The present study assessed the language teachers' pedagogical beliefs and orientations in integrating technology in the online classroom and its effect on students' motivation and engagement. It utilized a cross-sectional correlational research survey. The study respondents were the randomly sampled 205 language teachers (μ= 437, n= 205) and 317 language students (μ= 1800, n= 317) of select higher educational institutions in the Philippines. The study results revealed that respondents hold positive pedagogical beliefs and orientations using technology-based teaching in their (...) language classroom. Test of difference showed that female teachers manifested a firmer belief in student-centered online language teaching than their male counterparts. However, the utilization and attitude towards technology in the language classroom is favorably associated with the male teachers. As to students' level of language learning motivation and engagement, it was found out that male and female students have high level of language learning engagement. Further, the test of relationship showed that the higher the teachers' belief in utilizing student-centered teaching to integrate technology in the language classroom, the higher the students are motivated and engaged in learning. In like manner, it was also revealed that teacher-centered belief is negatively correlated to student’s motivation and engagement in online language learning. In this regard, the pedagogical assumptions that hold EFL teachers positively to integrate technology in the language classroom. This study generally offers implications for enhancing language teacher's digital literacy to promote motivating, fruitful, and engaging language lessons for 21ts century learning. (shrink)

This article attempts to provide a summary of the European and Greek philosophy of the 16th century, so that the contribution of the two Zygomalas to philosophical education can be evaluated along with the philosophical preferences of their cycle. Contributions of this study would be considered the restoration of incorrect positions in the bibliography concerning the doctor-philosopher Leonardo Mindonios and the analysis of the philosophical corpus in Istanbul in the second half of the 16th century.

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

The 1970s Wages Against Housework (WAH) movement has much to offer as we form a “new normal” for life and work within the Covid-19 pandemic. WAH feminist philosophers Mariarosa Dalla Costa, Selma James, and Silvia Federici, as well as WAH critic Angela Davis outline the ways in which the housewife functions as a laborer within capitalist accumulation, as her duties to care for the home and rear the children generate the possibility of the husband to labor outside the home. This (...) role of the housewife in Dalla Costa and James’ “social factory” parallels the work of teachers and the chorus of demands to “return to the classroom” that were placed on teachers in the early stages of the Covid-19 pandemic. Highlighting these parallels, the argument of this essay is simple: Covid-19 has visibilized the underpaid and unpaid labor of teachers. We ought to engage this moment of visibilization to demand transformative change to the teaching profession. Due to the parallels between WAH's “housewife” and teachers, we have much to learn from WAH theorizing as we demand those transformative changes, especially now as we solidify our “new normal” more than two years since the Covid-19 pandemic began. (shrink)

The COVID-19 pandemic has caused unprecedented damage to the educational system worldwide. Besides the measurable economic impacts in the short-term and long-term, there is intangible destruction within educational institutions. In particular, teachers – the most critical intellectual resources of any schools – have to face various types of financial, physical, and mental struggles due to COVID-19. To capture the current context of more than one million Vietnamese teachers during COVID-19, we distributed an e- survey to more than 2,500 randomly selected (...) teachers from two major teacher communities on Facebook from 6th to 11th April 2020. From over 373 responses, we excluded the observations which violated our cross-check questions and retained 294 observations for further analysis. This dataset includes: (i) Demographics of participants; (ii) Teachers' perspectives regarding the operation of teaching activities during the pandemic; (iii) Teachers' received support from their schools, government bodies, other stakeholders such as teacher unions, and parents' associations; and (iv) teachers' evaluation of school readiness toward digital transformation. Further, the dataset was supplemented with an additional question on the teachers' primary source of professional development activities during the pandemic. (shrink)

This study aimed to understand how secondary mathematics teachers engage with learners during the teaching and learning process. A sample of six participants was purposively selected from a population of ordinary level mathematics teachers in one urban setting in Zimbabwe. Field notes from lesson observations and audio-taped teachers’ narrations from interviews constituted data for the study to which thematic analysis technique was then applied to determine levels of mathematical intimacy and integrity displayed by the teachers as they interacted with the (...) students. The study revealed some inadequacies in the manner in which the teachers handled students’ responses as they strive to promote justification skills during problem solving, in particular teachers did not ask students to explain wrong answers. The teachers indicated that they did not have sufficient time to engage learners in authentic problem-solving activities since they would be rushing to complete syllabus for examination purposes. On the basis of these findings, we suggest teachers to appreciate the need to pay special attention to the kinds of responses given by learners during problem-solving in order to promote justification skills among learners. (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)

Recently, research capability has received an overwhelming and remarkable interest among academics and practitioners. This is timely since the Department of Education had institutionalized research and encouraged teachers to engage in it to support evidence-based practice, decision-making, policy, and program development. On these premises, a study was carried out to assess the research capability of public teachers in Malaybalay City, determine its correlates and determinants. It utilized descriptive, correlational, and explanatory designs. It administered survey questionnaires to 92 participants. Data were (...) analyzed using descriptive and inferential statistics. The results revealed that teachers were slightly capable of conducting research and having neutral attitudes toward it, motivated to write research, had a high level of difficulties in research processes, and moderately capable of action planning. They also show evidence of potential in mentoring. Further, mentoring and action planning skills, motivation to write research, attitudes toward research, and the number of studies completed by teachers were the correlates of their research capability at different magnitudes of the relationship. Notably, the research capability of teachers had a low, negative but significant relationship with their age and accumulated years of service. Thus, this capability deteriorates as they age and accumulate years of service. The motivation to write research, the number of studies completed, and age were the determinants of research capability. It was concluded that research capability can be determined and predicted by how motivated teachers are to write research, how productive they are in research, and how young they are when they engage in this rigorous endeavor. The study identified and recommended topics for continuing professional development. (shrink)

The aim of this study was to investigate the predictive relationship of peer group influence, teacher-student interaction and indiscipline to students' dropout tendency in evening continuing education programmes. The context of this study is the southern senatorial district of Cross River State, Nigeria. The study adopted a predictive correlational research design, and the sample comprised 554 students randomly selected from 11 centres in the district. This represents 20% of the total population of students. The instrument used for data collection (...) was a questionnaire titled: "Social Indicators and Dropout Tendency Scale" (SIDTS). The researchers collected the data that were analysed using Pearson product-moment correlation and multiple linear regression analyses at the .05 level of significance. The results revealed that peer group influence, teacher-student interaction and level of indiscipline collectively and individually predicted dropout tendency among students in evening continuing education programmes. It was recommended, among others, that the teachers discover diverse ways of making their teaching process lively by devising ways of engaging the students in the learning process by forming discussion groups that will promote healthy peer groups, which will increase their eagerness to come to school. (shrink)

Recently, research capability has received an overwhelming and remarkable interest among academics and practitioners. This is timely since the Department of Education had institutionalized research and encouraged teachers to engage in it to support evidence-based practice, decision-making, policy, and program development. On these premises, a study was carried out to assess the research capability of public teachers in Malaybalay City, determine its correlates and determinants. It utilized descriptive, correlational, and explanatory designs. It administered survey questionnaires to 92 participants. Data were (...) analyzed using descriptive and inferential statistics. The results revealed that teachers were slightly capable of conducting research and having neutral attitudes toward it, motivated to write research, had a high level of difficulties in research processes, and moderately capable of action planning. They also show evidence of potential in mentoring. Further, mentoring and action planning skills, motivation to write research, attitudes toward research, and the number of studies completed by teachers were the correlates of their research capability at different magnitudes of the relationship. Notably, the research capability of teachers had a low, negative but significant relationship with their age and accumulated years of service. Thus, this capability deteriorates as they age and accumulate years of service. The motivation to write research, the number of studies completed, and age were the determinants of research capability. It was concluded that research capability can be determined and predicted by how motivated teachers are to write research, how productive they are in research, and how young they are when they engage in this rigorous endeavor. The study identified and recommended topics for continuing professional development. (shrink)

The online-based learning system is a current policy established by the Philippine government in all schools as a result of the COVID-19 pandemic. Shifting face-to-face schools with an online learning-based system creates problems, especially for elementary teachers. This study investigates elementary school teachers' practices in the new normal. The BEED - Generalist researchers employed phenomenological research and purposefully selected participants who were thoroughly knowledgeable to gather essential data about effective methods of virtual delivery. The data was collected through an interview (...) of ten elementary teachers in Magugpo, Pilot, Central Elementary School, using a researcher-made interview guide. Ten essential themes are being gathered, and these are the following: Encountering intermittent internet connection, Observing the struggles of the students, Experiencing increasing student participation, Having doubts about the student's output, Extended extra time to learn the virtual platform, Employed engaging activities, Aligned competencies, and strategies, Demonstrated resiliency, Seeing positive thinking as good mindset, Embracing educational shift and trends, and Adapting positively to changes. The result indicates that the elementary school teachers' practices are effective in virtual classrooms, making students more engaged and actively participating in the class. It is recommended that the result be utilized, improved, and implemented to ensure the effectiveness of handling the online course. (shrink)

Recently, research capability has received an overwhelming and remarkable interest among academics and practitioners. This is timely since the Department of Education had institutionalized research and encouraged teachers to engage in it to support evidence-based practice, decision-making, policy, and program development. On these premises, a study was carried out to assess the research capability of public teachers in Malaybalay City, determine its correlates and determinants. It utilized descriptive, correlational, and explanatory designs. It administered survey questionnaires to 92 participants. Data were (...) analyzed using descriptive and inferential statistics. The results revealed that teachers were slightly capable of conducting research and having neutral attitudes toward it, motivated to write research, had a high level of difficulties in research processes, and moderately capable of action planning. They also show evidence of potential in mentoring. Further, mentoring and action planning skills, motivation to write research, attitudes toward research, and the number of studies completed by teachers were the correlates of their research capability at different magnitudes of the relationship. Notably, the research capability of teachers had a low, negative but significant relationship with their age and accumulated years of service. Thus, this capability deteriorates as they age and accumulate years of service. The motivation to write research, the number of studies completed, and age were the determinants of research capability. It was concluded that research capability can be determined and predicted by how motivated teachers are to write research, how productive they are in research, and how young they are when they engage in this rigorous endeavor. The study identified and recommended topics for continuing professional development. (shrink)

The usage of scholarly journal articles in the academe is now gaining attention to cope with the ever dynamic and evolving teaching and learning processes. However, the use implies possible potential usage only because what is measured is the number of views and downloads of the articles. This paper explored how the teacher education faculty and students utilized scholarly journal articles in the teaching and learning of professional education courses. The study also determined the challenges in using these primary (...) sources and documented ways of overcoming them. Data were organized and analyzed using a thematic narrative technique of Riesman as the analytical framework. The inquiry was participated by six faculty and six students from the College of Education at a state university in Northern Mindanao in the first semester of the school year 2019-2020. The necessary protocol was followed, and ethical considerations were secured before the conduct of the study. An informed consent form was presented to each participant before they signed it, signifying that they are not forced to participate in the study. The faculty had a focus group discussion, while the students had a face-to-face interview with the researchers. Emerging themes revealed that scholarly journal articles were utilized by exposing learners to varied writings, enriching course content and learning, exposing them to process learning, preparing learners for classroom engagement, guiding learners to produce outputs, and allowing learners to acquire updates. The inquiry reported challenges in terms of the capability of the learners, interest and perception of learners, and the journal itself and its contents. Documented ways of overcoming these challenges include time management, frequency of use, selection criteria, and checking the author's background. (shrink)

This research examined the lived experiences of public school teachers in the United States during the COVID-19 pandemic. A qualitative design was performed using interpretative phenomenological analysis. Twenty public school teachers in the United States formed the sample, with the inclusion criterion being a minimum of three years’ teaching experience, including the pandemic. To meet the safety measure protocols set by the U.S. government, the data gathering was conducted online using Microsoft Forms. The semi-structured interviews comprised two sections: the first (...) ascertained the respondents’ profiling and the second revealed their first-hand experiences. The thematic analysis approach was utilized to analyze the data. The findings disclosed five emerging themes: 1) low student engagement; 2) unstable internet connection; 3) professional development as school district support; 4) utilization of online engagement tools to leverage classroom engagement; and 5) evident parental support. School districts, teachers, parents, students, and potential researchers were provided with recommendations for improving online and hybrid instruction. In addition to implementing socio-emotional learning programs and addressing slow internet connections, it is advised that school districts train teachers on how to use the tools, software, and techniques for online and hybrid instruction. Teachers who are having difficulty in adjusting to online learning should think about developing their capabilities for helping students while finding a healthy balance in terms of stress management. The use of technology to support students should be adequately taught to parents. Future studies on the pandemic's effects on education should continue. (shrink)

Due to the COVID-19 pandemic, preschool teachers must quickly adjust to online education. During COVID-19, teachers have been forced to embrace technology. This study investigates the lived experiences and challenges of preschool teachers. Employing the Interpretative Phenomenological Analysis, the findings of this study were: It was found that managing parent expectations and dealing with challenging parent behavior were among the sources of stress for preschool teachers. This fear of being judged or criticized by parents could influence their teaching practices and (...) interactions with students, leading to feelings of anxiety or insecurity. Further, preschool teachers faced challenges in implementing blended learning, including technological issues, a lack of support and resources, and difficulties creating engaging online content. However, as teachers gained more experience and knowledge about effectively using online tools and technologies for instruction, these challenges became more manageable. Also limited or unreliable internet connectivity was also a significant challenge faced by teachers and students in the transition to online learning. The digital divide and various technical, bandwidth, and security concerns exacerbated it. Internet connection was a major frustration for her during online classes as it affected her ability to communicate and teach her students effectively. Moreover, preschool teachers have had to adapt to the challenges of blended learning by implementing various strategies and making preparations to guide and support their students effectively. These strategies have included using games and other engaging activities to keep students motivated and engaged, developing online lesson plans, and using online teaching platforms and tools. However, the transition to blended learning has also been a source of stress for preschool teachers. They have had to manage additional workloads and responsibilities and deal with challenges such as supporting students with varying technology access and skills. (shrink)

Academic misconduct is a prominent issue at postsecondary institutions. This issue includes the act of plagiarism, which has received considerable attention on campuses. There is a growing body of research examining why students engage in plagiarism, and what they know about plagiarism, but little of this research is guided by a theoretical framework. Although all students may be tempted to plagiarize, students in teacher education programs represent a unique population because they are concerned with developing their own academic performance (...) alongside the skills necessary to manage situations of academic misconduct as future teachers. Therefore, our first aim was to examine preservice teachers’ beliefs about plagiarism. Then, following the principles of Attribution Theory, our second aim was to investigate how beliefs of controllability related to acts of plagiarism impacted participants views on responsibility, emotions, help giving, and reporting. We used a within-person repeated measures design with three levels of controllability manipulated through hypothetical scenarios of plagiarism to collect data from 201 preservice teachers. Overall, preservice teachers had strong beliefs about plagiarism. Moreover, when scenarios included students who engaged in plagiarism that was controllable, participants were more likely to view the student as responsible, feel anger towards them, support punishment, and recommend reporting the student, than when the act of plagiarism was not seen as controllable. We provide recommendations for instructors and administrators for supporting students and highlight limitations and directions for future research. (shrink)

This study examined the effectiveness of video-based instruction (VBI) as a learning remediation strategy in teaching Laws of Thermodynamics among Prospective Science Teachers at Bulacan State University. The researchers employed – a one-group pretest–posttest design to assess the 35 prospective science teachers who were purposively selected. More so, data was gathered through researcher-made pretest-posttest achievement tests and an adapted Likert survey questionnaire. The data was treated descriptively and inferentially. The findings showed that VBI as a learning remediation strategy positively affected (...) the preservice teachers’ achievement. In addition, data shows a significant difference between the pretest and posttest in teaching the laws of thermodynamics. The ease of use of VBI as learning remediation in teaching laws of thermodynamics in terms of pedagogical content, individual learning focus, ability to work at pace, and increased engagement was very effective. The learning achievement of the prospective science teachers was significantly related to the ease of use of VBI as a learning remediation. However, it was observed to have a high positive association. Future use of VBI can enhance the prospective science teacher’s competence in using VBI in teaching science subjects. (shrink)

The objective of this study was to determine the teachers? performance in Digitized Education in Private and Public Schools in Pila, Laguna and their performance at school through different teaching modalities. It sought to answer three basic questions. What is the extent of the digitized education using different modalities as to Online teaching and learning, Modular Teaching/ Learning, Flexible and Blended Teaching and Learning?; What is the level of teachers? performance in terms of IPCRF Individual Performance Commitment Review Form) and (...) COT (Classroom Observation Tool)?; Is there a significant relationship between digitized education as to teaching modalities and teachers? performance? The retrieved data were subjected to computerized statistical computations through weighted mean, standard deviation and Pearson r formulas in determining the focal points, dispersals and direction of relationships between the independent and dependent variables The following findings in importance were sequentially obtained as to the extent of the digitized education using different modalities in online teaching / learning, the respondents recognized high extent of it because there were available resources which also provided accurate results of students? assessments. The extent of digitized education using modular teaching/learning, the respondents recognized high extent of it as they were informative, relevant and timely to every lesson which was also effective on students? performance. Flexible and Blended Teaching and Learning to which the respondent recognized very high extent of it as the teachers were flexible in every teaching modality and were computer literate with students? engagement and comprehension were well measured. There was a significant relationship between digitized education as to teaching modalities and teachers? performance in terms of Individual Performance Commitment Review Form and Classroom Observation Tool. It was concluded therefore that there was significant relationship between Digitized education and Teachers? performance so hypothesis was rejected. The following recommendations were hereby offered; maintenance of the quality deliverance of academic instructions in different modalities in a Digitized Education; the teachers must be thoroughly exposed to relevant and actual trainings for them to perform well in a Digitized education. (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)

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 (...) of five philosophy courses be accepted as the recognized standard for any teacher to legitimately claim that she is teaching Philosophy for Children. (shrink)

Doing philosophy for/with children and exposing students to multiple perspectives, exemplified within the Austrian Centre of Philosophy with Children’s implementation project of the Philosophical Enquiry Advancing Cosmopolitan Engagement (PEACE) curriculum in schooling, may offer a valuable written, taught, and tested curriculum for democratic citizenry. This paper provides an analysis that seeks to present, describe, critique, and make recommendations on the PEACE curriculum. The paper asks the question: In what ways does the Philosophical Enquiry Advancing Cosmopolitan Engagement as a (...) 21st century curriculum address education for democratic citizenry? In this evaluation the ways in which issues of culture and identity, human rights and democracy are perceived and addressed, along with issues of critical thinking and reasoning in verbal and non-verbal language are attended. Concepts of collaboration, cooperation, teacher support and development are also critiqued. This critique is based on a ten-day Austrian Center of Philosophy with Children conference and training course on the PEACE curriculum, and consists of open-ended interviews, personal observations, and published reports on pre- and post-test results of the PEACE curriculum. Exploring the integration of the Austrian Center of Philosophy with Children PEACE curriculum and the Philosophy for/with Children methodology, this paper utilizes Hansen’s (1995) five principles for guiding curriculum development practice as a framework for analysis. It is hoped that findings and recommendations from this study may stir further exploration and contribute to the work of Philosophy for/with Children in democratic education for 21st century citizenry worldwide. (shrink)

Doing philosophy for/with children and exposing students to multiple perspectives, exemplified within the Austrian Centre of Philosophy with Children’s implementation project of the Philosophical Enquiry Advancing Cosmopolitan Engagement (PEACE) curriculum in schooling, may offer a valuable written, taught, and tested curriculum for democratic citizenry. This paper provides an analysis that seeks to present, describe, critique, and make recommendations on the PEACE curriculum. The paper asks the question: In what ways does the Philosophical Enquiry Advancing Cosmopolitan Engagement as a (...) 21st century curriculum address education for democratic citizenry? In this evaluation the ways in which issues of culture and identity, human rights and democracy are perceived and addressed, along with issues of critical thinking and reasoning in verbal and nonverbal language are attended. Concepts of collaboration, cooperation, teacher support and development are also critiqued. This critique is based on a ten-day Austrian Center of Philosophy with Children conference and training course on the PEACE curriculum, and consists of open-ended interviews, personal observations, and published reports on pre- and post-test results of the PEACE curriculum. Exploring the integration of the Austrian Center of Philosophy with Children PEACE curriculum and the Philosophy for/with Children methodology, this paper utilizes Hansen’s (1995) five principles for guiding curriculum development practice as a framework for analysis. It is hoped that findings and recommendations from this study may stir further exploration and contribute to the work of Philosophy for/with Children in democratic education for 21st century citizenry worldwide. Keywords: Democratic education, Philosophy for/with Children, Philosophical Enquiry Advancing Cosmopolitan Engagement (P.E.A.C.E.) Curriculum, Curriculum development, 21st Century citizenry, critical thinkin. (shrink)

The Covid-19 virus has affected everyone, and some are still getting better. The changes the pandemic brought about pushed us to use conventional survival methods. It is necessary for both teachers and students to quickly switch to an entirely new method to carry on with their school program This study aims to ascertain the elementary teachers' attitude toward changes and how it mediates the job-related issues that the pandemic brought about, particularly in the mode of delivery of learning during these (...) times, as well as its impact on the coping response that the teachers use to cope up with these changes. To assess the current state of the variable, the research employs a descriptive survey methodology. The study revealed that teacher respondents’ profiles were significantly influenced by the coping response; the data presented that age is the only variable with a significant relationship with the coping response, while between job-related issues and coping strategies, the data show that the distribution/retrieval of modules influences all facets of coping strategy. It is also found that the respondent’s job-related issues significantly correlate with all the attitudes toward change. Most evidently the effect of the authentic assessment and students’ engagement with the teacher’s resistance to these changes in distance learning. This study recommends that school conduct seminars promoting work-life balance as well as administrators assisting teachers when it comes to the use of technology. (shrink)

The COVID-19 outbreak spurred unplanned closures and transitions to online classes. Physical environments that once fostered social interaction and community were rendered inactive. We conducted interviews and administered surveys to examine undergraduate STEM students’ feelings of belonging and engagement while in physical isolation, and identified online teaching modes associated with these feelings. Surveys from a racially diverse group of 43 undergraduate students at a Hispanic Serving Institution (HSI) revealed that interactive synchronous instruction was positively associated with feelings of interest (...) and belonging, particularly for students of color, while noninteractive instruction reduced social belonging, but was related to more cognitive engagement. Small group and one-on-one interviews with 23 of these students suggest that students derived feelings of connectedness from their instructors, peers, and prior experiences and relied on their sense of competency to motivate themselves in the course and feel a sense of belonging. Two embedded cases of students in physics classrooms are compared to highlight the range of student feelings of connectedness and competency during the lockdown. Findings reaffirm that social interaction tends to support belonging and engagement, particularly for under-represented (Black or African American and Hispanic) racial groups in STEM. STEM instructors who aim to support feelings of belonging and engagement in virtual learning environments should consider increasing opportunities for student–student and student–teacher interactions, as well as taking a flexible approach that validates and integrates student voice into instruction. Future research is needed to further explore the themes of relatedness and competency that emerged as aspects of course belonging. (shrink)

Alternative Learning System (ALS) has been adopted in Philippine basic education, yet there is no academic institution in the region prepares ALS teachers in teaching life skills. ALS teachers graduated from different programs of teacher education for formal education. In response, an extension project was conceptualized and implemented to enhance the teaching capacity and effectiveness of ALS teachers. Case study was conducted to evaluate the effectiveness of the project. It explored the transfer of life skills among ALS teachers. Data (...) were collected from multiple sources. Interview and written responses, and feedbacks were analyzed using thematic narrative analysis. Other data were analyzed using document and descriptive analyses. The project had achieved its objectives and rated best by participants. These indicate that the project was implemented effectively and successfully. ALS teachers have acquired life skills and transferred them to others. Thus, the project has made a difference in the lives of these teachers. (shrink)

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 (...) to whether they have a student teaching placement or not. : A Genève, depuis l’universitarisation de la formation des enseignants du secondaire, deux statuts d’étudiants en formation initiale à l’enseignement coexistent : les uns à mi-temps en responsabilité de classe, les autres sans contact avec le terrain. Dans une unité de formation d’introduction à la profession enseignante, des étudiants de disciplines différentes des deux statuts suivent un dispositif de formation identique portant sur les savoirs de référence constitutifs de la profession. En analysant les représentations du métier d’enseignant des étudiants, on constate que l’identité professionnelle en construction de ceux-ci évolue différemment selon s’ils sont sur le terrain ou non. (shrink)

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 (...) to whether they have a student teaching placement or not. A Genève, depuis l’universitarisation de la formation des enseignants du secondaire, deux statuts d’étudiants en formation initiale à l’enseignement coexistent : les uns à mi-temps en responsabilité de classe, les autres sans contact avec le terrain. Dans une unité de formation d’introduction à la profession enseignante, des étudiants de disciplines différentes des deux statuts suivent un dispositif de formation identique portant sur les savoirs de référence constitutifs de la profession. En analysant les représentations du métier d’enseignant des étudiants, on constate que l’identité professionnelle en construction de ceux-ci évolue différemment selon s’ils sont sur le terrain ou non. (shrink)

In Confucian education philosophy, the teacher is the center of a classroom [6], which has set the tone of the teacher-centered education model in China for thousands of years.

Đại dịch COVID-19 đã gây ra những diễn biến phức tạp, khó lường và tác động đến nhiều mặt của đời sống xã hội, lĩnh vực giáo dục cũng không nằm ngoài tác động đó. Học sinh được trải nghiệm học tập trực tuyến và có những khoảng thời gian “bất thường” rời xa trường lớp, bạn bè và tự học ở nhà (Hoang, 2020; Tran, 2020). Các hoạt động khoa học và giáo dục cũng chịu tác động không nhỏ (...) (Vuong, 2018). Đời sống vật chất lẫn tinh thần của đội ngũ giáo viên cả trong nước lẫn giáo viên nước ngoài đi dạy tại các quốc gia đều bị suy giảm (Vu et al., 2020). Đã có gần 42.000 giáo viên phải hoãn hợp đồng làm việc và không có lương, trong đó có 29.700 giáo viên mẫu giáo bỗng chốc trở nên thất nghiệp và phải làm các công việc thời vụ để đáp ứng đời sống thường nhật (Bich Thanh, 2020). Khoảng 70% các tổ chức giáo dục tư nhân có thể sẽ phá sản khi không thể lưu động đủ chi trả các loại hình tài chính khác nhau (Nguyen, 2020). Rất nhiều trường học đang lo lắng về tình trạng không mong muốn này bởi giáo viên sẽ không thể đảm bảo chất lượng công việc khi mà chất lượng cuộc sống của họ cũng đang bị đe dọa (Canrinus et al., 2012). Hơn nữa, hiệu suất làm việc giáo viên được cho là yếu tố tác động quan trọng và có ảnh hưởng nhiều nhất đến học sinh (Darling-Hammond and Youngs, 2002; Staiger and Rockoff, 2010), so với các tác động bên ngoài như lòng yêu nghề, cách diễn đạt, sự tương tác hay mối quan hệ giữa giáo viên và học sinh (Marsh and Bailey, 1991). (shrink)

This systematic literature review investigates critical factors influencing the use of Information and Communication Technologies (ICT) in teaching and learning environments. Drawing upon existing research, the study examines key themes including teacher attitudes and beliefs, professional development, infrastructure, and pedagogical integration. Findings indicate that positive teacher attitudes towards ICT and effective professional development programs are essential for successful technology integration. Moreover, the availability of reliable infrastructure, such as internet connectivity and hardware, plays a vital role in facilitating equitable (...) access to ICT resources. Pedagogical integration emerges as a crucial aspect, with aligning technology use with instructional objectives and fostering active, student-centered learning experiences identified as key strategies. Innovative pedagogical approaches, including inquiry-based learning and flipped classrooms, leverage ICT to enhance engagement and learning outcomes. The study highlights the interconnectedness of these factors and underscores the importance of addressing them holistically to optimize the educational benefits of ICT integration. By informing evidence-based practices and policy recommendations, this research aims to support educators, policymakers, and stakeholders in enhancing teaching and learning outcomes in the digital age. (shrink)

This study investigates the effect of mobile app on students’ Behavioral engagement, Confidence with technology, Mathematics confidence, Affective engagement, and Mathematics with technology. Grade 9 students were provided with mobile apps to support them in studying mathematics during distance learning. Post-test control group was utilized in the study to compare the mathematics and technology attitudes of the students in the control and treatment groups. This study used the Mathematics and Technology Attitudes Scale (MTAS) questionnaire adapted from Pierce et (...) al. (2007). Majority of students have a favorable attitude about the use of mobile educational applications, ranging from neutral to positive. Although there were no statistically significant differences in several of the subscales, the experimental group showed greater optimism than the control group. Teachers should continue incorporating mobile educational applications into the classroom to help and enhance the learning process given the good experiences reported by students. To further enhance students' attitudes toward the topic, it should be considered to address the negative attitude toward mathematical confidence. (shrink)

As a teacher in Singapore, I regularly encounter a classroom full of quiet students, reluctant to participate in class, to engage with the teacher when questioned, or even to volunteer for any project or initiative. Many teachers here are quick to conclude that Singapore students are passive or conformists. This observation is, in fact, not unique to students in Singapore, but also to the broader Asian region. Scholars like Cortazzi and Jin (1996) attributed such behaviour to the specific (...) cultural values, such as the importance of deference to the authority of a teacher, as reasons for such passivity and reticence. Liu and Littlewood (1997), on the other hand, argue that people from certain cultures prefer not to speak up so as to avoid entering into situations of uncertainty. I have found that as a teacher busily pre-occupied with preparing for classes, it is easy to forget how students perceive their learning experience, and I have been quite inclined to agree with the observations above. Fortunately, I have had the opportunity to be both a post-graduate student and a teacher. And this privileged position allows me to question some of my own assumptions as a teacher, thereby gaining deeper insights into the underlying reasons for the lack of participation here in Singapore. There is a lot more going on in the minds of Singapore students. Here, I would like to offer a new perspective on this matter. (shrink)

Many teachers appreciate discussing teaching and learning with others, and participating in a community of others who are also excited about pedagogy. Many philosophy teachers find meetings such as the biannual AAPT workshop extremely valuable for this reason. But in between face-to-face meetings such as those, we can still participate in a community of teachers and learners, and even expand its borders quite widely, by engaging in activities under the general rubric of “open education.” Open education can mean many things, (...) from sharing one’s teaching materials openly with others, to using and revising those created by others, to asking students to create open educational materials, and more. In this article I discuss the benefits and possible drawbacks of such activities, and I argue that the former outweigh the latter. (shrink)

The article presents the results of a narrative study, in the framework of which the concepts of decency and honesty in the academic environment are considered. Fifteen teachers from six teacher training colleges in Israel were selected for the study. The main goal of the study: to determine how decency and honesty are interpreted by teachers, who combine administrative work with teaching, and how these concepts are defined by teachers who are exclusively engaged in teaching students. The results of (...) the study showed how important it is to be an honest teacher. Especially when it comes to educating the future generation of teachers. (shrink)

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 (...) framework. This chapter outlines the importance of the pedagogy of reflection in the multicultural educational space of the preservice education field in Israel, analyzing the first university PDS model. The pedagogy of reflection in the context of the educational dialogue of educators is outlined as a tool for student empowerment, achieved through a community of learners who dedicate space to the development of their whole personality within the profession, taking a moral stance toward the educational discourse, minimizing judgmentalism and prejudice, creating national/gender equality with the goal of examining the fundamental question of educational performance, and reinforcing their sense of organizational belonging within the system. In these contexts, the chapter is based on the elements of dialogical philosophy exemplified in the thought of Burbules, Nelson, Isaacs, Bohm, and Heckmann and the reflective basis of educational and organizational performance exemplified in the writings of van Manen. The chapter also presents two examples from a project in which teaching units based on dialogue and reflection were developed within a dialogic community that represents in its very being collective empowerment, the possibility of coping with problems that are too large for an individual to solve on his/her own, and an alternative to sealed and alienated organizations. (shrink)

The goal of the study is to analyse the relation between students' digital learning and transversal skills, as well as between students' digital learning and virtues. In the correlative study, 73 teachers of Class 12 of general education institutions participated, filling out a questionnaire in the Google Docs environment. As a result of the theoretical analysis, the criteria for digital learning have been identified -access to digital technologies, cooperation, teachers’ digital competence and availability of activities in compliance with cognitive (...) class='Hi'>engagement levels. The findings of the correlation analysis show that the availability of activities in compliance with cognitive engagement levels is the most important in the development of transversal skills,while in the inculcation of virtues -cooperation. The access to digital technologies has a statistically significant correlation with both transversal skills and virtues. The teachers’ digital competence promotes digital literacy and such virtues as responsibility and wisdom. The recommendations developed as part of the study include compilation and promotion of the positive experiences of digital learning at the state and local government level; continuous monitoring and feedback analysis of purposeful digital learning and educational quality at school and classroom level; the application of digital learning resources based on the offer of activities in compliance with the students' cognitive engagement levels at the personal level. Keywords:Digital technologies, cooperation, digital competence, cognitive engagement. (shrink)

Background: Besides regulatory learning skills, learning also requires students to relate to their social context and negotiate it as they transition and adjust to medical training. As such, there is a need to consider and explore the role of social and cultural aspects in student learning, particularly in problem-based learning, where the learning paradigm differs from what most students have previously experienced. In this article, we report on the findings of a study exploring first-year medical students’ experiences during the first (...) semester of an undergraduate problem-based learning medical program at an African medical school. Method: We employed a qualitative case study approach using in-depth interviews with 23 first-year medical students. Participants ranged in age from 18 to 25 years. All students were bi/multilingual (some spoke three to five languages), with English as the learning language. We conducted an inductive thematic analysis to systematically identify and analyze patterns in the data using the Braun and Clarke framework. Results: Before medical school, students worked hard to compete for admission to medical school, were primarily taught using a teacher-centered approach, and preferred working alone. At the beginning of medical school, students found it challenging to understand the problem-based learning process, the role of the case, speaking and working effectively in a group, managing a heavy workload, and taking increased responsibility for their learning. By the end of the first semester, most students were handling the workload better, were more comfortable with their peers and facilitators, and appreciated the value of the problem-based learning approach. Conclusions: Our study highlights the importance of interrogating contextual sociocultural factors that could cause tension when implementing problem-based learning in non-western medical schools. Adjustment to problem-based learning requires a conceptual and pedagogic shift towards learner-centered practice, particularly concerning self direction, the role of the case, and collaborative learning. As such, there is a need to develop and implement research informed learning development programs that enable students to reflect on their sociocultural beliefs and practices, and enhance their regulatory learning competence to optimize meaningful and early engagement with the problem based learning process. (shrink)

As technology improves, artificial systems are increasingly able to behave in human-like ways: holding a conversation; providing information, advice, and support; or taking on the role of therapist, teacher, or counsellor. This enhanced behavioural complexity, we argue, encourages deeper forms of affective engagement on the part of the human user, with the artificial agent helping to stabilise, subdue, prolong, or intensify a person's emotional condition. Here, we defend a fictionalist account of human/AI interaction, according to which these encounters (...) involve an elaborate practise of imaginative pretence: a make-believe in which the artificial agent is attributed a life of its own. We attend, specifically, to the temporal characteristics of these fictions, and to what we imagine artificial agents are doing when we are not looking at them. (shrink)

The recent news of a 13-year-old Singaporean prodigy graduating from an Australian university has sparked discussion about Singapore’s approach to nurturing exceptional young talents, especially after it was revealed that the boy had been previously rejected by a local university because of his young age. Some have called for an increased flexibility to allow such young people to skip levels in Singapore - parents of intellectually advanced children often cite concerns that their children are disengaged and bored at school. The (...) fear is real - keeping these students at the same level as their peers could potentially squander their potential and impede their growth. Yet, on the flip side, accelerating their academic journey could potentially jeopardise their social and emotional development, which could negatively impact their ability to connect and work well with their peers in their adulthood. Nonetheless, this debate brings to light the need for more effective strategies to meaningfully engage students with diverse abilities and learning paces. (shrink)

Robert Sinclair’s *Quine, Conceptual Pragmatism, and the Analytic-Synthetic Distinction* persuasively argues that Quine’s epistemology was deeply influenced by C. I. Lewis’s pragmatism. Sinclair’s account raises the question why Quine himself frequently downplayed Lewis’s influence. Looking back, Quine has always said that Rudolf Carnap was his “greatest teacher” and that his 1933 meeting with the German philosopher was his “first experience of sustained intellectual engagement with anyone of an older generation” (1970, 41; 1985, 97-8, my emphasis). Quine’s autobiographies contain (...) only a handful of biographical references to Lewis and he regularly soft-pedaled the latter’s influence in private correspondence. In this note, I discuss some archival evidence that helps us better understand Quine’s reluctance to acknowledge Lewis’s influence. I contextualize the relation between Lewis and Quine and argue that the latter viewed his teacher as a retrograde force in modern epistemology, impeding the more rigorous approach that Carnap had been developing in Europe. Next, I briefly discuss Lewis’s contribution to the development of scientific philosophy in the United States and argue that Quine underestimated his teacher’s role in this process. In doing so, I hope to show that Quine’s zealous commitment to Carnap’s approach negatively affected his assessment of Lewis’s influence, thereby supplementing Sinclair’s praiseworthy reconstruction with an explanation of why Quine himself underestimated Lewis’s role. (shrink)

For anyone approaching the Encheiridion of Epictetus for the first time, this book provides a comprehensive guide to understanding a complex philosophical text. Including a full translation and clear explanatory commentaries, Epictetus's 'Encheiridion' introduces readers to a hugely influential work of Stoic philosophy. Scott Aikin and William O. Stephens unravel the core themes of Stoic ethics found within this ancient handbook. Focusing on the core themes of self-control, seeing things as they are, living according to nature, owning one's roles and (...) fulfilling the responsibilities that those roles entail, the authors elucidate the extremely challenging ideas in Epictetus's brisk chapters. Divided into five distinct parts, this book provides readers with: -/- - A new translation of the Encheiridion by William O. Stephens. - A new introduction to ancient Stoicism, its system of concepts, and the ancient figures who shaped it. - A fresh treatment of the notorious and counter-intuitive 'Stoic paradoxes'. - An accessible overview of the origin and historical context of the Encheiridion. - Detailed commentaries on each chapter of the Encheiridion that clarify its recurring themes and highlight their interconnections. - Careful attention to the presentation of the arguments embedded in Epictetus's aphoristic style. - A thoughtful discussion of serious criticisms of Epictetus's Stoicism and replies to these objections. -/- Written with clarity and authority, Epictetus's 'Encheiridion' provides a foundation from which readers can understand this important text and engage with the fundamental questions of Stoic philosophy and ethics. This guide will aid teachers of Epictetus, students encountering Stoicism for the first time, and readers seeking a greater understanding of Stoic ethics. (shrink)

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

Reading, taking notes, and holding study sessions are all examples of routine, habitual study behaviors that pupils engage in to fulfill the learning objective. This study was conducted to the two hundred-five (n=205) grade 6 pupils at Malitbog 1 District, Division of Bukidnon, School Year 2022-2023. It attempted to answer the level of pupils’ study habits and academic performance and determine the significant relationship between the study habits and academic performance. The study utilized the descriptive-correlational research design with documentary analysis (...) and used an adapted and modified questionnaire to gather the necessary data to answer the specific questions of the study. Purposive sampling was employed to determine the respondents. Mean, Standard Deviation, Frequency, Percentage and Pearson Product Moment Correlation Coefficient or Pearson r were used as statistical tools. Results revealed that pupils’ overall level of study habits was high while their overall academic performance was at very satisfactory level. Significant correlation was registered between pupils’ study habits and their academic performance. Thus, teachers, parents and stakeholders may collaborate with each other to create and conduct activities that will continue to enhance and improve the pupils study habits to improve their academic performance. (shrink)

MY CHAPTER CONTRIBUTION: "Paul Tillich's Enduring Relevance to Ecophilosophy and Environmental Ethics" *** -/- BOOK DESCRIPTION: Paul Tillich's ideas and methods continue to inspire and guide students, teachers, and professionals in all fields. He crosses boundaries between the academy and the community, religions and spiritualities, cultures and societies, taking leaders deeper and further than they ever imagined. Tillich is a master of conversation. His thought bridges social polarizations, program silos, and educational specialization. His ideas cannot be contained in a closed (...) system. His methodology has the power to engage other philosophies of life, religions and spiritualities, scientific research, culture shifts, and lifestyle diversity critically and appreciatively. Tillich is also a master of confrontation. His thought challenges political structures, racial and gender inequalities, and social injustice. He is an acute observer of social change and struggles courageously with moral quandaries. He inspires action for today and hope for tomorrow. Each essay explores another facet of Tillich's influence in education, religion, popular culture, science, health, social reform, and political action. They are chosen to be "snapshots" of his ongoing influence, accessible to both undergraduate and graduate students, and relevant to corporate and non-profit leaders alike. Reading this book will open your eyes to discern Tillich's hidden presence in academic curricula, contemporary research, political speeches and social policies, entertainment and internet, books and podcasts, and social media. Tillich can be your intellectual companion in whatever endeavor you choose to pursue. -/- . (shrink)

Business ethics denial refers to one of two claims about moral motivation in a business context: that there is no need for it, or that it is impossible. Neither of these radical claims is endorsed by serious theorists in the academic fields that study business ethics. Nevertheless, public commentators, as well as university students, often make claims that seem to imply that they subscribe to some form of business ethics denial. This paper fills a gap by making explicit both the (...) various forms that business ethics denial can take, and the reasons why such views are ultimately implausible. The paper argues that this type of serious engagement with business ethics denial should be an important part of the job description for teachers of business ethics. (shrink)

The guiding premise of this chapter is that we, as teachers in higher education, must consider how the content and form of our teaching can foster inclusivity through a responsiveness to neurodiverse learning styles. A narrow pedagogical focus on lectures, textual engagement, and essay-writing threatens to exclude neurodivergent students whose ways of learning and making sense of the world may not be best supported through these traditional forms of pedagogy. As we discuss in this chapter, we, as engineering ethics (...) educators, designed and implemented a new engineering ethics exercise with which we aimed to promote inclusivity at the levels of form and content. At the content level, students were invited to critically engage with inclusivity-undermining ableist assumptions in technology development. This took shape, at the form level, through a hands-on ‘material tinkering’ workshop in which students collaboratively and creatively altered (or ‘hacked’) artifacts used in contexts of disability and healthcare, so as to operationalize values of inclusivity and accessibility. Our hunch was that this hands-on tinkering workshop would simultaneously encourage a meaningful way of engagement with these ethical issues and values, while also enacting a more inclusive learning environment by enriching the range of pedagogical activities and learning formats available to our students.As we aim to show in this chapter, we believe this hunch largely panned out – though there are clear areas for future improvement pertaining to the pilot exercise itself and the research we conducted on the exercise. We begin by offering a description of our tinkering exercise. We discuss the exercise’s source of inspiration (Sect. 16.2.1) and its implementation (Sect. 16.2.2), which is visually captured via photographic documentation. We then discuss (Sect. 16.3) how we utilized a triangulated research method to assess the pedagogical value of the exercise. After we discuss our findings, we conclude by identifying areas for future improvement (Sect. 16.4). (shrink)

Philosophy in community projects provide powerful, immersive introductions to philosophical thinking for both children and tertiary students. Such introductions can jumpstart transformative learning as well as diversify who seeks out philosophy in the longer term, both in schools and in universities. Using survey responses from teachers, parents, participants, staff, and volunteers of two such programs – Eurekamp Oz! and philosothons – we show how participants find value in engaging in communities of inquiry and philosophical thinking more broadly. We argue correspondingly (...) that such philosophy in community projects are an asset to universities, both as highly successful university outreach programs and in offering high school, undergraduate, and postgraduate students mentoring and employment opportunities utilising their growing philosophical skills. For these reasons, philosophy in community programs provide alternative and supplementary pathways into sustained philosophical thinking to those available within traditional philosophy in the classroom approaches. (shrink)

To teach the ethics of science to science majors, I follow several teachers in the literature who recommend “persona” writing, or the student construction of dialogues between ethical thinkers of interest. To engage science majors in particular, and especially those new to academic philosophy, I recommend constructing persona dialogues from Henri Poincaré’s essay, “Ethics and Science”, and the non-theological third chapter of Pope Francis’s encyclical on the environment, Laudato si. This pairing of interlocutors offers two advantages. The first is that (...) science students are likely to recognize both names, since Poincaré appears in undergraduate mathematics and physics textbooks, and because Francis is an environmentalist celebrity. Hence students show more interest in these figures than in other philosophers. The second advantage is that the third chapter of Laudato si reads like an implicit rebuttal of Poincaré’s essay in many respects, and so contriving a dialogue between those authors both facilitates classroom discussion, and deserves attention from professional ethicists in its own right. In this paper, I present my own contrived dialogue between Francis and Poincaré, not for assigning to students as a reading, but as a template for an effective assignment product, and as a crib sheet for educators to preview the richly antiparallel themes between the two works. (shrink)

The ‘community of inquiry’ as formulated by CS Peirce is grounded in the notion of communities of disciplinary-based inquiry engaged in the construction of knowledge. The phrase ‘converting the classroom into a community of inquiry’ is commonly understood as a pedagogical activity with a philosophical focus to guide classroom discussion. But it has a broader application, to transform the classroom into a community of inquiry. The literature is not clear on what this means for reconstructing education and how it translates (...) into schooling practices. Integral to the method of the community of inquiry is the ability of the classroom teacher to actively engage in the theories and practices of discipline-based communities of inquiry so as to become informed by the norms of the disciplines, not only to aspire to competence within the disciplines, but to develop habits of self-correction for reconstructing those same norms when faced with novel problems and solutions, including those in the classroom. (shrink)

This thesis focuses on the use of intelligent tutoring system for education and training of students specialized in electricity in the field of technical and vocational education. The use of modern systems in training and education will have a great positive impact in improving the level of students receiving training and education; this will improve the level of the local economy by producing students of professionals who are able to engage in society efficiently, especially for those who have specialized in (...) electricity. It is known that students in electrical specialties face many problems because of time and cost. Learning and training is not as easy as you imagine, so intelligence is how to overcome these limitations effectively. Motivating the Intelligent Tutorial System (ITS) for this type of training. This system consists of a student model, which in turn will contain lessons, exercises and examples that will be used by the student in addition to the user interface model which makes the teacher to be able to manage lessons, examples, and questions and make changes to the system. Expert System (ES) model representing the Artificial Intelligence (AI) here has been used to determine the level of the student and gives him the results, directions and levels. The program was implemented and was used by trainees to show the extent of its impact. The students expressed their surprise and admiration in this way of education as the system used focuses on individual education which can be used at any time and without restrictions. After this experience, the dedicated (ITS) system needs to be developed in several ways such as to be used on mobile systems and web systems in addition to linking some of the specialized programs in the field of electricity. (shrink)