Results for 'meditation in the classroom'

996 found
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  1. A randomized controlled pilot trial of classroom-based mindfulness meditation compared to an active control condition in sixth-grade children.W. Britton, N. Lepp, H. F. Niles, Tomas Rocha, N. Fisher & J. Gold - 2014 - Journal of School Psychology 52 (3):263-278.
    The current study is a pilot trial to examine the effects of a nonelective, classroom-based, teacher-implemented, mindfulness meditation intervention on standard clinical measures of mental health and affect in middle school children. A total of 101 healthy sixth-grade students (55 boys, 46 girls) were randomized to either an Asian history course with daily mindfulness meditation practice (intervention group) or an African history course with a matched experiential activity (active control group). Self-reported measures included the Youth Self Report (...)
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  2. Using Lectio Divina as an in-class contemplative tool.Jake Wright - 2019 - Journal of Contemplative Inquiry 6 (1):71-93.
    This manuscript discusses the author’s experience implementing a secularized version of Lectio Divina, a medieval monastic contemplative reading practice, in an introductory philosophy classroom. Following brief discussion of Lectio Divina’s history and a description of how the practice was modified for the classroom, I discuss three benefits (increased attention to cognitive and noncognitive reactions to the text, willingness to engage with the material in novel ways, and the opportunity to engage in independent disciplinary practice) and three potential challenges (...)
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  3. Philosophical Problems in the Classroom. The Clash Strategy for Planning and Facilitating Dialogic Inquiry.Luca Zanetti - 2023 - Metodo. International Studies in Phenomenology and Philosophy 11 (1):321-351.
    The aim of this paper is to clarify under what conditions a philosophical problem arises. I will describe two ways in which we might perceive a question as a problem. First, when we fnd ourselves inclined to believe in propositions that appear incompatible with each other. Second, when we fnd ourselves inclined to believe in propositions that seem incompatible with our desires. I will discuss both of these cases and articulate a didactic strategy – the Clash Strategy – which can (...)
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  4. 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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  5. The Case for a Contemplative Philosophy of Education.Rick Repetti - 2010 - New Directions for Community Colleges 151:5-15.
    I argue for the use of contemplative practices, such as meditation, journaling, reflection, etc., as an adjunct or alternative form of pedagogy that can help enrich student engagement, facilitate the creation of a philosophical mind state, and engender intrinsic curiosity and related psychological and/or motivational qualities that are supportive of educational ideals. I report on my own scholarship of teaching and learning (SoTL) research performed in my philosophy classes, as a case study in point. I found that the more (...)
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  6. Electronics in the Classroom—Time to Hit the Escape Key?Shannon Dea - 2023 - In Chris MacDonald & Lewis Vaughn (eds.), The Power of Critical Thinking (6th Canadian Edition). [New York: Oxford University Press.
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  7. Geschichte or Historie? Nietzsche’s Second Untimely Meditation in the Context of Nineteenth-Century Philological Studies.Anthony K. Jensen - 2008 - In Manuel Dries (ed.), Nietzsche on Time and History. Walter de Gruyter. pp. 213--229.
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  8. Moral Education in the Classroom: A Lived Experiment.Rebecca Konyndyk DeYoung & Rebecca DeYoung - 2020 - Expositions: An Interdisciplinary Study in the Humanities 1 (14).
    What would a course on ethics look like if it took into account Alasdair MacIntyre’s concerns about actually teaching students ethical practices? How could professors induct students into practices that prompt both reflection on their cultural formation and self-knowledge of the ways they have been formed by it? According to MacIntyre, such elements are prerequisites for an adequate moral education. His criticism of what he terms “Morality” includes the claim that most courses don’t even try to teach the right things. (...)
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  9. What should 'safety' mean in the classroom?Alice Monypenny - 2024 - In Jane Gatley & Christian Norefalk (eds.), Philosophical Anaylsis for Educational Problems: Engineering and ameliorating educational concepts.
    In 1998, Robert Boostrom wrote that ‘safe-space’ was an emerging metaphor in educational discourse but was not yet a ‘topic of educational inquiry’ (p.398). Whilst there has been a great amount of work since then exploring the topic (for example, Holley and Steiner; Stengel; The Roestone Collective and Callan), a lack of clarity still clouds the debate around the place of safe spaces in the classroom. In this paper, I address this lack of clarity by addressing the fundamental question: (...)
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  10. Depression in the Classroom.Hang K. Nguyen, Trang T. Le, My Nguyen & Kien Le - 2010 - Review.
    Dеspitе thе prеvаlеncе оf cоmmоn mеntаl hеаlth prоblеms, cоllеgе studеnts sееk prоfеssiоnаl аssistаncе аt а lоw rаtе. Pеrcеptiоns оf sоciеtаl stаndаrds аrоund аid sееking cоuld bе оnе оf thе fаctоrs influеncing hеlp sееking prоclivity. Thе currеnt study lооkеd аt pеrcеivеd pееr nоrms fоr sееking hеlp fоr dеprеssеd symptоms аnd thеir rеlаtiоnship tо оnе's оwn hеlp sееking prоclivity in urbаn cоllеgе yоuth. Thе mеthоds utilizеd wеrе а crоss-sеctiоnаl survеy аpprоаch. Thе mоst likеly sоurcе оf gеtting suppоrt fоr dеprеssiоn symptоms wаs friеnds. (...)
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  11. Boscovich’s “philosophical meditations” in the history of contemporary thought.Pietro Gori - 2012 - Memorie Della Societa' Astronomica Italiana Supplementi 75:282-292.
    The content of Boscovich’s Theoria philosophiae naturalis was well-known to his contemporaries, but both scientists and philosophers chiefly discussed it during the 19th century. The observations that Boscovich presented in this text, and that he himself defined as “philosophicas metitationes”, soon showed their being a good programme for the forthcoming atomic physics, and contributed to get rid of the mechanistic paradigm in science. In this paper I’ll go back to some meaningful moments of the history of Boscovich’s reception in the (...)
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  12. Using Argument Diagramming Software in the Classroom.Maralee Harrell - 2005 - Teaching Philosophy 28 (2):163-177.
    Many undergraduates, philosophy majors included, read philosophical texts similar to the way they read stories. One method for teaching students how to discern the argumentative structure of a philosophy text is through argument diagrams (text boxes used to represent claims with arrows and lines used to represent connections between these claims). This paper provides criteria for an ideal argument diagramming software and then reviews the strengths and weaknesses of such software currently available, e.g. Araucaria, Argutect, Athena Standard, Inspiration, and Reason!Able.
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  13. The Mystic and the Metaphysician: Clarifying the Role of Meditation in the Search for Ultimate Reality.M. Albahari - 2019 - Journal of Consciousness Studies 26 (7-8):12-36.
    To seek fundamental truths, analytic metaphysicians generally start with observed phenomena. From here they typically move outwards, using discursive thought to posit scientifically informed theories about the ultimate reality behind appearances. Mystics, too, seek to uncover the reality behind appearances. However, their meditative methods typically start with experience and go inwards to a fundamental reality sometimes described as a pure conscious unity. Analytic metaphysicians may be tempted to dismiss the mystical approach as unworthy of investigation. In this paper I will (...)
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  14. Facilitation of deliberation in the classroom: The interplay of facilitative technique and design to increase inclusiveness.Kei Nishiyama, Wendy A. Russell & Chalaye Pierrick - 2020 - Centre for Deliberative Democracy and Global Governance Working Paper 3:1-22.
    Widespread global interest and adoption of deliberative democracy approaches to reinvigorate citizenship and policy making in an era of democratic crisis/decline has been mirrored by increasing interest in deliberation in schools, both as an approach to pedagogy and student empowerment, and as a training ground for deliberative citizenship. In school deliberation, as in other settings, a key and sometimes neglected element of high-quality deliberation is facilitation. Facilitation can help to establish and maintain deliberative norms, as well as assisting participants to (...)
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  15. Deliberative Facilitation in the Classroom: The Interplay of Facilitative Technique and Design to Make Space for Democracy.Nishiyama Kei, Russell A. Wendy, Pierrick Chalaye & Greenwell Tom - 2023 - Democracy and Education 31 (1):1-11.
    Widespread global interest and adoption of deliberative democracy approaches to reinvigorate citi- zenship and policymaking in an era of democratic crisis/decline has been mirrored by increasing interest in deliberation in schools, both as an approach to pedagogy and student empowerment and as a training ground for deliberative citizenship. In school deliberation, as in other settings, a key and sometimes neglected element of high-quality deliberation is facilitation. Facilitation can help to establish and maintain deliberative norms, assist participants to deliberate productively, and (...)
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  16. A Law of Physics in the Classroom: The Case of Ohm’s Law.Nahum Kipnis - 2009 - Science & Education 18 (3-4):349-382.
    Difficulties in learning Ohm’s Law suggest a need to refocus it from the law for a part of the circuit to the law for the whole circuit. Such a revision may improve understanding of Ohm’s Law and its practical applications. This suggestion comes from analysis of the history of the law’s discovery and its teaching. The historical materials this paper provides can also help teacher to improve students’ insights into the nature of science.
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  17. Oyun: A New, Free Program for Iterated Prisoner’s Dilemma Tournaments in the Classroom.Charles H. Pence & Lara Buchak - 2012 - Evolution Education and Outreach 5 (3):467-476.
    Evolutionary applications of game theory present one of the most pedagogically accessible varieties of genuine, contemporary theoretical biology. We present here Oyun (OY-oon, http://charlespence.net/oyun), a program designed to run iterated prisoner’s dilemma tournaments, competitions between prisoner’s dilemma strategies developed by the students themselves. Using this software, students are able to readily design and tweak their own strategies, and to see how they fare both in round-robin tournaments and in “evolutionary” tournaments, where the scores in a given “generation” directly determine contribution (...)
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  18. Use of English Teachers' Pedagogical Capital in the Classroom.Ganesh Bastola - 2023 - Curriculum Development Journal 30 (44):47-62.
    This paper aims at exploring the uses and practices of English as a Foreign Language (EFL) Teachers pedagogical capital in the classroom. It examines how the use and usages of EFL teachers’ pedagogical capital affects the way they deal with their students in the language classroom. The research was grounded within the interpretive research paradigm. The in-depth unstructured interview and observation were the research tools under narrative inquiry design. The data were collected from three different participants and themes (...)
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  19. EFL Vietnamese Teachers’ Perception Toward Critical Thinking in the Classroom.Duong Thi Van Anh & Phan Vu Thanh Tam - 2020 - In Duong Thi Van Anh & Phan Vu Thanh Tam (eds.), Proceedings of The European Conference on Education. London: ECE. pp. 125-139.
    The 21st academic curriculum worldwide has emphasized Critical Thinking as one of the paramount thinking skills. However, the fact that whether EFL teachers- as direct guides in the classroom- have thoroughly grasped the concept, have been exposed to the concept or equipped with adequate methods and approaches to teach critical thinking in daily lessons remains questionable. This paper aims to present the Vietnamese EFL teachers’ perceptions of critical thinking and provide an overview of their current practices of critical thinking (...)
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  20. Philosophical Dialogue and the Civic Virtues: Modeling Democracy in the Classroom.Wes Siscoe & Zachary Odermatt - 2023 - Analytic Teaching and Philosophical Praxis 43 (2):59–77.
    Political polarization is on the rise, undermining the shared space of public reason necessary for a thriving democracy and making voters more willing than ever to dismiss the perspectives of their political opponents. This destructive tendency is especially problematic when it comes to issues of race and gender, as informed views on these topics necessarily require engaging with those whose experiences may differ from our own. In order to help our students combat further polarization, we created a course on "The (...)
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  21. Empowering Poetic Defiance: Baudelaire, Kant, and Poetic Agency in the Classroom.Joshua M. Hall - 2018 - In Frank Jacob, Shannon Kincaid & Amy E. Traver (eds.), Poetry across the Curriculum. Brill. pp. 141-157.
    Many strategies for incorporating poetry into non-poetry classes, especially outside of English and associated disciplines, appear to make poetry subservient and secondary in relation to the prose content of the course. The poet under consideration becomes a kind of involuntary servant to one or more prose authors, forced to “speak only when spoken to,” and effectively prevented from challenging the ideas of the course’s prose writers, and thereby the instructor. Fortunately, this is not the only strategy for incorporating poetry into (...)
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  22. Afghan EFL Lecturers’ Assessment Practices in the Classroom.Abdullah Noori, Nurul Hidayu Shafie, Hazrat Usman Mashwani & Hashmatullah Tareen - 2017 - Imperial Journal of Interdisciplinary Research 3 (10):130-143.
    The current study is conducted with the aim to explore the practices and perceptions of Afghan EFL lecturers toward assessment. A second aim of the study is to explore the challenges the lecturers encounter in the implementation of formative assessments in their classes. To serve these basic objectives, a qualitative case study method design was employed with three English language lectures as the participants. Semi-structured interviews were used as the main instrument to collect data. The findings of the study indicated (...)
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  23. Teaching learners with autism in the South African inclusive classroom: Pedagogic strategies and possibilities.Moleli Nthibeli, Dominic Griffiths & Tanya Bekker - 2022 - African Journal of Disability 1 (11):1-12.
    Background: Although inclusive education is widely discussed, its implementation has not, arguably, been far-reaching. There remains a lack of specific, targeted approaches towards fully including learners with physical and mental impairments in the educational space. Objectives: This study investigated the extent of the inclusion of learners with autism spectrum disorder (ASD) in three schools in Johannesburg. Method: A qualitative interpretivist design was adopted. Teachers who work with learners with ASD were interviewed using open-ended questions. The sampled data were analysed using (...)
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  24. Language Teachers’ Pedagogical Orientations in Integrating Technology in the Online Classroom: Its Effect on Students’ Motivation and Engagement.Russell de Souza, Rehana Parveen, Supat Chupradit, Lovella G. Velasco, Myla M. Arcinas, Almighty Tabuena, Jupeth Pentang & Randy Joy M. Ventayen - 2021 - Turkish Journal of Computer and Mathematics Education 12 (10):5001-5014.
    The present study assessed the language teachers' pedagogical beliefs and orientations in integrating technology in the online classroom and its effect on students' motivation and engagement. It utilized a cross-sectional correlational research survey. The study respondents were the randomly sampled 205 language teachers (μ= 437, n= 205) and 317 language students (μ= 1800, n= 317) of select higher educational institutions in the Philippines. The study results revealed that respondents hold positive pedagogical beliefs and orientations using technology-based teaching in their (...)
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  25. How to Deal with Kant's Racism—In and Out of the Classroom.Victor Fabian Abundez-Guerra - 2018 - Teaching Philosophy.
    The question of how we should engage with a philosopher’s racial thought is of particular importance when considering Kant, who can be viewed as particularly representative of Enlightenment philosophy. In this article I argue that we should take a stance of deep acknowledgment when considering Kant’s work both inside and outside the classroom. Taking a stance of deep acknowledgment should be understood as 1) taking Kant’s racial thought to be reflective of his moral character, 2) Kant being accountable for (...)
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  26. Using Small Group Learning in the Philosophy Classroom.Elizabeth Jelinek - 2013 - Teaching Philosophy 36 (2):137-159.
    I advocate the use of small group learning in the philosophy classroom because it engages a broad cross-section of students and because it proves to be an effective way to teach critical thinking. In this article, I suggest small group activities that are useful for developing philosophical skills, and I propose methods for circumventing common logistical problems that can arise when implementing small group learning in the classroom. Ultimately, I show that small group learning is a pedagogically powerful (...)
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  27. Considering the Classroom as a Safe Space.David Sackris - 2017 - APA Newsletter on Teaching Philosophy 17 (1):17-23.
    In the APA Newsletter on Feminism and Philosophy, Lauren Freeman (2014) advocates that faculty turn their classrooms into “safe spaces” as a method for increasing the diversity of philosophy majors. The creation of safe spaces is meant to make women and minority students “feel sufficiently comfortable” and thereby increase the likelihood that they pursue philosophy as a major or career. Although I agree with Freeman’s goal, I argue that philosophers, and faculty in general, should reject the call for turning classrooms (...)
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  28. What's identity got to do with it? Mobilizing identities in the multicultural classroom.Paula M. L. Moya - 2006 - In Linda Alcoff, Michael Hames-Garcis, Satya Mohanty & Paula Moya (eds.), Identity Politics Reconsidered. Palgrave-Macmillan.
    In this book chapter, Moya argues that recognizing, indeed mobilizing, identities in the classroom is a necessary part of educating for a just and democratic society. Only a truly multi-perspectival, multicultural education can create the conditions needed to alter the negative identity contingencies that minority students commonly face, while creating opportunities for all students. By treating identities as epistemic resources and mobilizing them, we can draw out their knowledge-generating potential and allow them to contribute positively to the production and (...)
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  29. teaching critical thinking and metacognitive skills through philosophical enquiry. A practitioner's report on experiments in the classroom.Emma Worley & Peter Worley - 2019 - Childhood and Philosophy 15:01-34.
    Although expert consensus states that critical thinking (CT) is essential to enquiry, it doesn’t necessarily follow that by practicing enquiry children are developing CT skills. Philosophy with children programmes around the world aim to develop CT dispositions and skills through a community of enquiry, and this study compared the impact of the explicit teaching of CT skills during an enquiry, to The Philosophy Foundation's philosophical enquiry (PhiE) method alone (which had no explicit teaching of CT skills). Philosophy with children is (...)
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  30. Trust, Power, and Transformation in the Prison Classroom.Fran Fairbairn - 2021 - Journal of Prison Education and Reentry 7 (2):160-182.
    This article does three things. First, it asks a new question about transformative education, namely ‘what is the role of power and trust in the decision of whether to transform one’s meaning scheme in the face of new information or whether to simply reject the new information?’ Secondly, it develops a five-stage model which elaborates on the role of this decision in transformative learning. Finally, it uses grounded-theory and the five-stage model to argue that power and trust play an important (...)
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  31. Review of Neal McCluskey, Feds in the Classroom[REVIEW]Jonny Anomaly - 2009 - Journal of Philosophy of Education 43 (1).
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  32. Why does Descartes say that he is not his body in the second meditation?Terence Rajivan Edward - manuscript
    This paper contests a standard interpretation of how Descartes comes to the conclusion that he is not his body in the second meditation. I propose an alternative interpretation in its place.
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  33. Meditation and the Scope of Mental Action.Michael Brent & Candace Upton - 2019 - Philosophical Psychology 32 (1):52-71.
    While philosophers of mind have devoted abundant time and attention to questions of content and consciousness, philosophical questions about the nature and scope of mental action have been relatively neglected. Galen Strawson’s account of mental action, arguably the most well-known extant account, holds that cognitive mental action consists in triggering the delivery of content to one’s field of consciousness. However, Strawson fails to recognize several distinct types of mental action that might not reduce to triggering content delivery. In this paper, (...)
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  34. Butcher Ding : A meditation in flow.James D. Sellmann - 2019 - In Karyn Lai & Wai Wai Chiu (eds.), Skill and Mastery Philosophical Stories from the Zhuangzi. London: Rowman and Littlefield International.
    In this paper, I argue that the performance stories in the Zhuangzi, and the Butcher Ding story, emphasize an activity meditation practice that places the performer in a mindfulness flow zone, leading to graceful, efficacious, selfless, spontaneous, and free action. These stories are metaphors showing the reader how to attain a meditative state of focused awareness while acting freely in a flow experience. From my perspective, these metaphors are not about developing practical or technical skills per se. My argument (...)
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  35. The Role of Educational Technology in the ESL Classroom.Md Ruhhul Amin - 2019 - Global Journal of Archaeology and Anthropology 11 (1):1-11.
    The use of technology has become an important part of the learning process in and out of the class. Technology continues to grow in importance as a tool to help teachers facilitate language learning for their learners. This study focuses on the role of using new technologies in learning English as a second/foreign language. It discussed different attitudes which support English language learners to increase their learning skills through using technologies. In this paper, the researcher defined the term technology and (...)
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  36. Beckett, Adorno, and the Hope for Nothingness as Something: Meditations on Theology in the Age of Its Impossibility.Anna-Verena Nosthoff - 2018 - Critical Research on Religion 6 (1):35–53.
    This article discusses the theological implications of Adorno’s writings on Beckett by specifically examining their constellative motifs of death, reconciliation and redemption. It addresses not only their content but also their form, suggesting a mutually stimulating relationship between the two as based both on a negative-dialectical approach and an inverse-theological trajectory. Focusing on Adorno’s discussion of Beckett’s oeuvre as a “metaphysical entity,” I argue that Adorno’s reading of Beckett is peculiar because it is inextricably tied to his own critical-theological venture. (...)
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  37. Seeing the World More Clearly: Strategies for unleashing the full moral potential of thought experiments in the Philosophy Classroom.Dominik Balg - 2022 - Journal of Didactics of Philosophy 6:1-17.
    In this paper, I discuss the effects of using thought experiments for the purpose of conceptual clarification on students’ hermeneutical abilities. On the one hand, by providing opportunities to explore the scope of normatively loaded concepts, thought experiments can effectively help students to interpret their social and moral reality more adequately, which in some cases might even help to reduce existing hermeneutical injustices. On the other hand, given their notorious susceptibility to distorting factors that are philosophically irrelevant, they can also (...)
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  38. The Role of Skeptical Evidence in the First and Second “Meditations”. Article 1. The Doubt according to Descartes and Sextus Empiricus.Oleg Khoma - 2016 - Sententiae 35 (2):6-22.
    The first article of the cycle “The role of skeptical evidence in the First and Second ‘Meditations’” compares the Cartesian and Sextus Empiricus’ concepts of doubt in, respectively, “Metaphysical meditations” and “Outlines of Pyrrhonism”. The article starts with the current state of the problem “Descartes and skepticism” and admits the existence of consensus about Cartesian perception of skeptical tradition: Cartesius (1) was influenced by all skeptical movements, known in his time, and (2) created a generalized notion that contains elements of (...)
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  39. Socratic Dialogue Outside the Classroom.James Lee - 2018 - Teaching Philosophy 41 (1):45-63.
    Socratic dialogue is widely recognized as an effective teaching tool inside of the classroom. In this paper I will argue that Socratic dialogue is also a highly effective teaching tool outside of the classroom. I will argue that Socratic dialogue is highly effective outside of the classroom because it is a form of learning based assessment. I will also show how instructors can use technology like email to implement Socratic dialogue as a form of teaching and assessment, (...)
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  40. Preference consequentialism: An ethical proposal to resolve the writing error correction debate in EFL classroom.Enayat A. Shabani - 2010 - International Journal of Language Studies 4 (4):69-88.
    Inspired by the recent trends in education towards learner autonomy with their emphasis on the interests and desires of the students, and borrowing ideas from philosophy (particularly ethics), the present study is an attempt to investigate the discrepancy in the findings of the studies addressing error correction in L2 writing instruction, and suggest the (oft-neglected) students’ beliefs, interests and wants as what can point the way out of confusion. To this end, a questionnaire was developed and 56 advanced adult EFL (...)
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  41. Meditation-induced bliss viewed as release from conditioned neural (thought) patterns that block reward signals in the brain pleasure center.P. E. Sharp - 2013 - Religion, Brain and Behavior 3 (4):202-229.
    The nucleus accumbens orchestrates processes related to reward and pleasure, including the addictive consequences of repeated reward (e.g., drug addiction and compulsive gambling) and the accompanying feelings of craving and anhedonia. The neurotransmitters dopamine and endogenous opiates play interactive roles in these processes. They are released by natural rewards (i.e., food, water, sex, money, play, etc.) and are released or mimicked by drugs of abuse. Repeated drug use induces conditioned down-regulation of these neurotransmitters, thus causing painful suppression of everyday pleasure. (...)
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  42. A kapwa-infused paradigm in teaching Catholic theology/catechesis in a multireligious classroom in the Philippines.Willard Enrique Macaraan - 2019 - Teaching Theology and Religion 22 (2):102-113.
    The increasing religious diversity in educational space has raised a legitimate question on how Catholic theology/ catechesis must be taught in Philippine Catholic universities given the institutional mandate to educate students “into the faith of the Church through teaching of Christian doctrine in an organic and systematic way” (Wuerl, 2013, 1). On this note, the paper makes reference to “centered plural- ism” (CP), a positional posture espoused by Georgetown University in dealing with this predicament. In an attempt to (re) appropriate (...)
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  43. Reasoning About Ethics and Morality in the School Classroom.Anne Newstead - manuscript
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  44. Buddhist Meditation and the Possibility of Freedom.Rick Repetti - 2016 - Science, Religion and Culture 2 (2):81-98.
    I argue that if the claims Buddhist philosophy makes about meditation virtuosos are plausible, then Buddhism may rebut most of the strongest arguments for free will skepticism found in Western analytic philosophy, including the hard incompatiblist's argument (which combines the arguments for hard determinism, such as the consequence argument, with those for hard indeterminism, such as the randomness argument), Pereboom's manipulation argument, and Galen Strawson's impossibility argument. The main idea is that the meditation virtuoso can cultivate a level (...)
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  45. Affiliative Subgroups in Preschool Classrooms: Integrating Constructs and Methods from Social Ethology and Sociometric Traditions.António J. Santos, João R. Daniel, Carla Fernandes & Brian E. Vaughn - 2015 - PLoS ONE 7 (10):1-17.
    Recent studies of school-age children and adolescents have used social network analyses to characterize selection and socialization aspects of peer groups. Fewer network studies have been reported for preschool classrooms and many of those have focused on structural descriptions of peer networks, and/or, on selection processes rather than on social functions of subgroup membership. In this study we started by identifying and describing different types of affiliative subgroups (HMP- high mutual proximity, LMP- low mutual proximity, and ungrouped children) in a (...)
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  46. Democratic Deliberation in the Absence of Integration.Michael Merry - 2023 - In Johannes Drerup, Douglas Yacek & Julian Culp (eds.), The Cambridge Handbook of Democratic Education. Cambridge University Press. pp. 230-249.
    In order for democratic deliberative interactions in educational settings to fruitfully occur, certain favorable conditions must obtain. In this chapter I chiefly concern myself with one of these putative conditions, namely that of school integration, believed by many liberal scholars to be necessary for consensus-building and legitimate decision-making. I provide a critical assessment of the belief that integration is a necessary facilitative condition for democratic deliberation in the classroom. I demonstrate that liberal versions of democratic deliberation predicated on this (...)
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  47. 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 in (...)
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  48. Speech Classes During COVID-19 Pandemic: Challenges Faced by the Classroom Teachers.Louie Gula - 2022 - Pakistan Journal of Distance and Online Learning 8 (1):53-70.
    The research study aimed at assessing the various difficulties that speech teachers had in delivering lessons during the distance learning era. The various phenomena and themes that emerged from the survey were determined using a descriptive research design. The survey was conducted to collect information about the various characteristics and behavior of speech teachers. It also explored the factors that influenced their decisions and actions when it came to addressing the pandemic. The repeated themes that emerged, include low motivation, altered (...)
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  49. The Senses and the Fleshless Eye: The Meditations as Cognitive Exercises.Gary Hatfield - 1986 - In Amelie Rorty (ed.), Essays on Descartes' Meditations. University of California Press. pp. 45–76.
    According to the reading offered here, Descartes' use of the meditative mode of writing was not a mere rhetorical device to win an audience accustomed to the spiritual retreat. His choice of the literary form of the spiritual exercise was consonant with, if not determined by, his theory of the mind and of the basis of human knowledge. Since Descartes' conception of knowledge implied the priority of the intellect over the senses, and indeed the priority of an intellect operating independently (...)
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  50.  63
    Rawls’s Untimely Meditations, or On the Use and Abuse of Rawlsianism for Life - Book Review: In the Shadow of Justice: Postwar Liberalism and the Remaking of Political Philosophy, by Katrina Forrester. [REVIEW]Benjamin McKean - 2023 - Political Theory 51 (2):436-442.
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