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  1. Joseph Agassi, Kwan Lihuen on Agassi in Education.
    to read this you need Chinese characters.
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  2. Driss Alaoui (2012). L'accompagnement socioprofessionnel : la complexité d'une situation professionnelle entre la complémentarité et/ou le télescopage des points de vue des acteurs. Phronesis 1 (1):5-20.
    This text examines the socio-professional guidance of Comorian migrants residing on La Réunion Island. It mainly questions the process whereby guidance is constructed as a professional situation. To apprehend the complexity of the process, we have drawn on an ethnographical procedure (Woods, 1990) based on a dual source of data—that of the guide and that of the guided—as well as a micro-sociological approach (Thomas, 1923 ; Goffman, 1993 ; Lapassade, 1997) allowing us to link the concepts of situation definition and (...)
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  3. Driss Alaoui (2012). L'accompagnement Socioprofessionnel : La Complexité d'Une Situation Professionnelle Entre la Complémentarité Et/Ou le Télescopage des Points de Vue des acteursThe Social and Professional Support: The Complexity of a Professionnal Situation Between the Complementary and / or Telescoping of the Views of Stakeholders. Phronesis 1 (1):5-20.
    This text examines the socio-professional guidance of Comorian migrants residing on La Réunion Island. It mainly questions the process whereby guidance is constructed as a professional situation. To apprehend the complexity of the process, we have drawn on an ethnographical procedure (Woods, 1990) based on a dual source of data—that of the guide and that of the guided—as well as a micro-sociological approach (Thomas, 1923 ; Goffman, 1993 ; Lapassade, 1997) allowing us to link the concepts of situation definition and (...)
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  4. Thomas M. Alexander (1995). Educating the Democratic Heart: Pluralism, Traditions and the Humanities. Studies in Philosophy and Education 13 (3-4):243-259.
  5. René Amigues (2012). Les situations professionnelles dans les sciences de l'éducation: objet scientifique spécifique ou objet-frontière? Phronesis 1 (1):118-123.
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  6. María G. Amilburu (2006). Education and the Multicultural Society. The Proceedings of the Twenty-First World Congress of Philosophy 4:1-6.
    Multiculturalism, namely the coexistence of different cultural traditions within the framework of a single socio-political structure, is one of the most salient characteristics of western democratic societies. This situation is due mainly to two factors. On the one hand, we find a plurality of historical communities within the State that have different cultural roots, and each one of them defends the right to have its cultural identity recognised. On the other hand, there is a growing exodus of people from less (...)
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  7. Jonny Anomaly (2009). Review of Neal McCluskey, Feds in the Classroom. [REVIEW] Journal of Philosophy of Education 43 (1).
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  8. Anderson Araújo-Oliveira (2012). Finalités éducatives sous-jacentes aux pratiques des futurs enseignants du primaire : le cas de l'enseignement des sciences humaines et sociales au Québec. Phronesis 1 (4):84-97.
    This article examines the data collected from the semi-structured interviews of nine Quebec elementary pre-service teachers in a practice teaching context. The paper exposes the educational goals inherent in the teaching of Social Studies, the place that this school subject occupies in the pre-service teacher’s practices, and its contribution to the development of the three-part mission of the Quebec school system (to instruct, socialize, and qualify). Even though Social Studies are considered by the participants of this study to be a (...)
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  9. Christoph Asmuth & Patrick Grüneberg (eds.) (2012). Saubere Leistung? - Grenzen Akzeptieren! 8 Bausteine für einen fächerübergreifenden Unterricht. Bundeszentrale für politische Bildung.
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  10. Aharon Aviram (1991). Nietzsche as Educator? Journal of Philosophy of Education 25 (2):219–234.
  11. Guy Axtell (2001). Teaching James's “The Will to Believe”. Teaching Philosophy 24 (4):325-345.
    Many readers have viewed William James's "The Will to Believe" as his most distinctive and resonating lecture. Yet for all the scholarly attention it has received, the complexities of the "pragmatic defence," and the issues it raises concerning evidential and pragmatic reasoning are still often misunderstood. In this paper I explicate a neglected "core" argument tied closely to James's thesis statement, and provide charts and other tools useful in presenting James' lecture in the philosophy classroom. This argument, based on the (...)
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  12. Anne Barrère (2013). L'éducation à l'épreuve des activités juvéniles : de nouveaux défis professionnels. Phronesis 2 (2-3):4-13.
    Résumé. : L’article s’interroge sur la manière dont l’institution scolaire est aujourd’hui mise en question dans son projet de formation par les activités juvéniles, dans une sphère extrascolaire où ils jouissent d’une grande autonomie. Ces activités électives (numériques, musicales, sportives…) réalisent une éducation informelle où les adolescents forgent leur caractère, alors même que l’école n’a plus de modèle lisible de projet éducatif. À partir d’une enquête qualitative réalisée auprès d’une centaine d’adolescents français, on dégagera différentes épreuves qui forment les adolescents (...)
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  13. Jordan Bartol (2013). Re-Examining the Gene in Personalized Genomics. Science and Education 22 (10):2529-2546.
    Personalized genomics companies (PG; also called ‘direct-to-consumer genetics’) are businesses marketing genetic testing to consumers over the Internet. While much has been written about these new businesses, little attention has been given to their roles in science communication. This paper provides an analysis of the gene concept presented to customers and the relation between the information given and the science behind PG. Two quite different gene concepts are present in company rhetoric, but only one features in the science. To explain (...)
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  14. Guillaume Beaulac & Serge Robert (2011). Théories à processus duaux et théories de l’éducation : Le cas de l’enseignement de la pensée critique et de la logique. Les Ateliers de l'Éthique / the Ethics Forum 6 (1):63-77.
    Many theories about the teaching of logic and critical thinking take for granted that theoretical learning, the learning of formal rules for example, and its practical application are sufficient to master the tools taught and to take the habit of using them. However, this way of teaching is not efficient, a conclusion supported by much work in cognitive science. Approaching cognition evolutionarily with dual-process theories allows for an explanation of these insufficiencies and offers clues on how we could teach critical (...)
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  15. Hazel Bell (2001). The Pleasures and Pitfalls of Reading Groups. Logos 12 (4):203-209.
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  16. Bo Brinkman (2013). An Analysis of Student Privacy Rights in the Use of Plagiarism Detection Systems. Science and Engineering Ethics 19 (3):1255-1266.
    Plagiarism detection services are a powerful tool to help encourage academic integrity. Adoption of these services has proven to be controversial due to ethical concerns about students’ rights. Central to these concerns is the fact that most such systems make permanent archives of student work to be re-used in plagiarism detection. This computerization and automation of plagiarism detection is changing the relationships of trust and responsibility between students, educators, educational institutions, and private corporations. Educators must respect student privacy rights when (...)
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  17. Alexandre Buysse (2012). La formation des enseignants en tant que transmission d'une forme socioculturelle. Phronesis 1 (4):4-20.
    Nous nous proposons de considérer l’enseignement comme une forme socioculturelle. Nous suggérons que l’intériorisation des médiations inclut non seulement des concepts mais un ensemble de dimensions des médiations. Cet ensemble de dimensions permet de définir une forme. Chaque étudiant tente de donner un sens aux savoirs et à ses expériences en se fondant sur des microformes préalablement subjectivées. Les formations permettent néanmoins l’émergence d’une forme socioculturelle subjectivée. Dans le cas des formations, en alternance, à l’enseignement, le processus se complexifie par (...)
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  18. H. G. Callaway (1996). Education and the Unity of the Person. Journal of Value Inquiry 30 (June):43-50.
    The deeper meaning of education, says Dewey in his Human Nature and Conduct (1922), which distinguishes the justly honored profession from that of mere trainer, is that a future new society of changed purposes and desires may be created by a deliberately humane treatment of the impulses of youth (p. 69). For Dewey, a truly humane education consists in an intelligent direction of native activities in the light of the possibilities and necessities of the social situation (p. 70). Student impulse (...)
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  19. James Campbell, Cornelis De Waal, Richard Hart, Vincent Colapietro, Herman De Regt, Douglas Anderson, Kathleen Hull, Catherine Legg, Lee A. Mcbride Iii, Michael L. Raposa, Matthew Caleb Flamm, Jaime Nubiola, Lucia Santaella, Rosa Maria Mayorga & André De Tienne (2008). Teaching Peirce to Undergraduates. Transactions of the Charles S. Peirce Society 44 (2):189 - 235.
    Fourteen philosophers share their experience teaching Peirce to undergraduates in a variety of settings and a variety of courses. The latter include introductory philosophy courses as well as upper-level courses in American philosophy, philosophy of religion, logic, philosophy of science, medieval philosophy, semiotics, metaphysics, etc., and even an upper-level course devoted entirely to Peirce. The project originates in a session devoted to teaching Peirce held at the 2007 annual meeting of the Society for the Advancement of American Philosophy. The session, (...)
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  20. Yves Careil (2013). Le cas français ou les tensions sur l'instruction et la socialisation quand on passe d'un modèle éducatif, républicain, à un autre, d'inspiration néolibérale. Phronesis 2 (2-3):14-35.
    Résumé: L’école républicaine « à la française » se donnait officiellement pour objectif de former le citoyen. Elle a connu de multiples réformes durant ces dernières décennies, et on perçoit mieux aujourd’hui sa transformation (d’ores et déjà bien avancée) en une école d’inspiration néolibérale visant la fabrication d’individus aptes à s’incorporer dans la machine économique. La façon dont l’école publique et laïque s’acquittait de ses missions principales se voit ainsi malmenée, ce qui se traduit par des zones de tension, tant (...)
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  21. Philippe Chaubet, Enrique Correa Molina & Colette Gervais (2013). Considérations méthodologiques pour aborder la compétence à « réfléchir » ou à « faire réfléchir » sur sa pratique en enseignement. Phronesis 2 (1):28-40.
    Résumé : L’article propose une démarche méthodologique permettant d’identifier la réflexion professionnelle chez des stagiaires en formation à l’enseignement. En effet, la capacité d’analyser sa pratique de façon réflexive est une composante d’une compétence professionnelle à développer selon le Ministère de l’Éducation du Québec. Une certaine forme de réflexion chez les étudiants est donc à acquérir et, du point de vue des tuteurs de stage, à faire acquérir. Quels sont les critères implicites que les enseignants associés des écoles ou les (...)
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  22. John L. Childs (1956). American Pragmatism and Education. New York, Holt.
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  23. Joël Clanet & Laurent Talbot (2012). Analyse des pratiques d'enseignement : Éléments de cadrages théoriques et méthodologiques. Phronesis 1 (3):4-18.
    : This paper addresses the need to examine teaching practices from the observation that they are beyond what they should be. This task devolved to scientists of education is to learn about teaching practices in their relationship to student learning in order to build the database useful to teacher educators and reflexivity necessary for any teacher about their own practice. The concepts of competence, pattern and are useful instrument in this endeavor of explanation and understanding of the practices. The proposed (...)
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  24. Joël Clanet & Laurent Talbot (2012). De l'analyse des pratiques enseignantes à la mise à jour des compétences professionnelles : vers plus d'efficacité ? Phronesis 1 (3):1-3.
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  25. Simon Collin (2013). Variation de la pratique réflexive entre les contextes académique et pratique en stage d'enseignement. Phronesis 2 (1):41-51.
    Résumé : Le stage d’enseignement est fréquemment considéré comme une période particulièrement propice au développement de la pratique réflexive. Souhaitant contribuer à cette réflexion, l’objectif de cet article vise à mieux comprendre la variation de la pratique réflexive des enseignants-stagiaires suivant les contextes académique et pratique. Pour ce faire, nous présentons une recherche qualitative, dont l’analyse thématique d’entrevues nous a permis de relever des variations contextuelles de la pratique réflexive à trois niveaux distincts : la motivation et la finalité ; (...)
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  26. Rory J. Conces (2004). Review of Azar Nafisi, Reading Lolita in Tehran: A Memoir of Books. [REVIEW] International Third World Studies Journal and Review 15:23-25.
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  27. Enrique Correa Molina & Lynn Thomas (2013). Le Praticien Réflexif : Mythe Ou Réalité En Formation À l'Enseignement ? Phronesis 2 (1):1-7.
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  28. Yves Couturier (2013). Critique de la réflexivité (mais est-ce donc possible ?). Phronesis 2 (1):8-14.
    Résumé. : La réflexivité constitue une thématique à la mode, qui traduit à sa façon une évolution importante dans la façon de penser les pratiques sociales. Mais pour cette même raison, sa conception est encore instable, et les sens et usages dont elle est l’objet sont pour le moins multiples. Pour effectuer un travail de conception sur la notion de réflexivité, il faut d’abord montrer en quoi elle est objet d’une inflation normative la posant comme catégorie logique si attendue qu’une (...)
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  29. Donald J. Cunningham, James B. Schreiber & Connie M. Moss (2005). Belief, Doubt and Reason: C. S. Peirce on Education. Educational Philosophy and Theory 37 (2):177–189.
    In this paper, we explore Peirce's work for insights into a theory of learning and cognition for education. Our focus for this exploration is Peirce's paper The Fixation of Belief (FOB), originally published in 1877 in Popular Science Monthly. We begin by examining Peirce's assertion that the study of logic is essential for understanding thought and reasoning. We explicate Peirce's view of the nature of reasoning itself—the characteristic guiding principles or ‘habits of mind’ that underlie acts of inference, the dimensions (...)
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  30. Helen De Cruz (2013). Is Teaching Children Young Earth Creationism Child Abuse? The Philosophers' Magazine 63:21-23.
    Richard Dawkins has argued on several occasions that bringing up your child religiously is a form of child abuse. According to Dawkins, teaching children about religion is fine (it helps them to understand cultural references, for instance), but indoctrinating children – by which Dawkins means any form of education that teaches religious beliefs as facts – is morally wrong and harmful. Dawkins is not alone: the American theoretical physicist Lawrence Krauss, for instance, recently argued that teaching Young Earth Creationism (henceforth (...)
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  31. Antoine Derobertmasure & Arnaud Dehon (2012). Développement de la réflexivité et décodage de l'action : questions de méthode. Phronesis 1 (2):24-44.
    Abstract In initial teacher training, the micro-teaching activities and retroaction have for goals to develop reflexive practitioners and competent professionals with a high professional identity. The double analyze of the teacher’s action – observation of teacher gestures and analysis of retroaction - requires two complementary methods to make the links between interactive and postactive phase. In this article, the authors describe the different training activities, and explain the research approach with an illustration of a concrete case. -/- En formation initiale (...)
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  32. Antoine Derobertmasure & Arnaud Dehon (2012). Développement de la réflexivité et décodage de l'action : questions de méthodeDevelopment of reflexivity and decoding of the action : questions of methods. Phronesis 1 (2):24-44.
    Abstract In initial teacher training, the micro-teaching activities and retroaction have for goals to develop reflexive practitioners and competent professionals with a high professional identity. The double analyze of the teacher’s action – observation of teacher gestures and analysis of retroaction - requires two complementary methods to make the links between interactive and postactive phase. In this article, the authors describe the different training activities, and explain the research approach with an illustration of a concrete case. En formation initiale des (...)
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  33. Andreas Dorschel (1992). Das Programm ästhetischer Erziehung bei Schiller und beim frühen Nietzsche. Vierteljahrsschrift Für Wissenschaftliche Pädagogik 68 (3):260-284.
  34. Brian Dunst & Alex Levine (2014). Conceptual Change: Analogies Great and Small and the Quest for Coherence. In Michael R. Matthews (ed.), International Handbook of Research in History, Philosophy and Science Teaching. Springer. 1345-1361.
    Historians and philosophers of science have, in recent decades, offered evidence in support of several influential models of conceptual change in science. These models have often drawn on and in turn driven research on conceptual change in childhood and in science education. This nexus of reciprocal influences is held together by several largely unexamined analogies and by several assumptions concerning analogy itself. In this chapter, we aim to shed some light on these hidden premises and subject them to critical scrutiny. (...)
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  35. Taner Edis & Saouma BouJaoude (2014). Rejecting Materialism: Responses to Modern Science in the Muslim Middle East. In Michael R. Matthews (ed.), International Handbook of Research in History, Philosophy and Science Teaching. Springer. 1663-1690.
    In the past centuries, most Muslims have encountered modern science as a Western import. To avoid being overwhelmed by the military and commercial advantages enjoyed by technologically advanced nations, Middle Eastern Muslim societies had to begin adopting modern knowledge. As westernization started to shape social structures and institutions as well as technologies, conservative Muslim responses to modern science typically became conditioned by the demands of cultural defense. Many Muslim thinkers argued that upholding the religious character of Muslim civilization meant borrowing (...)
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  36. Charbel N. El-Hani, Ana Maria R. de Alameida, Gilberto C. Bomfim, Leyla M. Joaquim, João Carlos M. Magalhães, Lia M. N. Meyer, Maiana A. Pitombo & Vanessa C. dos Santos (2014). The Contribution of History and Philosophy to the Problem of Hybrid Views About Genes in Genetics Teaching. In Michael R. Matthews (ed.), International Handbook of Research in History, Philosophy and Science Teaching. Springer. 469-520.
    Currently there are persistent doubts about the meaning and contributions of the gene concept, mostly related to its interpretation as a stretch of DNA encoding a single functional product, i.e., the classical molecular gene concept. There is, however, much conceptual variation around genes, leading to important difficulties in genetics teaching. We investigated whether and how conceptual variation related to the gene concept and gene function models is present in school science and what potential problems it may bring to genetics teaching (...)
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  37. Robert Ellis (1997). Revelation, Wisdom, and Learning From Religion. British Journal of Religious Education 19 (2):95-103.
    D.G Attfield's article "Learning from Religion" in BJRE 18:2 raises a number of difficulties in the treatment of truth claims in Religious Education. He argues that these claims should limit the acceptable goals of non-confessional R.E. to teaching about religion and not cross a threshold of faith-commitment beyond which a child may learn from religion. His arguments rest on a questionable understanding of religions as entirely defined by their irreconcilable revelations, which actually condemns R.E to an ineffectual relativism. Attfield also (...)
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  38. Robert Ellis (1997). Revelation, Wisdom, and Learning From Religion. British Journal of Religious Education 19 (2):95-103.
    D.G Attfield's article "Learning from Religion" in BJRE 18:2 raises a number of difficulties in the treatment of truth claims in Religious Education. He argues that these claims should limit the acceptable goals of non-confessional R.E. to teaching about religion and not cross a threshold of faith-commitment beyond which a child may learn from religion. His arguments rest on a questionable understanding of religions as entirely defined by their irreconcilable revelations, which actually condemns R.E to an ineffectual relativism. Attfield also (...)
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  39. Richard Ennals (2012). Quality as Empowerment: Going Around in Circles. [REVIEW] AI and Society 27 (3):331-335.
    The article introduces a new international educational community based on Students’ Quality Circles, in which industry and education have learned to collaborate for mutual benefit. In each country represented in this special issue, there have been distinctive bottom-up initiatives, informed by the experience of collaboration. We emphasise Quality as Empowerment.
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  40. Richard Ennals & Anne Inga Hilsen (2012). Older Workers: A Suitable Case for Circles? [REVIEW] AI and Society 27 (3):421-425.
    The article considers relations between the generations, with particular attention given to older workers, who also face the pressures of responsibilities to both parents and children. The situations in Norway and the UK are compared. The case is made for support structures, such as senior quality circles, at the threshold between employment and retirement.
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  41. Richard Ennals & David Hutchins (2012). Communities of Circles. AI and Society 27 (3):329-330.
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  42. Thomas Falkenberg (2013). The Role of Reflection in Addressing the Social Responsibility Mandate of Teacher Education. Phronesis 2 (1):52-66.
    Abstract : This article makes the case that teacher’s personal qualities should be considered to be of great importance to being a teacher and that pre- and in- service teacher education has a social responsibility mandate. Developing personal qualities in teacher education is an important way in which teacher education can address its social responsibility mandate and, conversely, this mandate can provide the perspective from which the value of teacher’s personal qualities for teaching can be judged. Finally, the article discusses (...)
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  43. Danny Frederick, Values in Education and the Community.
    The UK School Curriculum and Assessment Authority proposes a set of values to which everyone can subscribe, which can provide schools with a secure basis for the provision of spiritual, moral, social and cultural education. The proposal is misguided. The code would be determined by political negotiation, which would bring the whole idea of moral education into disrepute, and it would be an impediment to moral advancement, which requires trial and error experimentation. Imposing a code on all state schools would (...)
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  44. Joseph S. Fulda (2009). Perfectly Marked, Fair Tests with Unfair Marks. The Mathematical Gazette 93 (527):256-260.
    Shows how, as a consequence of the Arrow Impossibility Theorem, objectivity in grading is chimerical, given a sufficiently knowledgeable teacher (of his students, not his subject) in a sufficiently small class. -/- PDF posted with the permission of the Editor, the Editor-in-Chief, and the Publisher. -/- Includes reply.
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  45. Jagdish Gandhi, Vineeta Kamran & P. C. Bihari (2012). Quality and World Peace: City Montessori School, Lucknow. [REVIEW] AI and Society 27 (3):427-428.
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  46. Audrey Garcia (2012). L'apprentissage professionnel des enseignants stagiaires de l'enseignement agricole français durant le stage de pratique accompagnée. Phronesis 1 (4):37-56.
    This article, based on a socio-cognitive approach, deals with the professional training of student teachers in French agricultural education during their practical work experience. The main objective is to demonstrate that the student teacher’s social interaction with his academic advisor allows him to use and develop his professional knowledge relating to practical matters. Based on a qualitative analysis this study presents the results of an investigation of seven students and six academic advisors. The article studies the interrelations between the nature (...)
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  47. Peter Garik, Luciana Garbayo, Yann Benétreau-Dupin, Charles Winrich, Andrew Duffy, Nicholas Gross & Manher Jariwala (forthcoming). Teaching the Conceptual History of Physics to Physics Teachers. Science and Education.
    For nearly a decade we have taught the history and philosophy of science as part of courses aimed at the professional development of physics teachers. The focus of the history of science instruction is on the stages in the development of the concepts and theories of physics. For this instruction, we designed activities to help the teachers organize their understanding of this historical development. The activities include scientific modeling using archaic theories. We conducted surveys to gauge the impact on the (...)
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  48. Judith V. Grabiner (2014). The Role of Mathematics in Liberal Arts Education. In Michael R. Matthews (ed.), International Handbook of Research in History, Philosophy and Science Teaching. Springer. 793-836.
    The history of the continuous inclusion of mathematics in liberal education in the West, from ancient times through the modern period, is sketched in the first two sections of this chapter. Next, the heart of this essay (Sects. 3, 4, 5, 6, and 7) delineates the central role mathematics has played throughout the history of Western civilization: not just a tool for science and technology, mathematics continually illuminates, interacts with, and sometimes challenges fields like art, music, literature, and philosophy – (...)
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  49. Brent Gregory, Sue Gregory, Bogdanovych A., Jacobson Michael, Newstead Anne & Simeon Simoff and Many Others (2011). How Are Australian Higher Education Institutions Contributing to Innovative Teaching and Learning Through Virtual Worlds? In Gregory Sue (ed.), Proceedings of Ascilite 2011 (Australian Society of Computers in Tertiary Education). Ascilite.
    Over the past decade, teaching and learning in virtual worlds has been at the forefront of many higher education institutions around the world. The DEHub Virtual Worlds Working Group (VWWG) consisting of Australian and New Zealand higher education academics was formed in 2009. These educators are investigating the role that virtual worlds play in the future of education and actively changing the direction of their own teaching practice and curricula. 47 academics reporting on 28 Australian higher education institutions present an (...)
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  50. Vincent Grenon, François Larose & Isabelle Carignan (2013). Réflexions méthodologiques sur l'étude des représentations sociales : rétrospectives de recherches antérieures. Phronesis 2 (2-3):43-49.
    Résumé : Les représentations sociales font l’objet d’études en sciences humaines et sociales depuis plus de cinquante ans. En fonction de la théorie du noyau central, la représentation sociale peut être définie en tant qu’organisation structurée et hiérarchisée selon deux systèmes : un central et un périphérique. Au fil du temps et à partir du discours des répondants, des travaux réalisés par des chercheurs de l’Université de Sherbrooke ont permis, par l’entremise du recours à l’analyse lexicométrique et à la statistique (...)
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