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  1. Agustín Adúriz-Bravo (2014). Revisiting School Scientific Argumentation From the Perspective of the History and Philosophy of Science. In Michael R. Matthews (ed.), International Handbook of Research in History, Philosophy and Science Teaching. Springer 1443-1472.
    This chapter aims to revisit the notion of argumentation that is currently used in science education. After acknowledging a consolidated tendency of linguistics-based approaches to the study of ‘school scientific argumentation’, the chapter proposes to shift the interest towards an examination of the epistemic aspects of argumentation, i.e. those that derive from its central participation in science as a process and as a product. The premise of the chapter is that the contributions of the philosophy and history of science and (...)
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  2. Joseph Agassi, Kwan Lihuen on Agassi in Education.
    to read this you need Chinese characters.
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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 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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  4. 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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  5. Thomas M. Alexander (1995). Educating the Democratic Heart: Pluralism, Traditions and the Humanities. Studies in Philosophy and Education 13 (3-4):243-259.
  6. 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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  7. 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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  8. Fuat Andic & Arnold Reisman, Transfer of Western Knowledge to Turkey: Institutionalized Policy of Translation and Library Building.
    In 1932 the Turkish Government decided to westernize the country's higher education and library systems. But there was a substantial shortage of human resources to undertake the task. Having been informed of the flight of professional intellectuals from Nazi persecution in Germany for whom America was out of reach because of its restrictive immigration laws, state department practices, and anti-Semitic hiring bias at its universities, Turkey in 1933 invited over 190 of them to be part of its modernization efforts. Among (...)
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  9. Atalay Mesfin Aneteneh (2014). Student’s Classroom Participation in English Language Teaching: The Case of Gozamen General Secondary School in Grade 10-A. SOCRATES 2 (JUNE 2014):204-217.
    Student’s classroom participation in English language teaching: The case of Gozamen General Secondary School in Grade 10-A -/- Author / Authors : Atalay Mesfin Aneteneh Page no. 204-217 Discipline : Education Script/language : Roman/ English Category : Research paper/Action research Keywords: English, Teaching Elementary, Training, Action research.
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  10. Jonny Anomaly (2009). Review of Neal McCluskey, Feds in the Classroom. [REVIEW] Journal of Philosophy of Education 43 (1).
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  11. Daniel Ansari & Donna Coch (2006). Bridges Over Troubled Waters: Education and Cognitive Neuroscience. Trends in Cognitive Sciences 10 (4):146-151.
  12. Seth Christopher Yaw Appiah (2014). MR. International Journal Of Humanities and Social Studies 2 (6):276-280-2014.
  13. Seth Christopher Yaw Appiah (2014). MR. Researchjournali’s Journal of Education 2 (7).
  14. Barbara Applebaum (2010). Being White, Being Good: White Complicity, White Moral Responsibility, and Social Justice Pedagogy. Lexington Books.
    The book highlights how well-intentioned white people who might even consider themselves as paragons of antiracism might be unwittingly sustaining an unjust system that they say they want to dismantle.
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  15. 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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  16. Irene Arriassecq & Alcira Rivarosa (2014). Science Teaching and Research in Argentina: The Contribution of History and Philosophy of Science. In Michael R. Matthews (ed.), International Handbook of Research in History, Philosophy and Science Teaching. Springer 2301-2326.
    An analysis of the present situation regarding the incorporation of HPS into science education is carried out, and some ideas are suggested as to how to make progress in this direction. More precisely, some sections evaluate the situation in Argentina with regard to the incorporation of HPS contributions into physics and biology education. Some aspects that are analysed are the underlying epistemological features in education laws and natural science curriculum design at secondary level in Argentina, the incorporation of HPS in (...)
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  17. Mervi A. Asikainen & Pekka E. Hirvonen (2014). Thought Experiments in Science and in Science Education. In Michael R. Matthews (ed.), International Handbook of Research in History, Philosophy and Science Teaching. Springer 1235-1256.
    This chapter will discuss the role of thought experiments in science and in science teaching. The constructive and destructive roles played by thought experiments in the construction of scientific theories can be used in science teaching to help students to understand the processes of science. In addition, they have potential to be used as a teaching tool for developing students’ conceptual understanding. The use of thought experiments can also increase students’ interest in science and help them in understanding situations beyond (...)
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  18. Christoph Asmuth & Patrick Grüneberg (eds.) (2012). Saubere Leistung? - Grenzen Akzeptieren! 8 Bausteine für einen fächerübergreifenden Unterricht. Bundeszentrale Für Politische Bildung.
    Der vorliegende Band intendiert die Herstellung von Unterrichtsmaterialien für Lehrer und Schüler, und zwar nicht aus einer fachspezifischen Perspektive, sondern als ein Projekt fachübergreifenden oder fächerübergreifenden Unterrichts. Wir lassen uns von der Vorstellung leiten, dass komplexe Probleme, die ihren Ursprung in einer ebenso komplexen Gesellschaft haben, sich nicht mehr allein durch Spezialwissen lösen lassen. Vielmehr erfordert die gegenwärtige Situation vernetztes Wissen und Menschen, die Kompetenzen erworben haben, um an einer dynamischen Wissensgesellschaft zu partizipieren. Im Hintergrund steht dabei auch die Vorstellung, (...)
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  19. I. D. Avanesyan (2014). I. P. Ivanov's pedagogical conception as a uniting people system. Liberal Arts in Russia 3 (2):63--72.
    I. P. Ivanov conceptual ideas of upbringing are studied. There are the main ideas and methods of collective creative upbringing and including children in cooperation activity. The necessity of forming humanistic relationships of generations by including children in social creative activities is proved.
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  20. Aharon Aviram (1991). Nietzsche as Educator? Journal of Philosophy of Education 25 (2):219–234.
  21. James Avis (2003). Work-Based Knowledge, Evidence-Informed Practice and Education. British Journal of Educational Studies 51 (4):369 - 389.
    This paper starts from an examination of an epistemological framework that underpins practice in particular educational contexts. It examines work-based knowledge, relating this to practitioner research and evidence informed practice. This is followed by an exploration of arguments that call for increased rigour in educational research as well as the use of systematic reviews. The paper examines tensions within educational research located in particular institutional contexts which draw upon 'post-modern' conceptualisations of practice, setting these against research concerned with generalisability that (...)
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  22. 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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  23. Manuel Bächtold & Muriel Guedj (2014). Teaching Energy Informed by the History and Epistemology of the Concept with Implications for Teacher Education. In Michael R. Matthews (ed.), International Handbook of Research in History, Philosophy and Science Teaching. Springer 211-243.
    In this article, we put forward a new strategy for teaching the concept of energy. In the first section, we discuss how the concept is currently treated in educational programmes at primary and secondary level (taking the case of France), the learning difficulties that arise as well as the main teaching strategies presented in science education literature. In the second section, we argue that due to the complexity of the concept of energy, rethinking how it is taught should involve teacher (...)
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  24. Khosrow Bagheri Noaparast & Mohammad Zoheir Bagheri Noaparast (2012). Action-Oriented Research in Education: A Comparative Study on A Western and An Islamic View. AMERICAN JOURNAL OF ISLAMIC SOCIAL SCIENCES 29 (2):43-63.
    Comparative studies among cultures, particularly Western and Eastern ones, are vital and necessary. In this essay, we are presenting a comparison between Western and Islamic views. The focus of this study is on action-oriented educational research based on Charles Clark’s view as a more recent action-oriented view on educational research. The comparison between Clark’s view and the one we suggest that is inspired by the Islamic view of human action and shows that there are considerable commonalities between the two views (...)
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  25. Khosrow Bagheri (2008). Globalization, Information Revolution, and Their Relations to Education: Emphasizing J. F. Lyotard's View. JOURNAL OF EDUCATIONAL INNOVATIONS 22:145-158.
    Globalization is regarded as a process or a project or a process/project which is most rapidly developing. Globalization, in case of occurrence, will put its impacts on all dimensions of human life including knowledge and practice. Particularly, its impact on epistemology and education would be remarkable. Given that the appearance and development of informational revolution is the most important background for globalization, the first challenge of globalization relates to the nature of knowledge. According to the information revolution, the most important (...)
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  26. Khosrow Bagheri & Zohreh Khosravi (2006). The Islamic Concept of Education Reconsidered. AMERICAN JOURNAL OF ISLAMIC SOCIAL SCIENCES 23 (4):88-103.
    Some authors have analyzed the Islamic concept of education in parallel to the assumed contrast between Islam and the liberal tradition. Hence, given the latter’s rationalist tendencies, an almost indoctrinatory essence is assumed for the Islamic concept of education. However, we argue that rationality is involved in all elements of the Islamic concept of education. There might be some differences between the Islamic and liberal conceptions of rationality, but these are not so sharp that the derivative Islamic concept of education (...)
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  27. Alexis J. Bañon-Gomis, Mónica Clemente-Císcar, Natalia Lajara-Camilleri & Andrés Rovira (2015). Three-Dimensionality in Competencies: The Inclusion of Ethics in the Generic Competency of Teamwork and Leadership. In Marta Peris-Ortiz & José M. Merigó Lindahl (eds.), Sustainable Learning in Higher Education: Developing Competencies for the Global Marketplace. Springer International Publishing 143-155.
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  28. Ana Barahona, José Antonio Chamizo, Andoni Garritz & Josip Slisko (2014). The History and Philosophy of Science and Their Relationship to the Teaching of Sciences in Mexico. In Michael R. Matthews (ed.), International Handbook of Research in History, Philosophy and Science Teaching. Springer 2247-2269.
    Science is one of the main attributes of the contemporary world and, more than any other human activity, characterizes the current period from previous centuries. Great advances in the field of science and technology deeply influence natural and social processes. There has been a worldwide recognition of the role of science in modern societies, along with an urgent need to move towards more and better scientific education, particularly in developing countries. It becomes fundamental to modify the current education system regarding (...)
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  29. 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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  30. 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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  31. 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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  32. Hazel Bell (2001). The Pleasures and Pitfalls of Reading Groups. Logos 12 (4):203-209.
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  33. Domingos Bengo, Currículo e Competências.
    A obra resenhada é uma proposta segura para se redefinir adequadamente, para o momento presente, os caminhos da educação, de modo que a vida escolar, sendo longa, possa ser feliz, atrativa e includente. Pois, as conclusões das demandas por educação não podem desvincular-se da causa do materialismo dialético nem ignorar a especulação metafísica. Pois trata-se de identificar e instaurar novas formas de sobrevivência, das quais dependem a manutenção e preservação da espécie. Isso só será possível se as reformas educativas forem (...)
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  34. Ugo Besson (2014). Teaching About Thermal Phenomena and Thermodynamics: The Contribution of the History and Philosophy of Science. In Michael R. Matthews (ed.), International Handbook of Research in History, Philosophy and Science Teaching. Springer 245-283.
    Concerning the use of history and philosophy in science teaching, the topic of thermal phenomena and thermodynamics is fertile because it relates to various epistemological and philosophical themes, which can be accessible and useful for secondary education, and its history shows interesting debates among scientists and strong relationships between science, technology and socio-economic problems. Moreover, many students’ conceptions are similar to ideas and reasoning of ancient theories, and residues of these theories are still present in current scientific language and in (...)
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  35. Justyna Bochomulska, Sławomir Sztobryn & Ewa Łatacz (2010). Pedagogika Filozoficzna t. III . Filozofia wychowania w XX wieku. Wydawnictwo Uniwersytetu Łódzkiego.
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  36. Elizabeth Bonawitz, Patrick Shafto, Hyowon Gweon, Noah D. Goodman, Elizabeth Spelke & Laura Schulz (2011). The Double-Edged Sword of Pedagogy: Instruction Limits Spontaneous Exploration and Discovery. Cognition 120 (3):322-330.
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  37. Jenifer Booth (2007). The Contemporary Aristotelian Museum: Exploring the Museum as a Site of MacIntyre's Tradition‐Constituted Enquiry. Journal for Cultural Research 11 (2):141-159.
    The connection is made between the Royal Museum of Scotland and encyclopaedia, one of MacIntyre's three rival versions of moral enquiry. It is then asked how MacIntyre's other two methods, genealogy and tradition‐constituted enquiry, would function within a museum. It is proposed that the museum fulfils Haldane's criterion for tradition‐constituted enquiry in that it combines the immanence and open‐endedness of the methods of enquiry with transcendence in the objects of enquiry. The ethical judgments of the visitors constitute transcendent truth in (...)
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  38. Achyut Krishna Borah (2014). A Comparative Study on Need for Value Based Education an Opinion Survey Among School Teachers. International Journal of Humanities and Social Science Studies (I):42-51.
    The word education comes from the word ‘educere’ which means to bring about what is already in. As Swami Vivekananda said, “Education is the manifestation of perfection, already present in man”. The purpose of education is to detect talent proactively and the purpose of school education is to guide the child’s discovery of himself, identify and nurture his potential to the fullest. Education is the stepping stone for high flying career. Education system in India is of dates back where the (...)
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  39. Alexandra Bradner (2015). How to Teach Philosophy of Science. Teaching Philosophy 38 (2):169-192.
    Philosophy of science is a challenging course to teach. This paper offers suggestions for early-, middle- and late-career professors who teach philosophy of science at the undergraduate or graduate level. The advantages and disadvantages of four different course designs are discussed, and a list of possible syllabus topics is presented. The paper encourages a thoroughgoing approach to inclusive pedagogy: it recommends that we look for ways to highlight a range of underrepresented voices throughout the semester, instead of tacking on one (...)
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  40. 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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  41. William H. Brock & Edgar W. Jenkins (2014). Frederick W. Westaway and Science Education: An Endless Quest. In Michael R. Matthews (ed.), International Handbook of Research in History, Philosophy and Science Teaching. Springer 2359-2382.
    This chapter discusses and appraises the contributions to science education practice and theory made by the Englishman Frederick William Westaway (1864–1946). After several teaching appointments as a science teacher and headmaster, Westaway was one of His Majesty’s Inspectors of Schools (Science) from 1895 until his retirement in 1929. An influential science educator, Westaway wrote several books on the history and philosophy of science teaching. His prolific writings raised questions about the techniques and functions of science education that still challenge us (...)
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  42. 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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  43. 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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  44. 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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  45. A. J. Canas & J. D. Novak (eds.) (2006). Concept Maps: Theory, Methodology, Technology Proc. Of the Second Int. Conference on Concept Mapping.
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  46. 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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  47. Francisco Caruso (1995). Em defesa da licenciatura. Scientia 6 (1):93-98.
    A solução do problema educacional brasileiro passa, necessariamente, por duas etapas, que se resumem essencialmente na busca da revalorização do Saber. Independente de qualquer política ministerial, este é o compromisso maior que deveria brotar espontaneamente de toda a comunidade acadêmico-científica. As duas etapas a que nos referimos pouco dependem de verbas e são: a conscientização da responsabilidade e do papel de liderança que cabe a esta comunidade na busca desta solução; a sua capacidade de promover, nas Universidades, uma ampla e (...)
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  48. Maria Rosario G. Catacutan & Allan de Guzman (2015). Bridge Over Troubled Water: Phenomenologizing Filipino College Deans' Ethical Dilemmas in Academic Administration. Educational Management Administration and Leadership:DOI: 10.1177/1741143214558579.
    This phenomenological study intends to capture and describe Filipino college deans’ lived experiences of ethical dilemmas as they carry out their work as administrators. Using semistructured in-depth interviews and following Collaizzi’s method, data was collected and subjected to cool and warm analyses yielding a set of themes and sub-themes that typify what these deans consider to be ethical dilemmas. The resulting ‘Wheel’ of School Leaders’ Ethical Dilemmas depicts the nature of the dilemmas faced by these deans, the critical incidents which (...)
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  49. Maria Rosario G. Catacutan & Allan de Guzman (2015). Ethical Decision-Making in Academic Administration: A Qualitative Inquiry of Filipino College Deans' Ethical Frameworks. Australian Educational Researcher 42 (4):483-514.
    Ethical decision-making in school administration has received considerable attention in educational leadership literature. However, most research has focused on principals working in secondary school settings while studies that explore ethical reasoning processes of academic deans have been significantly few. This qualitative study aims to describe the ethical decision-making processes employed by a select group of Filipino college deans in solving ethical dilemmas using the ethical paradigms proposed in the works of Starratt (Educ Adm Q 27:185–202, 1991) and Shapiro and Stefkovich (...)
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  50. Rose Catacutan (2013). Educating in Virtues as Goal of Business Ethics Instruction. African Journal of Business Ethics 7 (2):62-67.
    The moral development paradigm underlying a particular business ethics curriculum design plays a significant role in determining the goals of business ethics instruction. Concretely, the view of moral development advanced by cognitive developmental psychology that dominates business ethics literature identifies moral development with cognitive processes but disregards the education of students in virtues. The aim of the paper is to propose an alternative paradigm of moral development to that of cognitive developmental psychology, and presents Aquinas’ view of moral development as (...)
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