Results for 'Pedagogical Authority'

973 found
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  1. The Notion of Pedagogical Authority in the Community of Inquiry.Peter Paul E. Elicor - 2017 - Kritike 11 (2):80-92.
    This article explores the notion of pedagogical authority as exercised in the Community of Inquiry, the method for facilitating Philosophy for Children (P4C). It argues that the teachers’ pedagogical authority in a Community of Inquiry is not predicated on their intellectual superiority or status. Rather it finds its legitimacy in their role as instigators of students’ thinking skills, which are assumed to be already possessed by the learners. This thesis is discussed in relation to Rancière’s concept (...)
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  2. Scared Stiff - church-authored pedagogic faith; associated abuses, a Documentary, PART THREE (2016, re-edited May 2017) Female SHOUTER MOB-OPERATOR.Kai Soerfjord - manuscript
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  3. Scared Stiff - church-authored pedagogic faith; associated abuses, a Documentary, PART THREE (2016, re-edited May 2017) SHOUTER MOB-OPERATOR, TAUGHT MOBBING IN ED-SCI.Kai Soerfjord - manuscript
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  4. Scared Stiff - church-authored pedagogic faith; associated abuses, a Documentary, PART TWO (2016, re-edited May 2017) AFRAID TO TALK.Kai Soerfjord - manuscript
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  5. Scared Stiff - church-authored pedagogic faith; associated abuses, a Documentary, PART ONE (2016 re-edited May 2017) Institutionalized SYSTEMIC VIOLATION OF HUMAN RIGHTS AND LAW.Kai Soerfjord - manuscript
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  6. Scared Stiff - church-authored pedagogic faith; associated abuses, a Documentary, PART THREE (2016, re-edited May 2017). Soerfjord - manuscript
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  7. The logical and pedagogical paths of phenomenology. Adalberto García de Mendoza's and Francisco Larroyo's forays.Jorge Luis Méndez-martínez - 2024 - HORIZON. Studies in Phenomenology 13 (I):241-262.
    This paper addresses the relationship between logic and phenomenology at a historical moment that precedes the big divide between analytic philosophy and phenomenology. In analysing alternative derivations of phenomenological logic, the discussion focuses on the case of two notorious neo-Kantian Mexican philosophers from the first half of the XXth century: Adalberto García de Mendoza and Francisco Larroyo. It is argued that both García de Mendoza and Larroyo made an original contribution to the discussion on the relationship between phenomenology and logic. (...)
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  8. Framing indeterminacy: Pedagogical journey into experimental architectural thinking.Aleksandra Raonic & Claudia Westermann - 2018 - Technoetic Arts 16 (2):137-151.
    This paper presents and discusses design studio outcomes developed in response to a studio brief linked to the Fun Palace Futures initiative of the Royal British Institute of British Architects (RIBA) in honour of architect Cedric Price and artist Joan Littlewood. The studio brief was collaboratively developed by the authors. Its core question was: How could the thoughts that guided the development and design of the Fun Palace – a project that was never built but is still today cited as (...)
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  9. Resisting the Binary Divide in Higher Education: The Role of Critical Pedagogy.Alya Khan - 2018 - Journal for Critical Education Policy Studies 16 (1):30-58.
    The article explores the landscape in higher education in which old binary divisions are officially denied yet have been reinvigorated through a mix of conservative and neo-liberal policies. Efforts to resist such pressures can happen at different levels, including, in this case, module design and classroom practice. The rationale for such resistance is considered in relationship to the authors’ political and moral standpoints. Debates within higher education policy circles are invariably reduced to a series of oppositions: theory and practice; training (...)
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  10. ITSB: An Intelligent Tutoring System Authoring Tool.Samy S. Abu Naser - 2016 - Journal of Scientific and Engineering Research 3 (5):63-71.
    Abstract. Intelligent Tutoring System Builder (ITSB) is an authoring tool designed and developed to aid teachers in constructing intelligent tutoring systems in a multidisciplinary fields. The teacher is needed to create a set of pedagogical fundamentals, which, in line, are inured to automatically build up a broad tutor framework and construct an intelligent tutoring system. In this paper an explanation of the theory and the architecture of the tool is outlined. A presentation of several system components, the requirements of (...)
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  11. The Postcolonial Pedagogical Challenge of Creativity.Sabrina D. MisirHiralall - 2017 - Religion and Education 2 (44):1-18.
    Edward Said pointed to the problem of Orientalism that develops when the West creates a fictitious imagined version of Eastern religion and culture. Said’s notion of Orientalism focuses on the general distorted representation of Eastern religion and culture by the West. Homi Bhabha extends Said’s notion of Orientalism to reveal the tension of the inevitable hybridity between the East and the West. Here, cultural practices develop in the space of hybridity with the intention to promote a feeling of coherence as (...)
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  12. Philosophy and Pedagogy in Félix Varela, José de la Luz y Caballero, and Enrique José Varona.Vicente Medina (ed.) - forthcoming - New York: Cambridge University Press.
    In this article, I contend that the three Cuban philosophers/pedagogues of the nineteenth century – Félix Varela y Morales, José de la Luz y Caballero, and Enrique José Varona were responsible for overcoming the teaching of late scholastic at the Royal and Pontifical University of St. Jerome of Havana. Against late scholastic philosophers and pedagogues who preferred syllogistic logic and the authority of tradition over induction, they argued in favor of the latter over the first. Since they defended liberal (...)
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  13. 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 biosemiotic (...)
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  14. "Is There Life in This Author?: The Living Author and the Business and Importance of the Humanities in South Asia".Mark J. Boone - 2022 - In Waseem Anwar & Nosheen Yousaf (eds.), Transcultural Humanities in South Asia: Critical Essays on Literature and Culture. Routledge.
    Original meaning generally and authorial intent specifically are relevant to textual meaning. The author is not dead—a reasonable common-sense view in the absence of extremely good contrary evidence. If anyone should offer such evidence, they will not be able to take credit for it—at least not for writing it down! Accordingly, humanities teachers should train students to understand original meaning and authorial intent. This is one reason the humanities will continue to be relevant to other fields of study. Finally, this (...)
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  15. (3 other versions)Ethical leadership and decision making in education: applying theoretical perspectives to complex dilemmas.Joan Poliner Shapiro - 2001 - Mahwah, N.J.: L. Erlbaum Associates. Edited by Jacqueline Anne Stefkovich.
    The authors developed this textbook in response to an increasing interest in ethics, and a growing number of courses on this topic that are now being offered in educational leadership programs. It is designed to fill a gap in instructional materials for teaching the ethics component of the knowledge base that has been established for the profession. The text has several purposes: First, it demonstrates the application of different ethical paradigms (the ethics of justice, care, critique, and the profession) through (...)
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  16. (1 other version)Poetry and Truth in the Tale of the Purple People Eater.James Bardis - 2013 - Http://Www.Asdreams.Org/Conference-Recordings/ 2013.
    A report on the pioneering of a new pedagogy designed to challenge students to use and improve their memory, increase their awareness of logical fallacies and tacitly embedded contradiction(s) and sensitize them to the deeply symbolic nature of thought in all its expressions (math, logos, music, picture and motor skills), as created, by the author, from in situ research at a senior level (ESL) course in Storytelling at Hankuk University of Foreign Studies, South Korea’s premier university for foreign languages and (...)
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  17. Philosophy’s Relevance and the Pattern of Inquiry.David L. Hildebrand - 1999 - Teaching Philosophy 22 (4):377-389.
    The undergraduate philosophy major is often seen as an irrelevant degree. While this may be attributed to a number of causes, it is also occasion for academic philosophers to reevaluate pedagogical methods at the undergraduate level. The author evaluates typical pedagogical methods and argues that overemphasizing epistemological goals of philosophical investigation (e.g. truth and justification) instrumentalizes the process of inquiry and stifles students’ philosophical imagination, resulting in the impression of philosophy’s irrelevance. An alternative model is offered on the (...)
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  18. Free Progress Education.Marco Masi - 2017 - Indy Edition.
    Schools, colleges, and universities have become homogenizing systems that are almost exclusively focused on imposing a pre-ordered curricula through exams and grades or tight research lines. In the process, they are killing passion, creativity, and individuals’ potential and skills. Ultimately, schools and academia make up a system that serves a collective machinery but suffocates individual growth. This state of affairs is not a necessary evil. Learning, discovering and teaching can be a natural, spontaneous and luminous expressions of a free and (...)
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  19. Filozofia pedagogickej činnosti doktorandov.Lukáš Švihura - 2017 - Doktorandské Štúdium - Súčasný Stav a Perspektívy I.
    Academic capitalism, which has become part of the higher education ideology, emphasizes scientific activity as a means of generating profits at the expense of pedagogical activity. The article is a philosophical reflection of this issue, especially in the humanities. The author reflects on the philosophical characteristic of the personality of a young scientist as a pedagogue, who, besides the scientometric requirements, should also fulfill the more elementary social role, namely to educate and inspire students of humanities as members of (...)
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  20. Epistemic Vice Rehabilitation: Saints and Sinners Zetetic Exemplarism.Gerry Dunne - 2024 - Educational Theory 74 (1):123-140.
    This paper proposes a novel educational approach to epistemic vice rehabilitation. Its authors Gerry Dunne and Alkis Kotsonis note that, like Quassim Cassam, they remain optimistic about the possibility of improvement with regard to epistemic vice. However, unlike Cassam, who places the burden of minimizing or overcoming epistemic vices and their consequences on the individual, Dunne and Kotsonis argue that vice rehabilitation is best tackled via the exemplarist animated community of inquiry zetetic principles and defeasible-reasons-regulated deliberative processes. The vice-reduction method (...)
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  21. Rousseau’s lawgiver as teacher of peoples: Investigating the educational preconditions of the social contract.Johan Dahlbeck & Peter Lilja - 2024 - Educational Philosophy and Theory.
    This paper argues that Rousseau’s lawgiver is best thought of as a fictional teacher of peoples. It is fictional as it reflects an idea that is entertained despite its contradictory nature, and it is contradictory in the sense that it describes ‘an undertaking beyond human strength and, to execute it, an authority that amounts to nothing’ (II.7; 192). Rousseau conceives of the social contract as a necessary device for enabling the transferal of individual power to the body politic, for (...)
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  22. State Typohumanism and its role in the rise of völkisch-racism: Paideía and humanitas at issue in Jaeger’s and Krieck’s ‘political Plato’.Facundo Norberto Bey - 2020 - Educational Philosophy and Theory 53 (12):1272-1282.
    The aim of this article is to provide a philosophical conceptual framework to understand the theoretical roots and political implications of the interpretations of Plato’s work in Jaeger’s Third Humanism and Krieck’s völkisch-racist pedagogy and anthropology. This article will seek to characterize, as figures of localitas, their conceptions of the individual, community, corporeality, identity, and the State that both authors developed departing from Platonic political philosophy. My main hypothesis is that Jaeger’s and Krieck’s interpretations of Platonic paideía shared several core-elements (...)
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  23. Commentary on 'Inquiry is no mere conversation'.Susan T. Gardner - 2015 - Journal of Philosophy in Schools 2 (1):71-91.
    There is a long standing controversy in education as to whether education ought to be teacher- or student- centered. Interestingly, this controversy parallels the parent- vs. child-centered theoretical swings with regard to good parenting. One obvious difference between the two poles is the mode of communication. “Authoritarian” teaching and parenting strategies focus on the need of those who have much to learn to “do as they are told,” i.e. the authority talks, the child listens. “Non-authoritarian” strategies are anchored in (...)
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  24. Teoria do Conhecimento e Educação no Pensamento de Jean-Jacques Rousseau.Manoel Carvalho - 1969 - Dissertation, Universidade Federal Do Ceará
    The initial problem which motivated the writing of this thesis arose from reading of Emile by Rousseau. In this work, it was possible to detect the influence of different theoretical approaches, such as rationalism and empiricism, inspiring the development of the educational plan designed by Rousseau for his imaginary student (Emile). The very core question of the present thesis regards to whether there was a theory of knowledge pertaining to Rousseau’s philosophical thinking and, if so, how it was related to (...)
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  25. Serendipity and digital generation / Серендипность и цифровое поколение.Pavel Simashenkov - 2023 - In Цифровая гуманитаристика и технологии в образовании (DHTE 2023). Сборник статей III Всероссийской научно-практической конференции с международным участием. Москва, 2023. pp. 385-395.
    The article analyzes the concept of serendipity as a property and state of personality. The approach chosen by the author is aesthetic; the problem is covered from the perspectives of pedagogy and didactics. The object of the study is the phenomenon of "intuitive serendipity", the subject is the methods of creativity development. Comparison of different types of thinking (inductive, deductive, paradoxical) allowed us to make a number of generalizing judgments. In particular, the superiority of "paradox logic" over formal logic and (...)
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  26. Aesthetic Response to the Unfinished: Empathy, Imagination and Imitation Learning.Fabio Tononi - 2020 - Aisthesis. Pratiche, Linguaggi E Saperi Dell’Estetico 13 (1):135-153.
    This contribution proposes how beholders may internally process unfinished works of art. It does so by considering five of Michelangelo Buonarroti’s interrupted sculptures and pointing out their empathic and imaginative potential. The beholder focused on the surface, I propose, is inclined to mentally simulate the artist’s gesture that drafted the sculptures through the visible graphic signs of the chisels. This inner simulation takes place within the activation of various brain networks, located in the brain’s motor system. Renaissance authors associated the (...)
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  27. (1 other version)Anonymity and Sociality: The Convergence of psychological and philosophical Currents in Merleau-Ponty’s ontological Theory of Intersubjectivity.Beata Stawarska - 2003 - Chiasmi International 5:295-309.
    In the prospectus for his later work pronounced in 1952, Merleau-Ponty announced that his move beyond the phenomenological to the ontological level of analysis is motivated by issues of sociality, notably communication with others.' I propose to interrogate this priority attributed by the author to this interpersonal bond in his reflections on corporeality in general, marking a departure from The Structure of Behavior and The Phenomenology of Perception, which privileged the starting point of consciousness and the body proper. My interest (...)
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  28. 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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  29. Using Lectio Divina as an in-class contemplative tool.Jake Wright - 2019 - Journal of Contemplative Inquiry 6 (1):71-93.
    This manuscript discusses the author’s experience implementing a secularized version of Lectio Divina, a medieval monastic contemplative reading practice, in an introductory philosophy classroom. Following brief discussion of Lectio Divina’s history and a description of how the practice was modified for the classroom, I discuss three benefits (increased attention to cognitive and noncognitive reactions to the text, willingness to engage with the material in novel ways, and the opportunity to engage in independent disciplinary practice) and three potential challenges (the time (...)
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  30. Breaking down the enigma of out-of-field research teaching among private senior high schools in Davao City, Philippines: A transcendental phenomenological inquiry.Orville J. Evardo Jr - 2024 - Davao Research Journal 15 (1):16-33.
    Subject matter expertise goes far beyond simply knowing and regurgitating facts. It is a multifaceted ability encompassing a deep understanding of the content, pedagogical knowledge, assessment proficiency, fostering critical thinking and problem-solving skills, and cultivating positive attitudes and values. This transcendental phenomenological study was conducted to understand the lived experiences of SHS out-of-field research teachers in terms of assignment, instruction, and feedback. To grasp the phenomenon's essence, transcendental phenomenology aims to set aside the researcher's preconceived ideas and strive for (...)
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  31. From Syllogism to Predicate Calculus.Thomas J. McQuade - 1994 - Teaching Philosophy 17 (4):293-309.
    The purpose of this paper is to outline an alternative approach to introductory logic courses. Traditional logic courses usually focus on the method of natural deduction or introduce predicate calculus as a system. These approaches complicate the process of learning different techniques for dealing with categorical and hypothetical syllogisms such as alternate notations or alternate forms of analyzing syllogisms. The author's approach takes up observations made by Dijkstrata and assimilates them into a reasoning process based on modified notations. The author's (...)
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  32. The purpose of non-theistic devotion in the classical Indian tradition of Sāṃkhya–Yoga.Marzenna Jakubczak - 2014 - Argument: Biannual Philosophical Journal 4 (1):55-68.
    The paper starts with some textual distinctions concerning the concept of God in the metaphysical framework of two classical schools of Hindu philosophy, Sāṃkhya and Yoga. Then the author focuses on the functional and pedagogical aspects of prayer as well as practical justification of “religious meditation” in both philosophical schools. A special attention is put on the practice called īśvarapraṇidhāna, recommended in Yoga school, which is interpreted by the author as a form of non-theistic devotion. The meaning of the (...)
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  33. Making Artists of Us All: The Evolution of an Educational Aesthetic.George E. Abaunza - 2005 - Dissertation, Florida State University
    The history of philosophy is replete with attempts at invoking rationality as a means of directing and even subduing human desire and emotion. Understood as that which moves human beings to action, desire and emotion come to be associated with human freedom and rationality as a means of curbing that freedom. Plato, for instance, takes for granted a separation between thought and action that drives a wedge between our rational ability to exercise self-discipline and the free expression of desire and (...)
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  34. De unde începe filosofia pentru copii? Repere ale operei lui Matthew Lipman.Mihaela Frunza - 2019 - Revista de Filosofie Aplicata 2 (2):39-59.
    The present text attempts to introduce readers to the fundamental philosophical and pedagogical values promoted by Matthew Lipman, the author who laid the basis for the philosophy for children movement. It analyzes several theoretical and applied texts written by Lipman, in an attempt to explain Lipman’s goals, his views on education, and the way in which his „community of inquiry” manages to transform the classroom into a space of freedom, creativity and thinking.
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  35. Isócrates, professor de philosophía.Marcos Sidnei Pagotto-Euzebio - 2018 - Educação E Pesquisa 44:1-13.
    This paper presents the teaching of Isocrates (436-338 BC), Plato’s contemporary Athenian author, and his conceptions about the form and purposes of paideia or education, which he called, as a whole, philosophía. To this end, the list of students Isocrates supposedly had, the popularity of his school and the testimony by other authors of antiquity on his educational influence are described. After that, the isocratic definition of philosophía is discussed: sometimes presented as an intellectual commitment coupled with experience, at other (...)
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  36. Combatting Consumer Madness.Wayne Henry, Mort Morehouse & Susan T. Gardner - 2017 - Teaching Ethics.
    In his 2004 article “Hannah Arendt and Jean Baudrillard: Pedagogy in the Consumer Society,” Trevor Norris bemoans the degree to which contemporary education’s focus can increasingly be described as primarily nurturing “consumers in training.” He goes on to add that the consequences of such “mindless” consumerism is that it “erodes democratic life, reduces education to the reproduction of private accumulation, prevents social resistance from expressing itself as anything other than political apathy, and transforms all human relations into commercial transactions of (...)
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  37. Kuznetsov V. From studying theoretical physics to philosophical modeling scientific theories: Under influence of Pavel Kopnin and his school.Volodymyr Kuznetsov - 2017 - ФІЛОСОФСЬКІ ДІАЛОГИ’2016 ІСТОРІЯ ТА СУЧАСНІСТЬ У НАУКОВИХ РОЗМИСЛАХ ІНСТИТУТУ ФІЛОСОФІЇ 11:62-92.
    The paper explicates the stages of the author’s philosophical evolution in the light of Kopnin’s ideas and heritage. Starting from Kopnin’s understanding of dialectical materialism, the author has stated that category transformations of physics has opened from conceptualization of immutability to mutability and then to interaction, evolvement and emergence. He has connected the problem of physical cognition universals with an elaboration of the specific system of tools and methods of identifying, individuating and distinguishing objects from a scientific theory domain. The (...)
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  38. Scrutinizing the art of theater.Aaron Meskin - 2009 - Journal of Aesthetic Education 43 (3):pp. 51-66.
    In lieu of an abstract, here is a brief excerpt of the content:Scrutinizing the Art of TheaterAaron Meskin (bio)IntroductionIn his 1992 address to the American Society for Aesthetics, Peter Kivy suggested that philosophers of art might do best by giving up on “grand theorizing” (that is, pursuing the definition of art).1 In its place he proposed that they pursue the “careful and imaginative philosophical scrutiny of the individual arts and their individual problems.”2 Of course John Passmore and others had said (...)
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  39. Educación, diseño e innovación en Latinoamérica. Evolución, análisis de casos y perspectivas sobre la educación técnico profesional: un enfoque desde el emprendedorismo y el desarrollo local.Federico Del Giorgio Solfa & Mario Dorochesi Fernandois (eds.) - 2018 - Villa Elisa, Provincia de Buenos Aires, Argentina: FDGS.
    This book gathers experiences, reflections and new pedagogical proposals that are being incorporated to the teaching practices, in different levels of the technical education in our countries. The authors' interventions, which cover different perspectives and depth, allow us to understand and evaluate: the trajectories that technical education has had since its origins with the advances and setbacks it has experienced with political, economic and productive changes; the methodologies to incorporate the new models of industrial production; the experiences of education (...)
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  40. Plato’s Metaphysical Development before Middle Period Dialogues.Mohammad Bagher Ghomi - manuscript
    Regarding the relation of Plato’s early and middle period dialogues, scholars have been divided to two opposing groups: unitarists and developmentalists. While developmentalists try to prove that there are some noticeable and even fundamental differences between Plato’s early and middle period dialogues, the unitarists assert that there is no essential difference in there. The main goal of this article is to suggest that some of Plato’s ontological as well as epistemological principles change, both radically and fundamentally, between the early and (...)
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  41. Making Sense of Models and Modelling in Science Education: Atomic Models and Contributions from Mario Bunge’s Epistemology.Juliana Machado - 2024 - Mεtascience: Scientific General Discourse 3:103-126.
    Conceptions about the nature of scientific models held by science students frequently involve distorted views, with a tendency to consider them as mere copies of reality. Besides encompassing an untenable view about the nature of science itself, this misconstruction can effectively be a pedagogical impediment to learning. Objectives: We evaluate whether Mario Bunge’s epistemology might contribute to tackling issues related to the nature of models in science education contexts. De-sign: After identifying Bunge’s main model categories, we employ them to (...)
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  42.  61
    Requiring Country managers to pay attention to human development from the viewpoint of Nahjolbalagheh.Seyedsaber Seyedi Fazlollahi & Naser Mohammadi - 2016 - Management, Economics, Accounting and Humanities 1 (Humanities):1.
    Nowadays the key to all aspects of development is human development, That Without it, development is not possible. In the Islamic system, the goal is the human resources And on the other hand is a key to development. The need to nurture body and soul has always been of interest to scholars at any time. From the beginning of creation until now, the issue of education, the most basic mission of the Prophet Followed by, in this context, intellectuals, imams and (...)
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  43. Intergenerational Relations: Contemporary Theories, Studies, and Policies.Andrzej Klimczuk (ed.) - 2023 - London: IntechOpen.
    Intergenerational Relations - Contemporary Theories, Studies, and Policies, concentrates on actual discussions around various aspects of interactions that occur between people from different age groups and generations. The authors present studies related to four sets of challenges crucial for relationships between children, young adults, middle-aged adults, and older adults. These challenges include social and cultural challenges, economic and technological challenges, environmental challenges, and political and legal challenges. The volume also addresses issues important for the global, national, regional, and local application (...)
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  44. Foundations of Ancient Ethics/Grundlagen Der Antiken Ethik.Jörg Hardy & George Rudebusch - 2014 - Göttingen, Germany: Vandenhoek.
    This book is an anthology with the following themes. Non-European Tradition: Bussanich interprets main themes of Hindu ethics, including its roots in ritual sacrifice, its relationship to religious duty, society, individual human well-being, and psychic liberation. To best assess the truth of Hindu ethics, he argues for dialogue with premodern Western thought. Pfister takes up the question of human nature as a case study in Chinese ethics. Is our nature inherently good (as Mengzi argued) or bad (Xunzi’s view)? Pfister ob- (...)
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  45. Traditional Guided Lab Activities in the Physics Laboratory of Engineering Institutions in Kathmandu District of Nepal.Pankaj Sharma Ghimire & Krishna Shrestha - 2023 - Universal Journal of Educational Research 2 (4):325-333.
    Laboratory activities play a crucial role in the conceptual understanding of the theoretical aspects of physics. Traditional guided lab activities emphasize a teacher-centric pedagogical approach in which learners are merely passive recipients of the content knowledge as delivered by the teacher. The authors in their professional journey at engineering institutions were also guided by the traditional laboratory approach in the teaching and learning process inside the physics laboratory. During our professional journey at engineering institutions, we felt that students had (...)
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  46.  75
    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 influence (...)
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  47. Mapping Identity Prejudice: Locations of Epistemic Injustice in Philosophy for/with Children.Peter Paul Ejera Elicor - 2020 - Childhood and Philosophy 16 (1):1-25.
    This article aims to map the locations of identity prejudice that occurs in the context of a Community of Inquiry. My claim is that epistemic injustice, which usually originates from seemingly ‘minor’ cases of identity prejudice, can potentially leak into the actual practice of P4wC. Drawing from Fricker, the various forms of epistemic injustice are made explicit when epistemic practices are framed within concrete social circumstances where power, privilege and authority intersect, which is observable in school settings. In connection, (...)
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  48. (1 other version)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 advanced (...)
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  49. Menschheit, Humanismus und Antihumanismus in den historischen Anthropologien Droysens und Burckhardts.Arthur Alfaix Assis & Chih-Hung Chen - 2009 - In Gala Rebane, Katja Bendels & Nina Riedler (eds.), Humanismus polyphon. Menschlichkeit im Zeitalter der Globalisierung. Bielefeld: Transcript. pp. 107-124.
    The text addresses conceptions of human selfhood and humankind as developed by two major nineteenth-century German-speaking historians, Johann Gustav Droysen and Jacob Burckhardt. It aims at ascertaining to what extent the historical anthropologies proposed by both authors can be considered to be humanistic. We will attempt to provide an answer to this question while locating and discussing both humanistic and anti-humanistic features in their texts. Humanism is understood here as a perspective that emerged within the framework of the philosophy of (...)
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  50. The ‘Face’ Barriers to Partnership.Jonathan Y. H. Sim - 2019 - Teaching and Learning Together in Higher Education 1 (27):1-4.
    As a teacher in Singapore, I regularly encounter a classroom full of quiet students, reluctant to participate in class, to engage with the teacher when questioned, or even to volunteer for any project or initiative. Many teachers here are quick to conclude that Singapore students are passive or conformists. This observation is, in fact, not unique to students in Singapore, but also to the broader Asian region. Scholars like Cortazzi and Jin (1996) attributed such behaviour to the specific cultural values, (...)
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