Results for 'Teacher'

133 found
Order:
  1.  93
    Neuroscience of Morality and Teacher Education.Hyemin Han - forthcoming - In Michael A. Peters (ed.), Encyclopedia of Teacher Education. Singapore: Springer.
    Given that teachers become primary fundamental exemplars and models for their students and the students are likely to emulate the presented teachers’ behaviors, it is necessary to consider how to promote teachers’ abilities as potential moral educators during the course of teacher education. To achieve this ultimate aim in teacher education, as argued by moral philosophers, psychologists, and educators, teachers should be able to well understand the mechanisms of moral functioning and how to effectively promote moral development based (...)
    Download  
     
    Export citation  
     
    Bookmark  
  2. Analyse contrastée des attentes et des représentations d’étudiants en formation initiale à l’enseignement secondaire en fonction de leur engagement ou non dans un établissement scolaireComparative analysis of the students’ expectations and representations in pre-service teacher training for secondary school depending on whether they have a student teaching placement or not.Sandra Pellanda Dieci, Laura Weise & Anne Monnier - 2012 - Revue Phronesis 1 (2):63-81.
    In Geneva, since the beginning of pre-service secondary teacher training at university, two different types of students in teacher preparation coexist: some of them have got part-time classes, others have no teaching assignment. In an introduction to the teaching profession, students from different disciplines of the two types take a course on the same sources of professional knowledge. By analyzing the representations of the teaching profession, we find that the process of construction of their professional identity varies according (...)
    Download  
    Translate
     
     
    Export citation  
     
    Bookmark  
  3. Une perspective bachelardienne pour lire et comprendre les situations d’aprentissage professionnel de la formation à l’enseignementA Bachelardian Perspective for Reading and Understanding Professional Learning Situations in Teacher Education.Lucie Roger, Philippe Maubant & Bernard Mercier - 2012 - Revue Phronesis 1 (1):92.
    This text presents a few preliminary results of research currently being conducted at the Université de Sherbrooke’s Research Institute on Educational Practices. The study seeks to understand how situations presented in teacher education can support the functioning and success of trainee teachers’ professional learning. The article’s aim is to identify the points of convergence between situations of professional activity, situations of professional learning, and training situations. The text will attempt to analyze the role that can be played by certain (...)
    Download  
    Translate
     
     
    Export citation  
     
    Bookmark  
  4.  31
    Teacher Factors That Influence the Choice of Teaching Methods Used by Early Childhood Development Education Teachers in Keiyo South District.Betty Jebet Cheruiyot - 2019 - Africa International Journal of Multidisciplinary Research 1 (7).
    The untrained early childhood development education (ECDE) teacher tends to escape from children’s problems instead of dealing with them. They do not know how to deal with different age groups since they do not know what tasks to give which group of children. The type of training enables a teacher to escape the constraints of a curriculum. Once this issue can be established, preferably by research, it will ease the inconsistencies in the ECDE teacher training in Kenya. (...)
    Download  
    Translate
     
     
    Export citation  
     
    Bookmark  
  5.  2
    Influence of Professional Status and Conditions of Services on Teacher Productivity in Primary Schools in Zuru Emirate, Kebbi State, Nigeria.Sani Dantani Managa - 2020 - International Journal of Scientific Research and Management (IJSRM) 1 (8).
    This study investigated the influence of professional status and condition of service on teacher productivity in primary schools in Zuru Emirate of Kebbi State. A correlational survey design was adopted for the study. Stratified, proportionate and simple random sampling techniques were used to select 346 teachers out of 3,687. Questionnaire and Teacher Productivity Evaluation Format were used as instruments for data collection. The five-point scale instruments were validated by experts and pilot tested and had reliability indexes of 0.83 (...)
    Download  
    Translate
     
     
    Export citation  
     
    Bookmark  
  6. The State of Teacher Training in Philosophy.David W. Concepción, Melinda Messineo, Sarah Wieten & Catherine Homan - 2016 - Teaching Philosophy 39 (1):1-24.
    This paper explores the state of teacher training in philosophy graduate programs in the English-speaking world. Do philosophy graduate programs offer training regarding teaching? If so, what is the nature of the training that is offered? Who offers it? How valuable is it? We conclude that philosophers want more and better teaching training, and that collectively we know how to deliver and support it.
    Download  
     
    Export citation  
     
    Bookmark   1 citation  
  7. Tour d’horizon des principaux programmes et dispositifs de soutien à l’insertion professionnelle en enseignementOverview of key measures to support teacher inductions.Stéphane Martineau & Joséphine Mukamurera - 2012 - Revue Phronesis 1 (2):45-62.
    This text provides a brief portrait of teacher induction programs in place in the school boards in Quebec and an analysis of three major support systems used. The analysis is based on both the descriptive documents integration programs posted on the website of the Carrefour national de l’insertion professionnelle en enseignement (CNIPE) as well as a review of research. Ce texte présente un bref portrait des programmes d’insertion professionnelle mis en place dans les commissions scolaires québécoises ainsi qu’une analyse (...)
    Download  
    Translate
     
     
    Export citation  
     
    Bookmark  
  8.  91
    Cultivating Creativity and Self-Reflective Thinking Through Dialogic Teacher Education.Arie Kizel - 2012 - US-China Education Review 2 (2):237 – 249.
    A new program of teacher training in a dialogical spirit in order to prepare them towards working in the field of philosophy with children combines cultivating creativity and self-reflective thinking had been operated as a part of cooperation between the academia and the education system in Israel. This article describes the program that is a part of their practice towards co-operation between academia and schools as a part of PDS (Professional Development Schools) partnership. The program fosters creativity and self-reflective (...)
    Download  
     
    Export citation  
     
    Bookmark  
  9. Edward N. O'Neil.: Teles (The Cynic Teacher). (Society of Biblical Literature, Texts and Translations Number 11, Graeco-Roman Religion No. 3.) Pp. Xxv + 97. Missoula, Montana: Scholars Press, 1977. Paper. [REVIEW]John Glucker - 1980 - The Classical Review 30 (01):150-151.
    Download  
     
    Export citation  
     
    Bookmark  
  10. Plato as Teacher of Socrates?Rafael Ferber - 2016 - In International Plato Studies. St. Augustin: Academia Verlag. pp. 443-448.
    What distinguishes the Socrates of the early from the Socrates of the middle dialogues? According to a well-known opinion, the “dividing line” lies in the difference between the Socratic and the Platonic theory of action. Whereas for the Platonic Socrates of the early dialogues, all desires are good-dependent, for the Platonic Socrates of the middle dialogues, there are good-independent desires. The paper argues first that this “dividing line” is blurred in the "Symposium", and second that we have in the "Symposium" (...)
    Download  
     
    Export citation  
     
    Bookmark  
  11. Improving Teacher Education Students’ Ethical Thinking Using the Community of Inquiry Approach.Mark Freakley & Gilbert Burgh - 1999 - Analytic Teaching and Philosophical Praxis 19 (1):38-45.
    The notion of a community of inquiry has been treated by many of its proponents as being an exemplar of democracy in action. We argue that the assumptions underlying this view present some practical and theoretical difficulties, particularly in relation to distribution of power among the members of a community of inquiry. We identify two presuppositions in relation to distribution of power that require attention in developing an educational model that is committed to deliberative democracy: (1) openness to inquiry and (...)
    Download  
     
    Export citation  
     
    Bookmark  
  12.  30
    Mathematical Thinking Undefended on The Level of The Semester for Professional Mathematics Teacher Candidates. Toheri & Widodo Winarso - 2017 - Munich University Library.
    Mathematical thinking skills are very important in mathematics, both to learn math or as learning goals. Thinking skills can be seen from the description given answers in solving mathematical problems faced. Mathematical thinking skills can be seen from the types, levels, and process. Proportionally questions given to students at universities in Indonesia (semester I, III, V, and VII). These questions are a matter of description that belong to the higher-level thinking. Students choose 5 of 8 given problem. Qualitatively, the answers (...)
    Download  
     
    Export citation  
     
    Bookmark  
  13.  24
    Scared Stiff - a Documentary; a Record From Within an Unlawfully Abusive Norwegian Teacher-Education (Re-Edited 15.May 2017), Parts 1, 2 and 3 - Large PDF File.Kai Soerfjord - manuscript
    Download  
     
    Export citation  
     
    Bookmark  
  14. Experiences in Mining Educational Data to Analyze Teacher's Performance: A Case Study with High Educational Teachers.Abdelbaset Almasri - 2017 - International Journal of Hybrid Information Technology 10 (12):1-12.
    Educational Data Mining (EDM) is a new paradigm aiming to mine and extract knowledge necessary to optimize the effectiveness of teaching process. With normal educational system work it’s often unlikely to accomplish fine system optimizing due to large amount of data being collected and tangled throughout the system. EDM resolves this problem by its capability to mine and explore these raw data and as a consequence of extracting knowledge. This paper describes several experiments on real educational data wherein the effectiveness (...)
    Download  
     
    Export citation  
     
    Bookmark  
  15.  71
    Thomas Aquinas: Teacher of Transhumanity?John Boyer & Geoffrey Meadows - 2015 - In John P. Hittinger & Daniel C. Wagner (eds.), Thomas Aquinas: Teacher of Humanity. Newcastle Upon Tyne: Cambridge Scholars Publishing. pp. 176-187.
    Download  
     
    Export citation  
     
    Bookmark  
  16.  31
    "Back to the Future" in Philosophical Dialogue: A Plea for Changing P4C Teacher Education.Barbara Weber & Susan T. Gardner - 2009 - Analytic Teaching and Philosophical Praxis 29 (1).
    While making P4C much more easily disseminated, short-term weekend and weeklong P4C training programs not only dilute the potential laudatory impact of P4C, they can actually be dangerous. As well, lack of worldwide standards precludes the possibility of engaging in sufficiently high quality research of the sort that would allow the collection of empirical data in support the efficacy of worldwide P4C adoption. For all these reasons, the authors suggest that P4C advocates ought to insist that programs of a minimum (...)
    Download  
     
    Export citation  
     
    Bookmark  
  17. HUBUNGAN PERSEPSI SISWA TENTANG GURU MATEMATIKA DENGAN HASIL BELAJAR MATEMATIKA SISWA.Mohamad Najichun & Widodo Winarso - 2016 - Jurnal Psikologi Undip 15 (2): 139-146.
    The purpose of this study was to know the relationship between student perception towards mathematics teacher with mathematics academic performace. The population of the study were all students of class VIII SMPN 8 Cirebon in the academic year 2014/2015, with the number of students 287 people. The sampling technique used proportional random sampling, and the sample size was 56 students. Data collection techniques used: 1) Questionnaire of Perceptions towards Mathematics teacher, and 2) The results of student mathematics learning (...)
    Download  
    Translate
     
     
    Export citation  
     
    Bookmark  
  18. Analyse contrastée des attentes et des représentations d'étudiants en formation initiale à l'enseignement secondaire en fonction de leur engagement ou non dans un établissement scolaire.Sandra Pellanda Dieci, Laura Weise & Anne Monnier - 2012 - Revue Phronesis 1 (2):63-81.
    In Geneva, since the beginning of pre-service secondary teacher training at university, two different types of students in teacher preparation coexist: some of them have got part-time classes, others have no teaching assignment. In an introduction to the teaching profession, students from different disciplines of the two types take a course on the same sources of professional knowledge. By analyzing the representations of the teaching profession, we find that the process of construction of their professional identity varies according (...)
    Download  
    Translate
     
     
    Export citation  
     
    Bookmark  
  19. Développement de la réflexivité et décodage de l'action : questions de méthode.Antoine Derobertmasure & Arnaud Dehon - 2012 - Revue Phronesis 1 (2):24-44.
    Abstract In initial teacher training, the micro-teaching activities and retroaction have for goals to develop reflexive practitioners and competent professionals with a high professional identity. The double analyze of the teacher’s action – observation of teacher gestures and analysis of retroaction - requires two complementary methods to make the links between interactive and postactive phase. In this article, the authors describe the different training activities, and explain the research approach with an illustration of a concrete case. -/- (...)
    Download  
    Translate
     
     
    Export citation  
     
    Bookmark   1 citation  
  20. La formation des enseignants en tant que transmission d’une forme socioculturelleTeacher training as transmission of sociocultural form.Alexandre Buysse - 2012 - Revue Phronesis 1 (4):4.
    Nous nous proposons de considérer l’enseignement comme une forme socioculturelle. Nous suggérons que l’intériorisation des médiations inclut non seulement des concepts mais un ensemble de dimensions des médiations. Cet ensemble de dimensions permet de définir une forme. Chaque étudiant tente de donner un sens aux savoirs et à ses expériences en se fondant sur des microformes préalablement subjectivées. Les formations permettent néanmoins l’émergence d’une forme socioculturelle subjectivée. Dans le cas des formations, en alternance, à l’enseignement, le processus se complexifie par (...)
    Download  
    Translate
     
     
    Export citation  
     
    Bookmark  
  21. L'efficacité des pratiques d'enseignement au travers des rapports d'inspection.Marcel Jean-François & Helene Veyrac - 2012 - Revue Phronesis 1 (3):33-54.
    Teaching evaluations are in this case a means of judging the effectiveness of teaching and learning state measures. Analysis of 38 French teachers’ school reports in agricultural High Schools highlights certain aspects of teaching practices while thirteen reports graded unsatisfactory as teachers failed teaching standards help unveil teacher assessment practices. The analyses lead to the building of a teacher practice model while showing that teacher evaluation focus more on teaching practices and teaching resources than on student learning (...)
    Download  
    Translate
     
     
    Export citation  
     
    Bookmark  
  22. Pedagogies of Reflection: Dialogical Professional-Development Schools in Israel.Arie Kizel - 2014 - Advances in Research on Teaching 22:113 – 136.
    This chapter discusses a form of pedagogy of reflection suggested to be defined as the dialogical-reflective professional-development school (DRPDS)  a framework that develops and empowers students by engaging them in a process of continual improvement, responding to diverse situations, providing stimuli for learning, and giving anchors for mediation. The pedagogy of reflection relates to dialogue not only from a theoretical historical context but also by way of example  that is, it offers empowering dialogues within the traditional teacher-training (...)
    Download  
     
    Export citation  
     
    Bookmark  
  23. Une perspective bachelardienne pour lire et comprendre les situations d'aprentissage professionnel de la formation à l'enseignement.Lucie Roger, Philippe Maubant & Bernard Mercier - 2012 - Revue Phronesis 1 (1):92-101.
    This text presents a few preliminary results of research currently being conducted at the Université de Sherbrooke’s Research Institute on Educational Practices. The study seeks to understand how situations presented in teacher education can support the functioning and success of trainee teachers’ professional learning. The article’s aim is to identify the points of convergence between situations of professional activity, situations of professional learning, and training situations. The text will attempt to analyze the role that can be played by certain (...)
    Download  
    Translate
     
     
    Export citation  
     
    Bookmark   1 citation  
  24. Motivasi Kerja Guru Ditinjau Dari Self-Efficacy Dan Iklim Sekolah (Studi Pada Guru-Guru Yayasan ”X”). Yufita & Yohanes Budiarto - 2010 - Phronesis (Misc) 8 (2).
    As education institution, school has the biggest role to achieve education qualities. Teacher as the actor of education activities is the important constituent in a school. Highly working motivated teachers should be able to motivate the students in order to get good academic results. Teachers working motivation has affected by teacher’s self efficacy and the organizational climate at school. This research will investigate the influence of teacher’s self efficacy and organizational climate at school to teachers in five (...)
    Download  
     
    Export citation  
     
    Bookmark  
  25. Développement de la réflexivité et décodage de l’action : questions de méthodeDevelopment of reflexivity and decoding of the action : questions of methods.Antoine Derobertmasure & Arnaud Dehon - 2012 - Revue Phronesis 1 (2):24-44.
    Abstract In initial teacher training, the micro-teaching activities and retroaction have for goals to develop reflexive practitioners and competent professionals with a high professional identity. The double analyze of the teacher’s action – observation of teacher gestures and analysis of retroaction - requires two complementary methods to make the links between interactive and postactive phase. In this article, the authors describe the different training activities, and explain the research approach with an illustration of a concrete case. En (...)
    Download  
    Translate
     
     
    Export citation  
     
    Bookmark  
  26.  81
    Vernon Venable 1906-1996.Jesse Kalin, Michael McCarthy, Mitchell Miller & Michael Murray - 1997 - Proceedings and Addresses of the American Philosophical Association 70 (5):164 - 166.
    In memoriam of Vernon Venable, American philosopher who for four decades was a master teacher in the history of Western philosophy, author of an important study of Marx, and the seminal spirit in the development and flourishing of the program in philosophy at Vassar College.
    Download  
    Translate
     
     
    Export citation  
     
    Bookmark  
  27. Humility, Listening and ‘Teaching in a Strong Sense’.Andrea R. English - 2016 - Logos and Episteme 7 (4):529-554.
    My argument in this paper is that humility is implied in the concept of teaching, if teaching is construed in a strong sense. Teaching in a strong sense is a view of teaching as linked to students’ embodied experiences (including cognitive and moral-social dimensions), in particular students’ experiences of limitation, whereas a weak sense of teaching refers to teaching as narrowly focused on student cognitive development. In addition to detailing the relation between humility and strong sense teaching, I will also (...)
    Download  
     
    Export citation  
     
    Bookmark   1 citation  
  28.  28
    Diseño pedagógico de la educación digital para la formación del profesorado.Jorge Balladares - 2018 - Relatec 17 (1):41-60.
    This article analyzes the incidence of digital education in teacher training in themodalities of b-learning and e-learning. The research proposed three case studies. The frststudy evaluates the efects of a TIa training course in b-learning mode in the digitalcompetence of teachers in an Ecuadorian university. The second study identifed the keycomponents of the instructional design of a postgraduate program in the e-learningmodality of a Spanish university. The third study established a proposal for instructional re-design of a digital education course (...)
    Download  
    Translate
     
     
    Export citation  
     
    Bookmark  
  29. Http://Www.Academia.Edu/25970251/What_is_it_that_agitates_you_my_dear_Victor_What_is_it_you_fear_SELF-_THOUGHT_@ ... Boston Studies in the Philosophy of Science 112:43-56. Rituparna Ray Chaudhuri (2016). Http://Www.Academia.Edu/25970251/What_is_it_that_agitates_you_my_dear_Victor_What _is_it_you_fear_SELF-THOUGHT.Rituparna Ray Chaudhuri - 2016
    “What is it that agitates you, my dear Victor? What is it you fear?” -/- “The monster now becomes more vengeful. He murders Victor’s friend Henry Clerval and his wife Elizabeth on the night of her wedding to Victor, and Victor sets out in pursuit of the friend across the icy Artic regions. The monster is always ahead of him, leaving tell tale marks behind and tantalizing his creator. Victor meets with his death in the pursuit of the monster he (...)
    Download  
    Translate
     
     
    Export citation  
     
    Bookmark  
  30. Acedia: The Etiology of Work-Engendered Depression.Steven James Bartlett - 1990 - New Ideas in Psychology 8 (3):389-396.
    There has been a general failure among mental health theorists and social psychologists to understand the etiology of work-engendered depression. Yet the condition is increasingly prevalent in highly industrialized societies, where an exclusionary focus upon work, money, and the things that money can buy has displaced values that traditionally exerted a liberating and humanizing influence. Social critics have called the result an impoverishment of the spirit, a state of cultural bankruptcy, and an incapacity for genuine leisure. From a clinical perspective, (...)
    Download  
     
    Export citation  
     
    Bookmark   7 citations  
  31. The Psychology of Faculty Demoralization in the Liberal Arts: Burnout, Acedia, and the Disintegration of Idealism.Steven James Bartlett - 1994 - New Ideas in Psychology 12 (3):277-289.
    A study of the psychology of demoralization affecting university faculty in the liberal arts. This form of demoralization is not adequately understood in terms of the concept of career burnout. Instead, demoralization that affects university faculty in the liberal arts requires a broadened understanding of the historical and psychological situation in which these professors find themselves today.
    Download  
    Translate
     
     
    Export citation  
     
    Bookmark   4 citations  
  32. Naviguer entre l'instruction et la socialisation : discours d'enseignants québécois du secondaire.Liliane Portelance, Stéphane Martineau, Annie Presseau & Sébastien Rojo - 2012 - Revue Phronesis 1 (4):98-109.
    The success of the mission of the school based largely on teachers, it is important to understand exactly how they see their role in the actualization of this mission. So this article initiates a reflection on how secondary school teachers in Quebec think their educational mission. More specifically, we analyze how the educational mission takes shape in their professional practice. La réussite de la mission de l’école reposant en grande partie sur les enseignants, il importe de cerner avec précision comment (...)
    Download  
    Translate
     
     
    Export citation  
     
    Bookmark   1 citation  
  33.  54
    The Loss of Permanent Realities: Demoralization of University Faculty in the Liberal Arts.Steven James Bartlett - 1994 - Methodology and Science: Interdisciplinary Journal for the Empirical Study of the Foundations of Science and Their Methodology 27 (1):25-39.
    This paper examines a largely unrecognized mental disorder that is essentially a disability of values. It is their daily contact with this pathology that leads many university liberal arts faculty to demoralization. The deeply rooted disparity between the world of the traditional liberal arts scholar and today’s college students is not simply a gulf across which communication is difficult, but rather involves a pathological impairment in the majority of students that stems from an exclusionary focus on work, money, and the (...)
    Download  
     
    Export citation  
     
    Bookmark   4 citations  
  34. De l'analyse des routines vers la gestion de classe et la professionnalisation.France Lacourse - 2012 - Revue Phronesis 1 (3):19-32.
    How can imperceptible knowledge such as professional routines in class immediacy be taught? How to express their main principles and their construction in formation? These routines create a sense of security among both students and teachers; it is a frame favouring successful classroom management. They come under the scope of integrated competencies, and this prompts their analysis in view of understanding a central link within initial professionalization. This paper will present the concept of professional routines as an educational practice in (...)
    Download  
    Translate
     
     
    Export citation  
     
    Bookmark   1 citation  
  35.  51
    Robot Teachers: The Very Idea!Amanda Sharkey - 2015 - Behavioral and Brain Sciences 38.
    Insufficient attention has been paid to the use of robots in classrooms. Robot “teachers” are being developed, but because Kline ignores such technological developments, it is not clear how they would fit within her framework. It is argued here that robots are not capable of teaching in any meaningful sense, and should be deployed only as educational tools.
    Download  
     
    Export citation  
     
    Bookmark   1 citation  
  36. Supervision and Intervision in the Work of Educational Professionals.Irina Ivanyuk - 2018 - Psychology and Psychosocial Interventions 1:36-40.
    The article describes a comparative analysis of research on the approaches and peculiarities of the implementation of supervision and intervision in the professional activity of teachers abroad and in Ukraine. The concept of supervision and intervision in the work of teachers in the secondary school is revealed. The use of supervision and interference in the professional activity of teachers makes it possible to effectively prevent their emotional and professional burnout. It is noted that in Ukraine, for the first time, a (...)
    Download  
    Translate
     
     
    Export citation  
     
    Bookmark  
  37.  21
    Islamophobia in European Schools: A Multinational Phenomenological Research.Ali Baltacı & Murat Kayacan - 2019 - ULUM Journal of Religious Inquiries 2 (1):5-28.
    This study, which aims to investigate the existence of Islamophobia in European schools, an important part of the social structure, is designed as a phenomenological study. Data were collected through interviews with 36 teachers working in seven different European countries. As a result of the study, Islamophobia has been identified as an unignorable and a major problem in European schools. Moreover, it reveals that the teachers do not have enough knowledge about Islam, but the majority of participants have open or (...)
    Download  
     
    Export citation  
     
    Bookmark  
  38. Impact of Health and Recreation on Work-Life Balance: A Case Study of Expatriates.Naithani Pranav - 2016 - International Journal of Social Science and Business 1 (1).
    Factors influencing work-life balance are evolving at a very fast pace, thus creating a fecund ground for innovative work-life balance tools and techniques. The increasing significance of expatriates in the global workforce necessitates a targeted set of work-life balance initiatives to help expatriate workers contribute more effectively in the competitive work environment. Health and recreation are the two important life spheres which play a very important role in success or failure of an expatriate assignment. While work-life balance researches are being (...)
    Download  
     
    Export citation  
     
    Bookmark  
  39. David Lewis's Place in the History of Late Analytic Philosophy: His Conservative and Liberal Methodology.Frederique Janssen-Lauret & Fraser MacBride - 2018 - Philosophical Inquiries 5 (1):1-22.
    In 1901 Russell had envisaged the new analytic philosophy as uniquely systematic, borrowing the methods of science and mathematics. A century later, have Russell’s hopes become reality? David Lewis is often celebrated as a great systematic metaphysician, his influence proof that we live in a heyday of systematic philosophy. But, we argue, this common belief is misguided: Lewis was not a systematic philosopher, and he didn’t want to be. Although some aspects of his philosophy are systematic, mainly his pluriverse of (...)
    Download  
     
    Export citation  
     
    Bookmark  
  40.  38
    Carl R. Rogers ve Öğrenme özgürlüğü: Etkili bir öğrenme ortamının mimarı olarak öğretmen ve öğretmen tutumları [Carl R. Rogers and freedom to learn: Teachers as the architects of an effective learning environment, and teachers' attitudes].Duygu Dincer - 2019 - Uluslararası Türkçe Eğitim Kültür Edebiyat Dergisi 4 (8): 2341-2358.
    Carl R. Rogers, the founder of client-centered therapy, contributed to the development of self-reliant learning in education. He applied such concepts of client-centered therapy as realness, prizing, acceptance, trust, and empathy to educational area, and called attention the importance of the authentic relationship between teacher and student with such books as Freedom to Learn, Becoming A Person, and A Way of Being. Besides, he also focused on teachers‟ attitudes in classrooms in his works. His views still continue to influence (...)
    Download  
    Translate
     
     
    Export citation  
     
    Bookmark  
  41. Role of Learner in Globalised Education.Balaganapathi Devarakonda - 2012 - In Sebastian Velassery (ed.), Globalisation and Cultural Identities: Philosophical Challenges and Opportunities. Overseas Press, New Delhi.
    The implications of Globalization on education are multifaceted. However, roots of all these implications can be traced to the predominance of economic activity at the global level. The education and learning paradigm, around the world is under increasing pressure to meet the demands of the new knowledge and information-intensive global economy in a better way. This kind of pressure is challenging the traditional relationships between teachers and students and causing paradigm shifts in the process of learning. Especially, as noted by (...)
    Download  
    Translate
     
     
    Export citation  
     
    Bookmark  
  42. The Prague School.Hynek Janoušek & Robin Rollinger - 2017 - In Uriah Kriegel (ed.), The Routledge Handbook of Franz Brentano and the Brentano School. London and New York: Routledge. pp. 313-322.
    The name the “Prague school of Brentano” refers to three generations of thinkers who temporarily or permanently lived in Prague, bound together by teacher/student relationships, and who accepted the main views of Franz Brentano’s philosophy. This chapter discusses central aspects of the philosophical work done in the School.
    Download  
    Translate
     
     
    Export citation  
     
    Bookmark  
  43.  52
    Speusippus and Xenocrates on the Pursuit and Ends of Philosophy.Phillip Sidney Horky - 2018 - In Harold Tarrant, Danielle Lane, Dirk Baltzly & François Tanguay Renaud (eds.), Brill’s Companion to the Reception of Plato in Antiquity. Leiden, Netherlands: pp. 29-45.
    The philosophical practices undertaken in Plato's Academy remain, in the words of Cherniss, a 'riddle'. Yet surviving accounts of the views of the first two scholarchs of Plato's Academy after his death, Speusippus and Xenocrates, reveal a sophisticated engagement with their teacher's ideas concerning the pursuit of knowledge and the ends of philosophy. Speusippus and Xenocrates transform Plato's views on epistemology and happiness, and thereby help to lay the groundwork for the transformation of philosophy in the Hellenistic era.
    Download  
     
    Export citation  
     
    Bookmark  
  44.  61
    Teaching and Learning Philosophy in Ontario High Schools.Trevor Norris & Pinto Bialystok, Norris - 2019 - Journal of Curriculum Studies 8.
    Primary objective: This study represents the first large-scale research on high school philosophy in a public education curriculum in North America. Our objective was to identify the impacts of high school philosophy, as well as the challenges of teaching it in its current format in Ontario high schools. Research design: The qualitative research design captured the perspectives of students and teachers with respect to philosophy at the high school level. All data collection was structured around central questions to provide insight (...)
    Download  
     
    Export citation  
     
    Bookmark  
  45. On Testimony and Transmission.J. Adam Carter & Philip J. Nickel - 2014 - Episteme 11 (2):145-155.
    Jennifer Lackey’s case “Creationist Teacher,” in which students acquire knowledge of evolutionary theory from a teacher who does not herself believe the theory, has been discussed widely as a counterexample to so-called transmission theories of testimonial knowledge and justification. The case purports to show that a speaker need not herself have knowledge or justification in order to enable listeners to acquire knowledge or justification from her assertion. The original case has been criticized on the ground that it does (...)
    Download  
     
    Export citation  
     
    Bookmark   7 citations  
  46. Could Kant’s Jesus Be God?Stephen R. Palmquist - 2012 - International Philosophical Quarterly 52 (4):421-437.
    Although Kant had a high regard for Jesus as a moral teacher, interpreters typically assume that his philosophy disallows belief in Jesus as God. Those who regard Kant as a moral reductionist are especially likely to offer a negative construal of the densely-argued subsection of his 1793 Religion that relates directly to this issue. The recent “affirmative” trend in Kant-scholarship provides the basis for an alternative reading. First, theologians must regard Jesus as human so that belief in Jesus can (...)
    Download  
     
    Export citation  
     
    Bookmark   3 citations  
  47.  83
    What Imagination Teaches.Amy Kind - forthcoming - In John Schwenkler & Enoch Lambert (eds.), Becoming Someone New: Essays on Transformative Experience, Choice, and Change.
    David Lewis has argued that “having an experience is the best way or perhaps the only way, of coming to know what that experience is like”; when an experience is of a sufficiently new sort, mere science lessons are not enough. Developing this Lewisian line, L.A. Paul has suggested that some experiences are epistemically transformative. Until an individual has such an experience it remains epistemically inaccessible to her. No amount of stories and theories and testimony from others can teach her (...)
    Download  
     
    Export citation  
     
    Bookmark  
  48. Walter Kasper.Antonio Russo - 2018 - In Cultura. Rome, Italy: Studium edizioni. pp. 284.
    In 1964, the young Walter Kasper (born in 1933) was granted by the Faculty of Catholic Theology at Tübingen the licence to teach dogmatic theology on the basis of a thesis on Philosophie und Theologie der Geschichte in der Spätphilosophie Schellings (Philosophy and Theology of History in Schelling’s Late Philosophy). Kasper’s interest in Schelling, himself a student at the Evangelisches Stift at Tübingen, thus originated in the context of his university studies in the school of J.R. Geiselmann and developed in (...)
    Download  
    Translate
     
     
    Export citation  
     
    Bookmark  
  49. The Quinean Roots of Lewis's Humeanism.Frederique Janssen-Lauret - 2017 - The Monist 100 (2):249-265.
    An odd dissensus between confident metaphysicians and neopragmatist antimetaphysicians pervades early twenty-first century analytic philosophy. Each faction is convinced their side has won the day, but both are mistaken about the philosophical legacy of the twentieth century. More historical awareness is needed to overcome the current dissensus. Lewis and his possible-world system are lionised by metaphysicians; Quine’s pragmatist scruples about heavy-duty metaphysics inspire antimetaphysicians. But Lewis developed his system under the influence of his teacher Quine, inheriting from him his (...)
    Download  
     
    Export citation  
     
    Bookmark   2 citations  
  50.  42
    Wittgenstein's Ways.Nikolay Milkov - forthcoming - In Shyam Wuppuluri and Newton da Costa (ed.), Wittgensteinian (adj.) Looking at the World from the Viewpoint of Wittgenstein's Philosophy. Berlin: Springer Verlag. pp. 7-19.
    Aristotle first investigated different modes, or ways of being. Unfortunately, in the modern literature the discussion of this concept has been largely neglected. Only recently, the interest towards the concept of ways increased. Usually, it is explored in connection with the existence of universals and particulars. The approach we are going to follow in this chapter is different. It discusses Wittgenstein’s conception of higher ontological levels as ways of arranging elements of lower ontological levels. In the Tractatus, Wittgenstein developed his (...)
    Download  
     
    Export citation  
     
    Bookmark  
1 — 50 / 133