Results for 'Critical pedagogy'

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  1. Re‑Narrating Radical Cities over Time and through Space: Imagining Urban Activism through Critical Pedagogical Practices.Asma Mehan - 2023 - Architecture 3 (1):92-103.
    Radical cities have historically been hotbeds of transformative paradigms, political changes, activism, and social movements, and have given rise to visionary ideas, utopian projects, revolutionary ideologies, and debates. These cities have served as incubators for innovative ideas, idealistic projects, revolutionary philosophies, and lively debates. The streets, squares, and public spaces of radical cities have been the backdrop for protests, uprisings, and social movements that have had both local and global significance. This research project aims to explore and reimagine radical cities (...)
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  2. Badiouian Philosophy, Critical Pedagogy, and the K12: Suturing the Educational with the Political.Regletto Aldrich Imbong - 2015 - Phavisminda Journal 14:35-48.
    This paper addresses specific concerns that emerge as a consequence to the current educational reforms in the Philippines. These concerns are philosophical and pedagogical. The philosophical concern underscores the importance to situate philosophical thought within concrete historical conditions. In this way, philosophy does not only become a pure abstract enterprise, but an intellectual struggle at the service of historical novelties. I propose a philosophical paradigm that values collective practice at the service of truth. As new situations demand new interpretations and (...)
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  3. Axel Honneth's Critical Pedagogy for a Renewed Socialist-Global Society.Victor John Loquias - 2019 - Social Ethics Society Journal of Applied Philosophy 1 (5):99-140.
    This paper provides an alternative way of linking Honneth’s claims on critical theory with his view of education. It addresses the question whether Honneth’s view of education bear the ramifications of his early theory of recognition, andhow it does come into play in the current strand of his thought in his later works. Honneth’s own description of doing criticaltheory is then appropriated to education in the phrase “criticalpedagogy with normative content.” The development ofHonneth’s thought from his theory of recognition (...)
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  4. Being Haunted by—and Reorienting toward—What ‘Matters’ in Times of (the COVID-19) Crisis: A Critical Pedagogical Cartography of Response-ability.Evelien Geerts - 2021 - In Vivienne Bozalek & Michalinos Zembylas (eds.), Higher Education Hauntologies: Living with Ghosts for a Justice-to-Come. Routledge.
    Recent new materialist and posthumanist research in curriculum and pedagogy studies is focusing more and more on the intertwinement between social justice, fairness, and accountability, and how to put these ideals to use to create inclusive, consciousness-raising canons, curricula, and pedagogies that take the dehumanized and the more-than-human into account. Especially pedagogical responsibility, often rephrased as ‘response-ability’ to accentuate the entanglements that this notion engenders versus forgotten or forcefully eradicated knowledges, and between teacher and student as intra-active learners, is (...)
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  5. Resisting the Binary Divide in Higher Education: The Role of Critical Pedagogy.Alya Khan - 2018 - Journal for Critical Education Policy Studies 16 (1):30-58.
    The article explores the landscape in higher education in which old binary divisions are officially denied yet have been reinvigorated through a mix of conservative and neo-liberal policies. Efforts to resist such pressures can happen at different levels, including, in this case, module design and classroom practice. The rationale for such resistance is considered in relationship to the authors’ political and moral standpoints. Debates within higher education policy circles are invariably reduced to a series of oppositions: theory and practice; training (...)
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  6. Against Alienation: The Emancipative Potential of Critical Pedagogy in Fromm.Rafael D. Pangilinan - 2009 - Kritike 3 (2):1-29.
    Critical theory generally refers to a series of pathways for Marxist-inspired intellectual inquiry that first emerged with the end of the 18th century European Enlightenment and in particular with the initial widespread waning of intellectual confidence that the newly hegemonic bourgeois society would succeed in realizing Enlightenment ideals. In short, it represents the intellectual articulation of the conviction that modern capitalist society cannot—at least not without significant reformation or substantial transformation—realize the Enlightenment ideal of an enlightened society. According to (...)
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  7. Critical thinking and pedagogical license. Manuscrito XXII, 109–116. Persian translation by Hassan Masoud.John Corcoran - 1999 - Manuscrito: Revista Internacional de Filosofía 22 (2):109-116.
    CRITICAL THINKING AND PEDAGOGICAL LICENSE https://www.academia.edu/9273154/CRITICAL_THINKING_AND_PEDAGOGICAL_LICENSE JOHN CORCORAN.1999. Critical thinking and pedagogical license. Manuscrito XXII, 109–116. Persian translation by Hassan Masoud. Please post your suggestions for corrections and alternative translations. -/- Critical thinking involves deliberate application of tests and standards to beliefs per se and to methods used to arrive at beliefs. Pedagogical license is authorization accorded to teachers permitting them to use otherwise illicit means in order to achieve pedagogical goals. Pedagogical license is thus analogous to (...)
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  8. Critical thinking and pedagogical license.John Corcoran - 1999 - Manuscrito 22 (2):109.
    Critical thinking involves deliberate application of tests and standards to beliefs per se and to methods used to arrive at beliefs. Pedagogical license is authorization accorded to teachers permitting them to use otherwise illicit means in order to achieve pedagogical goals. Pedagogical license is thus analogous to poetic license or, more generally, to artistic license. Pedagogical license will be found to be pervasive in college teaching. This presentation suggests that critical thinking courses emphasize two topics: first, the nature (...)
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  9. Collaborative Pedagogical Practices in the Era of Radical Urban Transitions.Asma Mehan & Jessica Stuckemeyer - 2023 - Dimensions. Journal of Architectural Knowledge 3 (5/2023: Collaborations: Rethinki):125-140.
    Architectural research forms the basis of design in seeking a solution that considers the site’s sociopolitical and spatial-cultural factors and the built environment surrounding it. In addressing industrial heritage, industrial revolutions, energy transitions, and technological innovation uniquely shape the city. The transformation and new discourse between similar heritage and different sites allow for a combination of ideas with transnational and interdisciplinary depth, bolstering individual designs through a developed perspective on industrial architecture. This studio addresses the socio-political and spatial-cultural challenges of (...)
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  10. Pedagogi Shalom: Analisis Kristis Terhadap Pedagogi Kritis Henry A. Giroux dan Relevansinya Bagi Pendidikan Kristen di Indonesia.Zummy Anselmus Dami - 2019 - Jurnal Filsafat 29 (1):134-165.
    This paper is a critical analysis towardcritical pedagogy in education using the concept of the pedagogy of shalom. Critical analysis is undertakennot to imply that critical pedagogy as formulated by Giroux is a wrong conceptbut this paper aims to recover the fragility and refining that has not been perfect through the values of the divine pedagogy of shalom. Critical pedagogy and shalom pedagogy struggle to question and challenge the mindset and (...)
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  11. Pedagogies in the Wild—Entanglements between Deleuzoguattarian Philosophy and the New Materialisms: Editorial.Evelien Geerts & Delphi Carstens - 2021 - Matter: Journal of New Materialist Research 1 (2).
    Whether we are said to be living in the Anthropocene, the Capitalocene, or are witnessing the start of the Chthulucene, as feminist science studies scholar Donna J. Haraway (2016) would describe the current post-anthropocentric era, there is a demonstratable need for affective, entangled, transversal forms of thinking-doing today. Writing this editorial almost a year after the COVID-19 pandemic erupted, and that as inhabitants of Belgium and South Africa—countries with complex ongoing capitalist-colonial legacies, socio-political presents, and heavily but also differently hit (...)
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  12. Optimizing ICT Integration in Education: Critical Factors, Pedagogical Strategies, and Policy Implications.Merry Joice Zecree Lagarbe - 2024 - Imjrise 1 (3):121-126.
    This systematic literature review investigates critical factors influencing the use of Information and Communication Technologies (ICT) in teaching and learning environments. Drawing upon existing research, the study examines key themes including teacher attitudes and beliefs, professional development, infrastructure, and pedagogical integration. Findings indicate that positive teacher attitudes towards ICT and effective professional development programs are essential for successful technology integration. Moreover, the availability of reliable infrastructure, such as internet connectivity and hardware, plays a vital role in facilitating equitable access (...)
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  13. Wonder as Feminist Pedagogy: Disrupting Feminist Complicity with Coloniality.Laura Roberts & Fabiane Ramos - 2021 - Feminist Review 128 (1):28-43.
    This article documents our collaborative ongoing struggle to disrupt the reproduction of the coloniality of knowledge in the teaching of Gender Studies. We document how our decolonial feminist activism is actualised in our pedagogy, which is guided by feminist interpretations of ‘wonder’ (Irigaray, 1999; Ahmed, 2004; hooks, 2010) read alongside decolonial theory, including that of Ramón Grosfoguel, Walter D. Mignolo and María Lugones. Using notions of wonder as pedagogy, we attempt to create spaces in our classrooms where (...) self-reflection and critical intellectual and embodied engagement can emerge. Our attempts to create these spaces include multiple aspects or threads that, when woven together, might enable other ways of knowing-being-doing that works towards disrupting feminist complicity with coloniality in the Australian context. (shrink)
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  14. Democratic pedagogy.Gilbert Burgh - 2014 - Journal of Philosophy in Schools 1 (1):22-44.
    The ideas contained in this paper were first formulated as part of a chapter in my doctoral dissertation, which was completed in 1997. Some years later I added to my initial thoughts, scribbled some notes, and presented them at the 12th Annual Philosophy in Schools Conference, held in Brisbane in 2002. This presentation surfaced as a paper in Critical & Creative Thinking: The Australasian Journal of Philosophy in Schools (Burgh 2003a). Soon thereafter I revised the paper (Burgh 2003b) and (...)
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  15. Digital Literacy and Digital Competence of Selected Filipino Teachers: Basis for a Post-Pandemic Pedagogy.Jhessie Abella & Elmer Dela Rosa - 2023 - Ijorer : International Journal of Recent Educational Research 4 (5):548-569.
    Objective: The study seeks to provide a thorough description of the teachers' digital literacy (DL) and digital competence (DC) and shine a light on the variables that influence the development of their digital literacies and competence. Method: Comprehensive data collection and analysis from 274 participants were completed. Descriptive and inferential statistics were conducted to accomplish the objectives of this study. Results: It came to light that teachers with less than ten years of experience have higher levels of digital literacy. Pre-service (...)
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  16. Culturally responsive pedagogy: A systematic overview (4th edition). [REVIEW]Manuel Caingcoy - 2023 - Diversitas Journal 8 (4):3203 – 3212.
    Culturally responsive pedagogy is crucial in education, valuing diverse backgrounds to create inclusive learning environments. This paper synthesizes 32 literature sources systematically highlighting the importance of recognizing cultural backgrounds, building relationships, adapting instruction, and promoting critical consciousness. Recognition of students' backgrounds enhances academic achievement and engagement, while positive relationships foster belonging and well-being. Adapting instruction meets diverse needs and improves outcomes. Promoting critical consciousness empowers students to challenge stereotypes and address social injustices. Ongoing professional development and support (...)
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  17. Re-Envisioning Contemplative Pedagogy Through Self-Study.Sabrina D. MisirHiralall - 2016 - Teacher Learning and Professional Development 2 (1):84-96.
    Contemplative pedagogy focuses on creating a sense of presence within educators to effectively educate the whole person through mindfulness in teaching. As I engage in a self-study, I develop initial components for the way I employ contemplative pedagogy. I aim to understand myself as an educator in order to teach effectively. One way to enable particular kinds of understandings is through self-study methodology. The foundational framework that develops through my ongoing self-study may interest those who are unfamiliar with (...)
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  18. Philosophical Practices and Pedagogical Practices in Philosophy / Práticas Filosóficas e Práticas Pedagógicas em Filosofia.Rodrigo Cid - 2009 - Cadernos UFS de Filosofia 6:87-95.
    These days philosophy teaching in universities follows two main views: the continental philosophy and the analytic philosophy. Each one of those traditions has very different philosophical and pedagogical practices. My objectives in this article are: 1. to show the distinctions between the practices that continental and analytical philosophies cultivated at the universities; 2. to indicate that there is a confusion at the characterization of what is analytic philosophy, and that the critics driven to it are in fact driven to logical (...)
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  19. Pedagogy and People-Seeds: Teaching Judith Jarvis Thomson’s “A Defense of Abortion”.Scott Woodcock - 2005 - Teaching Philosophy 28 (3):213-235.
    Judith Thomson’s “A Defense of Abortion” is one of the most widely taught papers in undergraduate philosophy, yet it is notoriously difficult to teach. Thomson uses simple terminology and imaginative thought experiments, but her philosophical moves are complex and sometimes difficult to explain to a class still mystified by the prospect of being kidnapped to save a critically ill violinist. My aim here is to identify four sources of difficulty that tend to arise when teaching this paper. In my experience, (...)
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  20. A Model of Critical Thinking in Higher Education.Martin Davies - 2014 - In M. B. Paulsen (ed.), Higher Education: Handbook of Theory and Research. Dordrecht, Netherlands: Springer. pp. 41-92.
    Critical thinking in higher education” is a phrase that means many things to many people. It is a broad church. Does it mean a propensity for finding fault? Does it refer to an analytical method? Does it mean an ethical attitude or a disposition? Does it mean all of the above? Educating to develop critical intellectuals and the Marxist concept of critical consciousness are very different from the logician’s toolkit of finding fallacies in passages of text, or (...)
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  21. Re-vitalizing the American Feminist-Philosophical Classroom: Transformative Academic Experimentations with Diffractive Pedagogies.Evelien Geerts - 2019 - In Carol A. Taylor & Annouchka Bayley (eds.), Posthumanism and Higher Education: Reimagining Pedagogy, Practice and Research. Springer Verlag. pp. 123-140.
    This chapter touches upon the damaging impact of neoliberal reason on institutions of higher education, and my efforts as a teacher to help turn things around by re-vitalizing the classroom. After a critique of current neoliberal ‘borderline times’, the chapter takes the reader on a journey of diffractive re-imaginings in which I share some of my experiences of co-learning with undergraduates in an American feminist-philosophical classroom. My central argument is that the neoliberalism-induced crisis in education can be affirmatively counteracted through (...)
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  22. 18 Dewey’s and Freire’s Pedagogies of Recognition.Kim Díaz - 2011 - In Gregory Fernando Pappas (ed.), Pragmatism in the Americas. Fordham University Press. pp. 284-296.
    Subtractive schooling is a type of pedagogy that subtracts from the student aspects of her identity in order to assimilate and reshape her identity to fit the American mainstream. Here, I question the value of assimilation as it takes place in our public school systems. Currently, immigrant children are often made to feel inadequate for being culturally different. This is detrimental to their development as students given that at their young age they do not yet have the emotional maturity (...)
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  23. Pedagogy of the oppressed.Paul N. Rengma - manuscript
    The paper brings a critique of Freire’s notions in regard to education, philosophy, and politics. It explains how exploitation and oppression affect humanization. It also criticizes the “Banking model” of education and recommends the dialogical approach which can transform individuals.
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  24. Deleuzoguattarian Thought, the New Materialisms, and (Be)wild(erring) Pedagogies: A Conversation between Chantelle Gray, Delphi Carstens, Evelien Geerts, and Aragorn Eloff.Evelien Geerts, Chantelle Gray, Delphi Carstens & Aragorn Eloff - 2021 - Matter: Journal of New Materialist Research 1 (2).
    This intra-view explores a number of productive junctions between contemporary Deleuzoguattarian and new materialist praxes via a series of questions and provocations. Productive tensions are explored via questions of epistemological, ontological, ethical, and political intra-sections as well as notions of difference, transversal contamination, ecosophical practices, diffraction, and, lastly, schizoanalysis. Various irruptions around biophilosophy, transduction, becomology, cartography, power relations, hyperobjects as events, individuation, as well as dyschronia and disorientation, take the discussion further into the wild pedagogical spaces that both praxes have (...)
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  25. CRITICAL THINKING IN MEDIA SPHERE: ATTITUDE OF UNIVERSITY TEACHERS TO FAKE NEWS AND ITS IMPACT ON THE TEACHING.Anna Shutaleva - 2021 - Journal of Management Information and Decision Sciences 24:1-12.
    The article aims to determine how university professors critically perceive and evaluate information when interacting with the media sphere. The study's relevance is due to the insufficient elaboration of Russian teachers' attitude to the information in the media sphere, which is significant in developing students' critical thinking. The study analyzes theoretical sources and documents on critical thinking in the media sphere and the results of processing empirical data obtained from questioning teachers. The main measuring instrument is a questionnaire (...)
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  26. When win-argument pedagogy is a loss for the composition classroom.Grosskopf Wendy Lee - 2015 - Argument: Biannual Philosophical Journal 5 (1):243-266.
    Despite the effort educators put into developing in students the critical writing and thinking skills needed to compose effective arguments, undergraduate college students are often accused of churning out essays lacking in creative and critical thought, arguments too obviously formulated and with sides too sharply drawn. Theories abound as to why these deficiencies are rampant. Some blame students’ immature cognitive and emotional development for these lacks. Others put the blame of lackadaisical output on the assigning of shopworn writing (...)
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  27. Critical Discourse Analysis of Barack Obama's 2012 Speeches: Views from Systemic Functional Linguistics and Rhetoric.Bahram Kazemian - 2014 - Theory and Practice in Language Studies 6 (4):1178-1187.
    In the light of Halliday's Ideational Grammatical Metaphor, Rhetoric and Critical Discourse Analysis, the major objectives of this study are to investigate and analyze Barack Obama's 2012 five speeches, which amount to 19383 words, from the point of frequency and functions of Nominalization, Rhetorical strategies, Passivization and Modality, in which we can grasp the effective and dominant principles and tropes utilized in political discourse. Fairclough’s Critical Discourse Analysis frameworks based on a Hallidayan perspective are used to depict the (...)
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  28. How Effective are (Bi)culturally Responsive Pedagogies at Improving Educational Outcomes for Māori Students in Mainstream Secondary Schools?Rory W. Collins - 2021 - Dissertation, University of Canterbury
    Disparities in educational outcomes between Māori and non-Māori students remain a pressing concern in New Zealand. Recent policy documents framed through notions of 'effectiveness' champion culturally responsive pedagogies (CRPs) to address the achievement gap in mainstream secondary schools. Here, I interrogate this claim through close analysis of the Te Kotahitanga project led by Russell Bishop which, despite extensive government support, including a $42 million investment to restart the initiative, has limited conceptual and empirical grounding. I then consider broader understandings of (...)
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  29. A More Practical Pedagogical Ideal: Searching for a Criterion of Deweyan Growth. [REVIEW]Shane Jesse Ralston - 2011 - Educational Theory 61 (3):351-364.
    When Dewey scholars and educational theorists appeal to the value of educative growth, what exactly do they mean? Is an individual's growth contingent on receiving a formal education? Is growth too abstract a goal for educators to pursue? Richard Rorty contended that the request for a “criterion of growth” is a mistake made by John Dewey's “conservative critics,” for it unnecessarily restricts the future “down to the size of the present.” Nonetheless, educational practitioners inspired by Dewey's educational writings may ask (...)
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  30. Constructing an Authentic Self: The challenges and promise of African-centered pedagogy.Michael Merry - 2008 - American Journal of Education 115 (1):35-64.
    Notwithstanding its many successes, African-centred pedagogy (ACP) has been vulnerable to criticism, implicit and explicit, from several quarters. For example, ACP can be justly criticized for not recognizing the general diversity of blacks in America, a “nation” of more than 30 million spread across a tremendous variety of lifeways, locations, and historical circumstances. It also has been accused of abandoning the democratic purposes of the civil rights movement and repudiating its real successes. In addition to the ambiguities of Black (...)
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  31. Encouraging Critical Engagement with Course Readings Through Focused Reading Responses.Laura Wildemann Kane - 2022 - Currents in Teaching and Learning 13 (2):28-37.
    In this paper I demonstrate how Focused Reading Responses motivate students to 1) critically engage with reading assignments, and 2) write more substantive reading responses. A focused reading response asks students to reflect upon several aspects of a reading assignment by responding, in writing, to a number of prompts that serve to engage students in critical thinking while also limiting the overall length of the response. Each prompt can be adjusted to accommodate the instructor’s subject matter and teaching modality. (...)
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  32. Emancipatory and Critical Language Education: A Plea for Translingual Possible Selves and Worlds.Maria Formosinho, Carlos Reis & Paulo Jesus - 2019 - Critical Studies in Education 60 (2):168-186.
    Language is the main resource for meaningful action, including the very formation of selves and psychosocial identities, shaped by practical norms, beliefs, and values. Thus, language education constitutes one of the most powerful means for both social reproduction and social production and ideological maintenance and utopian innovation. In this paper, we attempt to emphasise the invaluable psychosocial, political, economic, and cultural function of language education in order to propose a critical view of the current transition from the monolingual to (...)
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  33. Laughing to Learn: Irony in the Republic as Pedagogy.Jonathan Fine - 2011 - Polis 28 (2):235-49.
    [Condensed abstract] Socrates' ironic use of 'makaria' (blessedness) in the Republic exhorts Glaucon to think more critically. Certain features of the supposedly ideal city, motivated by Glaucon's character, may be protreptic for Glaucon to practice philosophical courage and intellectual moderation.
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    Thinking As Two - Philosophy, Critical Thinking, and Community of Inquiry.Daniel Fisherman - 2010 - Childhood and Philosophy 6 (12):211-227.
    Supporters of the philosophy for children movement often claim that philosophy is the ideal subject to teach children if we seek to improve their critical thinking. Claiming that only philosophy encompasses the whole of the critical thinking enterprise, and that it alone teaches meta-cognition, these proponents argue for its inclusion in both elementary and secondary school curricula. Yet, if we accept a mainstream description of critical thinking as an activity demanding both aptitude and disposition, the discipline of (...)
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  35. Reasons for Teaching Critical Thinking: A Proposal in Confucian Ethics.Ranie Villaver - 2022 - Lukad: Online Journal of Pedagogy 2 (2):29-41.
    Critical thinking (CT) in the Philippine basic education curriculum may be said to be clearly evident in the inclusion of “Trends, Networks and Critical Thinking in the 21st Century”. The course is required in the senior high school HUMSS track. CT in Philippine education is likely based or patterned upon U.S.’s “teaching for thinking” program. In Lipman’s survey (2003), the program transitioned to “teaching for critical thinking.” The Philippines was a U.S. colony from 1898 to 1946. This (...)
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  36. The educational fiction of agential control: Some preliminary notes on a pedagogy of ‘as if’.Johan Dahlbeck - 2023 - Educational Philosophy and Theory (1):100-110.
    This paper addresses the rift between the teacher’s sense of self as a causal agent and the experience of being in lack of control in the classroom, by way of Hans Vaihinger’s philosophy of ‘as if.’ It is argued that understanding agential control in terms of a valuable educational fiction—a practical (ethical) fiction in Vaihinger’s vocabulary—can offer a way of bridging this rift and can help teachers make sense of the tension between their felt need to strive for control and (...)
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  37. Paideia for Praxis: Philosophy and Pedagogy as Practices of Liberation.Nathan Jun - 2012 - In Robert Haworth (ed.), Anarchist Pedagogies: Collective Actions, Theories, and Critical Reflections on Education. PM Press. pp. 283-302.
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  38. Deliberating with Critical Friends.Shane Ralston - 2011 - Teaching Philosophy 34 (4):393-410.
    Standard methods for teaching Deliberative Democratic Theory (DDT) in the philosophy classroom include presenting theories in the historical order in which they originated, by theorist (or groups of theorists) or in various thematic categories, including criticisms of the theories. However, if Simone Chambers is correct and DDT has truly entered “a working theory stage,” whereby the theory and practice of deliberation receive equal consideration, then such approaches may no longer be appropriate for teaching DDT. I propose that DDT be taught (...)
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  39. Learning to Reframe Problems Through Moral Sensitivity and Critical Thinking in Environmental Ethics for Engineers.Andrea R. Gammon & Lavinia Marin - 2022 - Teaching Ethics 22 (1):97-116.
    As attention to the pervasiveness and severity of environmental challenges grows, technical universities are responding to the need to include environmental topics in engineering curricula and to equip engineering students, without training in ethics, to understand and respond to the complex social and normative demands of these issues. But as compared to other areas of engineering ethics education, environmental ethics has received very little attention. This article aims to address this lack and raises the question: How should we teach environmental (...)
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  40. Critical Analysis of English Language Teaching Skills, A Study of Primary School Teachers of Taluka Kotdiji, District Khairpur Mir’s.Abdul Karim Suhag, Naveed Ahmed Wassan, Lubna Oad, Shafiq-ur-Reman Solangi & Pervaiz Ali Soomro - 2018 - International Journal of Academic Pedagogical Research (IJAPR) 2 (3):1-6.
    Abstract: English language teaching is very important because of the global status of English. English language teaching is a process that requires great efforts on the part of all the participants. Classroom interactions, activities, textbooks are the most important elements of teaching process for the aims and objectives of a course. Main objective of this study is to discover English language teaching skills in primary schools of union council Kumb Taluka Kotdiji, District Khairpur Mir’s. The Questionnaire was prepared for teachers (...)
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  41. Tracking Privilege‐Preserving Epistemic Pushback in Feminist and Critical Race Philosophy Classes.Alison Bailey - 2017 - Hypatia 32 (4):876-892.
    Classrooms are unlevel knowing fields, contested terrains where knowledge and ignorance are produced and circulate with equal vigor, and where members of dominant groups are accustomed to having an epistemic home-terrain advantage. My project focuses on one form of resistance that regularly surfaces in discussions with social-justice content. Privilege-protective epistemic pushback is a variety of willful ignorance that many members of dominant groups engage in when asked to consider both the lived and structural injustices that members of marginalized groups experience (...)
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  42. Toward a Critical Historiography of Psychology.William R. Woodward - 1980 - Historiography of Modern Psychology, Eds. J. Brozek and L. Pongratz, Göttingen: Hofgrefe:29-70.
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  43. Does There Exist a Need for a ‘New’ Educational Ideal of Rationality? The Crossroads between Transhumanism and Israel Scheffler’s Conception of Critical Thinking.Paloma Castillo - 2023 - Encyclopaideia: Journal of Phenomenology and Education 27 (66):49-61.
    This article reflects on whether today, there is a need for a ‘new’ educational ideal of rationality. To articulate that objective, a critical analysis is made of the pedagogical ideas underlying two conflicting trends: transhumanism and critical thinking. First, the distinctive identity of the transhumanist philosophical movement is examined in terms of its partial ascription to, and, given its attempts to overcome it, its renunciation of Humanism. In the face of the apparent promises and pitfalls that techno-science portends (...)
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  44. Tracking Privilege‐Preserving Epistemic Pushback in Feminist and Critical Race Philosophy Classes.Alison Bailey - 2017 - Hypatia 32 (4):876-892.
    Classrooms are unlevel knowing fields, contested terrains where knowledge and ignorance are produced and circulate with equal vigor, and where members of dominant groups are accustomed to having an epistemic home-terrain advantage. My project focuses on one form of resistance that regularly surfaces in discussions with social-justice content. Privilege-preserving epistemic pushback is a variety of willful ignorance that many members of dominant groups engage in when asked to consider both the lived and structural injustices that members of marginalized groups experience (...)
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  45. Maimed, Disabled, Enslaved as Commodity: Child Maiming in the Lens of Critical Consciousness.John C. H. Hu - 2023 - Annals of Philosophy, Social and Human Disciplines 2023 (1):1-17.
    This essay seeks to acknowledge the unsettling reality of children being intentionally maimed towards disability and disfigurement as economic commodity. The issue is easily invisibilized in modern education, and understandably so: the trauma triggered by these bloody realities can automatically disqualify the content for formal in school education as a form of “unwelcome truth”. Freire and Fanon, however, did not shy away from the horrific state of life for the oppressed and the wretched in their consideration of pedagogy. The (...)
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  46. Whose Discourse, Whose Ears? Harmony in Dialogic Pedagogy amidst the Post-Truth Noise. [REVIEW]Aireen Grace Andal - 2019 - Dialogic Pedagogy: An International Online Journal 7:C1-C5.
    Commentary on DPJ Editorial by Robin Alexander (2019), Whose discourse? Dialogic Pedagogy for a post-truth world. This commentary adds emphasis on the importance of the four areas of dialogic pedagogy--language, voice, argument and truth-- that Alexander proposes to be invested in and prioritized more. It is argued that dialogic pedagogy will benefit from the development of the current approach to respond to the post-truth era, rather than from looking for new ways to do dialogue. Finally, it is (...)
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  47. Integrating Mathematics With Other Curriculum Areas in Secondary Education: A Critical Review.Rory W. Collins - 2022 - Dissertation, University of Canterbury
    Curriculum integration is frequently promoted as a means of enabling deeper and more authentic learning, with Mathematics often considered a suitable subject for doing so. This review investigates which elements contribute to the effectiveness of Mathematics integration in secondary education. Teacher factors include attitudes towards integrative practices and knowledge of both disciplinary content and curriculum integration theory. Pedagogy factors concern utilising activities that best synthesise concepts from multiple subjects to enhance learning, especially projects. Institutional factors relate to curriculum and (...)
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  48. Visualizing Change in Radical Cities and Power of Imagery in Urban Transformation.Asma Mehan - 2023 - Img Journal 4 (8):182-201.
    Cities have consistently served as fertile grounds for the emergence and growth of radical ideas, political transformations, and social movements, with urban landscapes nurturing visionary concepts, idealism, and revolutionary ideologies. This research delves into the captivating world of radical cities, exploring the power of image and visual narratives to communicate and comprehend urban activism within diverse contexts. By analyzing various case studies and student works, we aim to create, study, and reimagine vivid portrayals of urban activism, radical urbanism, and future (...)
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  49. Versus.Bogdan Khmelnitsky Melitopol State Pedagogical University (ed.) - 2013-2017 - Melitopol, Ukraine: Bogdan Khmelnitsky Melitopol State Pedagogical University.
    Scientific journal presented by Bogdan Khmelnitsky Melitopol State Pedagogical University, Ukraine, Melitopol. Main points: 1. Actual Problems of Modern Philosophy 2. Researches in Philosophy connected with natural components, sociological aspects and self - identity development.
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  50. The Incoherence of the Interactional and Institutional Within Freire’s Politico-Educational Project.Neil Wilcock - 2020 - Studies in Philosophy and Education 39 (4):399-414.
    In this paper I draw apart two different contexts of Freirean pedagogical practice that I label interactional and institutional. The interactional refers to the immediate learning environment with relation to the interaction between the students and the teacher. In contrast, the institutional refers to how the institutions of education are managed, constructed, and organised and how they relate to the individuals those institutions are composed of. I begin by presenting a brief overview of Freire’s argument in favour of a revolutionary (...)
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