Results for 'emancipatory pedagogical project'

998 found
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  1. 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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  2. A Genealogy of Emancipatory Values.Nick Smyth - 2020 - Inquiry: An Interdisciplinary Journal of Philosophy 1.
    Analytic moral philosophers have generally failed to engage in any substantial way with the cultural history of morality. This is a shame, because a genealogy of morals can help us accomplish two important tasks. First, a genealogy can form the basis of an epistemological project, one that seeks to establish the epistemic status of our beliefs or values. Second, a genealogy can provide us with functional understanding, since a history of our beliefs, values or institutions can reveal some inherent (...)
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  3. Emancipatory Affect: Bell Hooks on Love and Liberation.Michael Monahan - 2011 - CLR James Journal 17 (1):102-111.
    Love is a recurring theme in bell hooks' thought, where it is explicitly linked to her understanding of freedom and liberation. In this essay, I will bring together some of hooks' most important writings on love in order to clarify her account of the relationship between love and liberation. I will argue that, for hooks, the practice of love and the practice of freedom are inextricably connected, and any liberatory project must be undertaken within the context of an ethics (...)
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  4. Kuhn, Pedagogy, and Practice: A Local Reading of Structure.Lydia Patton - 2018 - In Moti Mizrahi (ed.), The Kuhnian Image of Science: Time for a Decisive Transformation? Lanham, MD: Rowman and Littlefield.
    Moti Mizrahi has argued that Thomas Kuhn does not have a good argument for the incommensurability of successive scientific paradigms. With Rouse, Andersen, and others, I defend a view on which Kuhn primarily was trying to explain scientific practice in Structure. Kuhn, like Hilary Putnam, incorporated sociological and psychological methods into his history of science. On Kuhn’s account, the education and initiation of scientists into a research tradition is a key element in scientific training and in his explanation of incommensurability (...)
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  5. 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 teacher-training framework. (...)
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  6.  44
    Freedom-Amelioration, Transformative Change, and Emancipatory Orders.Lukas Schmid - forthcoming - European Journal of Philosophy.
    ‘Freedom’ is a fundamental political concept: contestations or endorsements of freedom-conceptions concern the fundamental normative orientation of sociopolitical orders. Focusing on 'freedom', this paper argues that the project of bringing about emancipatory sociopolitical orders is both aided by efforts at engineering fundamental political concepts as well as required by such ameliorative ambitions. I first argue that since the absence of ideology is a constituent feature of emancipatory orders, any attempt at bringing about emancipation should leverage genealogical approaches (...)
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  7.  84
    Re-Envisioning Contemplative Pedagogy Through Self-Study.Sabrina D. MisirHiralall - 2016 - Teacher Learning and Professional Development 2 (1):84-96.
    Contemplative pedagogy focuses on creating a sense of presence within educators to effectively educate the whole person through mindfulness in teaching. As I engage in a self-study, I develop initial components for the way I employ contemplative pedagogy. I aim to understand myself as an educator in order to teach effectively. One way to enable particular kinds of understandings is through self-study methodology. The foundational framework that develops through my ongoing self-study may interest those who are unfamiliar with the terrain (...)
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  8. 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 (...)
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  9.  66
    Framing Indeterminacy: Pedagogical Journey Into Experimental Architectural Thinking.Aleksandra Raonic & Claudia Westermann - 2018 - Technoetic Arts 16 (2):137-151.
    This paper presents and discusses design studio outcomes developed in response to a studio brief linked to the Fun Palace Futures initiative of the Royal British Institute of British Architects (RIBA) in honour of architect Cedric Price and artist Joan Littlewood. The studio brief was collaboratively developed by the authors. Its core question was: How could the thoughts that guided the development and design of the Fun Palace – a project that was never built but is still today cited (...)
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  10.  37
    Understanding Vedanta Through Films (A Pedagogical Model) – A Case Study of Matrix.Shakuntala Gawde - 2019 - In S. Varkhedi & G. Mahulikar (eds.), New Frontiers in Sanskrit and Indic Knowledge. New Delhi: New Bharatiya Book Corporation. pp. 106-121.
    Indian Philosophy has reached across the globe. It is popular for its practical way towards life. Study of Indian philosophy should be part of all streams of education. Film is effective tool of communication. It attracts all generations and makes strong impression in the mind. Film is always considered as an effective tool in Pedagogy. Philosophy deals with abstract concepts, their correlation and logical reasoning. It deals with the complex problem of reality. People have notion that philosophy is a dry (...)
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  11.  73
    The Incoherence of the Interactional and Institutional Within Freire’s Politico-Educational Project.Neil Wilcock - 2020 - Studies in Philosophy and Education 39 (4):399-414.
    In this paper I draw apart two different contexts of Freirean pedagogical practice that I label interactional and institutional. The interactional refers to the immediate learning environment with relation to the interaction between the students and the teacher. In contrast, the institutional refers to how the institutions of education are managed, constructed, and organised and how they relate to the individuals those institutions are composed of. I begin by presenting a brief overview of Freire’s argument in favour of a (...)
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  12.  97
    Show Me How to Do Like You: Co-Mentoring as Feminist Pedagogy.Jane Rinehart, Rose Mary Volbrecht & Mary Jo Bona - 1995 - Feminist Teacher 9:116-124.
    Three professors reflect on the experience of creating a learning community of 22 students by linking courses in Literature and Ethics. The project demonstrates practical strategies for incorporating feminist scholarship and pedagogy into the core curriculum and for integrating core courses from diverse disciplines.
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  13. Utilizing the Project Method for Teaching Culture and Intercultural Competence.Sasha S. Euler - 2017 - Die Unterrichtspraxis 50 (1):67–78.
    This article presents a detailed methodological outline for teaching culture through project work. It is argued that because project work makes it possible to gain transferrable and applicable knowledge and insight, it is the ideal tool for teaching culture with the aim of achieving real intercultural communicative competence (ICC). Preceding the pedagogical presentation, the term culture is conceptualized as small-c culture/deep culture, that is, as the sociopsychological programming of a given community. This concept is developed with practical (...)
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  14.  41
    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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  15.  12
    Revaluating Philosophy: Campanella’s Commentaria and the Collegio Barberino Project.Luana Salvarani - 2015 - Noctua 2 (1-2):385-401.
    The Roman years of Tommaso Campanella were made possible by the protection and patronage of the pope Urbano VIII Barberini. Campanella composed from 1627 to 1631 three series of lengthy Commentaria on the Poemata, the book of Barberini’s Latin poems. What are the Commentaria? This complex, full-length bunch of manuscripts is often dismissed as pure flattery or as another strange, slightly delirious fruit of the exalted mind of the prophet-monk. We think instead that the Commentaria were seen by Campanella as (...)
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  16.  88
    Hilna Af Klint at The Guggenheim: Metaphysics as It Patrols Mortality’s Borders.Ekin Erkan - 2019 - AEQAI 2019 (7/8):1-11.
    The Guggenheim’s spring retrospective of the seminal Swedish painter, Hilma Af Klint, has, naturally, evoked a multitude of art critics and visual culture scholars who laud her radical abstraction which, at the beginning of the 20th century, preceded Kandinsky, Malevich, Mondrian. Yet, where much attention has been given to the symbology and motifs riddling Klint’s work – bold, private, untethered and nonrepresentational as they are – there has been a modicum of nuanced thought on how, exactly, esotericism and theology fomented (...)
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  17. Stoic Lessons in Liberation: Epictetus as Educator.William O. Stephens - manuscript
    My project examines the pedagogical approach of the Stoic Epictetus by focusing on seven vital lessons he imparts. This study will deepen our understanding of his vocation as a Stoic educator striving to free his students from the fears and foolishness that hold happiness hostage. These lessons are (1) how freedom, integrity, self-respect, and happiness interrelate; (2) real versus fake tragedy and real versus fake heroism; (3) the instructive roles that various animals play in Stoic education; (4) athleticism, (...)
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  18. Tracking Privilege‐Preserving Epistemic Pushback in Feminist and Critical Race Philosophy Classes.Alison Bailey - 2017 - Hypatia 32 (4):876-892.
    Classrooms are unlevel knowing fields, contested terrains where knowledge and ignorance are produced and circulate with equal vigor, and where members of dominant groups are accustomed to having an epistemic home-terrain advantage. My project focuses on one form of resistance that regularly surfaces in discussions with social-justice content. Privilege-protective epistemic pushback is a variety of willful ignorance that many members of dominant groups engage in when asked to consider both the lived and structural injustices that members of marginalized groups (...)
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  19.  14
    Free Progress Education.Marco Masi - 2017 - Indy Edition.
    Schools, colleges, and universities have become homogenizing systems that are almost exclusively focused on imposing a pre-ordered curricula through exams and grades or tight research lines. In the process, they are killing passion, creativity, and individuals’ potential and skills. Ultimately, schools and academia make up a system that serves a collective machinery but suffocates individual growth. This state of affairs is not a necessary evil. Learning, discovering and teaching can be a natural, spontaneous and luminous expressions of a free and (...)
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  20.  95
    University Innovative Hubs as Points of Growth of Industrial Parks of Ukraine.Igor Britchenko, Nataliia Kraus & Kateryna Kraus - 2019 - Financial and Credit Activity: Problems of Theory and Practice 4 (31):448-456.
    The purpose of the article is generalization of features of expediency of the creation of innovative parks in Ukraine. Practical output of the results consists in the discovered success factors of the activity of innovative parks in Ukraine in order to create new opportunities of innovation development of the country. Current organizational and functional system of innovative entrepreneurship of Ukraine is an imperfect, complex and by all indications, is in the process of formation. It is assumed that infrastructure of international (...)
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  21. Freedom, Dialectic and Philosophical Anthropology.Craig Reeves - 2013 - Journal of Critical Realism 12 (1):13-44.
    In this article I present an original interpretation of Roy Bhaskar’s project in Dialectic: The Pulse of Freedom. His major move is to separate an ontological dialectic from a critical dialectic, which in Hegel are laminated together. The ontological dialectic, which in Hegel is the self-unfolding of spirit, becomes a realist and relational philosophical anthropology. The critical dialectic, which in Hegel is confined to retracing the steps of spirit, now becomes an active force, dialectical critique, which interposes into the (...)
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  22. Matthew Lipman: Testimonies and Homages.David Kennedy & Walter Kohan - 2010 - Childhood and Philosophy 6 (12):167-210.
    We lead off this issue of Childhood and Philosophy with a collection of testimonies, homages, and brief memoirs offered from around the world in response to the death of the founder of Philosophy for Children, Matthew Lipman on December 26, 2010, at the age of 87. To characterize Lipman as “founder” is completely accurate, but barely evokes the role he played in conceiving, giving birth to, and nurturing this curriculum cum pedagogy that became a movement, and which has taken root (...)
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  23.  80
    Supporting First-Generation Philosophers at Every Level.B. Bailie Peterson - 2021 - Apa Newsletter on Feminism and Philosophy 20 (3):38-43.
    The APA has recently taken steps to address concerns related to teaching and supporting philosophers and students who come from less privileged backgrounds. I want to add to this project by fleshing out some concrete ways that philosophy professors contribute to the challenges faced by first-generation and financially disadvantaged philosophers and students. I hope that in making these behaviors explicit, it may be easier for faculty to acknowledge and overcome them.
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  24. The Philosophical Polemic in Havana Revisited.Vicente Medina - 2013 - Inter-American Journal of Philosophy 4 (1):32-52.
    The polemic was an important cultural event in 19th-century Cuba. From 1838 to 1840, issues of metaphysics, epistemology, ethics, pedagogy, and the influence of Victor Cousin’s eclecticism were discussed in the island’s leading newspapers. A brief historical account preceding the polemic is offered. It is argued that the predominant view of the polemic as motivated by a widespread desire for Cuba’s independence from Spain is misleading — promoting an emancipatory myth. Lastly, it is argued that José de la Luz (...)
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  25. »Political Correctness« als Sklavenmoral? Zur politischen Theorie der Privilegienkritik.Karsten Schubert - 2020 - Leviathan 48 (1):29-51.
    Right-wing intellectuals often invoke Nietzsche's concept of slave morality to underpin their criticism of 'political correctness' ('PC'). This interconnection of Nietzsche's slave morality and 'PC' criticism is correct, as a systematic analysis of their common elements shows, which leads to a new description of 'PC' criticism as a defense of privilege. In contrast to the right-wing Nietzschean 'PC' critique, the left-wing Nietzschean concept of a privilege-critical ‘political judgement' understands politics as a struggle for power, in which the space of the (...)
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  26. Tracking Privilege‐Preserving Epistemic Pushback in Feminist and Critical Race Philosophy Classes.Alison Bailey - 2017 - Hypatia 32 (4):876-892.
    Classrooms are unlevel knowing fields, contested terrains where knowledge and ignorance are produced and circulate with equal vigor, and where members of dominant groups are accustomed to having an epistemic home-terrain advantage. My project focuses on one form of resistance that regularly surfaces in discussions with social-justice content. Privilege-preserving epistemic pushback is a variety of willful ignorance that many members of dominant groups engage in when asked to consider both the lived and structural injustices that members of marginalized groups (...)
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  27. Marx and Lacan: The Silent Partners (On Tomsic's The Capitalist Unconscious).Baraneh Emadian - 2016 - Critique 44 (3):307-314.
    The relationship between Marxism and psychoanalysis has been frequently debated; nonetheless, one rarely comes upon a thoroughgoing, in-depth treatment of this connection. The Capitalist Unconscious is therefore a belated but welcome inquiry into the points of intersection between the two, a project whose contours could be traced back to the works of Marx and Freud. It is in the work of Lacan, however, that this correlation between Marxism and Psychoanalysis becomes visible. This article explores Samo Tomšič’s analysis of the (...)
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  28. The Death of Painting (After Plato).Ryan Drake - 2011 - Research in Phenomenology 41 (1):23-44.
    Whereas the entrance of the monochrome into modern art has typically been understood in light of movements in contemporary art and aesthetic theory following in its wake, this essay seeks to understand the motivations for, and the effect of, the monochrome in the work of Aleksandr Rodchenko in 1921 in reference to Plato's analysis of pure pleasure and absolute beauty in the Philebus . I argue that Rodchenko and Plato were motivated by a shared project to contend with the (...)
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  29. The Quantum Logic of Direct-Sum Decompositions: The Dual to the Quantum Logic of Subspaces.David Ellerman - 2017
    Since the pioneering work of Birkhoff and von Neumann, quantum logic has been interpreted as the logic of (closed) subspaces of a Hilbert space. There is a progression from the usual Boolean logic of subsets to the "quantum logic" of subspaces of a general vector space--which is then specialized to the closed subspaces of a Hilbert space. But there is a "dual" progression. The notion of a partition (or quotient set or equivalence relation) is dual (in a category-theoretic sense) to (...)
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  30.  37
    DEVELOPMENT OF SOCIAL CAPITAL IN EDUCATIONAL PROCESS.Anna Shutaleva, Evgeniya Putilova, Evgeniya Ivanova, Elena Melnikova & Evgeny Knysh - 2021 - European Proceedings of Social and Behavioural Sciences 118:860-868.
    The article is devoted to educational opportunities for the formation of social capital. Social capital is manifested in the ability of people to communicate and work together. Analysis of the concept of social capital allows understanding the foundations of social interaction, the need for trust, and the relationship between the formation and distribution of the social trust, norms, and social capital itself. Social capital does not exist outside people. Social capital cannot be characterized as an attribute of a separate individual. (...)
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  31.  97
    »Political Correctness« als Sklavenmoral? Zur politischen Theorie der Privilegienkritik.Karsten Schubert - 2020 - Leviathan 48 (1):29-51.
    Right-wing intellectuals often invoke Nietzsche's concept of slave morality to underpin their criticism of 'political correctness' ('PC'). This interconnection of Nietzsche's slave morality and 'PC' criticism is correct, as a systematic analysis of their common elements shows, which leads to a new description of 'PC' criticism as a defense of privilege. In contrast to the right-wing Nietzschean 'PC' critique, the left-wing Nietzschean concept of a privilege-critical ‘political judgement' understands politics as a struggle for power, in which the space of the (...)
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  32.  34
    Joyful Transhumanism: Love and Eternal Recurrence in Nietzsche’s Zarathustra.Gabriel Zamosc - forthcoming - In Cambridge Critical Guide to Nietzsche’s ‘Thus Spoke Zarathustra’. Cambridge, UK:
    In this paper I examine the relation between modern transhumanism and Nietzsche’s philosophy of the superhuman. Following Loeb, I argue that transhumanists cannot claim affinity to Nietzsche’s philosophy until they incorporate the doctrine of eternal recurrence to their project of technological enhancement. This doctrine liberates us from resentment against time by teaching us reconciliation with time and something higher than all reconciliation. Unlike Loeb, however, I claim that this “something higher” is not a new skill (prospective memory), but rather (...)
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  33. Foucault, Douglass, Fanon, and Scotus in Dialogue: On Social Construction and Freedom.Cynthia R. Nielsen - 2013 - Palgrave-Macmillan.
    Through examining Douglass's and Fanon's concrete experiences of oppression, Cynthia R. Nielsen demonstrates the empirical validity of Foucault's theoretical analyses concerning power, resistance, and subject-formation. Going beyond merely confirming Foucault's insights, Douglass and Fanon expand, strengthen, and offer correctives to the emancipatory dimensions of Foucault's project. Unlike Foucault, Douglass and Fanon were not hesitant to make transhistorical judgments condemning slavery and colonization. Foucault's reticence here signals a weakness in his account of human being. This weakness sets him at (...)
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  34. Kierkegaard on the Need for Indirect Communication.Antony Aumann - 2008 - Dissertation, Indiana University
    This dissertation concerns Kierkegaard’s theory of indirect communication. A central aspect of this theory is what I call the “indispensability thesis”: there are some projects only indirect communication can accomplish. The purpose of the dissertation is to disclose and assess the rationale behind the indispensability thesis. -/- A pair of questions guides the project. First, to what does ‘indirect communication’ refer? Two acceptable responses exist: (1) Kierkegaard’s version of Socrates’ midwifery method and (2) Kierkegaard’s use of artful literary devices. (...)
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  35. Carnap: An Open Framework for Formal Reasoning in the Browser.Graham Leach-Krouse - 2018 - Electronic Proceedings in Theoretical Computer Science 267:70-88.
    This paper presents an overview of Carnap, a free and open framework for the development of formal reasoning applications. Carnap’s design emphasizes flexibility, extensibility, and rapid prototyping. Carnap-based applications are written in Haskell, but can be compiled to JavaScript to run in standard web browsers. This combination of features makes Carnap ideally suited for educational applications, where ease-of-use is crucial for students and adaptability to different teaching strategies and classroom needs is crucial for instructors. The paper describes Carnap’s implementation, along (...)
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  36. Encounters with Deleuze.Constantin V. Boundas, Daniel W. Smith & Ada S. Jaarsma - 2020 - Symposium 24 (1):139-174.
    This interview, conducted over the span of several months, tracks the respective journeys of Constantin V. Boundas and Daniel W. Smith with the philosophy of Gilles Deleuze. Rather than “becoming Deleuzian,” which is neither desirable nor possible, these exchanges reflect an array of encounters with Deleuze. These include the initial discoveries of Deleuze’s writings by Boundas and Smith, in-person meetings between Boundas and Deleuze, and the wide-ranging and influential philosophical work on Deleuze’s concepts produced by both Boundas and Smith. At (...)
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  37. Robert Scholes.Martin E. Turkis Ii - 2017 - Tradition and Discovery 43 (2):43-61.
    Robert Scholes is a respected literary critic and semiotician who, motivated by dissatisfaction with the reigning epistemological assumptions in the field of literary theory, has advocated revamping the discipline of English in significant ways. Scholes’s own epistemology and semiotic approach to pedagogy cohere quite well with Polanyi’s epistemological work and are, in essence, post-critical. Given that far more students in the American educational system study English than philosophy, a wider embrace of Scholes’s pedagogical approach could provide more opportunities than (...)
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  38. Collaborative Virtual Worlds and Productive Failure.Michael J. Jacobson, Charlotte Taylor, Anne Newstead, Wai Yat Wong, Deborah Richards, Meredith Taylor, Porte John, Kartiko Iwan, Kapur Manu & Hu Chun - 2011 - In Proceedings of the CSCL (Computer Supported Cognition and Learning) III. University of Hong Kong.
    This paper reports on an ongoing ARC Discovery Project that is conducting design research into learning in collaborative virtual worlds (CVW).The paper will describe three design components of the project: (a) pedagogical design, (b)technical and graphics design, and (c) learning research design. The perspectives of each design team will be discussed and how the three teams worked together to produce the CVW. The development of productive failure learning activities for the CVW will be discussed and there will (...)
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  39. Truth and Physics Education.Robert Keith Shaw - 2010 - Dissertation, University of Auckland
    This thesis develops a hermeneutic philosophy of science to provide insights into physics education. -/- Modernity cloaks the authentic character of modern physics whenever discoveries entertain us or we judge theory by its use. Those who justify physics education through an appeal to its utility, or who reject truth as an aspect of physics, relativists and constructivists, misunderstand the nature of physics. Demonstrations, not experiments, reveal the essence of physics as two characteristic engagements with truth. First, truth in its guise (...)
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  40.  23
    Faith Between Reason and Affect: Thinking with Antonio Gramsci.Lukas Slothuus - 2021 - Distinktion: Journal of Social Theory 1 (1).
    This article argues that faith is a crucial concept for understanding the relationship between reason and affect. By allowing people to learn from religious faith for secular ends, it can help generate political action for emancipatory change. Antonio Gramsci's underexplored secular-political and materialist conception of faith provides an important contribution to such a project. By speaking to common sense and tradition, faith avoids imposing a wholly external set of normative and political principles, instead taking people as they are (...)
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  41. The Arrogant Eye and the French Prohibition of the Veil.Daniel Alejandro Restrepo - 2019 - [email protected] - An International Journal for Moral Philosophy 18 (2):159-174.
    Evânia Reich presents the argument that the veil laws in France—the banning of the full-face coverings in public and the banning of the headscarf in public schools—are consistent with the emancipatory project of French Laïcité. According to this argument, the veils that Muslim women wear are symbols of their oppression, whereas French education seeks to liberate each individual and Laïcité serves as a bulwark against the creeping oppressive influence of religion. Unveiling Muslim women, then, is an act of (...)
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  42. Methodology of Using Mobile Apps with Augmented Reality in Students' Vocational Preparation Process for Transport Industry.Olena O. Lavrentieva, Ihor O. Arkhypov, Oleksandr P. Krupskyi, Denys O. Velykodnyi & Sergiy V. Filatov - 2020 - 3rd International Workshop on Augmented Reality in Education, AREdu 2020.
    In the paper, the current state and trends of the use of AR technologies in the transport industry and in future specialists' vocational training processes have been reviewed and analyzed. The essence and content of the AR technologies relevant to the transport industry have been clarified. The main directions of the AR introduction for the various spheres of the transport industry including design and tuning, mechanical and automotive engineering, marketing and advertising, maintenance and operation, diagnostics and repair of cars have (...)
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  43. Poetry and Truth in the Tale of the Purple People Eater.James Bardis - 2013 - Http://Www.Asdreams.Org/Conference-Recordings/.
    ABSTRACT: A report on the pioneering of a new pedagogy designed to challenge students to use and improve their memory, increase their awareness of logical fallacies and tacitly embedded contradiction(s) and sensitize them to the deeply symbolic nature of thought in all its expressions (math, logos, music, picture and motor skills), as created, by the author, from in situ research at a senior level (ESL) course in Storytelling at one of East Asia’s premiere second languages university, and from teaching children (...)
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  44.  28
    Exploring the Relationship Between Classroom Language Assessment Literary and Practices Using A Short-Term Teacher Education Course.Santosh Mahapatra - 2015 - Dissertation, Central University of Hyderabad
    A mixed methods study, this doctoral research explores the relationship between the classroom language assessment literacy (CLAL) and assessment practices of English teachers. It is based on the premise that if English teachers are properly oriented in assessment of language ability in classroom, the quality of classroom assessments will improve and in turn, teachers will be in a position to carry out “assessment for learning” effectively. The study is designed considering the assessment policies and practices in India as a whole. (...)
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  45. Enacting Dialogue: The Impact of Promoting Philosophy for Children on the Literate Thinking of Identified Poor Readers, Aged 10.Philip Jenkins - 2010 - Language and Education 24 (6):459-472.
    The Philosophy for Children in Schools Project (P4CISP) is a research project to monitor and evaluate the impact of Philosophy for Children (P4C) on classroom practices. In this paper the impact of P4C on the thinking skills of you children aged 10 is examined. Standardised tests indicated the children had below-average reading ages. The pupils were video recorded while engaged in discussion of questions they had formulated themselves in response to a series of texts in preparation for a (...)
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  46. What Projects and Why.Mandy Simons, David Beaver, Judith Tonhauser & Craige Roberts - 2010 - Semantics and Linguistic Theory 20:309-327.
    The empirical phenomenon at the center of this paper is projection, which we define (uncontroversially) as follows: (1) Definition of projection An implication projects if and only if it survives as an utterance implication when the expression that triggers the implication occurs under the syntactic scope of an entailment-cancelling operator. Projection is observed, for example, with utterances containing aspectual verbs like stop, as shown in (2) and (3) with examples from English and Paraguayan Guaraní (Paraguay, Tupí-Guaraní).1 The Guaraní example in (...)
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  47.  80
    Pedagogies in the Wild—Entanglements Between Deleuzoguattarian Philosophy and the New Materialisms: Editorial.Evelien Geerts & Delphi Carstens - 2021 - Matter: Journal of New Materialist Research 1 (2).
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  48. Narrative Pedagogy for Introduction to Philosophy.Kevin J. Harrelson - 2012 - Teaching Philosophy 35 (2):113-141.
    This essay offers a rationale for the employment of narrative pedagogies in introductory philosophy courses, as well as examples of narrative techniques, assignments, and course design that have been successfully employed in the investigation of philosophical topics. My hope is to undercut the sense that “telling stories in class” is just a playful diversion from the real material, and to encourage instructors to treat storytelling as a genuine philosophical activity that should be rigorously developed. I argue that introductory courses focused (...)
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  49. Vague Projects and the Puzzle of the Self-Torturer.Sergio Tenenbaum & Diana Raffman - 2012 - Ethics 123 (1):86-112.
    In this paper we advance a new solution to Quinn’s puzzle of the self-torturer. The solution falls directly out of an application of the principle of instrumental reasoning to what we call “vague projects”, i.e., projects whose completion does not occur at any particular or definite point or moment. The resulting treatment of the puzzle extends our understanding of instrumental rationality to projects and ends that cannot be accommodated by orthodox theories of rational choice.
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  50. Democratic Pedagogy.Gilbert Burgh - 2014 - Journal of Philosophy in Schools 1 (1):22-44.
    The ideas contained in this paper were first formulated as part of a chapter in my doctoral dissertation, which was completed in 1997. Some years later I added to my initial thoughts, scribbled some notes, and presented them at the 12th Annual Philosophy in Schools Conference, held in Brisbane in 2002. This presentation surfaced as a paper in Critical & Creative Thinking: The Australasian Journal of Philosophy in Schools (Burgh 2003a). Soon thereafter I revised the paper (Burgh 2003b) and it (...)
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