Results for 'action, movement, synchrony, learning, instruction, dance'

995 found
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  1. Synchronous vs non-synchronous imitation: using dance to explore interpersonal coordination during observational learning.Cassandra Crone, Lilian Rigoli, Gaurav Patil, Sarah Pini, John Sutton, Rachel Kallen & Michael J. Richardson - 2021 - Human Movement Science 102776 (102776).
    Observational learning can enhance the acquisition and performance quality of complex motor skills. While an extensive body of research has focused on the benefits of synchronous (i.e., concurrent physical practice) and non-synchronous (i.e., delayed physical practice) observational learning strategies, the question remains as to whether these approaches differentially influence performance outcomes. Accordingly, we investigate the differential outcomes of synchronous and non-synchronous observational training contexts using a novel dance sequence. Using multidimensional cross-recurrence quantification analysis, movement time-series were recorded for novice (...)
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  2. Addressing Students Learning Gaps in Mathematics through Differentiated Instruction.Hernalyn Aguhayon, Roselyn Tingson & Jupeth Pentang - 2023 - International Journal of Educational Management and Development Studies 4 (1):69-87.
    The study aimed to determine if differentiated instruction effectively addresses learning gaps in mathematics. In particular, it explored how it can improve the student’s learning gaps concerning mathematical performance and confidence. The study employed a quasi-experimental design with 30 purposively-selected Grade 10 participants divided into differentiated (n = 15) and control groups (n = 15), ensuring the utmost ethical measures. The mean and standard deviation were used to describe the participants’ performance and confidence. Independent samples t-tests were used to determine (...)
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  3. Dancing-With: A Method for Poetic Social Justice.Joshua M. Hall - 2021 - In Rebecca L. Farinas, Craig Hanks, Julie C. Van Camp & Aili Bresnahan (eds.), Dance and Philosophy. London: Bloomsbury.
    This chapter outlines a new theoretical method, which I call “dancing-with,” emerging from the process of writing my dissertation and the book manuscript that followed it. Defined formally, a given theorist X can be said to “dance-with” with a second theorist Y insofar as X “choreographs” an interpretation of Y which is both true to Y and Y’s historical communities, and also meaningful and actionable (i.e. facilitating social justice) for X and X’s historical communities. In this pursuit, the method (...)
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  4. Enriching the Discussion of Convergent Plate Boundary by Utilizing the Video Instructional Support: An Action Research.Jankien Ugbamen, Elmer Acruz, Sheena Ernestine Causin & Cyril Cabello - 2022 - Psychology and Education: A Multidisciplinary Journal 4 (9):894-903.
    In our technologically advanced generation, using video as instructional support is the modern way to give high-quality instruction. Numerous studies have looked at how video education affects students' academic ability, but none have particularly looked at the scientific idea of the Convergent Plate Boundary. This study evaluates how well the video instruction enriched the Convergent Plate Boundary discussion. The study used a mixed method to triangulate the quantitative and qualitative information collected from the respondents who were Grade 10 students at (...)
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  5. Yoga From the Mat Up: How words alight on bodies.Doris McIlwain & John Sutton - 2013 - Educational Philosophy and Theory (6):1-19.
    Yoga is a unique form of expert movement that promotes an increasingly subtle interpenetration of thought and movement. The mindful nature of its practice, even at expert levels, challenges the idea that thought and mind are inevitably disruptive to absorbed coping. Building on parallel phenomenological and ethnographic studies of skilful performance and embodied apprenticeship, we argue for the importance in yoga of mental access to embodied movement during skill execution by way of a case study of instruction and practice in (...)
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  6. The arts of action.C. Thi Nguyen - 2020 - Philosophers' Imprint 20 (14):1-27.
    The theory and culture of the arts has largely focused on the arts of objects, and neglected the arts of action – the “process arts”. In the process arts, artists create artifacts to engender activity in their audience, for the sake of the audience’s aesthetic appreciation of their own activity. This includes appreciating their own deliberations, choices, reactions, and movements. The process arts include games, urban planning, improvised social dance, cooking, and social food rituals. In the traditional object arts, (...)
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  7. Seeing and understanding epistemic actions.Sholei Croom, Hanbei Zhou & Chaz Firestone - 2023 - Proceedings of the National Academy of Sciences 120:e2303162120.
    Many actions have instrumental aims, in which we move our bodies to achieve a physical outcome in the environment. However, we also perform actions with epistemic aims, in which we move our bodies to acquire information and learn about the world. A large literature on action recognition investigates how observers represent and understand the former class of actions; but what about the latter class? Can one person tell, just by observing another person’s movements, what they are trying to learn? Here, (...)
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  8. Physical and Aesthetic Properties in Dance.Beauquel Julia - 2013 - In Bunker Jenny, Pakes Anna & Rowell Bonnie (eds.), Dance Books. pp. 165-184.
    Dance as art has been philosophically characterized as involving the natural expressiveness of human movements. But while some authors find the defense of expressiveness essential, others claim that it is not relevant to the understanding of dance and favour instead a focus on style, a supposedly more significant artistic feature. This paper is an attempt to provide an alternative account to both these positions, with the first (namely, that the dancers are supposed to convey emotions to us by (...)
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  9. Implementing conceptual engineering: lessons from social movements.Carme Isern-Mas - forthcoming - Inquiry: An Interdisciplinary Journal of Philosophy.
    Communication strategies to shape public opinion can be applied to the philosophical program of conceptual engineering. I propose to look for answers to the implementation challenge for conceptual engineering on similar challenges that arise in other contexts, such as that of social movements. I claim that conceptual engineering is successfully practiced in other areas with direct consequences on the political landscape, and that we can apply to philosophy what we might learn from those successful practices. With that end in mind, (...)
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  10. Are all actions movements of the agent's body?Julian Fink - 2011 - Kriterion - Journal of Philosophy 24 (1):52-64.
    Davidson famously contended that all actions are movements of the agent's body. It has been objected, however, that Davidson's view is incompatible with his own definition of primitive actions. This paper argues that this objection is based on an incorrect reading of Davidson's argument. I will show that by reading 'movements', in 'all actions are bodily movements', transitively, Davidson's definition of primitive actions ceases to contradict with his thesis that all actions are bodily movements.
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  11. Teaching Dance and Philosophy to Non Majors: The Integration of Movement Practices and Thought Experiments to Articulate Big Ideas.Megan Brunsvold Mercedes & Kristopher G. Phillips - 2021 - In Rebecca Farinas & Julie Van Camp (eds.), The Bloomsbury Handbook of Dance and Philosophy. London, UK: pp. 20-35.
    Philosophers sometimes wonder whether academic work can ever be truly interdisciplinary. Whether true interdisciplinarity is possible is an open question, but given current trends in higher education, it seems that at least gesturing toward such work is increasingly important. This volume serves as a testament to the fact that such work can be done. Of course, while it is the case that high-level theoretical work can flourish at the intersection of dance and philosophy, it remains to be seen how (...)
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  12. Bayesian Learning Models of Pain: A Call to Action.Abby Tabor & Christopher Burr - 2019 - Current Opinion in Behavioral Sciences 26:54-61.
    Learning is fundamentally about action, enabling the successful navigation of a changing and uncertain environment. The experience of pain is central to this process, indicating the need for a change in action so as to mitigate potential threat to bodily integrity. This review considers the application of Bayesian models of learning in pain that inherently accommodate uncertainty and action, which, we shall propose are essential in understanding learning in both acute and persistent cases of pain.
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  13. Dance Techne: Kinetic Bodily Logos and Thinking in Movement.Jaana Parviainen - 2003 - Nordic Journal of Aesthetics (27-28):159-175.
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  14. Conceptualizing Care in Partnering.Ilya Vidrin - 2023 - Performance Research 27 (6-7):26-31.
    Dance, as a mode of physical interaction, offers opportunities to care and be cared for, but this does not mean that dancers will, in fact, care. There may be no moral motivation underlying a lift, dip or intricate sequence of coordinated action. Choreographic scores may (knowingly or not) encourage merely perfunctory movements that are a poor simulacrum to care. Moreover, the caring that is expressed through dance need not transfer to other walks of life. I am not alone (...)
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  15.  43
    Learning Management System (LMS) for Academic Inclusion and Learning Agency: An Interpretive Review of Technoprogressivism in ODL Instructional Technology Policy.Bongani Nkambule, Sindile Ngubane & Siphamandla Mncube - 2023 - Journal of Education Society and Multiculturalism 4 (2):48-84.
    Literature frequently describes how ineffective implementation of instructional policy frameworks can make distance learning a lonely and unrewarding academic pursuit, characterized by high student drop-out rates, high failure rates and academic exclusion. In trying to mitigate this catastrophe, academic departments in distance learning institutions utilize learning management systems (LMSs) to stimulate students’ learning experiences. In keeping with techno-progressivism, the researchers (and authors of this paper) turned to extant documentary policy and literature to review – qualitatively – how the University of (...)
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  16. Perceptual Learning and Action (Network for Sensory Research/University of York Perceptual Learning Workshop, Question Five).Kevin Connolly, Dylan Bianchi, Craig French, Lana Kuhle & Andy MacGregor - manuscript
    This is an excerpt of a report that highlights and explores five questions that arose from the Network for Sensory Research workshop on perceptual learning and perceptual recognition at the University of York in March, 2012. This portion of the report explores the question: How is perceptual learning coordinated with action?
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  17. Explaining Actions and Explaining Bodily Movements.Maria Alvares - 2013 - In Giuseppina D'Oro & Constantine Sandis (eds.), Reasons and Causes: Causalism and Non-causalism in the Philosophy of Action. New York: Palgrave-Macmillan. pp. 141-159.
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  18. Self-Movement and Natural Normativity: Keeping Agents in the Causal Theory of Action.Matthew McAdam - 2007 - Dissertation, Georgetown University
    Most contemporary philosophers of action accept Aristotle’s view that actions involve movements generated by an internal cause. This is reflected in the wide support enjoyed by the Causal Theory of Action (CTA), according to which actions are bodily movements caused by mental states. Some critics argue that CTA suffers from the Problem of Disappearing Agents (PDA), the complaint that CTA excludes agents because it reduces them to mere passive arenas in which certain events and processes take place. Extant treatments of (...)
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  19. Modular Instruction in Elementary Education: A Research Study of Adaptability and Attitude in Modular Learning.Rasha Amira S. Khalil, Cindy J. Jorduela & Joan A. Agunos - 2023 - Universal Journal of Educational Research 2 (2):121-130.
    This study focused on the adaptability and attitude of Grade 6 students in the Modular Learning Approach. This study aims to create a comprehensive review of the adaptability and attitude of elementary students in the Modular Learning Approach Especially. It seeks to describe and analyze the following: the profile of the respondents in terms of sex and education of the parents; the adaptability of the respondents toward the relationship between the student's profile in terms of their sex and educational attainment (...)
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  20. The Acceptability of Online Learning Action Cell Session Practice to Tagumpay National High School Teachers.Ann Michelle S. Medina, Mari Cris O. Lim & Aldren E. Camposagrado - 2023 - Universal Journal of Educational Research 2 (2):99-109.
    This quantitative study explores the acceptability of Online Learning Action Cell (LAC) practice as a school-based professional development strategy for Tagumpay National High School (TNHS) teachers. The research was motivated by the Department of Education (DepEd) Order No. 35 s. 2016 which prompts public schools to comply with the implementation of LAC sessions because it has a positive impact on teachers’ beliefs and practices resulting in education reforms for learners’ benefit. However, in compliance with DepEd’s policy on maximizing Time-On-Task (DepEd (...)
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  21. Is Problem-Based Learning Superior to Direct Instruction.Brent Silby - 2013 - Journal of Education.
    In this essay I argue that theorists such as Kohn and Mitra have been too hasty in pronouncing the superiority of problem-based learning over direct instruction.
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  22. Letting the Body Find Its Way: Skills, Expertise, and Bodily Reflection.Anna Petronella Foultier - 2022 - Phenomenology and the Cognitive Sciences:1-22.
    What forms of consciousness can the subject have of her body in action? This is a recurrent issue in contemporary research on skilled movement and expertise, and according to a widespread view, the body makes itself inconspicuous in performance in favour of the object or goal that the activity is directed to. However, this attitude to consciousness in bodily performance seems unsatisfying for an understanding of skilled action, and the work of several researchers can be seen as responding to this (...)
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  23. The Continuity of Action and Thinking in Learning.Bente Elkjaer - 2000 - Outlines. Critical Practice Studies 2 (1):85-102.
    In recent years, there have been many attempts at defining learning as a social phenomenon as opposed to an individual and primarily psychological matter. The move towards understanding learning as social processes has also altered the concept of knowledge as a well-defined element stored in books, brains, CD-Roms, disks, videos or on the Internet. Instead, knowledge has been perceived as a social and context related construction. The roots of the social angle within theories on learning and knowledge are much older (...)
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  24. Filming Dance: Embodied Syntax in Sasha Waltz' S.Helen A. Fielding - 2015 - Paragraph 38 (1):69-85.
    This paper brings Merleau-Ponty’s phenomenological approach to Sasha Waltz’s dance film S, which focuses on the relation between sexuality and language. Maintaining that movement in cinema takes place in the viewers and not the film, the paper considers how the visual can be deepened to include the ways we move and are moved. Saussure’s insights into language are brought to the sensible, which is here understood in terms of divergences from norms. Though film would seem to privilege vision, viewing (...)
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  25. Dancing-with Cognitive Science: Three Therapeutic Provocations.Joshua M. Hall - forthcoming - Middle Voices.
    According to the “Embodied Cognition” entry in the Stanford Encyclopedia of Philosophy, the three landmark texts in the 4E cognitive science tradition are Lakoff and Johnson’s Metaphors We Live By, Varela, Thompson, and Rosch’s The Embodied Mind, and Andy Clark’s Being There. In my first section, I offer a phenomenological interpretation of these three texts, identifying recuring affirmations of the figure of dance alongside explicit marginalization of the practice of dance, perhaps in part due to cognitive science’s overemphasis (...)
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  26.  85
    Review: Wu, Wayne (2023). Movements of the Mind: A Theory of Attention, Intention and Action. Oxford University Press. [REVIEW]Joshua Shepherd - forthcoming - Australasian Journal of Philosophy.
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  27. Secondary Teachers’ and Students’ Perceptions of Distance Education in Science: Focus on Learner-Centered, Action-Oriented, and Transformative Learning.Aaron Funa - 2023 - DALAT UNIVERSITY JOURNAL OF SCIENCE 13 (3):156-181.
    The shift from conventional, face-to-face classroom teaching to distance education is a complex process that brings various challenges. To better understand the impact of this transition, the researchers examined the perceptions of secondary science teachers (n = 42) and students (n = 137). Specifically, the study focused on evaluating learner-centered, action-oriented, and transformative learning – referred to as LCAOT learning – in science distance education. The researchers developed a 26-item, 4-point Likert scale questionnaire that was distributed online to the target (...)
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  28.  86
    Body, dance and abstraction for spatial and structural comprehension in the first year of design education.Serkan Can Hatıpoğlu, Melih Kamaoğlu, Gamze Şensoy & Mehmet İnceoğlu - 2023 - International Journal of Technology and Design Education 33 (1).
    The first year of design education is essential for students as it is their initial interaction with the design process. Awareness of the body through dance has the potential to reveal bodily experience in space. Abstraction of embodied experience contributes to realising the significance of the body and its analytical dimension for spatial and structural design. This study investigates the impact of embodied experience and abstraction on the architectural design process and the outcome through correlation and regression analysis. We (...)
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  29. Dance Ethnography: An Analysis on Aeta Ambala Tribe of Barangay Tubo-tubo, Bataan.Jay Mark D. Sinag - 2022 - Universal Journal of Educational Research 1 (4):218-231.
    Philippine folk dances can be dated back as early as the pre-colonial period which inherited by our forefathers and passed through several generations of Filipinos. These traditional dances are considered treasures of our homeland for they depict the humble beginnings of our native countrymen and serve as a symbol of national identity. The study utilized focused ethnography and was limited on the documentation of the ethnic dance of Ayta Ambala’s tribe, their cultural values along with its cultural heritage situated (...)
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  30. Joint action goals reduce visuomotor interference effects from a partner’s incongruent actions.Sam Clarke, Luke McEllin, Anna Francová, Marcell Székely, Stephen Andrew Butterfill & John Michael - 2019 - Scientific Reports 9 (1).
    Joint actions often require agents to track others’ actions while planning and executing physically incongruent actions of their own. Previous research has indicated that this can lead to visuomotor interference effects when it occurs outside of joint action. How is this avoided or overcome in joint actions? We hypothesized that when joint action partners represent their actions as interrelated components of a plan to bring about a joint action goal, each partner’s movements need not be represented in relation to distinct, (...)
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  31. Dance theatre between the body-space and atmosphere in architecture: Pina Bausch.Serkan Can Hatıpoğlu, Gamze Şensoy & Elif Tatar - 2021 - Artanddesign-2021 (International Congress on Art and Design Research and Exhibition) 1:1205-1222.
    Architectural space has some triggers for unique experiences and one of them is its atmosphere. The atmosphere has an unstable structure so that it is difficult to define clearly. We are capable of immediate appreciation, such as being inside or outside. Thus, the threshold between bodily experiences and mental emergence becomes a blurred one, like a haze. It is sensed in bodily presence by human beings. The boundaries, such as subject and object, are transgressed through the atmosphere. The subject appears (...)
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  32. A Phenomenological Study of the Lived Experiences of Tagumpay National High School Teachers Involved in Online Learning Action Cell Session.Ann Michelle S. Medina, Aldren E. Camposagrado & Mari Cris O. Lim - 2022 - Universal Journal of Educational Research 1 (3):142-154.
    A qualitative phenomenological approach was used in this study to describe the lived experiences of Tagumpay National High School (TNHS) teachers on Online Learning Action Cell (LAC) session. LAC is a school-based professional development for teachers implemented by the Philippine Department of Education (DepEd). Due to teacher’s lack of participation on classroom LAC, a fully-online mode option is explored by offering TNHS teachers Online LAC session using Facebook as a Learning Management System (LMS). To capture the lived experience of teachers, (...)
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  33. Instructional Leadership Practices of School Administrators: The Case of El Salvador City Division, Philippines.Ma Leah Lincuna & Manuel Caingcoy - 2020 - Commonwealth Journal of Academic Research 1 (2):12-32.
    School administrators are mandated to take the instructional leadership roles. On this premise, a study assessed the extent of instructional leadership practices of public elementary school administrators in El Salvador City Division, Philippines. Also, it explored their actual practices, challenges encountered, and the ways they overcome the challenges in practicing instructional leadership. It employed a mixed-method research design. It administered the adopted assessment tool on instructional leadership to 15 school administrators and 12 of them were involved in the individual interviews. (...)
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  34. Validation of Gamified Instructional Materials in Genetics for Grade 12 STEM Students.Aaron Funa & Jhonner Ricafort - 2019 - International Journal of Sciences: Basic and Applied Research 47 (2):168-180.
    Instructional material is an integral part of teaching and learning process. Validating instructional materials is imperative to ensure quality before widespread utilization. This study validated the developed Gamified Instructional Material (GIM) in genetics for grade 12 STEM students. It employed the descriptive-developmental research design involving 41 STEM students and 11 Biology education experts chosen through purposive sampling. Findings revealed that students and experts strongly agreed that the GIM satisfied the criteria for a sound and valid instructional material. Further, the significant (...)
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  35. Introducing Spirit/Dance: Reconstructed Spiritual Practices.Joshua M. Hall - forthcoming - Journal for Cultural and Religious Theory.
    This project was provoked by the almost nonexistent pushback from the Democratic liberal establishment to the (2020) exoneration of Kyle Rittenhouse, despite his acknowledged killing of two Black Lives Matters protesters against the police murder of George Floyd. It builds on three prior articles arguing for the revival of ancient Dionysian practice, Haitian Vodou, and Indigenous South American shamanism to empower leftist revolution. In essence, I propose an assemblage of spiritual practices that are accessible today for the neo-colonized 99% of (...)
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  36.  14
    Deep Learning as Method-Learning: Pragmatic Understanding, Epistemic Strategies and Design-Rules.Phillip H. Kieval & Oscar Westerblad - manuscript
    We claim that scientists working with deep learning (DL) models exhibit a form of pragmatic understanding that is not reducible to or dependent on explanation. This pragmatic understanding comprises a set of learned methodological principles that underlie DL model design-choices and secure their reliability. We illustrate this action-oriented pragmatic understanding with a case study of AlphaFold2, highlighting the interplay between background knowledge of a problem and methodological choices involving techniques for constraining how a model learns from data. Building successful models (...)
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  37.  35
    Instructional Modular Approach Framework For Developing Science Teaching Competencies Of Prospective Teachers.J. Natarajan & M. Aron Antony Charles - 2024 - Educational Administration: Theory and Practice 30 (5):6652-6656.
    This implementation framework bridges the theoretical concepts of the Instructional Modular Approach with the practical development of Science Teaching Competency. It offers prospective teachers a structured, adaptive, and technology-enhanced pathway to becoming competent and innovative science educators. Each unit is meticulously designed to not only equip teachers with theoretical knowledge but also to hone their practical skills and competencies essential for a dynamic science teaching environment.
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  38. Pitfalls of Teachers on Modular Distance Learning: Basis for a Proposed Action Plan.Rolando R. Mairina, Domingo M. Cabarteja & Jeger P. Paragas - 2023 - Universal Journal of Educational Research 2 (2):110-120.
    The study was conducted to determine the pitfalls encountered by grade five teachers during modular teaching and learning. Specifically, it aimed to find out the pitfalls encountered by teachers along with students’ comprehension, students’ academic behavior, monitoring of students’ education, and physical interaction with the learners. The personal profile of teachers, out of the total respondents (56), most of the teachers are female-dominated. Most of them belong to the age bracket of 34 to 45 and most of the teachers are (...)
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  39. How marking in dance constitutes thinking with the body.David Kirsh - 2011 - The External Mind:183-214.
    In dance, there is a practice called ‘marking’. When dancers mark, they execute a dance phrase in a simplified, schematic or abstracted form. Based on our interviews with professional dancers in the classical, modern, and contemporary traditions, it is fair to assume that most dancers mark in the normal course of rehearsal and practice. When marking, dancers use their body-in-motion to represent some aspect of the full-out phrase they are thinking about. Their stated reason for marking is that (...)
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  40. Learning Motivation and Utilization of Virtual Media in Learning Mathematics.Almighty Tabuena & Jupeth Pentang - 2021 - Asia-Africa Journal of Recent Scientific Research 1 (1):65-75.
    This study aims to describe the learning motivation of students using virtual media when they are learning mathematics in grade 5. The research design applied in this research is classroom action research. The research is conducted in two phases which involve planning, action and observation and reflection. The results of the study revealed that intrinsic motivation to learn is most prevalent in the form of fun to learn mathematics with virtual media. Other forms of intrinsic motivation include curiosity, need and (...)
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  41. Interactivity and multimedia interfaces.David Kirsh - 1997 - Instructional Science 25:79-96.
    Multimedia technology offers instructional designers an unprecedented opportunity to create richly interactive learning environments. With greater design freedom comes complexity. The standard answer to the problems of too much choice, disorientation, and complex navigation is thought to lie in the way we design interactivity in a system. Unfortunately, the theory of interactivity is at an early state of development. After critiquing the decision cycle model of interaction—the received theory in human computer interaction—I present arguments and observational data to show that (...)
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  42. Situating Instructions.David Kirsh - 2011 - European Perspectives on Cognitive Science.
    A videographic study of origami is presented in which subjects were observed making four different origami objects under five modes of instruction: photos + captions, illustrations-only, illustrations with small captions, illustrations with large captions, and text-only as control. The objective of the study was to explore the gestures and other actions that subjects produce as they try to follow instructions rather than to determine the most effective style of instruction per se. We found that the task of situating instructions to (...)
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  43. The Dance of Truth.Don Michael Hudson - manuscript
    We want God to make sense, to be reasonable, to act according to how we think God should act. This kind of thinking, though, is not far from where we live today. If I give money to the church, then God will bless me financially. If I have my “quiet time” in scripture, then God will bless my day. If I raise my children right, then surely they will turn out right. In themselves these actions are good and right; however, (...)
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  44. Apposite Bodies: Dancing with Danto.Joshua M. Hall - 2015 - Philosophy in the Contemporary World 22 (1):19-36.
    Though Arthur Danto has long been engaged with issues of embodiment in art and beyond, neither he nor most of his interlocutors have devoted significant attention to the art form in which art and embodiment most vividly intersect, namely dance. This article, first, considers Danto’s brief references to dance in his early magnum opus, The Transfiguration of the Commonplace. Second, it tracks the changes in Danto’s philosophy of art as evidenced in his later After the End of Art (...)
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  45. Students’ Evaluation of Faculty-Prepared Instructional Modules: Inferences for Instructional Materials Review and Revision.Lovina A. Hamora, Merline B. Rabaya, Jupeth Pentang, Aylene D. Pizaña & Mary Jane D. Gamozo - 2022 - Journal of Education, Management and Development Studies 2 (2):20-29.
    Academic institutions migrated to modular teaching-learning amid the COVID-19 pandemic. To ensure the quality of the pedagogical innovations employed, the study determined the students’ evaluation of the faculty prepared instructional modules for the courses they enrolled in during the first and second semesters of Academic Year 2020-2021. Employing a descriptive-correlational research design, the study was participated by 644 students from three colleges who were then available during the data gathering. Data gathered through online surveys were then analyzed using descriptive statistics (...)
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  46. Learning through the Scientific Imagination.Fiora Salis - 2020 - Argumenta 6 (1):65-80.
    Theoretical models are widely held as sources of knowledge of reality. Imagination is vital to their development and to the generation of plausible hypotheses about reality. But how can imagination, which is typically held to be completely free, effectively instruct us about reality? In this paper I argue that the key to answering this question is in constrained uses of imagination. More specifically, I identify make-believe as the right notion of imagination at work in modelling. I propose the first overarching (...)
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  47. When actions feel alien: An explanatory model.Timothy Lane - 2014 - In Tzu-Wei Hung (ed.), Communicative Action. Singapore: Springer Science+Business. pp. 53-74.
    It is not necessarily the case that we ever have experiences of self, but human beings do regularly report instances for which self is experienced as absent. That is there are times when body parts, mental states, or actions are felt to be alien. Here I sketch an explanatory framework for explaining these alienation experiences, a framework that also attempts to explain the “mental glue” whereby self is bound to body, mind, or action. The framework is a multi-dimensional model that (...)
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  48. Learning to be Reliable: Confucius' Analects.Karyn L. Lai - 2018 - In Karyn L. Lai, Rick Benitez & Hyun Jin Kim (eds.), Cultivating a Good Life in Early Chinese and Ancient Greek Philosophy Perspectives and Reverberations. Bloomsbury. pp. 193-207.
    In the Lunyu, Confucius remarks on the implausibility—or impossibility—of a life lacking in xin 信, reliability (2.22). In existing discussions of Confucian philosophy, this aspect of life is often eclipsed by greater emphasis on Confucian values such as ren 仁 (benevolence), li 禮 (propriety) and yi 義 (rightness). My discussion addresses this imbalance by focusing on reliability, extending current debates in two ways. First, it proposes that the common translation of xin as denoting coherence between a person’s words and deeds (...)
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  49. Action and Rationalization.Samuel Asarnow - 2021 - Australasian Journal of Philosophy (TBA):758-773.
    According to the ‘standard story’ in the philosophy of action, actions are those movements of a creature’s body that are caused and rationalized by the creature’s mental states. The attractions of the causal condition have been widely discussed. The rationalization condition is nearly ubiquitous, but it is notoriously obscure, and its motivation has rarely been made explicit. This paper presents a new argument for including the rationalization condition in the causal theory of action, and sketches a broadly Davidsonian theory of (...)
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  50. Networked Learning and Three Promises of Phenomenology.Lucy Osler - forthcoming - In Phenomenology in Action for Researching Networked Learning Experiences.
    In this chapter, I consider three ‘promises’ of bringing phenomenology into dialogue with networked learning. First, a ‘conceptual promise’, which draws attention to conceptual resources in phenomenology that can inspire and inform how we understand, conceive of, and uncover experiences of participants in networked learning activities and environments. Second, a ‘methodological promise’, which outlines a variety of ways that phenomenological methodologies and concepts can be put to use in empirical research in networked learning. And third, a ‘critical promise’, which suggests (...)
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