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 (...) Dewey scholars and educational theorists, “How do I facilitate growth in my classroom?” Here Shane Ralston asserts, in spite of Rorty's argument, that searching for a more concrete standard of Deweyan growth is perfectly legitimate. In this essay, Ralston reviews four recent books on Dewey's educational philosophy—Naoko Saito's The Gleam of Light: Moral Perfectionism and Education in Dewey and Emerson, Stephen Fishman and Lucille McCarthy's John Dewey and the Philosophy and Practice of Hope, and James Scott Johnston's Inquiry and Education: John Dewey and the Quest for Democracy and Deweyan Inquiry: From Educational Theory to Practice—and through his analysis identifies some possible ways for Dewey-inspired educators to make growth a more practical pedagogical ideal. (shrink)

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.

Should ethics be taught in the high schools? Should high school faculty teach it themselves or invite college and university professors (or instructors) into the classroom to share their expertise? In this paper, I argue that the challenge to teach ethics in the high schools has a distinctly Deweyan dimension to it, since (i) Dewey proposed that it be attempted and (ii) he provided many valuable resources with which to proceed. The paper is organized into four sections. In the (...) first, I summarize Jim Garrison’s account of Dewey’s philosophy as education and argue that it offers an exceptional tool-kit to someone interested in advocating for high school ethics pedagogy. The second section presents Dewey’s model for ethics instruction in a high school setting, as articulated in his only essay devoted specifically to the subject: “Teaching Ethics in the High School.” The third examines Peter Singer’s brief essay, “Moral Experts,” to see whether moral expertise is a sine qua non for teaching ethics in the high schools. In the fourth and concluding section, I propose that meeting the Deweyan challenge of teaching ethics in the high schools requires, first, preparing oneself to overcome the objection that such a project is naïve, utopian or just plain foolish and, second, organizing enthusiastic participants to develop and test a prototype, experimenting with various implementation strategies on a small scale before attempting a bolder and larger scale version of the project. Apropos of this second requirement, I showcase the Center for Education in Law and Democracy’s “The High School Ethics Project” in the state of Colorado. (shrink)

In an era defined by events that continuously shake Fukuyama’s thesis according to which liberal democracy constitutes the end of History, there is need for a democratic ideal that puts the role of civic action at the heart of its justification. In this article, I argue that John Dewey’s democratic ideal understood as a matter of civic co-creation, where democratic pursuits are continually redefined by citizens through solving communal problems - not set by history, once and for all - provides (...) a valuable response to this need. To this end, this article reconsiders Deweyan democracy by:(1) presenting it as a transformational process, in opposition to liberal democracy; (2) discussing Dewey’s conception of active citizenship as requiring more than mere political participation; (3) articulating Dewey’s democratic ideal as a form of applied social intelligence; (4) making explicit the pedagogical consequences of Deweyan democracy; and (5) interpreting it as a form of peaceful conflict resolution aiming at balance in inter-personal relationships. (shrink)

For the past thirty years, the Transitional Justice (TJ) research program has been undergoing a period of transition, simultaneously expanding and consolidating; in one sense, expanding its scope to encompass the measurement of TJ’s impact and the redefinition of ‘transitional’ to include societies afflicted by deep social and economic injustice; and in a second sense, consolidating its practical approach to promoting democracy and peace by developing best practices for institutionalizing TJ. While there have been advances in designing new TJ mechanisms (...) and remedying the concept’s under-theorization, little comparative progress has been made to date in offering a guiding framework for TJ’s push to institutionalize. The thesis of this article is that philosophical pragmatism, specifically Deweyan pragmatism, offers a bevy of resources—a virtual tool-kit—for scholars and practitioners wishing to design TJ-friendly institutions within transitional societies. (shrink)

Over the last decade, Robert Talisse has developed a devastating argument against reviving John Dewey’s democratic ideal. In his book, A Pragmatist Philosophy of Democracy, and in other essays, Talisse has argued that Deweyan democracy fails to accommodate Rawls’ conception of “the fact of reasonable pluralism” because it is committed to a perfectionist conception of the good. In response, this article offers a Rawlsian rebuttal to Talisse by drawing on Rawls’ own characterisation of perfectionism to show that Dewey’s conception (...) of the good is not perfectionist on Rawls’ account and thus can reasonably accommodate the fact of reasonable pluralism. is article thus begins by exposing and explaining Talisse’s argument, before articulating Shane Ralston’s rejection of the Berlinian and Rawlsian fillters presupposed by Talisse’s argument. Then, it develops its central argument by showing that, even if we accept the Rawlsian filter, Deweyan democracy does not fail to accommodate the fact of reasonable pluralism, because it only relies on a thin (not a full) theory of the good, before considering some foreseeable Talissean objections. Ultimately, the article concludes by showing that these objections fail because Deweyan democracy does not rely on a ‘full’ theory of the good. (shrink)

In this article, I formulate a Deweyan argument in support of guerrilla gardening, or the political activity of reclaiming unused urban land, sometimes illicitly, for cultivation and beautification through gardening. Historically, gardening movements in the United States have been associated with relief projects during periods of economic downturn and crisis, urban blight and gentrication, as well as nationalism, nativism and racism. Despite these last few unfortunate associations, the American philosopher John Dewey detached gardening from the nativist’s tool-kit, portraying it (...) as a gateway for young people toward enriched adult experiences, not as a technique for assimilating immigrant children to a distinctly American way of life. One of those experiences that school gardening can prepare children for is political activism, particularly involvement in gardening movements. Dewey did not mention this collateral benefit. Nevertheless, an argument can be made that garden advocacy—or, more specifically, participation in politically-motivated gardening movements such as guerrilla gardening—is an acceptable interpretation, or elaboration, of what Dewey meant by “a civic turn” to school and community gardening. (shrink)

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 (...) post-industrial cities. This article uses a critical, comparative, and analytical problem-based design research approach to examine collaborative pedagogical practices that can build a new image and identity through adaptive reuse strategies in the post-industrial urbanscape. (shrink)

What Talisse refers to as his “pluralist objection” states that Deweyan democracy, or John Dewey’s theory of democracy as contemporary Dewey scholars understand it, resembles a thick account, that is, a theory establishing a set of prior restraints on the values that can count as legitimate within a democratic community, and thus is incompatible with pluralism, at least insofar as contemporary political theorists define that term. In this paper, I argue that by undermining the pluralist objection, a reunion of (...) Deweyan democracy and pluralism—two ideas that have been torn asunder by Talisse’s misreading of Dewey andDeweyans—becomes possible. (shrink)

This paper formulates a Deweyan theory of performing arts practice that relies for its support on two main things: The unity Dewey ascribed to all intelligent practices (including artistic practice) and The observation that many aspects of the work of performing artists of Dewey’s time include features (“dramatic rehearsal,” action, interaction and habit development) that are part of Dewey’s characterization of the moral life. This does not deny the deep import that Dewey ascribed to aesthetic experience (both in art (...) and in life), but it does suggest that we might use his theory of ethical practice in conjunction with his theory of art as experience in order to create a more robust and unified Deweyan theory of what the performing artist does. (shrink)

This essay offers a rationale for the employment of narrative pedagogies in introductory philosophy courses, as well as examples of narrative techniques, assignments, and course design that have been successfully employed in the investigation of philosophical topics. My hope is to undercut the sense that “telling stories in class” is just a playful diversion from the real material, and to encourage instructors to treat storytelling as a genuine philosophical activity that should be rigorously developed. I argue that introductory courses focused (...) on student narratives fulfill the ideals of learning-centered teaching. Since narrative learning also promotes self-knowledge and empathic understanding, there is good reason to consider replacing or supplementing canonical texts or arguments with narrative assignments. The concluding sections provide details as to how such assignments can be constructed,integrated into course units, and assessed. (shrink)

In this paper Johan Dahlbeck sets out to propose a pedagogy of “as if,” seeking to address the educational paradox of how students can be influenced to approximate a life guided by reason without assuming that they are already sufficiently rational to adhere to dictates of practical reason. He does so by outlining a fictionalist account, drawing primarily on Hans Vaihinger's systematic treatment of heuristic fictions and on Spinoza's ideas about how passive affects can be made to strengthen reason. (...) Dahlbeck suggests that such an account can help us overcome the problem of assuming that reason needs to be enlisted as an instrument in the educational endeavor to live according to the guidance of reason. The reason this is so is that fictions can use passive affects that are prosocial and that thereby strengthen the sense of community necessary for laying a cooperative foundation for successful joint striving. Dahlbeck suggests further that exemplary teachers are crucial to this endeavor insofar as they can offer educational fictions as imaginative and temporary placeholders for the truth, allowing students to act “as if” they were already guided by reason. (shrink)

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 (...) by said pandemic—we more than ever feel that these are times of entwined crisis, chaos, and hardship, overflowing with cravings for pedagogical-philosophical responses that are affirmative, productive, and future-oriented. Reactions that are moreover part theory, part praxis, counter the nihilistic, and are future-focused while still grounded in the present, as to not defer responsibilities to future times (see Geerts & Carstens, 2019). (shrink)

The present study assessed the language teachers' pedagogical beliefs and orientations in integrating technology in the online classroom and its effect on students' motivation and engagement. It utilized a cross-sectional correlational research survey. The study respondents were the randomly sampled 205 language teachers (μ= 437, n= 205) and 317 language students (μ= 1800, n= 317) of select higher educational institutions in the Philippines. The study results revealed that respondents hold positive pedagogical beliefs and orientations using technology-based teaching in their language (...) classroom. Test of difference showed that female teachers manifested a firmer belief in student-centered online language teaching than their male counterparts. However, the utilization and attitude towards technology in the language classroom is favorably associated with the male teachers. As to students' level of language learning motivation and engagement, it was found out that male and female students have high level of language learning engagement. Further, the test of relationship showed that the higher the teachers' belief in utilizing student-centered teaching to integrate technology in the language classroom, the higher the students are motivated and engaged in learning. In like manner, it was also revealed that teacher-centered belief is negatively correlated to student’s motivation and engagement in online language learning. In this regard, the pedagogical assumptions that hold EFL teachers positively to integrate technology in the language classroom. This study generally offers implications for enhancing language teacher's digital literacy to promote motivating, fruitful, and engaging language lessons for 21ts century learning. (shrink)

Peace pedagogy and the Peace education are identified as relevant educational paradigm and set of educational projects aimed at solving problems of teaching non-violence and the capacity for peace in the context of the democratic movement for peace. There is a set of reasons to state that the education system of the world depends not only on technological trends and mastering the sum of strategies of war and peace but, first of all, on what extends the whole education is (...) true for its subjects and able to provide research on the ultimate question of social and personal life, including eternal mankind’s dream for peace. This paper describes methodological role for pedagogy of peace of geophilosophy as a concept to solve socio-economic conflicts in the dimensions of truth and earthly life in which modern geophilosophical research carried out to find a man’s place in the world and territory for him. (shrink)

In this paper, drawing on evidence internal to the Platonic dialogues (supplemented with some ancient testimonia), I answer the question, “How did Plato teach in the Academy?” My reconstruction of Plato’s pedagogy in the Academy is that there was a single person who read the dialogue aloud like a rhapsode (this is in contrast to the dramatic theatrical hypothesis, in which several speakers function as actors in the performance of a dialogue). After the rhapsodic reading, students were allowed to (...) ask that portions of the text to be re-read, to ask a question about the text, and were encouraged to enter into a broader conversation about the topic and themes brought out by the text. This later pedagogical method of interrogating and investigating a dialogue is of more importance than the mere reading of a dialogue. I contend that Plato’s experiences teaching were woven into some of the dialogues, and that Plato’s pedagogy reflects some of the ways that he taught in the Academy. I propose that excellent points made by students may have been written into revised forms of the dialogue. And not only good points, but also mistakes in reasoning may have been added into the dialogues. I suggest that the way certain dialogues are organized with “guest lecturers” and “tag-team” philosophical debates reflect Plato’s pedagogy in the Academy. Plato’s broadmindedness, his openness to various and opposing viewpoints, is also evident from both outside and inside of the dialogue. Lastly, drawing on the idea of Socratic mimēsis, I give a plausible curriculum for how Plato may have used the dialogues to teach them: he had his students “play” with them. Plato may have asked his students to enter into the roles of the characters in the dialogues to better understand them and the type of person they represent. Plato may have also asked students to take over from the position of the character in the dialogue and to suggest a better, truer account of things than what the characters said or did. (shrink)

In this chapter, DeYoung looks at the concept of practices and goes on to argue why they are needed and how they can be useful. Beginning with the past traditions of practices and reflection on practices of the Desert Fathers and their followers, DeYoung takes the conversation to the classroom to discuss how such traditionally embedded practices can still be used. She emphasizes the cycle of doing practices and reflecting upon practices within the regular rhythm of the classroom.

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 it (...) appeared in abridged form in the Asia-Pacific Philosophy Education Network for Democracy (APPEND) Philosophy Series, Volume 4: Philosophy, Democracy and Education, edited by Philip Cam. It was once again revised, but also expanded, and appeared in Chapter 5 of Ethics and the community of inquiry: Education for deliberative democracy, a collaborative authorship with Terri Field and Mark Freakley (2006). Some sections have been further revised and appear in other publications (Burgh 2009, 2010; Burgh & Yorshansky 2011). These revisions would suggest that my thoughts on these matters are constantly changing. To some degree this is true, but each time the changes have built on previous ideas rather than new ideas replacing old ones. I welcomed the invitation to revise the original paper, which includes sections not included in later versions. However, with almost 11 years passing since the original publication, I found myself deleting sections and replacing others. Subsequently, this paper is a culmination of all the revisions and incorporates ideas from each. (shrink)

The difficulty of the students in Statistics and Probability subject, and the pedagogical approaches used by the teachers, were the challenges encountered by both students and teachers due to the restrictions during the CoViD-19 pandemic. Hence, this study aimed to determine the pedagogical approaches used in teaching statistics and probability during the pandemic. The study used a qualitative approach, particularly document analysis. The main source of the data was the module in statistics and probability specifically the learning activity sheets in (...) the third quarter because this is the most convenient approach that can be used by the teachers during the pandemic. The pedagogical approaches were identified and validated by three inter-raters. Based on the findings, communication, and study skills, technology-aided instruction, problem-based learning, manipulatives, modules, models and multiple representations, and direct instruction were the identified pedagogical approaches used in the statistics and probability module. However, the effectiveness of the delivery of these approaches cannot be measured because the modality was limited to a modular approach. The teachers were able to use different pedagogical approaches, however, cooperative learning was not used because the CoViD-19pandemic restricted interactions between the teacher and students or students with their classmates. (shrink)

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 critical (...) 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)

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 lifestyle underlying the (...) class='Hi'>pedagogy of neoliberal that emphasisses market fundamentalism and ultimately create oppression, social injustice and revokedemocracy. Based on this orientation, pedagogy of shalomis introduced to reinforce the foundations and basic theories of critical pedagogy so it doesnnot merely align to activism, withoutreconciliation and to avoid arrogant of social movements and the criticism to power but without theestablishmentof love. The main objective is to achieve social and political changes to thebetter so that public can live injust, free, prosperous and equitablesociety.This article further seeks possibility to apply the concept of the pedagogy of shalom in the context of Christian education in Indonesia. (shrink)

Moti Mizrahi has argued that Thomas Kuhn does not have a good argument for the incommensurability of successive scientific paradigms. With Rouse, Andersen, and others, I defend a view on which Kuhn primarily was trying to explain scientific practice in Structure. Kuhn, like Hilary Putnam, incorporated sociological and psychological methods into his history of science. On Kuhn’s account, the education and initiation of scientists into a research tradition is a key element in scientific training and in his explanation of incommensurability (...) between research paradigms. The first part of this paper will explain and defend my reading of Kuhn. The second part will probe the extent to which Kuhn’s account can be supported, and the extent to which it rests on shaky premises. That investigation will center on Moti Mizrahi’s project, which aims to transform the Kuhnian account of science and of its history. While I do defend a modified kind of incommensurability, I agree that the strongest version of Kuhn’s account is steadfastly local and focused on the practice of science. (shrink)

Over the past few years we have seen an increasing number of legal proceedings related to inappropriately implemented technology. At the same time career paths have diverged from the foundation of statistics out to Data Scientist, Machine Learning and AI. All of these new branches being fundamentally branches of statistics and mathematics. This has meant that formal training has struggled to keep up with what is required in the plethora of new roles. Mathematics as a taught subject is still based (...) in decades old teaching specifications and has not been updated centrally as a curriculum to include new technologies, coding or ethics. This subject area is firmly split between ICT and Mathematics in secondary school, continuing on to be split between Computer Science and Mathematics at University. As we move forwards with technology we see these once seperate fields becoming increasingly intertwined. We propose that existing provision for concepts such as ethics and societal responsibility in analysis currently exist but have not been incorporated into the mainstream curriculum of School or University. This is partially due to the split between fields in an educational setting but also the speed with which education is able to keep up with Industry and its requirements. Principles and frameworks of socially responsible modelling beginning at school level means that ethics and real-life modelling are introduced much earlier than normal. Integrating these concepts with philosophical principles of society and politics ensures a suitable background for future modellers and users of technology to draw on. Modelling is currently undertaken in technical sciences at University but the Subject Benchmark Statements are not current (Subject Benchmark Statements describe the nature of study and the academic standards expected of graduates in specific subject areas. They show what graduates might reasonably be expected to know, do and understand at the end of their studies). Even in 2019 the UK did not yet have Benchmark Statements that discuss the learning to be done in Higher Education around AI and advanced Machine Learning. Where there is provision for AI and Data Science within degree courses ethics is not generally highlighted as a key concept. As such there can be a lack of focus on the teaching of modelling or ethics as specific skills. The skills required to use a basic statistical model, for example would not be sufficient to start from scratch and build an ethical model reflecting real-world scenarios with which to inform policy or organisational decision making. This is a skill in itself and includes such aspects as awareness of data quality, ethics, user implementation problems, context and an understanding of the environment that the model is being created in. As the field of analytics has progressed so quickly in the last decade modules such as those covering AI have simply been bolted on to Maths or Computing degrees rather than being fully detailed as key areas of study or driving new, more integrated courses of study. This paper posits that gaps at primary, secondary and tertiary educational levels need to be addressed. Implementing and integrating key concepts from school level is essential so that areas such as assumptions, caveats, quality assurance and answering the right questions with constructive challenge become a cultural fixture. This not only helps developers of technology but users of rapidly developing technology also. In addition, leadership and soft skills as part of this education will ensure that a cultural shift can take place and promote continuous improvement in analysis within organisations. The addition of key concepts throughout the educational system and the updating of potentially outdated curriculums is key to ensuring a functional society. A society where every citizen is a user of tech and those that develop it can be ethical and socially responsible in its development. (shrink)

This chapter discusses a form of pedagogy of reflection suggested to be defined as the dialogical-reflective professional-development school (DRPDS)
a framework that develops and empowers students by engaging them in a process of continual improvement, responding to diverse situations, providing stimuli for learning, and giving anchors for mediation. The pedagogy of reflection relates to dialogue not only from a theoretical historical context but also by way of example
that is, it offers empowering dialogues within the traditional (...) teacher-training framework. This chapter outlines the importance of the pedagogy of reflection in the multicultural educational space of the preservice education field in Israel, analyzing the first university PDS model. The pedagogy of reflection in the context of the educational dialogue of educators is outlined as a tool for student empowerment, achieved through a community of learners who dedicate space to the development of their whole personality within the profession, taking a moral stance toward the educational discourse, minimizing judgmentalism and prejudice, creating national/gender equality with the goal of examining the fundamental question of educational performance, and reinforcing their sense of organizational belonging within the system. In these contexts, the chapter is based on the elements of dialogical philosophy exemplified in the thought of Burbules, Nelson, Isaacs, Bohm, and Heckmann and the reflective basis of educational and organizational performance exemplified in the writings of van Manen. The chapter also presents two examples from a project in which teaching units based on dialogue and reflection were developed within a dialogic community that represents in its very being collective empowerment, the possibility of coping with problems that are too large for an individual to solve on his/her own, and an alternative to sealed and alienated organizations. (shrink)

The purpose of this study is to investigate the pedagogical practices employed by secondary school teachers under the new normal. It also identifies the difficulties teachers face when facilitating modular distant learning. Science high school teacher from North District Butuan City took part in the study. In this study, quantitative methodology was employed. To collect the data for the study, survey questionnaires were distributed. According to the research study's findings, the restricted face-to-face parent orientation is the most used pedagogical practices (...) in the new normal, specifically in modular distance learning is the limited face-to-face parent orientation. Enables teachers to incorporate ICT skills to students’ lessons even in modular distance learning, aids in monitoring students’ learning performance using self- learning modules in modular distance learning. Miscommunication because of the distant mode of instruction and difficulties in reaching students due to pandemic are some of the challenges encountered by the teachers in applying pedagogical practices. To address this issue, the researchers designed a capsule training intervention plan that will help teachers enhance their knowledge in choosing and effective pedagogical practice particularly in modular distance learning. (shrink)

For Kant, the ideal of enlightenment is most fundamentally expressed as a self-developed soundness of judgment. But what does this mean when the judgment at issue is practical, i.e., concerns the good to be brought about through action? I argue that the moral context places special demands on the ideal of enlightenment. This is revealed through an interpretation of Kant’s prescription for moral pedagogy in the Critique of Practical Reason. The goal of the pedagogy is to cultivate the (...) moral disposition, and the method consists of training in judgment. Unfortunately, Kant seems to wind up somewhere short of this goal, leaving the young person with only an idle wish for a properly cultivated moral disposition. In this paper, I argue that when we address the special issues that arise when the enlightenment ideal is brought to bear on practical judgment — issues that stem from the intrinsic connection between practical judgment and agency — we will see that there is no lacuna in Kant’s account. (shrink)

John Dewey's political and educational ideas can offer some guidance in arbitrating the online literacy debate.

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 (...) with education. When educational systems are not sensitive to the original, they develop falsehood. With the aim of consolidating the validity of the pedagogical-anthropological foundation of Sensitive Education, this study seeks to show how Edith Stein’s argument explains Sensitive Education, although Stein, after her conversion, uses explicitly Christian terminology. Stein’s direct terms serve to describe Education Sensitive to the Holy Spirit, but for those who do not start from a Christian worldview, Education Sensitive to Origin can be a more non-denominational way of approaching the Original. To achieve this objective, an analytical-synthetic methodology has been followed in which essential features of Sensitive Education are proposed and in a hermeneutic manner, arguments are extracted from the writings of Edith Stein that offer support for these essential features. In conclusion, it is sufficiently shown that Edith Stein’s thought provides a pedagogical foundation to Sensitive Education. (shrink)

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, (...) these four sources of difficulty create significant problems for undergraduate students, yet each one is easy for instructors to underestimate. My objective is therefore to identify the problems, explain why they tend to occur and warn other instructors about their potential impact in the classroom. (shrink)

This article explores the notion of pedagogical authority as exercised in the Community of Inquiry, the method for facilitating Philosophy for Children (P4C). It argues that the teachers’ pedagogical authority in a Community of Inquiry is not predicated on their intellectual superiority or status. Rather it finds its legitimacy in their role as instigators of students’ thinking skills, which are assumed to be already possessed by the learners. This thesis is discussed in relation to Rancière’s concept of the dissociation of (...) the will and the intellect, which is treated here as conceptual complement to the existing interpretation of pedagogical authority as understood and practiced by scholars in the field of P4C. (shrink)

Contemplative pedagogy is necessary in the dance world because it can be a very dangerous place without it. Dance students who aim to sustain the so-called “right”body image too often develop a physical obsession that leads to dangers like bulimia and anorexia. Moreover, the stresses of performing on stage, combined with other pressures of daily life, may overwhelm dancers to the point where they might feel depressed or even suicidal. Thus, it is vital to develop a pedagogy that (...) thinks about not only the physical but also the spiritual well-being of dancers. The application of mindfulness as a pedagogical tool that focuses on physical and spiritual wellness is ideal in this regard. (shrink)

A liberalism which scorns all individualism is fundamentally misguided. This is the chief thesis of this paper. To argue for it, I look closely at some key concepts. The concepts of morislity and individualism are crucial. I emphasize Dewey on the "individuality of the mind" and a Deweyan discussion of language, communication, and community. The thesis links individualism and liberalism, and since appeals to liberalism have broader appeal in the present context of discussions, I start with consideration of liberalism. (...) The aim is to dispute overly restrictive conceptions and explore a broader perspective. To bring the argument to a close, attention turns first to Dewey on value inquiry, to Dewey's "democratic individualism" (cf. Dewey 1939, 179), and to the concept of moral community. Disputing the acquisitiveness of utilitarian influences in classical liberalism, a Deweyan argument from the nature of moral community supports re-emphasis on individualism in contemporary liberal thought. (shrink)

Imagination is necessary for scientific practice, yet there are no in vivo sociological studies on the ways that imagination is taught, thought of, or evaluated by scientists. This article begins to remedy this by presenting the results of a qualitative study performed on two systems biology laboratories. I found that the more advanced a participant was in their scientific career, the more they valued imagination. Further, positive attitudes toward imagination were primarily due to the perceived role of imagination in problem-solving. (...) But not all problem-solving episodes involved clear appeals to imagination, only maximally specific problems did. This pattern is explained by the presence of an implicit norm governing imagination use in the two labs: only use imagination on maximally specific problems, and only when all other available methods have failed. This norm was confirmed by the participants, and I argue that it has epistemological reasons in its favour. I also found that its strength varies inversely with career stage, such that more advanced scientists do (and should) occasionally bring their imaginations to bear on more general problems. A story about scientific pedagogy explains the trend away from (and back to) imagination over the course of a scientific career. Finally, some positive recommendations are given for a more imagination-friendly scientific pedagogy. (shrink)

Students sometimes profess moral relativism or skepticism with retorts like ‘how can we know?’ or ‘it’s all relative!’ Here I defend a pedagogical method to defuse moral relativism and moral skepticism using phenomenal conservatism: if it seems to S that p, S has defeasible justification to believe that p; e.g., moral seemings, like perceptual ones, are defeasibly justified. The purpose of defusing moral skepticism and relativism is to prevent these metaethical views from acting as stumbling blocks to insightful ethical inquiry (...) in the classroom. This approach puts the burden of proof on the relativist or skeptic (to justify their view, contrary to appearances), and makes their views costlier: if we reject moral seemings as a kind, we must reject other less objectionable seemings too (e.g. intellectual seemings). Finally, this approach improves learning outcomes by ‘hooking onto’ student familiarity with seemings, e.g. seeing is (defeasibly justified) believing. (shrink)

Teaching Newtonian physics involves the replacement of students’ ideas about physical situations with precise concepts appropriate for mathematical applications. This paper focuses on the concepts of ‘matter’ and ‘mass’. We suggest that students, like some pre-Newtonian scientists we examine, use these terms in a way that conflicts with their Newtonian meaning. Specifically, ‘matter’ and ‘mass’ indicate to them the sorts of things that are tangible, bulky, and take up space. In Newtonian mechanics, however, the terms are defined by Newton’s Second (...) Law: ‘mass’ is simply a measure of the acceleration generated by an impressed force. We examine the relationship between these conceptions as it was discussed by Newton and his editor, Roger Cotes, when analyzing a series of pendulum experiments. We suggest that these experiments, as well as more sophisticated computer simulations, can be used in the classroom to sufficiently differentiate the colloquial and precise meaning of these terms. (shrink)

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 (...) the terrain of contemplative pedagogy. For the purposes of this article, I place an emphasis on the philosophy and ethics classes that I taught at Middlesex County College in New Jersey, although I teach several classes on many campuses. My philosophical method requires me to engage in a self-study of my teaching practices. My project involves self-study as a philosophical research methodology that aims to inform educators and rethink the theories and praxis of teaching. As I work towards improvement- aimed pedagogy, I make myself vulnerable as I share my experiences with my Peer Scholar. My Peer Scholar, which some researchers call a “critical friend”, deliberates with me to challenge epistemological assumptions along with suspicions. The self-study dialogue with my Peer Scholar causes me to define initial components of how I engage in an improvement-aimed contemplative pedagogy. My hope is to support those who wish to implement contemplative pedagogy in higher education as I relate my working framework based on the themes that developed from the deliberation. The components in the article that convey how I engage in contemplative pedagogy are not meant to serve as a checklist or stern procedure for classroom activities. I share these components as aspects of my contemplative pedagogy, with suggestive scripts, not as a rigid structure but rather as a work in progress that is always under construction. (shrink)

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 in these matters. Confucius' pedagogy is an interesting model to consider and contrast with contemporary models. This chapter introduces these principles and assessments from the Analects and draws out some comparisons to and contrasts with two alternative theories in western moral thought, Augustine and John Dewey. -/- The accepted version of the paper is included here. Pagination does not match the published version. (shrink)

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 are essential (...) for effective implementation. By addressing these areas, educational institutions can create equitable and inclusive environments. Further research is needed to explore effective strategies for recognizing cultural backgrounds, investigate the impact of inclusive communities, study strategies for diverse learning needs, and examine the outcomes of promoting critical consciousness. Addressing these gaps enhances understanding and informs evidence-based practices in culturally responsive teaching. -/- . (shrink)

The article conceptualizes the term Pedagogy of Fear as the master narrative of educational systems around the world. Pedagogy of Fear stunts the active and vital educational growth of the young person, making him/her passive and dependent upon external disciplinary sources. It is motivated by fear that prevents young students—as well as teachers—from dealing with the great existential questions that relate to the essence of human beings. One of the techniques of the Pedagogy of Fear is the (...) internalization of the view that without evaluation and assessment we cannot know a child’s level or “worth”—and therefore are unable to help him/her if he is “slow in learning.” In contrast, Philosophy for/with Children offers a space for addressing existential questions, some of which deal with urgent social issues. The willingness to make philosophy inquiry an alternative already from an early age seeks to allow the child to challenge him/herself with new and fresh questions. Philosophy for/with Children does not regard children as a “space of lack” (experience, knowledge, values, etc.) The new and fresh philosophical perspective of children demands the presence of a willingness to engage in dialogue and rejection of the fear of the innocent and deep questions of philosophy. Shaking free of the Pedagogy of Fear and restoring honor to children’s questions demands a fundamental conceptual change within education. The replacement of existential certainty as it is depicted by adults in the existing education system with an existential question is a heavy intellectual task that in most cases is viewed as subversive—primarily on the part of the adult. It demands a return to starting points and a willingness to allow children a free and safe educational space in which to ground preliminary and fertile questions about themselves, their lives, their environment, and, most of all, the changing world they discover with the form of originality that is right for them. (shrink)

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 (...) contextualization, I shall also employ a philosophical discourse and practice not only contemporary to, but also one of the bests of our times: the philosophy of Alain Badiou. The pedagogical concern elucidates the political nature of education, which is what Critical Pedagogy argues essentially. This paradigm puts importance above all on the role critical knowledge and collective practice plays in the educational and socio-political arena. The critical pedagogy which I propose is not far from the emancipation politics also embedded in Badiouian Philosophy. Hence, there is a connection between the kind of philosophy I propose and the pedagogical paradigm I present as an alternative. From the philosophical and pedagogical arguments presented, I shall argue for the need to rescue education from the influence of neoliberalism. The resistance necessitates the movement of the collective through the agency of the teacher-militant. (shrink)

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 (...) and urban activism using a variety of visual and collaborative pedagogical approaches. This project will study and categorize these cities through comparative case studies from different regions, including North America, and Latin America, and beyond, in order to better understand and interpret pivotal societal transitions. (shrink)

Dialectics of Pedagogy: Implications of Paulo Freire's Philosophy of Transformative Education.

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 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 and usefulness of critical thinking; second, the nature and pervasiveness of pedagogical license. Awareness of pedagogical license alerts the student to the need for critical thinking. (shrink)

This essay is part of a larger project in which I construct a new, historically-informed, social justice-centered philosophy of dance, centered on four central phenomenological constructs, or “Moves.” This essay in particular is about the fourth Move, “resilience.” More specifically, I explore how Judith Butler engages with the etymological aspects of this word, suggesting that resilience involves a productive form of madness and a healthy form of compulsion, respectively. I then conclude by showing how “resilience” can be used in the (...) analysis of various Wittgensteinian “families” of dance, which in turn could facilitate positive educational changes in philosophy, dance and society, with particular efficacy on the axis of gender. In brief, by teaching a conception of strength as vulnerability (instead of machismo’s view of strength as apathetic “toughness”), a pedagogy of dancing resilience provides additional support for feminists (including Anzaldúa, Haraway, Butler and Concepción) who advocate a cautious openness toward seemingly-unlikely resources and allies (including analytic methodologies, Machiavellian politics, and the discourses of the natural sciences). (shrink)

Matthew Lipman claims that the community of inquiry is an exemplar of democracy in action. To many proponents the community of inquiry is considered invaluable for achieving desirable social and political ends through education for democracy. But what sort of democracy should we be educating for? In this paper I outline three models of democracy: the liberal model, which emphasises rights and duties, and draws upon pre-political assumptions about freedom; communitarianism, which focuses on identity and participation in the creation of (...) political ends; and deliberative self-governance, whereby citizens deliberatively shape their collective lives in public forums—at various levels of government and in different political and social arenas. I argue that some kind of deliberative democracy is defensible as a preliminary justification for how citizens might shape their lives, and therefore compatible with other forms of democracy, insofar as they can result from democratic deliberations. Acceptance of such a view raises further questions about the purpose or aims of education consistent with this conception of democracy. I contend that it requires an educational model that is committed to aligning curriculum, pedagogy, assessment and school governance to produce a transformational environment that will inform our structures—a commitment to democratic education and not merely education for democracy. Lipman goes part of the way to achieving these ends, but learning how to be proficient at democratic decision-making is like all tasks children and adolescents learn to perform. It involves action, understanding, and awareness of what counts as doing the task adequately. (shrink)