In contributions elsewhere to this volume, we considered the histories of Colombia and South Africa and how some of the values indigenous to those locales might plausibly bear on transitional justice in them. We advanced broadly relational and constructive (non-retributive) approaches to the social conflicts that had taken place there, ones that make victim compensation central. In this chapter we consider how Metz’s ubuntu-based reconciliatory approach to reparations might be relevant to Colombia in ways he did not consider, after which (...) we reflect on how the kinds of communitarian practices advanced by Bautista might apply to South Africa. We conclude that these cross-applications are revealing, pointing out how economic compensation in Colombia should plausibly be influenced by cultural factors, and how considerations of culture in South Africa call for compensation beyond economic factors. (shrink)

In response to paradigm shifts in education, teacher education institutions have increasingly adopted flexible learning modalities such as online courses, blended learning approaches, and personalized instruction to meet the diverse needs of students and prepare educators for the demands of modern classrooms. This study used a mixed-method research design to gain a comprehensive understanding of the flexible teaching and learning modalities it brought to mathematics teacher educators (MTEs) and learners in a state university in West Philippines. Since ethical considerations preclude (...) random sampling, the study comprised nonrandom participants using purposive sampling, where 189 learners were surveyed, and six MTEs and 16 learners were interviewed. A researcher-made interview guide was prepared to describe the flexible teaching and learning modalities and opportunities of the MTEs. Also, a researcher-made questionnaire was used to describe the learners’ general assessment of the flexible teaching and learning modalities in mathematics education. Quantitative data were gathered online, while qualitative data were gathered through interviews. Results showed that flexible teaching-learning approaches have implications for education, overcoming barriers, and promoting engagement. The findings highlight the importance of technology integration, inclusive assessment modalities, infrastructure support, and professional development opportunities in enhancing the quality and accessibility of flexible teaching and learning, ultimately leading to inclusive educational environments. Therefore, the educational institution must adopt flexible instructional modalities, emphasize diverse assessment methods, and personalize the learning experience by integrating online platforms and various assessments for effective mathematics instruction. (shrink)

Drawing from enactivist theory, this paper examines how certain cases of transgenerational trauma manifest as Post-Traumatic Stress Disorder in the descendants of survivors who did not experience the event directly. It argues that psychopathology develops from an embodied form of vicarious memory, conveyed through mimetic capacities and emotional resonances that involve the transfer of emotional and behavioral patterns from parents to children, affecting their sense of self. Children’s reenactments of their parents' emotional states do not merely replay the parents' trauma (...) but are also perceived and integrated into the children’s life as their own. This, in turn, biases their sense-making, which is further reinforced by background emotions in the household. Over time, certain mnemonic features contribute to the persistence of the initial emotional load, such as the simplification of events in collective memory and the reliance of embodied vicarious memories on somatic markers, which also fuel PTSD development. Finally, the paper briefly explores the implications of embodiment for understanding mnemonic causality. (shrink)

Issues on plagiarism among pre-service teachers (PSTs) have increased in modular and online learning. To confirm this, the study determined the PSTs’ level of awareness on plagiarism; their knowledge on referencing and citation; and the correlation between their level of awareness on plagiarism and knowledge on referencing and citation, with their academic performance. The study employed a descriptive-correlational research design participated by 235 PSTs randomly sampled through strata. The data were gathered through a web-based survey. Results showed that the PSTs’ (...) level of awareness of plagiarism was moderate, while the majority have fair knowledge in referencing and citation. Also, results showed a significant relationship among the level of awareness on plagiarism, knowledge on referencing and citation, and academic performance. It is recommended that institutions equip librarians and educators to teach PSTs about citation and referencing skills. Besides, the institution should make sure that a policy is implemented to pursue academic integrity. This policy must articulate the various types of plagiarism, plagiarism measurement, and fair and consistent disciplinary actions. (shrink)

An inquiry on the training needs in Mathematics was conducted to Laura Vicuña Center - Palawan (LVC-P) learners. Specifically, this aimed to determine their level of performance in numbers, measurement, geometry, algebra, and statistics, identify the difficulties they encountered in solving word problems and enumerate topics where they needed coaching. -/- To identify specific training needs, the study employed a descriptive research design where 36 participants were sampled purposively. The data were gathered through a problem set test and focus group (...) discussion. Findings revealed that LVC-P learners had an unsatisfactory performance in numbers, measurement, and statistics while alarmingly poor in geometry and algebra. They also faced difficulties in remembering, understanding, applying, and analyzing mathematical concepts when solving problems. Further, the learners were able to name certain topics subjected to tutorials. -/- The above facts and observations suggest that learners of LVC-P have urgent training needs in Mathematics. It is recommended that the Western Philippines University - College of Education RDE Unit continue its research, development, and extension services to LVC-P. More importantly, the results of this inquiry regarding the training needs of the learners will serve as bases for conducting an extension project and development program for LVC-P. Series of tutorial sessions is deemed necessary to address the needs and difficulties of the learners. (shrink)

El artículo aborda la relación entre Nietzsche y Levinas, en particular se enfrenta a la concepción de cuerpo y narración sostenida por cada autor. En ese sentido se afirma que la aparente distancia que existe entre ambos pensadores puede reducirse a partir de las temáticas que se estudian en este trabajo. A la luz de todo ello, la lectura del cuerpo de Nietzsche y la comprensión de narración de Levinas no habrían sido solo reflexiones filosóficas, sino más bien el pretexto (...) para que ambos pensadores critiquen el pensamiento establecido y propongan, cada uno a su modo, un quehacer filosófico que afecta directamente la existencia humana en cuanto reflexión sobre las formas como se comprende la vida misma. (shrink)

Dans la philosophie contemporaine, la mémoire n’est plus un instrument qui apprend des évènements de manière passive. Ici, on parlera de la mémoire qu’une personne possède quand elle se souvient de sa propre vie ou d’un moment spécifique. Ce concept, un des plus anciens de la psychologie cognitive, s’appelle mémoire autobiographique. Grâce à cette pertinente interprétation d’un concept plus vivant de mémoire dans la science, la littérature et la philosophie de notre temps, on se demandera si, à travers son activité, (...) elle est dépendante d’un concept d’une temporalité linéaire ou si en fait sa vivacité lui permet de créer un temps propre. Quelques auteurs ont essayé de répondre à ce problème-là et ici on traitera de trois: Henri Bergson, Bertrand Russell et John Campbell, ce dernier étant un philosophe contemporain, en essayant d’établir les liens parmi les trois, avec pour but la mise de lumière des questions et des réponses qui ont survécu la mort des deux premiers auteurs mentionnés. À travers cette recherche, on se rendra compte que si le concept de mémoire était auparavant plus spécifiquement étudié toujours en connexion avec le concept d’image, dans la tradition analytique elle de plus en plus est mise à coté de la notion moderne d’identité personnelle. Toutefois, ce qui reste commun est l’effort de penser le souvenir au delà de la vie pratique; notamment en tant qu’une faculté psychique qui oriente tous nos choix et notre appréhension du monde et qui toujours semble échapper la dualité schématique entre circularité et linéarité temporelle, déjà mise en question dans les années 1990. (shrink)

The reading abilities of Filipino students have been a challenge for educators and policymakers alike. Despite government efforts to improve literacy rates in the Philippines, recent studies have shown that many students need help with reading comprehension, vocabulary development, and critical thinking skills. This research note examines the current state of reading abilities among Filipino students and potential areas for improvement. The poor reading abilities can be attributed to several factors, including a lack of resources and socioeconomic factors. However, there (...) are identified potential areas for improvement, such as promoting early literacy programs, investing in teacher training, and developing reading materials that are culturally relevant and engaging for Filipino students. These findings have important implications for education policies and practices in the Philippines and for educators and researchers seeking to improve reading abilities among Filipino students. (shrink)

Elementary preservice teachers (EPTs) substantially impact the quality of mathematics education, and their subject preference and problem-solving performance are essential indicators of their readiness to teach. The study described EPTs’ subject preference and problem-solving performance. Through a sequential explanatory research design, the quantitative inquiry involved 125 random samples, while the qualitative inquiry was participated by 30 non-random samples. Data were obtained by using an online survey and conferencing. Quantitative data were analyzed through descriptive statistics and analysis of variance, whereas qualitative (...) data were themed accordingly. The EPTs displayed unsatisfactory problem-solving performance and preferred to handle subjects other than math. Besides, the analysis found no significant performance differences with the EPTs’ subject preferences. Further, the EPTs who preferred to teach mathematics expressed their confidence in mathematics. Meanwhile, the EPTs who preferred other subjects displayed math avoidance. The study revealed an alarming result indicating that the EPTs are unprepared for teaching. As agents in cultivating the nation’s mathematics education status, these EPTs must be equipped with fundamental content knowledge. It is suggested that educational decision-makers take measures to address the issues identified concerning EPTs’ readiness to teach mathematics successfully. (shrink)

Desarrollar el recuento de la producción filosófica contemporánea no es una tarea sencilla. Más en nuestro país, donde se hacen pocos esfuerzos para comprender la dimensión real del pensamiento mexicano. Ello se debe a varios factores, entre los que pueden señalarse la apatía por conocer las reflexiones alrededor de temas nacionales, el poco interés que despiertan pensadores locales, la casi nula difusión que tienen algunas propuestas filosóficas y los esfuerzos aislados por componer una historia de la “filosofía de provincia”. En (...) la mayoría de los estados de la república, no existe una tradición sólida para publicar y debatir sistemáticamente la filosofía; tan lamentable carencia deviene con regularidad en la alimentación de una filosofía ficticia o en aislamiento de meditaciones originales y novedosas que no tienen la difusión que merecen. Para comprender parte de las causas de este problema, se propone, como experimento historiográfico, hacer una revisión de cuatro tesis vinculadas con la filosofía presentadas en el estado de Chihuahua entre 1968 y 1993; se incluye también la de José Fuentes Mares, defendida en la unam en 1944. Se parte del supuesto que en trabajos de esta naturaleza puede verse con cierta claridad la vocación, talento y disposición filosófica de los autores. Dado que no participa un comité editorial o un corrector de estilo, más allá de la guía del director de tesis, es poco el mejoramiento metodológico y estilístico que reciben las tesis, con lo que se evidencian carencias y fortalezas de los sustentantes. Se revisará tan sólo una muestra; sin embargo, estos trabajos son clave porque dos de ellos son de filósofos con reconocimiento nacional (Fuentes Mares y Rico Bovio), una es la primera tesis de la extinta maestría en Filosofía de la Universidad Autónoma de Ciudad Juárez (David Mariscal). Dos más fueron escritas por profesores que no se han dedicado a la investigación filosófica (Gilberto Vargas y Rubén Lau), y otras dos fueron escritas por exrectores de universidades chihuahuenses (Rubén Lau y Fuentes Mares). Los temas tocados (filosofía del derecho, antropología filosófica, filosofía griega e historia de la filosofía mexicana) brindan una panorámica de intereses y líneas de investigación –si así pudiera llamárseles– a los que se asoman los tesistas chihuahuenses. De esta manera, se está en condiciones de esbozar un “mapa intelectual” superficial en el que también podrán visualizarse ciertas tendencias en la docencia dentro del estado. -/- Palabras clave: historiografía de la filosofía, filosofía mexicana, filosofía contemporánea del norte de México. (shrink)

Justo antes de la pandemia por COVID-19, la Organización Mundial de la Salud definió unas prioridades de trabajo para la década 2020-2030. Un grupo interdisciplinario de profesionales de la salud reflexiona sobre estas prioridades, determinando unas categorías de análisis y, desde una perspectiva bioética, analiza cada una de ellas, ve su pertinencia, algunos eventos causales, las implicaciones que pueden tener si no son enfrentadas adecuadamente y hace sugerencias sobre la forma de llevarlas a cabo. En esta primera entrega se analiza (...) el primer grupo de prioridades estratégicas: “poblaciones más sanas”. En las conclusiones se destaca la conveniencia de acometer cada una de ellas de una manera colaborativa, gubernamental y privada; de reestructurar el sector salud con base en estas prioridades, aprovechando la experiencia obtenida en la lucha contra el COVID-19. La relación del ser humano con el medio ambiente también debe cambiar, apelando a la responsabilidad humana por el cuidado del planeta. (shrink)

Las prioridades estratégicas que definió la Organización Mundial de la Salud para su labor en la década 2020-2030 son el sustrato de este trabajo. El mismo grupo interdisciplinario de profesionales de la salud que reflexionó en la primera entrega sobre las prioridades relacionadas con lograr poblaciones más sanas, continúa con otras prioridades orientadas a lograr una cobertura sanitaria universal y un mejor manejo de las emergencias sanitarias. En las conclusiones de la segunda entrega se destaca la importancia de desarrollar cada (...) una de las prioridades involucrando a la sociedad civil, la familia y los medios de comunicación. La manera de hacerlo será haciendo girar todas las iniciativas de ejecución alrededor de estrategias educativas adecuadamente planteadas en todos los niveles, sin que se admitan injerencias ni presiones, para recuperar así la confianza necesaria para conseguir las soluciones que son buenas para el ser humano, el ecosistema y las futuras generaciones. -/- . (shrink)

This correlational study investigated the relationship between preservice teachers’ math self-concept, self-efficacy, and attitude with their math achievement. Participants were chosen using stratified random sampling from BEEd and BSEd mathematics majors (n = 117). From the findings, preservice teachers had moderate to high math self-concept, self-efficacy, and attitude. These variables were statistically correlated with each other and with math achievement. The inclusion of training programs for developing the preservice teachers’ math self-concept, self-efficacy, and attitude, as well as designing curricula that (...) engage and encourage them to do mathematics and problem-solving, must be considered among teacher education institutions. (shrink)

Learner’s attitude towards modular distance learning catches uncertainties as a world crisis occurs up to this point. As self-learning modules (SLMs) become a supplemental means of learning in new normal education, this study investigated efficiency towards the learners’ attitude and performance. Specifically, the study described the learners’ profile and their attitude and performance towards SLMs. It also ascertained the relationship between the learner’s profile with their attitude and performance, as well as the relationship between attitude and performance relevant to SLMs. (...) A descriptive-correlational research design was employed in the study with 88 non-randomly chosen participants from secondary schools in West Philippines. The learners’ GWA (general weighted average) was used to determine their performance and a survey questionnaire for their profile and attitude. Frequency counts, percentage, and Spearman’s rank correlation coefficient were used to analyze the data gathered with the aid of Jamovi software. Results revealed a strong correlation between attitude and performance, but there was no link between learner’s attitude and performance as to the learner’s profile. It was affirmed that attitude is a compelling factor that is related with performance. Hence, this research has broader ramifications that can direct the Bureau of Learning Delivery to orient the module writers to further contextualize the learning materials that can compound learner’s disposition and academic performance. (shrink)

The ability to solve problems is a prerequisite in preparing mathematics preservice teachers. This study assessed preservice teachers’ problem-solving difficulties and performance, particularly in worded problems on number sense, measurement, geometry, algebra, and probability. Also, academic profile differences in the preservice teacher’s problem-solving performance and common errors were determined. A descriptive-comparative research design was employed with 158 random respondents. Data were gathered face-to-face during the first semester of the school year 2022-2023, and data were analyzed with the aid of jamovi (...) software, ensuring ethical measures. Overall findings revealed that the preservice teachers experienced average difficulty in solving problems. The low performance of the preservice teachers on the given problems was also demonstrated. Further analysis revealed a significant difference between the preservice teachers’ problem-solving performance based on their subject preference and program. Moreover, the error analysis revealed that the preservice teachers incurred comprehension errors in misrepresentation, misinterpretation, and miscalculation. These results will serve as a measure for policymakers and curriculum developers of the teacher education institution concerned to make relevant enhancements to the math courses offered in the elementary and secondary education programs. (shrink)

Mathematical confidence and critical thinking are essential in preparing preservice teachers. Thus, this study explored the perceived confidence and critical thinking levels in mathematics of elementary and secondary preservice teachers. A descriptive-correlational-comparative research design was employed, with a sample of 107 randomly selected preservice teachers enrolled in the Bachelor in Elementary and Secondary Education programs of a state university in West Philippines. The study used arithmetic mean, standard deviation, Spearman’s rank-order correlation, and independent samples t-test to analyze and draw conclusions (...) from the data. The findings revealed that the preservice teachers have high confidence and critical thinking skills. Their program significantly correlates with their perceived critical thinking and confidence level. Besides, the preservice teachers’ confidence levels and perceived critical thinking skills significantly correlate. Further analysis found significant confidence and critical thinking differences favoring the secondary over the elementary preservice teachers. These findings provide insights that would benefit mathematics educators in providing priority programs to enhance the preparation of future math teachers. (shrink)

Motivation serves as a pivotal driver for achieving optimal work performance, especially in the realm of local government operations. Through a qualitative multiple-case study design, the researchers analyzed the pivotal connection between employees' performance and overall organizational success. Thirteen (13) participants from the first-class municipalities in the first district of Batangas were selected using purposive sampling techniques. Face-to-face interviews were conducted to get the opinions of the participants and were subsequently subjected to thematic analysis. The findings highlight the strong connection (...) between motivational tools and employee preferences. Despite the local government's emphasis on teamwork and collaboration, employees exhibit a strong preference for incentives, rewards, and acknowledgment. Advocating for the systematic integration of employee feedback into motivational strategy formulation and the necessity of comprehensive evaluations of existing tools. Additionally, it underscores the importance of cultivating an inclusive environment where employees actively participate in discussions about motivational approaches. By embracing the proposed motivational plan that considers both organizational and employee perspectives, this research seeks to cultivate a culture of heightened productivity and performance enhancement within local government units. (shrink)

Math prospective teachers must be able to think creatively and solve problems. The study looked into preservice teachers’ creative thinking and problem-solving abilities in statistics. The investigation was guided by a correlational design in a public university in the Philippines. Stratified random sampling was used to select the 103 study participants from two teacher education programs. Through google forms, data were collected using Torrance et al. (2008)’s tests of creative thinking and researcher-made statistics problem test. The findings revealed that preservice (...) teachers have commendable creative thinking, particularly fluency, flexibility, and elaboration skills. Still, they lack problem-solving skills in statistics, specifically with central tendency, dispersion, and position measures. The correlational analysis revealed no link between creative thinking and problem-solving. Still, creative thinking and problem-solving courses are recommended to help preservice teachers develop their fundamental skills as mathematics educators. (shrink)

The COVID-19 pandemic has had a significant impact on the education sector globally, with over one billion students being held out of school as a result of quarantine measures. In response, education systems had to quickly shift to online learning to ensure that students could continue their education. The sudden shift to online learning has resulted in educators having to adapt to the use of technology in education rapidly. The COVID-19 pandemic has highlighted the importance of digital literacy for educators (...) and the need for ongoing training in digital skills. The pandemic has served as an example of emerging, more creative methods of teaching methods, and technology use in education will continue to evolve. Hybrid learning will be critical to delivering realistic educational experiences, and teachers must adapt to become facilitators instead of teachers. The pandemic experience will affect educators’ attitudes towards integrating information and communication technology (ICT) in education, resulting in a rise in the proportion of people who have a favorable opinion of integrating ICT to education. Ongoing training in digital abilities is necessary to gain a viable education. This paper highlights the need for educators to embrace digital literacy and adapt to emerging technologies to provide a quality education in the post-vaccine world. (shrink)

Academic integrity is an essential pillar of any educational system. It is defined as acting in a manner consistent with the values and accepted standards of ethical practices in teaching, learning, and scholarship (Fishman, 2015). Contract cheating, or ghostwriting, is currently one of the most severe violations of academic integrity. It involves students engaging a third party, usually an online essay writing service, to complete their academic works on their behalf (Draper et al., 2021). Some of these services offer pre-written (...) essays, whereas others offer bespoke custom-written essays. According to the academic literature, the advent of the internet and digital technologies underlay this rapid deterioration of academic integrity (Ison, 2020; Lancaster & Clarke, 2014). Different learning environments, such as face-to-face (i.e., a learning environment involving the physical presence of both instructor and students) and online web-based (i.e., teaching mode that takes place partially or entirely over the internet), have been shown to affect academic integrity in different ways (Eshet et al., 2021). While contract cheating is common in both conventional face-to-face (F2F) and online settings, it is more likely to take place in the latter (Lancaster & Clarke, 2014; Slade et al., 2018). There are several possible explanations for why online students engage in contract cheating more often than F2F students. In particular, this includes the problem issue of psychological distance, which adversely affects interpersonal relationships; and the problem issue of moral distancing, because the internet can obscure the line between academically honest and dishonest behavior (Sharma & Maleyeff, 2003). These issues were further exacerbated by the sudden shift from F2F to emergency remote teaching (ERT) in response to the COVID-19 pandemic (Ahsan et al., 2021; Bjelobaba, 2021). Indeed, contract cheating had become a significant COVID-19 side effect for higher education institutions. In contrast to the well-planned F2F or online learning courses, ERTbased courses are not originally designed to be delivered virtually (Fatonia et al., 2020). The chaos brought by the abrupt campus closure and related unexpected transition to ERT provided both the opportunity and the incentive for contract cheating (Hill et al., 2021). Through social media, students have very quickly become fully aware of the possibilities of a wide variety of options to carry out Plagiarism (Bautista et al., 2022). There has been an increase in ways to try to bypass text-matching or text-reuse (i.e., plagiarism) detection systems, for example using micro-spaces, white ink, punctuation, and typos (Abdelhamid et al., 2022). Even though ghostwriters, especially commercial ones, claim their essays are original and therefore cannot be detected using text-matching software, third-party assignments may still contain recycled text (Aitken et al., 2017; Newton & Lang, 2015). Text matching detection software could use these breaches to identify outsourced academic work (Lancaster & Clarke, 2016; Wang & Xu, 2021). This study compared about four thousand term papers written in languages other than Hebrew. (shrink)