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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. 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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  13. Hazel Bell (2001). The Pleasures and Pitfalls of Reading Groups. Logos 12 (4):203-209.
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  14. 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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  15. 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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  16. 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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  17. 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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  18. John L. Childs (1956). American Pragmatism and Education. New York, Holt.
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  19. 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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  20. 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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  21. 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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  22. 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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  23. 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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  24. 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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  25. 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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  26. 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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  27. 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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  28. 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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  29. 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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  30. Richard Ennals & David Hutchins (2012). Communities of Circles. AI and Society 27 (3):329-330.
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  31. 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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  32. 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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  33. 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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  34. Peter Garik & Yann Benétreau-Dupin (forthcoming). Report on a Boston University Conference December 7–8, 2012 on 'How Can the History and Philosophy of Science Contribute to Contemporary US Science Teaching?'. Science and Education.
    This is an editorial report on the outcomes of an international conference sponsored by a grant from the National Science Foundation (NSF) (REESE-1205273) to the School of Education at Boston University and the Center for Philosophy and History of Science at Boston University for a conference titled: How Can the History and Philosophy of Science Contribute to Contemporary US Science Teaching? The presentations of the conference speakers and the reports of the working groups are reviewed. Multiple themes emerged for K-16 (...)
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  35. 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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  36. Catherine Guillaumin (2012). La situation professionnelle : moment critique dans l'action, Interface de la formation en alternance le cas particulier de la formation en soins infirmiers. Phronesis 1 (1):21-39.
    The professional situation is considered a major interface of practicum training, here conceived as a School of conjunction, a school where one learns to make links, a foundation for the engineering of professionalization. The notion of situation is here developed based on the study of a data corpus elaborated during an experience with a practicum training model centred on writing and the construction of the professional situation by a subject-actor-author of the situation, in interaction with others, in the context of (...)
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  37. Amy Gutmann (1980). Children, Paternalism, and Education: A Liberal Argument. Philosophy and Public Affairs 9 (4):338-358.
  38. Paul Howard-Jones & Kate Fenton (2012). The Need for Interdisciplinary Dialogue in Developing Ethical Approaches to Neuroeducational Research. Neuroethics 5 (2):119-134.
    This paper argues that many ethical issues in neuroeducational research cannot be appropriately addressed using the principles and guidance available in one of these areas alone, or by applying these in simple combination. Instead, interdisciplinary and public dialogue will be required to develop appropriate normative principles. In developing this argument, it examines neuroscientific and educational perspectives within three broad categories of ethical issue arising at the interface of cognitive neuroscience and education: issues regarding the carrying out of interdisciplinary research, the (...)
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  39. Michael J. Jacobson, Charlotte Taylor, Anne Newstead, Deborah Richards, Meredith Taylor & John Porte, Collaborative Virtual Worlds for Enhanced Scientific Understanding.
    This is a copy of the presentation given at the Workshop on Agency and Distributed Cognition at Macquarie University, March 2012.
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  40. Michael J. Jacobson, Charlotte Taylor, Anne Newstead, Wai Yat Wong, Deborah Richards, Meredith Taylor, Porte John, Kartiko Iwan, Kapur Manu & Hu Chun (2011). Collaborative Virtual Worlds and Productive Failure. In Proceedings of the CSCL (Computer Supported Cognition and Learning) III. University of Hong Kong.
    This paper reports on an ongoing ARC Discovery Project that is conducting design research into learning in collaborative virtual worlds (CVW).The paper will describe three design components of the project: (a) pedagogical design, (b)technical and graphics design, and (c) learning research design. The perspectives of each design team will be discussed and how the three teams worked together to produce the CVW. The development of productive failure learning activities for the CVW will be discussed and there will be an interactive (...)
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  41. Michael J. Jacobson, Charlotte Taylor, Anne Newstead, Wai Yat Wong, Deborah Richards, Meredith Taylor, Porte John, Kartiko Iwan, Kapur Manu & Hu Chun (2011). Proceedings of the CSCL (Computer Supported Cognition and Learning) III. University of Hong Kong.
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  42. Marcel Jean-François & Helene Veyrac (2012). L'efficacité des pratiques d'enseignement au travers des rapports d'inspection. Phronesis 1 (3):33-54.
    Teaching evaluations are in this case a means of judging the effectiveness of teaching and learning state measures. Analysis of 38 French teachers’ school reports in agricultural High Schools highlights certain aspects of teaching practices while thirteen reports graded unsatisfactory as teachers failed teaching standards help unveil teacher assessment practices. The analyses lead to the building of a teacher practice model while showing that teacher evaluation focus more on teaching practices and teaching resources than on student learning or the teaching-learning (...)
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  43. Minkang Kim & Derek Sankey (2009). Towards a Dynamic Systems Approach to Moral Development and Moral Education: A Response to the JME Special Issue, September 2008. Journal of Moral Education 38 (3):283-298.
    Is 'development' a concept that properly belongs to mind and morality and, if it does, what account can we give of moral development now that Piagetian and Kohlbergian models are increasingly being abandoned in developmental psychology? In addressing this central issue, it is hoped that the paper will contribute to the quest for a new integrated model of moral functioning, called for in the September 2008 Special Issue of the Journal of Moral Education (37[3]). Our paper argues that the notion (...)
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  44. Hayal Köksal (2012). SQCs in Turkey as “Imece Circles”. AI and Society 27 (3):377-386.
    The history of Total Quality in Education and Students’ Quality Circles in Turkish educational institutions is introduced through “İmece Circles (İCs).” The history dates from the foundation of the Turkish Republic in 1923, and industrial quality-focused reforming actions in the 1980s. The Total Quality implications of the Ministry of National Education in 1990s will be discussed, with an account of the efforts of the writer as the Director of the Turkish Center for School of Quality and the Director General for (...)
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  45. John Lachs (2007). The Lessons of History. Transactions of the Charles S. Peirce Society 43 (2):390-394.
    : The overwhelming commitment of philosophers is not to crossing arms over some technical problem but to the education of the young. This is not to deny the merit of attempting to make a contribution to current debates or to new assessments of historical figures. However, the ultimate value of such contributions lies in providing materials for teaching the skills and habits vitally important in our personal and social lives.
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  46. France Lacourse (2012). De l'analyse des routines vers la gestion de classe et la professionnalisation. Phronesis 1 (3):19-32.
    How can imperceptible knowledge such as professional routines in class immediacy be taught? How to express their main principles and their construction in formation? These routines create a sense of security among both students and teachers; it is a frame favouring successful classroom management. They come under the scope of integrated competencies, and this prompts their analysis in view of understanding a central link within initial professionalization. This paper will present the concept of professional routines as an educational practice in (...)
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  47. Louis Levasseur (2012). L'école québécoise et la «culture scolaire»: développement intégral de l'enfant, développement cognitif de l'élève et contextes éducatifs. Phronesis 1 (4):71-83.
    . The reasoning behind the reforms to education that began in 2000-2001 in Québec stemmed in part from a need to put the focus on the student’s intellectual development, rather than on overall personal development, as was the case in the 1970s. At this point, has intellectual development truly become a priority in teaching? Without providing a definitive or categorical answer, the author argues that, in some settings, socialization is more important than instruction and, in some subjects, knowledge as a (...)
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  48. Christian List & Anne Sliwka, Learning Democratic Communication Through “Deliberative Polling”.
    One fundamental thesis within the rapidly growing literature on deliberative democracy is that the stability and quality of a democracy depend not only on formal institutions such as the electoral system or the structure of parliamentary representation. They depend also on certain democratic competences of the citizens, especially their capacity for democratic communication. According to this thesis, above all the capacity for democratic deliberation, i.e., for argumentation, evaluation and for a balanced decision between policy alternatives, belongs to the central competences (...)
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  49. Domenic Marbaniang (2013). Developing Cognitive Abilities in Children. In J. B. Jeyaraj (ed.), Perspectives of Child Development. ISPCK.
    This article explores the various psychological theories of cognitive development in children.
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  50. Jean-François Marcel (2012). La Situation Professionnelle: De la Notion Vers les Prémices d'Un Concept. Phronesis 1 (1):40-58.
    Based on the presentation of a research framework (the shared work of teachers), this text uses an empirical approach to examine the hypothesis of a co-elaboration of the professional situation. To do so, the empirical investigation, based on the Goffman framework, analyzes the process of reconstructing a teaching session (reference situation) over the course of a pedagogical counselling session (support situation) characterized by interaction between a beginning teacher and a trainer. The invalidation of the hypothesis leads to a suggested conceptualization (...)
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