Results for 'The Pedagogy of Shalom'

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  1. Pedagogi Shalom: Analisis Kristis Terhadap Pedagogi Kritis Henry A. Giroux dan Relevansinya Bagi Pendidikan Kristen di Indonesia.Zummy Anselmus Dami - 2019 - Jurnal Filsafat 29 (1):134-165.
    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 (...)
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  2. Performing Philosophy: The Pedagogy of Plato’s Academy Reimagined.Mateo Duque - 2023 - In Henry C. Curcio, Mark Ralkowski & Heather L. Reid (eds.), Paideia and Performance. Parnassos Press. pp. 87-106.
    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 (...)
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  3. The Pedagogy of "As If".Johan Dahlbeck - 2024 - Educational Theory 74 (2):145-164.
    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. (...)
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  4. CALVIN's IDEAS ABOUT THE CHURCH-STATE RELATIONSHIP AND IMPLICATION FOR THE CHURCHES AND THE PEDAGOGY OF THE PANCASILA-BASED STATE IN INDONESIA.Morris Philip Takaliuang, Erni Maria Clartje Efruan & Zummy Anselmus Dami Zummy - 2021 - European Journal of Science and Theology 17 (1):63-78.
    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 (...)
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  5. Pedagogy of Peace and Philosophy of War: the Search for Truth.Serhiy Klepko - 2017 - Future Human Image 7:46-49.
    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 (...)
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  6. The Notion of Pedagogical Authority in the Community of Inquiry.Peter Paul E. Elicor - 2017 - Kritike 11 (2):80-92.
    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 (...)
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  7. The Value of Ethnography: A pilot study of a class on pedagogical instruction.Rebecca Hardesty, Maxie Gluckman & Jace Hargis - 2018 - Transformative Dialogues: Teaching and Learning Journal 11 (2):1-17.
    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 (...)
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  8. The Transformation of Character Values in Melampuhan Tradition in Bayung Gede Village, Kintamani, Bangli: An Ethno-Pedagogy Study.I. Nengah Duija - 2018 - International Journal of Academic Multidisciplinary Research (IJAMR) 2 (9):30-44.
    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 (...)
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  9. Pedagogy of the oppressed.Paul N. Rengma - manuscript
    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.
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  10. The school of dreams. Advanced pedagogical paradigms and programs for complex societies.Viviana De Angelis - 2022 - Lecce: Pensa Multimedia.
    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 (...)
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  11. Shalom on the Impermissibility of Self-Defense against the Tactical Bomber.Uwe Steinhoff - manuscript
    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 (...)
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  12. Collaborative Pedagogical Practices in the Era of Radical Urban Transitions.Asma Mehan & Jessica Stuckemeyer - 2023 - Dimensions. Journal of Architectural Knowledge 3 (5/2023: Collaborations: Rethinki):125-140.
    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 (...)
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  13. Diagrammatic Teaching: The Role of Iconic Signs in Meaningful Pedagogy.Catherine Legg - 2018 - In Inna Semetsky (ed.), Edusemiotics – a Handbook. Springer. pp. 29-45.
    Charles S. Peirce’s semiotics uniquely divides signs into: i) symbols, which pick out their objects by arbitrary convention or habit, ii) indices, which pick out their objects by unmediated ‘pointing’, and iii) icons, which pick out their objects by resembling them (as Peirce put it: an icon’s parts are related in the same way that the objects represented by those parts are themselves related). Thus representing structure is one of the icon’s greatest strengths. It is argued that the implications of (...)
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  14. Kant’s Lectures on Philosophical Theology -- Training-Ground for the Moral Pedagogy of Religion?Robert R. Clewis - 2015 - In Reading Kant's Lectures. Boston: De Gruyter. pp. 365-390.
    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 (...)
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  15. Pedagogies of Reflection: Dialogical Professional-Development Schools in Israel.Arie Kizel - 2014 - Advances in Research on Teaching 22:113 – 136.
    This chapter discusses a form of pedagogy of reflection suggested to be defined as the dialogical-reflective professional-development school (DRPDS)  a framework that develops and empowers students by engaging them in a process of continual improvement, responding to diverse situations, providing stimuli for learning, and giving anchors for mediation. The pedagogy of reflection relates to dialogue not only from a theoretical historical context but also by way of example  that is, it offers empowering dialogues within the traditional (...)
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  16. Education Sensitive to Origin: Pedagogical Framework that Finds Foundation in the Thought of Edith Stein.Luis Manuel Martínez Domínguez - 2023 - Cuadernos de Pensamiento 36 (2660-6070):343-369.
    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 (...)
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  17. Sizifovska priča: Patologija etničkog nacionalizma i pedagogija kovanja humanih demokratija na Balkanu (A Sisyphean Tale: The Pathology of Ethnic Nationalism and the Pedagogy of Forging Humane Democracies in the Balkans).Rory J. Conces - 2005 - Dijalog 1:74-99.
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  18. Eine Sisyphos-Erzählung: Zur Pathologie des [religiösen] ethnischen Nationalismus und Praxis humaner Demokratieförderung auf dem Balkan (A Sisyphean Tale: The Pathology of [Religious] Ethnic Nationalism and the Pedagogy of Forging of Humane Democracies in the Balkans).Rory J. Conces - 2004 - Kakanien Revisited.
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  19.  56
    Everyone, an artist. On the prospect of an interwoven arts pedagogy.Srajana Kaikini - 2019 - Inlaks Shivdasani Foundation Blog.
    Discourses in curatorial practice have seen several turns, the educational turn being a prominent one. While arts practices and curatorial practices interweave implicitly, intersections between curation and education are new on the horizon. In this guest post for Inlaks, Srajana Kaikini contemplates the possibilities of an evolving education system. Srajana Kaikini was the 2019 International Studio & Curatorial Program - Inlaks Grant recipient.
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  20. Resisting the Binary Divide in Higher Education: The Role of Critical Pedagogy.Alya Khan - 2018 - Journal for Critical Education Policy Studies 16 (1):30-58.
    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 (...)
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  21. Piety without Metaphysics: The Moral Pedagogy of Hume’s Dialogues Concerning Natural Religion.Joshua P. Hochschild - 2020 - Urbaniana University Journal 73 (3):73-99.
    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 (...)
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  22. The Importance of Teaching Logic to Computer Scientists and Electrical Engineers.Paul Mayer - forthcoming - IEEE.
    It is argued that logic, and in particular mathematical logic, should play a key role in the undergraduate curriculum for students in the computing fields, which include electrical engineering (EE), computer engineering (CE), and computer science (CS). This is based on 1) the history of the field of computing and its close ties with logic, 2) empirical results showing that students with better logical thinking skills perform better in tasks such as programming and mathematics, and 3) the skills students are (...)
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  23. Everyday Scientific Imagination: A Qualitative Study of the Uses, Norms, and Pedagogy of Imagination in Science.Michael Stuart - 2019 - Science & Education 28 (6-7):711-730.
    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. (...)
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  24. Designing teaching materials in a foreign language at an agrarian university: The concept of pedagogical design.Irina Kulamikhina, Zhanbota Esmurzaeva & Veronika Galkina - 2023 - Pedagogy. Theory and Practice 8 (8):783-791.
    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 (...)
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  25.  66
    The Gist of Creativity.Ingar Brinck - 1997 - In Åke E. Andersson & Nils-Eric Sahlin (eds.), The Complexity of Creativity. Dordrecht: Springer Nature / Kluwer Academic Publishers. pp. 5-16.
    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, (...)
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  26. The shortcomings of the methodical approach in teaching philosophy and the human sciences.Adrian Costache - 2021 - Meta: Research in Hermeneutics, Phenomenology, and Practical Philosophy 13 (1):241-259.
    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. (...)
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  27. The Political Angle of Critical Pedagogy: Exposing Paulo Freire’s Theory of Domination.Lj Zaphan Lamboloto - 2024 - Psychology and Education: A Multidisciplinary Journal 18 (9):903–912.
    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 (...)
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  28. Use of English Teachers' Pedagogical Capital in the Classroom.Ganesh Bastola - 2023 - Curriculum Development Journal 30 (44):47-62.
    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 (...)
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  29. The Teaching of Reasonableness in Secondary Schools.Raymond Driehuis & Alan Tapper - 2023 - In Marella Ada Mancenido-Bolaños, Caithlyn Alvarez-Abarejo & Leander Penaso Marquez (eds.), The Cultivation of Reasonableness in Education: Community of Philosophical Inquiry. Springer. pp. 119-136.
    A central task of schooling is to cultivate reasonableness in students. In this chapter we show how the teaching of reasonableness can be practiced successfully in secondary schools, using materials from the Western Australian curriculum. The discussion proceeds in four stages. We first defend the claim that the teaching of reasonable is a key aim of schooling. Here we offer an account of reasonableness, which we take to be both a skill and a disposition. Students learn reasonableness through the practice (...)
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  30. The Use of Video-based Instructional Material to Improve Learning Competency of the Students in Selected Topics in Biology at Satriwithaya School Bangkok Thailand (20th edition).Albert Jayfferson Roy - 2024 - Psychology and Education: A Multidisciplinary Journal 20 (8):1066-1077.
    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 (...)
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  31. Judith Butler and a Pedagogy of Dancing Resilience.Joshua M. Hall - 2020 - Journal of Aesthetic Education 54 (3):1-16.
    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 (...)
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  32. Academic Values and the Possibility of an Academic Impartial Spectator.Andrew Jason Cohen - 2019 - Society 2019 (56):555-558.
    Emily Chamlee-Wright is clearly right that self-censorship is an issue of concern within the academy. How much of a problem it is—how widespread and how bad it is when it occurs—is unclear and difficult to quantify. Administrators, faculty, and students all self-censor from time to time. Sometimes the self-censorship is just a matter of being polite or exercising pedagogical restraint, as Chamlee-Wright notes. The worry, of course, is that sometimes it prevents open and honest discussion about difficult topics and thus (...)
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  33. Reconstruction in philosophy education: The community of inquiry as a basis for knowledge and learning.Gilbert Burgh - 2009 - In Australasia Philosophy of Education Society of (ed.), The Ownership and Dissemination of Knowledge, 36th Annual Conference of the Philosophy of Education Society of Australasia, Queensland University of Technology, Brisbane, Australia, 4–7 December 2008. Philosophy of Education Society of Australasia (PESA). pp. 1-12.
    The ‘community of inquiry’ as formulated by CS Peirce is grounded in the notion of communities of disciplinary-based inquiry engaged in the construction of knowledge. The phrase ‘converting the classroom into a community of inquiry’ is commonly understood as a pedagogical activity with a philosophical focus to guide classroom discussion. But it has a broader application, to transform the classroom into a community of inquiry. The literature is not clear on what this means for reconstructing education and how it translates (...)
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  34. Effective Preaching of the word of God: Concrete Considerations.Dominic Obielosi & Stanley C. Mgbemena - 2019 - Hofa: African Journal of Multidisciplinary Research 4 (2).
    Acts 2,5-6 talks of the crowd that gathered in Jerusalem for the annual Pentecost feast. It describes them as ‘devout men from nations under heaven’. This description could be an exaggeration, but it is a literary way of telling the readers that uncountable number of people went for the feast. The presentation posits species from every continent as present. They did not visit Jerusalem to listen to Peter’s preaching about the resurrected Christ. Their visit was an annual pilgrimage for Jewish (...)
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  35. ETHICAL RELEVANCE OF CORPORAL PUNISHMENT IN THE CONTEMPORARY PEDAGOGY.Ikeoluwapo Baruwa - 2020 - Worldwide Journal of Research 1 (3):11-14.
    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 (...)
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  36. The Paralysis of Traditional Schools and the Future of Education.Noel Pariñas - 2020 - Social Ethics Society Journal of Applied Philosophy 6 (2):37-56.
    In an attempt to critically examine the effects of the abrupt shift from the traditional classroom-based education to distance education in the Philippines, this paper articulates pedagogical concepts that are necessary for a transformative and humanizing academic modalities despite the departure from the old approaches due to the unexpected rise of the new normal in education. I discuss a deconstructive, revolutionary, and inclusive pedagogy that aims to renew certain approaches in order to prevent educational paralysis and give way to (...)
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  37. The Prospect of an Ideal Liberal Arts Curriculum: Reconstructing the Dewey-Hutchins Debate.Shane J. Ralston - 2010 - Black Mountain College Studies 1 (1).
    Part of John Andrew Rice’s legacy, besides being a founder of Black Mountain College, is his vision of what a small liberal arts college curriculum should be. This vision helps shed light on some possible avenues by which to answer the following important questions: What implications do John Dewey’s progressive educational ideas have for experimenting with curricular design at small colleges? Does the college teacher’s struggle for improvement or growth depend on her having a belief that there is an ideal (...)
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  38. The purpose of non-theistic devotion in the classical Indian tradition of Sāṃkhya–Yoga.Marzenna Jakubczak - 2014 - Argument: Biannual Philosophical Journal 4 (1):55-68.
    The paper starts with some textual distinctions concerning the concept of God in the metaphysical framework of two classical schools of Hindu philosophy, Sāṃkhya and Yoga. Then the author focuses on the functional and pedagogical aspects of prayer as well as practical justification of “religious meditation” in both philosophical schools. A special attention is put on the practice called īśvarapraṇidhāna, recommended in Yoga school, which is interpreted by the author as a form of non-theistic devotion. The meaning of the central (...)
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  39. Evaluating the perceptions of E-learning users during the COVID-19 outbreak in Pakistan: An empirical study.Chandio Abdul Rahim - 2024 - International Journal of Academic Management Science Research (Ijamsr) Issn: 2643-900X 8 (3):1-8.
    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 (...)
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  40. The Relations Between Pedagogical and Scientific Explanations of Algorithms: Case Studies from the French Administration.Maël Pégny - manuscript
    The opacity of some recent Machine Learning (ML) techniques have raised fundamental questions on their explainability, and created a whole domain dedicated to Explainable Artificial Intelligence (XAI). However, most of the literature has been dedicated to explainability as a scientific problem dealt with typical methods of computer science, from statistics to UX. In this paper, we focus on explainability as a pedagogical problem emerging from the interaction between lay users and complex technological systems. We defend an empirical methodology based on (...)
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  41.  53
    First-Year International Students and the Language of Indigenous Studies.Katja Thieme & Jennifer Walsh Marr - 2023 - College Composition and Communication 74 (3):522-550.
    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.
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  42. MEDIA EDUCATION AND THE FORMATION OF THE LEGAL CULTURE OF SOCIETY.Anna Shutaleva - 2020 - Perspektivy Nauki I Obrazovania – Perspectives of Science and Education 45:10-22.
    Introduction. The development of legal culture and a culture of human rights in the modern world through media technologies, is acquiring special significance in connection with the processes of globalization and the spread of media in recent decades. The purpose of the article is to study the prospects for the use of media education in the formation of the legal social culture and a culture of human rights. Materials and methods. Based on a study of domestic and foreign sources, issues (...)
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  43. The Concept of Curriculum and its Foundation.Jupeth Pentang - 2021 - The Educator's Link 1 (6):9.
    Everyone who works in the classroom does their best to learn available and applicable pedagogy so that they can deliver their lessons effectively. They, too, put their best foot forward by implementing a variety of assessment tasks and tools to assess and evaluate how well their students are learning. The curriculum is essential not only for curriculum developers but for everyone involved in the teaching-learning process. Crucial processes are involved in the development, implementation, evaluation, and revision of a curriculum, (...)
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  44. The Role of AI in Enhancing Business Decision-Making: Innovations and Implications.Faten Y. A. Abu Samara, Aya Helmi Abu Taha, Nawal Maher Massa, Tanseen N. Abu Jamie, Fadi E. S. Harara, Bassem S. Abu-Nasser & Samy S. Abu-Naser - 2024 - International Journal of Academic Pedagogical Research (IJAPR) 8 (9):8-15.
    Abstract: Artificial Intelligence (AI) has rapidly advanced, offering significant potential to transform business decision-making. This paper delves into how AI can be harnessed to enhance strategic decision-making within business contexts. It investigates the integration of AI-driven analytics, predictive modeling, and automation, emphasizing their role in improving decision accuracy and operational efficiency. By examining current applications and case studies, the paper underscores the opportunities AI offers, including improved data insights, risk management, and personalized customer experiences. It also addresses the challenges businesses (...)
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  45. The educational fiction of agential control: Some preliminary notes on a pedagogy of ‘as if’.Johan Dahlbeck - 2023 - Educational Philosophy and Theory 55 (1):100-110.
    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 (...)
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  46. Breaking down the enigma of out-of-field research teaching among private senior high schools in Davao City, Philippines: A transcendental phenomenological inquiry.Orville J. Evardo Jr - 2024 - Davao Research Journal 15 (1):16-33.
    Subject matter expertise goes far beyond simply knowing and regurgitating facts. It is a multifaceted ability encompassing a deep understanding of the content, pedagogical knowledge, assessment proficiency, fostering critical thinking and problem-solving skills, and cultivating positive attitudes and values. This transcendental phenomenological study was conducted to understand the lived experiences of SHS out-of-field research teachers in terms of assignment, instruction, and feedback. To grasp the phenomenon's essence, transcendental phenomenology aims to set aside the researcher's preconceived ideas and strive for neutrality. (...)
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  47. The Nature of Climate Science: Challenges for the Development of Climate Change Science Literacy in Education.Raymond Ndubisi Anyanwu - 2019 - Africa International Journal of Multidisciplinary Research 2 (5).
    Despite raising awareness and promoting knowledge and skills-development for education about climate change, efforts by the education sector to promote the development of climate change science literacy in schools is challenged by the nature of climate science. We illuminated the nature of climate science by analysing literature on the nature of science that foregrounds discussions in climate science, and found that climate science involves mostly complex systems and problems; the scope of climate science is vast and interdisciplinary; most issues and (...)
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  48. Pendulums, Pedagogy, and Matter: Lessons from the Editing of Newton's Principia.Zvi Biener & Chris Smeenk - 2004 - Science & Education 13 (4-5):309-320.
    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 (...)
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  49. Single-sex education as a means of accounting gender characteristics in the process of forming planetary-cosmic personality of school pupils.Tetiana Matusevych - 2013 - In Oleg Bazaluk (ed.), The future human image: Whom and How to educate in younger generation.Book 3. ISPC.
    The philosophy of education, being an integrative and anthropologic knowledge, has to perform a prognostic and axiological function, forming a perspective of a world-view genesis of personality and provide theoretical and methodological background for the innovation processes in the education. The forming of harmonious, intellectually developed, creative, conscientious, responsible, purposeful and healthy human personality – these are all the main tasks of the educational system. There are many approaches in performing of such strategic task. One of them, starting from the (...)
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  50. (1 other version)Kizel, A. (2016). “Pedagogy out of Fear of Philosophy as a Way of Pathologizing Children”. Journal of Unschooling and Alternative Learning, Vol. 10, No. 20, pp. 28 – 47.Kizel Arie - 2016 - Journal of Unschooling and Alternative Learning 10 (20):28 – 47.
    The article conceptualizes the term Pedagogy of Fear as the master narrative of educational systems around the world. Pedagogy of Fear stunts the active and vital educational growth of the young person, making him/her passive and dependent upon external disciplinary sources. It is motivated by fear that prevents young students—as well as teachers—from dealing with the great existential questions that relate to the essence of human beings. One of the techniques of the Pedagogy of Fear is the (...)
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