Results for 'teaching and learning morality'

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  1. The Case of M and D in Context: Iris Murdoch, Stanley Cavell and Moral Teaching and Learning.Lesley Jamieson - 2020 - Journal of Philosophy of Education 54 (2):425-448.
    Iris Murdoch's famous case of M and D illustrates the moral importance of learning to see others in a more favourable light through renewed attention. Yet if we do not read this case in the wider context of Murdoch's work, we are liable to overlook the attitudes and transformations involved in coming to change one's mind as M does. Stanley Cavell offers one such reading and denies that the case represents a change in M's sense of herself or the (...)
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  2.  55
    Learning from Negativity of Experience in School Moral Education.Dariusz Stepkowski - 2024 - Theology and Philosophy of Education 3 (1):32-38.
    The paper attempts to answer the questions of what learning from negativity of experience perspective is and if it could become the right way of teaching and learning morality at school. It consists of three sections. The first one explains the fundamental distinction between negative moral experiences and negativity of moral experience. In the second section, the author’s attention focuses on the possibility of didactic application of teaching and learning from negativity of experience. The (...)
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  3. Learning to Reframe Problems Through Moral Sensitivity and Critical Thinking in Environmental Ethics for Engineers.Andrea R. Gammon & Lavinia Marin - 2022 - Teaching Ethics 22 (1):97-116.
    As attention to the pervasiveness and severity of environmental challenges grows, technical universities are responding to the need to include environmental topics in engineering curricula and to equip engineering students, without training in ethics, to understand and respond to the complex social and normative demands of these issues. But as compared to other areas of engineering ethics education, environmental ethics has received very little attention. This article aims to address this lack and raises the question: How should we teach environmental (...)
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  4. Developing Engineering Students’ Moral Reasoning Skills Using Problem-Based Learning.Mara Harrell - 2019 - American Association of Philosophy Teachers Studies in Pedagogy 5:123-143.
    Problem-Based Learning has become an increasingly popular instructional method for a variety of disciplines at all levels. Many studies and meta-analyses of these studies have shown the efficacy of this method for developing knowledge and skills. I adopted this method for teaching Engineering Ethics at Carnegie Mellon University, which has as its main course objectives the development of moral reasoning skills, as well as collaboration and communication skills, with special attention given to ethical dilemmas that may arise in (...)
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  5.  86
    Challenges Facing the Teaching and Learning of Macramé Household Crafts in Tertiary Institutions in Abia State, Nigeria.Ogonna Egbuchulam & Priscilla Ezema - 2024 - International Journal of Home Economics, Hospitality and Allied Research 3 (1):80-91.
    The purpose of this study was to identify the challenges in teaching and learning of Macramé household crafts and develop a suitable instructional manual for teaching macramé household crafts in tertiary institutions in Abia State, Nigeria. The study adopted Research and development (R and D) method. The study area was tertiary institutions in Abia State. Eighteen lecturers and forty-one students formed the population for the study making a total of fifty-nine subjects. Data obtained from the study through (...)
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  6. Developing Engineering Students’ Moral Reasoning Skills Using Problem-Based Learning.Maralee Harrell - 2019 - American Association of Philosophy Teachers Studies in Pedagogy 5:123-143.
    Problem-Based Learning has become an increasingly popular instructional method for a variety of disciplines at all levels. Many studies and meta-analyses of these studies have shown the efficacy of this method for developing knowledge and skills. I adopted this method for teaching Engineering Ethics at Carnegie Mellon University, which has as its main course objectives the development of moral reasoning skills, as well as collaboration and communication skills, with special attention given to ethical dilemmas that may arise in (...)
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  7. Teaching and Learning Philosophy in the Open.Christina Hendricks - 2015 - American Association of Philosophy Teachers Studies in Pedagogy 1:17-32.
    Many teachers appreciate discussing teaching and learning with others, and participating in a community of others who are also excited about pedagogy. Many philosophy teachers find meetings such as the biannual AAPT workshop extremely valuable for this reason. But in between face-to-face meetings such as those, we can still participate in a community of teachers and learners, and even expand its borders quite widely, by engaging in activities under the general rubric of “open education.” Open education can mean (...)
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  8. Teaching and Learning Guide for: Authors, Intentions and Literary Meaning.Sherri Irvin - 2008 - Philosophy Compass 4 (1):287-291.
    The relationship of the author’s intention to the meaning of a literary work has been a persistently controversial topic in aesthetics. Anti-intentionalists Wimsatt and Beardsley, in the 1946 paper that launched the debate, accused critics who fueled their interpretative activity by poring over the author’s private diaries and life story of committing the ‘fallacy’ of equating the work’s meaning, properly determined by context and linguistic convention, with the meaning intended by the author. Hirsch responded that context and convention are not (...)
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  9. Teaching and Learning Philosophy in Ontario High Schools.Trevor Norris & Pinto Bialystok, Norris - 2019 - Journal of Curriculum Studies 8.
    Primary objective: This study represents the first large-scale research on high school philosophy in a public education curriculum in North America. Our objective was to identify the impacts of high school philosophy, as well as the challenges of teaching it in its current format in Ontario high schools. Research design: The qualitative research design captured the perspectives of students and teachers with respect to philosophy at the high school level. All data collection was structured around central questions to provide (...)
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  10. Teaching and Learning Guide for: Mind‐Body Commerce: Occasional Causation and Mental Representation in Anton Wilhelm Amo.Peter West - 2023 - Philosophy Compass.
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  11. The Gap Between Teaching and Learning.Ruel F. Pepa - manuscript
    The gap between teaching and learning occurs likewise and exclusively in the human condition, though—as we have pointed out earlier—not in all instances because human sensitivity to the fundamental character of the nature-to-culture trajectory will prevent the chasm. To be more specific on this issue, it is in the formalization of the teaching-learning event in the hands of human initiators that the gap gets in as a resultant disorder—even a syndrome. In this sense, formalized teaching (...)
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  12. Argumentative Skills: A Systematic Framework for Teaching and Learning.David Löwenstein, Anne Burkard, Annett Wienmeister, Henning Franzen & Donata Romizi - 2021 - Journal of Didactics of Philosophy 5 (2):72-100.
    In this paper, we propose a framework for fostering argumentative skills in a systematic way in Philosophy and Ethics classes. We start with a review of curricula and teaching materials from the German-speaking world to show that there is an urgent need for standards for the teaching and learning of argumentation. Against this backdrop, we present a framework for such standards that is intended to tackle these difficulties. The spiral-curricular model of argumentative competences we sketch helps teachers (...)
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  13.  67
    Principals’ Intellectual Stimulation Practice: Empowering Adoption of ICT in Teaching and Learning in Kenyan Public Schools.Beatrice Mbune, S. N. Waweru & F. W. Njuguna - 2024 - International Journal of Business and Management 12 (5):59-68.
    Information communications and Technology were introduced into secondary schools with the goal of giving teachers access to information while encouraging their distinctive and innovative techniques for teaching and learning. Teachers become enthusiastic and committed to their work when given demanding tasks that result in positive educational outcomes. However, it is clear that instructors in Kenya continue to fall behind in this area. Without a grasp of leadership behaviors, ICT integration in Kenya remains a phantom. The study aims to (...)
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  14. Changes in teaching and learning in higher education during Covid-19 lockdown: A study of LIS students in India.Valentine Joseph Owan, Sana Aslam & Kumar Sonkar Karad - 2021 - Library Philosophy and Practice (E-Journal) 2021:Article 5223.
    With the rapid advancement of society, online learning has become more popular in the entire world due to Covid-19 pandemic. The pandemic offered almost a total paradigm shift to online teaching and learning across various educational platforms. This paper was aimed at reviewing the teaching and learning changes in higher education during COVID-19 Lockdown using empirical evidence from central universities in India. The study adopted a survey method utilizing an online questionnaire as the primary tool (...)
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  15. The Impact Of Leadership Styles On Teaching And Learning Outcomes: A Case Study Of Selected Senior High Schools In The Nkronza Districts Of Brong Ahafo Region In Ghana.Raymond Suoseg Aruzie & Augustine Adjei - 2019 - International Journal of Scientific Research and Management (IJSRM) 6 (12).
    The issue of leadership styles used by school heads and the academic performance of students has recently attracted the attention of the general public and people are exerting energies into research to find its courses and effects. Nkoranza-North district is selected as a result of the fact that the researcher works there and the districts also have two senior high schools for the study. Primarily, the study was to find out the courses and impact of leadership styles on teaching (...)
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  16. Utilization of Scholarly Journal Articles in the Teaching and Learning of Teacher Education Courses.Derren Gaylo, Manuel Caingcoy & Daisy Mugot - 2020 - Balkan and Near Eastern Journal of Social Sciences 6 (3):59-66.
    The usage of scholarly journal articles in the academe is now gaining attention to cope with the ever dynamic and evolving teaching and learning processes. However, the use implies possible potential usage only because what is measured is the number of views and downloads of the articles. This paper explored how the teacher education faculty and students utilized scholarly journal articles in the teaching and learning of professional education courses. The study also determined the challenges in (...)
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  17. "The Master's Student Learning Outcomes and Assessment Methods: An Alternative Perspective on Pedagogy".Mark J. Boone - 2021 - In Benedict S. B. Chan & Victor C. M. Chan (eds.), Whole Person Education in East Asian Universities: Perspectives from Philosophy and Beyond. Routledge.
    Although current educational priorities tend to avoid strong moral positions, one of the world's most venerable yet persistently influential moral traditions not only lays out a number of major moral principles but also incorporates them into its pedagogy. Confucius teaches us about the importance of seeking knowledge, learning how to learn, applying ancient wisdom to contemporary situations, valuing virtue over material gain, following the Golden Rule, and living by our principles. He also has ways of assessing his own students' (...)
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  18. Coping Mechanisms and Teachers' Innovative Practices in Distance Learning: Challenges and Difficulties for the Modular Teaching and Learning Approach.Elizabeth Mendoza, Loven Cris Cimagala, Aileen Villagonzalo, Maricris Guillarte & Jeffry Saro - 2023 - Psychology and Education: A Multidisciplinary Journal 6:797-808.
    Teachers began preparing for modular and interactive distance learning under the presumption that teaching would continue regardless of the situation. Teaching is attainable, but there are difficulties as well. This quantitative study was to investigate and describe how teachers coped during the COVID-19 pandemic, including innovative practices used by teachers to defeat or simply overcome the difficulties and challenges of the modular teaching and learning approach. The study employed a descriptive-correlational research design and utilizing a (...)
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  19. Reason, Authority and Consciousness: An Analytical Approach to Religious Pluralism.Mudasir A. Tantray - 2018 - International Journal of Creative Research Thoughts 6 (1):1832-1834.
    Present world is the victim of conflicts on the basis of misunderstanding of religious dogmas of different religions, irrationality, ignorance and intolerance. People are moving away from knowledge, truth and reason. Indeed people accept false beliefs, hallucinations and myths. The role of religious plurality in philosophy is not to integrate and harmonize religions, especially religions cannot, and rather it is the business of religious pluralism to learn, think and acquire knowledge about the variety of religious beliefs, statements and injunctions. This (...)
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  20. Embracing ChatGPT and other generative AI tools in higher education: The importance of fostering trust and responsible use in teaching and learning.Jonathan Y. H. Sim - 2023 - Higher Education in Southeast Asia and Beyond.
    Trust is the foundation for learning, and we must not allow ignorance of this new technologies, like Generative AI, to disrupt the relationship between students and educators. As a first step, we need to actively engage with AI tools to better understand how they can help us in our work.
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  21. Teaching & learning guide for: Carbon pricing ethics.Kian Mintz-Woo - 2022 - Philosophy Compass 17 (2):e12816.
    This teaching and learning guide accompanies the following article: Mintz-Woo, K., 2022. Carbon Pricing Ethics. Philosophy Compass 17(1):article e12803. doi:10.1111/phc3.12803. [Open access].
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  22. On Ge Wu: Recovering the Way of the Great Learning.Huaiyu Wang - 2007 - Philosophy East and West 57 (2):204 - 226.
    By rethinking the meaning of a central idiom in the Great Learning, this essay intends to open up a new horizon for the hermeneutics of early Confucian thinking, which has little to do with metaphysics. Through a careful etymological study of ge wu and a dialogue between the Great Learning and Heidegger's phenomenology of human affection, I demonstrate the critical position of the human heart in early Chinese thinking. This new interpretation of early Confucian moral teachings also recovers (...)
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  23. Epistemic Vice Rehabilitation: Saints and Sinners Zetetic Exemplarism.Gerry Dunne - 2024 - Educational Theory 74 (1):123-140.
    This paper proposes a novel educational approach to epistemic vice rehabilitation. Its authors Gerry Dunne and Alkis Kotsonis note that, like Quassim Cassam, they remain optimistic about the possibility of improvement with regard to epistemic vice. However, unlike Cassam, who places the burden of minimizing or overcoming epistemic vices and their consequences on the individual, Dunne and Kotsonis argue that vice rehabilitation is best tackled via the exemplarist animated community of inquiry zetetic principles and defeasible-reasons-regulated deliberative processes. The vice-reduction method (...)
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  24. Practicing Embodied Thinking in Research and Learning.Donata Schoeller, Sigridur Thorgeirsdottir & Greg Walkerden (eds.) - 2024 - Routledge.
    This book delves into the embodied ground of thinking, illuminating the transition from theorising about the embodied mind to actively practising embodied thinking in research, teaching, and learning. The authors speak from immersing themselves in novel methods that engage the felt, experiential dimensions of cognition in inquiry. -/- The turn to embodiment has sparked the development of new methodologies within phenomenology, pragmatism, and cognitive science. Drawing on Eugene Gendlin’s philosophical work on felt understanding, and Francesco Varela’s enactivist approach, (...)
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  25. MEDIA EDUCATION AND THE FORMATION OF THE LEGAL CULTURE OF SOCIETY.Anna Shutaleva - 2020 - Perspektivy Nauki I Obrazovania – Perspectives of Science and Education 45:10-22.
    Introduction. The development of legal culture and a culture of human rights in the modern world through media technologies, is acquiring special significance in connection with the processes of globalization and the spread of media in recent decades. The purpose of the article is to study the prospects for the use of media education in the formation of the legal social culture and a culture of human rights. Materials and methods. Based on a study of domestic and foreign sources, issues (...)
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  26. Poetic License: Learning Morality from Fiction in light of Imaginative Resistance.John W. Rosenbaum - 2016 - Teorema: International Journal of Philosophy 35 (3):165-183.
    Imaginative resistance (IR) is rejecting a claim that is true within a fictional world. Accounts that describe IR hold that readers exit a fiction at points of resistance. But if resistance entails exiting a fiction, then learning morality from fiction doesn’t occur. But moral learning from fiction does occur; some such cases are instances of accepting a norm one first denied. I amend current solutions to IR with poetic license. The more poetic license granted a work, the (...)
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  27. Sangat, Saadh Sangat and Sat Sangat – A Gurbani Perspective.Devinder Pal Singh - 2023 - The Sikh Review, Kolkata, WB, India 71 (7):27-31.
    Sangat is a term derived from the root word "sang," meaning association or to accompany travelers on pilgrimage. It also relates to assembly, company, fellowship, congregation, meeting, or union. The word sangat refers only to fellowship but does not necessarily refer to the merits or traits of associates. Sangat: In the Sikh religion, the Sangat term is used to refer to the community of people who gather to worship and support each other in their spiritual journey. Through the Sangat, Sikhs (...)
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  28. University Students’ Understanding of Contract Cheating: A Qualitative Case Study in Kuwait.Inan Deniz Erguvan - 2022 - Language Testing in Asia 12 (56):1-19.
    Contract cheating, or students outsourcing their assignments to be completed by others, has emerged as a significant threat to academic integrity in higher education institutions around the world. During the COVID-19, when traditional face-to-face instruction became unsustainable, the number of contract cheating students increased dramatically. Through focus group interviews, this study sought the perspectives of 25 students enrolled in first year writing in a private higher education institution in Kuwait during the pandemic in 2020–2021, on their attitudes towards contract cheating. (...)
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  29. The Development and Trials of a Decision-Making Model.Robert Keith Shaw, Michael A. Peters & James D. Marshall - 1986 - Evaluation Review, 10 (1):5-27.
    We describe an evaluation undertaken on contract for the New Zealand State Services Commission of a major project (the Administrative Decision-Making Skills Project) designed to produce a model of administrative decision making and an associated teaching/learning packagefor use by government officers. It describes the evaluation of a philosophical model of decision making and the associated teaching/learning package in the setting of the New Zealand Public Service, where a deliberate attempt has been initiated to improve the quality (...)
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  30. Reflective or Diffractive Learning/Teaching? Concurrences of Paul Ramsden And Karen Barad’s Approaches.Karolina Rybačiauskaitė - 2020 - Acta Paedagogica Vilnensia 45:175-183.
    In this article it is argued that the optical metaphor and critical practice of diffraction further developed by Donna Haraway and Karen Barad might be no less significant than the widely spread notion of reflection, when the questions of various practices of knowledge are addressed. By considering Paul Ramsden’s approach to learning/teaching and its underlying theory in higher education alongside Karen Barad’s methodology of diffraction, it is shown that Ramsden’s understanding of learning/teaching is rather based on (...)
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  31. Book Review: Teaching Ethics - Modern Moral Philosophy. [REVIEW]John Beverley - 2020 - Teaching Ethics 20:1-2.
    Daniel R. DeNicola’s Moral Philosophy: A Contemporary Introduction begins (pg. ix) with an anonymous reviewer’s quote, paraphrased here: ‘The author of an introductory ethics textbook has an impossible task, creating a work both accessible to undergraduates and rigorous enough for philosophers.’ DeNicola can of course be forgiven for not achieving this impossible task. Still, some attempts are better than others. After surveying the text content, I explain why I discourage instructors from using this textbook in introductory ethics courses.
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  32. Teaching & Learning Guide for: The Epistemic Aims of Democracy.Robert Weston Siscoe - 2023 - Philosophy Compass 18 (11):e12954.
    In order to serve their citizens well, democracies must secure a number of epistemic goods. Take the truth, for example. If a democratic government wants to help its impoverished citizens improve their financial position, then elected officials will need to know what policies truly help those living in poverty. Because truth has such an important role in political decision-making, many defenders of democracy have highlighted the ways in which democratic procedures can lead to the truth. But there are also a (...)
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  33. Learning and Teaching in Uncertain Times: A Nietzschean Approach in Professional Higher Education.Henriëtta Joosten - 2013 - Journal of Philosophy of Education 47 (4):548-563.
    Today professionals have to deal with more uncertainties in their field than before. We live in complex and rapidly changing environments. The British philosopher Ronald Barnett adds the term ‘supercomplexity’ to highlight the fact that ‘we can no longer be sure how even to describe the world that faces us’ (Barnett, 2004). Uncertainty is, nevertheless, not a highly appreciated notion. An obvious response to uncertainty is to reduce it—or even better, to wipe it away. The assumption of this approach is (...)
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  34. "Shining Lights, Even in Death": What Metal Gear Can Teach Us About Morality (Master's Thesis).Ryan Wasser - 2019 - Dissertation, West Chester University
    Morality has always been a pressing issue in video game scholarship, but became more contentious after “realistic” violence in games became possible. However, few studies concern themselves with how players experience moral dilemmas in games, choosing instead to focus on the way games affect postplay behavior. In my thesis I discuss the moral choices players encounter in the Metal Gear series of games; then, I analyze and compare the responses of players with and without martial career experiences. My argument (...)
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  35. What Time Travel Teaches Us about Moral Responsibility.Taylor Cyr & Neal Tognazzini - 2024 - Journal of Ethics and Social Philosophy 26 (3).
    This paper explores what the metaphysics of time travel might teach us about moral responsibility. We take our cue from a recent paper by Yishai Cohen, who argues that if time travel is metaphysically possible, then one of the most influential theories of moral responsibility (i.e., Fischer and Ravizza’s) is false. We argue that Cohen’s argument is unsound but that Cohen’s argument can serve as a lens to bring reasons-responsive theories of moral responsibility into sharper focus, helping us to better (...)
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  36. The University Teaching Opportunities Programme (UTOP): An Opportunity for Educators and Students to Learn from One Another.Jonathan Y. H. Sim - 2024 - Teaching Connections.
    Jonathan takes us through his experiences of being a mentor for UTOP (University Teaching Opportunities Programme), particularly how it enabled him to collaborate with his UTOP student mentees to design a learning activity in which students could think critically about AI-generated output.
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  37. Teaching & Learning Guide for: The Relationship Between Belief and Credence.Elizabeth Jackson - 2020 - Philosophy Compass 15 (6):e12670.
    This guide accompanies the following article(s): Jackson, E., Philosophy Compass 15/6 (2020) pp. 1-13 10.1111/phc3.12668.x.
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  38. Flexible Teaching-Learning Modality in Mathematics Education of a State University in West Philippines.Ronalyn Bautista & Dominga Valtoribio - 2024 - Mathematics Teaching-Research Journal 16 (3):5-24.
    In response to paradigm shifts in education, teacher education institutions have increasingly adopted flexible learning modalities such as online courses, blended learning approaches, and personalized instruction to meet the diverse needs of students and prepare educators for the demands of modern classrooms. This study used a mixed-method research design to gain a comprehensive understanding of the flexible teaching and learning modalities it brought to mathematics teacher educators (MTEs) and learners in a state university in West Philippines. (...)
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  39. (1 other version)Machine Learning and Irresponsible Inference: Morally Assessing the Training Data for Image Recognition Systems.Owen C. King - 2019 - In Matteo Vincenzo D'Alfonso & Don Berkich (eds.), On the Cognitive, Ethical, and Scientific Dimensions of Artificial Intelligence. Springer Verlag. pp. 265-282.
    Just as humans can draw conclusions responsibly or irresponsibly, so too can computers. Machine learning systems that have been trained on data sets that include irresponsible judgments are likely to yield irresponsible predictions as outputs. In this paper I focus on a particular kind of inference a computer system might make: identification of the intentions with which a person acted on the basis of photographic evidence. Such inferences are liable to be morally objectionable, because of a way in which (...)
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  40. Learning from Failure: Shame and Emotion Regulation in Virtue as Skill.Matt Stichter - 2020 - Ethical Theory and Moral Practice 23 (2):341-354.
    On an account of virtue as skill, virtues are acquired in the ways that skills are acquired. In this paper I focus on one implication of that account that is deserving of greater attention, which is that becoming more skillful requires learning from one’s failures, but that turns out to be especially challenging when dealing with moral failures. In skill acquisition, skills are improved by deliberate practice, where you strive to correct past mistakes and learn how to overcome your (...)
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  41. Teaching Philosophy in Central Asia: Effects on Moral and Political Education.Elena Popa - 2019 - Interchange 50 (2):187-203.
    This paper investigates how an introductory philosophy course influences the moral and political development of undergraduate students in a Liberal Arts university in Central Asia. Within a context of rapid changes characteristic of transitional societies—reflected in the organization of higher education—philosophy provides students with the means to reason about moral and political values in a way that overcomes the old ideological tenets as well as contemporary reluctance to theoretical inquiry. Studying philosophy provides a remedy for deficiencies in both secondary and (...)
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  42. The Ethics of Narrative Art: philosophy in schools, compassion and learning from stories.Laura D’Olimpio & Andrew Peterson - 2018 - Journal of Philosophy in Schools 5 (1):92-110.
    Following neo-Aristotelians Alasdair MacIntyre and Martha Nussbaum, we claim that humans are story-telling animals who learn from the stories of diverse others. Moral agents use rational emotions, such as compassion which is our focus here, to imaginatively reconstruct others’ thoughts, feelings and goals. In turn, this imaginative reconstruction plays a crucial role in deliberating and discerning how to act. A body of literature has developed in support of the role narrative artworks (i.e. novels and films) can play in allowing us (...)
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  43. Trust, Trustworthiness, and the Moral Consequence of Consistency.Jason D'cruz - 2015 - Journal of the American Philosophical Association 1 (3):467-484.
    Situationists such as John Doris, Gilbert Harman, and Maria Merritt suppose that appeal to reliable behavioral dispositions can be dispensed with without radical revision to morality as we know it. This paper challenges this supposition, arguing that abandoning hope in reliable dispositions rules out genuine trust and forces us to suspend core reactive attitudes of gratitude and resentment, esteem and indignation. By examining situationism through the lens of trust we learn something about situationism (in particular, the radically revisionary moral (...)
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  44. Learning from the Pine and the Bamboo: Bashō as a Resource in Teaching Japanese Philosophy.Stephen Leach - 2018 - Netsol 3 (1):1-15.
    In American universities, even Asian Philosophy is still often taught following methods adapted from European universities of the nineteenth century. Whether or not this approach is well-suited to philosophy as it was conceived in that era, it is inadequate if the aim is to develop a deep appreciation of Japanese philosophy. To limit what we consider Japanese philosophy to only what bears a distinct resemblance to academic Western philosophy, and accordingly to approach Japanese philosophy purely theoretically, is to risk missing (...)
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  45. Building machines that learn and think about morality.Christopher Burr & Geoff Keeling - 2018 - In Christopher Burr & Geoff Keeling (eds.), Proceedings of the Convention of the Society for the Study of Artificial Intelligence and Simulation of Behaviour (AISB 2018). Society for the Study of Artificial Intelligence and Simulation of Behaviour.
    Lake et al. propose three criteria which, they argue, will bring artificial intelligence (AI) systems closer to human cognitive abilities. In this paper, we explore the application of these criteria to a particular domain of human cognition: our capacity for moral reasoning. In doing so, we explore a set of considerations relevant to the development of AI moral decision-making. Our main focus is on the relation between dual-process accounts of moral reasoning and model-free/model-based forms of machine learning. We also (...)
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  46. The Neuroscience of Moral Judgment: Empirical and Philosophical Developments.Joshua May, Clifford I. Workman, Julia Haas & Hyemin Han - 2022 - In Felipe de Brigard & Walter Sinnott-Armstrong (eds.), Neuroscience and philosophy. Cambridge, Massachusetts: The MIT Press. pp. 17-47.
    We chart how neuroscience and philosophy have together advanced our understanding of moral judgment with implications for when it goes well or poorly. The field initially focused on brain areas associated with reason versus emotion in the moral evaluations of sacrificial dilemmas. But new threads of research have studied a wider range of moral evaluations and how they relate to models of brain development and learning. By weaving these threads together, we are developing a better understanding of the neurobiology (...)
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  47. Development and Validation of E-SelfIMo: E-Learning Self-Directed Interactive Module in Earth Science.Nestor Lasala Jr - 2023 - Recoletos Multidisciplinary Research Journal 11 (1):85-101.
    This study developed and validated E-learning Self-directed Interactive Modules (E-SelfIMo) for Earth Science. The study employed Research and Development method, using the Borg and Gall development procedure, in creating eight e-modules using Kotobee software, evaluating them by experts and students, and determining their effectiveness in terms of students' conceptual understanding. Experts agreed that E-SelfIMo met the DepEd standards for non-printed learning materials, and students attested to their high validity in content, format, and usefulness. Pretest and posttest results for (...)
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  48. Students’ perception of teachers effectiveness and learning outcomes in Mathematics and Economics in secondary schools of Cross River State, Nigeria.Augustine Igwe Robert & Valentine Joseph Owan - 2019 - International Journal of Contemporary Social Science Education (IJCSSE) 2 (1):157-165.
    This study assessed students’ perception of teachers’ effectiveness and learning outcomes in mathematics and economics in secondary schools of Cross River State, Nigeria. Two null hypotheses were formulated to direct the study. The factorial research design was adopted for the study. Cluster and purposive sampling techniques were however employed in selecting a sample of 1,800 students from the three education zones in Cross River State. “Students’ Perception of Teachers Effectiveness Questionnaire (SPTEQ)”, Mathematics Achievement Test (MAT), and Economics Achievement Test (...)
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  49. Teaching & Learning Guide for: Shaftesbury on Persons, Personal Identity and Character Development.Ruth Boeker - 2020 - Philosophy Compass 15 (8):e12698.
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  50. (1 other version)THE INFLUENCE OF IMPLEMENTATION BRAIN-FRIENDLY LEARNING THROUGH THE WHOLE BRAIN TEACHING TO STUDENTS’ RESPONSE AND CREATIVE CHARACTER IN LEARNING MATHEMATICS.Widodo Winarso & Siti Asri Karimah - 2017 - Jurnal Pendidikan Dan Pengajaran 50 (1):10-19.
    his study aims to determine whether the application of brain-friendly learning through whole brain teaching gives a positive effect on the creative character of students, to know the response of the students against the application of brain-friendly learning through whole brain teaching, and to find out if the student response against the application of brain-friendly learning through whole brain teaching correlates positively with the creative character of students in learning mathematics. The research method (...)
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