects privilege but fails to protect nature. A major obstacle, she says, is radical inequality, which has become increasingly far-reaching under liberal-democracy; an indicator of ‘the capacity of its privileged groups to distribute social goods upwards and to create rigidities which hinder the democratic correctiveness of social institutions’ (p. 134). This cautionary tale has repercussions for education, especially civics and citizenship education. To address this, we explore the potential (...)
    Remove from this list   Download  
     
    Export citation  
     
    Bookmark  
  27. Darwin Non Deve Andare a Scuola.Paola Dessì - 2019 - Noctua 6 (1–2):305-324.
    After its remarkable affirmation overseas, creationism has landed in Europe and is also present in Italy. As in the USA, also in Italy the main terrain of the clash with Darwinism is the public school. The essay investigates the reasons why in Italy too has been possible to require to teach creationism alongside evolutionism. If in the US this is explained by the strong influence of the evangelical communities, in Italy creationism has found fertile ground in the traditional backwardness of (...)
    Remove from this list   Download  
     
    Export citation  
     
    Bookmark  
  28. O Ensino De Filosofia como Problema Filosófico: revendo Alejandro Cerletti.Sandro Rinaldi Feliciano - 2019 - In Fabio Gabriel (ed.), Filosofia, Educação e Ensino: perspectivas contemporâneas. Curitiba, PR, Brasil: Editora Multifoco. pp. 13-33.
    O ensino de filosofia é hoje feito de diversas formas (práticas), sendo as três principais (ou bases), a histórica, a temática e a criação conceitual. No entanto parece muito mais plausível e até saudável uma combinação entre duas destas formas, ou até as três, mas isto não elimina a problemática das perguntas: "qual é a melhor forma?", ou "qual é a mais certa?" ou ainda "qual é a mais eficaz ou a mais eficiente?", na medida em que estas combinações em (...)
    Remove from this list   Download  
    Translate
     
     
    Export citation  
     
    Bookmark  
  29. Dialogic Listening: How Music May Help Us Become Better Philosophers.Pablo Muruzábal Lamberti - 2019 - Praxis y Saber 23 (10):253-272.
    This paper is about dialogic listening as a precondition for meaningful engagement in Socratic dialogues and for music. In order to arrive at a better understanding of what constitutes dialogic listening in the context of educational philosophical dialogues, I first shed light on the practice of philosophy teaching based on Nelson & Heckmann’s neo-Socratic paradigm and link this practice to Plato’s dialogues. I then argue that the activity of listening to an interlocutor during Socratic dialogues on the one hand, and (...)
    Remove from this list   Download  
     
    Export citation  
     
    Bookmark  
  30. Rethinking Consensus in the Community of Philosophical Inquiry: A Research Agenda.Kei Nishiyama - 2019 - Childhood and Philosophy 15:83-97.
    In Philosophy for Children (P4C), consensus-making is often regarded as something that needs to be avoided. P4C scholars believe that consensus-making would dismiss P4C’s ideals, such as freedom, inclusiveness, and diversity. This paper aims to counteract such assumptions, arguing that P4C scholars tend to focus on a narrow, or universal, concept of “consensus” and dismiss various forms of consensus, especially what Niemeyer and Dryzek (2007) call meta-consensus. Meta-consensus does not search for universal consensus, but focuses on the process by which (...)
    Remove from this list   Download  
     
    Export citation  
     
    Bookmark   2 citations  
  31. Making a Circle: Building a Community of Philosophical Enquiry in a Post-Apartheid, Government School in South Africa.Rose-Anne Reynolds - 2019 - Childhood and Philosophy 15 (1):203-221.
    In this paper I attempt to trace an entanglement of an event documented in my PhD research which contests dominant modes of enquiry. It is experimental research which resists the human subject as the most important aspect of research, the only one with agency or intentionality. In particular, I analyse the process of the making of the circle, and how integral it is in contributing to building the Community of Enquiry, the pedagogy of Philosophy with Children. I offer a critical (...)
    Remove from this list   Download  
     
    Export citation  
     
    Bookmark   1 citation  
  32. Examples of Aporia Questions Using Picture Books.Maria daVenza Tillmanns - 2019 - Blog of the APA.
    The intuitive mind is a sacred gift and the rational mind is a faithful servant. We have created a society that honors the servant and has forgotten the gift. – Albert Einstein -/- In my philosophical discussions with elementary school children, I use questions not just to uncover hidden assumptions the children may have, but to lead them to a place of aporia – puzzlement, a place of “not-knowing.” If some children assume that to be brave is to be fearless, (...)
    Remove from this list   Download  
     
    Export citation  
     
    Bookmark  
  33. The Application of Proprioception to Doing Philosophy with Children.Maria daVenza Tillmanns - 2019 - Социум И Власть 4 (78):62-68.
    This paper focuses on creating a paradigm shift; looking at how philosophy for and with children can inform philosophy, instead of having philosophy inform philosophy for and with children. My work in doing philosophy with children has shown me the limitations to trying to understand their way of doing philosophy through the lens of how adults understand philosophy and the influence western philosophy has had on the perception of what kids do when they are involved in philosophical group discussions. The (...)
    Remove from this list   Download  
     
    Export citation  
     
    Bookmark  
  34. Teaching Critical Thinking and Metacognitive Skills Through Philosophical Enquiry. A Practitioner's Report on Experiments in the Classroom.Emma Worley & Peter Worley - 2019 - Childhood and Philosophy 15.
    Although expert consensus states that critical thinking (CT) is essential to enquiry, it doesn’t necessarily follow that by practicing enquiry children are developing CT skills. Philosophy with children programmes around the world aim to develop CT dispositions and skills through a community of enquiry, and this study compared the impact of the explicit teaching of CT skills during an enquiry, to The Philosophy Foundation's philosophical enquiry (PhiE) method alone (which had no explicit teaching of CT skills). Philosophy with children is (...)
    Remove from this list   Download  
     
    Export citation  
     
    Bookmark   1 citation  
  35. Коли і хто вперше прочитав у КиєвоМогилянському колегіумі повний богословський курс?Maksym Yaremenko - 2019 - Kyivan Academy 16 (1):11-30.
    Про викладання богослов’я в Києві йшлося вже в піонерських наукових дослідженнях історії Могилянської академії першої половини XIX ст. Практично відразу присутність теологічного курсу в навчальній програмі пов’язували зі статусом «латинських шкіл». На кінець XIX ст., здавалося, питання часу появи повного богословського курсу в Києві було остаточно вирішено. Втім, висновки дослідників підважує інформація з проповіді, виголошеної в Батурині у 1697 р. Цей голос «із середини» могилянської професорської корпорації дає змогу передатувати запровадження повних теологічних студій в колегіумі. Піонером чотирирічного богослов’я був не (...)
    Remove from this list   Download  
    Translate
     
     
    Export citation  
     
    Bookmark  
  36. O problema da formação em Filosofia para Crianças: pressupostos e práticas.Magda Costa Carvalho - 2018 - In Maria Teresa Santos (ed.), Filosofia e Crianças: Pressupostos e Linhas de um Curso. Évora, Portugal: pp. 134-154.
    O Programa de Filosofia para Crianças de Matthew Lipman e Ann Margaret Sharp tem pouco mais de 40 anos e à sua criação de imediato se sucederam a difusão e a adaptação em diversos contextos geográficos e culturais. Quer isto dizer que a história da Filosofia para Crianças, sobretudo nas últimas décadas, tem consistido numa marcha, mais ou menos vertiginosa, de inovação e renovação. E nem sempre este ritmo de rápida disseminação se tem mostrado compatível com a sedimentação de reflexões (...)
    Remove from this list   Download  
    Translate
     
     
    Export citation  
     
    Bookmark  
  37. Ethics Education and the Practice of Wisdom.Maughn Rollins Gregory - 2018 - In Elena K. Theodoropoulou, Didier Moreau & Christiane Gohier (eds.), Ethics in Education: Philosophical tracings and clearings. Rhodes: Laboratory of Research on Practical and Applied Philosophy, University of the Aegean. pp. 199-234.
    Ethics education in post-graduate philosophy departments and professional schools involves disciplinary knowledge and textual analysis but is mostly unconcerned with the ethical lives of students. Ethics or values education below college aims at shaping students’ ethical beliefs and conduct but lacks philosophical depth and methods of value inquiry. The «values transmission» approach to values education does not provide the opportunity for students to express doubt or criticism of the proffered values, or to practice ethical inquiry. The «inquiry» approach to values (...)
    Remove from this list   Download  
     
    Export citation  
     
    Bookmark  
  38. Do Ensino de Filosofia ao Filosofar: Reflexões Sobre o Conceito de Ação em Hannah Arendt.Edvan Tito Carneiro Guerra - 2018 - Saberes 18 (3):59-75.
    O objetivo deste artigo é discutir aspectos do ensino de Filosofia na educação básica à luz do conceito de ação firmado no capítulo V de ACondição Humana de Hannah Arendt, identificado na revelação do agente através do discurso e da ação. Sugerimos a reflexão do conceito de ação como consciência motivadora para o ensino de Filosofia, investindo em políticas educacionais que consideram a diversidade como um elemento favorável para a construção do conhecimento entre professores e alunos. Estamos aqui em um (...)
    Remove from this list   Download  
    Translate
     
     
    Export citation  
     
    Bookmark  
  39. Aporia and the Implications for the Intuitive Knowledge of Children | Blog of the APA.Maria daVenza Tillmanns - 2018 - Blog of the APA.
    The compass we use to navigate life needs to be cultivated from an early age. My sense is that the arts, including Plato’s dialogues cultivate our navigational sense. It does not tell us rationally what is good or what is bad. It is not that simple. Remember, the stars we sail by, are not fixed, either. So we need to develop a sense for what may be right or not in any particular situation. We may have a general sense, but (...)
    Remove from this list   Download  
     
    Export citation  
     
    Bookmark  
  40. The Integrity of Thinking.Maria daVenza Tillmanns - 2018 - The Blog of APA.
    When we look at our political landscape today, I wonder where has our integrity gone? -/- Teachers want to know how to explain (if that’s the right word) the language and behavior of the current American president to children in their class. He lies, he is rude and inconsiderate; he bad-mouths people and makes fun of people with disabilities. And classroom teachers not only teach certain disciplines; they also teach the need for civil discipline. The latter seems to be lacking (...)
    Remove from this list   Download  
     
    Export citation  
     
    Bookmark  
  41. Can Philosophy with Children Be an Antidote to Radicalized Thinking? Blog of the APA.Maria daVenza Tillmanns - 2017 - Blog of the APA.
    After Brexit became a reality in the UK and Trump became a reality in the United States, many thought that this was perhaps the last stand of those who thought of themselves as white and entitled to their land, calling it their country. Others living in their country may be citizens of that country, but it did not mean it was theirs as well. It belonged to those of white origin. And this “fact” would embolden those who wanted to “take (...)
    Remove from this list   Download  
     
    Export citation  
     
    Bookmark  
  42. Linguagem e acordos linguísticos em Aristóteles: contribuições para uma educação artística, poética e retórica.Erika Natacha Fernandes de Andrade & Marcus Vinicius da Cunha - 2016 - Educação E Filosofia 30 (Especial):243-268.
    Remove from this list   Download  
    Translate
     
     
    Export citation  
     
    Bookmark  
  43. Від «додаткових класів» до «народного училища». Світський освітній заклад у Харкові 1775–1789 рр.Volodymyr Masliychuk - 2016 - Kyivan Academy 13:228-247.
    Історія виникнення світських навчальних закладів, поява нової, світської освіти потребує детального дослідження. Створення у Харкові «додаткових класів» 1768 р. — одна з перших спроб на шляху до світської школи на Слобожанщині. Від початку вона залежала від світської влади і мала широку палітру предметів, утримувала сиротинець. Однак протягом другої половини 1770-х рр. заклад набув і мілітарних рис, чому сприяв директор Іван Колбек, хоча й зберіг «класи» малювання та співів, власну структуру, принципи функціонування та матеріальне забезпечення. На відміну від багатьох інших світських (...)
    Remove from this list   Download  
    Translate
     
     
    Export citation  
     
    Bookmark  
  44. To Colorize a Worldview Painted in Black and White : Philosophical Dialogues to Reduce the Influence of Extremism on Youths Online.Daniella Nilsson, Viktor Gardelli, Ylva Backman & Teodor Gardelli - 2015 - International Journal of Humanities and Social Science 5 (1):64-70.
    A recent report by the Swedish National Council for Crime Prevention in cooperation with the Swedish Security Service shows that the Internet has been extensively used to spread propaganda by proponents of violent political extremism, characterized by a worldview painted in black and white, an anti-democratic viewpoint, and intolerance towards persons with opposing ideas. We provide five arguments suggesting that philosophical dialogue with young persons would be beneficial to their acquisition of insights, attitudes and thinking tools for encountering such propaganda. (...)
    Remove from this list   Download  
     
    Export citation  
     
    Bookmark   4 citations  
  45. Diálogos que nossos alunos podem ler.Gisele Dalva Secco - 2015 - Porto Alegre: Sci Books.
    Remove from this list   Download  
    Translate
     
     
    Export citation  
     
    Bookmark  
  46. Epistemologia e Currículo: registro do II Workshop de Filosofia e Ensino da UFRGS.Gisele Dalva Secco, Ronai Pires da Rocha, Daniel Simão Nascimento, Nastassja Pugliese, Frank Thoma Sautter, Marta Vitória de Alencar & Renato Matoso Brandão - 2015 - Porto Alegre, RS, Brasil: Federal University of Rio Grande do Sul.
    O livro reúne textos apresentados no II Workshop de Filosofia e Ensino, realizado na UFRGS em 2015, com a temática "Epistemologia e Currículo" -/- .
    Remove from this list   Download  
    Translate
     
     
    Export citation  
     
    Bookmark  
  47. There, In the Shadows: The Grace of Art in a "River Runs Through It".Don Michael Hudson - 2013 - Imagination Et Ratio:1-10.
    "Any man-any artist, as Nietzsche or Cezanne would say- climbs the stairway in the tower of his perfection at the cost of a struggle with a deunde-not with an angel, as some have maintained, or with his muse. This fundamental distinction must be kept in mind if the root of a work of art is to be grasped." -Frederico Garcia Lorca.
    Remove from this list   Download  
     
    Export citation  
     
    Bookmark  
  48. Filosofia no Ensino Médio: distinções preliminares para uma didática mínima da lógica.Gisele Dalva Secco - 2013 - Controvérsia 9 (2):89-102.
    O texto fornece distinções conceituais engendradas desde uma perspectiva para o ensino de filosofia que contempla, em seu horizonte, o projeto a construção de uma didática mínima da lógica para o ensino médio. Após a apresentação de alguns aspectos positivos da referida perspectiva são indicadas duas maneiras usuais de compreender e praticar o ensino de lógica. O objetivo central do texto é mostrar como, desde a perspectiva inicialmente esboçada, os esclarecimentos conceituais propostos podem sugerir caminhos interdisciplinares para a didática da (...)
    Remove from this list   Download  
    Translate
     
     
    Export citation  
     
    Bookmark  
  49. Filosofia Sem Filósofos: análise de conceitos como método e conteúdo para o ensino médio.Daniel Durante Pereira Alves - 2012 - Filosofia No Ensino Médio: Desafios E Perspectivas.
    Este artigo propõe a adoção do método da análise de conceitos conforme apresentada por John Wilson, como metodologia pedagógica e principal conteúdo para a disciplina de filosofia no ensino médio.
    Remove from this list   Download  
    Translate
     
     
    Export citation  
     
    Bookmark  
  50. Leadership for Creating a Thinking School at Buranda State School.L. Golding, C., Gurr, D., and Hinton & Clinton Golding - 2012 - Journal of Australian Council of Educational Leaders 18 (1):91-106.
    ABSTRACT: This article explores the role of principal leadership in creating a thinking school. It contributes to the school leadership literature by exploring the intersection of two important areas of study in education  school leadership and education for thinking  which is a particularly apt area of study, because effective school leadership is crucial if students are to learn to be critical and creative thinkers, yet this connection has not be widely investigated. We describe how one principal, Hinton, turned (...)
    Remove from this list   Download  
     
    Export citation  
     
    Bookmark   5 citations  
1 — 50 / 81