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  1. added 2020-05-13
    Refleksi Kondisi Pendidikan di Indonesia Akibat Pandemi.Rachmat Andrian Syafutra - manuscript
    Hampir dalam setiap bidang, setidaknya para menteri negara berusaha semaksimal mungkin mengambil kebijakan yang dapat mengamankan ‘masyarakat dan negara’. Beberapa aktivitas atau kegiatan yang tidak begitu penting digantikan dan dilakukan secara daring. Contohnya, dalam bidang pendidikan, proses pembelajaran cukup dilakukan menggunakan dengan memanfaatkan internet. Tidak ada lagi proses belajar-mengajar konvensional, duduk di ruang kelas sambil mendengarkan dosen/guru menjelaskan. Kini pelajar/mahasiswa/guru/dosen dapat duduk atau tiduran dirumah sambil melakukan proses transfer knowledge. Namun, kenyataan tidak berjalan seperti apa yang diperkirakan. Proses belajar-mengajar tidak (...)
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  2. added 2020-04-29
    Isonousía y pereza en el pensamiento de Jacques Rancière.Raquel Ferrández Formoso - 2020 - Daimon: Revista Internacional de Filosofía 2020 (80):109-124.
    La pedagogía es un tema crucial en el pensamiento de Rancière y juega un rol principal en su obra El maestro ignorante, texto que el presente escrito analiza y cuestiona. Su propuesta emancipadora establece como punto de partida una igualdad de inteligencias que en este escrito hemos denominado «isonousía», y según nuestra hipótesis, esta igualdad lleva aparejada una desigualdad de las voluntades (anisothelema). En consecuencia, la propuesta de Rancière no altera en absoluto “el orden explicador” que denuncia, pues el maestro (...)
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  3. added 2020-04-13
    ‘Why Aren’T You Taking Any Notes?’ On Note-Taking as a Collective Gesture.Lavinia Marin & Sean Sturm - 2020 - Educational Philosophy and Theory:1-8.
    The practice of taking hand-written notes in lectures has been rediscovered recently because of several studies on its learning efficacy in the mainstream media. Students are enjoined to ditch their laptops and return to pen and paper. Such arguments presuppose that notes are taken in order to be revisited after the lecture. Learning is seen to happen only after the event. We argue instead that student’s note-taking is an educational practice worthy in itself as a way to relate to the (...)
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  4. added 2019-08-09
    Reflexões sobre a Metodologia do Ensino de Filosofia.Emanuel Isaque Cordeiro da Silva - manuscript
    REFLEXÃO SOBRE A METODOLOGIA DO ENSINO DE FILOSOFIA -/- -/- REFLECTION ON THE METHODOLOGY OF PHILOSOPHY TEACHING -/- -/- Por: Emanuel Isaque Cordeiro da Silva – IFPE-BJ, CAP-UFPE e UFRPE. E-mails: eisaque335@gmail.com e eics@discente.ifpe.edu.br. WhatsApp: (82)9.8143-8399. -/- -/- -/- Etimologicamente, a palavra método é constituída pelos termos gregos metá, "por meio de", e hodós, "caminho". O método é, portanto, um "caminho por meio do qual" chegamos a um fim, atingimos determinado objetivo. -/- Vejamos qual é o desafio para o professor (...)
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  5. added 2019-08-09
    Filosofia como "Produto" ou como "Processo"?Emanuel Isaque Cordeiro da Silva - manuscript
    FILOSOFIA COMO PRODUTO OU COMO PROCESSO? -/- PHILOSOPHY AS A PRODUCT OR AS A PROCESS? -/- Por: Emanuel Isaque Cordeiro da Silva – IFPE-BJ, CAP-UFPE e UFRPE. E-mails: eisaque335@gmail.com e eics@discente.ifpe.edu.br WhatsApp: (82)9.8143-8399. -/- -/- PREMISSA -/- Nos trabalhos anteriores, na área filosófica, trabalhei a importância da filosofia no ensino médio e a responsabilidade pedagógica do professor. Doravante, compartilho agora da experiência daqueles que já se debruçaram sobre aquelas questões, acrescentando outras indagações: "Que fins pretendo alcançar com meu curso de (...)
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  6. added 2019-07-26
    Inclusive Education and Epistemic Value in the Praxis of Ethical Change.Ignace Haaz - 2019 - In Obiora F. Ike, Justus Mbae & Chidiehere Onyia (eds.), Mainstreaming Ethics in Higher Education Research Ethics in Administration, Finance, Education, Environment and Law Vol. 1. Geneva: Globethics. net. pp. 259-290.
    In many universities and related knowledge transmission organisations, professional focus on empirical data shows as in vocational education that preparation for real life technical work is important, as one would expect from “career education”. University is as the name shows on the contrary focusing on the universality of some sort of education, which is neither a technical one, nor much concerned by preparing oneself for a career. The scope of this chapter is to propose an analysis of inclusion as the (...)
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  7. added 2019-07-13
    O que é a Educação Infantil?Khyara Fantollini dos Santos - manuscript
    Entendemos a Educação Infantil em amplo sentido, isto é, há um leque de conceitos em que pode-se gozar dentro da Pedagogia e as Ciências da Educação, é nessa modalidade de ensino que podem-se englobar todas as esferas educativas vivenciadas pelas crianças de, conforme Lei, 0 à 5 anos de idade, pela família e, também, pelo próprio corpo social, antes mesmo de atingir a idade educativa obrigatória que é, vide Lei, aproximadamente a partir dos 7 anos de idade. A EI também (...)
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  8. added 2019-07-05
    Connecting Levels of Analysis in Educational Neuroscience: A Review of Multi-Level Structure of Educational Neuroscience with Concrete Examples.Hyemin Han - forthcoming - Trends in Neuroscience and Education.
    In its origins educational neuroscience has started as an endeavor to discuss implications of neuroscience studies for education. However, it is now on its way to become a transdisciplinary field, incorporating findings, theoretical frameworks and methodologies from education, and cognitive and brain sciences. Given the differences and diversity in the originating disciplines, it has been a challenge for educational neuroscience to integrate both theoretical and methodological perspective in education and neuroscience in a coherent way. We present a multi-level framework for (...)
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  9. added 2019-06-25
    The Value of Critical Knowledge, Ethics and Education: Philosophical History Bringing Epistemic and Critical Values to Values.Ignace Haaz - 2019 - Geneva, Switzerland: Globethics Publications.
    This book aims at six important conceptual tools developed by philosophers. The author develops each particular view in a chapter, hoping to constitute at the end a concise, interesting and easily readable whole. These concepts are: 1. Ethics and realism: elucidation of the distinction between understanding and explanation – the lighthouse type of normativity. 2. Leadership, antirealism and moral psychology – the lightning rod type of normativity. 3. Bright light on self-identity and positive reciprocity – the reciprocity type of normativity. (...)
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  10. added 2019-06-12
    The Project of the Creation of an Ottoman Nation and Attempts at Turkification.Mikail Uğuş - 2019 - Mevzu - Journal of Social Sciences 1:55-69.
    Education is one of the unique ways for reaching the level of contemporary civilizations. With this understanding, the new education system was put into practice after the promulgation of the Republic. The manner of giving religious education and whether this education should be given or not has been controversial in this system and the effects of such discussions have continued until today. The revolutionary staff, who believe that one of the most important spheres that revives and unites a society is (...)
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  11. added 2019-05-24
    Utilizing the Project Method for Teaching Culture and Intercultural Competence.Sasha S. Euler - 2017 - Die Unterrichtspraxis 50 (1):67–78.
    This article presents a detailed methodological outline for teaching culture through project work. It is argued that because project work makes it possible to gain transferrable and applicable knowledge and insight, it is the ideal tool for teaching culture with the aim of achieving real intercultural communicative competence (ICC). Preceding the pedagogical presentation, the term culture is conceptualized as small-c culture/deep culture, that is, as the sociopsychological programming of a given community. This concept is developed with practical examples and conceptualizations (...)
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  12. added 2019-05-24
    The Age of Neuroeducation.Sasha S. Euler - 2015 - English Teaching Professional 98:4-6.
    Neuroeducation as an amalgamation of neuroscience, cognitive science and educational psychology has the explicit aim of improving classroom teaching and learning and has repeatedly stressed the role of the teacher in student motivation and learning. This article briefly reviews the nature of human learning from the perspective of neuroeducation and presents four factors of successful learning as a consequence of this line of research. These four factors relate to the credibility of the teacher, individual differences, the role of a positive (...)
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  13. added 2019-05-21
    Indoctrination, Moral Instruction, and Nonrational Beliefs.Michael S. Merry - 2005 - Educational Theory 55 (4):399-420.
    The manner in which individuals hold various nonevidentiary beliefs is critical to making any evaluative claim regarding an individual's autonomy. In this essay, I argue that one may be both justified in holding nonrational beliefs of a nonevidentiary sort while also being capable of leading an autonomous life. I defend the idea that moral instruction, including that which concerns explicitly religious content, may justifiably constitute a set of commitments upon which rationality and autonomy are dependent. I situate this discussion against (...)
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  14. added 2019-04-17
    Interdisciplinary Higher Education.W. Martin Davies & Marcia Devlin - 2010 - In W. Martin Davies, Marcia Devlin & Malcolm Tight (eds.), Interdisciplinary Higher Education: Perspectives and Practicalities. Bingley, UK: pp. 3-28.
    In higher education, interdisciplinarity involves the design of subjects that offer the opportunity to experience ‘different ways of knowing’ from students’ core or preferred disciplines. Such an education is increasingly important in a global knowledge economy. Many universities have begun to introduce interdisciplinary studies or subjects to meet this perceived need. This chapter explores some of the issues inherent in moves towards interdisciplinary higher education. Definitional issues associated with the term ‘academic discipline’, as well as other terms, including ‘multidisciplinary’, ‘cross-disciplinary’, (...)
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  15. added 2019-03-01
    Science and Enlightenment: Two Great Problems of Learning.Nicholas Maxwell - 2019 - Cham, Switzerland: Springer Verlag.
    Two great problems of learning confront humanity: learning about the nature of the universe and about ourselves and other living things as a part of the universe, and learning how to become civilized or enlightened. The first problem was solved, in essence, in the 17th century, with the creation of modern science. But the second problem has not yet been solved. Solving the first problem without also solving the second puts us in a situation of great danger. All our current (...)
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  16. added 2019-01-21
    Tunnel Vision.Lavinia Marin - 2018 - In Laboratory for Society and Education (ed.), Sketching a Place for Education in Times of Learning. Dordrecht: Springer. pp. 91-94.
    When Wittgenstein was young, he wrote a small book intended to solve all of philosophy’s problems with language, called Tractatus Logico-Philosophicus (1922). As an intellectual piece, the Tractatus is a strange beast, written by a student with the voice of a professor. Its process of creation resembles that of a fictional piece: the author is struck by inspiration, labours in solitude, and then translates the vision onto paper. Yet the Tractatus was not meant to be a work of fiction, rather (...)
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  17. added 2018-12-31
    Exploring Video Feedback in Philosophy.Tanya Hall, Dean Tracy & Andy Lamey - 2016 - Teaching Philosophy 39 (2):137-162.
    This paper explores the benefits of video feedback for teaching philosophy. Our analysis, based on results from a self-report student survey along with our own experience, indicates that video feedback possesses a number of advantages over traditional written comments. In particular we argue that video feedback is conducive to providing high-quality formative feedback, increases detail and clarity, and promotes student engagement. In addition, we argue that the advantages of video feedback make the method an especially apt tool for addressing challenges (...)
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  18. added 2018-09-04
    Distributed Learning: Educating and Assessing Extended Cognitive Systems.Richard Heersmink & Simon Knight - 2018 - Philosophical Psychology 31 (6):969-990.
    Extended and distributed cognition theories argue that human cognitive systems sometimes include non-biological objects. On these views, the physical supervenience base of cognitive systems is thus not the biological brain or even the embodied organism, but an organism-plus-artifacts. In this paper, we provide a novel account of the implications of these views for learning, education, and assessment. We start by conceptualising how we learn to assemble extended cognitive systems by internalising cultural norms and practices. Having a better grip on how (...)
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  19. added 2018-08-13
    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" -/- .
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  20. added 2018-06-24
    ‘Do Not Block the Way of Inquiry’: Cultivating Collective Doubt Through Sustained Deep Reflective Thinking.Gilbert Burgh, Simone Thornton & Liz Fynes-Clinton - 2018 - In Ellen Duthie, Félix García Moriyón & Rafael Robles Loro (eds.), Parecidos de familia. Propuestas actuales en Filosofía para Niños / Family Resemblances: Current trends in philosophy for children. Madrid, Spain: pp. 47-61.
    We provide a Camusian/Peircean notion of inquiry that emphasises an attitude of fallibilism and sustained epistemic dissonance as a conceptual framework for a theory of classroom practice founded on Deep Reflective Thinking (DTR), in which the cultivation of collective doubt, reflective evaluation and how these relate to the phenomenological aspects of inquiry are central to communities of inquiry. In a study by Fynes-Clinton, preliminary evidence demonstrates that if students engage in DRT, they more frequently experience cognitive dissonance and as a (...)
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  21. added 2018-06-14
    Modelo de Aprendizaje Biocibernetico BLM.Cesar Rommel Salas - 2017 - Computers and Society.
    La educación en el periodo digital en el que vivimos está alcanzando retos nunca antes vistos, precedidos por fenómenos que involucran no solamente a unidades sociales tradicionales, sino también a las nuevas comunidades virtuales; innovar es difícil, es un reto, no obstante, hay que pensar en nuevos métodos de enseñanza que impacten a la actual generación de estudiantes, los mismos que llegan con nuevas necesidades y expectativas. La construcción del conocimiento desde el sujeto y el mundo virtual que lo rodea, (...)
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  22. added 2018-02-17
    Global Philosophy: What Philosophy Ought to Be.Nicholas Maxwell - 2014 - Exeter, UK: Imprint Academic.
    These essays are about education, learning, rational inquiry, philosophy, science studies, problem solving, academic inquiry, global problems, wisdom and, above all, the urgent need for an academic revolution. Despite this range and diversity of topics, there is a common underlying theme. Education ought to be devoted, much more than it is, to the exploration real-life, open problems; it ought not to be restricted to learning up solutions to already solved problems - especially if nothing is said about the problems that (...)
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  23. added 2017-09-13
    La educación y el problema del mundo.José Murillo - 2009 - Logos: Revista de Lingüística, Filosofía y Literatura 19 (2):56-73.
    Education moves in the space of distance between those who are coming into the world and the world that they arrive. Since Modern Age, this distance formed by the opposing subject and object, has tended to be an impassable abyss. In this way, the world unfolds in two: the world whose image under investigation in the field of Education is the blackboard, and the world of everyday life. In front of the blackboard the student is installed, constituted as a subject, (...)
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  24. added 2017-08-17
    Review of James J. O'Donnell, *Avatars of the Word*. [REVIEW]G. Nixon - 1999 - Journal of Consciousness Studies 6 (6-7):120-122.
    J. J. OʼDonnell is one those scholars whose learning is assumed rather than displayed. As a result, his brief approach to the long-terms effects of the computer revolution onreading and higher education feels like a bracing, sophisticated exchange of ideas. Like conversation, O'Donnellʼs thesis is not terribly unified or orderly. He often makessidetracks from his focus on high technology and literacy into explaining such interestingthings as how we choose our cultural ancestry instead of merely evolving out of it, the errors (...)
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  25. added 2017-08-16
    A Virtue Epistemology of the Internet: Search Engines, Intellectual Virtues and Education.Richard Heersmink - 2018 - Social Epistemology 32 (1):1-12.
    This paper applies a virtue epistemology approach to using the Internet, as to improve our information-seeking behaviours. Virtue epistemology focusses on the cognitive character of agents and is less concerned with the nature of truth and epistemic justification as compared to traditional analytic epistemology. Due to this focus on cognitive character and agency, it is a fruitful but underexplored approach to using the Internet in an epistemically desirable way. Thus, the central question in this paper is: How to use the (...)
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  26. added 2017-07-30
    Reconstruction in Philosophy Education: The Community of Inquiry as a Basis for Knowledge and Learning.Gilbert Burgh - 2009 - In Philosophy of Education Society of Australasia (ed.), Proceedings of the Philosophy of Education Society of Australasia 2008 Conference: The ownership and dissemination of knowledge. Claremont, WA, Australia: Philosophy of Education Society of Australasia (PESA). pp. 1-12.
    The ‘community of inquiry’ as formulated by CS Peirce is grounded in the notion of communities of disciplinary-based inquiry engaged in the construction of knowledge. The phrase ‘converting the classroom into a community of inquiry’ is commonly understood as a pedagogical activity with a philosophical focus to guide classroom discussion. But it has a broader application, to transform the classroom into a community of inquiry. The literature is not clear on what this means for reconstructing education and how it translates (...)
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  27. added 2017-07-29
    Engagement as Dialogue: Camus, Pragmatism and Constructivist Pedagogy.Gilbert Burgh & Simone Thornton - 2015 - Education as Philosophies of Engagement, 44th Annual Conference of the Philosophy of Education Society of Australasia, Kingsgate Hotel, Hamilton, New Zealand, 22–25 November 2014.
    In this paper we will explore how Albert Camus has much to offer philosophers of education. Although a number of educationalists have attempted to explicate the educational implications of Camus’ literary works (Denton, 1964; Oliver, 1965; Götz, 1987; Curzon-Hobson, 2003; Marshall, 2007, 2008; Weddington, 2007; Roberts, 2008, 2013; Gibbons, 2013; Heraud, 2013; Roberts, Gibbons & Heraud, 2013) these analyses have not attempted to extrapolate pedagogical guidelines to develop an educational framework for children’s philosophical practice in the way Matthew Lipman did (...)
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  28. added 2017-01-14
    Is Problem-Based Learning Superior to Direct Instruction.Brent Silby - 2013 - Journal of Education.
    In this essay I argue that theorists such as Kohn and Mitra have been too hasty in pronouncing the superiority of problem-based learning over direct instruction.
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  29. added 2017-01-13
    Assessing Concept Possession as an Explicit and Social Practice.Alessia Marabini & Luca Moretti - 2017 - Journal of Philosophy of Education 51 (4):801-816.
    We focus on issues of learning assessment from the point of view of an investigation of philosophical elements in teaching. We contend that assessment of concept possession at school based on ordinary multiple-choice tests might be ineffective because it overlooks aspects of human rationality illuminated by Robert Brandom’s inferentialism––the view that conceptual content largely coincides with the inferential role of linguistic expressions used in public discourse. More particularly, we argue that multiple-choice tests at schools might fail to accurately assess the (...)
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  30. added 2017-01-08
    Teaching Virtue: Changing Attitudes.Alessandra Tanesini - 2016 - Logos and Episteme 7 (4):503-527.
    In this paper I offer an original account of intellectual modesty and some of its surrounding vices: intellectual haughtiness, arrogance, servility and self-abasement. I argue that these vices are attitudes as social psychologists understand the notion. I also draw some of the educational implications of the account. In particular, I urge caution about the efficacy of direct instruction about virtue and of stimulating emulation through exposure to positive exemplars.
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  31. added 2016-10-12
    Pedagogies of Reflection: Dialogical Professional-Development Schools in Israel.Arie Kizel - 2014 - Advances in Research on Teaching 22:113 – 136.
    This chapter discusses a form of pedagogy of reflection suggested to be defined as the dialogical-reflective professional-development school (DRPDS)  a framework that develops and empowers students by engaging them in a process of continual improvement, responding to diverse situations, providing stimuli for learning, and giving anchors for mediation. The pedagogy of reflection relates to dialogue not only from a theoretical historical context but also by way of example  that is, it offers empowering dialogues within the traditional teacher-training framework. (...)
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  32. added 2016-09-22
    Poetry and Truth in the Tale of the Purple People Eater.James Bardis - 2013 - Http://Www.Asdreams.Org/Conference-Recordings/.
    ABSTRACT: A report on the pioneering of a new pedagogy designed to challenge students to use and improve their memory, increase their awareness of logical fallacies and tacitly embedded contradiction(s) and sensitize them to the deeply symbolic nature of thought in all its expressions (math, logos, music, picture and motor skills), as created, by the author, from in situ research at a senior level (ESL) course in Storytelling at one of East Asia’s premiere second languages university, and from teaching children (...)
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  33. added 2015-10-05
    Ideologies of Language at Hippo Family Club.Chad Nilep - 2015 - Pragmatics 25 (2):205-227.
    Ethnographic study of Hippo Family Club, a foreign language learning club in Japan with chapters elsewhere, reveals a critique of foreign language teaching in Japanese schools and in the commercial English conversation industry. Club members contrast their own learning methods, which they view as “natural language acquisition”, with the formal study of grammar, which they see as uninteresting and ineffective. Rather than evaluating either the Hippo approach to learning or the teaching methods they criticize, however, this paper considers the ways (...)
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  34. added 2015-09-04
    Karl Raimund Popper.Nicholas Maxwell - 2002 - In Leemon McHenry, P. Dematteis & P. Fosl (eds.), British Philosophers, 1800-2000. Bruccoli Clark Layman. pp. 176-194.
    Karl Popper is the greatest philosopher of the 20th century. No other philosopher of the period has produced a body of work that is as significant. What is best in Popper's output is contained in his first four published books. These tackle fundamental problems with ferocious, exemplary integrity, clarity, simplicity and originality. They have widespread, fruitful implications, for science, for philosophy, for the social sciences, for education, for art, for politics and political philosophy. This article provides a critical survey of (...)
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  35. added 2015-05-06
    Epistemology of Education.J. Adam Carter & Ben Kotzee - forthcoming - Oxford Bibliographies Online.
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  36. added 2013-12-12
    COSMIC EDUCATION: FORMATION OF A PLANETARY AND COSMIC PERSONALITY.Oleg Bazaluk & Tamara Blazhevich - 2012 - Philosophy and Cosmology 1 (10):147-160.
    The major stages of development of cosmic pedagogy have been researched. Based on the achievements of the modern neurosciences as well as of psychology, cosmology, and philosophy, the authors provide their reasoning for the cosmic education and its outlooks for the educational systems of the world. Through the studies of how important human mind is for the Earth and the cosmos and by researching the evolution of human mind within the structure of the Universe, the authors create a more advanced (...)
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  37. added 2013-11-15
    Constructive Realism and Science Education.Khosrow Bagheri Noaparast - 2013 - Journal of Curriculum Studies 7 (28):81-92.
    Constructive realism (CR) is an attempt to overcome the difficulties associated with naïve realism and radical constructivism. There are different versions for CR. In this paper, I defend a particular version of CR. Complexity of reality, on the one hand, and the impact of human mind, language, and culture, on the other, leads to the inevitable contribution of constructs in knowledge development. According to the CR, even if mental, linguistic and cultural side of constructs could not be avoided in principle, (...)
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  38. added 2013-11-15
    Action-Oriented Research in Education: A Comparative Study on A Western and An Islamic View.Khosrow Bagheri Noaparast & Mohammad Zoheir Bagheri Noaparast - 2012 - AMERICAN JOURNAL OF ISLAMIC SOCIAL SCIENCES 29 (2):43-63.
    Comparative studies among cultures, particularly Western and Eastern ones, are vital and necessary. In this essay, we are presenting a comparison between Western and Islamic views. The focus of this study is on action-oriented educational research based on Charles Clark’s view as a more recent action-oriented view on educational research. The comparison between Clark’s view and the one we suggest that is inspired by the Islamic view of human action and shows that there are considerable commonalities between the two views (...)
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  39. added 2013-11-05
    Раздельное образование как средство учета гендерных характеристик в процессе формирования планетарно-космической личности учащихся средних школ.Tetiana Matusevych - 2013 - In Олег Базалук (ed.), Образ человека будущего: Кого и Как воспитывать в подрастающих поколениях.
    The philosophy of education, being an integrative and anthropologic knowledge, has to perform a prognostic and axiological function, forming a perspective of a world-view genesis of personality and provide theoretical and methodological background for the innovation processes in the education. The forming of harmonious, intellectually developed, creative, conscientious, responsible, purposeful and healthy human personality – these are all the main tasks of the educational system. There are many approaches in performing of such strategic task. One of them, starting from the (...)
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  40. added 2013-10-08
    The future human image: Whom and How to educate in younger generation.Book 3.Oleg Bazaluk (ed.) - 2013 - ISPC.
    В третьем томе коллективной монографии рассматриваются особенности образовательных систем России и Украины, а также перспективы их развития. Авторы анализируют возможности космического образования, роль материн- ства, семьи и школы в образовательном процессе, проблему самоидентифика- ции нации, ценностные ориентиры, идеал образованности, перспективы раз- дельного образования и воспитания. В монографии представлены исследования академических ученых, преподавателей университетов и школ, аспирантов, студентов из России, Украины, Грузии и Азербайджана, акцентируется внима- ние на формировании образа человека будущего, на повышении эффективности педагогического воздействия. Монография предназначена для студентов, аспирантов (...)
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  41. added 2013-10-08
    Single-sex education as a means of accounting gender characteristics in the process of forming planetary-cosmic personality of school pupils.Tetiana Matusevych - 2013 - In O. Bazaluk (ed.), The image of the man of the future: Whom and How to educate in younger generation, part 3.
    The philosophy of education, being an integrative and anthropologic knowledge, has to perform a prognostic and axiological function, forming a perspective of a world-view genesis of personality and provide theoretical and methodological background for the innovation processes in the education. The forming of harmonious, intellectually developed, creative, conscientious, responsible, purposeful and healthy human personality – these are all the main tasks of the educational system. There are many approaches in performing of such strategic task. One of them, starting from the (...)
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  42. added 2013-10-08
    The future human image: Whom and How to educate in younger generation.Book 2.Oleg Bazaluk - 2012 - ISPC.
    В период с 1 ноября 2010 г. по 1 октября 2011 г. Международное философско-космологическое общество (МФКО), Национальный пе- дагогический университет имени М. П. Драгоманова (Украина), Пере- яслав‑Хмельницкий государственный педагогический университет имени Г. С. Сковороды (Украина), провели Вторую международную научно-практическую интернет-конференцию: «Образ человека буду- щего: Кого и Как воспитывать в подрастающих поколениях».
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  43. added 2013-10-08
    The future human image: Whom and How to educate in younger generation.Book 1.Oleg Bazaluk (ed.) - 2011 - ISPC.
    В коллективной монографии рассматривается состояние системы образова-ния главным образом в России и Украине к концу первого десятилетия XXI сто-летия. Поднимается целый пласт проблем, связанный с непрерывным развитием общества и техносферы, а также ролью в этом процессе семьи, педагогов («хо-рошего учителя» в терминологии В. Сухомлинского) и соответствующих госу-дарственных институтов, предлагаются пути их решения. В монографии анали-зируются перспективы развития системы образования, акцентируется внимание на формировании нового типа личности – планетарно-космической, как некоего конечного идеального образа воспитательного воздействия на подрастающие поколения – образа человека (...)
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  44. added 2013-08-11
    Rethinking Education: Should We Replace Old with New.Brent Silby - 2013 - Journal Of Education.
    In his recent article "Advent of Google means we must rethink our approach to education", Sugata Mitra argues that our education system needs to change. He suggests that the existence of modern technologies such as Google make the skills of the past obsolete. For Mitra, the only reason we continue to teach skills such as longhand multiplication is because we have some sort of romantic attachment to the past. In this short article I respond to his central claim that we (...)
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  45. added 2013-04-23
    What Students' Arguments Can Tell Us: Using Argumentation Schemes in Science Education.Fabrizio Macagno & Aikaterini Konstantinidou - 2013 - Argumentation 27 (3):225-243.
    The relationship between teaching and argumentation is becoming a crucial issue in the field of education and, in particular, science education. Teaching has been analyzed as a dialogue aimed at persuading the interlocutors, introducing a conceptual change that needs to be grounded on the audience’s background knowledge. This paper addresses this issue from a perspective of argumentation studies. Our claim is that argumentation schemes, namely abstract patterns of argument, can be an instrument for reconstructing the tacit premises in students’ argumentative (...)
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  46. added 2012-07-14
    Role of Learner in Globalised Education.Balaganapathi Devarakonda - 2012 - In Sebastian Velassery (ed.), Globalisation and Cultural Identities: Philosophical Challenges and Opportunities. Overseas Press, New Delhi.
    The implications of Globalization on education are multifaceted. However, roots of all these implications can be traced to the predominance of economic activity at the global level. The education and learning paradigm, around the world is under increasing pressure to meet the demands of the new knowledge and information-intensive global economy in a better way. This kind of pressure is challenging the traditional relationships between teachers and students and causing paradigm shifts in the process of learning. Especially, as noted by (...)
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  47. added 2012-05-02
    You Are Not Your Brain: Against 'Teaching to the Brain'.Gregory M. Nixon - 2012 - Review of Higher Education and Self-Learning 5 (15):69-83.
    Since educators are always looking for ways to improve their practice, and since empirical science is now accepted in our worldview as the final arbiter of truth, it is no surprise they have been lured toward cognitive neuroscience in hopes that discovering how the brain learns will provide a nutshell explanation for student learning in general. I argue that identifying the person with the brain is scientism (not science), that the brain is not the person, and that it is the (...)
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  48. added 2011-02-21
    A Proposal to Refine Concept Mapping for Effective Science Learning.Meena Kharatmal & Nagarjuna G. - 2006 - In A. J. Canas & J. D. Novak (eds.), Concept Maps: Theory, Methodology, Technology Proc. of the Second Int. Conference on Concept Mapping.
    Concept maps are found to be useful in eliciting knowledge, meaningful learning, evaluation of understanding and in studying the nature of changes taking place during cognitive development, particularly in the classroom. Several experts have claimed the effectiveness of this tool for learning science. We agree with the claim, but the effectiveness will improve only if we gradually introduce a certain amount of discipline in constructing the maps. The discipline is warranted, we argue, because science thrives to be an unambiguous and (...)
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