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  1. Epistemology of Education.J. Adam Carter & Ben Kotzee - forthcoming - Oxford Bibliographies Online.
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  2. Leading a professional learning community for teacher educators: inquiry into college principals motives and challenges.Maria Gutman - forthcoming - Teacher Development.
    The purpose of this narrative study is to trace the process whereby Israeli Academic College of Education principals lead Professional Learning Communities (PLC) for teacher educators. The focus is on the unique situation in which various different roles (administrator/facilitator/learner) are integrated during this process. Seven semi-structured interviews underwent a thematic analysis that indicated two parallel journeys of PLC leadership: a journey of co-leading a PLC and cultivating creativity, and a journey of crystallizing intellectual identity and image through leading PLCs. The (...)
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  3. The Betrayal of Education: The Failure of Competence-Based Learning and the Demand for Bildung.Luca Moretti & Alessia Marabini - forthcoming - London: Bloomsbury.
    In this monograph we contrast two prominent models of education, Competence-Based Education (CBE), more recent and currently dominant in most school systems of the world, and Bildung-Oriented Education (BOE), once the basis of school systems of Northern Europe. CBE interprets learning as the acquisition of clearly definable and allegedly measurable competences, and is supported by supranational organisations, such as the OECD, which approach education from the perspective of the human capital theory. BOE instead characterises learning holistically as aimed at the (...)
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  4. Metaphilosophical Myopia and the Ideal of Expansionist Pluralism.Ian James Kidd - 2024 - Journal of Philosophy of Education 57 (4-5):1025-1040.
    This paper argues for the diversification of university-level philosophy curricula. I defend the ideal of expansionist pluralism and connect it to metaphilosophical myopia – problematically limited or constrained visions of the range of forms taken by philosophy. Expansively pluralist curricula work to challenge metaphilosophical myopia and one of its costs, namely, a specific kind of hermeneutical injustice, perpetrated against the communities and traditions shaped by the occluded forms of philosophy.
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  5. Learning Models in the Transition Towards Complexity as a Challenge to Simplicity.Jefferson Alexander Moreno-Guaicha, Alexis Mena Zamora & Levis Zerpa Morloy - 2024 - Sophía: Colección de Filosofía de la Educación 1 (36):67-108.
    This research is motivated by the need to unravel the progression of learning models, which have been adapting to meet the demands of society in its constant dynamics of fluctuation and transformation. The aim of this work is to systematically examine the evolution of learning models, highlighting the paradigmatic changes that have favored the transition from traditional learning approaches to more innovative and transdisciplinary proposals. To achieve this, a bibliographic analysis is carried out, supported by the hermeneutic method for the (...)
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  6. Modelos de aprendizaje en la transición hacia la complejidad como un desafío a la simplicidad.Jefferson Alexander Moreno-Guaicha, Alexis Mena-Zamora & Levis Zerpa Morloy - 2024 - Sophía: Colección de Filosofía de la Educación 1 (36):69-112.
    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 (...)
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  7. The Teaching of Reasonableness in Secondary Schools.Raymond Driehuis & Alan Tapper - 2023 - In Marella Ada Mancenido-Bolaños, Caithlyn Alvarez-Abarejo & Leander Penaso Marquez (eds.), The Cultivation of Reasonableness in Education: Community of Philosophical Inquiry. Springer. pp. 119-136.
    A central task of schooling is to cultivate reasonableness in students. In this chapter we show how the teaching of reasonableness can be practiced successfully in secondary schools, using materials from the Western Australian curriculum. The discussion proceeds in four stages. We first defend the claim that the teaching of reasonable is a key aim of schooling. Here we offer an account of reasonableness, which we take to be both a skill and a disposition. Students learn reasonableness through the practice (...)
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  8. Management Information System of Public Secondary Schools in Sagbayan District: A Proposed Implementation.Fernando Enad & Nestor Balicoco - 2023 - Psychology and Education: A Multidisciplinary Journal 13 (1):1-7.
    This research tackled the challenges public secondary schools in Sagbayan District, Bohol, faced regarding records management. The study employed a mixed research design, combining both descriptive-qualitative and descriptive- quantitative methods. The qualitative phase involved conducting in-depth interviews and focus group discussions with relevant stakeholders involved in records management. On the other hand, the quantitative phase utilized survey questionnaires to gather data from relevant stakeholders to determine the acceptability of the proposed MIS among end-users. The first phase findings revealed various challenges (...)
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  9. Employment Management in the Public Schools: A Proposed Recruitment, Selection, and Placement System.Fernando Enad & Asuncion Pabalan - 2023 - Psychology and Education: A Multidisciplinary Journal 13 (1):618-625.
    The study aimed to comprehensively overview the experiences encountered by public school employees during the recruitment, selection, and placement (RSP) process within the DepEd Bohol Division. Employing a qualitative-descriptive research design, the researchers utilized a phenomenological approach to delve deeply into these experiences, shedding light on the nuances and intricacies of the division's RSP process. As Lambert et al. (2013) described, qualitative- descriptive studies aim to provide a comprehensive and detailed summary of specific events experienced by individuals or groups in (...)
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  10. The Effect of Pomodoro Technique on Student Mendelian Genetics Concept Mastery during Synchronous Remote Learning.Melanie Gurat & Christian Santiago - 2023 - International Research Journal of Management, It and Social Sciences 10 (4):233-243.
    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 (...)
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  11. Homoiōsis Theōi: Plato’s Ultimate Educational Aim.Alexis Deodato S. Itao - 2023 - Problemos 104:36-46.
    Many academics and researchers who publish scholarly articles on Plato’s philosophy of education claim that the ultimate educational goal for Plato is simply the acquisition of virtues. While such a claim may not be entirely incorrect, it is nevertheless substantially wanting; for although the acquisition of virtue is no doubt paramount, for Plato it primarily serves as a means to another end. In this paper, I aim to show that, for Plato, the final summit of all educational enterprise is not (...)
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  12. Filosofía de la educación, transdisciplinariedad y formación docente.Moreno-Guaicha Jefferson - 2023 - In Floralba Aguilar & Xavier Collado (eds.), Formación docente desde la filosofía educativa transdisciplinaria. Quito: Abya-Yala. pp. 151-172.
    Este capítulo reflexiona sobre las vinculaciones entre filosofía de la educación y transdisciplinariedad, así como su incidencia en la formación de los futuros profesionales de la educación; al respecto, el autor considera que la filosofía de la educación como disciplina filosófica, aporta una perspectiva global, totalizante e integradora sobre el hecho educativo, pero respondiendo siempre a un contexto concreto; es decir, a la realidad educativa del sujeto que aprende, con sus necesidades, problemáticas y situaciones específicas. El autor explica la filosofía (...)
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  13. Методика підготовки майбутніх IT-фахівців до стратегічної та тактичної діяльності в бізнес-організаціях.Olena Lavrentieva & Oleksandr P. Krupskyi - 2023 - Вісник Університету Імені Альфреда Нобеля. Серія «Педагогіка І Психологія». Педагогічні Науки 1 (25):51-61.
    The article emphasizes the relevance of revising the content of professional activities and the range of powers of specialists of IT departments in business organizations and, accordingly, the conceptual foundations of their professional training. The need for forming future IT specialists with unique skills and abilities to carry out strategic and tactical activities and develop the relevant competencies, which allows them to be active participants in the construction and implementation of the organization’s business strategies, has been clarified. The purpose of (...)
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  14. Education Sensitive to Origin: Pedagogical Framework that Finds Foundation in the Thought of Edith Stein.Luis Manuel Martínez Domínguez - 2023 - Cuadernos de Pensamiento 36 (2660-6070):343-369.
    In the predominant pedagogical frameworks of our days, rationalist, voluntarist or sentimentalist reductionisms are seen, from which it is about educating people regardless of their Origin and the singular and unrepeatable originality with which they have been given to existence. Faced with this anthropocentric confinement, Sensitive Education arises so that every person, regardless of their culture and creed, remains sensitive to their Origin and captures their own originality, which in the end is what they must accept and try to manifest (...)
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  15. Coping Styles and Its Relationship to the Personality Traits of College Students (9th edition).Axle Nicandro, Lara Alliah Cabales, Jhon Joshua Del Rosario, Dela Cruz, Jahna, Benjamin Clidoro, Angela Bilan & Jhoselle Tus - 2023 - Psychology and Education: A Multidisciplinary Journal 10 (9):950-955.
    This study investigates the relationship between personality traits and coping styles among college students in private higher educational institution. Hence, employing correlational design to assess the relationship between coping styles and personality of 150 college students. The statistical analysis reveals that the r coefficient of 0.54 indicates a moderate positive correlation between the variables. The p-value of 0.00, which is less than 0.05, leads to the decision to reject the null hypothesis. Hence, a significant relationship exists between coping style and (...)
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  16. Revisiting the Aged-based Educational Ideas of Plato.Hamidur Rahman - 2023 - International Journal of Arts and Humanities Studies 3 (3):01-07.
    Education is crucial to the overall development of all communities. Since the early days of Greek philosophy, philosophers have made significant contributions to the advancement of education for both individuals and the states. Greek philosophers, notably Plato, emphasized the importance and relevance of education for his conceptual ideal state. His educational ideas were rooted in his philosophy, notably idealism, and it continues to have a great effect, particularly on education. Idealism focuses on ideas and believes that genuine knowledge can be (...)
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  17. The Economics of Academic "Values".Ryan Wasser - 2023 - Human Arenas.
    At first blush, values such as diversity appear to be worth striving for. The question is whether or not such values—which have become increasingly prevalent in university mission statements—are values as such, which is to ask whether they are things of moral worth (Value, n.d.), or are something else altogether. My unpopular suspicion leans toward the latter. Personal opinions, of course, are hardly a justification for an impassioned critique, however, my opinions mirror those held by moderate and conservative witnesses to (...)
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  18. "The Master's Student Learning Outcomes and Assessment Methods: An Alternative Perspective on Pedagogy".Mark J. Boone - 2022 - In Benedict S. B. Chan & Victor C. M. Chan (eds.), Whole Person Education in East Asian Universities: Perspectives from Philosophy and Beyond. Routledge.
    Although current educational priorities tend to avoid strong moral positions, one of the world's most venerable yet persistently influential moral traditions not only lays out a number of major moral principles but also incorporates them into its pedagogy. Confucius teaches us about the importance of seeking knowledge, learning how to learn, applying ancient wisdom to contemporary situations, valuing virtue over material gain, following the Golden Rule, and living by our principles. He also has ways of assessing his own students' progress (...)
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  19. Özel Yetenekli Öğrencilerin Bilimsel Konularla İlgili Haberlere İlişkin Argümantasyon Düzeyleri ve Kullanmaya Yatkın Oldukları Safsatalar.Akkanat Cigdem - 2022 - In Eğitim Araştırmaları. pp. 7-34.
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  20. Response to Commentaries by Alessandra Tanesini and Lani Watson.Michel Croce & Duncan Pritchard - 2022 - In Mark Alfano, Colin Klein & Jeroen de Ridder (eds.), Social Virtue Epistemology. London: Routledge. pp. 609-612.
    The insightful commentaries to our contribution "Education as the Social Cultivation of Intellectual Virtue" (in 'Social Virtue Epistemology', (eds.) M. Alfano, C. Klein & J. de Ridder, Routledge 2022) offered by Alessandra Tanesini and Lani Watson highlight some important aspects of the work that philosophers, education theorists, and educators should carry out to strengthen the theoretical and practical advantages of the educational approach we have proposed. This commentary briefly addresses a few points that could set the grounds for future investigations (...)
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  21. Education as The Social Cultivation of Intellectual Virtue.Michel Croce & Duncan Pritchard - 2022 - In Mark Alfano, Colin Klein & Jeroen de Ridder (eds.), Social Virtue Epistemology. London: Routledge. pp. 583-601.
    The recent literature has seen a burgeoning discussion of the idea that the overarching epistemic goal of education is the cultivation of the intellectual virtues. Moreover, there have been attempts to put this idea into practice, with virtue-led educational interventions in schools, universities, and even prisons. This paper explores the question of whether—and, if so, to what degree—such intellectual virtue-based approaches to education are essentially social. The focus in this regard is on the role of intellectual exemplars within this approach, (...)
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  22. The importance of applying the philosophy program for children.Altunsöz Fadime - 2022 - Dissertation,
    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 (...)
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  23. Bringing Public Reason into the Philosophy Classroom.Ernesto V. Garcia - 2022 - Teaching Ethics 22 (2):173-191.
    *Honorable Mention for the 2024 American Association of Philosophy Teachers (AAPT) Lenssen Prize*: In recent years, ‘philosophy as a way of life’ [PWOL] courses have emerged as an exciting new pedagogical approach. I explain what a PWOL-course is. Next, I argue that the standard method for teaching such courses—what I call the ‘Smorgasbord Model’—presents us with a basic problem: viz., the challenge of how to enable students in the context of the modern university to truly experience what a PWOL even (...)
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  24. Xuanzang and the Three Types of Wisdom: Learning, Reasoning, and Cultivating in Yogācāra Thought.Romaric Jannel - 2022 - Religions 13 (6).
    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 (...)
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  25. Is the Achievement of Moral Character the Ultimate Goal of Higher Education?Lee Jeong-Kyu - 2022 - Eric.
    This article is to explore whether the achievement of moral character is the ultimate goal of higher education from a cross cultural approach. To discuss this study logically, three major research questions are addressed. First, what are the concepts of moral, ethics, and character? Second, what is the achievement of moral character from the Eastern and the Western perspectives? Third, what is the role of higher education for the achievement of moral character? To defend these research questions, the author uses (...)
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  26. The Philosothon: Philosophy as performance.Simon Kidd - 2022 - Journal of Philosophy in Schools 9 (2):41-77.
    This paper addresses the question of the place for competition in philosophy by considering the example of the Philosothon, a popular school-based philosophy competition originating in Western Australia. Criticisms of this competition typically focus either on specific procedural problems, or else on the claim that the competitive spirit is inimical to collaborative philosophical inquiry. The former type of criticism is extrinsic to competitive philosophy per se, while the latter is intrinsic to it. Defenders of the Philosothon dismiss both types of (...)
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  27. Do processo formativo-educacional no filme Instituto Benjamenta e a superação da imagem ortodoxa, dogmática, pré-filosófica, natural e moral do pensamento em Deleuze e Guattari.Luiz Carlos Mariano da Rosa - 2022 - DEVIR EDUCAÇÃO 6 (1):1-28.
    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 (...)
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  28. What does character education mean to character education experts? A prototype analysis of expert opinions.Robert E. McGrath, Hyemin Han, Mitch Brown & Peter Meindl - 2022 - Journal of Moral Education 51 (2):219-237.
    Having an agreed-upon definition of character education would be useful for both researchers and practitioners in the field. However, even experts in character education disagree on how they would define it. We attempted to achieve greater conceptual clarity on this issue through a prototype analysis in which the features perceived as most central to character education were identified. In Study 1 (N = 77), we asked character education experts to enumerate features of character education. Based on these lists, we identified (...)
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  29. Is burgerschapsvorming een legitieme taak van de school?Michael Merry - 2022 - Knack.
    Het idee dat burgerschapsonderwijs noodzakelijkerwijs democratisch is omdat ze door een democratische staat wordt georganiseerd, is een bedenkelijke assumptie. Veronderstellen dat goed burgerschap overigens beperkt kan blijven tot een reeks van ‘meetbare’ kenniscomponenten (bv. kennis van presidenten, koningen), overtuigingen (bv., ‘er zijn mensenrechten’) en ‘competenties’ (bv. ‘kunnen omgaan met meningsverschillen’) is niet enkel een karikatuur maken van de democratie zelf, maar getuigt evenzeer van een democratisch paternalisme.
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  30. Aportes de Leonidas Proaño para la interpretación de la crisis educativa.Jefferson Alexander Moreno-Guaicha - 2022 - In Experiencias docentes en tiempo de pandemia. Quito: Abya-yala. pp. 95-124.
    Los autores realizan una breve contextualización de la situación mundial y de las grandes incertidumbres generadas por la pandemia de la COVID 19 que han transformado la dinámica de las sociedades rompiendo con la acostumbrada normalidad que para el caso de América Latina puso de manifiesto las desigualdades existentes en el campo educativo fundamentalmente. En el caso ecuatoriano y debido a que un alto número de personas es población indígena y en condiciones de pobreza, para superar en algo la situación (...)
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  31. Alternativa radiofónica: una propuesta para garantizar el acceso a la educación en tiempos de pandemia.Jefferson Alexander Moreno-Guaicha & Alexis Mena Zamora - 2022 - Horizontes Revista de Investigación En Ciencias de la Educación 6 (24):1215-1232.
    Las problemáticas originadas a raíz de la pandemia han incidido notablemente en la educación, especialmente en cuanto a la calidad y el acceso igualitario para los sectores más vulnerables. La investigación analizó las experiencias de escuelas radiofónicas en Ecuador y su potencial para garantizar el acceso a la educación en sectores que enfrentan limitaciones de conexión a internet en tiempos de pandemia. Se trata de una investigación cualitativa que recopila datos de entrevistas aplicadas a especialistas en el tema y miembros (...)
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  32. ALTINCI SINIF FEN BİLİMLERİ DERS KİTABI ÖĞRENME ETKİNLİKLERİNİN ÖZGÜN SORGULAMA ÖZELLİKLERİ VE ÖĞRENCİLERİN BİLİMİN DOĞASI DÜZEYLERİNİN İNCELENMESİ.Sinem Öztürk - 2022 - Dissertation,
    Bu tez çalışmasının amacı altıncı sınıf Fen Bilimleri Ders kitabı öğrenme etkinliklerinin özgün sorgulama özellikleri ve öğrencilerin bilimin doğası hakkındaki görüşlerinin düzeylerini incelenmektir. Bu doğrultuda araştırmada karma yöntem ve verilerin toplanma sistematiğinden dolayı yakınsayan paralel desen kullanılmıştır. Çalışma grubunu uygun örnekleme yöntemi ile belirlenen ve 2017-2018 Eğitim-Öğretim yılında Muğla ili Milas ilçesine bağlı bir köy ortaokulunda altıncı sınıfta öğrenim gören 23 öğrenci oluşturmaktadır.
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  33. Epistemic Injustice in the Education of People with Mental Disabilities.José Álvarez Sanchez & Ana María Rosas Rodríguez - 2022 - Educação and Realidade 2 (47).
    Epistemic Injustice in the Education of People with Mental Disabilities. This article offers a perspective on inclusive education based on Fricker's conception of epistemic injustice. What is the relationship between inclusive education and epistemic injustice in the case of students with mental deficiencies? By adapting Fricker's thesis to this extreme case, epistemic injustice can be explored via the social model of disability (SMD). Accordingly, we propose that epistemic injustice harms the entire educational community and society. -/- Mental Disability. Epistemic Injustice. (...)
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  34. Norms of Inquiry, Student-Led Learning, and Epistemic Paternalism.Robert Mark Simpson - 2022 - In Jonathan Matheson & Kirk Lougheed (eds.), Epistemic Autonomy. New York, NY, USA: pp. 95-112.
    Should we implement epistemically paternalistic measures outside of the narrow range of cases, like legal trials, in which their benefits and justifiability seem clear-cut? In this chapter I draw on theories of student-led pedagogy, and Jane Friedman’s work on norms of inquiry, to argue against this prospect. The key contention in the chapter is that facts about an inquirer’s interests and temperament have a bearing on whether it is better for her to, at any given moment, pursue epistemic goods via (...)
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  35. Social Connectedness in Physical Isolation: Online Teaching Practices That Support Under-Represented Undergraduate Students’ Feelings of Belonging and Engagement in STEM.Ian Thacker, Viviane Seyranian, Alex Madva, Nicole T. Duong & Paul Beardsley - 2022 - Education Sciences 12 (2):61-82.
    The COVID-19 outbreak spurred unplanned closures and transitions to online classes. Physical environments that once fostered social interaction and community were rendered inactive. We conducted interviews and administered surveys to examine undergraduate STEM students’ feelings of belonging and engagement while in physical isolation, and identified online teaching modes associated with these feelings. Surveys from a racially diverse group of 43 undergraduate students at a Hispanic Serving Institution (HSI) revealed that interactive synchronous instruction was positively associated with feelings of interest and (...)
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  36. Thomas Kuhn ve Bilimin Doğası: Fen Eğitimi ve Bilim Felsefesi Açısından Bir İnceleme.Alper Bilgehan Yardımcı - 2022 - Tabula Rasa: Felsefe Ve Teoloji 1 (39):30-42.
    Fen eğitimi ve öğretiminin anahtar unsurlarından bir tanesi bilimin doğasının ve özelliklerinin doğru bir şekilde tespit edilmesidir. Bilimin doğasına yönelik tespitler fen eğitimi yöntemlerini birçok açıdan etkilemektedir. Fen eğitimi ve fen öğretimi ile ilgili olan kişiler bilimin doğasının açık bir şekilde öğretilmesi gerektiğini kabul etmektedir. Thomas Kuhn’un bilim tarihi, bilim felsefesi ve bilim sosyolojisi alanlarını içeren incelemeleri neticesinde ileri sürdüğü bilimin yapısına, işleyişine ve doğasına yönelik tezleri (paradigma, olağan bilim, bilimsel devrimler, eşölçülemezlik, bulmaca çözme, kuram seçimi, keşif ve gerekçelendirme ayrımı) (...)
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  37. Thomas Kuhn'un Fen Eğitimine Yönelik Görüşlerinin İncelenmesi: Endoktrinasyon Çerçevesinde Gelen Tepkiler.Alper Bilgehan Yardımcı & Mehmet Ali Sarı - 2022 - Temaşa Erciyes Üniversitesi Felsefe Bölümü Dergisi 1 (18):173-185.
    Bu makalede, bilim felsefecisi kimliğiyle tanınan Thomas Kuhn’un eğitim ve özellikle fen eğitimi alanındaki görüşlerine değinilmektedir. Fen eğitimi, bilim, bilimin doğası ve bilim uygulamaları hakkında düşünceler geliştirmeye odaklanarak fen öğrenimi için gerekli olan beceri ve anlayışın geliştirilmesini amaçlamaktadır. Fen eğitiminin temel amaçlarından biri bilimin gerçek doğasının tespit edilmesi ve bu doğrultuda bir eğitim modelinin belirlenmesidir. Bu çerçevede Kuhn’un bilim tarihine yönelik incelemeleri neticesinde ileri sürdüğü paradigma kavramı bilimin doğası ve fen eğitimi konusundaki görüşlerin değişimine yol açmıştır. Kuhn açısından fen eğitimi (...)
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  38. Trust, Power, and Transformation in the Prison Classroom.Fran Fairbairn - 2021 - Journal of Prison Education and Reentry 7 (2):160-182.
    This article does three things. First, it asks a new question about transformative education, namely ‘what is the role of power and trust in the decision of whether to transform one’s meaning scheme in the face of new information or whether to simply reject the new information?’ Secondly, it develops a five-stage model which elaborates on the role of this decision in transformative learning. Finally, it uses grounded-theory and the five-stage model to argue that power and trust play an important (...)
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  39. GAMIFICATION IN GENETICS: EFFECTS OF GAMIFIED INSTRUCTIONAL MATERIALS ON THE STEM STUDENTS’ INTRINSIC MOTIVATION.Aaron Funa, Renz Alvin Gabay & Jhonner D. Ricafort - 2021 - Jurnal Pendidikan IPA Indonesia 10 (4):462-473.
    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 (...)
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  40. Can the multitude be philosophic? – Myth, Reason, and Politics.Justin P. Holt - 2021 - Academia Letters 2846 (Article 2846.).
    In his Republic, Plato argues that self-rulership cannot be widespread enough in a populace due to structural failures of education. This means that rulership by the few with the use of manipulative mythological devices is inevitable. That is, if a populace cannot rule themselves through the use of their reason, then they will be ruled by others through the use of myth, at best, and at worst, violence. Even given this rather grim conclusion, if we closely examine what Plato has (...)
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  41. Sie sind Fake News! Ein analytischer Zugang für die Politische Bildung.Manuel S. Hubacher - 2021 - In Manuel S. Hubacher & Monika Waldis (eds.), Politische Bildung für die digitale Öffentlichkeit: Umgang mit politischer Information und Kommunikation in digitalen Räumen. Wiesbaden, Deutschland: Springer. pp. 153-173.
    Dieser Beitrag greift das Phänomen Fake News auf und plädiert für einen analytischen Zugang zur Thematik. Zunächst grenzt er den Begriff der Fake News von anderen Phänomenen ab. Er zeigt auf, dass der Begriff nicht nur keinen analytischen Mehrwert bietet, sondern dass er die eigentlichen Probleme verschleiert und als Propagandabegriff u.a. Verwendung findet, um Zensur zu rechtfertigen und die Gegenseite zu delegitimieren. Trotzdem sollte die Politische Bildung nicht vollkommen auf den Begriff verzichten. Versteht man Fake News als einen fließenden Signifikant (...)
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  42. Einleitende Überlegungen zu einer Politischen Bildung für die digitale Öffentlichkeit.Manuel S. Hubacher & Monika Waldis - 2021 - In Manuel S. Hubacher & Monika Waldis (eds.), Politische Bildung für die digitale Öffentlichkeit. Wiesbaden, Deutschland: pp. 1-23.
    Das Ziel, die Lernenden zu befähigen, als selbstbestimmte und -ermächtigte Bürger*innen am Politischen teilzuhaben, verlangt in einer Mediengesellschaft unter anderem danach, jene Systeme verstehen, kritisieren und gestalten zu können, die politische Information kreieren und verbreiten. Um der Komplexität und den Interdependenzen dieser Systeme gerecht zu werden, ist auf verschiedenste Fachbereiche und deren Zugänge zurückzugreifen. Diese bilden die Grundlage, um Lernende zu befähigen, sich selbstbestimmt und emanzipiert mit den gesellschaftspolitischen Fragen des 21. Jahrhunderts auseinanderzusetzen. Basierend auf den Beiträgen dieses Sammelbandes skizzieren (...)
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  43. Paradoxical Education: Learning to Unlearn What We Think We Have Learned.Zachary Isrow - 2021 - World Journal of Education and Humanities 3 (3):57-65.
    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 (...)
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  44. Sınıf Öğretmeni Adaylarının Tartışmaya Yönelik Öz-Yeterlikleri, Bilimin Doğasına Yönelik İnanışları ve Eleştirel Düşünmeleri Arasındaki İlişkinin İncelenmesi.Rabiya Kıran - 2021 - Dissertation, Aydin Adnan Menderes Üni̇versi̇tesi̇
    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 (...)
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  45. How Universities Can Best Respond to the Climate Crisis and Other Global Problems.Nicholas Maxwell - 2021 - Philosophies 1 (1):1.
    The world is in a state of crisis. Global problems that threaten our future include: the climate crisis; the destruction of natural habitats, catastrophic loss of wild life, and mass extinction of species; lethal modern war; the spread of modern armaments; the menace of nuclear weapons; pollution of earth, sea and air; rapid rise in the human population; increasing antibiotic resistance; the degradation of democratic politics, brought about in part by the internet. It is not just that universities around the (...)
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  46. Teaching Dance and Philosophy to Non Majors: The Integration of Movement Practices and Thought Experiments to Articulate Big Ideas.Megan Brunsvold Mercedes & Kristopher G. Phillips - 2021 - In Rebecca Farinas & Julie Van Camp (eds.), The Bloomsbury Handbook of Dance and Philosophy. London, UK: pp. 20-35.
    Philosophers sometimes wonder whether academic work can ever be truly interdisciplinary. Whether true interdisciplinarity is possible is an open question, but given current trends in higher education, it seems that at least gesturing toward such work is increasingly important. This volume serves as a testament to the fact that such work can be done. Of course, while it is the case that high-level theoretical work can flourish at the intersection of dance and philosophy, it remains to be seen how we (...)
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  47. Ethical Narratives and Oppositional Consciousness.John Proios - 2021 - Apa Newsletter on Feminism and Philosophy 20 (3):11-15.
    The purpose of this paper is to consider the ethical, political, and epistemological dimensions of upward mobility, through higher education, from a personal perspective. I explore some of the contradictions exposed in my experience pursuing aphilosophy Ph.D., in light of scholarship highlighting challenges for low socio-economic status (SES) undergraduate students. I evaluate the proposal from the philosopher Jennifer M. Morton (2019) that low-SES students need ‘clear-eyed ethical narratives’ to navigate higher education. I argue that, in order to develop these narratives, (...)
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  48. Ghosting Inside the Machine: Student Cheating, Online Education and the Omertà of Institutional Liars.Shane J. Ralston - 2021 - In Alison MacKenzie, Jennifer Rose & Ibrar Bhatt (eds.), The Epistemology of Deceit in the Postdigital Era: Dupery by Design. Springer. pp. 251-264.
    'Ghosting' or the unethical practice of having someone other than the student registered in the course take the student's exams, complete their assignments and write their essays has become a common method of cheating in today's online higher education learning environment. Internet-based teaching technology and deceit go hand-in-hand because the technology establishes a set of perverse incentives for students to cheat and institutions to either tolerate or encourage this highly unethical form of behavior. For students, cheating becomes an increasingly attractive (...)
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  49. Defending Plurality. Four Reasons Why We Need to Rethink Academic Freedom in Europe.Karsten Schubert - 2021 - Verfassungsblog 2021/4/19.
    Academic freedom is under attack, both in authoritarian democracies, such as Hungary and Turkey, and in liberal Western democracies, such as the United States, the UK, France and Germany. For example, Gender Studies are being targeted by right-wing governments in Eastern Europe, and in France President Emmanuel Macron has attacked post-colonial and critical theories as “Islamo-gauchisme“, portraying them as a danger to the Republic. However, dominant discourses about academic freedom and free speech in the global north, lately especially in France (...)
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  50. سيـكولوجيا الانتباه: الانتباه الانتقائي وتجنيد الموارد الانتباهية.عبد الكريم الفرحي - 2021 - In الصديق الصادقي العماري وآخرون & Seddik Sadiki Amari (eds.), واحات زيز وغريس: المجال والإنسان والمجتمع. pp. 27-42.
    سيـكولوجيا الانتباه: الانتباه الانتقائي وتجنيد الموارد الانتباهية د. عبد الكريم الفرحي نحن –باستشعار حدسي–في حالة تلق دائم للمعلومات. فماذا لو فرض علينا في سياق إدراكي فيض من الإشارات الحسية؟ أو ألزمنا أنفسنا بمعالجة كم زائد من المعلومات؟... لو كان في مكنتنا ذلك، حتما سنمنح أنفسنا مقعدا في الصف الأول الذي تقتعده ثلة النبهاء. لكن بمنطق البحث وتروية النظر، تلك أسئلة تسلمنا إلى استشكال سيكولوجيا الانتباه الواقعة في مدار العلوم المعرفية على جهة الإجمال، وعلم النفس المعرفي على جهة التخصيص ومدار الاستشكال (...)
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