Results for 'Dialogic Pedagogy'

821 found
Order:
  1. 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. (...)
    Download  
     
    Export citation  
     
    Bookmark  
  2. Pedagogies of Reflection: Dialogical Professional-Development Schools in Israel.Arie Kizel - 2014 - Advances in Research on Teaching 22:113 – 136.
    This chapter discusses a form of pedagogy of reflection suggested to be defined as the dialogical-reflective professional-development school (DRPDS)  a framework that develops and empowers students by engaging them in a process of continual improvement, responding to diverse situations, providing stimuli for learning, and giving anchors for mediation. The pedagogy of reflection relates to dialogue not only from a theoretical historical context but also by way of example  that is, it offers empowering dialogues within the traditional (...)
    Download  
     
    Export citation  
     
    Bookmark  
  3. Dialogic Teaching: Discussing Theoretical Contexts and Reviewing Evidence from Classroom Practice.Sue Lyle - 2008 - Language and Education 22 (3):222-240.
    Drawing on recent developments in dialogic approaches to learning and teaching, I examine the roots of dialogic meaning-making as a concept in classroom practices. Developments in the field of dialogic pedagogy are reviewed and the case for dialogic engagement as an approach to classroom interaction is considered. The implications of dialogic classroom approaches are discussed in the context of educational research and classroom practice. Dialogic practice is contrasted with monologic practices as evidenced by (...)
    Download  
     
    Export citation  
     
    Bookmark   8 citations  
  4. Philosophical Problems in the Classroom. The Clash Strategy for Planning and Facilitating Dialogic Inquiry.Luca Zanetti - 2023 - Metodo. International Studies in Phenomenology and Philosophy 11 (1):321-351.
    The aim of this paper is to clarify under what conditions a philosophical problem arises. I will describe two ways in which we might perceive a question as a problem. First, when we fnd ourselves inclined to believe in propositions that appear incompatible with each other. Second, when we fnd ourselves inclined to believe in propositions that seem incompatible with our desires. I will discuss both of these cases and articulate a didactic strategy – the Clash Strategy – which can (...)
    Download  
     
    Export citation  
     
    Bookmark  
  5. 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.
    Download  
     
    Export citation  
     
    Bookmark  
  6. A Seminar on Philosophy for/with Children as a Dialogical Space between Jews and Arabs at the University of Haifa.Arie Kizel - 2021 - In International Association for Teachers of Philosophy at Schools and Universities Yearbook. Zürich: pp. 176-184.
    In recent years, the educational-system development specialization of the MA program in the University of Haifa’s Faculty of Education has held an annual seminar on Philosophy for/with Children (P4wC). Under my guidance, Jewish, Muslim, Christian, Druze, and Circassian students have formed a group embodying a living and breathing dialogical space. Despite the global spread of P4wC principles following the emergence of the P4C movement promoted by the International Council of Philosophical Inquiry and its practice in dozens of national and regional (...)
    Download  
     
    Export citation  
     
    Bookmark  
  7.  27
    The Political Angle of Critical Pedagogy: Exposing Paulo Freire’s Theory of Domination.Lj Zaphan Lamboloto - 2024 - Psychology and Education: A Multidisciplinary Journal 18 (9):903–912.
    Paulo Freire’s contribution to pedagogical discourses is commonly encapsulated behind the notions of the “banking method” and “culture of silence” which connotes classroom practices that subjects the learner into domesticating pedagogical methods and contents. In Freire’s Pedagogy of the Oppressed, this phenomenon is not only restricted to classroom dynamics, but in fact, reflective of domination in the public sphere. In this work, therefore, I will discuss the political angle of Freire’s critical pedagogy founded in his analysis of domination (...)
    Download  
     
    Export citation  
     
    Bookmark  
  8. The Philosophy of Social Segregation in Israel's Democratic Schools.Arie Kizel - 2013 - Philosophy Study 3 (11):1042 – 1050.
    Democratic private schools in Israel are a part of the neo-liberal discourse. They champion the dialogic philosophy associated with its most prominent advocates—Martin Buber, Emmanuel Levinas—together with Paulo Freire’s critical pedagogy, the humanistic psychology propounded by Carl Rogers, Nel Noddings’s pedagogy of care and concern, and even Gadamer’s integrative hermeneutic perspective. Democratic schools form one of the greatest challenges to State education and most vocal and active critique of the focus conservative education places on exams and achievement. (...)
    Download  
     
    Export citation  
     
    Bookmark   1 citation  
  9. Enacting dialogue: the impact of promoting Philosophy for Children on the literate thinking of identified poor readers, aged 10.Philip Jenkins - 2010 - Language and Education 24 (6):459-472.
    The Philosophy for Children in Schools Project (P4CISP) is a research project to monitor and evaluate the impact of Philosophy for Children (P4C) on classroom practices. In this paper the impact of P4C on the thinking skills of you children aged 10 is examined. Standardised tests indicated the children had below-average reading ages. The pupils were video recorded while engaged in discussion of questions they had formulated themselves in response to a series of texts in preparation for a community of (...)
    Download  
     
    Export citation  
     
    Bookmark   1 citation  
  10. Rethinking Plato: A Cartesian Quest for the Real Plato.Necip Fikri Alican - 2012 - Amsterdam and New York: Brill | Rodopi.
    This book is a quest for the real Plato, forever hiding behind the veil of drama. The quest, as the subtitle indicates, is Cartesian in that it looks for Plato independently of the prevailing paradigms on where we are supposed to find him. The result of the quest is a complete pedagogical platform on Plato. This does not mean that the book leaves nothing out, covering all the dialogues and all the themes, but that it provides the full intellectual apparatus (...)
    Download  
     
    Export citation  
     
    Bookmark   7 citations  
  11. Listening.Zeyad El Nabolsy - 2019 - In Derek Ford (ed.), Keywords in Radical Philosophy and Education: Common Concepts for Contemporary Movements. Boston: Brill. pp. 255-270.
    In this chapter I focus on listening as a potentially revolutionary pedagogical activity. I argue that listening should not be understood as an essentially passive state, and focus on pedagogical situations where the educator can be misled by prejudices regarding the abilities, or lack thereof, of the individuals that the educator is interacting with in a pedagogical context. While the claims which I argue for apply to pedagogues in formal classrooms, I will be mostly concerned with pedagogy in the (...)
    Download  
     
    Export citation  
     
    Bookmark   1 citation  
  12. On the question of relativism in the Chuang-Tzu.Robert E. Allinson - 1989 - Philosophy East and West 39 (1):13-26.
    This article offers a meta-analysis of contemporary approaches aimed at resolving the internal, relativistic-non-relativistic tension within the text of the Chuang-Tzu. In the first section, the four most commonly applied approaches are unpacked and evaluated, ranging from relativistic approaches such as hard relativism and soft relativism, to approaches that acknowledge both relativism and non-relativism, as well as others which acknowledge neither of the two perspectives (relativism and non-relativism). After demonstrating the immanent difficulties these four types of approaches encounter, the latter (...)
    Download  
     
    Export citation  
     
    Bookmark   5 citations  
  13. P4C and “self-education”: How can philosophical dialogue best solicit selves?Susan T. Gardner - 2022 - In Dina Mendonça & F. Franken Figueiredo (eds.), Conceptions of Childhood and Moral Education in Philosophy for Children. Metzler. pp. 113-126.
    Though central to metaphysics, and exciting for entertainment, the fact that selves are invisible, has received insufficient attention in the field of P4C, and virtually none in the field of education in general. This may not be surprising as the enthusiasm to enrich “minds” both with essential information as well as with critical, creative, and cooperative inquiry skills, may blind educators to the fact that their initiatives (even those that are dialogical) may not touch how children view themselves, nor how (...)
    Download  
     
    Export citation  
     
    Bookmark  
  14. Clarifying Conversations: Understanding Cultural Difference in Philosophical Education.Thomas D. Carroll - 2017 - In Michael Peters & Jeff Stickney (eds.), Pedagogical Investigations: A Companion to Wittgenstein on Education. Singapore: Springer. pp. 757-769.
    The goal of this essay is to explain how Wittgenstein's philosophy may be helpful for understanding and addressing challenges to cross-cultural communication in educational contexts. In particular, the notions of “hinge,” “intellectual distance,” and “grounds” from On Certainty will be helpful for identifying cultural differences. Wittgenstein's dialogical conception of philosophy in Philosophical Investigations will be helpful for addressing that cultural difference in conversation. While here can be no panacea to address all potential sources of confusion, Wittgenstein's philosophy has strong resources (...)
    Download  
     
    Export citation  
     
    Bookmark   2 citations  
  15. 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.
    Download  
     
    Export citation  
     
    Bookmark  
  16. Dialogical Dasein: Heidegger on "Being-with," "Discourse," and "Solicitude".Bradley Warfield - 2016 - Janus Head 15 (1):63-85.
    In this paper, I shall show how Heidegger’s notions of Dasein’s “Being-with” (Mitsein), “discourse” (Rede), and “solicitude” (Fursorge) illustrate how he has a conception of the dialogical in Being and Time. There are at least three advantages to proposing that Heidegger is a dialogist in Being and Time. First, this paradigm offers an alternative, and more perspicuous, vocabulary for describing the discursive nature of Dasein’s Being-in-the-world as a Being-with others. Second, it provides a better way of recognizing and understanding the (...)
    Download  
     
    Export citation  
     
    Bookmark   1 citation  
  17. The dialogically extended mind: Language as skilful intersubjective engagement.Riccardo Fusaroli, Nivedita Gangopadhyay & Kristian Tylén - 2013 - Cognitive Systems Research.
    A growing conceptual and empirical literature is advancing the idea that language extends our cognitive skills. One of the most influential positions holds that language – qua material symbols – facilitates individual thought processes by virtue of its material properties (Clark, 2006a). Extending upon this model, we argue that language enhances our cognitive capabilities in a much more radical way: the skilful engagement of public material symbols facilitates evolutionarily unprecedented modes of collective perception, action and reasoning (interpersonal synergies) creating dialogically (...)
    Download  
     
    Export citation  
     
    Bookmark   13 citations  
  18. How Dialogic Settings Influence Evidence Use in Adolescent Students.Fabrizio Macagno & Elizabeth Mayweg-Paus - 2016 - Zeitschrift Für Padagogische Psychologie 30:121-132.
    This study examines how evidence is used differently in argumentative discourse compared to individual arguments. Applying a 1×2 crossover study design, 37 secondary school students were asked either to discuss a social issue with their partner before individually writing an essay outlining their opinion or, vice versa, first to discuss and then to write. As background information, they were provided with pieces of evidence with different levels of quality. Dialogs and essays were analyzed regarding (a) the type of evidence and (...)
    Download  
     
    Export citation  
     
    Bookmark   11 citations  
  19. The Dialogical Entailment Task.Niels Skovgaard-Olsen - 2019 - Cognition (C):104010.
    In this paper, a critical discussion is made of the role of entailments in the so-called New Paradigm of psychology of reasoning based on Bayesian models of rationality (Elqayam & Over, 2013). It is argued that assessments of probabilistic coherence cannot stand on their own, but that they need to be integrated with empirical studies of intuitive entailment judgments. This need is motivated not just by the requirements of probability theory itself, but also by a need to enhance the interdisciplinary (...)
    Download  
     
    Export citation  
     
    Bookmark   6 citations  
  20. 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 (...)
    Download  
     
    Export citation  
     
    Bookmark   2 citations  
  21. Narrative Pedagogy for Introduction to Philosophy.Kevin J. Harrelson - 2012 - Teaching Philosophy 35 (2):113-141.
    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 (...)
    Download  
     
    Export citation  
     
    Bookmark   3 citations  
  22. Dialogical Answerability and Autonomy Ascription.Ji-Young Lee - 2022 - Hypatia 37 (1):97-110.
    Ascribing autonomous status to agents is a valuable practice. As such, we ought to care about how we engage in practices of autonomy ascription. However, disagreement between first-personal experiences of an agent's autonomy and third-personal determinations of their autonomy presents challenges of ethical and epistemic concern. My view is that insights from a dialogical rather than nondialogical account of autonomy give us the resources to combat the challenges associated with autonomy ascription. I draw on Andrea Westlund's account of dialogical autonomy—on (...)
    Download  
     
    Export citation  
     
    Bookmark   1 citation  
  23. The Pedagogy of "As If".Johan Dahlbeck - 2024 - Educational Theory 74 (2):145-164.
    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. (...)
    Download  
     
    Export citation  
     
    Bookmark  
  24. 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 (...)
    Download  
     
    Export citation  
     
    Bookmark   1 citation  
  25. Pedagogy of Peace and Philosophy of War: the Search for Truth.Serhiy Klepko - 2017 - Future Human Image 7:46-49.
    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 (...)
    Download  
     
    Export citation  
     
    Bookmark   3 citations  
  26. The Dialogical Force of Implicit Premises. Presumptions in Enthymemes.Fabrizio Macagno & Giovanni Damele - 2013 - Informal Logic 33 (3):361-389.
    The implicit dimension of enthymemes is investigated from a pragmatic perspective to show why a premise can be left unexpressed, and how it can be used strategically. The relationship between the implicit act of taking for granted and the pattern of presumptive reasoning is shown to be the cornerstone of kairos and the fallacy of straw man. By taking a proposition for granted, the speaker shifts the burden of proving its un-acceptability onto the hearer. The resemblance of the tacit premise (...)
    Download  
     
    Export citation  
     
    Bookmark   17 citations  
  27. Language Teachers’ Pedagogical Orientations in Integrating Technology in the Online Classroom: Its Effect on Students’ Motivation and Engagement.Russell de Souza, Rehana Parveen, Supat Chupradit, Lovella G. Velasco, Myla M. Arcinas, Almighty Tabuena, Jupeth Pentang & Randy Joy M. Ventayen - 2021 - Turkish Journal of Computer and Mathematics Education 12 (10):5001-5014.
    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 (...)
    Download  
     
    Export citation  
     
    Bookmark   7 citations  
  28. 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 critical (...)
    Download  
     
    Export citation  
     
    Bookmark   2 citations  
  29. Kant on Enlightened Moral Pedagogy.Melissa Mcbay Merritt - 2011 - Southern Journal of Philosophy 49 (3):227-53.
    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 (...)
    Download  
     
    Export citation  
     
    Bookmark   8 citations  
  30. Dialogic listening: how music may help us become better philosophers.Pablo Muruzábal Lamberti - 2019 - Praxis y Saber 23 (10):253-272.
    This paper is about dialogic listening as a precondition for meaningful engagement in Socratic dialogues and for music. In order to arrive at a better understanding of what constitutes dialogic listening in the context of educational philosophical dialogues, I first shed light on the practice of philosophy teaching based on Nelson & Heckmann’s neo-Socratic paradigm and link this practice to Plato’s dialogues. I then argue that the activity of listening to an interlocutor during Socratic dialogues on the one (...)
    Download  
     
    Export citation  
     
    Bookmark  
  31. The Notion of Pedagogical Authority in the Community of Inquiry.Peter Paul E. Elicor - 2017 - Kritike 11 (2):80-92.
    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 (...)
    Download  
     
    Export citation  
     
    Bookmark   2 citations  
  32. 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 lifestyle underlying the (...) 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)
    Download  
     
    Export citation  
     
    Bookmark  
  33. Pedagogy and social learning in human development.Richard Moore - 2016 - In Julian Kiverstein (ed.), The Routledge Handbook of the Social Mind. Routledge. pp. 35-52.
    Download  
     
    Export citation  
     
    Bookmark   1 citation  
  34. Dialectical Relevance and Dialogical Context in Walton’s Pragmatic Theory.Fabrizio Macagno - 2008 - Informal Logic 28 (2):102-128.
    The notions of types of dialogue and dialectical relevance are central themes in Walton’s work and the grounds for a dialectical approach to many fallacies. After outlining the dialogue models constituting the background of Walton’s account, this article presents the concepts of dialectical relevance and dialogue shifts in their application to biased argumentation, fallacious moves, and illicit argumentative strategies. Showing the different dialectical proposals Walton advanced in several studies on argumentation as a development of a dialogical system, it has proved (...)
    Download  
     
    Export citation  
     
    Bookmark   19 citations  
  35. Pedagogical Rhythms: Practices and Reflections on Practices.Rebecca DeYoung - 2011 - In Smith James K. A. & Smith David (eds.), Teaching, Learning, and Christian Practice. Eerdmans.
    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.
    Download  
     
    Export citation  
     
    Bookmark  
  36. Performing Philosophy: The Pedagogy of Plato’s Academy Reimagined.Mateo Duque - 2023 - In Henry C. Curcio, Mark Ralkowski & Heather L. Reid (eds.), Paideia and Performance. Parnassos Press. pp. 87-106.
    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 (...)
    Download  
     
    Export citation  
     
    Bookmark  
  37. A DIALOGICAL NATURE OF STRUCTURE IN KEATS's ODES AS A CIRCULAR ESCAPE FROM PAIN TO PLEASURE: A BAKHTINIAN PERSPECTIVE.Bahram Kazemian - 2014 - International Journal of Linguistics and Literature (IJLL) 2 (3):63-74.
    Using Mikhail Bakhtin’s concept of dialogism as a theoretical starting point, this thesis investigates the manifestations of dialogic voice in Odes by John Keats. In fact, this study attempts to examine the dialogic reading of “Ode to a Nightingale”, “Ode on Grecian urn”, “Ode on Indolence”, “Ode to Psyche”, “To Autumn” and “Ode to Melancholy”, through structural viewpoints. A scrutiny upon Keats's odes through dialogical perspective may reveal that Keats is a social and an involved poet of his (...)
    Download  
     
    Export citation  
     
    Bookmark  
  38. Mindfulness as a Pedagogical Tool: Kuchipudi Indian Classical Hindu Dance.Sabrina D. MisirHiralall - 2015 - Arts in Religious and Theological Studies (ARTS) Journal 1 (27):33-39.
    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 (...)
    Download  
     
    Export citation  
     
    Bookmark  
  39. Dialogic Practice in Primary Schools: How Primary Head Teachers plan to embed Philosophy for Children into the whole school. Education Studies.Sue Lyle - 2012 - Educational Studies 38 (1):1-12.
    The Philosophy for Children in Schools Project is an ongoing research project to explore the impact of philosophy for children (P4C) on classroom practice. this paper responds on the responses of head teachers, teachers and local educational authority (LA) officers in South Wales, UK, to the initial training programme in P4C carried out by the University School of Education. Achieving change in schools through the embedding of new practices is an important challenge for head teacher.s Interviews and qualitative questionnaires were (...)
    Download  
     
    Export citation  
     
    Bookmark  
  40. 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 (...)
    Download  
     
    Export citation  
     
    Bookmark  
  41. Use of English Teachers' Pedagogical Capital in the Classroom.Ganesh Bastola - 2023 - Curriculum Development Journal 30 (44):47-62.
    This paper aims at exploring the uses and practices of English as a Foreign Language (EFL) Teachers pedagogical capital in the classroom. It examines how the use and usages of EFL teachers’ pedagogical capital affects the way they deal with their students in the language classroom. The research was grounded within the interpretive research paradigm. The in-depth unstructured interview and observation were the research tools under narrative inquiry design. The data were collected from three different participants and themes were substantiated (...)
    Download  
     
    Export citation  
     
    Bookmark  
  42. 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 (...)
    Download  
     
    Export citation  
     
    Bookmark  
  43. Education Sensitive to Origin: Pedagogical Framework that Finds Foundation in the Thought of Edith Stein.Luis Manuel Martínez Domínguez - 2023 - Cuadernos de Pensamiento 36 (2660-6070):343-369.
    In the predominant pedagogical frameworks of our days, rationalist, voluntarist or sentimentalist reductionisms are seen, from which it is about educating people regardless of their Origin and the singular and unrepeatable originality with which they have been given to existence. Faced with this anthropocentric confinement, Sensitive Education arises so that every person, regardless of their culture and creed, remains sensitive to their Origin and captures their own originality, which in the end is what they must accept and try to manifest (...)
    Download  
     
    Export citation  
     
    Bookmark  
  44. Cultivating Creativity and Self-Reflective Thinking through Dialogic Teacher Education.Arie Kizel - 2012 - US-China Education Review 2 (2):237 – 249.
    A new program of teacher training in a dialogical spirit in order to prepare them towards working in the field of philosophy with children combines cultivating creativity and self-reflective thinking had been operated as a part of cooperation between the academia and the education system in Israel. This article describes the program that is a part of their practice towards co-operation between academia and schools as a part of PDS (Professional Development Schools) partnership. The program fosters creativity and self-reflective thinking (...)
    Download  
     
    Export citation  
     
    Bookmark  
  45. That seems wrong: pedagogically defusing moral relativism and moral skepticism.Jimmy Alfonso Licon - 2023 - International Journal of Ethics Education 8 (2):335-349.
    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 (...)
    Download  
     
    Export citation  
     
    Bookmark  
  46. The Possibility of Dialogic Semantics.Sergeiy Sandler - manuscript
    This paper outlines and demonstrates the viability of a consistent dialogic approach to the semantics of utterances in natural language. Based on the philosophical picture of language as dialogue, adumbrated by Mikhail Bakhtin and incorporating work in conversation analysis and cognitive-functional linguistics, I develop a method for analyzing both the function and the content of human utterances within a unified philosophical framework. I demonstrate the viability of this method of analysis by applying it to a brief conversational exchange (in (...)
    Download  
     
    Export citation  
     
    Bookmark  
  47. Pedagogical Practices in Modular Distance Learning among Secondary School Teachers.Charish Ghia Camille Garcia, Alvin Gayhe, Ace Anthony Gerongco & Grace Flores - 2022 - International Journal of Academic Multidisciplinary Research 6 (10):186-193.
    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 (...)
    Download  
     
    Export citation  
     
    Bookmark  
  48. 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 are essential (...)
    Download  
     
    Export citation  
     
    Bookmark  
  49. Pedagogical Approaches in Statistics and Probability during Pandemic.Melanie Gurat & Cathlyn Dumale - 2023 - American Journal of Educational Research 11 (6):337-347.
    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 (...)
    Download  
     
    Export citation  
     
    Bookmark  
  50. Necessity, a Leibnizian Thesis, and a Dialogical Semantics.Mohammad Shafiei - 2017 - South American Journal of Logic 3 (1):1-23.
    In this paper, an interpretation of "necessity", inspired by a Leibnizian idea and based on the method of dialogical logic, is introduced. The semantic rules corresponding to such an account of necessity are developed, and then some peculiarities, and some potential advantages, of the introduced dialogical explanation, in comparison with the customary explanation offered by the possible worlds semantics, are briefly discussed.
    Download  
     
    Export citation  
     
    Bookmark   1 citation  
1 — 50 / 821