Results for 'Education'

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  1. Education Enhances the Acuity of the Nonverbal Approximate Number System.Manuela Piazza, Pierre Pica, Véronique Izard, Elizabeth Spelke & Stanislas Dehaene - 2013 - Psychological Science 24 (4):p.
    All humans share a universal, evolutionarily ancient approximate number system (ANS) that estimates and combines the numbers of objects in sets with ratio-limited precision. Interindividual variability in the acuity of the ANS correlates with mathematical achievement, but the causes of this correlation have never been established. We acquired psychophysical measures of ANS acuity in child and adult members of an indigene group in the Amazon, the Mundurucú, who have a very restricted numerical lexicon and highly variable access to mathematics (...). By comparing Mundurucú subjects with and without access to schooling, we found that education significantly enhances the acuity with which sets of concrete objects are estimated. These results indicate that culture and education have an important effect on basic number perception. We hypothesize that symbolic and nonsymbolic numerical thinking mutually enhance one another over the course of mathematics instruction. (shrink)
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  2. Educating through Exemplars: Alternative Paths to Virtue.Michel Croce & Maria Silvia Vaccarezza - 2017 - Theory and Research in Education 15 (1):5-19.
    This paper confronts Zagzebski’s exemplarism with the intertwined debates over the conditions of exemplarity and the unity-disunity of the virtues, to show the advantages of a pluralistic exemplar-based approach to moral education (PEBAME). PEBAME is based on a prima facie disunitarist perspective in moral theory, which amounts to admitting both exemplarity in all respects and single-virtue exemplarity. First, we account for the advantages of PEBAME, and we show how two figures in recent Italian history (Giorgio Perlasca and Gino Bartali) (...)
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  3.  93
    Educational Justice: Liberal ideals, persistent inequality and the constructive uses of critique.Michael S. Merry - 2020 - New York: Palgrave Macmillan.
    There is a loud and persistent drum beat of support for schools, for citizenship, for diversity and inclusion, and increasingly for labor market readiness with very little critical attention to the assumptions underlying these agendas, let alone to their many internal contradictions. Accordingly, in this book I examine the philosophical, motivational, and practical challenges of education theory, policy, and practice in the twenty-first century. As I proceed, I do not neglect the historical, comparative international context so essential to better (...)
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  4. Educating for Intellectual Humility.Ian Kidd - 2015 - In Jason Baehr (ed.), Educating for Intellectual Virtues: Applying Virtue Epistemology to Educational Theory and Practice. London: Routledge. pp. 54-70.
    I offer an account of the virtue of intellectual humility, construed as a pair of dispositions enabling proper management of one's intellectual confidence. I then show its integral role in a range of familiar educational practices and concerns, and finally describe how certain entrenched educational attitudes and conceptions marginalise or militate against the cultivation and exercise of this virtue.
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  5. Moral education and the spirited part of the soul in Plato's laws.Joshua Wilburn - 2013 - Oxford Studies in Ancient Philosophy 45:63.
    In this paper I argue that although the Republic’s tripartite theory of the soul is not explicitly endorsed in Plato’s late work the Laws, it continues to inform the Laws from beneath the surface of the text. In particular, I argue that the spirited part of the soul continues to play a major role in moral education and development in the Laws (as it did in earlier texts, where it is characterized as reason’s psychic ‘ally’). I examine the programs (...)
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  6. Educational Interventions and Animal Consumption: Results from Lab and Field Studies.Adam Feltz, Jacob Caton, Zac Cogley, Mylan Engel, Silke Feltz, Ramona Ilea, Syd Johnson, Tom Offer-Westort & Rebecca Tuvel - 2022 - Appetite 173.
    Currently, there are many advocacy interventions aimed at reducing animal consumption. We report results from a lab (N = 267) and a field experiment (N = 208) exploring whether, and to what extent, some of those educational interventions are effective at shifting attitudes and behavior related to animal consumption. In the lab experiment, participants were randomly assigned to read a philosophical ethics paper, watch an animal advocacy video, read an advocacy pamphlet, or watch a control video. In the field experiment, (...)
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  7. Educational Justice and School Boosting.Marcus Arvan - forthcoming - Social Theory and Practice.
    School boosters are tax-exempt organizations that engage in fundraising efforts to provide public schools with supplementary resources. This paper argues that prevailing forms of school boosting are defeasibly unjust. Section 1 shows that inequalities in public education funding in the United States violate John Rawls’s two principles of domestic justice. Section 2 argues that prevailing forms of school boosting exacerbate and plausibly perpetuate these injustices. Section 3 then contends that boosting thereby defeasibly violates Rawlsian principles of nonideal theory for (...)
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  8.  76
    Educating for self-interest or -transcendence? An empirical approach to investigating the role of moral competencies in opportunity recognition for sustainable development.Vincent Blok, L. Ploum, O. Omta & T. Lans - 2019 - Business Ethics: A European Review 2 (28):243-260.
    Entrepreneurship education with a focus on sustainable development primarily teaches students to develop a profit‐driven mentality. As sustainable development is a value‐oriented and normative concept, the role of individual ethical norms and val‐ ues in entrepreneurial processes has been receiving increased attention. Therefore, this study addresses the role of moral competence in the process of idea generation for sustainable development. A mixed method design was developed in which would‐ be entrepreneurs were subjected to a questionnaire (n = 398) and (...)
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  9. Education as The Social Cultivation of Intellectual Virtue.Michel Croce & Duncan Pritchard - 2022 - In Mark Alfano, Colin Klein & Jeroen de Ridder (eds.), Social Virtue Epistemology. London: Routledge. pp. 583-601.
    The recent literature has seen a burgeoning discussion of the idea that the overarching epistemic goal of education is the cultivation of the intellectual virtues. Moreover, there have been attempts to put this idea into practice, with virtue-led educational interventions in schools, universities, and even prisons. This paper explores the question of whether—and, if so, to what degree—such intellectual virtue-based approaches to education are essentially social. The focus in this regard is on the role of intellectual exemplars within (...)
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  10.  9
    Higher Education Students’ Disaster Awareness, Preparedness, and Resiliency Preparation.Mary Grace C. Malonecio - 2023 - Universal Journal of Educational Research 2 (2):150-159.
    Natural disaster affects everyone’s lives regardless of position and status in life but its impact can be mitigated by doing necessary preparations. This survey-correlational research design aimed to determine the disaster awareness, preparedness, and resiliency preparation of the 249 randomly selected higher education students from a state university in the province of Aklan. A 3-part researcher-made questionnaire was utilized to gather data about disaster awareness, preparedness, and resiliency preparation. The instruments were subjected to validity and reliability testing. The statistical (...)
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  11.  53
    Heritage Education as an Effective Approach to Enhance Community Engagement: A Model for Classifying the Level of Engagement.Teng Wai Lao - 2022 - HERITAGE 2022 - International Conference on Vernacular Heritage: Culture, People and Sustainability.
    Seeking consensuses from the public is difficult, this also applies to the heritage sector, particularly in heritage preservation. ‘What, why and how to preserve?’ are the core of debates in the field and the differ- ences between points of views are basically due to the difference in valuation. In order to know everyone’s needs, views and expectations better and for sustainability, involving the community for preservation be- comes fundamental. Education, an experience which does not only provide opportunities for enlightenments (...)
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  12. Educational research undone: the postmodern embrace.Ian Stronach - 1997 - Philadelphia: Open University Press. Edited by Margaret MacLure.
    The authors draw on literary theory, anthropology and sociology in order to construct alternative ways of reading and writing educational research, and come to terms with postmodernism and deconstruction.
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  13. Education Management in Managerialist Times: Beyond the Textual Apologists.Martin Thrupp & Robert Archer - 2003 - Maidenhead & Philadelphia: Open University Press.
    For academics and students, Education Management in Managerialist Times offers a critical guide to existing educational management texts and makes a strong case for redefining educational management along more socially and politically informed lines. The book also offers practitioners alternative management strategies intended to contest, rather than support, managerialism, while being realistic about the context within which those who lead and manage schools currently have to work.
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  14. Ethics education and the practice of wisdom.Maughn Rollins Gregory - 2018 - In Elena K. Theodoropoulou, Didier Moreau & Christiane Gohier (eds.), Ethics in Education: Philosophical tracings and clearings. Rhodes: Laboratory of Research on Practical and Applied Philosophy, University of the Aegean. pp. 199-234.
    Ethics education in post-graduate philosophy departments and professional schools involves disciplinary knowledge and textual analysis but is mostly unconcerned with the ethical lives of students. Ethics or values education below college aims at shaping students’ ethical beliefs and conduct but lacks philosophical depth and methods of value inquiry. The «values transmission» approach to values education does not provide the opportunity for students to express doubt or criticism of the proffered values, or to practice ethical inquiry. The «inquiry» (...)
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  15. Education and a Meaningful Life.John White - 2009 - Oxford Review of Education 35 (4):423-435.
    Everyone will agree that education ought to prepare young people to lead a meaningful life, but there are different ways in which this notion can be understood. A religious interpretation has to be distinguished from the secular one on which this paper focuses. Meaningfulness in this non-religious sense is a necessary condition of a life of well-being, having to do with the nesting of one’s reasons for action within increasingly pervasive structures of activity and attachment. Sometimes a life can (...)
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  16. Education Policy and Realist Social Theory: Primary Teachers, Child-Centred Philosophy and the New Managerialism.Robert Archer - 2002 - Routledge.
    In Europe, welfare state provision has been subjected to 'market forces'. Over the last two decades, the framework of economic competitiveness has become the defining aim of education, to be achieved by new managerialist techniques and mechanisms. This book thoughtfully and persuasively argues against this new vision of education. This in-depth major study will be of great interest to researchers in the sociology of education, education policy, social theory, organization and management studies, and also to professionals (...)
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  17. Educational inequality and state-sponsored elite education: the case of the Dutch gymnasium.Michael Merry & Willem Boterman - 2020 - Comparative Education 56:522-546.
    In this paper we examine the role the Dutch gymnasium continues to play in the institutional maintenance of educational inequality. To that end we examine the relational and spatial features of state-sponsored elite education in the Dutch system: the unique identity the gymnasium seeks to cultivate; its value to its consumers; its geographic significance; and its market position amidst a growing array of other selective forms of schooling. We argue that there is a strong correlation between a higher social (...)
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  18. Moral Education: Hegemony vs. Morality.Sanjit Chakraborty - 2017 - International Journal of Applied Ethics 6:53-65.
    The paper inculcates the path of modern education by implementing cum ensuing the form and content of moral education from the stances of prescriptivist R. M Hare and existentialist Sartre. In the first part of the paper, Hare’s tune for language-centric moral concepts and its prescriptive plus universalistic application for society enhance an outlook for moral education where learners should be taught to apply morality from a prescriptive sense, not by memorizing it in a descriptive manner. Besides, (...)
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  19. Ethical Education as a Normative Philosophical Perspective.Ignace Haaz - manuscript
    Part of education as interactive exercise is related to a community of practitioners, a dialogue based philosophy of morals which supposes ethical normative characteristics of the discourse. This normative layer can be interpreted either in relation to the lifeworld, i. e. to the understanding of the good life. Alternatively, it can be realized in relation to some cultural rights, since a mutual recognition based ethics, aiming at highlighting culture as necessary feature of human dignity, can explain an ultimate goal (...)
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  20. Civic Education: Political or Comprehensive?Elizabeth Edenberg - 2016 - In Johannes Drerup, Gunter Graf, Christoph Schickhardt & Gottfried Schweiger (eds.), Justice, Education, and the Politics of Childhood: Challenges and Perspectives. pp. 187-206.
    In this chapter, I consider the problem children, conceived of as future citizens, pose to understanding the scope and limits of Rawls’s Political Liberalism by focusing on the civic education of children. Can a politically liberal state provide all children the opportunity to become reasonable citizens? Or does the cultivation of reasonableness require comprehensive liberalism? I show that educating children to become reasonable in the way Rawls outlines imposes a demanding requirement that conflicts with Rawls’s aim of including a (...)
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  21. Educating the educators.Massimo Pigliucci - 2002 - In R. Dawkins (ed.), Darwin Day Collection One: Single Best Idea, Ever. Tangled Bank Press.
    Concerning how to educate science educators about the nature of science, in the context of the creationism debates.
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  22. Paradoxical Education: Learning to Unlearn What We Think We Have Learned.Zachary Isrow - 2021 - World Journal of Education and Humanities 3 (3):57-65.
    There is no shortage of pedagogical theories from the tradition formal methods of instruction to the free-play methods of unschooling. A sharp shift in education and instruction models took place with the introduction of critical pedagogy. The focus was no longer on the authority of the teacher and the submissive, passive approach taken by the learner, but rather on the engagement between the two. Still, even when critical pedagogy is utilized in a formal model of education something is (...)
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  23. Bad education as the main cause of social disruption [TRANSLATION].Carlos Carvalhar - manuscript
    This article aims to explore the question of education in Plato from the historical context, thinking the model of Athens, Lesbos and Sparta, and from the perspective where a bad paideía, the low quality in the formation of citizens, becomes the main cause generating social disruption. Then, a reflection was made on the educational possibilities that Athenians from different social classes would have and on the Platonic proposal based on the combination of gymnastics and music, so that a citizen (...)
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  24. Moral Education in the Liberal State.Kyla Ebels-Duggan - 2013 - Journal of Practical Ethics 1 (2):24-63.
    I argue that political liberals should not support the monopoly of a single educational approach in state sponsored schools. Instead, they should allow reasonable citizens latitude to choose the worldview in which their own children are educated. I begin by defending a particular conception of political liberalism, and its associated requirement of public reason, against the received interpretation. I argue that the values of respect and civic friendship that motivate the public reason requirement do not support the common demand that (...)
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  25.  62
    Educating for Restraint.Peter Olsthoorn - 2022 - In Eric-Hans Kramer & Tine Molendijk (eds.), Violence in Extreme Conditions: Ethical Challenges in Military Practice. Springer. pp. 119-130.
    Today, many armed forces consider teaching virtues to be an important complement to imposing rules and codes from above. Yet, it is mainly established military virtues such as courage and loyalty that dominate both the lists of virtues and values of most militaries and the growing body of literature on military virtues. Some of these virtues, however, may be less suited for today’s missions, which more often than not require restraint on the part of military personnel. This chapter looks into (...)
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  26. Education, Values and Authority: a Semiotic View.Eetu Pikkarainen - 2014 - In Inna Semetsky & Andrew Stables (eds.), Pedagogy and Edusemiotics: theoretical challenges/practical opportunities. Sense Publisher. pp. 91-105.
    How can we theoretically and philosophically study the problem of values and authority in the context of education? The chapter uses the framework of action theoretical semiotics developed mainly on the conceptual structures of Greimassian semiotic theory. This detailed and elaborated theory of human discourse (utilized usually in terms of literary and “cultural” texts) will be expanded by biosemiotic and Peircean points of view to fit in the special problem area of education as transformation or extension from the (...)
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  27.  18
    Progressive Education: Views from John Dewey’s Education Philosophy.Trang Do - 2022 - Wisdom 4 (3):22-31.
    The study aims to clarify some actual contents that we think should be noted in the study of Dewey‟s educational philosophy. The study begins with Dewey‟s criticism of traditional education, which served as the basis for his progressive educational views. The article then analyzes the learnercentric educational process and teacher‟s qualities from a progressive viewpoint. Progressive education‟s ultimate aim is to achieve democracy in education. That, in our opinion, is the prominent reason that the influence of Dewey‟s (...)
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  28.  62
    Towards Education for 21st Century Democratic Citizenry — Philosophical Enquiry Advancing Cosmopolitan Engagement (P.E.A.C.E.) Curriculum: An Intentional Critique.Desiree' Moodley - 2021 - Analytic Teaching and Philosophical Praxis 41 (2):92 - 105.
    Doing philosophy for/with children and exposing students to multiple perspectives, exemplified within the Austrian Centre of Philosophy with Children’s implementation project of the Philosophical Enquiry Advancing Cosmopolitan Engagement (PEACE) curriculum in schooling, may offer a valuable written, taught, and tested curriculum for democratic citizenry. This paper provides an analysis that seeks to present, describe, critique, and make recommendations on the PEACE curriculum. The paper asks the question: In what ways does the Philosophical Enquiry Advancing Cosmopolitan Engagement as a 21st century (...)
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  29.  50
    Towards Education for 21st Century Democratic Citizenry — Philosophical Enquiry Advancing Cosmopolitan Engagement (P.E.A.C.E.) Curriculum: An Intentional Critique.Desiree' Eva Moodley - 2021 - Analytic Teaching and Philosophical Praxis 41 (2):92 - 105.
    Doing philosophy for/with children and exposing students to multiple perspectives, exemplified within the Austrian Centre of Philosophy with Children’s implementation project of the Philosophical Enquiry Advancing Cosmopolitan Engagement (PEACE) curriculum in schooling, may offer a valuable written, taught, and tested curriculum for democratic citizenry. This paper provides an analysis that seeks to present, describe, critique, and make recommendations on the PEACE curriculum. The paper asks the question: In what ways does the Philosophical Enquiry Advancing Cosmopolitan Engagement as a 21st century (...)
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  30. Educational Justice and the Gifted.Michael S. Merry - 2008 - Theory and Research in Education 6 (1):47-70.
    In this article I examine two basic questions: first, what constitutes a gifted person, and secondly, is there justification in making special educational provision for gifted children, where special provision involves spending more on their education than on the education of ‘normal’ children? I consider a hypothetical case for allocating extra resources for the gifted, and argue that gifted children are generally denied educational justice if they fail to receive an education that adequately challenges them. I further (...)
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  31. Inclusive Education and Epistemic Value in the Praxis of Ethical Change.Ignace Haaz - 2019 - In Obiora F. Ike, Justus Mbae & Chidiehere Onyia (eds.), Mainstreaming Ethics in Higher Education Research Ethics in Administration, Finance, Education, Environment and Law Vol. 1. Geneva: Globethics. net. pp. 259-290.
    In many universities and related knowledge transmission organisations, professional focus on empirical data shows as in vocational education that preparation for real life technical work is important, as one would expect from “career education”. University is as the name shows on the contrary focusing on the universality of some sort of education, which is neither a technical one, nor much concerned by preparing oneself for a career. The scope of this chapter is to propose an analysis of (...)
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  32. COSMIC EDUCATION: FORMATION OF A PLANETARY AND COSMIC PERSONALITY.Oleg Bazaluk & Tamara Blazhevich - 2012 - Philosophy and Cosmology 1 (10):147-160.
    The major stages of development of cosmic pedagogy have been researched. Based on the achievements of the modern neurosciences as well as of psychology, cosmology, and philosophy, the authors provide their reasoning for the cosmic education and its outlooks for the educational systems of the world. Through the studies of how important human mind is for the Earth and the cosmos and by researching the evolution of human mind within the structure of the Universe, the authors create a more (...)
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  33. Educational Equipoise and the Educational Misconception; Lessons from Bioethics.Gil Hersch - 2018 - Teaching and Learning Inquirey 6 (2):3-15.
    Some advances in bioethics regarding ethical considerations that arise in the context of medical research can also be relevant when thinking about the ethical considerations that arise in the context of SoTL research. In this article, I aim to bring awareness to two potential ethical challenges SoTL researchers might face when playing a dual role of teacher and researcher that are similar to the challenges physicians face in their dual role of physician and researcher. In this article, I argue that (...)
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  34.  25
    Social Robotics as Moral Education? Fighting Discrimination Through the Design of Social Robots.Fabio Fossa - 2022 - In Pekka Mäkelä, Raul Hakli & Joanna Seibt (eds.), Social Robots in Social Institutions. Proceedings of Robophilosophy’22. Amsterdam: IOS Press. pp. 184-193.
    Recent research in the field of social robotics has shed light on the considerable role played by biases in the design of social robots. Cues that trigger widespread biased expectations are implemented in the design of social robots to increase their familiarity and boost interaction quality. Ethical discussion has focused on the question concerning the permissibility of leveraging social biases to meet the design goals of social robotics. As a result, integrating ethically problematic social biases in the design of robots-such (...)
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  35. Educational Technology: From Educational Anarchism to Educational Totalitarianism.Mikhail Bukhtoyarov & Anna Bukhtoyarova - 2021 - In Igor Cvejić, Predrag Krstić, Nataša Lacković & Olga Nikolić (eds.), Liberating Education: What From, What For? Belgrade, Serbia: Institute for Philosophy and Social Theory, University of Belgrade. pp. 185-204.
    In the paper, the authors explore the relations between educational technology and educational ideology through the lens of philosophical inquiry. The optics of critical analysis is applied to review the instructional tools, services and systems which compose the complex picture of contemporary educational technology. The authors claim that even when initially established in the ideological domain of educational anarchism most educational technologies when being applied systemically can end up on the more oppressive side of the ideological spectrum close to educational (...)
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  36.  63
    Educating Future Generations of Community Gardeners.Shane J. Ralston - 2012 - Critical Education 3 (3):1-17.
    I formulate a Deweyan argument for school gardening that prepares students for a specific type of gardening activism: community gardening, or the political activity of collectively organizing, planting and tending gardens for the purposes of food security, education and community development.
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  37. Environmental Education for Sustainable Development in Russia.Anna Shutaleva - 2020 - Sustainability 12 (18):7742.
    The article is devoted to one of the crucial aspects of sustainable development, with the example of analyzing the possibilities for the development of environmental education in the Russian Federation. The article analyzes the possibilities of the current Russian Federal State Educational Standard for general and higher education in implementing the ideas of education in the interests of sustainable development. The methodological principles and philosophical foundations of environmental education are considered to designate the worldview guideline of (...)
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  38. Developing Education in Israa University Using Intelligent Tutoring System.Hasan A. Abu Hasanein & Samy S. Abu-Naser - 2018 - International Journal of Academic Pedagogical Research (IJAPR) 2 (5):1-16.
    This study was conducted with the aim of developing the academic work in the Palestinian universities. No one can deny the technological stage that we are witnessing in the present era. Our mission is to use this development to develop the educational process. The Artificial Intelligence of the most important branches of computer science, which is interested in the development of computer software in order to make them simulate intelligent human, recently it emerged promised based on artificial intelligence applications are (...)
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  39. Education and Responsiveness: On the Agency of Intersubjectivity.Brian Bruya - 2007 - In Roger T. Ames & Peter Herschock (eds.), Educations and Their Purposes: A Conversation among Cultures. University of Hawai'i Press.
    In typical monotransitive verbs, such as "to touch," the patient is a passive recipient of action. In this paper, I discuss a special class of monotransitive verbs in which the patient is not, and cannot be, just a passive recipient of action. These verbs, such as "to educate," hinge on intersubjective experience. This intersubjectivity throws a wrench into classical descriptions of grammatical transitivity, transforming the recipient of action from a passive patient receiving the action into an active agent accepting the (...)
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  40. Moral Education and Transcendental Idealism.Joe Saunders & Martin Sticker - 2020 - Archiv für Geschichte der Philosophie 102 (4):646-673.
    In this paper, we draw attention to several important tensions between Kant’s account of moral education and his commitment to transcendental idealism. Our main claim is that, in locating freedom outside of space and time, transcendental idealism makes it difficult for Kant to both provide an explanation of how moral education occurs, but also to confirm that his own account actually works. Having laid out these problems, we then offer a response on Kant’s behalf. We argue that, while (...)
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  41.  90
    Maternal Education and Child Health.Hang Khanh, Kien Le, Huong T. T. Hoang, Khoi Duc, My Nguyen & Thuy Trang - 2016
    This pаpеr invеstigаtеs thе intеrgеnеrаtiоnаl еffеcts оf mаtеrnаl еducаtiоn оn child hеаlth in 68 dеvеlоping cоuntriеs аcrоss fivе cоntinеnts оvеr nеаrly thrее dеcаdеs. Еxplоiting thе bеtwееn-sistеrs vаriаtiоn in thе еducаtiоnаl аttаinmеnt оf thе mоthеrs, wе find thаt mоthеr’s еducаtiоn is pоsitivеly аssоciаtеd with child hеаlth mеаsurеd by thе thrее mоst cоmmоnly usеd indicеs, nаmеly hеight-fоr-аgе, wеight-fоr-hеight, аnd wеight-fоr-аgе. Оur mеchаnism аnаlysеs furthеr shоw thаt thеsе fаvоrаblе еffеcts cоuld bе, аt lеаst in pаrt, аttributеd tо fеrtility bеhаviоr, аssоrtаtivе mаtching, hеаlth cаrе (...)
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  42.  66
    Democratic education: Aligning curriculum, pedagogy, assessment and school governance.Gilbert Burgh - 2003 - In Philip Cam (ed.), Philosophy, democracy and education. Seoul, South Korea: pp. 101–120.
    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 (...)
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  43. STEM education and outcomes in Vietnam: Views from the social gap and gender issues.Quan-Hoang Vuong, Pham Thanh Hang, Tran Trung, Vuong Thu Trang, Nguyen Manh Cuong, Nguyen Phuc Khanh Linh, La Viet Phuong & Manh-Toan Ho - manuscript
    United Nations’ Sustainable Development Goals 4 Quality Education has highlighted major challenges for all nations to ensure inclusive and equitable quality access to education, facilities for children, and young adults. The SDG4 is even more important for developing nations as receiving proper education or vocational training, especially in science and technology, means a foundational step in improving other aspects of their citizens’ lives. However, the extant scientific literature about STEM education still lacks focus on developing countries, (...)
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  44. FEMALE EDUCATION IN AFGHANISTAN: OPPORTUNITIES AND CHALLENGES.Hazrat Usman Mashwani - 2017 - International Journal for Innovative Research in Multidisciplinary Field (IJIRMF) 3 (11):43-49.
    Female education in Afghanistan has witnessed a number of ups and downs throughout the history of Afghanistan. In the history of Afghanistan, the people who suffered the most in the part of education were females. From the very beginning, female education was not that satisfactory prior to the civil war in Afghanistan but the three-decade civil war and conflicts made the situation worse for female learners. It was the government of the Taliban (1996-2001) when female education (...)
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  45. DIGITIZED EDUCATION AS TEACHING MODALITIES AS RELATED TO TEACHERS’ PERFORMANCE IN PRIVATE AND PUBLIC SCHOOLS IN PILA, LAGUNA.Angela Marie T. Martinez - 2022 - International Journal of Research Publications 107 (1):74-91.
    The objective of this study was to determine the teachers? performance in Digitized Education in Private and Public Schools in Pila, Laguna and their performance at school through different teaching modalities. It sought to answer three basic questions. What is the extent of the digitized education using different modalities as to Online teaching and learning, Modular Teaching/ Learning, Flexible and Blended Teaching and Learning?; What is the level of teachers? performance in terms of IPCRF Individual Performance Commitment Review (...)
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  46. Trends of Palestinian Higher Educational Institutions in Gaza Strip as Learning Organizations.Samy S. Abu Naser, Mazen J. Al Shobaki, Youssef M. Abu Amuna & Amal A. Al Hila - 2017 - International Journal of Digital Publication Technology 1 (1):1-42.
    The research aims to identify the trends of Palestinian higher educational institutions in Gaza Strip as learning organizations from the perspective of senior management in the Palestinian universities in Gaza Strip. The researchers used descriptive analytical approach and used the questionnaire as a tool for information gathering. The questionnaires were distributed to senior management in the Palestinian universities. The study population reached (344) employees in senior management is dispersed over (3) Palestinian universities. A stratified random sample of (182) employees from (...)
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  47. Engineer education as citizenship education.Ogawa Taiji, Murase Tomoyuki & Kei Nishiyama - 2020 - In Proceedings of InInternational Symposium on Advances in Technology Education Conference. International Symposium on Advances in Technology Education. pp. 326-331.
    Engineering and technology aim to lead a better life for people. But the meaning of “better” is highly contested in modern democratic societies where different citizens have different cultures and values. Engineers, as one of the citizens in such societies, are also living in multicultural and multi-value settings, and therefore they need to be responsible for such diversity when they engage in technological developments. Therefore, in engineering education, it is necessary to aim at not only acquiring the specialized technological (...)
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  48. EDUCATION AS MYTHIC IMAGE.Gregory Nixon - 2002 - Spring: A Journal of Archetype and Culture 69:91-113.
    Mythopoetry, the imagistic voice of the muses which manifests in myth and natural poetry, has been invoked as an impression of ideal curriculum with which to cherish intimate, vital experience (and to oppose its exile from educational life). In this statement, I intend to see through the pleasant surface of the label, mythopoetry, to see what image may lie just out of sight, beyond the "inspired writing" that mythopoetry implies. Beyond words themselves, meaning is found in sound and in expressive (...)
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  49. Educating for Intellectual Virtue: a critique from action guidance.Ben Kotzee, J. Adam Carter & Harvey Siegel - 2019 - Episteme:1-23.
    Virtue epistemology is among the dominant influences in mainstream epistemology today. An important commitment of one strand of virtue epistemology – responsibilist virtue epistemology (e.g., Montmarquet 1993; Zagzebski 1996; Battaly 2006; Baehr 2011) – is that it must provide regulative normative guidance for good thinking. Recently, a number of virtue epistemologists (most notably Baehr, 2013) have held that virtue epistemology not only can provide regulative normative guidance, but moreover that we should reconceive the primary epistemic aim of all education (...)
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  50. Humanistic Education: Philosophical crossroads.Geoffrey Westropp - manuscript
    The educational philosophies of John Dewey, Paulo Freire and Tsunesaburo Makiguchi were born at different times and in different cultures but the themes they propound resonate with the ordinary people. Although there are ideas that are unique to each philosophy, this paper tries to uncover the themes that are similar in them. The purpose to uncovering these themes is to try in some way to form a unifying force that opens a path to making the ideas rather than the person (...)
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