Mathematics textbooks teach logical reasoning by example, a practice started by Euclid; while logic textbooks treat logic as a subject in its own right without practical application to mathematics. Stuck in the middle are students seeking mathematical proficiency and educators seeking to provide it. To assist them, the article explains in practical detail how to teach logic-based skills such as: making mathematical reasoning fully explicit; moving from step to step in a mathematical proof in logically correct ways; and checking to (...) make sure inferences are logically correct. The methodology can easily be extended beyond the four examples analyzed. (shrink)

The most notable contributions to contemporary philosophy of mind have been written by philosophers of mind for philosophers of mind. Without a good understanding of the historical framework, the technical terminology, the philosophical methodology, and the nature of the philosophical problems themselves, not only do undergraduate students face a difficult challenge when taking a first course in philosophy of mind, but instructors lacking specialized knowledge in this field might be put off from teaching the course. This paper is (...) intended to provide a framework for instructors with little background in this area of philosophy to develop a course in philosophy of mind. This course, aimed at the advanced undergraduate student, provides students with the tools necessary for understanding some of the key readings in contemporary philosophy of mind and offers unique benefits to both majors and non-majors. The course described here focuses on just two of the main problems in philosophy of mind—the mind-body problem and the problem of phenomenal consciousness—and briefly touches on other issues one might address. Finally, several solutions to common challenges that arise in an advanced philosophy course are discussed. (shrink)

In this article it is argued that the optical metaphor and critical practice of diffraction further developed by Donna Haraway and Karen Barad might be no less significant than the widely spread notion of reflection, when the questions of various practices of knowledge are addressed. By considering Paul Ramsden’s approach to learning/teaching and its underlying theory in higher education alongside Karen Barad’s methodology of diffraction, it is shown that Ramsden’s understanding of learning/teaching is rather based on the (...) theoretical assumptions of diffractive practice. His notion that teaching/learning are closely related and actively shaping each other, and that learners are not disconnected from the environment and their previous experiences with the subject matter and learning process itself, adds to Barad’s onto-epistemological position that knowers know the world at the same time as being the part of the world in its ongoing intra-activity. Ramsden’s understanding of relation is diffractive, because it is not about predefined binary entities and their fixed identities, but about layers and entanglements of various previous experiences and reactions to the learning environment. In addition, looking at learning/teaching processes through a different perspective also leads to a different approach to teaching and other ways of problem-solving. Both Ramsden and Barad distrust homologies, analogies, and causality-based conceptions of knowledge sharing. Instead, the ability to respond to an always new learning/teaching environment is assessed, which implies a diffractive type of sensitivity to the context, iterative process of re-turning, and the creation of dangerously indeterminate relationships and commitments. In this way, some of Barad’s philosophical notions, i.e., the diffraction pattern, intra-activity, returning, and others, also may acquire new practical content. (shrink)

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

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, (...) I briefly review some of what we know about ancient Greek women philosophers, which is not only very little but frustratingly uncertain and highly debated. I devote the second section to some of the scholarly debates surrounding these philosophers’ doctrines, the details of their biographies, and their very existence. The third section is about the corresponding pedagogical challenges, and the fourth and final section describes the strategies I implemented to face those challenges. (shrink)

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 (...) real life learning situations, scenarios that tent to replicate the specific working or professional settings the ESP students might be related to or interested in. Instead of focusing on general grammar, vocabulary and language structures, this teaching – learning intercourse stresses the importance of practicing the necessary skills one would mostly employ in their future fields of activity. Since its emergence in the late 1960s, ESP has undergone a constant process of development, defining its scope, improving methodology, shaping its objectives and orientations, and enlarging the number of course books designed to serve its purposes. Yet, ESP teaching practices remain extremely varied depending on practitioners, institutions and countries. Therefore, this conference focuses on today’s diversity of ESP teaching/learning. It also raises the question of the theoratical foundations of ESP practices and, as such, welcomes papers on all aspects and issues of ESP didactics. The main objective of the conference is to bring together researchers and practitioners in the field of ESP over discussions of various themes building upon their classroom experiences and field research tracking day- to- day challenges and obstacles In sum, the encompassing ambition of the conference is to attain solutions that would, hopefully, improve the teaching of ESP by discussing the importance of developing and intorducing training programs for ESP practitioners. (shrink)

Pedagogical leadership has become an emerging and essential debate in the field of educational administration and leadership. This was a result of the shift from the hierarchical type in the past to a more inclusive, collaborative, and participative leadership. Previous studies indicate the furtherance of the inquiry into pedagogical leadership since it is a work in progress. Method: For this reason, a systematic literature review mapped the literature relevant to pedagogical leadership. Findings: The review drew the lines between the empirical (...) and theoretical-conceptual contributions, including the methodologies considered in both contributions. Implications for Research and Practice: The results have implications for a more robust theoretical-empirical model or framework of pedagogical leadership applicable to specific levels of education, especially higher education contexts. The study also implies applying pedagogical leadership in the team, at departmental and organizational levels. Results imply promoting the culture of pedagogical leadership. (shrink)

The expression ‘a university without research is a dignified high school’ is becoming a both local and global concern in the academia. The purpose of this paper is to assess the extent to which collaborative research methodologies can enhance integration of faculties of arts and humanities in the universities in Malawi for knowledge development and transfer. It has been argued over and over that universities are spotlighted by their outstanding work in research, developing and sharing ideas, new inventions and creativity (...) within the spectrum of partnership development. While striving for partnership through collaborative research approaches, research activities still remain an area of concern in institutions that offer diverse tertiary education in Malawi. The question of how can these institutions or faculties engage each other in collaborative research methodologies in the quest of knowledge development and transfer remains crucial and relevant The study analyzed strengths, weaknesses, threats and opportunities of the existing research methods in Arts and Humanities and how the two disciplines can create a space for amalgamation so that research findings can benefit both disciplines. The study reveals that collaboration in various disciplines is a challenge owing to variations of conceptual analyses and the deficiency of technical no-how of both teaching staff and students as well as tools for data collection and analysis as may be emphasized in each of the areas of study; Arts and Humanities. Furthermore, while other institutions of higher learning have research ethics committees for checks and balances as a collaborative tool, some institutions do not know that this committee plays a crucial role in the field of research. Within this backdrop, there is need to develop research collaborations within an institution or with other institutions of higher learning that have a well-defined research profile for mutual benefits as far as collaborative research methodologies are concerned. (shrink)

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 (...) learning of climate change as well as its integration across different learning areas in the basic education curriculum within a global continuum and the conception and operationalization of climate change education. Of the accessed meaningful related literature, the researchers selected one hundred fifty (150) pieces of literature further trimmed down into fifty-seven (57) and then to nineteen (19) from the year 2019 to 2021. The selection of literature is based on the following criteria set by the researcher: educational approach and implication, the methodology employed, and perspectives about climate change. Much of the present literature stressed science as a potent subject for discussing climate change, but others were covered as well, including climate education, arts, primary and middle school, after-school activities, and professional development. A systematic study of climate change, a model, computer games, classroom instructions, and learning capacities were all aims of the review. Teaching and learning approaches and strategies were identified. Methodology, perspectives, inferences, and recommendations were thematically discussed. (shrink)

Research is a high-level course for the 21st century learners thus requiring highly qualified teachers that are proficient both in research and teaching. This study utilizes convergent parallel design, a mixed method approach to describe the research competence and to design a Capability Building Series Program. The respondents of this study are the out-of-field research teachers from selected private Senior High Schools. There are 40 respondents for the quantitative phase while 14 participants in the qualitative phase. Data were gathered (...) through survey questionnaire, interviews, and focus group discussion. Mean and standard deviation were used to describe the respondents’ self-assessed research competence while thematic analysis was used in the analysis of the interview and focus group transcripts. Results of the study showed that while out-of-field research teachers have high self-assessed research competence, there are areas that needs enhancement such as critical evaluation of the state of research, selection and application of methods, theoretical and methodological reflection on research findings, writing an academic publication, and knowledge on the communication standards in the discipline. Based on the results of the study, a Capability Building Series was proposed. It was recommended that out-of-field research teachers continue to engage in professional development activities to improve the teaching-learning experience in the subject. (shrink)

This research project analyzes a strategy for teaching philosophy in secondary school inspired by Socratic dialogue, which aims at the creation and effective management of cognitive dissonance as a tool for promoting critical thinking, called Socratic Challenge (SC). The research originates from workshops held in the years 2016/2019 in a technical and vocational institute in the province of Varese, in which I participated as the creator and conductor, involving the voluntary participation of about 150 students. The research questions are: (...) What are the characteristics of the Socratic Challenge? Can it constitute a teaching methodology to be proposed? Under what conditions? Within what project framework? The empirical research is qualitative, naturalistic, and exploratory (Lumbelli, 1984), specifically a self-study (Hamilton & Pinnegar 2009), divided into two phases. In the first phase, data regarding motivation and perceptions of training impact were collected through in-depth interviews of students (16) and analyzed using the criteria of reflective thematic analysis (Braun & Clarke 2019). In the second phase, the workshops were repeated remotely in technical and vocational institutes in Milan and the province, involving 113 students who were surveyed with a qualitative questionnaire. The workshops were recorded and the discussion interactions were analyzed according to a qualitative inductive approach that refers to Constructivist Grounded Theory (Charmaz, 2006). Results show how this dialogical instructional strategy in philosophy teaching can be considered an effective alternative to the historical-philosophical approach predominant in the Italian tradition (Illetterati 2007). (shrink)

In the paper, the current state and trends of the use of AR technologies in the transport industry and in future specialists' vocational training processes have been reviewed and analyzed. The essence and content of the AR technologies relevant to the transport industry have been clarified. The main directions of the AR introduction for the various spheres of the transport industry including design and tuning, mechanical and automotive engineering, marketing and advertising, maintenance and operation, diagnostics and repair of cars have (...) been determined. The AR mobile apps market and the features of the mobile apps with AR have been outlined. The pedagogical terms of effective organizing the students' cognitive activity for transport industry via AR technologies have been determined and researched, namely: to provide each student with the position of an active actor of study and cognitive activity, to switch the study information in a mode of the project activity, the educational content professionalization and to teach students to use the modern ICT purposefully, to manage students' cognitive process by means of ICT. The methodology of using mobile apps with AR in students' vocational preparation process for the transport industry has been presented. It covers the system of educational tasks, updated content of lectures, practical and laboratory classes for specialized disciplines. (shrink)

Abstract: English language teaching is very important because of the global status of English. English language teaching is a process that requires great efforts on the part of all the participants. Classroom interactions, activities, textbooks are the most important elements of teaching process for the aims and objectives of a course. Main objective of this study is to discover English language teaching skills in primary schools of union council Kumb Taluka Kotdiji, District Khairpur Mir’s. The Questionnaire (...) was prepared for teachers to explore the different aspects of teaching English skills and teachers’ skills, (Training, teacher qualifications regarding English, English teaching methodologies). The questionnaire identifies teacher training and instructional materials. A sample of 20 teachers (both male and female) were selected from different schools of union council Kumb Taluka Kotdiji, District Khairpur Mir’s. The data obtained was tabulated and analyzed by the percentage. (shrink)

Part I of this paper outlined the three standard approaches to the teaching of critical thinking: the normative (or philosophical), cognitive psychology, and educational taxonomy approaches. The paper contrasted these with the visualisation approach; in particular, computer-aided argument mapping (CAAM), and presented a detailed account of the CAAM methodology and a theoretical justification for its use. This part develops further support for CAAM. A case is made that CAAM improves critical thinking because it minimises the cognitive burden of (...) prose and the demands that arguments in prose typically place on memory. CAAM also has greater usability, complements the imperfect human cognitive system, and adopts a logic of semi-formality which is both natural and intuitive. The paper claims that CAAM is an important advance given that traditional stand-alone critical thinking courses do not teach critical thinking as well as they as they are assumed to do. It is also important given that tertiary education fails to deliver improvements in critical thinking gains for too many students. The paper outlines results from a number of empirical studies that demonstrate that CAAM yields robust gains in critical thinking as measured by independent tests. Students themselves also believe CAAM to be beneficial as noted in coded responses to surveys. I conclude the paper by comparing the traditional approaches to the teaching of critical thinking to the visualisation approach. I argue that CAAM should taken seriously in the context of contemporary educational practices. (shrink)

The purpose of this paper is to clarify and evaluate the possibility of teaching doing philosophy. Using analysis as a main method, I argue that philosophizing, as an activity, has different levels, some of which are connected with specifically philosophical abilities. By analyzing John Rudisill’s minimal conception of “doing philosophy,” I demonstrate that many philosophical practices, such as the interpretation, analysis, and critical assessment of arguments and presuppositions, as well as the application of simple philosophical concepts, do not need (...) a background of specifically philosophical abilities. However, other philosophical practices, including the application of sophisticated philosophical concepts and the development of novel approaches, need such a background. I show that specifically philosophical abilities are: (1) high ability of abstract thinking, (2) high motivation to achieve intellectual autonomy, and (3) capability to feel “philosophical astonishment.” I also argue that there is a real possibility to teach doing philosophy, although students without specifically philosophical abilities will successfully learn only basic levels of philosophizing. Consequently, careful selection of prospective students for philosophy courses is important. Moreover, I claim that the possibility of teaching doing philosophy highly correlates with a teacher’s expertise in the pedagogical approaches and techniques of philosophy teaching. The results of my research provide to philosophy teachers information to help them choose proper methodology and raise teaching effectiveness. (shrink)

The study aims to develop a technology for designing educational materials in English for agrarian universities based on pedagogical design. The paper identifies the main problems of the existing textbooks in a foreign language for students pursuing a Bachelor’s degree at agrarian universities, formulates methodological principles for designing modern educational materials, develops the stages of the technology. The scientific novelty of the study lies in elaborating and providing a scientific substantiation for the content of the analytical, design-related, content and activity (...) related, evaluation-effective stages of the technology of designing educational materials in a foreign language for students pursuing a Bachelor’s degree at agrarian universities. As a result, the problem of designing modern educational materials in a foreign language for students pursuing a Bachelor’s degree at agrarian universities that would possess communicative significance, competence orientation and implement the full range of didactic functions was solved. (shrink)

Once I had explored the research issue of North and South unification with a focus on the legal integration for uniform constitution and various statutes. It pushed me to deal with a big question, and looked like a semi-textbook with an inchoate idea and baby theory upon the completion of research project. The literature review thankfully had allowed the space of creativity and originality of my work product, and can also be a typical way of foreign graduate legal researchers in (...) the process of his dissertation work. They would be beneficial with new statutes and codes, for example, from the Korean Congress, that are enacted recently, which would be their research topic certainly original and contributive. This could be viewed as one of qualitative enclaves enmeshed into a larger scope of qualitative inquiry. This interplay is fairly consequential in excavating a new knowledge and research findings. It could be aboriginal -- one trait word to characterize the qualitative studies-- from the viewpoint of host country, but became original as a crop to expand the horizon of new knowledge. I have once argued that the quantitative studies are on generality of subjects and commonness for involved strands. This profile would vary that the qualitative studies tend to be strong with the story and enclaves. The e-age and rapid compression of space with the development of telecommunication technology also factor to change a paradigm of knowledge and research activities. At least, the contemporary society certainly would be more specific as if we can trace a person with the satellite spotting and the electronic identifier on the leg of sex criminals in Korea guarantees to be safeguarded from his potential danger. That may be favorable concerning the elements and environments of qualitative studies. For example, we may follow up by comparing the research work of Korean statute with the e-government of Korea displaying the statute. We can entertain many on-line sources of information and stories with the dissertations of aboriginal culture. With my time on the qualitative studies, I came across the nocebo effect illustrated with the fear of MERs-CoV in Korea. The effect looks into the negative dimension of human mind and his personality, which could aggravate the current challenge of national crisis, June, 2015. Paradoxically, the nocebo effect can be said to characterize the qualitative context of inquiry. As Freud suggested, the vast of human element is of unexplainable dimension that is less easily quantifiable or generizable over the population (Broome, 2010). This does not say that the continental researchers had been affected with a late nationalization or late development of region leaving them to search for an ego. This is to say that the qualitative studies could explain the part of truths for the universe and human. The researchers interested in deep knowledge could employ their method, but in ethics, who would not vulture the objects of his theme and conduct on due scientific ground. (shrink)

A scientific perspective is a particular way of regarding something, using a scientific method. Scientific methodology is defined as a mode of research in which a problem is identified, relevant data gathered, a hypothesis formulated, and then empirically tested. Viewed from such a perspective, Guru Nanak's life was a continuous process of scientific experimentation and statement. Guru Nanak's life and writings are abundant in several such examples wherein his scientific approach to resolving several real-life situations with logic and rationality (...) is evident. (shrink)

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

Technology-enhanced learning settings are changing quickly and complexly in the contemporary digital era, making it possible for students with disabilities to learn more effectively than before. The words "multisensory" and "media" together, however, suggest that this strategy entails incorporating several sensory modalities in educational media to improve learning experiences for children with disabilities. It can entail integrating visual, aural, tactile, and kinesthetic elements to meet various learning requirements and styles. This article examines how Mulsemedia, one of these cutting-edge technologies, enhances (...) learning methodologies, improving the teaching and learning of unique pedagogies and emphasizing teaching and learning-related modules for students with special needs. The researchers used a qualitative research design to understand and review the ten papers with secondary data based connected to mulsemedia in special education: A novel teaching approach for the next generation. The article also describes the extremely encouraging outcomes of case studies conducted with engineering students with disabilities in several schools in India. This critical article finds that multimedia-enhanced instruction significantly improves special students' learning experiences and ability to learn new information for future development. (shrink)

One of the important components considered in this research approach is given by the study on teaching-learning strategies, methods and techniques in the lessons aimed at organizing economic activities. It is understood that such a topic takes into account, on the one hand, a series of aspects related to an economic issue, and on the other hand, issues of a methodological / didactic nature found in the teaching-learning-assessment activity. At the same time, the approach that is intended to (...) be highlighted reflects the practical-theoretical dimension of such a possible approach in class. Under these conditions, the research approach assumed involves an analysis focused, on the one hand, on the theoretical aspects related to the approached topic, and on the other hand, on the conceptual-theoretical operationalization with practical implications. In other words, there is an interest in valorizing and capitalizing on the contents approached both theoretically and practically. Therefore, it is considered that we will analyze, from a theoretical and pragmatic perspective, the strategies, methods and teaching-learning techniques at the level of economic-themed classes, also revealing the impact it has in the economic-educational dimension. (shrink)

In the dimension of education quality, it has become quite popular in recent tenure, as internationally it is analyzed that education is exaggerated towards the context of faculty approach and their brilliance in the respective field. This study focused on the attitudes and beliefs that stop/encourage them to focus on the methodological shifts and the role of professional development in their lectures and make them more interesting for the students. This research is qualitative. The analytical triangulation concept has been used (...) for the collection of the data; three different sources were used to authenticate the data and the accuracy of the responses Open-ended questionnaires, Focus Groups, and interviews were the data collection method used in this research study. It has been found that there are several internal and external pressures on the faculty members that create hurdles to focus on their teaching methodologies. Too many responsibilities latch them with too much pressure and no time to think about the teaching methodologies. Further, specialists ought to ponder all facets and worries of the teaching staff and encourage the faculty members to implement innovative methods as well as improve pedagogies. (shrink)

Science is defined as systematized knowledge of any kind that reflects a precise application of facts or principles. Viewed in this light Guru Nanak's life was a continuous process of scientific experimentation and enunciation. In this article, an attempt is made to bring out the scientific temper and the application of the methodology of science in guru Nanak's life. Scientific methodology is defined as a mode of research in which a problem is identified, relevant data gathered, a hypothesis (...) formulated and then empirically tested. The hypothesis that God alone Is, is an ancient tenet, tested and verified many times in mankind's history. However, it was given to Guru Nanak to prove this truth in the modern context. (shrink)

This article presents a detailed methodological outline for teaching culture through project work. It is argued that because project work makes it possible to gain transferrable and applicable knowledge and insight, it is the ideal tool for teaching culture with the aim of achieving real intercultural communicative competence (ICC). Preceding the pedagogical presentation, the term culture is conceptualized as small-c culture/deep culture, that is, as the sociopsychological programming of a given community. This concept is developed with practical examples (...) and conceptualizations for pedagogical implementability. Finally, a project course with American undergraduate students conducted in Germany is briefly presented. This presentation includes project sheets, the methodological rationale of each project, and the observations the participants made during the course. These observations include many aspects of the way German and U.S. American deep culture differ and also shed light on the “truth” behind some German cultural clichés. (shrink)

Recent research has defended the surprising thesis that in many cases the search for truth is better off if the information exchanged between the members of an epistemic community is limited. This is what one may call the limited information thesis. There is, however, the possibility of an even more radical position than this: the thesis that any communication between peers has zero epistemic value and that the search for truth is better off if the truth-inquirer does not take into (...) consideration the truth-claims of her peers. This can be called the solitude thesis. The paper defends the claim that Descartes is a supporter of the solitude thesis with respect to metaphysical inquiry. The defense is facilitated by means of interpreting textual evidence found in Descartes’ essays Discourse on the Method, The Search for Truth and the Meditations on First Philosophy. (shrink)

This study utilized the developmental research design to identify the least taught topics in basic calculus and design and investigate the effectiveness of a Moodle-based courseware package. Data were collected from seven basic calculus teachers and five academic administrators through survey questionnaires, interviews, and validation sheets. The quasi-experimental phase of the study used a pre-/post-test control group design with a sample of 69 students, 34 students in the experimental group and 35 students in the control group. The experimental group received (...) instruction using an asynchronous Moodle-based courseware package, while the control group received instruction through lecture notes. Results showed that the least taught topics include infinite limits, limits at infinity, and limits of trigonometric, exponential, and logarithmic functions. These topics were least taught due to time constraints, students’ capacity, scheduling, complexity, and relatability. Validation of the courseware package showed a very high validity. It was found that the use of Moodle-based courseware package and lecture notes effectively increased the students’ performance. However, one-way analysis of covariance results showed that the experimental group gained considerably greater than those in the control group. It was recommended that teachers continue to update their knowledge of different teaching methodologies to develop an encouraging and dynamic learning environment. (shrink)

Abstract: This study was done to know that how secondary school teachers of science interprets the experiences which they gained from professional development (PD) in Karachi. And also to know the teachers’ awareness for sense making, and then professional development opportunities to bring changes in their teaching methodology by implementing the knowledge which they gained from PD. Data was collected through five secondary school science teachers of Karachi by purposive sampling technique. In-depth Semi-structured technique were used. After this, (...) thematic analysis and coding method was done. After analysis of data, three main themes were generated. The sense making theme was related to the purpose of professional development with their understanding. The teachers’ perceived experiences which they gained from PD activities was the second theme, and cultural and contextual factor that communicate professional development experiences was the third theme. The finding revealed the significant role of science teachers in professional development. It is recommended that the science teachers must be actively involved in the designing and also for the implementation of any PD related activity. (shrink)

Teaching Internship is an integral journey for pre-service teachers, providing a platform to apply academic knowledge in the workplace. However, emotional experiences are prevalent during the internship, posing challenges for pre-service teachers. Consequently, this study aims to understand the emotional experiences of pre-service teachers during their internship and assess how it impacts their performance. The current study employed a qualitative method, adhering to a multiple case study design. Ten (10) fourth-year elementary pre-service teachers from Immaculate Conception College of Balayan (...) Inc. were selected using purposive sampling technique. Then thematic analysis was utilized to analyze the data. Results revealed that participants experienced both positive and negative emotional experiences that challenge their self-confidence, time management, teaching abilities, and relationship with cooperating teachers and students. These results indicate that emotional experiences are highly evident during teaching internship. With this, the suggested advocacy plan in this study proposes interventions such as seminars, workshops, and tours to enhance the emotional resilience, emotional support, and emotional management of pre-service teachers. Furthermore, future research is advised to utilize diverse methodological techniques and include a larger sample of pre-service teachers from various majors to encompass broader perspectives on the discussed topic, building upon the findings of the current study. (shrink)

Faculty resistance to Writing Across the Curriculum (WAC) is an issue that has been recognized by WAC program directors and practitioners for decades, yet it remains unresolved. Perhaps the problem is not resistance per se, but how we interpret and react to it. Faculty resistance is typically viewed as an impediment to the pedagogical change WAC programs hope to achieve. Moreover, the label of "resistance" is often used without further examination of the underlying causes. Based on research and experience as (...) doctoral Writing Fellows in the Borough of Manhattan Community College WAC Program, we argue that so-called resistances are often justified concerns in regard to implementing WAC under given institutional, disciplinary, departmental, and personal constraints. We also suggest that if we listen and respond to these concerns, they become means to facilitate faculty engagement with WAC. By working through their concerns and adapting WAC to their context, faculty can take ownership of WAC and further develop the practice. Thus, what at first appears to be an impediment to deep-rooted pedagogical change ”resistance” can be used to encourage faculty to make WAC their own. (shrink)

Abstract: The usage of ICTs has become essential component of the teaching methodology in the field of Education. ICT can equip the female students of the area with global information and they can meet the challenges of 21st century. The purpose behind the survey is to analyze the current practices of emerging technologies. The title of the study is; “The Uses of Information and Communication Technologies to Strengthen Girls Education in Govt. Girls Secondary Schools of Rural Areas of (...) Sindh”. Objectives of the research were to evaluate the existing practices of emerging technologies in girls’ secondary schools and to propose certain measures to strengthen girls’ education through the use of emerging technologies. Survey approach was followed to complete this study. A test, questionnaire, interview protocol and focused group discussion were used as data collection instruments. Random sampling method was followed for study. Sample size was; fifteen head teachers, twenty nine teachers, and nine hundred forty students and they were collected randomly from the population of government girls’ secondary schools. (shrink)

In this chapter I defend a methodological view about how we should conduct substantive ethical inquiries in the fields of normative and practical ethics. I maintain that the direct plausibility and implausibility of general ethical principles – once fully clarified and understood – should be foundational in our substantive ethical reasoning. I argue that, in order to expose our ethical intuitions about particular cases to maximal critical scrutiny, we must determine whether they can be justified by directly plausible principles. To (...) expose apparently plausible principles to maximal critical scrutiny, we must determine whether their direct plausibility can survive careful clarification of what they are really saying. This means that intuitions about cases are useful only in (a) suggesting principles that must stand on their own two feet, and (b) illustrating or otherwise helping us clarify what a principle is really saying. We should not reject principles that seem most directly plausible after we have fully clarified their content simply because they conflict with our intuitions about cases, because to do so is to side with uncritical prejudices over the teachings of critical scrutiny. (shrink)

Resumo -/- A partir da experiência de produção de uma videoaula de Lógica em Libras (Testa, Moraes, Bizio e Caló, 2021) para o IFSP FILOLIBRAS, inserida no contexto do projeto ‘O Ensino de Filosofia para Surdos: elaboração de material didático em uma perspectiva de inclusão escolar’ (Moraes e Bizio, 2021), levantamos algumas questões relativas ao arcabouço teórico do projeto. Após introduzirmos as motivações do projeto, explicamos como sua metodologia foi tratada no contexto da aula de Lógica, expondo as principais dificuldades (...) e soluções encontradas. Através da análise desta experiência, pretendemos levantar subsídios teóricos para pesquisas futuras no tema, incluindo a produção de um curso inteiramente voltado para o ensino de Lógica em Libras, não apenas enquanto área da Filosofia, mas também enquanto área de estudo multi e transdisciplinar, propedêutica ao fomento do Pensamento Crítico. -/- Palavras-chave: Ensino de Lógica, Educação Especial, Pedagogia Bilíngue, Libras. -/- Abstract -/- Based on the experience of producing a video lesson on Logic in Libras (Testa, Moraes, Bizio and Caló, 2021) to the IFSP FILOLIBRAS, inserted in the context of the project ‘O Ensino de Filosofia para Surdos: elaboração de material didático em uma perspectiva de inclusão escolar’ (‘Teaching Philosophy for Deaf students: elaboration of didactic material in a perspective of inclusive education’, in a free translation) (Moraes and Bizio, 2021), we raise some questions regarding the theoretical framework of the project. After introducing the motivations of the project, we explain how the chosen methodology was considered in the context of the Logic class, exposing the main difficulties and solutions found. Through the analysis of this experience, we intend to raise theoretical subsidies for future research on the subject, including the production of a course entirely focused on the teaching of Logic in Libras, not only as an area of Philosophy but also as a multi and transdisciplinary area of study, propaedeutic to fostering Critical Thinking. -/- Keywords: Teaching Logic, Special Education, Bilingual Pedagogy, Libras. (shrink)

Participant observation ethnography as a primary methodology, while common in other areas of social science, has been underrepresented in Scholarship of Teaching and Learning (SoTL) literature. In many studies, ethnography is used to supplement findings or address questions arrived at through other methodologies, whereas the present pilot study promotes its viability as a primary method. In the Fall of 2017, graduate student researchers (GSRs) and other staff at the “Teaching Center” (TC) used ethnographic methodology as a (...) means of meeting the TC’s mandate for the 2017- 2018 year. The TC wanted to gather data on the efficacy of the classes as well as the staff members’ own processes of curriculum design and implementation. By adopting participant observation ethnography, the GSRs provided data for the TC and also discovered the utility of ethnography as a tool for designing research questions. This paper has five core sections devoted to describing the pilot study. These sections cover the aims of the TC and the context in which this pilot study was developed; a review of SoTL literature and the presence of ethnography as a primary methodology within it; an outline of the development of the methods used in this study; and how ethnography served as a tool for designing subsequent research projects. It concludes by offering several recommendations and comments to SoTL practitioners who are considering using ethnographic methods in higher education. (shrink)

Contemplative pedagogy focuses on creating a sense of presence within educators to effectively educate the whole person through mindfulness in teaching. As I engage in a self-study, I develop initial components for the way I employ contemplative pedagogy. I aim to understand myself as an educator in order to teach effectively. One way to enable particular kinds of understandings is through self-study methodology. The foundational framework that develops through my ongoing self-study may interest those who are unfamiliar with (...) the terrain of contemplative pedagogy. For the purposes of this article, I place an emphasis on the philosophy and ethics classes that I taught at Middlesex County College in New Jersey, although I teach several classes on many campuses. My philosophical method requires me to engage in a self-study of my teaching practices. My project involves self-study as a philosophical research methodology that aims to inform educators and rethink the theories and praxis of teaching. As I work towards improvement- aimed pedagogy, I make myself vulnerable as I share my experiences with my Peer Scholar. My Peer Scholar, which some researchers call a “critical friend”, deliberates with me to challenge epistemological assumptions along with suspicions. The self-study dialogue with my Peer Scholar causes me to define initial components of how I engage in an improvement-aimed contemplative pedagogy. My hope is to support those who wish to implement contemplative pedagogy in higher education as I relate my working framework based on the themes that developed from the deliberation. The components in the article that convey how I engage in contemplative pedagogy are not meant to serve as a checklist or stern procedure for classroom activities. I share these components as aspects of my contemplative pedagogy, with suggestive scripts, not as a rigid structure but rather as a work in progress that is always under construction. (shrink)

Abstract: The use of the technology in the way of teaching and learning in the higher educational institutions sustained a significant position during the pandemic emergency in Pakistan and across the world to continue the educational activities. The extant study investigates the pedagogical challenges in which proposed factors used to discover the intention of the users in the form of their ease of the technological use and assessing the social influence of people regarding the innovative digital adoption in the (...) online learning atmosphere. This research inculcates the antecedents like perceived ease of use (PEOU) social influence (SI), satisfaction (S), and intention to use (ITU) to chart out the perception of the wireless based educational activities during the COVID-19 outbreak in the country and it aims to produce an empirical analysis of the easiness and social influence of users to accept the newly adopted technology and calculating the Web based pedagogical challenges via interpreting the users’ intention. For the data analysis 216 questionnaires have been collected from the teacher and students among three public universities in Sindh and the existing review develops a proposed conceptual framework model to meet the objectives of the study. In the way of the interpretation of data SPSS version 24 was brought in use and the testes of the hypotheses were carried out by means of regression and correlations. The research follows the limitation to meet the quantitative research methodology, teachers’ web based easiness and social feedback to deliver the online teaching and the recommendations urge to discover a research by using different factors. (shrink)

The normative moral teaching that unifies sageness into virtuousness was organized by Confucius’ 孔子(551-479 BC) to restore order in the chaotic environment of ancient China. Compelling individuals and society to fulfill their duties according to the mandate of heaven and the course of cosmos, this teaching evolved into different methodologies due to the subjective commentaries of later philosophers. With the beginning of the Neo-Confucianism movement in the 8th century AD, which integrated metaphysical forces with ethical acts and deeds, (...) the meanings attributed to heaven, earth and nature expanded. During the Song dynasty 宋朝 (960-1279), considered the greatest epoch of this movement, a dissent arose between two philosopher brothers regarding the origin of knowledge and virtue. Cheng Hao 程颢 (1032-1085) focused on intuitive learning through the goodness of human nature, while Cheng Yi 程颐 (1033-1107) emphasized experiential learning through reason and practice. Thus, the idealist-rationalist opposition, explained by the psychological components of personal growth emerged. This paper aims to determine the main cause for the opposing views of the two brothers on knowledge and virtue of human nature, referencing modern psychology postulates in terms of differences in learning methods. (shrink)

This is an unpublished talk written for a meeting of French philosophers. The paper describes the evolution versus creationism/intelligent design controversy in the U.S. A number of philosophers and scientists try to resolve this issue by sharply distinguishing the realm of science versus any talk of the supernatural. These pro-evolutionists often appeal to science's essential commitment to "methodological naturalism," the view that scientific methodology is essentially committed to naturalism and cannot meaningfully entertain hypotheses concerning the supernatural. I criticize methodological (...) naturalism, suggesting that such an appeal is misguided and counterproductive. I suggest an alternative view of the supernatural consistent with scientific knowledge. (shrink)

Two stories have dominated the historiography of early modern philosophy: one in which a seventeenth century Age of Reason spawned the Enlightenment, and another in which a skeptical crisis cast a shadow over subsequent philosophy, resulting in ever narrower "limits to knowledge." I combine certain elements common to both into a third narrative, one that begins by taking seriously seventeenth-century conceptions of the topics and methods central to the rise of a "new" philosophy. In this revisionist story, differing approaches to (...) the central subject matter of early modern metaphysics--knowledge of substances through their essences and causal powers--arise as a result of disagreements about the powers of the human cognitive faculties. Methodological writings are seen as attempts to direct readers in the proper use of their cognitive faculties. The early modern rejection of the Aristotelian theory of cognition ranks equally in importance with rejection of Aristotelian doctrines about nature. Skepticism is more often than not a tool to be used in teaching the reader the proper use of the cognitive faculties, or indeed in convincing the reader of the existence or inexistence of certain cognitive faculties or powers. Instead of early modern "epistemology" or "theory of knowledge," one speaks, with seventeenth century writers, of theories of the cognitive faculties and their implications for the possibility of human knowledge. The early modern rejection of Aristotelian logic can then be seen as reflecting a negative assessment about the fit between syllogistic reasoning and logic as an art of reasoning or thinking which refines the use of the cognitive faculties. -/- Central to this new historiography is the story of the relation between the intellect and senses as cognitive faculties or powers. The development of philosophy from Descartes to Kant can be portrayed as a series of claims about the power of the intellect to know the essences of things, with resulting consequences for ontology and the foundations of natural philosophy. I illustrate this revised narrative by comparing three conceptions of the intellect in three philosophical settings, provided by several late scholastic Aristotelians, Descartes, and Locke. I have two aims: first, to exhibit the central role played by the conception of intellect or understanding in these authors, and, second, to locate their discussions of the cognitive faculties in relation to recent understandings of psychology, epistemology, logic, mind, and their relations. Early modern writings do not easily fit into the modern categories of epistemology and psychology; more generally, the early modern concern with the workings of mind does not coincide with recent conceptions of naturalism. These findings can help us to see problems with our current categories. (shrink)

Aspects of human symbolic evolution are studied by scholars active in a variety of fields and disciplines in the life and the behavioral sciences as well as the scientific-philosophical, sociological, anthropological, and linguistic sciences. These fields and disciplines all take on an evolutionary approach to the study of human symbolism, but scholars disagree in their theoretical and methodological attitudes. Theoretically, symbolism is defined differentially as knowledge, behavior, cognition, culture, language, or social group living. Methodologically, the diverse symbolic evolution sciences establish (...) their teachings upon diverging evolutionary biological schools and paradigms. This chapter reviews past and current research fields in human symbolic evolution for how they differentially implement tenets of the major evolution schools that were discussed in the previous chapter. Traditional evolutionary epistemology and biosemiotics bring in a mesoevolutionary outlook by drawing on early Darwinism and evolutionary developmental biology movements that emphasize the role of the organism in evolution. Communication studies instead originally take on a microevolutionary perspective by investigating how units of information are transmitted across generations through time. Only later do they integrate studies on meaning-making at the organismal level. Sociobiology complements a microevolutionary with a macroevolutionary outlook by implementing population genetic approaches, typical of the Modern Synthesis, into studies on individual and group behavior. The new symbolic evolutionary sciences build upon these traditions and include disciplines such as evolutionary psychology, evolutionary linguistics, evolutionary anthropology, evolutionary archaeology, evolutionary sociology, and evolutionary economics. Originally centered on implementing Darwinian selection theory, these fields are now including ecological and evolutionary developmental biology as well as reticulate evolutionary paradigms. As diverse in outlook and scope as they are, no discipline holds a privileged position over the other and all have made valuable contributions to our understanding of human symbolic evolution. (shrink)

The growth in neoliberal or market-driven higher education has challenged traditional approaches to evaluating faculty members. The involvement of multiple stakeholders (i.e., accreditation bodies, quality assurance officers, administrators, teaching faculty, and students) has led to different and sometimes conflicting needs in faculty evaluation. While extant literature generally suggests that faculty evaluation in contemporary higher education is strongly associated with accountability purposes, little is known about how key agents at the institutional level use evaluation for learning and improvement. Thus, this (...) study attempts to identify the approaches to faculty evaluation that promote learning and improvement in higher education. This study is a qualitative case study of Vietnamese higher education student evaluation of teaching (SET) and voting evaluation practices. It adopts the problem-based methodology (Robinson, 1993; Robinson & Lai, 2006) to investigate the theories of action of some key stakeholders of these faculty evaluation practices in Vietnam. The theories of action comprise the stakeholders’ approaches to faculty evaluation, together with the constraints (that rule in or rule out specific approaches) and the consequences of the approaches. Participants included four quality assurance officers, 18 administrators, and 20 faculty members from seven public higher education institutions in Vietnam. The theories of action about faculty evaluation were constructed based on interviews and key evaluation documents. Overall, the participants took three main approaches to faculty evaluation: (i) complying with the expected evaluation procedures and roles, (ii) taking a harmony-oriented and unilateral approach to problem solving, and (iii) disengaging from evaluation for learning and improvement. The participants generally fulfilled the evaluation policy requirements, but their approaches had a limited impact on learning and improvement at the institutional level. The constraint analysis suggests that the participants’ approaches were not completely passive but were mainly oriented to managerial accountability demands (Røiseland et al., 2015). The participants’ collectivist Confucian harmony-oriented norms hindered their approaches to problem solving and using evaluation for learning and improvement. However, there were a few participants who acted on their own values rather than being confined by political and cultural constraints. In spite of its scarcity, these participants’ self-reliant approach suggests a potential influence of Buddhist principles of self-transformation, contextuality and reflexivity on improving practices (Chu & Vu, 2021; Thich Nhat Hanh, 1987). The study has two key implications. First, it suggests the improvement of faculty evaluation policymaking and implementation by revising several existing constraints and by adding some cultural and individual constraints to the current theories of action. The faculty evaluation problems could be solved by improving the quality of evaluation processes and data, reconceptualising SET and voting evaluation, and treating faculty members’ underperformance as a collective problem. Second, the study suggests a framework to predict the likely success of future intervention on faculty evaluation. For instance, faculty evaluation for learning and improvement will be more feasible if policymakers and implementers prioritise transformational purposes and make joint efforts to foster dialogues and collaboration among individuals and groups. My study also highlights the need to understand faculty evaluation, and possibly other higher education practices in Vietnam, in religious contexts and from individual participants’ spiritual values or philosophical backgrounds. The study implications are applicable to Vietnamese higher education and potentially to other educational settings with similar characteristics. (shrink)

Assertion is fundamental to our lives as social and cognitive beings. By asserting we share knowledge, coordinate behavior, and advance collective inquiry. Accordingly, assertion is of considerable interest to cognitive scientists, social scientists, and philosophers. This paper advances our understanding of the norm of assertion. Prior evidence suggests that knowledge is the norm of assertion, a view known as “the knowledge account.” In its strongest form, the knowledge account says that knowledge is both necessary and sufficient for assertability: you should (...) make an assertion if and only if you know that it is true. The knowledge account has been rejected on the grounds that it conflicts with our ordinary practice of evaluating assertions. This paper reports four experiments that address an important objection of this sort, which focuses on a class of examples known as “Gettier cases.” The results undermine the objection and, in the process, provide further evidence for the knowledge account. The findings also teach some important general lessons about intuitional methodology and the curation of genres of thought experiment. (shrink)

This paper presents the design and development of intelligent tutoring system for teaching Oracle. The Oracle Intelligent Tutoring System (OITS) examined the power of a new methodology to supporting students in Oracle programming. The system presents the topic of Introduction to Oracle with automatically generated problems for the students to solve. The system is dynamically adapted at run time to the student’s individual progress. An initial evaluation study was done to investigate the effect of using the intelligent tutoring (...) system on the performance of students. (shrink)

Based on the presentation of a research framework (the shared work of teachers), this text uses an empirical approach to examine the hypothesis of a co-elaboration of the professional situation. To do so, the empirical investigation, based on the Goffman framework, analyzes the process of reconstructing a teaching session (reference situation) over the course of a pedagogical counselling session (support situation) characterized by interaction between a beginning teacher and a trainer. The invalidation of the hypothesis leads to a suggested (...) conceptualization of the professional situation combining definitional approaches (emphasizing the duality between its singularity and its genericity) and methodological approaches. A partir de la présentation d’un cadre de recherche (le travail partagé des enseignants), ce texte soumet à l’empirie l’hypothèse de la co-élaboration de la situation professionnelle. Pour ce faire, en s’appuyant sur le cadre de Goffman, l’enquête empirique analyse le processus de reconstruction d’une séance d’enseignement (situation de référence) au cours d’une séance de conseil pédagogique (situation support) caractérisée par l’interaction entre une enseignante débutante et un formateur. L’invalidation de l’hypothèse débouche sur une proposition de conceptualisation de la situation professionnelle qui combine des approches définitoires (insistant sur la dualité entre sa singularité et sa généricité) et méthodologiques. (shrink)

This study aims to look at the role of the practice of excellence strategies in education in achieving sustainable competitive advantage for the Higher educational institutions of the faculty of Engineering and Information Technology at Al-Azhar University in Gaza, a model, and the study considered the competitive advantage of educational institutions stems from the impact on the level of each student, employee, and the institution. The study was based on the premise that the development of strategies for excellence in education, (...) and its implementation is a vital important prerequisite to achieve sustainable competitive advantage in higher educational institutions. The study followed a systematic exploratory descriptive methodology through review of the theoretical literature, and the adoption of the experience of the Faculty of Engineering and Information Technology at Al-Azhar University in Gaza as a model for its unique experience in the field of excellence in education. The study results showed that the most important are: There is a strong correlation between the level of exercising excellence strategies in education and the achievement of higher educational institutions to the sustainable competitive advantage. The results include a general required number of important sub results on the subject of the model - Faculty of Engineering and Information Technology at Al-Azhar University in Gaza as follows: - The student considered the academic focus of the operation in the development process of the workers’ skills, particularly academics at the university helps to distinguish students and increase the employment rate after graduation. - The existence of consistency in development efforts and quality improvement for all three levels (student, employee, and the university), and this contributes to the Faculty excellence. - The Faculty has been able to achieve competitive advantages by offering excellent services without harming the efficiency, and this alone is a great success because improving service properties requires great investments, which negatively affect the continued institutional development. The study also reached a set of recommendations as follows: - The need to exercise excellence strategies in education, excellence reward at the national level, and those higher educational institutions follow the criteria for measuring the competitive advantages of its institutions always. - There is a need to increase efforts to implement programs of excellence, the allocation of adequate time, reward outstanding efforts as well. There is a necessity for each faculty to achieve competitive advantage and sustainability, using the general philosophies of competitive advantage, but with a different strategically content from what is in the private commercial sector, it reflects the Faculties mission and objectives, depending on making improvements and excellence in processes that ensure the safety of its outputs. As well as the need to find a balance between the work of teaching and research work of the faculty members, this has important implications regarding the criteria used in the process of excellence evaluation. The study recommended the adoption of strategies for excellence in education on a national public policy level mainly in the processes of change in higher education institutions. The need to support the existence of a common understanding of the efforts of excellence to create a general culture that appreciates excellence in faculties and universities. This underlines the need for transparent, fair rewards systems, to encourage innovation in education. The need to conduct a comprehensive surveys on the graduates of faculties and universities including the areas of employment and skills, because that will give accurate indications of the graduates and will help to establish a link to a more precise about the relationship of excellence strategies with the competitive advantages. (shrink)

This paper argues that one part of the picture of thinking about decolonising the philosophy curriculum should include problematising the notion of Western philosophy. I argue that there are many problems with the idea of Western philosophy, and with the idea that decolonising the curriculum should involve rejecting so-called Western philosophy. Doing this could include granting the West a false narrative about its origins, influences and interactions, perpetuating exclusions within contemporary and recent North American and European philosophy, perpetuating exclusions and (...) failed acknowledgements within the history of so-called Western philosophy, while at the same time rejecting a tradition which has included in itself so many topics and methodologies that what is left after excluding it would leave other traditions with limited resources, at the same time as wrongly granting the West proprietary rights over any ideas it has happened to investigate, rather than seeing these as belonging to all of humanity. I therefore conclude that a central part of curriculum change should be problematising Western philosophy, including our learning more about, and teaching, more complex views of its history and interactions with other traditions. (shrink)

It is my pleasure to present you the first issue of the Argument: Biannual Philosophical Journal, published by the Department of Philosophy and Sociology, Pedagogical University of Cracow. This is a peer-reviewed journal founded to facilitate dialogue between Polish and international scholars and, on the other hand, to build bridges between professional philosophers and a wider educated public. We are open to the publishing of scholarly studies in history of philosophy as well as papers reporting the on-going debates in contemporary (...) philosophy, representing various currents in philosophical inquiry, including continental, analytic, non-Western traditions and comparative perspectives. We also publish polemical papers, responses and interviews, book reviews and notices from professional philosophers. Besides, we are open to critical and innovative suggestions concerning teaching methods and the purposes of up-to-date philosophical education. As the name itself suggests, the Argument is intended to provoke rational argument, encourage clear and precise reasoning, and enhance the essential philosophical need for justification and well-founded argument that support the presented views and clarify the accepted positions. the Argument is also intended to serve as a forum for dedicated philosophical debate, polemics and dispute implied by the plurality of the methods and possible interpretations developed within contemporary philosophy. Being aware of the variety of socio-epistemic dimensions of scholarship we also encourage critical, inter-disciplinary and creative articles on topics of traditional and emerging interest. Therefore, we welcome papers on such varied specialisations as: metaphysics, ontology, epistemology, axiology, logic, philosophy of religion, philosophy of mind, political philosophy, philosophy of science, as well as philosophical education, gender and feminist thought, bioethics, environmental philosophy, etc. Favouring methodological and thematic plurality we also want to present philosophy as a rich field of great cultural and social value. (shrink)

This book delves into the embodied ground of thinking, illuminating the transition from theorising about the embodied mind to actively practising embodied thinking in research, teaching, and learning. The authors speak from immersing themselves in novel methods that engage the felt, experiential dimensions of cognition in inquiry. -/- The turn to embodiment has sparked the development of new methodologies within phenomenology, pragmatism, and cognitive science. Drawing on Eugene Gendlin’s philosophical work on felt understanding, and Francesco Varela’s enactivist approach, contributors (...) explore innovative embodied thinking methods such as Focusing, Thinking at the Edge, micro-phenomenology, and mindfulness practices. They demonstrate the practical applications of these methods in research, teaching, and learning, highlighting their liberating and empowering potential for researchers and students. In an age marked by information overload and societal polarisation, methods of embodied thinking provide an innovative edge to critique, complementing more traditional approaches to critical thinking with listening skills and reflexive care. -/- This book shows how heeding the essential, yet often overlooked, embodied grounds of critical and creative thinking can deepen and strengthen each of research, teaching, and learning. It will interest philosophers of education and educators in higher education in particular, as well as researchers and postgraduate students from philosophy, and the cognitive and social sciences, who are curious about how embodied thinking can enrich research, teaching, and learning. (shrink)

Since its introduction just over two decades ago, evidence-based medicine (EBM) has come to dominate medical practice, teaching, and policy. There are a growing number of textbooks, journals, and websites dedicated to EBM research, teaching, and evidence dissemination. EBM was most recently defined as a method that integrates best research evidence with clinical expertise and patient values and circumstances in the treatment of patients. There have been debates throughout the early 21st century about what counts as good research (...) evidence between EBM proponents and philosophical critics and even within the EBM community itself. Similar controversy arises about the relative worth of patient values and clinical expertise (and how these can be integrated). EBM has also evolved in ways that have come under scrutiny. Specifically, policymakers have used EBM research methodology to increase the relative importance of clinical guidelines that some clinicians have argued are tyrannical. Philosophers have addressed all of these controversies, and with very few exceptions have been critical of EBM. In addition most philosophical attention has been on the epistemic role of Randomization and evidence hierarchies, with relatively little attention being paid to the role of Diagnosis, expertise, patient values, and Systematic Reviews within EBM. (shrink)

Aims: The purpose of this study is to identify the factors associated with the academic performance of Grade 10 students during their First Quarter of school as well as the significant correlation between the factors and student academic performance in Mathematics. -/- Study Design: Descriptive Correlation Design. -/- Place and Duration of Study: The study was conducted at Agusan National High School in Cagayan de Or City's East 1 District during the school year: 2022 – 2023. -/- Methodology: The (...) respondents were Two hundred thirty-one (231) students in Grade 10 at Agusan National High School in Cagayan de Oro City's East 1 District. This study used a researcher-made questionnaire that underwent validity and reliability testing and the academic performance of the students. -/- Results: The results showed that students agree with routines related to mastering Mathematics at a high level. Furthermore, there is no correlation between student study habits and Mathematics performance in terms of self-confidence, but there is a substantial positive association between the student's study habits and performance in terms of attitude. The study habits and learning techniques used by students were found to be important determinants of how well they performed in Mathematics. The researcher strongly suggested using the enhancement plan in teaching Mathematics to Junior High school students. -/- Conclusion: Students have a very positive attitude toward their study habits when learning Mathematics. Students felt that studying and learning Mathematics was essential. Students' success and academic growth depend heavily on their Mathematics performance. It is essential for pupils to master and comprehend its concepts. Students' study habits in terms of attitudes have an impact on how they learn Mathematics. (shrink)