This study aimed to unveil the lived experiences of teachers implementing personalized reading strategy. A qualitative design was utilized in this study to fourteen elementary teachers from Nuling Integrated School, Sultan Kudarat. These teachers were selected via purposive sampling who were subjected to Focus Group Discussion. A semi-structured questionnaire was validated and utilized in this study. The interview responses were audio-taped recorded with the consent from the participants. From the generated results, there were 6 emerging themes that described teachers’ (...) challenges in implementing personalized teaching strategy namely, patience in the development of activities, time constraint, alignment to learners’ needs, types of materials and activities, progress monitoring result, and parent-pupil convergence. Meanwhile, teachers coping mechanisms in handling struggling readers were focused on the provision of varied strategies, knowing students learning needs, utilization of Marungko approach, provision of instructional materials, and use ICT and videos. Furthermore, the insights acquired by teachers were diagnosing learners’ needs and interests, preparation consumes more time, and modification of learning activities. (shrink)

A large body of evidence suggests that the Personalized System of Instruction (PSI) improves learning. In courses that use PSI, the material is divided into units, students must pass a test on each unit before advancing to the next unit, there’s no group-level instruction, and students advance in the course at their own pace. While studies find that PSI improves learning outcomes in a wide range of settings, researchers haven’t studied the effectiveness of PSI in critical thinking classes. In (...) this paper, I argue that teaching critical thinking with PSI can effectively promote critical thinking skills. I describe a course that uses PSI to teach critical thinking and I present evidence from pre- and post-tests that indicates that students substantially improved their reasoning skills in this course. I also discuss the costs and drawbacks of using this method of instruction and consider ways of addressing these problems. (shrink)

There is currently an academic debate among researchers regarding the influence of age and gender on ICT utilisation generally among lecturers. This study was designed to contribute to this debate and open up new paths to areas on which researchers have focused little or no attention. This study examined lecturers’ variables (gender, age, educational qualification and rank) and the utilisation of ICT resources for teaching, research, and records management in higher education. The study adopted a descriptive survey design. The (...) study’s population comprised of 9,604 lecturers at the University of Calabar. A total of 313 lecturers who were available in their offices during data collection responded to a questionnaire which was designed by the researchers. Major findings showed that the extent of lecturers' utilisation of ICT for teaching, research, and records management is significantly low. Also, staff' educational qualification, rank, gender, and age significantly influence the utilisation of ICT for teaching, research and records management. Also, the utilisation of ICT resources decreased with lecturers’ educational qualifications, rank and age; male lecturers were more competent in the use of ICT resources than females. It was concluded that lecturers' variables play a significant role on the extent to which they utilise ICT resources for teaching, research and records management in higher education. This study creates a new path of innovation in education on which prospective researches could focus. (shrink)

Many of my first students at Anzaldúa’s alma mater read Borderlands/La Frontera and concluded that Anzaldúa was not a philosopher. Hostile comments suggested that Anzaldúa’s intimately personal and poetic ways of writing were not philosophical. In response, I created “American Philosophy and Self-Culture” using backwards course design and taught variations of it in 2013, 2016, and 2018. Students spend nearly a month exploring Anzaldúa’s works, but only after reading three centuries of U.S.-American philosophers who wrote in deeply personal and literary (...) ways about self-transformation, community-building, and world-changing. The sections of this chapter: 1) describe why my first students rejected Anzaldúa as a philosopher in terms of the discipline’s parochialism; 2) present Anzaldúa’s broader understanding of herself as a philosopher; 3) summarize my reconstructed Anzaldúa-inspired American Philosophy course and outline some assignments; 4) discuss how my students respond to Borderlands/La Frontera when we read it through the lens of self-culture; and 5) explain my attempt to shape the subdiscipline of American Philosophy by teaching Anzaldúa to specialists at the 2017 Summer Institute in American Philosophy. (shrink)

Within the Computer Science community, many ethical issues have emerged as significant and critical concerns. Computer ethics is an academic field in its own right and there are unique ethical issues associated with information technology. It encompasses a range of issues and concerns including privacy and agency around personal information, Artificial Intelligence and pervasive technology, the Internet of Things and surveillance applications. As computing technology impacts society at an ever growing pace, there are growing calls for more computer ethics content (...) to be included in Computer Science curricula. In this paper we present the results of a survey that polled faculty from Computer Science and related disciplines about teaching practices for computer ethics at their institutions. The survey was completed by respondents from 61 universities across 23 European countries. Participants were surveyed on whether or not computer ethics is taught to Computer Science students at each institution, the reasons why computer ethics is or is not taught, how computer ethics is taught, the background of staff who teach computer ethics and the scope of computer ethics curricula. This paper presents and discusses the results of the survey. (shrink)

According to the working definition of the International Big History Association, ‘Big History seeks to understand the integrated history of the Cosmos, Earth, Life and Humanity, using the best available empirical evidence and scholarly methods’. In recent years Big History has been developing very fast indeed. Big History courses are taught in the schools and universities of several dozen countries. Hundreds of researchers are involved in studying and teaching Big History. The unique approach of Big History, the interdisciplinary genre (...) of history that deals with the grand narrative of 13.8 billion years, has opened up a vast amount of research agendas. Big History brings together constantly updated information from the scientific disciplines and merges it with the contemplative realms of philosophy and the humanities. It also provides a connection between the past, present, and future. Big History is a colossal and extremely heterogeneous field of research encompassing all the forms of existence and all timescales. Unsurprisingly, Big History may be presented in very different aspects and facets. In this volume the Big History is presented and discussed in three different ways. In its first part, Big History is explored in terms of methodology, theories of knowledge, as well as showcasing the personal approach of scholars to Big History. The second section comprises such articles that could clarify Big History's main trends and laws. The third part of this book explores the nature of teaching Big History as well as profiling a number of educational methods. This volume will be useful both for those who study interdisciplinary macroproblems and for specialists working in focused directions, as well as for those who are interested in evolutionary issues of Astrophysics, Geology, Biology, History, Anthropology, Linguistics and other areas of study. (shrink)

This paper aims to describe the common situations happening in an actual classroom encounter in a Philippine school. It also points out the external expectations of the fresh graduates of education from the training to the actual real teaching. This article used an auto-ethnographical study that highlights the personal experience of the author to highlight the events of most teachers. It was noted that teaching is not only all about the subject matter but more about building a relationship (...) with the students as well. Therefore, building relationships with students requires approaches to be used, reflective stage, observation, and personal encounters as the best way to start learning. Because this is the time when you will start to understand and learn their nature when they are on the verge of a non-threatening atmosphere. (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)

The theological teachings of John Philoponus are important for several reasons: a) to see the real achievements and influences of Aristotelian logic in regard to theology, b) to see the real consequences of not accepting hypostasis as relational and ontologically based and c) to assess the real consequences of such teachings for Triadology and Christology.

In this essay, I investigate if self-respect as Robin Dillon conceives of it in her essay “Self-Respect: Moral, Emotional, Political” can be taught if we presuppose Barbara Herman’s theory of moral education. For Dillon, self-respect is a nonpropositionally held and emotionally forged interpretive orientation that determines one’s understanding of oneself. Further, it cannot be reconstituted through reason if it has been damaged. The claim that reason cannot remedy a lack of self-respect in persons is at odds with Herman’s reason-based training (...) in value. I argue that we do not have sufficient grounds to think that Herman’s reason-based training in value cannot help instil Dillon-type self-respect. (shrink)

One of the methods of teaching ethics, which has recently attracted the attention of researchers in the field of ethics and education and has a long history in Islamic teachings, is teaching through games, the main purpose of this article is to explain it in detail and examine the capacities and advantages of this method; With the difference that in this article, our focus is not on a specific type or case of games, but on the absolute of (...) collective games that do not necessarily have an ethical design. Therefore, in this article, by using inference and documental methods and using library resources, after reviewing the background of indirect methods of moral education, the game is defined and then, while enumerating a number of effective functions of the game in the moral improvement of the players, some advantages of this method over other training methods have been mentioned. Strengthening moral humility, balance between personal interest and collective interest, creating the capacity to win and finally the spirit of acceptance of failure are among the capacities of the game in moral education. (shrink)

In this essay, I investigate if self-respect as Robin Dillon conceives of it in her essay “Self-Respect: Moral, Emotional, Political” can be taught if we presuppose Barbara Herman’s theory of moral education. For Dillon, self-respect is a nonpropositionally held and emotionally forged interpretive orientation that determines one’s understanding of oneself. Further, it cannot be reconstituted through reason if it has been damaged. The claim that reason cannot remedy a lack of self-respect in persons is at odds with Herman’s reason-based training (...) in value. I argue that we do not have sufficient grounds to think that Herman’s reason-based training in value cannot help instil Dillon-type self-respect. (shrink)

What connection (if any) is there between living well, in the sense of living a life of ethical virtue, and faring well, in the sense of living a life that is good for the agent whose life it is? Philosophical arguments that attempt to defend a connection between exercising the virtues and living a good life typically display two commitments: first, a commitment to addressing their answer to the person whose life is in question and, second, a commitment to showing (...) that virtue is what I call a reliability conferring property. I urge we reject both. I propose instead that we take up the question from the point of view of a person charged with the care of the character of another (an “ethical trustee”) and argue that virtue is what I call a status conferring property. Ethical trustees benefit their charges by inculcating the virtues because in doing so they bestow on them a status that is necessary for a good life. Although circumstances may conspire against the path of virtue proving to be the best bet, statistically speaking, for happiness, my account begins to make sense of the thought that when such tragedies come to pass the fault lies not in the agent but the world. (shrink)

(Runner-up, Royal Institute of Philosophy 2020 Philosophy Essay Prize) Technological developments have led to the digitization of certain sectors of the economy, and this has many authors looking ahead to the prospects of a post-work society. While it is valuable to theorize about this possibility, it is also important to take note of the present state of work. For better or worse, it is what we are currently stuck with, and as the COVID-19 pandemic has ensured, much of that work (...) is now taking place online. Though a ‘return to normalcy’ is on the horizon, part of that normalcy involves online work, which is itself a significant change in the lives of many workers. Here I develop an account of work on which work is teleologically structured. This gives the result that working is something we can fail at doing, even when we try, and we can also be unsure of whether we’ve succeeded or failed. The shift of certain work from in-person to online modes generates a persistent uncertainty for workers in affected professions. Because our ability to work is something we typically value, this uncertainty has significant negative consequences for a worker’s self-conception. Indeed, it is analogous to disorders of agency and generates a kind of alienation. (shrink)

Guru Tegh Bahadur Ji fell as a martyr to the freedom of consciousness and belief, under the orders of Aurangzeb, a ruler, who with his puritanical views had an attitude of narrow exclusiveness in the matters of religion. Sikhism, of which Guru Tegh Bahadur Ji was the Ninth Apostle, has all through upheld the spiritual approach in matters of faith, and its message has been free from the rancour of any kind against any set of beliefs. The great sacrifice made (...) by Guru Tegh Bahadur Ji to vindicate the right of the people to profess and practise the faith, meant, in fact, the assertion of the principle of justice for which the ruling Mughal rulers of the day had very scant regard. For this reason, the life, career, and teachings of Guru Tegh Bahadur Sahib are of immense significance even in contemporary times, when the forces of hate, fanaticism, and tyranny are still very dominant and assertive. -/- Guru Tegh Bahadur Ji was a multifaceted genius. He was not only a martyr and a prophet but was also a great poet. In addition to his 57 Salokas, 59 of his other compositions (Sabads), written in 15 Raagas (measures) are included in Sri Guru Granth Sahib. His hymns deal with the pathos of the human predicament. Though he articulates on the unreality of human passions and possessions, yet his hymns have been a source of spiritual succour and solace to millions of people in their hours of personal grief and affliction. He brightens our awareness of the ephemerality of the material phenomena, however instead of creating a sense of despair and depression, elevates the human mind and imbues it with the hope which permeates the cosmos. He fortifies our faith in human nature and makes it possible for us to rise above the irritants of the immediate problems of existence and keep our attention focussed on the everlasting and eternal. (shrink)

This research study aims to highlight the personal experiences encountered by the participants, compare the differences between both narrations, and lastly identify common phenomena. This study utilized the auto-ethnographical research study. Ellis and Bochner (2000) describe autoethnography as "an autobiographical form of writing that exhibits several levels of awareness, linking the personal to the cultural". Autoethnography may include a wide variety of topics, from personal research experiences to parallel explorations of the researcher's and participants' experiences, as well as the researcher's (...) experience while undertaking a particular piece of research (Ellis & Bochner, 2000; Maso, 2001). It appears that practice teaching enables interns to experience the actual classroom teaching and school paperwork preparation. Aside from the technical aspects of the internship process, it prepares the student-teachers as well in the different course of school activities that will immerse them in the process of management. Generally, the personal experiences of the different interns vary from the school environment, protocols, and learning resources of the school assigned. The different practice- teaching experiences narrated by the interns that will have a common phenomenon will be a strong determinant of a certain situation. (shrink)

Culturally Responsive Teaching (CRT) weaves together rigor and relevance while it improves student achievement and engagement. The Philippine Department of Education implemented Indigenous People’s education to respond to the demands for culturally responsive teaching. Teacher education graduates are expected to articulate the rootedness of education in sociocultural contexts in creating a learning environment that recognizes respect, connectedness, choice, personal relevance, challenges, engagement, authenticity, and effectiveness. Practice teachers need relevant exposure and immersion to fully develop their competence in CRT. (...) This scenario necessitates attention to assessing the competence of 191 practice teachers in CRT, correlating their competence across dimensions, and verifying the role of gender and degree programs in competence development. This investigation provides evidence on the role of gender in competence development toward culturally responsive teaching. Such competence is vital in practice teachers, especially because they are exposed to learners with diverse backgrounds during their teaching internship. This evidence informs supervising instructors in molding practice teachers. (shrink)

Richard of St. Victor is an important figure in the history of scholasticism. In this paper, we will analyze his idea of the person, which he developed for the needs of Triadology. The peculiarity of Richard's point of view is reflected in the attempt to establish the relationship as a key ontological definition of the person. In his thinking, Richard relies on his predecessors, primarily Tertullian, Augustine and to some extent Anselm. Despite the limitations arising from such a background, Richard's (...) insights were a novelty in the thought of the Western Christianity, and the consequences of his teachings have never been fully grasped. (shrink)

The beginning of the COVID-19 pandemic offers a unique case study for understanding conceptual and linguistic propagation. In early 2020, scientists, politicians, journalists, and other public figures had to, with great urgency, propagate several public health-related concepts and terms to every person they could. This paper examines the propagation of coronavirus and social distancing and develops a framework for understanding how the language used to express a notion can help or hinder propagation. I argue that anyone designing a representational device (...) for propagation needs to appreciate the three-way causal relationship between language, people’s mental representations, and the extramental world. Using this framework, I explore what makes “social distancing” a bad name for social distancing and why it is unproblematic that “coronavirus” is a scientifically loose way of speaking about the virus. Through this and further study of the many historical examples of linguistic and conceptual propagation, conceptual engineers can better understand the complex challenges facing people who want to propagate representational devices. (shrink)

This study examines from an ethical framework the circumstances of workers who are engaged in non-professional services that are offered through corporations that are organized to serve high volume of costumers. Drawing on the relevant ethical teachings of the Catholic social tradition (CST), it explores some practices, strategies, and policies that could address the problems experienced by many service providers in the United States today. CST refers to a wide variety of documents of the magisterium of the Catholic Church which (...) respond to the changing social and economic challenges of the modern world. The study argues that the primacy of the person, love and subsidiarity, sense of community, and respect for worker’s rights and unionism in CST are not only moral principles that uphold intrinsic human goods, they are likewise instrumental to operational effectivity because they promote job satisfaction, smooth interpersonal relationship, and long-term commitment with the company. They enable service providers to work efficiently, deliver exceptional service, and act as conduit between the customers and the business establishment, rather than simply being caught between their conflicting demands. (shrink)

This paper is about the modern-day problem of human alienation and fulfillment in work from the perspective of the Catholic social thought. It analyses the symptoms and causes of work alienation, the meaning of work and its significance in the individual’s quest for fulfillment, and how the Catholic social teachings can shed light on the problems involved in transforming the world of work. Alienation in work affects one’s subjective and psychological fulfillment, but it is not ultimately dependent on material culture (...) or economic models. The problem of alienation in work cannot be dealt with by simply modifying the production process or the wage system, although these are factors that alienate people even more. Social problems cannot be solved without light of faith and the recognition of the moral order that is rooted in God. In the final analysis, alienation is not simply the loss of meaning in human activities. It is the loss of life’s meaning and man’s estrangement from his own authentic nature, including his reason for being and final end, that results from the rejection of God and His teachings. What Catholicism provides is a combination of economic, psychological, moral, social, and spiritual motives for work that will make it personally fulfilling. (shrink)

It is the contention of this paper that ethics of work ought to be anthropological, and artificial intelligence (AI) research and development, which is the focus of work today, should be anthropological, that is, human-centered. This paper discusses the philosophical and theological implications of the development of AI research on the intrinsic nature of work and the nature of the human person. AI research and the implications of its development and advancement, being a relatively new phenomenon, have not been comprehensively (...) interrogated in the social and ethical teachings of the Catholic Church. This paper, therefore, proposes a path for this interrogation by expounding a discourse which is believed to be epistemically helpful in the developing discourse of AI in the ethical and social teachings of the Church. The advancement in the research on AI is not only redefining the meaning of work, but, even more so, it is questioning the metaphysical notion of the human person and the theological notion of work as an intrinsic part in the selfhood and dignity of the human person. (shrink)

In a recent study appearing in Neuroethics, I reported observing 11 significant correlations between the “Dark Triad” personality traits – Machiavellianism, Narcissism, and Psychopathy – and “conservative” judgments on a 17-item Moral Intuition Survey. Surprisingly, I observed no significant correlations between the Dark Triad and “liberal” judgments. In order to determine whether these results were an artifact of the particular issues I selected, I ran a follow-up study testing the Dark Triad against conservative and liberal judgments on 15 additional moral (...) issues. The new issues examined include illegal immigration, abortion, the teaching of “intelligent design” in public schools, the use of waterboarding and other “enhanced interrogation techniques” in the war on terrorism, laws defining marriage as the union of one man and one woman, and environmentalism. 1154 participants (680 male, 472 female; median age 29), recruited online through Amazon Mechanical Turk, completed three surveys: a 15-item Moral Intuition Survey (MIS), the 28-item Short Dark Triad personality inventory, and a five-item demographic survey. The results strongly reinforce my earlier findings. Twenty-two significant correlations were observed between “conservative” judgments and the Dark Triad (all of which were significant past a Bonferonni-corrected significance threshold of p = .0008), compared to seven significant correlations between Dark Triad and “liberal” judgments (only one of which was significant past p = .0008). This article concludes by developing a novel research proposal for determining whether the results of my two studies are “bad news” for conservatives or liberals. (shrink)

This phenomenological study explored teachers’ experiences during the full implementation of in-person classes at Ibajay Central School in the Academic Year 2022-2023. Seven teachers shared their challenges and coping strategies through face-to-face interviews. Key findings revealed that physical and psychological readiness were essential for overcoming challenges and maintaining teaching effectiveness. Teachers were eager to return but also felt anxious about the virus, highlighting the need for robust psychological support. The study emphasized the importance of infrastructural preparedness and identified strict (...) health protocols and increased workloads as significant obstacles. To address these issues, differentiated learning and regular parent-teacher conferences were recommended to better support student progress and teacher well-being. (shrink)

Indigenous communities have a rich cultural heritage encompassing diverse ways of knowing, learning, and understanding the world around them. This mixed methods study utilized the explanatory sequential design to determine the level and relationship of the IP mathematics teachers' beliefs and teaching practices and gain a deeper insight into these beliefs and attitudes. There are 115 respondents for the quantitative phase, while 10 participants in the qualitative phase. Data were collected through survey and key informant interviews and were analyzed (...) through mean, standard deviation, Pearson product moment correlation, and thematic analysis. Results showed that the IP mathematics teachers possess high levels for both beliefs and teaching practices, and a significant moderate positive relationship exists between the two variables. Qualitative data analysis revealed that teachers' beliefs include the ideal qualities of an effective mathematics teacher, respect for students' culture and background, and a constructivist approach to teaching. Teaching practices include discussing student performance and intervention during meetings, implementing culturally relevant approaches, technology, varied activities, and peer mentoring and coaching. Further, it is concluded that teachers’ belief, which influences teaching practices, is shaped by different environmental factors. It is recommended that IP mathematics teachers continue to participate in personal and professional development activities and strengthen collaboration and reflection. (shrink)

Despite the changes in human behaviour and interactions occasioned by the COVID-19 pandemic, many institutions are yet to adapt to the new normal fully. While some educational institutions switched entirely to e-learning to promote teaching and learning, others could not offer education due to physical and social restrictions. Previous studies in Africa have identified reasons for the poor ICT adoption for educational purposes. However, the degree to which these factors affect ICT utilisation is barely analysed. Using a quantitative approach, (...) this study assessed ICT deployment for teaching in the COVID-19 era by focusing on their availability and challenges. A sample of 344 respondents from a population of 2,867 academic staff at two Nigerian public universities participated in the study. After receiving face validity from experts, a structured questionnaire was used for data collection. Cronbach alpha reliability indices of the questionnaire ranged from 0.72 to 0.94. Descriptive statistics (simple percentages, mean, and standard deviation) and inferential statistics (one-way ANOVA) were used for data analysis. Findings generally revealed a moderate extent in the availability of ICT resources in public universities. The cost of data, computer literacy, and electricity supply are challenges that significantly affected ICT deployment in the COVID-19 era. Based on this finding, it was concluded that personal and institutional challenges affect how ICT resources are deployed in public universities. It was recommended, among other things, that the management of each tertiary institution should apportion proceeds from internally generated revenue to procure ICT resources specific to the need of the school. The study provides the ground for further research into students’ use of ICT for educational purposes. (shrink)

There is a critical need to understand the effect of changing assessment methods on demonstrated competencies in teacher education. This study examined how the transition from online to in-person testing affects the measured teaching competencies of students who completed a Competency-Based Enhancement (CBE) program, aiming to identify factors contributing to performance differences and strategies for adaptation. Using a one-group pre-test-post-test design, the study involved 669 graduating teacher education students at Pangasinan State University. Participants completed online pre-tests and in-person post-tests, (...) with data analyzed through paired samples t-tests, multiple regression, and ANCOVA. Findings revealed a significant decline in post-test scores despite CBE participation, suggesting a substantial effect of the testing modality change. The change in the testing environment emerged as the most significant predictor of score differences, while student engagement levels were positively associated with minor score decreases. These results underscore the need for adaptive assessment strategies in competency-based education programs. While limited to a single institution, this study recommends implementing a scaffolded approach to assessment transitions and enhancing student support services to mitigate adverse effects on performance across different testing modalities. (shrink)

It is best to study Hegel as he presents himself in the context of his own writings. In this way we allow Hegel to teach us what the Science of Philosophy is, and how, through such Science, the Absolute Truth reveals or rationally unfolds itself, although this may challenge, in a radical and transformative way, the accepted ideas and methods we may currently have of philosophy and science. By taking the approach of simply following Hegel’s thought in its own development, (...) we discover in the process that we have actually re-invented Philosophy and Science in a such a totally comprehensive and systematic way that we are finally able to integrate Mind and Matter into an Absolute Whole that transcends and encompasses both while yet maintaining a clear differentiation and distinction between them – a genuine unity in diversity that has been the cynosure of philosophical inquiry from time immemorial. (shrink)

This article presents an ethical analysis and critique of personalized service in the tradition of Catholic social teaching (CST) that is both Catholic and Personalist. It tackles the ethical issues involved when service delivery is personalized, issues that affect both the consumers and the service providers. It focuses on nonprofessional services that are offered by low-skilled blue-collar workers through corporations that are organized to produce efficient service to a high volume of consumers. Customer service involves intersubjectivity, that (...) is, interaction between two persons as subjects. Ethics in the service context is not only about treating consumers in a just manner; the threats to the personhood of the service providers are also significant, for their work cannot be separated from their very being. By focusing on the ethical issues of emotional labor and consumerism of human service, the study will argue that the human interaction in personalized service runs the risk of alienating us from our authentic selves and from each other. If the objective of personalized service is to create authentic human relationship in the service encounter, the latter can arise even in a nonpersonalized service. We do not have to personalize our actions in order to create genuine human interaction. Instead, what we must do is to treat each other as persons. (shrink)

The contribution focuses on philosophical issues of justice of positive law in the light of the social teaching of John Paul II. The analyses start with consideration of anthropological foundations of justice as virtue, develop with the reflexion upon justice of actions realizing justice and finally arrive at examination of the criteria of justice of law. -/- It is argued that relations between a human being and goods (ends of actions) form ontological basis of natural law and justice of (...) actions – orders and prohibitions are secondary in respect to these relations. An aim of just law (and natural law) is not preservation or restoration of abstractly understood moral order based on norms – orders and prohibitions) but integral development (good) of a person – a being possessing dignity. John Paul’s II philosophy of law takes advantage primarily of Thomas Aquinas’ approach to law and combines it with constructions which are typical for modern human rights protection. John Paul’s II conception of natural law is anthropocentric and bases on subjective rights thinking. Human dignity and human rights which derive from it provide basic criteria for the justice of law. Human rights as subjective rights disclose natural law which is understood as a set of goods for a human person. These goods are ends of actions and as such they determine actions and their forms. This point of view is compatible with Aquinas’ definition: “law is nothing but a rational plan of operation, and … the rational plan of any kind of work is derived from the end” (Summa contra gentiles, lib. 3, cap. 114, n. 5). -/- Positive (human) law which is not just has no normative power in this sense that it does not in itself provide reasons for concrete actions of a concrete actor. Sometimes there are moral reasons for following unjust law, however if its norm prescribes actions which are wrong in themselves (internally wrong) there is moral obligation to act contrary to such a legal norm. -/- Zasadniczym przedmiotem opracowania jest filozoficzna refleksja Jana Pawła II nad sprawiedliwością prawa stanowionego. Analizy przebiegają od zagadnienia antropologicznych podstaw sprawiedliwości poprzez problematykę działań realizujących sprawiedliwość do zagadnienia sprawiedliwości prawa stanowionego. Opracowanie zamykają uwagi wskazujące na kontekst teologiczny istotny dla problematyki sprawiedliwości, którego analiza wykracza jednak poza podjęte zamierzenie koncentrujące się na problematyce filozoficznoprawnej. Argumentuje się, że u podstaw tej refleksji leży namysł nad relacją człowieka do dobra, która stanowi ontologiczną podstawę prawa naturalnego i sprawiedliwości – nakazy i zakazy są wtórne wobec tej relacji. Celem prawa i sprawiedliwości jest dobro konkretnego, obdarzonego godnością człowieka, a nie np. przywracanie abstrakcyjnie pojętego porządku moralnego. Od strony konstrukcji teoretycznej, filozofia prawa Jana Pawła II jest osadzona przede wszystkim na koncepcji Tomasza z Akwinu łączonej z konstrukcjami typowymi dla współczesnej ochrony praw człowieka. To w godności i wynikających z niej prawach człowieka poszukiwać trzeba zasadniczych treściowych kryteriów sprawiedliwości prawa. Prawa człowieka jako prawa podmiotowe są podstawowym wyrazem prawa naturalnego, stanowiącego ontyczną podstawę sprawiedliwości i które pojmowane jest jako zespół dóbr dla osoby, zatem i celów kształtujących działanie. Perspektywa pojmowania prawa naturalnego jest antropocentryczna. Prawo stanowione, które nie jest sprawiedliwe, nie ma „mocy prawa”, przede wszystkim w takim sensie, że nie stanowi samo w sobie racji działania. Niekiedy, ze względów moralnych, niesprawiedliwe prawo wymaga posłuszeństwa. Jeśli jednak prawo stanowione daje uprawnienia do czynów wewnętrznie złych i nakazuje takie czyny, to nie tylko nie obowiązuje w sumieniu i nie jest racją działania, ale obowiązkiem jest postępowanie wbrew takiemu prawu. (shrink)

The study focused on exploring and understanding the challenges junior high school teachers in the Division of Rizal faced during the full implementation of in-person classes and identifying the coping mechanisms they employed to adapt to this new educational landscape. Forty participants were purposefully selected from various public secondary school clusters in the division of Rizal. A qualitative phenomenological design was employed, and the information collected through Google Forms was imported into Microsoft Excel and Microsoft Word. After importing the data, (...) it was coded through and looked for patterns in the meaning of the data to find themes. It was analyzed using QDA Miner Lite to make a user-friendly, accessible, and simple-to-use software for qualitative data analysis. QDA Miner Lite allowed for a quicker and more accurate breakdown of documents, enabling organization, coding, annotation, retrieval, and analysis of document and image collections. The study revealed these categories and themes: Experiences in Teaching in In-Person Classes. Teachers' experiences during the full implementation of in-person classes were categorized into five themes: Comparison to distance learning modalities, Student- centered Focus, Positive emotional experiences, Challenging Emotional experiences, and Adaptations. Comparison of Teaching Experiences. The comparison and contrast of teaching experiences between distance learning and in-person learning revealed six themes: Assessment and Progress Monitoring, Stress and Fulfillment, Effectiveness and Limitations, Technology and Connectivity, preparation and Communication, and Learning Environment and Engagement. Identified Challenges in In- Person Classes. The study identified nine challenges faced by teachers and schools during the full implementation of in-person classes. These challenges encompassed issues related to Classroom Infrastructure and Facilities, Learning Gaps and Academic Challenges, Behavioral Issues and Student Discipline, Safety, and Security, Teacher Workload and Teaching Loads, Student Engagement and Parent Involvement, Gender-Responsive Policy and Early Pregnancy, Professional Development, and Learning Materials. Coping Mechanisms for Challenges. The coping mechanisms employed by teachers in response to the identified challenges included Collaborative Support and Professional Development, Resilience, and Positivity, Student-Centered Strategies Interventions, Adaptability, and Flexibility, Emphasizing Physical and Mental Health, Effective Communication Involvement of Stakeholders, Innovative Teaching Approaches, and Reminding Purpose and Passion. The study provides valuable insights into teachers' experiences and challenges in fully implementing in-person classes. The identified coping mechanisms offer potential strategies to support educators in navigating the complexities of teaching in this environment. Educational institutions and policymakers can use these insights to develop supportive and enriching learning environments for teachers and students. By implementing targeted interventions and policies, stakeholders can optimize the teaching and learning experiences in the in-person learning setting and foster a positive and conducive educational environment. (shrink)

Reedition of papers in English spanning from 1986 to 2009 /// Historical background -- An imposed legacy -- Twentieth century contemporaneity -- Appendix: The philosophy of teaching legal philosophy in Hungary /// HISTORICAL BACKGROUND -- PHILOSOPHY OF LAW IN CENTRAL & EASTERN EUROPE: A SKETCH OF HISTORY [1999] 11–21 // PHILOSOPHISING ON LAW IN THE TURMOIL OF COMMUNIST TAKEOVER IN HUNGARY (TWO PORTRAITS, INTERWAR AND POSTWAR: JULIUS MOÓR & ISTVÁN LOSONCZY) [2001–2002] 23–39: Julius Moór 23 / István Losonczy 29 (...) // ON THE SURVIVAL OF ILMAR TAMMELO’S LETTER AND MANUSCRIPT ADDRESSED TO PROFESSOR MOÓR [2009] 41–44 // PROFESSIONAL DISTRESS AND SCARCITY: ALEXANDER HORVÁTH AND THE LEGACY OF NATURAL LAW IN HUNGARY [2005] 45–50 // HUNGARIAN LEGAL PHILOSOPHY IN THE 20TH CENTURY [2011] 51–72: I. The Pre-war Period [1. Bódog (Felix) Somló (1871–1920) 52] / II. The Inter-war Period [2. Gyula (Julius) Moór (1888–1950) 54 / 3. Barna Horváth (1896–1973) 55 / 4. József Szabó (1909–1992) 57 / 5. István Bibó (1911–1979) 58 / 6. Tibor Vas (1911–1983) 59 / 7. István Losonczy (1918–1980) 60] III. The Post-war Period (Communism) 61 [8. Imre Szabó (1912–1991) 62 / 9. Vilmos Peschka (1929–2006) 63 / 10. Kálmán Kulcsár (1928–2010) 65] IV. Contemporary Trends and Perspectives 66 [11. Csaba Varga (b. 1941) 66 / 12. András Sajó (b. 1949) 69 / 13. Béla Pokol (b. 1950) 70] V. Our Understanding of the Law Today 71 --- AN IMPOSED LEGACY -- LOOKING BACK [1999] 75–94: 1. On Ideologies and Marxism in general 75 / 2. Life of an Intellectual in Communism 79 / 3. On Marxism and its Socialist Cultivation in Particular 82 / 4. Legal Philosophising [4.1. Approaches to Law 87 / 4.2. Arriving at a Legal Ontology 91] 5. Conclusion 94 // LEGAL PHILOSOPHY OF THE MARXISM OF SOCIALISM: HUNGARIAN OVERVIEW IN AN INTERNATIONAL PERSPECTIVE [2003] 95–151: I. Development and Balance of Marxist Philosophising on Law in Hungary [1. Preliminaries (until 1948) 96 / 2. Stalinism (from the Soviet Occupation on) {a) Liquidation of the »Residues« 98 / b) Soviet-type Uniformisation [Gleichschaltung] 99 / c) Denial of the Past, with a Dual Effect 99 / d) »Socialist Legality«, Drawn from the Progressive Past of Western Europe 103 / e) Search for the Germs of Scholarly Evolution 103} 3. Institutionalisation Accompanied by Relaxation (from the 1960s) [a) Epigonism Becoming the Scholarly Ideal 104 / b) Stalinism in a Critical Self-perspective 105 / c) Disciples Diversified Launching their own Trends 107 / d) Comparatism 110 / e) (Re)discovery of the Western Legal Philosophy as a Competitor 112 / f) A Leading Mediatory Role within the »Socialist World Order« 114} 4. Disintegration (in the 1980s) {a) Attempt at Laying New Foundations for Marxism with Epigonism Exhausted 115 / b) Competitive Trends Becoming Exclusive 115 / c) Western Legal Philosophy Acknowledged as a Fellow-traveller within the Socialist Orbit Proper 116 / d) Hungarian Legal Theory Transforming into a National Corpus 118 / e) The Practical Promotion of Some Balance 119} 5. End-game for a Substitute State Religion (in the 1990s) 120] II. Marxist Legal Philosophising in an International Perspective [Ad 1: To the Preliminaries 122 / Ad 2: To Stalinism 124 / Ad 3: To Institutionalisation Accompanied by Relaxation {a) Late Separation from Vishinskiy’s Theory 125 / b) From Ideological Self-closure to an Apparently Scholarly Openness 127 / c) From Political Ideology to Genuine Scholarship 130 / d) International Recognition of Socialist Jurisprudence as an Independent Trend 135 / e) Together with Western Trends 137} Ad 4: To Disintegration {a) Loss of Attraction as Mere Epigonism 139 / b) Exclusivity of Competing Trends 139 / c) Fellowship with »Bourgeois« Trends 140 / d) An own Trend, Internationally Recognised 141 / e) A yet Progressive Role 142} Ad 5: To the Present state 143] III. A Temporary Balance 145 // AUTONOMY AND INSTRUMENTALITY OF LAW IN A SUPERSTRUCTURAL PERSPECTIVE [1986] 151–175: 1. The Strange Fate of Concepts 151 / I. A Relational Category 2. Basis and Superstructure: The Genuine Meaning 154 / 3. Exerting Social Influence as a Conceptual Minimum 156 / 4. Relationships within the Prevailing Totality 158 / 5. Attempts at Interpretation in Hungary 159 / 6. The Lukácsian Stand 162 / 7. Lukács’s Recognitions 168 / 8. Some Criticism 169 / II. The Law’s Understanding 171 / 9. Law Interpreted as Superstructure 171 / 10. Conclusions Drawn for the Law’s Understanding 173 // LEGAL THEORY IN TRANSITION (A PREFACE FROM HUNGARY) [2000] 177–186 // DEVELOPMENT OF THEORETICAL LEGAL THOUGHT IN HUNGARY AT THE TURN OF THE MILLENNIUM [2006] 187–215: 1. International Environment 188 / 2. The Situation in Hungary 190 / 3. Outlook I: The Historical-comparative Study of Legal Cultures and of the Lawyerly Way of Thinking 203 / 4. Outlook II: The Paradigmatic Enigma of the Transition to Rule of Law 207 / 5. Incongruity in Practice 213 / 6. Perspectives 214 --- TWENTIETH CENTURY CONTEMPORANEITY -- CHANGE OF PARADIGMS IN LEGAL RECONSTRUCTION: CARL SCHMITT AND THE TEMPTATION TO FINALLY REACH A SYNTHESIS [2002] 219–234: 1. Dangers of Intellectualism 219 / 2. Schmitt in Facts 221 / 3. Schmitt and Kelsen 222 / 4. On Bordering Conditions 226 / 5. With Kelsen in Transubstantiation 230 / 6. Polarisation as the Path of Theoretical Development 232 // KELSENIAN DOCUMENTS IN HUNGARY: CHAPTERS ON CONTACTS, INCLUDING THE GENESIS OF AUTOBIOGRAPHY [2006] 235–243: 1. Preludes 235 / 2. The Search for Moór’s Bequeath 235 / 3. Moór’s Collegiality 238 / 4. Bibó as a Disciple Translating 241 // THE »HART-PHENOMENON« [2002] 245–267: I. The Hart-miracle 246 [1. The Scene of Britain at the Time 247 / 2. The Personal Career 250 / 3. The Opus’ Career 252 / 4. Verbal Sociologism 255 / 5. Growing into the British Pattern 259] II. The Hart-phenomenon 260 [6. Origination of a Strange Orthodoxy 261 / 7. Mastering Periods of the 20th Century 263 / 8. Raising the Issue of Reception in Hungary 365] // LITERATURE? A SUBSTITUTE FOR LEGAL PHILOSOPHY? [2007] 269–287: 1. The Enigma of Law and its Study 269 / 2. “Law and Literature” 271 / 3. Varieties of “Law and Literature” 274 / 4. The German Study of Artistic Representations 280 / 5. Some Literary Reconsiderations 285 / 6. Conclusion 287 --- APPENDIX -- THE PHILOSOPHY OF TEACHING LEGAL PHILOSOPHY IN HUNGARY [2007] 291–320: I. Why and How to Philosophise in Law? 291 / II. The State of Teaching Legal Philosophy 294 / III. The Philosophy of Teaching Legal Philosophy 296 / IV. Programme at the Catholic University of Hungary 300 [1. Graduate Studies 300 {a) Basic Subjects 301 / b) Facultative Seminars 305 / c) Closing Subjects 309 / d) Written Memoranda and the Thesis 312} 2. Postgraduate Studies 313 / 3. Conclusion 317] V. Perspectives 318 /// Index of Subjects 321 / Index of Normative Materials 328 / Index of Names 329 . (shrink)

Morality has always been a pressing issue in video game scholarship, but became more contentious after “realistic” violence in games became possible. However, few studies concern themselves with how players experience moral dilemmas in games, choosing instead to focus on the way games affect postplay behavior. In my thesis I discuss the moral choices players encounter in the Metal Gear series of games; then, I analyze and compare the responses of players with and without martial career experiences. My argument is (...) that the moral choices players encounter during gameplay affect them differently, particularly if they have life experiences related to medical trauma, law enforcement, fire fighting, or military career fields, and that the behavior of those players will be observably different from players without the same experiences. In chapter one I present my personal history with Metal Gear, before moving on to the literature review in chapter two, which focuses on scholarship about the Metal Gear series of games and video game research as a whole, particularly studies concerned with how violent content affects players. In chapters three and four, I analyze Metal Gear Solid 3 (2004) and Metal Gear Solid V (2014/2015) in order to gain insight into the moral dilemmas posed by each game. In chapter five I report the results of a survey about player responses towards the game dilemmas given by martial and non-martial groups to identify observable patterns of behavior in how they act and react towards each scenario. -/- This is a preprint version of the official paper until an update is produced. The current official version is available at the West Chester Digital Commons in the external link section below. (shrink)

Within contemporary evangelical theology, a peculiar controversy has been brewing over the past few decades with regard to the doctrine of the Trinity. A good number of prominent evangelical theologians and philosophers are rejecting the doctrine of divine processions within the eternal life of the Trinity. In William Hasker’s recent Metaphysics and the Tri-Personal God, Hasker laments this rejection and seeks to offer a defense of this doctrine. This paper shall seek to accomplish a few things. In section I, I (...) shall first set the stage for a proper understanding of the discussion. Section II will articulate the basic Trinitarian desiderata that must be satisfied by any model of the doctrine of the Trinity. This will help one understand the debate between Hasker and the procession deniers. Section III will offer an articulation of what the doctrine of divine processions teaches. Section IV will examine Hasker’s defense of the doctrine point by point. I shall argue that his defense of the doctrine of the divine processions fails. (shrink)

This study explores the integration of ChatGPT as a teaching assistant in physics education, emphasizing its potential to transform traditional pedagogical approaches. ChatGPT facilitates interactive and inquiry-based learning grounded in constructivist learning theory, allowing students to engage actively in experiments and better grasp abstract concepts through hands-on activities. The AI's adaptive dialogue systems promote socio-constructivist learning by encouraging social interaction and personalized feedback, which is essential for addressing individual learning gaps and enhancing student engagement. ChatGPT's ability to simulate (...) real-world physics problems and provide immediate feedback fosters experiential learning, making complex concepts more accessible and promoting critical thinking skills. By offering tailored interventions and adapting to individual learning paces, ChatGPT supports a personalized educational experience that caters to the unique needs of each student. This adaptability is particularly beneficial in physics education, where students often struggle with abstract concepts and require immediate clarification to progress effectively. The paper concludes that the synthesis of generative AI and pedagogy has the potential to reshape science education, fostering deeper understanding and curiosity among students. By leveraging innovative methodologies and augmented data, ChatGPT enriches teacher-student interactions, creating a comprehensive educational experience that promotes a culture of curiosity and exploration, thereby nurturing future scientists and engineers. Ultimately, the integration of ChatGPT into physics education offers a valuable opportunity to enhance student engagement and understanding of scientific concepts through interactive and personalized support. (shrink)

The subject of this book is the first person in thought and language. The main question concerns what we mean when we say 'J'. Related to it are questions about what kinds of self-consciousness and self-knowledge are needed in order for us to have the capacity to talk about ourselves. The emphasis is on theories of meaning and reference for 'J', but a fair amount of space is devoted to 'I' -thoughts and the role of the concept of the self (...) in cognition. The purpose is to give a picture of how we think and talk about ourselves in a wide range of circumstances. The topic has been discussed in numerous articles during the last decades, but rarely in the form of a monograph. I felt the need for a book of this kind while working on my dissertation. The manuscript is the result of many years of reflection on the self and indexicals. Some of the theories that I advance have developed as a result of my teaching an undergraduate course in the philosophy of language the last couple of years. (shrink)

Hasker’s “social” Trinity theory is subject to considerable philosophical problems. More importantly, the theory clashes with the clear New Testament teaching that the one God just is the Father alone. Further, in light of five undeniable facts about the New Testament texts, we can know that the authors of the New Testament thought that the only God was just the Father himself, not the Trinity. Hasker can neither deny these facts nor defeat the strong evidence they provide that in (...) affirming a triune God in the late 4th century, catholic tradition departed from apostolic teaching about the one God. (shrink)

Education is a developmental process that may be improved by using a range of strategies to develop engaging classes. It stands for the educators' personal philosophy and utmost aspiration. This study aimed to assess and identify the strategies, methods, and trends of teaching-learning on students’ perspectives and their effectiveness in the new normal of education. The study employed the descriptive approach with a quantitative research design in analyzing the strategies, methods, and trends of teaching-learning. The participants of the (...) study are the professional teachers in the selected 2 public schools in the Agusan del Sur division under the San Luis District, particularly at San Luis National High School and San Mariano Elementary School. Based on the findings, it was gleaned from the findings, it was definitely concluded that the overall weighted mean value was 4.08 with a descriptive level of observation and interpretation of very satisfied based on the results. Additionally, it was revealed that the z-computed value in the result obtained with 105.329 is greater than the z-critical value of 1.87, which definitely resulted in the rejection of the hypothesis of the study. Thus, there is a statistically significant difference in the strategies, methods, and trends of teaching in the new normal learning perspective as observed by the participants of the study. Therefore, the strategies, methods, and trends in teaching shows to lay the foundation of why and how to conduct the class and helps set expectations by the students at school, also creating a shared class culture where students take more responsibility and understanding for their class participation. (shrink)

The principle of subsidiarity is a multi-layered and flexible principle that can be utilised to empower, inform, enhance and reform scholarship in a range of significant areas, however, it has been somewhat overlooked in recent scholarship. In order to highlight the continued relevance and potential applications of the principle, this, the first of two papers, will provide a detailed analysis of the meaning and application of the principle of subsidiarity in Catholic social teaching. In doing so, the interplay of (...) the principle of subsidiarity and other key principles of catholic social teaching such as dignity of the person, solidarity, and the common good will be highlighted. The second part of this paper discusses the political applications of the principle, including its ability to inform scholarship on the allocation of governmental powers (including federalism), democracy, and individual participation in government. This leads to a discussion in the second paper, of the Catholic aspects of subsidiarity in the governance of the European Union. (shrink)

Education is a developmental process that may be improved by using a range of strategies to develop engaging classes. It stands for the educators' personal philosophy and utmost aspiration. This study aimed to assess and identify the strategies, methods, and trends of teaching-learning on students’ perspectives and their effectiveness in the new normal of education. The study employed the descriptive approach with a quantitative research design in analyzing the strategies, methods, and trends of teaching-learning. The participants of the (...) study are the professional teachers in the selected 2 public schools in the Agusan del Sur division under the San Luis District, particularly at San Luis National High School and San Mariano Elementary School. Based on the findings, it was gleaned from the findings, it was definitely concluded that the overall weighted mean value was 4.08 with a descriptive level of observation and interpretation of very satisfied based on the results. Additionally, it was revealed that the z-computed value in the result obtained with 105.329 is greater than the z-critical value of 1.87, which definitely resulted in the rejection of the hypothesis of the study. Thus, there is a statistically significant difference in the strategies, methods, and trends of teaching in the new normal learning perspective as observed by the participants of the study. Therefore, the strategies, methods, and trends in teaching shows to lay the foundation of why and how to conduct the class and helps set expectations by the students at school, also creating a shared class culture where students take more responsibility and understanding for their class participation. (shrink)

In the consolidated cases Altitude Express v. Zarda, Bostock v. Clayton County, and R.G. & G.R. Harris Funeral Homes v. EEOC, the Supreme Court will decide whether or not Title VII prohibits discrimination on the basis of sexual orientation or gender identity. Although the parties disagree as to the appropriate formulation of a but-for test to determine whether or not there was a discriminatory outcome, all parties do agree to the use of such a test, which asks “whether the evidence (...) shows ‘treatment of a person in a manner which but for that person’s sex would be different.’” City of Los Angeles, Dep’t. of Water and Power v. Manhart, 435 U.S. 702, 711 (1978). However, but-for tests confuse more than they clarify the inquiry; a discriminatory outcome cannot be explained by appeal to just a discrete characteristic of a particular person. Individuals are not discriminated against because of these characteristics per se. Rather, they are discriminated against because of the social meanings and expectations that attach to these characteristics. Beyoncé and Taylor Swift illustrate the difference between individual-level causation and social explanation in two separate songs, “If I Were a Boy” and “The Man.” The explanation for why the counterfactual ‘male’ Beyoncé and Swift are evaluated differently than their current ‘female’ versions does not lie in individual-level features considered apart from the social world, but in social-level roles and expectations associated with those features. For this reason, a social explanation test—one that asks whether the social meanings of sex characteristics, rather than the characteristics per se, explain the outcome in question—is more suitable for determining whether or not Title VII has been violated. (shrink)

The study aims to navigate the focus on teacher's perceptions and practices in implementing classroom-based reading programs as a basis for supervisory approach for mastering teaching reading. Specifically, it aims to answer the teacher perceptions in the implementation of classroom-based reading program as basis for supervisory approach for mastering teaching reading among the respondents, the teachers’ practices in the implementation of classroom-based reading programs as basis for supervisory approach for mastering teaching reading among the respondents, and how (...) teacher perceptions and practices are the basis for implementation of classroom-based programs in the mastery of reading approach among the respondents. -/- Mixed methods are utilized in the study which are composed of quantitative and qualitative approaches with the use of Focus Group Discussion (FGD) in evaluating the data. Likewise, purposive sampling is also utilized in gathering the sample population in the study. The study comprised one hundred (100) respondents only. -/- Results show that teachers’ perceptions in the implementation of classroom-based reading program as basis for supervisory approach for mastering teaching reading reveals that instructional practices is closely aligned with effective classroom-based reading programs, show that teacher practices in the implementation of classroom-based reading programs as basis for supervisory approach for mastering teaching reading among the respondents is offering personalized reading recommendations in providing and welcoming comfortable reading space in teaching and learning, show that teachers’ perceptions in the area of training support components provides technical assistance by the experts through content knowledge, theories, strategies, techniques, content knowledge, and training in the real world of reading comprehension, show that motivation strategies and approaches provide varieties of techniques and ideas in the classroom-based reading program to increase students’ motivation to inspire, engage, and captivate curiosity in the passion of reading, show that support and mentoring program provides more sustainability quality and effective approach, show that best practices in the area of alignment and influence of reading supports the method and effective implementation of reading program that makes reading beneficial to the learners, show that reflection, mentoring, interaction, and integration program provides support on the improved reading skills and academic performance of students in sustaining integration program of classroom-based reading program, show that misalignment and discrepancy towards getting proficiency in the improved professional development due to some challenges where teachers can adjust to limited resources, large class size, time constraint, unclear expectation, burnout, stress, internal policies, school leadership, and internal politics. (shrink)

The article aims to determine how university professors critically perceive and evaluate information when interacting with the media sphere. The study's relevance is due to the insufficient elaboration of Russian teachers' attitude to the information in the media sphere, which is significant in developing students' critical thinking. The study analyzes theoretical sources and documents on critical thinking in the media sphere and the results of processing empirical data obtained from questioning teachers. The main measuring instrument is a questionnaire survey of (...) university professors with various lengths of service. The study involved 76 teachers from Ural Federal University named after the first President of Russia B.N. Yeltsin. Ural State Pedagogical University (Ekaterinburg, Russia). Linguistics University of Nizhny Novgorod (Nizhny Novgorod, Russia). The data obtained from the study of the teachers' attitude to the information content of the media sphere show a predominant critical attitude in assessing the reliability and availability of information on social networking platforms. This conclusion is important for personality traits that develop students' critical thinking. (shrink)

Higginbotham argued that certain linguistic items of English, when used in indirect discourse, necessarily trigger first-personal interpretations. They are: the emphatic reflexive pronoun and the controlled understood subject, represented as PRO. PRO is special, in this respect, due to its imposing obligatory control effects between the main clause and its subordinates ). Folescu & Higginbotham, in addition, argued that in Romanian, a language whose grammar doesn’t assign a prominent role to PRO, de se triggers are correlated with the subjunctive mood (...) of certain verbs. That paper, however, didn’t account for the grammatical diversity of the reports that display immunity to error through misidentification in Romanian: some of these reports are expressed by using de se triggers; others are not. Their IEM, moreover, is not systematically lexically controlled by the verbs, via their theta-roles; it is, rather, determined by the meaning of the verbs in question. Given the data from Romanian, I will argue, the phenomenon of IEM cannot be fully explained starting either from the syntactical or the lexical structure of a language. (shrink)

A few years ago, we made the decision to add a new dimension to our role as Buddhist monks by immersing ourselves in Western academia and undertaking research into the health benefits of meditation and Buddhist philosophy. After having devoted decades to the study, practice, and teaching of Buddhism (that is obviously based on Eastern philosophical principles), and despite the fact we are both originally from the West, the move into the Western academic setting has – for various reasons (...) – been an eye-opening experience. This doesn’t so much relate to the challenges of writing for academic journals (because in just the last two-years we have accrued over 100 academic publications – including numerous articles in leading peer-reviewed psychology and medical journals), but relates more to coming to terms with what many Western academics appear to perceive as desirable qualities for the modern scholar. (shrink)

Since educators are always looking for ways to improve their practice, and since empirical science is now accepted in our worldview as the final arbiter of truth, it is no surprise they have been lured toward cognitive neuroscience in hopes that discovering how the brain learns will provide a nutshell explanation for student learning in general. I argue that identifying the person with the brain is scientism (not science), that the brain is not the person, and that it is the (...) person who learns. In fact the brain only responds to the learning of embodied experience within the extra-neural network of intersubjective communications. Learning is a dynamic, cultural activity, not a neural program. Brain-based learning is unnecessary for educators and may be dangerous in that a culturally narrow ontology is taken for granted, thus restricting our creativity and imagination, and narrowing the human community. (shrink)

This chapter is based on a presentation I gave at a conference on General Education. It provides an overview of a course I teach on (Jungian) dream interpretation, focusing especially on the assessment criteria that make it possible to grade students' interpretations of their own dreams in a highly objective manner.

The Way of Humanity, second edition, presents a Confucian vision for personal and social transformation intended to bring about a worldwide social order of harmony, dignity, and justice for all peoples, beyond divisive sectarianism and nationalism. It is based on ideals for human flourishing gleaned from Confucian and Neo-Confucian thought as distilled by a highly respected elder philosopher in South Korea, Yi Dong Jun, PhD (Haengchon, literary name). He is Professor Emeritus of the College of Confucian Studies and Eastern Philosophy (...) at Sungkyunkwan University in Seoul. This work is the first detailed presentation of a contemporary Korean philosopher’s perspective on Confucianism as grounded in daily life, its implications for personal spiritual development, and its potential to contribute to world development. The book holistically presents Master Haengchon’s insights through vivid stories, philosophical essays, numerous illustrations, audio recordings of Confucian chanting, recommendations for further reading, and, new to the second edition, poems inspired by Confucian classics about ideals for an opening of the world to wellbeing and justice for all peoples. There are two recordings of chants included as supplemental.mp3 files. For open access to the ebook and associated audio files, go to the University of Kansas ScholarWorks website: The Way of Humanity, second edition, presents a Confucian vision for personal and social transformation intended to bring about a worldwide social order of harmony, dignity, and justice for all peoples, beyond divisive sectarianism and nationalism. It is based on ideals for human flourishing gleaned from Confucian and Neo-Confucian thought as distilled by a highly respected elder philosopher in South Korea, Yi Dong Jun, PhD (Haengchon, literary name). He is Professor Emeritus of the College of Confucian Studies and Eastern Philosophy at Sungkyunkwan University in Seoul. This work is the first detailed presentation of a contemporary Korean philosopher’s perspective on Confucianism as grounded in daily life, its implications for personal spiritual development, and its potential to contribute to world development. The book holistically presents Master Haengchon’s insights through vivid stories, philosophical essays, numerous illustrations, audio recordings of Confucian chanting, recommendations for further reading, and, new to the second edition, poems inspired by Confucian classics about ideals for an opening of the world to wellbeing and justice for all peoples. There are two recordings of chants included as supplemental files in this record. Each has been made available in.wav format and.mp3 format. The files in the.mp3 format are much smaller and suitable for downloading in situations where bandwidth is restricted. The ebook is available here on ResearchGate. But for access to the ebook and associated audio files, search the University of Kansas Libraries ScholarWorks website. (shrink)