This paper is a critical analysis towardcritical pedagogy in education using the concept of the pedagogy of shalom. Critical analysis is undertakennot to imply that critical pedagogy as formulated by Giroux is a wrong conceptbut this paper aims to recover the fragility and refining that has not been perfect through the values of the divine pedagogy of shalom. Critical pedagogy and shalom pedagogy struggle to question and challenge the mindset and lifestyle (...) underlying the pedagogy of neoliberal that emphasisses market fundamentalism and ultimately create oppression, social injustice and revokedemocracy. Based on this orientation, pedagogy of shalomis introduced to reinforce the foundations and basic theories of critical pedagogy so it doesnnot merely align to activism, withoutreconciliation and to avoid arrogant of social movements and the criticism to power but without theestablishmentof love. The main objective is to achieve social and political changes to thebetter so that public can live injust, free, prosperous and equitablesociety.This article further seeks possibility to apply the concept of the pedagogy of shalom in the context of Christian education in Indonesia. (shrink)

In this paper Johan Dahlbeck sets out to propose a pedagogy of “as if,” seeking to address the educational paradox of how students can be influenced to approximate a life guided by reason without assuming that they are already sufficiently rational to adhere to dictates of practical reason. He does so by outlining a fictionalist account, drawing primarily on Hans Vaihinger's systematic treatment of heuristic fictions and on Spinoza's ideas about how passive affects can be made to strengthen reason. (...) Dahlbeck suggests that such an account can help us overcome the problem of assuming that reason needs to be enlisted as an instrument in the educational endeavor to live according to the guidance of reason. The reason this is so is that fictions can use passive affects that are prosocial and that thereby strengthen the sense of community necessary for laying a cooperative foundation for successful joint striving. Dahlbeck suggests further that exemplary teachers are crucial to this endeavor insofar as they can offer educational fictions as imaginative and temporary placeholders for the truth, allowing students to act “as if” they were already guided by reason. (shrink)

In this paper, drawing on evidence internal to the Platonic dialogues (supplemented with some ancient testimonia), I answer the question, “How did Plato teach in the Academy?” My reconstruction of Plato’s pedagogy in the Academy is that there was a single person who read the dialogue aloud like a rhapsode (this is in contrast to the dramatic theatrical hypothesis, in which several speakers function as actors in the performance of a dialogue). After the rhapsodic reading, students were allowed to (...) ask that portions of the text to be re-read, to ask a question about the text, and were encouraged to enter into a broader conversation about the topic and themes brought out by the text. This later pedagogical method of interrogating and investigating a dialogue is of more importance than the mere reading of a dialogue. I contend that Plato’s experiences teaching were woven into some of the dialogues, and that Plato’s pedagogy reflects some of the ways that he taught in the Academy. I propose that excellent points made by students may have been written into revised forms of the dialogue. And not only good points, but also mistakes in reasoning may have been added into the dialogues. I suggest that the way certain dialogues are organized with “guest lecturers” and “tag-team” philosophical debates reflect Plato’s pedagogy in the Academy. Plato’s broadmindedness, his openness to various and opposing viewpoints, is also evident from both outside and inside of the dialogue. Lastly, drawing on the idea of Socratic mimēsis, I give a plausible curriculum for how Plato may have used the dialogues to teach them: he had his students “play” with them. Plato may have asked his students to enter into the roles of the characters in the dialogues to better understand them and the type of person they represent. Plato may have also asked students to take over from the position of the character in the dialogue and to suggest a better, truer account of things than what the characters said or did. (shrink)

Peace pedagogy and the Peace education are identified as relevant educational paradigm and set of educational projects aimed at solving problems of teaching non-violence and the capacity for peace in the context of the democratic movement for peace. There is a set of reasons to state that the education system of the world depends not only on technological trends and mastering the sum of strategies of war and peace but, first of all, on what extends the whole education is (...) true for its subjects and able to provide research on the ultimate question of social and personal life, including eternal mankind’s dream for peace. This paper describes methodological role for pedagogy of peace of geophilosophy as a concept to solve socio-economic conflicts in the dimensions of truth and earthly life in which modern geophilosophical research carried out to find a man’s place in the world and territory for him. (shrink)

In the pedagogy of Pancasila-based State, the Church recognizes the existence and function of State as the instrument of God to prevent/punish evil and strive for justice of all people. Church and state relationships inherently contain potential conflicts. This is because both the Church and State have a thorough claim on human life, in the sense that all the facets of human life have a spiritual and political dimension. The tension of the relationship between Church and State should not (...) be extinguished by subordinating one to the other, both in the form of „Church-State‟ and „State-Church‟. Therefore, in addition to rejecting totalitarianism and authoritarianism, Church and State must also reject theocracy, ecclesiocracy and a secular State. Responsibilities of the State‟s responsibility to the Church are mutual responsibilities and reciprocal cooperation and compatible with the pedagogy of Pancasila-based State in Indonesia, while the responsibility of the Church to the State is not mutual responsibilities and reciprocal cooperation, but asymmetric (being-for not being-with). (shrink)

This article explores the notion of pedagogical authority as exercised in the Community of Inquiry, the method for facilitating Philosophy for Children (P4C). It argues that the teachers’ pedagogical authority in a Community of Inquiry is not predicated on their intellectual superiority or status. Rather it finds its legitimacy in their role as instigators of students’ thinking skills, which are assumed to be already possessed by the learners. This thesis is discussed in relation to Rancière’s concept of the dissociation of (...) the will and the intellect, which is treated here as conceptual complement to the existing interpretation of pedagogical authority as understood and practiced by scholars in the field of P4C. (shrink)

A standard example of a justified aggressor is the tactical bomber who is about to destroy an ammunitions factory in a proportionate, justified military attack, full well knowing that an innocent civilian bystander will also be killed by his attack (“collateral damage”). Intuitively it seems hard to believe that the innocent bystander threatened by the tactical bomber is morally prohibited from killing him in self-defense. Yet, Stephen R. Shalom indeed endorses such a prohibition. I shall argue that all the (...) examples Shalom offers in support of his view are disanalogous to the case in question, and provide examples that are analogous and strongly suggest that Shalom’s claim leads to counter-intuitive implications. Moreover, I will provide a clear-cut case that demonstrates that Shalom cannot rely on a general principle prohibiting lethal violence against permissible violence. Thus, I conclude that Shalom has failed to provide a convincing argument in support of his case. (shrink)

Architectural research forms the basis of design in seeking a solution that considers the site’s sociopolitical and spatial-cultural factors and the built environment surrounding it. In addressing industrial heritage, industrial revolutions, energy transitions, and technological innovation uniquely shape the city. The transformation and new discourse between similar heritage and different sites allow for a combination of ideas with transnational and interdisciplinary depth, bolstering individual designs through a developed perspective on industrial architecture. This studio addresses the socio-political and spatial-cultural challenges of (...) post-industrial cities. This article uses a critical, comparative, and analytical problem-based design research approach to examine collaborative pedagogical practices that can build a new image and identity through adaptive reuse strategies in the post-industrial urbanscape. (shrink)

Abstract:This article describes the village of Bayung Gede, a village in Kintamani sub-district which has a variety of unique traditions. The uniqueness can be seen from the social system which still adheres to the ulu apad leadership pattern, has a set of burial ground for placenta and other traditions. Thus, Bayung Gede has a lot of uniqueness. One of the uniqueness currently being discussed is an initiation ritual (malampuhan). This ritual is a rite of passage or regeneration of new teruna (...) (youth) candidates, replacing the old. Before they enter a new life, jero sanghyang teruna lan istri (boys and girls), the melampuhan ritual is performed. The problem is what values can be transformed through this melamphan ritual to shape the character of the next young generation in Bayung Gede. The results of the analysis show that various values can be transformed through the ritual of overthrowing this generation, including the values of honesty, courage, loyalty, reliability, justice, discipline, knowing limits, potential, purity and suitability, peace, trustworthiness, respect, love, compassion, unselfish, kind, friendly, aesthetic, togetherness or mutual cooperation. Through this ritual, it is hoped that someday will produce a transformative generation that has character in accordance with these values that are internalized, socialized and then acculturated. The main purpose of this ritual is a ritual of inauguration (tegteg) in order to become a strong generation to build civilization in Bayung Gede. (shrink)

In the darkness of difficult times, in the degradation of human nature and in the slumber of consciences, we resolutely affirm with the accuracy of the hermeneutic lógos and the mild gentleness of the óneiro the centrality of the human person within the pedagogical discourse. In the knowledge and care of the dignity, richness and wholeness constitutive of the potential of intentional consciousness we recognize the specific object of educational theory and the safe path to the global empowerment of individual (...) and society. That is why we conceive of tea-ching as a paideia of virtues: that is to say, as a most excellent art to which the whole of existence is to be devoted. That is why our children and pupils are welcomed, loved and accustomed to freely exercise their will and judgment, guided by imagination, enthusiasm, history, great ideals, faith and example, so that their hearts and intelligence learn to recognize, cherish and grow the seeds of hope in a better future. (shrink)

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 (...) scaffolding education iconically are profound: for providing learners with a navigable road-map of a subject matter, for enabling them to see further connections of their own in what is taught, and for supporting meaningful active learning. Potential objections that iconic teaching is excessively entertaining and overly susceptible to misleading rhetorical manipulation are addressed. (shrink)

The paper brings a critique of Freire’s notions in regard to education, philosophy, and politics. It explains how exploitation and oppression affect humanization. It also criticizes the “Banking model” of education and recommends the dialogical approach which can transform individuals.

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)

This chapter discusses a form of pedagogy of reflection suggested to be defined as the dialogical-reflective professional-development school (DRPDS)
a framework that develops and empowers students by engaging them in a process of continual improvement, responding to diverse situations, providing stimuli for learning, and giving anchors for mediation. The pedagogy of reflection relates to dialogue not only from a theoretical historical context but also by way of example
that is, it offers empowering dialogues within the traditional (...) teacher-training framework. This chapter outlines the importance of the pedagogy of reflection in the multicultural educational space of the preservice education field in Israel, analyzing the first university PDS model. The pedagogy of reflection in the context of the educational dialogue of educators is outlined as a tool for student empowerment, achieved through a community of learners who dedicate space to the development of their whole personality within the profession, taking a moral stance toward the educational discourse, minimizing judgmentalism and prejudice, creating national/gender equality with the goal of examining the fundamental question of educational performance, and reinforcing their sense of organizational belonging within the system. In these contexts, the chapter is based on the elements of dialogical philosophy exemplified in the thought of Burbules, Nelson, Isaacs, Bohm, and Heckmann and the reflective basis of educational and organizational performance exemplified in the writings of van Manen. The chapter also presents two examples from a project in which teaching units based on dialogue and reflection were developed within a dialogic community that represents in its very being collective empowerment, the possibility of coping with problems that are too large for an individual to solve on his/her own, and an alternative to sealed and alienated organizations. (shrink)

Imagination is necessary for scientific practice, yet there are no in vivo sociological studies on the ways that imagination is taught, thought of, or evaluated by scientists. This article begins to remedy this by presenting the results of a qualitative study performed on two systems biology laboratories. I found that the more advanced a participant was in their scientific career, the more they valued imagination. Further, positive attitudes toward imagination were primarily due to the perceived role of imagination in problem-solving. (...) But not all problem-solving episodes involved clear appeals to imagination, only maximally specific problems did. This pattern is explained by the presence of an implicit norm governing imagination use in the two labs: only use imagination on maximally specific problems, and only when all other available methods have failed. This norm was confirmed by the participants, and I argue that it has epistemological reasons in its favour. I also found that its strength varies inversely with career stage, such that more advanced scientists do (and should) occasionally bring their imaginations to bear on more general problems. A story about scientific pedagogy explains the trend away from (and back to) imagination over the course of a scientific career. Finally, some positive recommendations are given for a more imagination-friendly scientific pedagogy. (shrink)

In the predominant pedagogical frameworks of our days, rationalist, voluntarist or sentimentalist reductionisms are seen, from which it is about educating people regardless of their Origin and the singular and unrepeatable originality with which they have been given to existence. Faced with this anthropocentric confinement, Sensitive Education arises so that every person, regardless of their culture and creed, remains sensitive to their Origin and captures their own originality, which in the end is what they must accept and try to manifest (...) with education. When educational systems are not sensitive to the original, they develop falsehood. With the aim of consolidating the validity of the pedagogical-anthropological foundation of Sensitive Education, this study seeks to show how Edith Stein’s argument explains Sensitive Education, although Stein, after her conversion, uses explicitly Christian terminology. Stein’s direct terms serve to describe Education Sensitive to the Holy Spirit, but for those who do not start from a Christian worldview, Education Sensitive to Origin can be a more non-denominational way of approaching the Original. To achieve this objective, an analytical-synthetic methodology has been followed in which essential features of Sensitive Education are proposed and in a hermeneutic manner, arguments are extracted from the writings of Edith Stein that offer support for these essential features. In conclusion, it is sufficiently shown that Edith Stein’s thought provides a pedagogical foundation to Sensitive Education. (shrink)

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 the practice (...) of specific skills such as open and curious questioning, clarifying, and categorizing, and evaluating the merits of each contribution toward the problem or question under consideration. Reasonableness comes about as a joint commitment between the individual and the group to be honest in their views, to take care of those views, and for everyone to recognize that each member is a partial bearer of truth. Secondly, we discuss the pedagogies that cultivate reasonableness. The Philosophical Community of Inquiry is a natural pedagogy for this purpose. This can be supplemented with the thinking tools approach of Cam’s Twenty Thinking Tools or Harvard Project Zero’s Thinking Routines. In addition, we introduce our own two skill-building exercises, the Reasoning Game and the Argument Game. Thirdly, we show how this approach can be applied not just in Philosophy classes, but in the Humanities and Social Sciences. We argue that our approach brings these subjects to life, it develops understanding and reasonableness, and it bumps up student engagement. Fourthly, we discuss the assessment of reasonableness. In this type of learning environment, the way students perform in the philosophical community of inquiry is the focus of assessment. The desirable qualities of being reasonable become the assessment criteria for an on-balanced judgment about the student. (shrink)

The article explores the landscape in higher education in which old binary divisions are officially denied yet have been reinvigorated through a mix of conservative and neo-liberal policies. Efforts to resist such pressures can happen at different levels, including, in this case, module design and classroom practice. The rationale for such resistance is considered in relationship to the authors’ political and moral standpoints. Debates within higher education policy circles are invariably reduced to a series of oppositions: theory and practice; training (...) and education; research and teaching. The article seeks to break down such polarities through an exploration of classroom practice. In fact, we argue that such distinctions help to legitimize the existing inequalities in higher education and group-based harms, which characterize the sector. Instead, a case is made for a pedagogy that enables students, particularly those from diverse and disadvantaged backgrounds, to use their experiences, values, etc. to exchange and develop ideas in a group context, thereby providing an important means of collective empowerment (intellectual and practical, both at work and in their private lives). In this process students are encouraged to use ethical theories as tools to explain and underpin their understanding of work-based scenarios. The role of the academic is to facilitate such exchanges and foster new ethical approaches and a public awareness and engagement that goes beyond the classroom. The pedagogic approach, drawing on notions of relational autonomy and narrative methods as well as providing spaces for the co-production of new knowledge, confirms the indivisibility of research and teaching. (shrink)

This paper addresses the rift between the teacher’s sense of self as a causal agent and the experience of being in lack of control in the classroom, by way of Hans Vaihinger’s philosophy of ‘as if.’ It is argued that understanding agential control in terms of a valuable educational fiction—a practical (ethical) fiction in Vaihinger’s vocabulary—can offer a way of bridging this rift and can help teachers make sense of the tension between their felt need to strive for control and (...) their experience of suffering from lack of control. A fiction, it is argued, is different from an illusion in that fictions can be affirmed without being believed. Unlike illusions, valuable fictions can be recognized as fictions and still retain some of their affective power over us, thereby allowing us to act ‘as if.’ In education, this is helpful as it means that we can make use of valuable fictions without assuming that these have to be protected from the critical gaze of non-believers. In fact, we can openly acknowledge that we rely on fictions as this is part and parcel of being a human being with a limited cognitive ability. (shrink)

Urbaniana University Journal 73.3 (2020): 73-99. -/- A close reading of Hume’s Dialogues Concerning Natural Religion reveals that it is not what it appears. Rather than a work of natural theology, meant to show something about arguments concerning the existence and nature of God, the Dialogues turn out to embody a moral pedagogy exemplifying and attempting to instill a conception of piety and religion as virtues. This paper defends this interpretation by reviewing three alternative, but ultimately inadequate, interpretations of (...) the text, and then compares Hume’s moral pedagogy with that of Aquinas in the Summa Theologiae to highlight the ambition, and the limitation,of Hume’s attempt to characterize piety without metaphysics. (shrink)

How serious was Kant about his suggestion, in the first edition Preface to Religion within the Bounds of Bare Reason (6:10), that he hoped his book would be suitable for use as compulsory reading for a philosophy class that theology students of the future would be required to take in their final year of study? This chapter (of a forthcoming anthology that will include chapters on all of Kant's lecturing activity) begins by sketching the pedagogical themes that develop progressively throughout (...) Religion, becoming more prominent as the text proceeds. I then turn to Kant’s own lectures, especially his Lectures on the Philosophical Doctrine of Religion and relevant passages from the various editions of his Lectures on Metaphysics, with the goal of answering two additional questions. First, do the student notes for lectures delivered prior to 1792 provide evidence that Kant followed his own, subsequently-articulated theory of moral-religious pedagogy when he taught university courses relating to religion and/or theology? And second, do the lectures notes (including those relating to lectures given after 1792) provide any evidence that Kant’s views on moral pedagogy within a religious community predated his writing of Religion? (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)

This essay is part of a larger project in which I construct a new, historically-informed, social justice-centered philosophy of dance, centered on four central phenomenological constructs, or “Moves.” This essay in particular is about the fourth Move, “resilience.” More specifically, I explore how Judith Butler engages with the etymological aspects of this word, suggesting that resilience involves a productive form of madness and a healthy form of compulsion, respectively. I then conclude by showing how “resilience” can be used in the (...) analysis of various Wittgensteinian “families” of dance, which in turn could facilitate positive educational changes in philosophy, dance and society, with particular efficacy on the axis of gender. In brief, by teaching a conception of strength as vulnerability (instead of machismo’s view of strength as apathetic “toughness”), a pedagogy of dancing resilience provides additional support for feminists (including Anzaldúa, Haraway, Butler and Concepción) who advocate a cautious openness toward seemingly-unlikely resources and allies (including analytic methodologies, Machiavellian politics, and the discourses of the natural sciences). (shrink)

Teaching Newtonian physics involves the replacement of students’ ideas about physical situations with precise concepts appropriate for mathematical applications. This paper focuses on the concepts of ‘matter’ and ‘mass’. We suggest that students, like some pre-Newtonian scientists we examine, use these terms in a way that conflicts with their Newtonian meaning. Specifically, ‘matter’ and ‘mass’ indicate to them the sorts of things that are tangible, bulky, and take up space. In Newtonian mechanics, however, the terms are defined by Newton’s Second (...) Law: ‘mass’ is simply a measure of the acceleration generated by an impressed force. We examine the relationship between these conceptions as it was discussed by Newton and his editor, Roger Cotes, when analyzing a series of pendulum experiments. We suggest that these experiments, as well as more sophisticated computer simulations, can be used in the classroom to sufficiently differentiate the colloquial and precise meaning of these terms. (shrink)

Creativity is a notoriously evasive concept, and it is used to cover a lot of different phenomena. Different methods and a wide variety of angles have been used in the striving for a clear-cut conception. The focus has been on alternatively the personality of creative people, their childhood, the conditions that a society must fulfil to support a creative atmosphere, works of art contra the discoveries of science, changes in pedagogy to give rise to or improve creativity, computer models, (...) intuition, and so on. Consequently, the resulting picture of creativity varies substantially depending on the goal of the inquiry as well as on the constraints that are set from the start, not only by the scope of the investigation, but also by the discipline that the investigator belongs to and the method that is used. (shrink)

This study constitutes an ethical analysis through the lens of distributive justice in the case of the Troubled Asset Relief Program (TARP), which was enacted in the midst of the Great Recession of 2007–2009. It begins by engaging with the visions of justice constructed by John Rawls and Robert Nozick, using their insights to locate the injustices of TARP according to their moral imaginations. However, this study argues that Rawls’ and Nozick’s theories of justice primarily envision the nature of law (...) as being restrictive of vice, not as instructors of virtue. Thus, it resources the legal philosophy of St. Thomas Aquinas to demonstrate how the positive pedagogy of law can enable a more just construction of economic rescue legislation, one that not only prevents future repetitions of economic vices and injustice, but is also formative for a society that prizes economic justice and virtues. In doing so, the study proposes two criteria for a more just consideration of economic rescue legislation that embraces law’s positive pedagogy. (shrink)

Sut Jhally begins his essay “Advertising at the Edge of the Apocalypse” with the following provocative claim: “Advertising is the most powerful and sustained system of propaganda in human history and its cumulative effects, unless quickly checked, will be responsible for destroying the world as we know it.” Jhally argues that the advertising industry, in fostering an association between human aspiration and desire for consumable goods, creates an artificial demand for such goods that is, at once, far in excess of (...) what is needed for human flourishing and catastrophic to the global environment. Jhally sees capitalism as the ultimate culprit. In a system in which wealth is defined as a “vast collection of commodities” (Marx, Capital), those who produce such commodities have no other choice but to promote excess consumption. Hence the advertising industry emerges as the propaganda arm of capitalism. My paper argues that, though Jhally’s analysis of the problem is both compelling and alarming, his diagnosis fails to reach its heart. Indeed, it is not Marx but Plato who provides us with the terms needed both to understand and respond to the problem Jhally cites. My paper provides a Platonic analysis of these issues and concludes with some suggestions as to how to address them. (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)

Josiah Parsons Cooke established chemistry education at Harvard University, initiated an atomic weight research program, and broadly impacted American chemical education through his students, the introduction of laboratory instruction, textbooks, and influence on Harvard's admissions requirements. The devoutly Unitarian Cooke also articulated and defended a biogeochemical natural theology, which he defended by arguing for commonalities between the epistemologies of science and religion. Cooke's pre-Mendeleev classification scheme for the elements and atomic weight research were motivated by his interest in numerical order (...) in nature, which reflected his belief in a divine lawgiver. (shrink)

The practice of corporal punishment (CP) in many countries and schools today, has been described to be prevalent as a result of the belief that the practice of CP is effective in changing the behavior, or in building the character of the concerned human subjects. Apparently, this is done without considering the ramifications of its engagement, or neglecting other measures that could be taken to address the situation on the ground. Unarguably, the subject of corporal punishment is one which, though (...) often discussed, is usually discussed without a reached consensus, for its real outflow lies too deep for the purposes of controversy. While the issue of corporal punishment can be best described as that of virtue and vice in our contemporary pedagogy, this paper seeks to take a philosophical and a sociological stance by examining the positioning power, practical prospects of corporal punishment and relevance of various moral theories in the contemporary pedagogy. (shrink)

This paper aims at exploring the uses and practices of English as a Foreign Language (EFL) Teachers pedagogical capital in the classroom. It examines how the use and usages of EFL teachers’ pedagogical capital affects the way they deal with their students in the language classroom. The research was grounded within the interpretive research paradigm. The in-depth unstructured interview and observation were the research tools under narrative inquiry design. The data were collected from three different participants and themes were substantiated (...) by Clandinin and Connelly to replicate their voices and experiences. The research finding reveals that teachers’ profound knowledge and skills about their capital are useful to integrate various cultures and content in the classrooms. Pedagogically inbuilt potentials of teachers and their pedagogical capital maximally enhance learners’ learning opportunities and foster students’ potential. However, it contributes to teachers’ education by rationalizing the essence of teachers’ pedagogical knowledge to transform our ELT practice in Nepal. (shrink)

Romanian pedagogical theory rests on the assumption that any educational content can be taught and learned faster and better by recourse to a battery of teaching methods. In the present study we question that assumption and show that the methods generally recommended have no didactic merits when it comes to teaching philosophy and the human sciences. In order to prove that we commence by rendering manifest the origins, the specificity and the presuppositions of the teaching methods described in the literature. (...) Afterwards we determine the specificity of the objects of study of philosophy and the human sciences in general. On these bases we develop a series of three arguments that show why, given the particularity of both, the recourse to methods for teaching philosophy and the human sciences is inadequate. (shrink)

One of the most unpredictable things the pandemic brought to our societies was the closure of hospitals and other health services to visitors. Preventing the spread of infection was the main reason for these decisions in the early days of the pandemic when there was no clarity about the means of transmission and the origin of the virus. However, in view of the persistence of the restrictions to date and the numerous negative consequences they have had on the professional and (...) personal quality of life of doctors, nurses, patients and carers, the aim of this article is to analyse in depth the reasons why these decisions have been and, above all, are still being applied, also considering the hypothesis that the choices made so far in the training of health professionals should be questioned. The persistence of restrictions, the constant reduction of human and economic resources in the face of an increase in the demand for care have exacerbated the distance between health professionals and users, to the point of escalating into actual acts of violence and aggression. According to the Critical Pedagogy approach, educators can play a central role in activating formative and collaborative strategies, such as maieutic groups, to rebuild an alliance between those who today find themselves on opposite sides: health professionals on the one hand, and patients and families on the other. (shrink)

Abstract: In the beginning of the 20th century a scientific issue of the initial territorial distribution of the abuser was raised and later debated. Scientific literature has different views on the issue. Their controversial aspects are explained above.

Democratic private schools in Israel are a part of the neo-liberal discourse. They champion the dialogic philosophy associated with its most prominent advocates—Martin Buber, Emmanuel Levinas—together with Paulo Freire’s critical pedagogy, the humanistic psychology propounded by Carl Rogers, Nel Noddings’s pedagogy of care and concern, and even Gadamer’s integrative hermeneutic perspective. Democratic schools form one of the greatest challenges to State education and most vocal and active critique of the focus conservative education places on exams and achievement. This (...) article describes the dual discourse connected to the schools. The first is the inner dialogical, which is devoted to student freedom and progress, the child being placed at the center. The second is the exterior discourse, which represents the school as a place of counter-education that provides personal and group development and comprises a site of liberty and choice. The schools in Israel are described as test case and indicating the existence of a sophisticated form of deception via the use of alluring terminology. The democratic private schools should be recognized for what they really are—agents of commodification that undermine democracy rather than enhance it. (shrink)

In this paper I draw apart two different contexts of Freirean pedagogical practice that I label interactional and institutional. The interactional refers to the immediate learning environment with relation to the interaction between the students and the teacher. In contrast, the institutional refers to how the institutions of education are managed, constructed, and organised and how they relate to the individuals those institutions are composed of. I begin by presenting a brief overview of Freire’s argument in favour of a revolutionary (...) pedagogy. I then highlight how this project is represented at both interactional and institutional levels with a particular focus upon the practice of the revolutionary leaders and their role in the development of the humanisation of the oppressed. In presenting the interactional and institutional elements of Freire’s pedagogy separately the tension between the individual and the state is made plain and the limitations of his politico-educational project are drawn out. I argue that due to an inconsistent application of the relationship between means and ends in Freire’s politico-educational project an incoherence between the interactional and institutional levels of education is highlighted. In responding to this limitation of Freire’s politico-educational project with a thoroughly interconnected relationship of means and ends I show that there remains a necessary conflict between the interests of the individual and the state. As a result of this a door is opened for the development of an argument in favour of the disestablishment of education and state from a Freirean perspective. (shrink)

Extant research on home literacy practices such as parental reading socialisation have demonstrated positive impacts on children in terms of academic performance. A particular aspect that sparks pedagogic importance is the scaffolding potential of reading at home to the learning of English language in non-native English Language contexts. This study aimed to examine the effects of mother’s involvement in home- reading sessions on students’ English reading skill performance in Bau, Sarawak. Prior to carrying out the intervention of reading at home (...) with their children, 31 mothers of Bidayuh ethnicity voluntarily attended a one-day workshop to orient them to the intervention and the use of logbooks to record details of their shared readings. However, only 18 mothers conducted reading sessions with their children and submitted a total of 21 logbooks detailing the frequency and material selection for reading. Their children, consisting of primary 1 to 4 students were required to sit for a pre-test and a post-test that measure their English language reading proficiency. The test scores were analysed using the paired-sample T-test. There was a significant increase in the students’ post-test scores following the reading intervention. The results revealed that despite the low frequency of mother-child shared reading sessions, the sessions positively affected the students’ reading performance. This finding suggests that parental reading socialisation can facilitate students’ literacy development. However, the use of materials in Bidayuh as a native language as opposed to Malay or English may increase the rural parents’ participation in home-literacy activities, and encourage early literacy in children. (shrink)

This research explored the utilization of video-based instructional material in enhancing learning competency among a group of sixty (60) students enrolled in grade 8 at Satriwithaya School in Bangkok, Thailand. The study was carried out. out during the 2nd semester of S.Y. 2023–2024. The respondents were chosen using the approach of purposive sampling. The research study employed an experimental approach and utilized quantitative research. Through the use of of a one-group pre- and post-test, the researcher was able to gather the (...) necessary data. The study included statistical measures such as percentages, means, and standard deviations, as well as dependent and independent t-tests, to assess and compare the proficiency and efficacy of utilizing video-based educational materials among students at Satriwithaya School in Bangkok, Thailand. Study findings also revealed that there is a significant difference in pre- and post-test assessment scores before and after using the video-based instructional materials. The research outcomes indicated that the application of video-based teaching resources as an instructional strategy in the field of biology resulted in an increased degree of effectiveness in the students' learning process. The findings of the study suggest that the utilization of video-based instructional materials has favorable outcomes in terms of enhancing pedagogical and educational achievements in the field of biology. This methodology has been demonstrated to provide learners with with the chance to enhance their comprehension through active participation, cultivate their imagination and cleverness, consequently facilitating enhanced educational achievements. Furthermore, the establishment of a conducive learning atmosphere that is both engaging and pleasurable for students can enhance their overall learning experience. Moreover, this approach enhances the teacher's capacity to convey their intended educational objectives to their students proficiently. -/- . (shrink)

In this article, I attempt to describe how certain theoretical constructions of semiotics could be applied in educational theoretical work. First I introduce meaning as a basic concept of semiotics, thus also touching on concepts such as action, competence and causality. I am then able to define learning as a change of competences, and also refer to the pedagogical concept of learning i.e. Bildung, which can be roughly defined as valuable human learning. I then take up the problem of education (...) as pedagogical direction and communication. Finally, I conclude with some considerations on the famous Greimassian semiotic square. (shrink)

The aim of this article is to provide a philosophical conceptual framework to understand the theoretical roots and political implications of the interpretations of Plato’s work in Jaeger’s Third Humanism and Krieck’s völkisch-racist pedagogy and anthropology. This article will seek to characterize, as figures of localitas, their conceptions of the individual, community, corporeality, identity, and the State that both authors developed departing from Platonic political philosophy. My main hypothesis is that Jaeger’s and Krieck’s interpretations of Platonic paideía shared several (...) core-elements based on a modern conception of State sovereignty and human will, whose fundamental ground is the subjectivist-technical metaphysics. The “production” of a human type (spiritual and/or racial) and a unitary State political community appears in both authors mediated by a theory of political education, that I define as «State typohumanism», that sought its sustenance in Plato’s political philosophy, mainly by means of a distorted understanding of the notions of týpos and ē̂thos, and that, I argue, played a key role in the intellectual legitimization of völkisch-racism. This would be broadly translated into a programmatic and literal understanding of the Platonic Republic which assumes that the inherent function of any State is to produce subjectivities based on national identities grounded on homogeneous characteristics. In these varied characterizations similar appropriations of humanitas have been expressed both in Jaeger and in Krieck. (shrink)

This paper discusses two thinkers who locate the possibility of revolutionary historical change in political projects oriented toward the formation of subjects and cultivation of sensibility. I begin by considering the relationship between historical violence and education in the works of Walter Benjamin. After introducing the provocative association of education with divine violence found in “Toward the Critique of Violence,” I expand on Benjamin’s conception of pedagogical force. Highlighting the centrality of education in Benjamin’s early work, I argue that his (...) account of learning does not depend on the mastery of students by teachers, nor more generally on the mastery of objective reality by a sovereign subject, but on the mastery of the educational relationship by tradition. Drawing on W.E.B. Du Bois’ discussion of the abolition of slavery, I close by describing the revolutionary cultivation of sensibility as a dynamic and collectively achieved mode of historical learning. (shrink)

Beginning from Hegel's notion of ethical life (Sittlichkeit) as a mode of consciousness governed by the norms of a historical community, this essay examines the role of education in shaping contemporary communities of autonomous people. It does so by defending a version of the idea that an educator has, among her other tasks, the role of helping her students appreciate the values that are shared across her community. In the course of the examination I relate this idea to trends in (...) the European Enlightenment, and I draw on research concerning political polarization in Europe and North America today and its impact on the academy. In the process I argue that the modern university educator has the task of cultivating in her students an attitude of critical inquiry whose results are not coerced by the social conditions under which that inquiry takes place, and I offer some pedagogical proposals for the university educator facing the situation we are today. (shrink)

Subtractive schooling is a type of pedagogy that subtracts from the student aspects of her identity in order to assimilate and reshape her identity to fit the American mainstream. Here, I question the value of assimilation as it takes place in our public school systems. Currently, immigrant children are often made to feel inadequate for being culturally different. This is detrimental to their development as students given that at their young age they do not yet have the emotional maturity (...) to know that their experience, language and culture are legitimate and valuable. My goal is to shift the focus of subtractive schooling to one that fosters the growth of students through recognition. I suggest that John Dewey’s and Paulo Freire’s pedagogy of recognition is a helpful approach to this problem. Both Dewey and Freire’s pedagogy emphasize recognition as central to their pedagogy. (shrink)

A rarely discussed issue that bears upon the topic of education is that which takes seriously the relationship between medium and message; how is the content of what is taught shaped by the way in which it is taught? It is a question of especial pertinence today when in all areas of pedagogy we find people advocating the use in education not only of computers but on-line access and the wonders of the virtual world as well. The argument of (...) this paper, via the writings of the recent Pontiffs (and more secular authors with a philosophical and political interest in the area), is that the use of computers and on-line technology is deleterious to all education, but especially to Catholic education. This is because, while the understanding of real presence and mediation are fundamental to the faith, the idea of insubstantiality and friction-free immediacy are of a piece with virtual technology. As a medium of dissemination the latter cannot help but invest the content of the former with its understanding of presence. The paper also touches upon the economic factors at play in the use of virtual technology as well as the utopian hopes this technology gives rise to, hopes that are fundamentally inhuman and therefore at odds with the Catholic faith. The paper argues its point using the trope of fairyland and the opposition between, on the one hand, enchantment, and on the other, glamour. (shrink)

This paper concerns two topics which, I hope to show, are vitally connected. One is the distinctive importance of appellate adjudication in the legal system of United States. The other is the workings of entangled concepts in the law. That appellate adjudication is important in some sense may seem obvious to everybody (to a few it will seem obvious that appellate adjudication is unimportant). My point will be that via appellate adjudication courts engineer entangled legal concepts, and it is this (...) aspect of appellate adjudication that is both crucial and unique to it, at least in the U.S. legal system. Entangled concepts intertwine description and evaluation; entangled legal concepts facilitate and constrain legal reasoning and legal judgments, in ways that distinguish legal adjudication from pure politics or the implementation of public policy. In the paper itself, I demonstrate more fully what it is for a legal concept to be an entangled one and how entanglement supplies guidance in adjudication. I also broach how entanglement in legal concepts and engineered entanglement have significance for legal pedagogy; appellate adjudication; the respective roles of the judiciary, the legislature, and administrative agencies; the erosion of the distinction between so-called public law and so-called private law; and our understanding of the fact/value distinction. -/- Understanding more specifically the nature of the entanglement at work in appellate adjudication requires much closer scrutiny of appellate opinions than we usually give. I examine carefully the background to MacPherson v. Buick and Justice Benjamin Cardozo’s particular re-engineering of ‘negligence’ and ‘duty,’ entangled concepts belonging to the same legal taxonomy. Via this scrutiny, I demonstrate the flaws in the engineering of some concepts in the buildup to MacPherson, and how these flaws led to those concepts’ collapse and ultimately to Cardozo’s re-engineering of ‘negligence’ and ‘duty.’ I also explain why careful understanding of the engineering of entangled legal concepts can make us appreciate that even the most successful of such concepts have within in them the grounds for their own obsolescence. -/- To show that conceptual engineering of entangled concepts occurs outside the context of state common law, I also examine how the U.S. Supreme Court has engineered ‘commerce’, itself an entangled concept. The recent decision regarding the individual mandate in the Affordable Care Act makes this example particularly timely. This secondary example also clarifies the nature of entanglement and engineering it. -/- This article concerns appellate adjudication in any area of law. I maintain that whether we are dealing with private law or public law, common law or statutory law or Constitutional law, the defining feature of appellate adjudication is its continuous engineering and reengineering of entangled legal concepts. The merger of fact and value in these concepts explains both the fertility of appellate adjudication and the constraints judges work with when they work with legal concepts that entangle fact and value. (shrink)

We advocate for the inclusion of Indigenous studies within first-year writing and academic English courses, particularly those taught to multilingual, international students. We argue that asking international students to learn about local and international Indigenous issues productively intersects with coursework in academic English. Our pedagogical approach emphasizes metalanguage and allows Indigenous studies and explicit language instruction to work in tandem, thereby recognizing the agency of Indigenous scholars and guiding non-Indigenous students in relation to it.

Paulo Freire’s contribution to pedagogical discourses is commonly encapsulated behind the notions of the “banking method” and “culture of silence” which connotes classroom practices that subjects the learner into domesticating pedagogical methods and contents. In Freire’s Pedagogy of the Oppressed, this phenomenon is not only restricted to classroom dynamics, but in fact, reflective of domination in the public sphere. In this work, therefore, I will discuss the political angle of Freire’s critical pedagogy founded in his analysis of domination (...) and anti -dialogical praxis. -/- Hence, this work will expose the way in which Freire translates the power dynamics of anti-dialogical culture and politics into an alienating classroom environment. In this light, this paper also aims to provide a conceptual grammar in analyzing the contemporary direction of pedagogical practices. Though the aim of this work is simply exposing Freire’s theory of domination, on the one hand, its theoretical underpinning could guide and direct modern pedagogues in cultivating the learner’s critical consciousness. On the other hand, I believe the discourse of critical pedagogy holds a comprehensive approach to domination which will provide a formidable theoretical framework in the pursuit of political consciousness – realizing Freire’s conscienticized learner. (shrink)