Results for 'Teaching'

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  1. Teaching the Right Letter Pronunciation in Reciting the Holy Quran Using Intelligent Tutoring System.Alaa N. Akkila & Samy S. Abu Naser - 2017 - International Journal of Advanced Research and Development 2 (1):64-68.
    An Intelligent Tutoring System (ITS) is a computer system that offers an instant, adapted instruction and customized feedback to students without human teacher interference. Reciting "Tajweed" the Holy Quran in the appropriate way is very important for all Muslims and is obligatory in Islamic devotions such as prayers. In this paper, the researchers introduce an intelligent tutoring system for teaching Reciting "Tajweed". Our "Tajweed" tutoring system is limited to "Tafkhim and Tarqiq in TAJWEED" the Holy Quran, Rewaya: Hafs from (...)
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  2. Teaching the Debate.Brian Besong - 2016 - Teaching Philosophy 39 (4):401-412.
    One very common style of teaching philosophy involves remaining publicly neutral regarding the views being debated—a technique commonly styled ‘teaching the debate.’ This paper seeks to survey evidence from the literature in social psychology that suggests teaching the debate naturally lends itself to student skepticism toward the philosophical views presented. In contrast, research suggests that presenting one’s own views alongside teaching the debate in question—or ‘engaging the debate’—can effectively avoid eliciting skeptical attitudes among students without sacrificing (...)
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  3. Teaching Transgression: Border Crossing in Philosophy.Damián Bravo Zamora & Carmen Maria Marcous - 2019 - Public Philosophy Journal 2 (1).
    We argue that philosophers are competent to facilitate public discussion concerning restrictions on human migration across political borders. We also argue that presenting public audiences with a prima facie case for open borders offers a unique opportunity to elucidate important aspects of philosophical reasoning. Finally, we share resources and a lesson plan for those keen to examine the case for open borders with students, or to facilitate public discussion on these issues.
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  4. LOGIC TEACHING IN THE 21ST CENTURY.John Corcoran - 2016 - Quadripartita Ratio: Revista de Argumentación y Retórica 1 (1):1-34.
    We are much better equipped to let the facts reveal themselves to us instead of blinding ourselves to them or stubbornly trying to force them into preconceived molds. We no longer embarrass ourselves in front of our students, for example, by insisting that “Some Xs are Y” means the same as “Some X is Y”, and lamely adding “for purposes of logic” whenever there is pushback. Logic teaching in this century can exploit the new spirit of objectivity, humility, clarity, (...)
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  5. Reconceptualising teaching as transformative practice: Alasdair MacIntyre in the South African context.Dominic Griffiths & Maria Prozesky - 2020 - Journal of Education 2 (79):4-17.
    In its ideal conception, the post-apartheid education landscape is regarded as a site of transformation that promotes democratic ideals such as citizenship, freedom, and critical thought. The role of the educator is pivotal in realising this transformation in the learners she teaches, but this realisation extends beyond merely teaching the curriculum to the educator herself, as the site where these democratic ideals are embodied and enacted. The teacher is thus centrally placed as a moral agent whose behaviour, in the (...)
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  6. Teaching personnel management and attitude to work in secondary schools of Calabar Education Zone of Cross River state, Nigeria.Festus Obun Arop, Valentine Joseph Owan & Judith Nonye Agunwa - 2019 - Prestige Journal of Education 2 (1):62-73.
    This study assessed teaching personnel management and attitude to work in secondary schools of Calabar Education Zone of Cross River State, Nigeria. Two null hypotheses offered direction to the study using an Ex-post facto research design. The population of this study comprised all the public secondary school teachers in Calabar Education zone of Cross River State. Purposive sampling technique was employed in selecting a sample of 1,181 teachers. “Teaching Personnel Management and Attitude to Work Questionnaire (TPMAWQ)”, with Split-half (...)
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  7. Teaching Ethics Without Confusing Questions - Illustrated By the Example of Schopenhauer's Ethics.Matthias Holweger - 2023 - Journal of Didactics of Philosophy 7:1-17.
    Like many other philosophical disciplines, ethics is sometimes highly abstract. And many key notions of the discipline are vague, ambiguous or both. Abstractness, vagueness, and ambiguity invite confusion. My objective in this paper is to draw attention to a serious problem that, despite being widespread, has so far remained largely unrecognized: the confusion of different questions in teaching ethics. This confusion occurs, for example, when a philosopher’s viewpoint is presented as an answer to one question, but in fact, the (...)
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  8. Teaching in the New Climate of Conservatism.Jeanine Weekes Schroer - 2007 - Teaching Philosophy 30 (2):139-148.
    This essay explores challenges that arise for professors who teach critical theory in our current climate of conservatism. Specifically, it is argued that the conservative commitments to non-revolutionary change and reverence for tradition are corrupted in our current political and intellectual climate. This corruption, called “ideological imperviousness,” undermines the institutional structures put in place to produce a functional educational environment that protects the interests of both professors and students. The result is an environment that imposes an unjust vulnerability on professors (...)
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  9. Teaching Gloria Anzaldúa as an American Philosopher.Alexander Stehn - 2020 - In Margaret Cantú-Sánchez, Candace de León-Zepeda & Norma Elia Cantú (eds.), Teaching Gloria E. Anzaldúa: Pedagogy and Practice for Our Classrooms and Communities. pp. 296-313.
    Many of my first students at Anzaldúa’s alma mater read Borderlands/La Frontera and concluded that Anzaldúa was not a philosopher. Hostile comments suggested that Anzaldúa’s intimately personal and poetic ways of writing were not philosophical. In response, I created “American Philosophy and Self-Culture” using backwards course design and taught variations of it in 2013, 2016, and 2018. Students spend nearly a month exploring Anzaldúa’s works, but only after reading three centuries of U.S.-American philosophers who wrote in deeply personal and literary (...)
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  10. Teaching Firefly: Companion Material. A Class Schedule for a Course on Joss Whedon and Philosophy.James Rocha - 2018 - Journal of Science Fiction and Philosophy 1:1-10.
    Philosophers often rely on their own examples and intuitions, which can be problematic since philosophers are a small group with their own set of biases and limitations. Science fiction can assist with this problem through the provision of examples that are both designed by non-philosophers and intended to be thought-provoking and plausible. In particular, when philosophers teach, we can use science fiction for examples that raise relevant issues in interesting contexts, while also being fully fleshed out. In this paper, I (...)
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  11. Teaching Peirce to Undergraduates.James Campbell, Cornelis de Waal & Richard Hart - 2008 - Transactions of the Charles S. Peirce Society 44 (2):189-235.
    Fourteen philosophers share their experience teaching Peirce to undergraduates in a variety of settings and a variety of courses. The latter include introductory philosophy courses as well as upper-level courses in American philosophy, philosophy of religion, logic, philosophy of science, medieval philosophy, semiotics, metaphysics, etc., and even an upper-level course devoted entirely to Peirce. The project originates in a session devoted to teaching Peirce held at the 2007 annual meeting of the Society for the Advancement of American Philosophy. (...)
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  12. The Teaching of Reasonableness in Secondary Schools.Raymond Driehuis & Alan Tapper - 2023 - In Marella Ada Mancenido-Bolaños, Caithlyn Alvarez-Abarejo & Leander Penaso Marquez (eds.), The Cultivation of Reasonableness in Education: Community of Philosophical Inquiry. Springer. pp. 119-136.
    A central task of schooling is to cultivate reasonableness in students. In this chapter we show how the teaching of reasonableness can be practiced successfully in secondary schools, using materials from the Western Australian curriculum. The discussion proceeds in four stages. We first defend the claim that the teaching of reasonable is a key aim of schooling. Here we offer an account of reasonableness, which we take to be both a skill and a disposition. Students learn reasonableness through (...)
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  13. Teaching Philosophy through Lincoln-Douglas Debate.Jacob Nebel, Ryan W. Davis, Peter van Elswyk & Ben Holguin - 2013 - Teaching Philosophy 36 (3):271-289.
    This paper is about teaching philosophy to high school students through Lincoln-Douglas (LD) debate. LD, also known as “values debate,” includes topics from ethics and political philosophy. Thousands of high school students across the U.S. debate these topics in class, after school, and at weekend tournaments. We argue that LD is a particularly effective tool for teaching philosophy, but also that LD today falls short of its potential. We argue that the problems with LD are not inevitable, and (...)
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  14. Teaching Philosophy through a Role-Immersion Game.Kathryn E. Joyce, Andy Lamey & Noel Martin - 2018 - Teaching Philosophy 41 (2):175-98.
    A growing body of research suggests that students achieve learning outcomes at higher rates when instructors use active-learning methods rather than standard modes of instruction. To investigate how one such method might be used to teach philosophy, we observed two classes that employed Reacting to the Past, an educational role-immersion game. We chose to investigate Reacting because role-immersion games are considered a particularly effective active-learning strategy. Professors who have used Reacting to teach history, interdisciplinary humanities, and political theory agree that (...)
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  15. Teaching Firefly: Companion Material. A Class Schedule for a Course on Joss Whedon and Philosophy.James Rocha - 2018 - Journal of Science Fiction and Philosophy 1:1-3.
    This schedule, provided as a companion to my “Teaching Firefly” article, was used for a sophomore level philosophy course that was populated mostly by non-majors. The original idea for the course was to develop a popular culture philosophy course that would attract students from all over campus, which was meant to both introduce them to multiple philosophical ideas and theories and hopefully convince some of them to major or minor in philosophy. The course was quite successful at drawing Whedon (...)
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  16. Teaching Ethics, Happiness, and The Good Life: An Upbuilding Discourse in the Spirits of Soren Kierkegaard and John Dewey.Alexander Stehn - 2018 - In Steven M. Cahn, Alexandra Bradner & Andrew P. Mills (eds.), Philosophers in the Classroom: Essays on Teaching. Indianapolis: Hackett Publishing Company. pp. 170-184.
    This essay narrates what I have learned from Søren Kierkegaard & John Dewey about teaching philosophy. It consists of three sections: 1) a Deweyan pragmatist’s translation of Kierkegaard’s religious insights on Christianity, as a way of life, into ethical insights on philosophy, as a way of life; 2) a brief description of the introductory course that I teach most frequently: Ethics, Happiness, & The Good Life; and 3) an exploration of three spiritual exercises from the course: a) self-cultivation by (...)
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  17. Teaching Efficacy Among Public Higher Education Institutions (HEIs) In Sulu.Aldren J. Jamasali - 2023 - International Journal of Multidisciplinary Educational Research and Innovation 1 (1):33-46.
    This descriptive-correlational study determines the teaching efficacy among public Higher Education Institutions during the Academic Year 2021-2022. With 200 teacher-respondents, and with the use of weighted mean, standard deviation, t-test for independent samples, One-way ANOVA, and Pearson’s r, the findings are. 1) There is a significant difference in the extent of teaching efficacy of college instructors of HEIs in Sulu when data are categorized according to age, civil status, and educational attainment. But there is no significant difference in (...)
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  18. PERSONALIZED TEACHING: A READING REMEDIATION STRATEGY.Neljane Suarnaba & Jaymie Rellon - 2023 - Southeast Asian Journal of Multidisciplinary Studies 3 (3).
    This study aimed to unveil the lived experiences of teachers implementing personalized reading strategy. A qualitative design was utilized in this study to fourteen elementary teachers from Nuling Integrated School, Sultan Kudarat. These teachers were selected via purposive sampling who were subjected to Focus Group Discussion. A semi-structured questionnaire was validated and utilized in this study. The interview responses were audio-taped recorded with the consent from the participants. From the generated results, there were 6 emerging themes that described teachers’ challenges (...)
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  19. Teaching & learning guide for: Carbon pricing ethics.Kian Mintz-Woo - 2022 - Philosophy Compass 17 (2):e12816.
    This teaching and learning guide accompanies the following article: Mintz-Woo, K., 2022. Carbon Pricing Ethics. Philosophy Compass 17(1):article e12803. doi:10.1111/phc3.12803. [Open access].
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  20. Introduction to "Teaching Early Modern Philosophy".Alberto Vanzo - 2015 - Metaphilosophy 46 (3):321-325.
    The articles in the symposium “Teaching Early Modern Philosophy: New Approaches” provide theoretical reflections and practical advice on new ways of teaching undergraduate survey courses in early modern philosophy. This introduction lays out the rationale for the symposium and summarizes the articles that compose it.
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  21. TEACHING AIDS AND MODES IN ACADEMIC PHILOSOPHY.Desh Raj Sirswal - 2013 - University News 51 (18):21-23.
    Philosophy is the study of the most general and fundamental problems of human life. The main areas of study in philosophy includes metaphysics, epistemology, logic, ethics and aesthetics etc. there are other several branches of philosophy which characterize different branches of knowledge. Philosophy being a very abstract branch of study, has not much scope of using equipment on a large scale to supplement the normal lecture schedules. However, in some papers/areas there are comparatively better scope to make the lectures more (...)
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  22. Teaching Argument Diagrams to a Student Who Is Blind.Marc Champagne - 2018 - In Diagrammatic Representation and Inference. Cham, Switzerland: pp. 783–786.
    This paper describes how bodily positions and gestures were used to teach argument diagramming to a student who cannot see. After listening to short argumentative passages with a screen reader, the student had to state the conclusion while touching his belly button. When stating a premise, he had to touch one of his shoulders. Premises lending independent support to a conclusion were thus diagrammed by a V-shaped gesture, each shoulder proposition going straight to the conclusion. Premises lending dependent support were (...)
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  23. Teaching Ignorance: On the Importance of Developing Psychoanalytic Sensibilities in Education.Jennifer Logue - 2019 - Philosophical Studies in Education 50 (3).
    The author advocates for teaching about varieties of ignorance with a psychoanalytic sensibility as one strategy with which to engage the emotional investments that sustain apathy and the ignorant refusal to care in this new era of suffering and spectatorship. Ignorance, here conceived, is complex, far from consisting only in some passive lack of knowledge. It is understood multidimensionally, as activity, rarely innocent, always inevitable, and entirely ineradicable; it is a powerful agent in the maintenance of oppression, but it (...)
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  24. Teaching & Researching Big History: Exploring a New Scholarly Field.Leonid Grinin, David Baker, Esther Quaedackers & Andrey V. Korotayev - 2014 - Volgograd: "Uchitel" Publishing House.
    According to the working definition of the International Big History Association, ‘Big History seeks to understand the integrated history of the Cosmos, Earth, Life and Humanity, using the best available empirical evidence and scholarly methods’. In recent years Big History has been developing very fast indeed. Big History courses are taught in the schools and universities of several dozen countries. Hundreds of researchers are involved in studying and teaching Big History. The unique approach of Big History, the interdisciplinary genre (...)
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  25. Diagrammatic Teaching: The Role of Iconic Signs in Meaningful Pedagogy.Catherine Legg - 2018 - In Inna Semetsky (ed.), Edusemiotics – a Handbook. Springer. pp. 29-45.
    Charles S. Peirce’s semiotics uniquely divides signs into: i) symbols, which pick out their objects by arbitrary convention or habit, ii) indices, which pick out their objects by unmediated ‘pointing’, and iii) icons, which pick out their objects by resembling them (as Peirce put it: an icon’s parts are related in the same way that the objects represented by those parts are themselves related). Thus representing structure is one of the icon’s greatest strengths. It is argued that the implications of (...)
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  26. Teaching African Philosophy alongside Western Philosophy: Some Advice about Topics and Texts.Thaddeus Metz - 2016 - South African Journal of Philosophy 35 (4):490-500.
    In this article, I offer concrete suggestions about which topics, texts, positions, arguments and authors from the African philosophical tradition one could usefully put into conversation with ones from the Western, especially the Anglo-American. In particular, I focus on materials that would make for revealing and productive contrasts between the two traditions. My aim is not to argue that one should teach by creating critical dialogue between African and Western philosophers, but rather is to provide strategic advice, supposing that is (...)
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  27. Informing, teaching or propagandising? Combining Environmental and Science Studies for undergraduates.Sean Johnston & Mhairi Harvey - 2002 - Discourse: Learning and Teaching in Philosophical and Religious Studies 1 (2):130-140.
    This article discusses experiences in the integrated teaching of Environmental Studies and Science Studies in a generalist curriculum at a university campus in Scotland. At the University of Glasgow Crichton Campus, a mixed curriculum has been developed to combine coherently Environmental and Science Studies, perhaps the first such curriculum in the UK and equally uncommon in America. The Crichton curricum is intentionally multi-disciplinary, drawing closely on the successful nineteenth-century Scottish model exported to America. This generalist approach, emphasising broad philosophical (...)
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  28. The Teaching Profession: A Critical Analysis on the Reflective Experience of a Classroom Teacher.Louie P. Gula - 2023 - Universal Journal of Educational Research 2 (2):160-167.
    This paper aims to describe the common situations happening in an actual classroom encounter in a Philippine school. It also points out the external expectations of the fresh graduates of education from the training to the actual real teaching. This article used an auto-ethnographical study that highlights the personal experience of the author to highlight the events of most teachers. It was noted that teaching is not only all about the subject matter but more about building a relationship (...)
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  29. teaching critical thinking and metacognitive skills through philosophical enquiry. A practitioner's report on experiments in the classroom.Emma Worley & Peter Worley - 2019 - Childhood and Philosophy 15:01-34.
    Although expert consensus states that critical thinking (CT) is essential to enquiry, it doesn’t necessarily follow that by practicing enquiry children are developing CT skills. Philosophy with children programmes around the world aim to develop CT dispositions and skills through a community of enquiry, and this study compared the impact of the explicit teaching of CT skills during an enquiry, to The Philosophy Foundation's philosophical enquiry (PhiE) method alone (which had no explicit teaching of CT skills). Philosophy with (...)
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  30. The teaching of computer ethics on computer science and related degree programmes. a European survey.Ioannis Stavrakakis, Damian Gordon, Brendan Tierney, Anna Becevel, Emma Murphy, Gordana Dodig-Crnkovic, Radu Dobrin, Viola Schiaffonati, Cristina Pereira, Svetlana Tikhonenko, J. Paul Gibson, Stephane Maag, Francesco Agresta, Andrea Curley, Michael Collins & Dympna O’Sullivan - 2021 - International Journal of Ethics Education 7 (1):101-129.
    Within the Computer Science community, many ethical issues have emerged as significant and critical concerns. Computer ethics is an academic field in its own right and there are unique ethical issues associated with information technology. It encompasses a range of issues and concerns including privacy and agency around personal information, Artificial Intelligence and pervasive technology, the Internet of Things and surveillance applications. As computing technology impacts society at an ever growing pace, there are growing calls for more computer ethics content (...)
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  31. Teaching Ethics in the High Schools.Shane Ralston - 2008 - Teaching Ethics 9 (1):73-86.
    Should ethics be taught in the high schools? Should high school faculty teach it themselves or invite college and university professors (or instructors) into the classroom to share their expertise? In this paper, I argue that the challenge to teach ethics in the high schools has a distinctly Deweyan dimension to it, since (i) Dewey proposed that it be attempted and (ii) he provided many valuable resources with which to proceed. The paper is organized into four sections. In the first, (...)
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  32. Online Teaching in Physics Using Just-In-Time Teaching (JiTT), Academic Achievement, and Conceptual Understanding of Grade 9 Students (2nd edition).Benjamin M. Maala - 2023 - International Journal of Multidisciplinary Educational Research and Innovation 1 (2):24-39.
    This study determined the effect of online teaching in Physics using the Just-in-Time Teaching (JiTT) strategy on the academic achievement and conceptual understanding of Grade 9 students. One intact class was subjected to a single-group pretest/posttest pre-experimental research design. Purposive sampling was applied, and selected 48 Grade 9 students for this study. The data gathered were interpreted quantitatively from the validated physics achievement test (PAT) and from the adopted energy-momentum concept test (EMCT), while, the learning experiences survey responses (...)
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  33. Teaching Climate Change: A Systematic Review from 2019-2021.Marlon Adlit & Marlene F. Adlit - 2022 - International Journal of Advanced Research and Publications (IJARP) 5 (5):12-19.
    Climate change as a social issue challenged the disciplinary and methodological traditions of research. Moreover, climate change becomes more problematic as schools must be able to engage learners in learning situations that are challenging and rooted in geographical pedagogical traditions. Though it is present in the curriculum, the present study systematically reviews the teaching of climate change from selected literature from 2019 to 2021. The objective of this study is to investigate approaches and strategies in the teaching and (...)
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  34. Teaching Critical Thinking with the Personalized System of Instruction.Javier Hidalgo - forthcoming - Teaching Philosophy.
    A large body of evidence suggests that the Personalized System of Instruction (PSI) improves learning. In courses that use PSI, the material is divided into units, students must pass a test on each unit before advancing to the next unit, there’s no group-level instruction, and students advance in the course at their own pace. While studies find that PSI improves learning outcomes in a wide range of settings, researchers haven’t studied the effectiveness of PSI in critical thinking classes. In this (...)
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  35. Logic teaching at the University of Oxford from the Sixteenth to the early Eighteenth Century.E. Jennifer Ashworth - 2015 - Noctua 2 (1-2):24-62.
    This paper considers the nature of the changes that took place in logic teaching at the University of Oxford from the beginning of the sixteenth century, when students attended university lectures on Aristotle’s texts as well as studying short works dealing with specifically medieval developments, to the beginning of the eighteenth century when teaching was centred in the colleges, the medieval developments had largely disappeared, and manuals summarizing Aristotelian logic were used. The paper also considers the reasons for (...)
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  36. Teaching Logic to blind students.Patrick Girard & Jonathan McKeown-Green - manuscript
    This paper is about teaching elementary logic to blind or visually impaired students. The targeted audience are teachers who all of sudden have a blind or visually impaired student in their introduction to logic class, find limited help from disability centers in their institution, and have no idea what to do. We provide simple techniques that allow direct communication between a teacher and a visually impaired student. We show how the use of what is known as Polish notation simplifies (...)
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  37. ESP Teaching Today : Current Practices, Challenges and Perspectives.Hamza Andaloussi & Ouafa Ouarniki (eds.) - 2022 - Berlin, Germany: Democratic Arab Center: Strategic, Political & Economic Studies.
    As any other kind of language teaching, English for Specific Purposes is first and foremost based on the process of learning, a process which nevertheless addresses the needs of certain communities of learners, namely individuals interested in acquiring some professional skills and performing job related practices. Due to its oriented focus, ESP exhibits some characteristics that differentiate it from ESL (English as a Second Language) or EGP (English for General Purposes). First, it is language in context, this fact requiring (...)
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  38. 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 (...)
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  39. Teaching the right letter pronunciation in reciting the holy Quran using ITS.Alaa Akila & Massoud Agha - 2017 - International Journal of Advanced Research and Development 2 (1):64-69.
    An Intelligent Tutoring System (ITS) is a computer system that offers an instant, adapted instruction and customized feedback to students without human teacher interference. Reciting "Tajweed" the Holy Quran in the appropriate way is very important for all Muslims and is obligatory in Islamic devotions such as prayers. In this paper, the researchers introduce an intelligent tutoring system for teaching Reciting "Tajweed". Our "Tajweed" tutoring system is limited to "Tafkhim and Tarqiq in TAJWEED" the Holy Quran, Rewaya: Hafs from (...)
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  40. LOGIC TEACHING IN THE 21ST CENTURY.John Corcoran - manuscript
    We are much better equipped to let the facts reveal themselves to us instead of blinding ourselves to them or stubbornly trying to force them into preconceived molds. We no longer embarrass ourselves in front of our students, for example, by insisting that “Some Xs are Y” means the same as “Some X is Y”, and lamely adding “for purposes of logic” whenever there is pushback. Logic teaching in this century can exploit the new spirit of objectivity, humility, clarity, (...)
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  41. Teaching Ancient Women Philosophers: A Case Study.Sara Protasi - 2020 - Feminist Philosophy Quarterly 6 (3).
    In this paper I discuss in some detail my experience teaching women philosophers in the context of a survey course in ancient Greek philosophy at a small liberal arts college. My aim is to share the peculiar difficulties one may encounter when teaching this topic in a lower-level undergraduate course, difficulties stemming from a multiplicity of methodological hurdles that do not arise when teaching women philosophers in other periods, such as the modern era. In the first section, (...)
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  42. Dialogic Teaching: Discussing Theoretical Contexts and Reviewing Evidence from Classroom Practice.Sue Lyle - 2008 - Language and Education 22 (3):222-240.
    Drawing on recent developments in dialogic approaches to learning and teaching, I examine the roots of dialogic meaning-making as a concept in classroom practices. Developments in the field of dialogic pedagogy are reviewed and the case for dialogic engagement as an approach to classroom interaction is considered. The implications of dialogic classroom approaches are discussed in the context of educational research and classroom practice. Dialogic practice is contrasted with monologic practices as evidenced by the resilient of the IRF as (...)
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  43. Research, Teaching and Service: Why Shouldn't Women's Work Count?Shelley M. Park - 1996 - Journal of Higher Education 67 (1):46-84.
    This article examines one way institutionalized sexism operates in the university setting by examining the gender roles and gender hierarchies implicit in (allegedly gender-neutral) university tenure and promotion policies. Current working assumptions regarding (1) what constitutes good research, teaching, and service and (2) the relative importance of each of these endeavors reflect and perpetuate masculine values and practices, thus preventing the professional advancement of female faculty both individually and collectively. A gendered division of labor exists within (as outside) the (...)
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  44. Teaching Philosophy in Central Asia: Effects on Moral and Political Education.Elena Popa - 2019 - Interchange 50 (2):187-203.
    This paper investigates how an introductory philosophy course influences the moral and political development of undergraduate students in a Liberal Arts university in Central Asia. Within a context of rapid changes characteristic of transitional societies—reflected in the organization of higher education—philosophy provides students with the means to reason about moral and political values in a way that overcomes the old ideological tenets as well as contemporary reluctance to theoretical inquiry. Studying philosophy provides a remedy for deficiencies in both secondary and (...)
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  45.  78
    TEACH MORE, EARN MORE: EMPLOYEES’ JOB DESCRIPTION AND THEIR SALARY AT ICCBI.Gheera May M. Gonzales, Jhino Paul C. Abellar, Angelo B. Castillo, Joana Mizyl P. Arellano, Shania Lizette A. Atienza & Jowenie A. Mangarin - 2024 - Get International Research Journal 2 (1):49-65.
    This study examines the correlation between job descriptions and salaries at Immaculate Conception College of Balayan Inc. (ICCBI), a private Catholic institution devoted to faith-based education. Using qualitative research, a single-case study was conducted with ten (10) participants selected through purposive sampling based on specific criteria. Through face-to-face interviews, data was collected and analyzed using a narrative approach. Thus, it was found out that job descriptions at ICCBI are established through methods like job analysis, role and responsibility approaches, qualifications, and (...)
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  46. Teaching Dance and Philosophy to Non Majors: The Integration of Movement Practices and Thought Experiments to Articulate Big Ideas.Megan Brunsvold Mercedes & Kristopher G. Phillips - 2021 - In Rebecca Farinas & Julie Van Camp (eds.), The Bloomsbury Handbook of Dance and Philosophy. London, UK: pp. 20-35.
    Philosophers sometimes wonder whether academic work can ever be truly interdisciplinary. Whether true interdisciplinarity is possible is an open question, but given current trends in higher education, it seems that at least gesturing toward such work is increasingly important. This volume serves as a testament to the fact that such work can be done. Of course, while it is the case that high-level theoretical work can flourish at the intersection of dance and philosophy, it remains to be seen how we (...)
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  47. Teaching & Learning Guide for: The Relationship Between Belief and Credence.Elizabeth Jackson - 2020 - Philosophy Compass 15 (6):e12670.
    This guide accompanies the following article(s): Jackson, E., Philosophy Compass 15/6 (2020) pp. 1-13 10.1111/phc3.12668.x.
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  48. Teaching and Learning Philosophy in the Open.Christina Hendricks - 2015 - American Association of Philosophy Teachers Studies in Pedagogy 1:17-32.
    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 (...)
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  49. Teaching and Learning Guide for: Mind‐Body Commerce: Occasional Causation and Mental Representation in Anton Wilhelm Amo.Peter West - 2023 - Philosophy Compass.
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  50. Teaching & Learning Guide for: The Epistemic Aims of Democracy.Robert Weston Siscoe - 2023 - Philosophy Compass 18 (11):e12954.
    In order to serve their citizens well, democracies must secure a number of epistemic goods. Take the truth, for example. If a democratic government wants to help its impoverished citizens improve their financial position, then elected officials will need to know what policies truly help those living in poverty. Because truth has such an important role in political decision-making, many defenders of democracy have highlighted the ways in which democratic procedures can lead to the truth. But there are also a (...)
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