Results for 'The Salamanca School'

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  1.  52
    ¿Qué fue la “segunda” escuela de Salamanca? A propósito de su deriva metafísica y la disputa de auxiliis.David Torrijos Castrillejo - 2021 - In Simona Langella & Rafael Ramis Barceló (eds.), ¿Qué es la escuela de Salamanca? Sindéresis. pp. 357-392.
    This article exposes the concept of "second" Salamanca's School, i.e. the followers of Vitoria in a second generation that teach in Salamanca during the last years of the sixteenth century and the first years of the seventeenth. The author shows that there is an important continuity among the first and the second School and revisits the aspects which have been seen as negative for the School: the developing of metaphysics and the De Auxiliis controversy. The (...)
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  2. The Prague School.Hynek Janoušek & Robin Rollinger - 2017 - In Uriah Kriegel (ed.), The Routledge Handbook of Franz Brentano and the Brentano School. London and New York: Routledge. pp. 313-322.
    The name the “Prague school of Brentano” refers to three generations of thinkers who temporarily or permanently lived in Prague, bound together by teacher/student relationships, and who accepted the main views of Franz Brentano’s philosophy. This chapter discusses central aspects of the philosophical work done in the School.
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  3.  56
    The Pragmatist School in Analytic Jurisprudence.Raff Donelson - forthcoming - Wiley-Online-Library: Philosophical Issues.
    Almost twenty years ago, a genuinely new school of thought emerged in the field of jurisprudential methodology. It is a pragmatist school. Roughly, the pragmatists contend that, when inquiring about the nature of law, we should evaluate potential answers based on practical criteria. For many legal philosophers, this contention seems both unclear and unhinged. That appearance is lamentable. The pragmatist approach to jurisprudential methodology has received insufficient attention for at least two reasons. First, the pragmatists do not conceive (...)
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  4. The Frankfurt School and the Young Habermas: Traces of an Intellectual Path (1956–1964).Luca Corchia - 2015 - Journal of Classical Sociology 15 (1):191-208.
    The aim of this study is to discern intersections between the intellectual path of the young Habermas and the issues addressed by the Positivismusstreit, the dispute between Popper and Adorno about methodology in the social sciences. I will present two perspectives, focusing on different temporal moments and interpretative problems. First, I will investigate the young Habermas’ relationship to the intellectual tradition of the Frankfurt School: his views on philosophy and the social sciences, normative bases of critical theory and political (...)
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  5. Pneuma and the Pneumatist School of Medicine.Sean Michael Pead Coughlin & Orly Lewis - 2020 - In Sean Michael Pead Coughlin, David Leith & Orly Lewis (eds.), The Concept of Pneuma after Aristotle. Berlin: pp. 203-236.
    The Pneumatist school of medicine has the distinction of being the only medical school in antiquity named for a belief in a part of a human being. Unlike the Herophileans or the Asclepiadeans, their name does not pick out the founder of the school. Unlike the Dogmatists, Empiricists, or Methodists, their name does not pick out a specific approach to medicine. Instead, the name picks out a belief: the fact that pneuma is of paramount importance, both for (...)
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  6. The Unity of the Brentano School.Arnaud Dewalque - 2017 - In Uriah Kriegel (ed.), The Routledge Handbook of Franz Brentano and the Brentano School. London and New York: Routledge. pp. 236-248.
    Franz Brentano’s works are not just full of deep and innovative insights into mind, world and values. His views also turned out to be highly influential upon several generations of students, who made them the basis of their own philosophical investigations, giving rise to what is known as the Brentano School (Albertazzi et al. 1996; Fisette & Fréchette 2007). In this chapter, I give a bird’s eye view of the Brentano School from a rather historical perspective. My leading (...)
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  7. Mainstream Economics and the Austrian School: Toward Reunification.Adam K. Pham - 2017 - Erasmus Journal for Philosophy and Economics 10 (1):41-63.
    In this paper, I compare the methodology of the Austrian school to two alternative methodologies from the economic mainstream: the ‘orthodox’ and revealed preference methodologies. I argue that Austrian school theorists should stop describing themselves as ‘extreme apriorists’ (or writing suggestively to that effect), and should start giving greater acknowledgement to the importance of empirical work within their research program. The motivation for this dialectical shift is threefold: the approach is more faithful to their actual practices, it better (...)
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  8.  57
    In Defence of the Dialectical School.Theodor Ebert - 2008 - In Francesca Alesse (ed.), Anthropine Sophia. Studi di filologia e storiografia filosofica in memoria di Gabriele Giannantoni. Bibliopolis. pp. 275-293.
    In this paper I defend the existence of a Dialectical school proper against criticisms brought forward by Klaus Döring and by Jonathan Barnes. Whereas Döring claims that there was no Dialectical school separate from the Megarians, Barnes takes issue with my claim (argued for in “Dialektiker und frühe Stoiker bei Sextus Empiricus”) that most of the reports in Sextus on the dialecticians refer to members of the Dialectical school. Barnes contends that these dialecticians are in fact Stoic (...)
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  9. Content Analysis of The Catholic School and Religion and National Values, Primary 1- 6: Implications for Religious Education in Catholic Primary Schools Within Calabar Archdiocese - Cross River State.Emmanuel Orok Duke - 2016 - International Journal of Research in Basic and Lifelong Education 5 (1).
    The secular character of the Nigerian state should not impede collaboration between the Roman Catholic Schools Management Board and the Government of Cross River State (Nigeria) in the area of religious education. Based on the above claim, this paper is an exercise in content analysis of The Catholic School{\\ial is, the document regulating Catholic principles of education in schools) and Religion and National Values: Primary 1- 5(text on curricular contents of religious education at the primary school level in (...)
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  10.  68
    La moción divina ante la contingencia y la libertad de las creaturas según santo Tomás y Domingo Báñez.Torrijos-Castrillejo David - 2020 - Scripta Fulgentina 30:39-64.
    Against an interpretation of Saint Thomas Aquinas’s thought that understands the divine motion of the created will only providing a generic impulse to it, in this article is defended that God moves specifically for every good choice. This motion doesn’t prevent at all the contingency of creatures and neither freedom of choice. Is also shown how Báñez’s thought is quite faithful to Saint Thomas in this and doesn’t intend anything else but simply to make it known and defend it from (...)
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  11.  91
    Takeuti's Proof Theory in the Context of the Kyoto School.Andrew Arana - 2019 - Jahrbuch Für Philosophie Das Tetsugaku-Ronso 46:1-17.
    Gaisi Takeuti (1926–2017) is one of the most distinguished logicians in proof theory after Hilbert and Gentzen. He extensively extended Hilbert's program in the sense that he formulated Gentzen's sequent calculus, conjectured that cut-elimination holds for it (Takeuti's conjecture), and obtained several stunning results in the 1950–60s towards the solution of his conjecture. Though he has been known chiefly as a great mathematician, he wrote many papers in English and Japanese where he expressed his philosophical thoughts. In particular, he used (...)
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  12. A Strange Kind of Kantian: Bakhtin’s Reinterpretation of Kant and the Marburg School.Sergeiy Sandler - 2015 - Studies in East European Thought 67 (3-4):165-182.
    This paper looks at the ways in which Mikhail Bakhtin had appropriated the ideas of Kant and of the Marburg neo-Kantian school. While Bakhtin was greatly indebted to Kantian philosophy, and is known to have referred to himself as a neo-Kantian, he rejects the main tenets of neo-Kantianism. Instead, Bakhtin offers a substantial re-interpretation of Kantian thought. His frequent borrowings from neo-Kantian philosophers (Hermann Cohen, Paul Natorp, and others) also follow a distinctive pattern of appropriation, whereby blocks of interconnected (...)
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  13. A Frankfurti Iskola és 1968 (The Frankfurt School and 1968).Attila Tanyi - 2009 - Fordulat 3 (2):9-33.
    The aim of the paper is to investigate the connection between the Frankfurt School and the events of 1968. Accordingly, the paper focuses only on those important members of the School whose philosophical, ideological or practical influence on the events is clearly detectable. This means dealing with four thinkers in three sections: the influence of Adorno and Horkheimer is treated in the same section, whereas the work of Marcuse and Habermas is examined in separate sections. The three sections (...)
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  14. What Can Philosophers Offer Social Scientists?; or The Frankfurt School and its Relevance to Social Science: From the History of Philosophical Sociology to an Examination of Issues in the Current EU.Mason Richey - 2008 - International Journal of Interdisciplinary Social Sciences 3 (6):63-72.
    This paper presents the history of the Frankfurt School’s inclusion of normative concerns in social science research programs during the period 1930-1955. After examining the relevant methodology, I present a model of how such a program could look today. I argue that such an approach is both valuable to contemporary social science programs and overlooked by current philosophers and social scientists.
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  15. Dialogic Practice in Primary Schools: How Primary Head Teachers Plan to Embed Philosophy for Children Into the Whole School. Education Studies.Sue Lyle & Thomas Williams - 2012 - Educational Studies 38 (1):1-12.
    The Philosophy for Children in Schools Project is an ongoing research project to explore the impact of philosophy for children (P4C) on classroom practice. this paper responds on the responses of head teachers, teachers and local educational authority (LA) officers in South Wales, UK, to the initial training programme in P4C carried out by the University School of Education. Achieving change in schools through the embedding of new practices is an important challenge for head teacher.s Interviews and qualitative questionnaires (...)
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  16.  99
    Is Brentano's Method a Unifying Element of the Brentano School?Wolfgang Huemer - 2019 - Rivista di Filosofia Neo-Scolastica (4):897-910.
    Among historians of philosophy it is often taken for granted that the “Brentano school” was one of the influential philosophical movements at the end of the nineteenth and the beginning of the twentieth century – but Brentano’s own contributions are often eclipsed by that of his direct students. This invites to reflect on the nature of and the unity within the school. Since Brentano’s conception of a rigorous, scientific philosophy had a strong impact on his students, it has (...)
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  17. Charity, Childcare, and Crime: From Objectivist Ethics to the Austrian School.Kathleen Touchstone - 2016 - Libertarian Papers 8:23-57.
    : The purpose of this paper is to address from a normative perspective issues raised by John Mueller in Redeeming Economics: Rediscovering the Missing Element. Mueller criticizes economists, including Austrians, for failing to properly address unilateral transfers—in particular, charity, childcare, and crime—in economic thought. Mueller challenges economist Gary Becker’s position that giving increases the […] The post “Charity, Childcare, and Crime: From Objectivist Ethics to the Austrian School” appeared first on Libertarian Papers.
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  18. The Ethics of Narrative Art: Philosophy in Schools, Compassion and Learning From Stories.Laura D’Olimpio & Andrew Peterson - 2018 - Journal of Philosophy in Schools 5 (1):92-110.
    Following neo-Aristotelians Alasdair MacIntyre and Martha Nussbaum, we claim that humans are story-telling animals who learn from the stories of diverse others. Moral agents use rational emotions, such as compassion which is our focus here, to imaginatively reconstruct others’ thoughts, feelings and goals. In turn, this imaginative reconstruction plays a crucial role in deliberating and discerning how to act. A body of literature has developed in support of the role narrative artworks (i.e. novels and films) can play in allowing us (...)
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  19.  51
    An Unlikely Meeting of the Vienna School and the New York School.Eugene Halton - 1989 - New Observations 1 (71):5-9.
    When painter Fritz Janschka arrived from Vienna to teach at Byrn Mawr College in October, 1949, he entered a culture seemingly as alien to his art as one can imagine. Janschka is one of the co­founders of the Vienna School of Fantastic Realism, a group of painters who studied at the Academy of Fine Arts in Vienna shortly after World War Two. The fantastic realists cultivated a precisely controlled craft informed by traditional methods and modernist sensibilities, incorporating collectively the (...)
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  20. The ‘Futures’ of Queer Children and the Common School Ideal.Kevin Mcdonough - 2007 - Philosophy of Education 41 (4):795-810.
    This paper focuses on an especially urgent challenge to the legitimacy of the common school ideal—a challenge that has hardly been addressed within contemporary debates within liberal philosophy of education. The challenge arises from claims to accommodation by queer people and queer communities—claims that are based on notions of queerness and queer identity that are seriously underrepresented within contemporary liberal political and educational theory. The paper articulates a liberal view of personal autonomy that is constituted by a conception of (...)
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  21. Ecological Imagination and Aims of Moral Education Through the Kyoto School and American Pragmatism.Steven Fesmire - 2012 - In Paul Standish & Naoko Saito (eds.), Education and the Kyoto School of Philosophy. Dordrecht, Netherlands: pp. 109-130.
    Cross-cultural dialogue between the Kyoto School of modern Japanese philosophy and the classical pragmatist tradition in American philosophy can help educators to clarify aims for greater ecological responsiveness in moral education. This dialogue can contribute to meeting an urgent practical need to cultivate ecological imagination, and an equally practical need to make theoretical sense of the way in which ecological perception becomes relevant to moral deliberation. The first section of this chapter explores relational thinking in the Kyoto School (...)
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  22. The Current State of Medical School Education in Bioethics, Health Law, and Health Economics.Govind C. Persad, Linden Elder, Laura Sedig, Leonardo Flores & Ezekiel J. Emanuel - 2008 - Journal of Law, Medicine and Ethics 36 (1):89-94.
    Current challenges in medical practice, research, and administration demand physicians who are familiar with bioethics, health law, and health economics. Curriculum directors at American Association of Medical Colleges-affiliated medical schools were sent confidential surveys requesting the number of required hours of the above subjects and the years in which they were taught, as well as instructor names. The number of relevant publications since 1990 for each named instructor was assessed by a PubMed search.In sum, teaching in all three subjects combined (...)
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  23. History, Theory and Methodological Pluralism in the English School.Richard Little - 2009 - In Cornelia Navari (ed.), Theorising International Society: English School Methods. Palgrave-Macmillan.
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  24.  96
    The Contemporary Frankfurt School's Eurocentrism Unveiled: The Contribution of Amy Allen.Claudia Leeb, Robert Nichols, Yves Winter & Amy Allen - 2018 - Political Theory 46 (5):772-800.
    In her latest book, The End of Progress, Amy Allen embarks on an ambitious and much-needed project: to decolonize contemporary Frankfurt School Critical Theory. As with all of her books, this is an exceptionally well-written and well-argued book. Allen strives to avoid making assertions without backing them up via close and careful textual reading of the thinkers she engages in her book. In this article, I will state why this book makes a central contribution to contemporary critical theory (in (...)
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  25. The Lvov-Warsaw School. Past and Present.Urszula Wybraniec-Skardowska & Ángel Garrido (eds.) - 2018 - Cham, Switzerland: Springer- Birkhauser,.
    This is a collection of new investigations and discoveries on the history of a great tradition, the Lvov-Warsaw School of logic , philosophy and mathematics, by the best specialists from all over the world. The papers range from historical considerations to new philosophical, logical and mathematical developments of this impressive School, including applications to Computer Science, Mathematics, Metalogic, Scientific and Analytic Philosophy, Theory of Models and Linguistics.
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  26. With Liberty and Justice for Some: A Philosophical Argument Against the Small School Movement in New York City.Keri Rodgers - 2015 - Philosophical Studies in Education 45:125-135.
    The small school movement originated in the democratic ideology of Deborah Meier, who sought to create schools that gave students, parents, teachers, and all stakeholders in the communities they served a voice in education. In New York City, Meier's vision was implemented haphazardly by a group of business and political elites able to pour millions of dollars into an initiative without carefully considering the complex interests involved in creating new small schools. According to this author, this lack of forethought (...)
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  27. Psychoanalytic Aesthetics: An Introduction to the British School: Book Reviews. [REVIEW]Roger Squier - 2010 - British Journal of Aesthetics 50 (2):212-215.
    (No abstract is available for this citation).
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  28.  48
    On the Political Rewriting of the Past. The Aporiae of the Bielefeld School.Josep Maria Bech - 2019 - Lo Sguardo. Rivista di Filosofia 2 (29):163-182.
    In the last third of the 20th century, the Bielefeld School of social history, headed by Hans- Ulrich Wehler and Jürgen Kocka, rose to prominence. It had contrasting concerns: the focus on structures and processes of development sidelined intentional action and coexisted with a political rewriting of the past that indicted the interests and decisions of dominant elites in Germany from 1870 to 1933. History was viewed, oddly enough, as retrospective politics. This article analyses the main aporiae implied by (...)
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  29.  67
    The Need for Economics Education in Vietnam High School Curriculum: A Preliminary Observation.Quan-Hoang Vuong & Manh-Toan Ho - 2021 - Academia Letters 1 (1):1053.
    Vietnam is a fast-growing economy with a population of more than 100 million people. Along with the stable development of the country’s economy, a mindset focusing on making money is also growing in Vietnam. Nonetheless, there has been a noticeable lack of formal education in economics for young people, especially in high school curriculum. Thus, this paper provides a quick look at the issue from the perspective of influential journal articles and books on Vietnam economy. Currently, as the high (...)
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  30.  96
    Shihâb Al-Dîn Yahyâ Suhrawardî: Founder of the Illuminationist School.Hossein Ziai - 1995 - In S. H. Nasr and Oliver Leaman (ed.), History of Islamic Philosophy. London: Routledge,. pp. 434-464.
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  31. The Conundrum of Religious Schools in Twenty-First Century Europe.Michael Merry - 2015 - Comparative Education 51 (1):133-156.
    In this paper I examine in detail the continued – and curious – popularity of religious schools in an otherwise ‘secular’ twenty-first century Europe. To do this I consider a number of motivations underwriting the decision to place one’s child in a religious school and delineates what are likely the best empirically supported explanations for the continued dominant position of Protestant and Catholic schools. I then argue that institutional racism is an explanatory variable that empirical researchers typically avoid, though (...)
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  32. A Schooling in Contempt: Emotions and the Pathos of Distance.Mark Alfano - 2018 - In Paul Katsafanas (ed.), Routledge Philosophy Minds: Nietzsche. Routledge.
    Nietzsche scholars have developed an interest in his use of “thick” moral psychological concepts such as virtues and emotions. This development coincides with a renewed interest among both philosophers and social scientists in virtues, the emotions, and moral psychology more generally. Contemporary work in empirical moral psychology posits contempt and disgust as both basic emotions and moral foundations of normative codes. While virtues can be individuated in various ways, one attractive principle of individuation is to index them to characteristic emotions (...)
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  33. Introduction. The School: Its Genesis, Development and Significance.U. Wybraniec-Skardowska - 2018 - In Urszula Wybraniec-Skardowska & Ángel Garrido (eds.), in: The Lvov-Warsaw School. Past and Present. Cham, Switzerland: Springer. pp. 3-14.
    The Introduction outlines, in a concise way, the history of the Lvov-Warsaw School – a most unique Polish school of worldwide renown, which pioneered trends combining philosophy, logic, mathematics and language. The author accepts that the beginnings of the School fall on the year 1895, when its founder Kazimierz Twardowski, a disciple of Franz Brentano, came to Lvov on his mission to organize a scientific circle. Soon, among the characteristic features of the School was its serious (...)
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  34. The Reception of Ernst Mach in the School of Brentano.Denis Fisette - 2018 - Hungarian Philosophical Review 69 (4):34-49.
    This paper is about the reception of Ernst Mach by Brentano and his students in Austria. I shall outline the main elements of this reception, starting with Brentano’s evaluation, in his lectures on positivism, of Mach’s theory of sensations. Secondly, I shall comment the early reception of Mach by Brentano’s pupils in Prague. The third part bears on the close relationship that Husserl established between his phenomenology and Mach’s descriptivism. I will then briefly examine Mach’s contribution to the controversy on (...)
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  35.  67
    Is the Liberal Defence of Public Schools a Fantasy?Michael Merry & William New - 2017 - Critical Studies in Education 58 (3):373-389.
    In this paper, we offer a Leftist critique of standard liberal defenses of the public school. We suggest that the standard arguments employed by mainstream liberal defenders of the public school are generally inadequate because they fail to provide a credible representation of their historical object, let alone effective remedies to our current problems. Indeed, many of these narratives, in our view, are grounded in fantasies about what public schools, or teaching and learning, are or could be, as (...)
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  36. Should the State Fund Religious Schools?Michael S. Merry - 2007 - Journal of Applied Philosophy 24 (3):255-270.
    In this article, I make a philosophical case for the state to fund religious schools. Ultimately, I shall argue that the state has an obligation to fund and provide oversight of all schools irrespective of their religious or non-religious character. The education of children is in the public interest and therefore the state must assume its responsibility to its future citizens to ensure that they receive a quality education. Still, while both religious schools and the polity have much to be (...)
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  37.  27
    Technological Games and Their Relation to the Level of Academic Achievement Among Seventh Graders in the Public Schools in Gaza City.Dr Hashem A. Homead - 2019 - International Journal of Academic Pedagogical Research (IJAPR) 3 (4):21-28.
    Abstract: The study aimed to identify the technological games and their relation to the level of student achievement. The data and information were collected through a questionnaire designed specifically for this purpose. The study population consisted of all teachers and teachers of the seventh grade stage. The sample consisted of (30) In the Gaza City, 30 questionnaires were retrieved at a 100% recovery rate and analyzed using the statistical analysis program. The researcher used the analytical descriptive approach to achieve the (...)
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  38. The Philosophy of Social Segregation in Israel's Democratic Schools.Arie Kizel - 2013 - Philosophy Study 3 (11):1042 – 1050.
    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 (...)
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  39.  13
    The Truth About Śrīgupta’s Two Truths: Longchenpa’s 'Lower Svātantrikas' and the Making of a New Philosophical School.Allison Aitken - 2021 - Journal of South Asian Intellectual History 3 (2):185–225.
    Longchen Rabjampa (1308–64), scholar of the Tibetan Buddhist Nyingma tradition, presents a novel doxographical taxonomy of the so-called Svātantrika branch of Madhyamaka Buddhist philosophy, designating the Indian Mādhyamika Śrīgupta (c. 7th/8th century) as the exemplar of a Svātantrika sub-school which maintains that appearance and emptiness are metaphysically distinct. This paper compares Longchenpa’s characterization of this “distinct-appearance-and-emptiness” view with Śrīgupta’s own account of the two truths. I expose a significant disconnect between Longchenpa’s Śrīgupta and Śrīgupta himself and argue that the (...)
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  40. Country Report: The Teaching of Philosophy in Singapore Schools.Steven Burik, Matthew Hammerton & Sovan Patra - 2020 - Journal of Didactics of Philosophy 4 (3):190-193.
    A country report describing the teaching of philosophy in Singapore's primary and secondary schools.
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  41. In Defence of the School: A Public Issue.Jan Masschelein & Maarten Simons - 2013 - E-ducation, Culture & Society Publishers.
    As a painfully outdated institution the school is accused of: being alienating, closing itself off to society and to the needs of young people; reproducing social inequality and consolidating existing power relations; demotivating youth; showing a lack of effectiveness and having great difficulty with employability. And last but not least, the school is considered redundant: the school, where learning is bound to time and place, is no longer needed in the digital era of virtual learning environments. The (...)
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  42. Exploring the Practices of Secondary School Teachers in Preparing for Classroom Observation Amidst the New Normal of Education.Kevin Caratiquit & Reynel Pablo - 2021 - Journal of Social, Humanity, and Education 1 (4):281-296.
    Purpose: This study aimed to explore the practices of secondary public school teachers in preparing for classroom observation amidst the new normal of education. The emphasis of this study was drawn from the central question, "What are the practices of secondary public school teachers in preparing for classroom observation amidst the new normal of education?". Research Methodology: This study used a qualitative research design. It employed a phenomenology design to explore the practices of secondary public school teachers (...)
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  43.  9
    The Effect of a Proposed Teaching Model Based on the Transformative Learning Theory in Inducing a Conceptual Change in Science Among Middle School Female. [REVIEW]Afnan Al-Wadey - manuscript
    This study investigates the effect of a proposed teaching model based on the Transformative Learning Theory (TLT) in inducing a conceptual change in science for intermediate school female students in Dammam. The study follows the descriptive, analytical, and experimental method with a quasi-experimental design for experimental and control groups. The descriptive study sample consists of (44) female students from the 2nd intermediate grade to identify their alternative conceptions. The research sample consists of (140) female students who are divided into (...)
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  44.  34
    The Attitude of Students Towards Learning English Language at Secondary Schools in Dire Dawa Ethiopia.Mustefa Jibril - 2021 - Academia Arena Journal 13 (7):61-64.
    This paper reflects the students' attitude toward learning English in secondary schools. The current study was conducted following 57 students at Dire Dawa secondary Schools. The findings suggest that students were generally uncomfortable with the language and subject areas offered in secondary school and agreed that learning English is important for them. Respondents to the current study, who had recently received their primary education, reported that the secondary school syllabus helped them to acquire the language needed for work (...)
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  45. Indoctrination, Islamic Schools and the Broader Scope of Harm.Michael Merry - 2018 - Theory and Research in Education 16 (2):162-178.
    Many philosophers argue that religious schools are guilty of indoctrinatory harm. I think they are right to be worried about that. But in this article, I will postulate that there are other harms for many individuals that are more severe outside the religious school. Accordingly the full scope of harm should be taken into account when evaluating the harm that some religious schools may do. Once we do that, I suggest, justice may require that we choose the lesser harm. (...)
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  46.  61
    Do Medical Schools Teach Medical Humanities? Review of Curricula in the United States, Canada and the United Kingdom.Jeremy Howick, Lunan Zhao, Brenna McKaig, Alessandro Rosa, Raffaella Campaner, Jason Oke & Dien Ho - 2021 - Journal of Evaluation in Clinical Practice.
    Rationale and objectives: Medical humanities are becoming increasingly recognized as positively impacting medical education and medical practice. However, the extent of medical humanities teaching in medical schools is largely unknown. We reviewed medical school curricula in Canada, the UK and the US. We also explored the relationship between medical school ranking and the inclusion of medical humanities in the curricula. -/- Methods: We searched the curriculum websites of all accredited medical schools in Canada, the UK and the US (...)
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  47. The Unity and Plurality of Beliefs and the Problem of Wahdat al-Ma‘būd according to the School of Vahdat al-Wujud.Muhammed Bedirhan - 2020 - Theosophia (1):91-116.
    Since the formation period, the concept of religion and the basic issues related to religiosity have been among the main subjects that attracted the Sūfīs. As a consequence, Sūfī writers showed great interest in the subject and endeavoured to produce a genuine religious thought. This tradition of religious thought, which was developed by the Sūfīs, also dealt with problems concerning other religious systems, their basic tenets and rituals, as well as the relationship with the members of other religions. In this (...)
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  48. Cultural Coherence and the Schooling for Identity Maintenance.Michael S. Merry - 2005 - Journal of Philosophy of Education 39 (3):477-497.
    An education for cultural coherence tends to the child’s well-being through identity construction and maintenance. Critics charge that this sort of education will not bode well for the future autonomy of children. I will argue that culturally coherent education, provided there is no coercion, can lend itself to eventual autonomy and may assist minority children in countering the negative stereotypes and discrimination they face in the larger society. Further, I will argue that few individuals actually possess an entirely coherent identity; (...)
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  49. The Impact Of Leadership Styles On Teaching And Learning Outcomes: A Case Study Of Selected Senior High Schools In The Nkronza Districts Of Brong Ahafo Region In Ghana.Raymond Suoseg Aruzie & Augustine Adjei - 2019 - International Journal of Scientific Research and Management (IJSRM) 6 (12).
    The issue of leadership styles used by school heads and the academic performance of students has recently attracted the attention of the general public and people are exerting energies into research to find its courses and effects. Nkoranza-North district is selected as a result of the fact that the researcher works there and the districts also have two senior high schools for the study. Primarily, the study was to find out the courses and impact of leadership styles on teaching (...)
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  50. The Ethical Dilemma of Lifestyle Change: Designing for Sustainable Schools and Sustainable Citizenship.Andrea Wheeler - 2009 - Les ateliers de l'éthique/The Ethics Forum 4 (1):140-155.
    This paper explores how participation and sustainability are being addressed by architects within the Building Schools for the Future (BSF) programme in the UK. The intentions promoted by the programme are certainly ambitious, but the ways to fulfil these aims are ill-explored. Simply focu- sing on providing innovative learning technologies, or indeed teaching young people about phy- sical sustainability features in buildings, will not necessarily teach them the skills they will need to respond to the environmental and social challenges of (...)
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