Results for 'LB Theory and practice of education'

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  1. What is it like to write philosophy?Matthew W. Parker - 2016 - Lse Philosophy Blog:1-1.
    With essay deadlines looming for many of our students, Matt Parker relives some of the angst involved in writing philosophy. You’re not alone.
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  2. On the Logical Form of Educational Philosophy and Theory: Herbart, Mill, Frankena, and Beyond.Berislav Žarnić - 2016 - Encyclopedia of Educational Philosophy and Theory: Living Reference Work.
    The investigation into logical form and structure of natural sciences and mathematics covers a significant part of contemporary philosophy. In contrast to this, the metatheory of normative theories is a slowly developing research area in spite of its great predecessors, such as Aristotle, who discovered the sui generis character of practical logic, or Hume, who posed the “is-ought” problem. The intrinsic reason for this situation lies in the complex nature of practical logic. The metatheory of normative educational philosophy and (...) inherits all the difficulties inherent in the general metatheory but has also significantly contributed to its advancement. In particular, the discussion on its mixed normative-descriptive character and complex composition has remained an important part of research in educational philosophy and theory. The two points seem to be indisputable. First, the content of educational philosophy and theory is a complex one, connecting different disciplines. Second, these disciplines are integrated within the logical form of practical inference or means-end reasoning. On the other hand, the character of consequence relation in this field, although generally recognized as specific, represents an unresolved prob- lem, a solution of which requires a sophisticated logical theory and promises to influence the self- understanding of educational philosophy and theory. (shrink)
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  3. Theory without practice is empty; Practice without theory is blind: The inherent inseparability of doctrine and skills.Harold Anthony Lloyd - 2017 - In Linda Holdeman Edwards (ed.), The Doctrine Skills Divide: Legal Education's Self-Inflicted Wound. Carolina Academic Press Llc. pp. 77-90.
    This article maintains that the so-called theory-practice divide in legal education is not only factually false but semantically impossible. -/- As to the divide's falsity, practitioners have of course performed excellent scholarship and academics have excelled in practice. As to the divide's semantic impossibility, this article examines, among other things: -/- (1) the essential role of experience in meaning, -/- (2) the resulting inseparability of theory and practice in the world of experience, -/- (3) (...)
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  4. Bridging the Gap Between Ethical Theory and Practice in Medicine: A Constructivist Grounded Theory Study.Mansure Madani, AbouAli Vedadhir, Bagher Larijani, Zahra Khazaei & Ahad Faramarz Gharamaleki - 2020 - Science and Engineering Ethics 26 (4):2255-2275.
    Physicians try hard to alleviate mental and physical ailments of their patients. Thus, they are heavily burdened by observing ethics and staying well-informed while improving health of their patients. A major ethical concern or dilemma in medication is that some physicians know their behavior is unethical, yet act against their moral compass. This study develops models of theorypractice gap, offering optimal solutions for the gap. These solutions would enhance self-motivation or remove external obstacles to stimulate ethical practices in (...)
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  5. An Introduction to Interdisciplinary Research: Theory and Practice.Steph Menken, Machiel Keestra, Lucas Rutting, Ger Post, Mieke de Roo, Sylvia Blad & Linda de Greef (eds.) - 2016 - Amsterdam University Press.
    A SECOND COMPLETELY REVISED EDITION OF THIS TEXTBOOK ON INTERDISCIPLINARY RESEARCH WAS PUBLISHED WITH AMSTERDAM UNIVERSITY PRESS IN 2022. Check out that version here and a PDF of its ToC and Introduction, as this first edition (AUP 2016) is no longer available. [This book (128 pp.) serves as an introduction and manual to guide students through the interdisciplinary research process. We are becoming increasingly aware that, as a result of technological developments and globalisation, problems are becoming so complex that they (...)
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  6. Embedded Identities and Dialogic Consensus: Educational implications from the communitarian theory of Bhikhu Parekh.Michael S. Merry - 2005 - Educational Philosophy and Theory 37 (4):495-517.
    In this article I investigate the extent to which Bhikhu Parekh believes that a person's cultural/religious background must be preserved and whether, by implication, religious schooling is justified by his theory. My discussion will explore—by inference and implication—whether Parekh's carefully crafted multiculturalism, enriched and illuminated by numerous practical insights, is socially tenable. I will also consider whether, by extension, it is justifiable, on his line of reasoning, to cultivate cultural and religious understandings among one's own children. Finally, I will (...)
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  7. Do philosophers of education dare be inspired by forerunners such as Nietzsche? – Transformation of the mind towards an affirmative and generative awareness.Henriëtta Joosten - 2018 - Educational Philosophy and Theory 50 (14):1418-1419.
    What comes after postmodernism and how will this affect educational theory and, I would add, educational practices? I will take up these challenging questions by interpreting present times as a period of transformation towards a new kind of awareness. Nietzsche—for some the father of postmodernity, for me a visionary thinker who ‘presenced’ what was coming—has already explored this transformation.
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  8. The Concept of a University: Theory, Practice, and Society.Trystan S. Goetze - 2019 - Danish Yearbook of Philosophy 52 (1):61-81.
    Current disputes over the nature and purpose of the university are rooted in a philosophical divide between theory and practice. Academics often defend the concept of a university devoted to purely theoretical activities. Politicians and wider society tend to argue that the university should take on more practical concerns. I critique two typical defenses of the theoretical concept—one historical and one based on the value of pure research—and show that neither the theoretical nor the practical concept of a (...)
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  9. Theory and Practice of Contrast: Integrating Science, Art and Philosophy.Mariusz Stanowski - 2021 - London: Crc Press.
    The book Theory and Practice of Contrast completes, corrects and integrates the foundations of science and humanities, which include: theory of art, philosophy (aesthetics, epistemology, ontology, axiology), cognitive science, theory of information, theory of complexity and physics. Through the integration of these distant disciplines, many unresolved issues in contemporary science have been clarified or better understood, among others: defining impact (contrast) and using this definition in different fields of knowledge; understanding what beauty/art is and what (...)
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  10. ChatGPT and the Technology-Education Tension: Applying Contextual Virtue Epistemology to a Cognitive Artifact.Guido Cassinadri - 2024 - Philosophy and Technology 37 (14):1-28.
    According to virtue epistemology, the main aim of education is the development of the cognitive character of students (Pritchard, 2014, 2016). Given the proliferation of technological tools such as ChatGPT and other LLMs for solving cognitive tasks, how should educational practices incorporate the use of such tools without undermining the cognitive character of students? Pritchard (2014, 2016) argues that it is possible to properly solve this ‘technology-education tension’ (TET) by combining the virtue epistemology framework with the theory (...)
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  11.  58
    Place, empire, environmental education and the community of inquiry.Simone Thornton, Gilbert Burgh & Mary Graham - 2024 - Journal of Philosophy in Schools 11 (1):83–103.
    Place-based education is founded on the idea that the student’s local community is one of their primary learning resources. Place-based education’s underlying educational principle is that students need to first have an experiential understanding of the history, culture, and ecology of the environment in which they are situated before tackling broader national and global issues. Such attempts are a step in the right direction in dealing with controversial issues in a democracy by providing resources for synthesising curriculum though (...)
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  12. Empathic Design in Engineering Education and Practice: An Approach for Achieving Inclusive and Effective Community Resilience.Saleh Afroogh - 2021 - Sustainability 13 (7):0-0.
    In this paper, we argue that an inclusive and effective community resilience approach requires empathy as a missing component in the current engineering education and practice. An inclusive and effective community resilience approach needs to be human-centric, individual- and communal-sensitive, justice-oriented, and values-based consistent. In this paper, we argue that three kinds of empathy, namely cognitive, affective, and conative, play a central role in creating and sustaining an inclusive and effective approach to community resilience. Finally, we discuss empathetic (...)
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  13. Reconstruction in philosophy education: The community of inquiry as a basis for knowledge and learning.Gilbert Burgh - 2009 - In Australasia Philosophy of Education Society of (ed.), The Ownership and Dissemination of Knowledge, 36th Annual Conference of the Philosophy of Education Society of Australasia, Queensland University of Technology, Brisbane, Australia, 4–7 December 2008. Philosophy of Education Society of Australasia (PESA). pp. 1-12.
    The ‘community of inquiry’ as formulated by CS Peirce is grounded in the notion of communities of disciplinary-based inquiry engaged in the construction of knowledge. The phrase ‘converting the classroom into a community of inquiry’ is commonly understood as a pedagogical activity with a philosophical focus to guide classroom discussion. But it has a broader application, to transform the classroom into a community of inquiry. The literature is not clear on what this means for reconstructing education and how it (...)
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  14. Julius Nyerere's Philosophy of Education: Implication for Nigeria's Educational System Reforms.Diana-Abasi Ibanga - 2016 - Africology: The Journal of Pan African Studies 9 (3):109-125.
    Nyerere’s philosophy of education is one of the most influential and widely studied theories of education. Policy-makers have continued to draw from it for policy re-engineering. In this paper, the Nigerian educational system is examined in the light of the philosophy. This approach is predicated on the informed belief that there are social and historical commonalities between Nigeria and the target-society of Nyerere’s philosophy. To this end, it argues that the philosophy holds some important lessons for Nigeria’s (...). For this reason, there is need to inject some doses of its principles into the body polity of Nigeria’s education. The article identifies three areas – school financing, curricula development and entrepreneurial education – where the principles of the philosophy can be practically invaluable for Nigeria. In the final analysis, the paper identifies the linkage between national philosophy of education and national developmental ideology; and argues that a national philosophy of education of any country must be embedded in the national development ideology of that country of which the country’s philosophy of education must drive. (shrink)
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  15. The theory and practice of electoral processes in a democratic transition: A comparative study of Nigeria and South Africa (1999 -2004).Ifedi Francisca - 2019 - Hofa: African Journal of Multidisciplinary Research 4 (1).
    Democratization process has become the global demand of the present century. The Millennium Development Goal (MDG) gave credence to this development. Nigeria and South Africa have had checkered history of dictatorship under military rule and obnoxious apartheid policy respectively. Both countries embraced the current wave in the 1990s. The exploration of this development is our central focus. To do this, the paper examined the following: the relationship between type of electoral system and the conduct of elections in Nigeria and South (...)
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  16.  84
    From Ontology of Interaction to Semiotics of Education.Eetu Pikkarainen - 2013 - In Kirsi Tirri & Elina Kuusisto (eds.), Interaction in Educational Domains. Sense Publishers. pp. 52-62.
    There seems to be some movement towards an ontological turn in the philosophy of education. The purpose of this chapter is to contribute this current debate by framing what the ontology for the philosophy of education could be and what it could offer. Some current writings in this movement will shortly reviewed and criticized because of too narrow and shallow understanding of ontology and missing ontological seriousness. Then the task of ontology will be concretized to the solving of (...)
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  17. Considering the Purposes of Moral Education with Evidence in Neuroscience: Emphasis on Habituation of Virtues and Cultivation of Phronesis.Han Hyemin - 2024 - Ethical Theory and Moral Practice 27 (1):111-128.
    In this paper, findings from research in neuroscience of morality will be reviewed to consider the purposes of moral education. Particularly, I will focus on two main themes in neuroscience, novel neuroimaging and experimental investigations, and Bayesian learning mechanism. First, I will examine how neuroimaging and experimental studies contributed to our understanding of psychological mechanisms associated with moral functioning while addressing methodological concerns. Second, Bayesian learning mechanism will be introduced to acquire insights about how moral learning occurs in human (...)
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  18. Thoughts on the Theory and Practice of Speculative Markets qua Event Predictors.Mason Richey - 2005 - Essays in Philosophy 6 (1):26.
    This paper analyzes the proposed use of combinatorial derivatives markets for event prediction, especially for catastrophic events such as terrorism, war, or political assasination. Following a presentation of the philosophical principles underlying these politico-economic tools, I examine case studies (U.S. DoD proposals) that evaluate their advantages and disadvantages in terms of both efficacy and moral considerations. I conclude that these markets are both fatally flawed due to internal conceptual contradictions and morally problematic.
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  19. Theory and Practice in John Wesley's Critique of Calvinism: A Philosophical Examination.Walter Scott Stepanenko - forthcoming - Asbury Journal.
    On more than one occasion, John Wesley found himself engaged in debate with Calvinists in the Methodist revival. In this article, I philosophically re-examine John Wesley’s concerns with the Calvinism of some members of his evangelical cohort. I argue that Wesley’s concerns fall into two types: theoretical concerns about the conceptual coherency of a view that makes God the author of sin and practical concerns about the moral implications of a view that suggests some individuals are elect and others are (...)
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  20. Higher Education, Knowledge For Its Own Sake, and an African Moral Theory.Thaddeus Metz - 2009 - Studies in Philosophy and Education 28 (6):517-536.
    I seek to answer the question of whether publicly funded higher education ought to aim intrinsically to promote certain kinds of ‘‘blue-sky’’ knowledge, knowledge that is unlikely to result in ‘‘tangible’’ or ‘‘concrete’’ social benefits such as health, wealth and liberty. I approach this question in light of an African moral theory, which contrasts with dominant Western philosophies and has not yet been applied to pedagogical issues. According to this communitarian theory, grounded on salient sub-Saharan beliefs and (...)
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  21. 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 (...)
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  22. Instructional Leadership Practices of School Administrators: The Case of El Salvador City Division, Philippines.Ma Leah Lincuna & Manuel Caingcoy - 2020 - Commonwealth Journal of Academic Research 1 (2):12-32.
    School administrators are mandated to take the instructional leadership roles. On this premise, a study assessed the extent of instructional leadership practices of public elementary school administrators in El Salvador City Division, Philippines. Also, it explored their actual practices, challenges encountered, and the ways they overcome the challenges in practicing instructional leadership. It employed a mixed-method research design. It administered the adopted assessment tool on instructional leadership to 15 school administrators and 12 of them were involved in the individual interviews. (...)
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  23. Structure, Agency and the Sociology of Education: rescuing analytical dualism.Robert Archer - 1999 - British Journal of Sociology of Education 20 (1):5-21.
    Theorising the interplay of structure and agency is the quintessential focus of sociological endeavour. This paper aims to be part of that continuing endeavour, arguing for a stratified social ontology, where structure and agency are held to be irreducible to each other and causally efficacious, yet necessarily interdependent. It thus aims not to be part of that on-going journey in search of the 'ontological holy grail'. Instead, it offers a way of linking structure and agency which enables the practical (...) researcher concretely to examine their relative interplay over time. The methodological key to teasing out their relative interplay is held to be analytical dualism. It will be argued that such a methodological device is precluded by Giddens' structuration theory. (shrink)
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  24. A Theory of Inquiry for Educational Development: An Application of the Critical Theory of Jurgen Habermas.Gary Milczarek - 1979 - Dissertation, Ohio State University
    There is a fundamental incompatibility between a developmental orientation to education and instrumental and scientistic conceptions of rationality that dominate educational inquiry. An expanded conception of rationality is provided in the critical theory of Jurgen Habermas. This study draws on Habermas' work to present a theory of inquiry that is consistent with a developmental perspective. I distinguish three interdependent realms of experience--the objective world of nature, the intersubjective world of society and the subjective world of each individual. (...)
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  25. The Incoherence of the Interactional and Institutional Within Freire’s Politico-Educational Project.Neil Wilcock - 2020 - Studies in Philosophy and Education 39 (4):399-414.
    In this paper I draw apart two different contexts of Freirean pedagogical practice that I label interactional and institutional. The interactional refers to the immediate learning environment with relation to the interaction between the students and the teacher. In contrast, the institutional refers to how the institutions of education are managed, constructed, and organised and how they relate to the individuals those institutions are composed of. I begin by presenting a brief overview of Freire’s argument in favour of (...)
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  26. Bioethics: from theory to practice.O. O. Kryshtal, Mikola Chasin & Valentin Cheshko - 2021 - Киев, Украина, 02000: "Avicenna",.
    The monograph includes works of specialists and scientists - active members of the bioethical movement In Ukraine, and regular participants in national congresses on bioethics in Kyiv for the last 20 years. Over the years, bioethics has become widely used our lives It is evidenced, in particular, by the list of topics that are presented in the collective monographs, namely: philosophical and philosophical aspects of bioethics and dissemination bioethical norms and rules in various spheres of human activity. Most articles include (...)
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  27. Peace, democracy, and education in Colombia: the contribution of the political philosopher Guillermo Hoyos-Vásquez.Enver Torregroza & Federico Guillermo Serrano-Lopez - 2021 - Social Identities 28.
    The purpose of this article is to present the main contributions to peace, democracy, and the philosophy of education in Colombia, made by philosopher Guillermo Hoyos-Vásquez (Medellín, 1935 – Bogotá, 2013). The work of this Colombian philosopher stands out for its important contributions to political philosophy as the vital, supportive, and responsible exercise of thought concerning the public interest. Using Kant’s concept of practical reason, Husserl’s lifeworld [Lebenswelt], and Habermas’s communicative action as starting points, Hoyos-Vásquez succeeded in going beyond (...)
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  28. Paideia for Praxis: Philosophy and Pedagogy as Practices of Liberation.Nathan Jun - 2012 - In Robert Haworth (ed.), Anarchist Pedagogies: Collective Actions, Theories, and Critical Reflections on Education. PM Press. pp. 283-302.
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  29. Permutation of UTME multiple-choice test items on performance in use of English and mathematics among prospective higher education students.Bassey Asuquo Bassey, Isaac Ofem Ubi, German E. Anagbogu & Valentine Joseph Owan - 2020 - Journal of Social Sciences Research 6 (4):483-493.
    In an attempt to curtail examination malpractice, the Joint Admission and Matriculation Board (JAMB) has been generating different paper types with a different order of test items in the Unified Tertiary Matriculation Examination (UTME). However, the permutation of test items may compromise students’ performance unintentionally because constructive suggestions in theory and practice recommend that test items be sequenced in ascending order of difficulty. This study used data collected from a random sample of 1,226 SSIII students to ascertain whether (...)
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  30. Pursuing equal opportunities: the theory and practice of egalitarian justice, by Lesley A. Jacobs [book review]. [REVIEW]Alex Voorhoeve - 2005 - Economics and Philosophy 21 (1):155-161.
    Book review of Lesley A. Jacobs' Pursuing Equal Opportunities: The Theory and Practice of Egalitarian Justice.
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  31.  20
    Mark Yakovlevich Vygodsky's Anniversary: Key Facts of the Biography and the List of His Key Publications.Oleg Gurov - 2023 - Artificial Societies 18 (3).
    The year 2023 celebrates the 125th anniversary of the birth of Mark Yakovlevich Vygodsky, a famous Soviet mathematician and pedagogue, one of the founders of the Soviet school of the history of mathematics. Not only the scientist's scientific achievements, but also his significant contribution to pedagogical theory and practice, allow us to describe him as a significant scientific figure of the twentieth century. His mathematics textbooks and reference books are reprinted almost annually, so that his ideas continue to (...)
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  32. “Balance as a way of lifework”: early career choices among Israeli senior teacher educators.Maria Gutman - forthcoming - Teaching Education.
    This study seeks to explore Israeli senior teacher educators’ retrospective interpretations of their early career experiences, while addressing a special emphasis on cultural and contextual characteristics of the academic colleges of education (ACEs). In order to study in depth the attraction factors of career choices among teacher educators, who have outstanding academic skills and background in university teaching, 10 semi-structured interviews were conducted. The findings pointed to the 'balancing between different fields of work' as a major attraction in choosing (...)
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  33. Phiolosophical Aspects of Mutabbi: a Contextual Analysis with Special Reference to Globalization of Education.Jafar Paramboor & Mohd Burhan Ibrahim - 2014 - Journal of Education and Practice 4 (26):151-156.
    In the ongoing process of searching the identity of Islamic education paradigm, theory and practice, there are certain values that should be contemplated with help of the exact traditional methodology of Islamic educational research. Although we could find some alternatives to replace our concrete area of knowledge seeking paradigm, the concept of ‘Murabbi’, the derivative of ‘tharbiyah’ has to be relevantized in the context of globalization of the education. ‘Tharbiya’ in its theoretical aspects cannot be fully (...)
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  34. Moral uncertainty and distress about voluntary assisted dying prior to legalisation and the implications for post-legalisation practice: a qualitative study of palliative and hospice care providers in Queensland, Australia.David G. Kirchhoffer, C. - W. Lui & A. Ho - 2023 - BMJ Open 13.
    ABSTRACT Objectives There is little research on moral uncertainties and distress of palliative and hospice care providers (PHCPs) working in jurisdictions anticipating legalising voluntary assisted dying (VAD). This study examines the perception and anticipated concerns of PHCPs in providing VAD in the State of Queensland, Australia prior to legalisation of the practice in 2021. The findings help inform strategies to facilitate training and support the health and well-being of healthcare workers involved in VAD. Design The study used a qualitative (...)
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  35. Michael Rose: The Representation of Future Generations in Today’s Democracy: Theory and Practice of Proxy Representation. [REVIEW]Jonathan M. Hoffmann - 2018 - Intergenerational Justice Review 4 (1):51-53.
    Michael Rose’s Zukünftige Generationen in der heutigen Demokratie: Theorie und Praxis der Proxy-Repräsentation (Future Generations in Today’s Democracy: Theory and Practice of Proxy Representation) is an ambitious and fascinating work. It provides a new conceptualisation of the representation of future generations and it also delivers the most extensive empirical study of institutions for the representation of future generations available to date. The book is based on Rose’s PhD thesis at the Heinrich Heine University, Düsseldorf, Germany, and is 516 (...)
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  36. In and Out of Character: Socratic Mimēsis.Mateo Duque - 2020 - Dissertation, Cuny Graduate Center
    In the "Republic," Plato has Socrates attack poetry’s use of mimēsis, often translated as ‘imitation’ or ‘representation.’ Various scholars (e.g. Blondell 2002; Frank 2018; Halliwell 2009; K. Morgan 2004) have noticed the tension between Socrates’ theory critical of mimēsis and Plato’s literary practice of speaking through various characters in his dialogues. However, none of these scholars have addressed that it is not only Plato the writer who uses mimēsis but also his own character, Socrates. At crucial moments in (...)
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  37. Emergence, Supervenience, and Introductory Chemical Education.Micah Newman - 2013 - Science & Education 22 (7):1655-1667.
    In learning chemistry at the entry level, many learners labor under misconceptions about the subject matter that are so fundamental that they are typically never addressed. A fundamental misconception in chemistry appears to arise from an adding of existing phenomenal concepts to newly-acquired chemical concepts, so that beginning learners think of chemical entities as themselves having the very same ‘macro’ properties that we observe through the senses. Those who teach or practice chemistry never acquire these misconceptions because they were (...)
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  38. Toward a reassessment of Kant’s notion of rhetoric. On Kant’s theory and practice of popularity according to Ercolini and Santos.Roberta Pasquarè - 2020 - Studia Kantiana 2 (18):109-119.
    According to a common misconception, Kant rejects rhetoric as worthy of no respect and neglects popularity as a dispensable accessory. Two recent publications on the communicative dimension of Kant’s conception and practice of philosophy represent a very solid rebuttal of such criticism. The books in question are Kant’s Philosophy of Communication by G. L. Ercolini and A linguagem em Kant. A linguagem de Kant edited by Monique Hulshof and Ubirajara Rancan de Azevedo Marques, especially in light of the long (...)
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  39. Does There Exist a Need for a ‘New’ Educational Ideal of Rationality? The Crossroads between Transhumanism and Israel Scheffler’s Conception of Critical Thinking.Paloma Castillo - 2023 - Encyclopaideia: Journal of Phenomenology and Education 27 (66):49-61.
    This article reflects on whether today, there is a need for a ‘new’ educational ideal of rationality. To articulate that objective, a critical analysis is made of the pedagogical ideas underlying two conflicting trends: transhumanism and critical thinking. First, the distinctive identity of the transhumanist philosophical movement is examined in terms of its partial ascription to, and, given its attempts to overcome it, its renunciation of Humanism. In the face of the apparent promises and pitfalls that techno-science portends for pedagogical (...)
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  40. Theory and Practice: The Point of Contact.Roderick Chisholm - 1988 - In J. C. Nyíri & Barry Smith (eds.), Practical Knowledge: Outlines of a Theory of Traditions and Skills. Croom Helm. pp. 53-60.
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  41. Inclusive organizational culture as a culture of diversity acceptance and mutual understanding.Anna Shutaleva - 2019 - Perspektivy Nauki I Obrazovania – Perspectives of Science and Education, 41 (5):373-385.
    The relevance of the study is the need to reform the educational environment based on the values of inclusion to ensure the accessibility of quality education for all people. The purpose of the study is to justify the need an inclusive culture formation as a culture of acceptance of diversity and mutual understanding. The research problem is the lack of development of an inclusive organizational culture is a barrier to ensuring the availability of quality education in a variety (...)
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  42. From Ontology of Interaction to Semiotics of Education.Eetu Pikkarainen - 2013 - In Kirsi Tirri & Elina Kuusisto (eds.), Interaction in Educational Domains. Sense Publishers. pp. 51-62.
    In this article I try to show that the most deep level ontology can have rich meaning for our understanding of such practical and everyday phenomena as education and interaction. With this deep level ontology I mean the problem of universals. Starting from famous traditional stances of realism and nominalism, which both are for the modern theories of growth and Bildung, I continue to the third and more recently developed ontological theory, trope theory according to which the (...)
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  43. Emancipatory and Critical Language Education: A Plea for Translingual Possible Selves and Worlds.Maria Formosinho, Carlos Reis & Paulo Jesus - 2019 - Critical Studies in Education 60 (2):168-186.
    Language is the main resource for meaningful action, including the very formation of selves and psychosocial identities, shaped by practical norms, beliefs, and values. Thus, language education constitutes one of the most powerful means for both social reproduction and social production and ideological maintenance and utopian innovation. In this paper, we attempt to emphasise the invaluable psychosocial, political, economic, and cultural function of language education in order to propose a critical view of the current transition from the monolingual (...)
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  44. What’s the Relationship Between the Theory and Practice of Moral Responsibility?Argetsinger Henry & Manuel Vargas - 2022 - Humana Mente - Journal of Philosophical Studies 15 (42):29-62.
    This article identifies a novel challenge to standard understandings of responsibility practices, animated by experimental studies of biases and heuristics. It goes on to argue that this challenge illustrates a general methodological challenge for theorizing about responsibility. That is, it is difficult for a theory to give us both guidance in real world contexts and an account of the metaphysical and normative foundations of responsibility without treating wide swaths of ordinary practice as defective. The general upshot is that (...)
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  45. 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 (...)
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  46. Editorial: Perspectives and Theories of Social Innovation for Ageing Population.Andrzej Klimczuk & Łukasz Tomczyk - 2020 - Frontiers in Sociology 5:1--6.
    Gerontology together with its subfields, such as social gerontology, geragogy, educational gerontology, political gerontology, environmental gerontology, and financial gerontology, is still a relatively new academic discipline that is currently intensively developing, expanding research fields and combining various theoretical and practical perspectives. The interdisciplinarity, transdisciplinarity, and multidisciplinarity of research on ageing and old age, despite its vast thematic, methodological and theoretical diversity, have a common denominator, which is the focus of research work on improving the quality of life of older people. (...)
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  47. Understanding the Role and Nature of Intuition in Philosophical Inquiry.Nicolas Nicola - 2017 - Dissertation, Queen's University
    This thesis explores the role and nature of intuition in philosophical inquiry. Appeals to intuition have either been used as evidence for or against philosophical theories or as constitutive features of judgement. I attempt to understand our uses of intuition by appealing to tacit knowledge. The hope is to elicit a picture of intuition as being practical and explanatory. Our reliance on intuition is warranted if we understand it as an expression of tacit knowledge.
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  48. Translation in Theory and Practice: The Case of Johann David Michaelis’s Prize Essay on Language and Opinions (1759).Avi S. Lifschitz - 2010 - In Stefanie Stockhorst (ed.), Cultural Transfer through Translation: The Circulation of Enlightened Thought in Europe by Means of Translation. Rodopi.
    In this article Johann David Michaelis’s views of language and translation are juxtaposed with his own experience as a translated and translating author, especially with regard to the translations of his prize essay on the reciprocal influence of language and opinions (1759). Its French version originated in a close collaboration with the translators, while the pirated English edition was anonymously translated at second hand. The article reconstructs Michaelis’s relationship with the French translators and his renouncement of the English version, publicly (...)
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  49. The narrow-sense and wide-sense community of inquiry: What it means for teachers.Gilbert Burgh - 2021 - Analytic Teaching and Philosophical Praxis 41 (1):12-26.
    In this paper, I introduce the narrow-sense and wide-sense conceptions of the community of inquiry (Sprod, 2001) as a way of understanding what is meant by the phrase ‘converting the classroom into a community of inquiry.’ The wide-sense conception is the organising or regulative principle of scholarly communities of inquiry and a classroom-wide ideal for the reconstruction of education. I argue that converting the classroom into a community of inquiry requires more than following a specific procedural method, and, therefore, (...)
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  50. Review of Barrow & Woods, An Introduction to Philosophy of Education[REVIEW]Michael Merry - 2008 - Theory and Research in Education 6 (2).
    The fourth edition of Barrow and Woods’ Introduction to Philosophy of Education reminds us that a retreat from careful thinking about the conditions under which educational practitioners operate is a mistake and that theorizing about educational practice generally is sorely needed.
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