Philosophy of Learning

Contents -/- Acknowledgments CHAPTER 1: Two conceptions of education 1.1 Competences and Bildung 1.2 PISA amid competences and Bildung 1.3 The plan; CHAPTER 2: Competence-based education 2.1 Introduction 2.2 A short history of competence 2.3 The concept of competence 2.4 Student self-directed learning 2.5 Competence-based education 2.6 Strengths and weaknesses of competence-based education 2.7 Conclusions; CHAPTER 3: Competence-based education and society 3.1 Introduction 3.2 OECD key competences and society 3.3 Communicative action, recognition and epistemic injustice 3.4 Undesirable effects of competence-based (...) education: malignant meritocracy, compartmentalised thinking and inability to counter social acceleration 3.5 Conclusions CHAPTER 4: Bildung-oriented education 4.1 Introduction 4.2 A short history of Bildung 4.3 Analysis of classical Bildung 4.4 Bildung-oriented education within the Didaktik tradition 4.5 Bildung and the production of meaning 4.6 Klafki’s critical constructive Didaktik 4.7 Epistemic injustice, political agonism, communicative inclusion and social recognition 4.8 An appraisal of Bildung-oriented education 4.9 Conclusions; CHAPTER 5: Cultural imperialism and student assessment 5.1 Introduction 5.2 Social injustice and the ideal of impartiality 5.3 Intellectual traditions and liberal individualism 5.4 The crisis of economic rationality 5.5 Bildung judgment vs competence measurement 5.6 Conclusions; CHAPTER 6: Bildung and forms of life 6.1 Introduction 6.2 What forms of life are 6.3 Criticising forms of life: some preliminaries 6.4 Immanent Critique 6.5 Forms of life as problem solving and learning activities 6.6 Competence-based education is a deviant form of life 6.8 How Bildung-oriented education can heal forms of life 6.9 Concluding thoughts Bibliography . (shrink)

Esta investigación se emprende motivada por la necesidad de desentrañar la progresión de los modelos de aprendizaje, los cuales se han ido adaptando para responder a las demandas de la sociedad en su dinámica constante de fluctuación y transformaciones. El objetivo de este trabajo es examinar de forma sistemática la evolución de los modelos de aprendizaje, destacando los cambios paradigmáticos que han favorecido la transición de enfoques de aprendizaje tradicionales hacia propuestas más innovadoras y transdisciplinarias. Para lograrlo, se lleva a (...) cabo un análisis bibliográfico apoyado en el método hermenéutico para la interpretación contextual de la literatura y los discursos, a fin de desentrañar las complejidades inherentes en la evolución de los modelos de aprendizaje. Los resultados resaltan la influencia limitante del paradigma de la simplicidad en la formación educativa tradicional y la necesidad de un giro hacia la dialogicidad y la colaboración e integración disciplinaria para avanzar hacia la complejidad. Se concluye argumentando a favor de la adopción del paradigma de la complejidad, abogando por una epistemología transdisciplinariay un enfoque de aprendizaje interestructurante, que permitan el desarrollo humano integral.El reconocimiento de la complejidad humana en la enseñanza y el aprendizaje exige una transformación radical de la educación hacia prácticas más holísticas y transformadoras, esenciales para construir una sociedad equitativa y justa. (shrink)

Eco-Rational Education proposes an educational response to climate change, environmental degradation, and desctructive human relations to ecology through the delivery of critical land-responsive environmental education. -/- The book argues that education is a powerful vehicle for both social change and cultural reproduction. It proposes that the prioritisation and integration of environmental education across the curriculum is essential to the development of ecologically rational citizens capable of responding to the environmental crisis and an increasingly changing world. Using philosophical analysis, particularly environmental (...) philosophy, pragmatism, and ecofeminism, the book develops an understanding of contemporary issues in education, especially inquiry-based learning as pedagogy, diversifying knowledge, environmental and epistemic justice, climate change education, and citizenship education. -/- Eco-Rational Education will be of interest to researchers and post-graduate students of social and political philosophy, educational philosophy, as well as environmental philosophy, ethics, and teacher education. (shrink)

The Pomodoro technique is a timed-based strategy used in fighting procrastination and found to increase academic performance. However, its effect on academic learning in a synchronous remote learning modality has yet to be investigated. The study used a mixed triangulation semiexperimental design using a whole sample (N=46), following all ethical equivalence procedures. The genetics concept mastery of the students was tested using a researcher-made test. ANCOVA results revealed that students taught using Pomodoro yielded significantly better concept mastery in genetics than (...) the lecture method. This study contributes to the evaluation of one science teaching strategy compatible with remote learning modality. (shrink)

It is widely presumed that intuitions about thought experiments can help overturn philosophical theories. It is also widely presumed, albeit implicitly, that if thought experiments play any epistemic role in overturning philosophical theories, it is via intuition. In this paper, I argue for a different, neglected epistemic role of philosophical thought experiments, that of improving some reasoner’s appreciation both of what a theory’s predictions consist in and of how those predictions tie to elements of the theory. I call this role (...) theory clarification. I show that theory clarification does not proceed via intuition, and I argue that it is only in conjunction with theory clarification that intuitions about thought experiments can help overturn philosophical theories. I close by sketching how a more radical view might be true, on which thought experiments help justify the rejection of philosophical theories exclusively by clarifying theories, not by any intuitions those thought experiments might generate. (shrink)

该研究简要介绍了儒家、佛教和道教在越南的起源和发展，以及它们如何通过 "文化叠加性 "来共存、互动、影响越南社会。基于文化叠加性的成本效益分析，本文进一步说明了儒家思想如何在越南社会中占主导地位，道教思想如何与儒家思想共存，以及为什么佛教影响力逐渐在越南民间消失。.

El artículo ofrece una mirada crítica al Plan Educativo Covid-19 en contextos indígenas ecuatorianos, exami-nando alternativas situadas como la radio-educación para responder a la crisis educativa en dichas comunida-des. El estudio tuvo como objetivo analizar los desafíos y la realidad enfrentada por las comunidades indígenas en el marco del Plan Educativo Covid-19, enfocándose en el caso de Tzalarón. La metodología implementada fue de enfoque cualitativo, apoyada en el análisis bibliográfico de documentos oficiales del MINEDUC en rela-ción a la educación durante (...) la pandemia. Asimismo, se basa en datos recabados de entrevistas semiestructura-das para indagar la viabilidad del Plan en contextos vulnerables. Los hallazgos revelan que las expectativas de impacto de las políticas educativas del Plan no conciliaron la teoría con las realidades contextuales, particularmente en áreas con acceso limitado a internet y herramientas digitales. Entre las conclusiones más relevantes, la radio-educación surge como una opción viable para enfrentar los problemas de acceso a la educación en línea durante la crisis. Sin embargo, se subraya la necesidad de diseñar nuevas propuestas y políticas educativas públicas que se adecuen de manera coherente a la realidad de los sectores vulnerables. (shrink)

For me, it’s more of an inspiration to observe widely, think about what I’ve seen in a little deeper manner, and enjoy a laugh or two.

This study was conducted to determine which domains of inquiry-based science activities that significantly influence the students’ achievement of grade 10 learners. The study employed a quantitative, non-experimental method employing causal- effect. Mean, Pearson-r, and Regression Analysis were the statistical tools used to determine the level, relationship, and influence of each variable. The respondents comprised 332 grade 10 students from the four main secondary schools of District 1 in the Division of Compostela Valley, Province of Compostela Valley, for the School (...) Year 2018-2019. The findings of the study revealed a high level of inquiry-based science activities in terms of engagement, exploration, explanation, elaboration, and evaluation. This study also revealed that the level of students’ achievement was high in terms of cognitive development, laboratory skills, science process skills and understanding of science knowledge. The correlation between two variables of the study revealed significant relationship between inquiry-based science activities and students’ achievement. Lastly, the study revealed that exploration, explanation, elaboration, and evaluation are the domains of inquiry-based science activities that significantly influence students’ achievement. However, engagement appeared to be non-significant hence the null hypothesis is not rejected. (shrink)

ملخص: نروم في هذه الورقة البحثية أن نطرح إشكالية حضور المتعلم المغربي في بيداغوجيا الكفايات التي ناد بها النظام التربوي في ظل المشاكل التي تتخبط فيها المنظومة التعليمية التعلمية في بلادنا، ومسايرة لها للإصلاحات التي مست هذا القطاع، إيمانا منه أنها الحل الذي سينقد المدرسة المغربية من التراجع الملحوظ رغم العديد من الإصلاحات التي طالت التعليم وصولا إلى قانون الإطار لسنة 2019، وبحثا عن تحقيق الجودة، وتجاوز بيداغوجيا الأهداف التي تعتمد التلقين والحفظ والاسترجاع للمعرفة المتعلمة، لكن من خلال ما نلحظه (...) في الممارسة المهنية من تراجع لمستوى المتعلمات والمتعلمين في جميع المستويات (ابتدائي، إعدادي، ثانوي) جراء العديد من العوامل منها؛ الاكتظاظ، وغياب الحافر، والسلطة المعرفية للمدرس، وطول المقررات التي يصبح الهدف هو إتمامها في وقتها على حساب تحصيل الكفايات المطلوبة منها وما إلى ذلك، وهذا يجعلنا أمام معضلة كبيرة ألا وهي أننا نتوهم أننا نطبق بيداغوجيا الكفايات في العملية التعليمية التعلمية، وذلك لأنها وضعت في بيئة تربوية غير مناسبة للواقع التربوي والاجتماعي والثقافي والسياسي للمتعلم المغربي، ولجعل الكفايات في منظومتنا التعليمية يقتضي بالدرجة الأولى، الوعي بتطلعات الأطفال وقدراتهم وحاجاتهم الوجدانية- النفسية والمعرفية والحس حركية والفنية والاجتماعية، وهو ما تهدف إليه بيداغوجيا الكفايات كونها تتأسس على مبدأ المراهنة على المتعلم وجعله في قلب الاهتمام والتفكير. (shrink)

The importance of the philosophy education program for children and its implementation was investigated within the framework of this study. Philosophy for Children (P4C) is a program introduced and developed by Matthew Lipman. The building blocks of Philosophy Education for Children are education, philosophy and children. In this respect, the current study analyzed the place and importance of education, philosophy, the child in history, and various related implementations, as well as how they have evolved through the ages. The current study (...) delved into John Dewey's Democratic Education Model, which influenced Matthew Lipman's educational ideas and constituted the content of the Philosophy Education Program for Children. Human beings, who are distinguished from all other animals by intelligence, interact with philosophy and psychology as well as with society due to living within a state and a nation by means of experience with the world he lives in. This interaction between experience, psychology, and philosophy was discussed as a whole in John Dewey's Democratic Education Model. Philosophy Education Program for Children aims to develop upper-level thinking skills, think creatively, analyze in detail, defend ideas with justifications, and respect different opinions with philosophical activities accompanied by a sense of curiosity in children. In this regard, the activities implemented to achieve these goals were explored. (shrink)

Xuanzang (602–664) is famous for his legendary life, his important translation works, and also his Discourse on the Realisation of Consciousness-Only (Vijñapti-mātratā-siddhi, 成唯識論). This text, which is considered as a synthesis of Yogācāra thought, has been diversely interpreted by modern scholars and is still discussed, in particular about the status of external things. Nevertheless, this issue seems to be of little interest for Yogācāra thinkers compared to other topics such as the Noble Path, or else the three types of wisdom (...) (trividhā prajñā, 三慧): learning (śruta, 聞), reasoning (cintā, 思), and cultivating (bhāvanā, 修). As emphasized in recent research, this topic represents a major issue for Buddhist practitioners. In an attempt to analyse it in Xuanzang’s Discourse, and more generally in Yogācāra thought, this paper will first discuss Asaṅga’s and Vasubandhu’s thought on the three types of wisdom. Secondly, since it is important to replace the three types of wisdom in the general argumentation of Xuanzang’s Discourse, we will present the structure of his text which is modelled on a “path” leading progressively to Supreme Awakening. Then, we will present the main elements of the Noble Path and situate the three types of wisdom into it. Finally, we will explain that Xuanzang follows Asaṅga’s and Vasubandhu’s conceptions and eventually confirm the importance of the three types of wisdom in Yogācāra thought. (shrink)

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. (...) Dessa forma, fundado na crítica de Friedrich Nietzsche (1844-1900) em relação à “cultura histórica” enquanto produto da contradição envolvendo vida e cultura, o artigo sublinha que o saber que guarda raízes na “cultura histórica” se caracteriza como um capital improdutivo, assinalando a inexistência de direitos da Filosofia entre a cultura histórica e o processo formativo-educacional e a necessidade da correlação envolvendo arte e filosofia diante da ciência e da verdade. Assim, contrapondo-se à transformação da filosofia em erudição em nome da “cultura histórica” e aos “filósofos” que se colocam a seu serviço, Nietzsche denuncia a redução do ser, da vida e da visão ao arcabouço de conceitos, opiniões, passados, livros em uma análise crítica que se detém na questão envolvendo os professores de filosofia entre a vida e a ciência do vir-a-ser universal: filósofos ou servidores da “história”? (shrink)

Baseado na perspectiva da geofilosofia de Deleuze e Guattari em um processo que se sobrepõe à relação envolvendo sujeito e objeto enquanto fronteira do pensamento e que implica o pensamento como desdobramento de uma violência e as formações genealógicas do saber, o artigo se detém na análise do paradoxal mundo do Instituto Benjamenta em uma construção fílmica adaptada do romance Jakob von Gunten, de Robert Walser, que encerra um movimento que traz como conteúdo a matéria que se impõe ao caos (...) imanente e converge para o horizonte que abrange Arte, Filosofia e Ciência. Dessa forma, convergindo para a questão que encerra a imagem ortodoxa, dogmática, pré-filosófica, natural e moral do pensamento, o artigo recorre ao filme Instituto Benjamenta enquanto construção que assinala a intersecção de séries infinitas de imagens de pensamento que escapam ao horizonte da circunscrição da visualidade através de inter-relações ilimitadas que emergem carregadas de complexidade em um processo que defende a superação das imagens dogmáticas do pensamento e da mera exposição do conteúdo do arcabouço histórico do pensamento enquanto objeto que tende à reprodução de ideias e noções e implica a “repetição” de interpretações na relação de ensino e aprendizagem, impedindo o exercício de criação de conceitos, característica da Filosofia, segundo Deleuze, convergindo para a necessidade da instauração de uma experiência capaz de viabilizar a emergência do “novo” através das possibilidades suscitadas no acontecimento da construção do conhecimento. (shrink)

Baseado no filme “Sociedade dos Poetas Mortos”, o artigo assinala o impacto na escola Welton dos novos métodos de ensino e aprendizagem do professor John Keating, que sublinha o sentido e o valor da vida, defendendo o cultivo de si e o conhecimento enquanto afirmação das forças da vida. Dessa forma, fundado na crítica de Nietzsche à “cultura histórica” e à questão envolvendo os professores de filosofia - filósofos ou servidores da “história”? -, o artigo propõe a superação da redução (...) do ser, da vida e da visão à cultura da “moda” e à alienação dos instintos e perda da liberdade. (shrink)

El cambio a la educación en línea que se produjo durante la pandemia del coronavirus puso en primer plano las preguntas sobre el valor y la conveniencia de una universidad totalmente en línea. Este artículo explora hasta qué punto es deseable una universidad totalmente en línea desde una perspectiva educativa, en la que la educación se considera una experiencia valiosa tomada en sí misma, independientemente de su resultado. Parto de la hipótesis de que una dimensión fundamental de las prácticas de (...) estudio en la universidad es la experiencia del pensamiento colectivo desencadenado por acuerdos materiales y sociales específicos. Procedo a describir las condiciones materiales para desencadenar el pensamiento en términos de lo que llamo desplazamiento mediático, que es una forma de integrar los medios en las prácticas educativas que permite un tipo de atención fluctuante. El artículo concluye argumentando que necesitamos desarrollar nuevas tecnologías para la educación en línea y entrenar nuestra atención deliberadamente para los entornos en línea estableciendo nuevos protocolos para tratar la dispersión digital de la atención. (shrink)

The emergence of the COVID-19 pandemic initiated major disruptions to higher education systems. Physical spaces that previously supported interpersonal interaction and community were abruptly inactivated, and faculty largely took on the responsibility of accommodating classroom structures in rapidly changing situations. This study employed interviews to examine how undergraduate Science, Technology, Engineering, and Mathematics (STEM) instructors adapted instruction to accommodate the mandated transition to virtual learning and how these accommodations supported or hindered community and belonging during the onset of the pandemic. (...) Interviews with 25 STEM faculty at an undergraduate Hispanic Serving Institution revealed a wide range of accommodations they made to their courses and how they managed communication with students. Faculty strived to support student belonging with responses ranging from caring to crisis management, though some faculty expressed feelings of powerlessness when unable to accommodate certain challenges. The case of a responsive and flexible instructor is presented to highlight a productive response to a crisis. These retrospective findings point to strategies to support faculty teaching in virtual learning environments in the future; increasing opportunities for student–student and student–faculty interaction, supporting faculty in learning technologies that support these interactions and addressing faculty’s feelings of powerlessness. (shrink)

In summaries of “best practices” for pedagogy, one typically encounters enthusiastic advocacy for metacognition. Some researchers assert that the body of evidence supplied by decades of education studies indicates a clear pedagogical imperative: that if one wants their students to learn well, one must implement teaching practices that cultivate students’ metacognitive skills. -/- In this dissertation, I counter that education research does not impose such a mandate upon instructors. We lack sufficient and reliable evidence from studies that use the appropriate (...) research design to validate the efficacy of metacognitive skill-building interventions (not just evaluate their relationship to learning outcomes). I argue that improved academic outcomes following these interventions aren’t necessarily mediated by increased metacognitive skills; rather, enhanced student performance can be accounted for by other factors that accompany metacognitive training, particularly the explicit provision of domain-specific knowledge. -/- On the way to this conclusion, I elaborate some complications and controversies surrounding “metacognition.” This is a sprawling and nebulous construct, which makes generalizations about its pedagogical value dubious from the outset. Moreover, it is unclear the extent to which the end goal of metacognitive skill-building (cognitive self-mastery, involving knowledge of and control over our own minds) is even possible, given our mental architecture; some cognitive scientists allege that we are subject to phenomenological illusions which make this seem more achievable than it actually is. -/- I also attempt to provide an account of how metacognitive skill-building could receive glowing endorsements from educators and education researchers, even though its conceptual and empirical underpinnings are flimsy. The error theory I offer identifies two major factors that may foster belief in the efficacy of metacognitive training: goalpost-shifting around the objective of such efforts, and motivated reasoning in defense of the desirable conclusion that educators can significantly reshape students’ minds and unlock their intellectual potential through simple pedagogical interventions. (shrink)

Gamification in education offers an innovative way of learning. However, some studies claim that, while it helps raise students’ motivation, the kind of motivation is extrinsic and, so, intrinsic motivation declines with time. The researchers used the descriptive research design to describe the STEM students’ intrinsic motivation along with the utilization of game elements in teaching genetics through a learning management system. The researchers collected quantitative data using the Intrinsic Motivation Inventory, which were analyzed through descriptive statistics and complemented with (...) qualitative data from the students’ journals and interviews. Overall, the students agreed (M = 5.38, SD = 1.20) that gamification, despite being characterized as extrinsically motivating, had intrinsically motivated them. Its proper implementation helps students adapt to and overcome unfavorable behaviors towards competitiveness and emphasizes the role of teachers in facilitating learning. Time constraints, peer pressure, and distractions were noted; hence, more research is needed to address these challenges and determine the long-term effects of gamification. (shrink)

Modes of teaching and learning have had to rapidly shift amid the COVID-19 pandemic. As an emergency response, students from Philippine public schools were provided learning modules based on a minimized list of essential learning competencies in Biology. Using a cross-sectional survey method, we investigated students’ perceptions of the Biology self-learning modules (BSLM) that were designed in print and digitized formats according to a constructivist learning approach. Senior high school STEM students from grades 11 (n = 117) and 12 (n (...) = 104) participated in a survey using a 3-point Likert-scale questionnaire uploaded online through Google Forms. The survey results indicate that majority of the students perceived the modules positively, suggesting that aspects of the modules that were salient to students corresponded to essential elements of constructivist pedagogies. However, during interviews, students reported several difficulties in learning with BSLM as it was constrained by, to name a few, the use of unfamiliar words, lack of access to supporting resources, slow internet connection, and time constraints. To address these problems, teachers reported that they gave deadline extensions, complemented modules with other channels of support, and used online and offline platforms for reaching out to students to answer their queries and plan out their schedule for the week. The findings across the data sources point to the complex demands of emergency distance education that teachers, as curriculum designers and enactors, need to bear in mind in order to craft productive pedagogies, constructivist or otherwise, during this unprecedented time. (shrink)

Philosophers of education often view the role of religion in education with suspicion, claiming it to be impossible, indoctrinatory or controversial unless reduced to secular premises and aims. The ‘post-secular’ and ‘decolonial’ turns of the new millennium have, however, afforded opportunities to revaluate this predilection. In a social and intellectual context where the arguments of previous generations of philosophers may be challenged on account of positivist assumptions, there may be an opening for the reconsideration of alternative but traditional religious epistemologies. (...) In this article, we pursue one such line of thought by revisiting a classic question in the philosophy of education, Meno’s Paradox of inquiry. We do this to revitalise understanding and justification for religious education. Our argument is not altogether new, but in our view, is in need of restatement: liturgy is at the heart of education and it is so because it is a locus of knowledge. We make this argument by exploring St Augustine’s response to Meno’s Paradox, and his radical claim that only Christ can be called ‘teacher’. Though ancient, this view of the relationship of the teacher and student to knowledge may seem surprisingly contemporary because of its emphasis on the independence of the learner. Although our argument is grounded in classic texts of the Western tradition, we suggest that arguments could be made by drawing on similar resources in other religious traditions, such as Islam, that also draw upon the Platonic tradition and similarly emphasise the importance of communal and personal acts of worship. (shrink)

Consistent evaluation of speakers is an integral part of any training program. Bangladesh Civil Service Administration Academy imparts training primarily for newly recruited administrative civil servants. Depending on both primary and secondary data, this study examines various issues related to the lack of credibility of the speaker-evaluation by the participants to provide deep insights and potential solutions. Secondary data was collected from 300 evaluation forms and the academic backgrounds of 20 regular speakers. A questionnaire-led survey was conducted among 36 participants (...) of a training program to obtain primary data. Although the regular speakers are usually highly educated and professionally experienced, the one-sided subjective feedback remains critical to this evaluation process. The statistical analysis of both primary and secondary data shows that the participants do not invest enough time and thought for completing the evaluation. A reluctance to put descriptive observations makes the outcome of the evaluation lose some of its credibility. Participants have also pointed out a few critical limitations of the form. Findings suggest that adding qualitative measures to the form can be useful to provoke qualitative views from the participants and to obtain constructive suggestions for the speakers. Further insights from the speakers can be valuable to complement the outcome of this study. This study concludes that the Academy must combine planned and incidental evaluations to revitalize the effectiveness of the process. (shrink)

There is no shortage of pedagogical theories from the tradition formal methods of instruction to the free-play methods of unschooling. A sharp shift in education and instruction models took place with the introduction of critical pedagogy. The focus was no longer on the authority of the teacher and the submissive, passive approach taken by the learner, but rather on the engagement between the two. Still, even when critical pedagogy is utilized in a formal model of education something is missing from (...) the system—experiential learning. Although the unschooling method has been criticized it does provide the benefit of experiential learning. This paper explores the nature of education and evaluates models and theories of pedagogy with the conclusion that a paradoxical approach in which there is a merger between the formal guidelines set by traditional educational models and the experiential learning methods of unschooling approach best prepares learners for the world and to be engaged citizens. Although what, precisely, this paradoxical system would entail is not discussed in this paper, it opens the door for further discussion on the topic and for consideration of the theories which have attempted to do exactly this and improve upon them going forward. (shrink)

Bu araştırmanın ilk amacı, sınıf öğretmeni adaylarının tartışmaya yönelik özyeterlikleri, bilimin doğası inanışları ve eleştirel düşünmeleri arasında sınıf düzeyine göre anlamlı bir fark olup olmadığını incelemektir. İkinci amacı ise, sınıf öğretmeni adaylarının tartışmaya yönelik öz-yeterlikleri, bilimin doğası inanışları ve eleştirel düşünmeleri arasındaki ilişkilerin yapısal eşitlik modeli ile incelenmesidir. Araştırmanın modeli ilişkisel tarama çalışmasıdır. Araştırmanın örneklemini Aydın Adnan Menderes Üniversitesi, Dokuz Eylül Üniversitesi, Pamukkale Üniversitesi, Muğla Sıtkı Koçman Üniversitesi ve Afyon Kocatepe Üniversitesi Temel Eğitim Bölümü Sınıf Öğretmenliği programının birinci, ikinci, üçüncü (...) ve dördüncü sınıflarında öğrenim gören 858 öğretmen adayı oluşturmaktadır. Araştırmanın örneklemi seçilirken uygun örnekleme tekniği tercih edilmiştir. Veriler “Tartışmaya Yönelik Öz-yeterlik Ölçeği”, “Bilimin Doğası İnanışları Ölçeği” ve “Eleştirel Düşünme Standartları Ölçeği ile toplanmıştır. Verilerinin analizinde SPSS 18, LISREL 8.80 ve MPLUS 7 programlarından faydalanılmıştır. Tartışmaya Yönelik Öz-Yeterlik Ölçeği, Bilimin Doğası İnanışları Ölçeği ve Eleştirel Düşünme Standartları Ölçeği puanlarının anlamlı bir farklılık gösterip göstermediğini belirlemek için tek yönlü varyans analizi (ANOVA) kullanılmıştır. Argümantasyona dayalı öz-yeterliğin, bilimin doğasına yönelik inançları ve eleştirel düşünmeyi yordayıp yordamadığını belirlemek amacıyla kurulan model, yapısal eşitlik modeli ile test edilmiştir. (shrink)

Studies on mental health and academic performance have been conducted throughout the world. Thus, this study aims to assess the students' mental health amidst the new normal of education employing 21-item Depression, Anxiety, and Stress Scale or DASS-21, concerning their academic performance. The study's findings showed that almost more than half of the respondents suffered from moderate to extremely severe levels of depression, stress, and anxiety. Thus, there was no significant relationship between high negative mental health symptoms and academic performance. (...) In conclusion, students that encounter extreme levels of adverse mental health can still maintain high academic achievement. However, the students' mental health should always be managed and helped to cope with their life problems, especially during this pandemic crisis. (shrink)

Studies on mental health and academic performance have been conducted throughout the world. Thus, this study aims to assess the students' mental health amidst the new normal of education employing 21-item Depression, Anxiety, and Stress Scale or DASS-21, concerning their academic performance. The study's findings showed that almost more than half of the respondents suffered from moderate to extremely severe levels of depression, stress, and anxiety. Thus, there was no significant relationship between high negative mental health symptoms and academic performance. (...) In conclusion, students that encounter extreme levels of adverse mental health can still maintain high academic achievement. However, the students' mental health should always be managed and helped to cope with their life problems, especially during this pandemic crisis. (shrink)

Paul Goodman, 1960’larda modern Amerikan toplumunun organize sistemi içerisinde dönemin gençliğinin sorunlarını ön plana çıkaran ‘Growing Up Absurd: Problems of Youth in the Organized System’ (Saçmayı Büyütmek: Organize Sistemde Gençliğin Problemleri, 1960) eseri ile sosyal bir eleştirmen olarak ön plana çıkmıştır. Amerikalı bir düşünür olan Paul Goodman’ın kısa öyküler, romanlar, şiirler ve makalelerden oluşan çalışmaları, siyaset, sosyal teori, eğitim, kentsel tasarım, edebi eleştiri, hatta psikoterapi gibi geniş bir yelpazeye dağılmıştır. Onun temel argümanı (1960: 9-10) tek bir merkez etrafında örgütlenen teknoloji (...) toplumunun başarısızlıklarını eleştirerek, mevcut düzenin insanın doğasına uygun bir biçimde yeniden inşasını vurgulamaktadır. Goodman’ın yeniden inşa süreci içerisinde insan doğasına önem veren faaliyete dayalı anarşist ideolojisi, sorumluluk duygusunun homojen bir şekilde bireyler arasında paylaşılması gerektiğini vurgular. Goodman merkeziyetçi olmayan siyaset anlayışı ile kendisini Amerikan siyasetinin ve kültürünün karşısında yer alan bir pozisyonda konumlandırmaktadır (Honeywell, 2011: 1). Diğer bir deyişle Goodman (1960: 36), anarşist geleneği formüle etmek amacıyla yirminci yüzyıl Amerikası’nın içinde bulunmuş olduğu mevcut durumdan yola çıkarak eleştirilerini ademi merkeziyetçilik, katılımcı demokrasi, özerk toplum temaları üzerine temellendirmiştir. -/- Goodman’a göre, sosyal, kültürel, ahlâk ve eğitim gibi alanlarda uygulanan kurallar günümüz devletlerini etkisi altına alan kapitalist düzen tarafından belirlenmektedir (Bakır, 2016: 110). Bu durum Goodman’ın da içerisinde bulunduğu anarşist düşünürler tarafından kabul edilebilecek bir husus değildir, çünkü anarşistler mevcut düzenin ve sosyal yaşamın otorite ve itaat yapılarıyla güçlendirilen belirli yaklaşımlar ile kontrol altına alınmasını, insanların fikirlerini özgürce ifade edemeyeceği, bir nevi entelektüel bir hapishane içerisinde yaşaması anlamına geleceğinden dolayı karşı çıkmaktadırlar (Sheean, 2003: 122). Aynı nedenlerden dolayı Goodman, modern liberalizm ve Marksizm gibi alternatif radikal ideolojileri yerinden yönetim düşüncesi ve sosyal mühendislik konusundaki eğilimleri dolayısıyla reddetmektedir. Goodman için anarşizm, özgürlük ve toplumsal değişime yeterli düzeyde arka çıkabilecek tek ideolojik çerçeve olarak görülmektedir. Ona göre (2010: 143), “anarşizm ya da daha iyisi, anarko-pasifizm (toplumsal değişim hareketleri içerisinde örgütlü şiddete ve kurumlara karşı çıkan anarşist anlayış) günümüzün gelişmiş toplumlarının bürokrasilerini, karar verme konusunda aşırı merkezîleşmelerini ve sosyal mühendislik gibi problematik durumlarını ve tehlikelerini tutarlı bir şekilde öngörmüştür”. -/- Siyaset, sosyoloji ve felsefe gibi çeşitli alanlar içerisinde etkili olan anarşist kuramlar, radikal bir söylem olarak eğitimcileri ve araştırmacıları yeni öğretilere ve uygulamalara teşvik etme konusunda itici bir güç oluşturabilmektedirler. Anarşist yaklaşımlardan eğitim kuramı ve araştırmalara yönelik daha belirleyici bir rol alması beklenmektedir, ancak bu yaklaşımlar mevcut radikal akademik görüşü büyük ölçüde etkisi altına alan Marksizm’in eğitim alanında göstermiş olduğu aynı etkiyi gösterememiştir. Anarşist düşünceleri eğitim alanı içerisinde daha etkili ve görünür kılabilmek amacıyla Paul Goodman, Francisco Ferrer ve Alexander Neill’ın ileri sürmüş olduğu çeşitli düşünceler, girişimler ve uygulamalar ortaya çıkmıştır. Bu doğrultuda Goodman’ın anarşizme ilişkin düşünceleri ile bu çalışma sıkı bir anarşizm tahlili, eleştirisi ve felsefesinden öte anarşist anlayışın eğitimdeki uygulanabilirliğine yönelik bir soruşturma içerisine girmekte ve anarşist yaklaşımın mevcut eğitim sistemlerinden hangi yönleriyle farklılaştığını, sonucunda etkili bir eğitim anlayışı ortaya koyup koyamadığını tartışmaktadır. (shrink)

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 (...) emancipador ya no tiene que corregir la ignorancia, pero sí la pereza; no ha de impartir un conocimiento superior, pero sí imponer una voluntad superior. (shrink)

Education for Empire: American Schools, Race, and the Paths of Good Citizenship (Stratton, 2016) is much more than a history book about American education. It is a critical work that provides philosophical undertones that challenge our perception about the imperial roles of the U.S. school system. Stratton very clearly and meticulously presents the intricate relationship between history, civics, and geography within school curricula and textbooks. He shows us how these subjects have been manipulated by those in power to promote a (...) hidden agenda. One that instills national pride, American loyalty, and patriotism, and is designed to turn students into supporters of U.S. imperialism and of their racial and class hierarchies. An example of this is Stratton’s own examination of the content of books like, Complete Geography written in 1899. Stratton claims this text was widely used in American public schools and it explicitly states that, “the Caucasian or white race is most intelligent and most powerful of all races.” Education for Empire: American Schools, Race, and the Paths of Good Citizenship helps us understand why it has taken so much time for people of color, like me, to occupy academic spaces and to begin the dismantling of oppressive governmental and pedagogical systems that have intentionally kept us from having a dignified education. (shrink)

Contro una visione prettamente strumentale della razionalità, una tesi di questo libro è che il pensiero critico non può consistere solo di abilità di pensiero deduttivo o inferenziale, ma è più in generale espressione di abilità epistemiche e competenze etiche inerenti al processo della conoscenza intesa come questione complessa, poiché relativa alla formazione della persona che conosce e agisce nel mondo secondo determinati fini, valori, credenze. Una valutazione delle competenze che non tenga conto di questa differenza genera forme di ingiustizia (...) epistemica. La proposta di questo lavoro –– alla luce di alcune riflessioni su varie tendenze dell’epistemologia contemporanea –– è pertanto che il pensiero critico nasce essenzialmente da un processo di trasmissione dell’eredità culturale e va di pari passo con una didattica guidata. Il linguaggio rappresenta un bagaglio storico, olistico e sociale della tradizione delle ragioni e delle forme di vita che costituiscono le norme o il mezzo in base ai quali gli educatori mediano la loro interpretazione di colui che apprende e lo ammettono all’interno dello spazio delle ragioni. Il passaggio è così da una concezione improntata alla formazione di abilità volte alla ricerca di una verità oggettiva, all’idea che l’approccio critico, pur senza negare una verità oggettiva, e senza ricadere in una soluzione relativista, presuppone piuttosto un punto di vista prospettico sulla realtà. (shrink)

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 (...) live event of the lecture. We adopt a phenomenological approach inspired by Vilém Flusser’s phenomenology of gestures, which assumes that a gesture like note-taking is always an event of thinking with media in which a certain freedom is expressed. But Flusser’s description of note-taking focusses on the individual note-taker. What about students’ note-taking in a lecture hall as a collective gesture? Nietzsche considered note-taking ‘mechanical,’ as if students were automatons who mindlessly transcribed a verbal flow, while Benjamin considered it an inaesthetic gesture: at best, boring; at worst, ‘painful to watch.’ In contrast, we argue that the educational potentiality of note-taking—or better, note-making—can be grasped only if we account for its mediaticity (as writing that displaces the voice), together with but distinct from its political potentiality as a collective mediality (as a ‘means without end’). Note-taking enables us to see how collective thinking emerges in the lecture, a kind of thinking that belongs neither to the lecturer nor the student, but emerges in the relation of attention established between the lecturer, students and their object of thought. (shrink)

In this article it is argued that the optical metaphor and critical practice of diffraction further developed by Donna Haraway and Karen Barad might be no less significant than the widely spread notion of reflection, when the questions of various practices of knowledge are addressed. By considering Paul Ramsden’s approach to learning/teaching and its underlying theory in higher education alongside Karen Barad’s methodology of diffraction, it is shown that Ramsden’s understanding of learning/teaching is rather based on the theoretical assumptions of (...) diffractive practice. His notion that teaching/learning are closely related and actively shaping each other, and that learners are not disconnected from the environment and their previous experiences with the subject matter and learning process itself, adds to Barad’s onto-epistemological position that knowers know the world at the same time as being the part of the world in its ongoing intra-activity. Ramsden’s understanding of relation is diffractive, because it is not about predefined binary entities and their fixed identities, but about layers and entanglements of various previous experiences and reactions to the learning environment. In addition, looking at learning/teaching processes through a different perspective also leads to a different approach to teaching and other ways of problem-solving. Both Ramsden and Barad distrust homologies, analogies, and causality-based conceptions of knowledge sharing. Instead, the ability to respond to an always new learning/teaching environment is assessed, which implies a diffractive type of sensitivity to the context, iterative process of re-turning, and the creation of dangerously indeterminate relationships and commitments. In this way, some of Barad’s philosophical notions, i.e., the diffraction pattern, intra-activity, returning, and others, also may acquire new practical content. (shrink)

In this essay, I discuss the analogy of the mind as a sponge, the issues of cognitive artifacts, and being a mind in the 21st century.

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 (...) very essence of an ethics of reformation of education, which in our opinion cannot come from the institution of education as much as from a common basis between everyday learning capacities and curriculum based learning methods. Inclusive vision and values should be theoretically explained by philosophers in order to be refined and adapted into our current experience of values, pointing out issues about method and knowledge parameters. In particular a focus on epistemic values should bring good indications on how to empower others, and leave a more inclusive life, assuming the somehow paradoxical and surprising idea that knowledge is as important in real life outside the university as it is in the classroom, being the real universal value and currency across disciplines, times and contexts. University learns from being inclusive, i. e. by bringing not only a higher point of view on technical education but also a wider view on the human being. (shrink)

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. (...) 4. The virtue of generosity and its importance for inclusive education – the divine will type of normativity. 5. Ethical education as normative philosophical perspective. The normativity of self-transformation in education. 6. Aesthetics as expression of human freedom and concern for the whole world in which we live. (shrink)

The goal of this chapter is to provide an interpretation of experiential learning that fully detaches itself from the epistemological presuppositions of empiricist and intellectualist accounts of learning. I first introduce the concept of schema as understood by Kant and I explain how it is related to the problems implied by the empiricist and intellectualist frameworks. I then interpret David Kolb’s theory of learning that is based on the concept of learning cycle and represents an attempt to overcome the corresponding (...) drawbacks of these frameworks. I show that Kolb’s theory fails to achieve its goal because it is rooted in some of the fundamental epistemological presuppositions of these frameworks. Subsequently, I present a group of works from phenomenology, in particular Merleau-Ponty’s, in order to show that Kolb’s attempt is insufficient due to a lack of understanding of the problem expressed by Kant via the concept of schema. Finally, I outline an interpretation of experiential learning as differentiation of experiential schemas and explain how it meets the epistemological challenges outlined above. (shrink)

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 (...) educational neuroscience, which argues for integration of multiple levels of analysis, some originating in brain and cognitive sciences, others in education, as a roadmap for the future of educational neuroscience with concrete examples in moral education. (shrink)

The author advocates for teaching about varieties of ignorance with a psychoanalytic sensibility as one strategy with which to engage the emotional investments that sustain apathy and the ignorant refusal to care in this new era of suffering and spectatorship. Ignorance, here conceived, is complex, far from consisting only in some passive lack of knowledge. It is understood multidimensionally, as activity, rarely innocent, always inevitable, and entirely ineradicable; it is a powerful agent in the maintenance of oppression, but it is (...) also an important resource on which we can draw to promote curiosity and less defensive encounters with difficult knowledge and different Others. In diagnosing different forms of ignorance, we can distinguish between the varieties that are culturally produced and disseminated for profit from those forms which might serve as impetus for investigation. (shrink)

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 (...) global problems have arisen as a result. What we need to do, in response to this unprecedented crisis, is learn from our solution to the first problem how to solve the second one. This was the basic idea of the 18th century Enlightenment. Unfortunately, in carrying out this programme, the Enlightenment made three blunders, and it is this defective version of the Enlightenment programme, inherited from the past, that is still built into the institutional/intellectual structure of academic inquiry in the 21st century. In order to solve the second great problem of learning we need to correct the three blunders of the traditional Enlightenment. This involves changing the nature of social inquiry, so that social science becomes social methodology or social philosophy, concerned to help us build into social life the progress-achieving methods of aim-oriented rationality, arrived at by generalizing the progress-achieving methods of science. It also involves, more generally, bringing about a revolution in the nature of academic inquiry as a whole, so that it takes up its proper task of helping humanity learn how to become wiser by increasingly cooperatively rational means. The scientific task of improving knowledge and understanding of nature becomes a part of the broader task of improving global wisdom. The outcome would be what we so urgently need: a kind of inquiry rationally designed and devoted to helping us make progress towards a genuinely civilized world. We would succeed in doing what the Enlightenment tried but failed to do: learn from scientific progress how to go about making social progress towards as good a world as possible. (shrink)

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 (...) religion and that such an important and valuable aspect should be under the state control, shut down madrasahs and wanted to transform Imam-Hatip schools into theological schools. The source of debates that have reached the present day has been shaped in this process. In this study, the approach of Mustafa Kemal Atatürk and the new education system to religious education was evaluated. Archival documents, newspapers, journals and copyright works were reviewed during the research process. (shrink)

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 (...) result improve their ability to engage in further and more frequent DRT. Sustained intellectual progress occurs when the inquiry reaches a point whereby students can thoughtfully move between the position of disequilibrium (doubt) and equilibrium (belief) whilst understanding the impermanency of any fixed belief, which, in turn, enables reconstruction of thinking and appropriation of learning in the context of collaborative philosophical inquiry. (shrink)

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 (...) Internet in an epistemically virtuous way? Using the work of Jason Baehr, it starts by outlining nine intellectual or epistemic virtues: curiosity, intellectual autonomy, intellectual humility, attentiveness, intellectual carefulness, intellectual thoroughness, open-mindedness, intellectual courage and intellectual tenacity. It then explores how we should deploy these virtues and avoid the corresponding vices when interacting with the Internet, particularly search engines. Whilst an epistemically virtuous use of the Internet will not guarantee that one will acquire true beliefs, understanding or even knowledge, it will strongly improve one’s information-seeking behaviours. The paper ends with arguing that teaching and assessing online intellectual virtues should be part of school and university curricula, perhaps embedded in critical thinking courses, or even better, as individual units. (shrink)

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 (...) extended cognitive systems are assembled, we focus on the question: If our cognition extends, how should we educate and assess such extended cognitive systems? We suggest various ways to minimize possible negative effects of extending one’s cognition and to efficiently find and organise (online) information by adopting a virtue epistemology approach. Educational and assessment implications are foregrounded, particularly in the case of Danish students’ use of the Internet during exams. (shrink)

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 (...) to have the final say in a conceptual debate about the relation between language and world. This little book was meant to be the end of all philosophical conversation, the final nail in its coffin. Written outside the university, the Tractatus had the ambition of ending the academic conversation in philosophy, while it refused to engage with that conversation. This was not fair-play on any account. The Tractatus was never intended to be an academic text; it had no footnotes, no references to other authors. It was a vision of language that Wittgenstein had shared with the world. (shrink)

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 (...) for pedagogical implementability. Finally, a project course with American undergraduate students conducted in Germany is briefly presented. This presentation includes project sheets, the methodological rationale of each project, and the observations the participants made during the course. These observations include many aspects of the way German and U.S. American deep culture differ and also shed light on the “truth” behind some German cultural clichés. (shrink)

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 (...) possession of a concept or the lack of it, for they only check the written outputs of the pupils who take them, without detecting the inferences actually endorsed or used by them. We suggest that school tests would acquire reliability if they enabled pupils to make the reasons of their answers or the inferences they use explicit, so as to contribute to what Brandom calls the game of giving and asking for reasons. We explore the possibility to put this suggestion into practice by deploying two-tier multiple-choice tests. (shrink)