Set within the socio-political context of standards-based education reform, this article explores the constitutive role of teaching standards in the production of the practice and identity of the ‘accomplished’ teacher. It contrasts two idioms for thinking about and studying these standards, the representational and the performative. Utilising the material-semiotic approach of actor-network theory, it addresses the issue of how the representational idiom of teaching standards has become so authoritative that it readily eclipses other ways to think and ‘do’ (...) them. In tracing the development of a specific set of teaching standards as part of a national research project, the argument is made that standards should be understood as performative knowledge and identity practices. And, accounting them should also be performative. Accordingly, attention is given to key locales in which this development is taking place. Teaching standards emerge as ontologically variable and it is struggles around this variability that can create conditions for a renewed practice and politics of education reform. (shrink)

Set within the socio‐political context of standards‐based education reform, this article explores the constitutive role of teaching standards in the production of the practice and identity of the ‘accomplished’ teacher. It contrasts two idioms for thinking about and studying these standards, the representational and the performative. Utilising the material‐semiotic approach of actor‐network theory, it addresses the issue of how the representational idiom of teaching standards has become so authoritative that it readily eclipses other ways to think and ‘do’ (...) them. In tracing the development of a specific set of teaching standards as part of a national research project, the argument is made that standards should be understood as performative knowledge and identity practices. And, accounting them should also be performative. Accordingly, attention is given to key locales in which this development is taking place. Teaching standards emerge as ontologically variable and it is struggles around this variability that can create conditions for a renewed practice and politics of education reform. (shrink)

This chapter contains sections titled: Introduction Clearing Some Definitional Ground: Standards as Epistemic Objects What Counts as a Standard?: Orthodoxies and other Stories Travelling with Actor‐Network Theory: ‘It's Practice All theWay Down’6 The Project in Question: Data and Method Assemblage7 Teaching and Standards of Teaching: Performative Tales from the Field Assembling the Accomplished Teacher: Whose Assemblage Counts? The Critical Contribution of Actor‐Network Theory: Performative Politics Notes References.

Propositions about the nature of expertise, in general, and expertise in pedagogy, in particular, are discussed. The time needed to develop expertise in teaching and the highly contextual nature of teachers’ knowledge are also discussed. Four theories of teacher development are presented, with an elaboration on the heuristic value of the theory of Dreyfus and Dreyfus (1986). Examples from the pedagogical literature are used to illustrate this theory. The recent research establishing causal relationships between those identified as experts in (...) teaching and their students’ academic achievement is also presented. This research allows those who study expertise in teaching to have a more objective measure for identifying and studying expert pedagogues. (shrink)

It has become almost commonplace to recognise that teaching is an embodied practice. Most analyses of teaching as embodied practice focus on the embodied nature of the teacher as subject. Here, we use Butler's concept of performativity to analyse the reiterated acts that are intelligible as—performatively constitute—teaching, rather of the teacher as subject. We suggest that this simultaneously helps explain the persistence of teaching as a narrow repertoire of actions recognisable as ‘teaching’, and the policing of conformity to (...) teaching thus embodied. However, like performatively accomplished subjectivity, this repertoire is unstable and ambiguous, and thus open to change and disruption. Moreover, teacher subjectivities may lead them to mobilise these possibilities of disruption. (shrink)

In her recent much-debated manifesto for Socratic education, Martha Nussbaum (2010) makes two statements seemingly dissonant with each other: on the one hand, she recognizes in Dewey "a thinker who brought Socrates into virtually every American classroom" (p. 64); on the other hand, she points out that "Dewey, however, never addressed systematically the question of how Socratic critical reasoning might be taught to children of various ages" (p. 73). The latter remark works as a sort of springboard to the introduction (...) of Matthew Lipman's curriculum as a "source of practical guidance" for teachers "who want to teach Socratically" (p. 73).We could rephrase such a double position in the evaluation of Dewey's .. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Teacher as Public ArtSheila Wright (bio)I entered the public art arena as an idealist optimist. Now, two decades later, I am a pragmatist realist. How did my dream of a populist marketplace turn into a nightmare?—Richard Posner, Artist vs. PublicLike Posner, many faculty members enter the academy as idealists, optimistic that their goals for and the promise of higher education will be fulfilled and their quest for knowledge (...) inspired, only to discover years later that they have become pragmatist realists.1 For many, change is necessary for survival, career success, and fulfilling dreams. At what point, however, might otherwise idealistic, visionary, and highly capable people become oppressed, disillusioned, and/or marginalized as professors? Under what conditions do professional dreams of transforming education and critical pedagogy become frustrated by rigid adherence to the status quo? How might initial aspirations of achieving a higher education become politicized and racialized as seemingly inescapable nightmares?For some faculty—particularly those of color and, especially, women working in historically white institutions—the assault on dreams occurs not only in nightmares during sleep but as monochrome, white-mares while awake.2 So, what does it mean just to be a professor in an environment where the simple quest to teach, conduct research, and serve can be frustrated by faulty, stereotypical, and often hostile assumptions, attitudes, and reactions to gender and skin? How might professors in these circumstances [End Page 83] respond to social constructions that manifest as body politics and racialized consciousness while simultaneously celebrating their identity, inner spirit, and cultural self—their ideals and visions? How do professors in these situations respond to institutional policies and practices and the social, cultural, and political nuances of place? Further, how can professors learn from their experiences and strive for meaningful transformation without the risk of being viewed as an "other," "unorthodox," an "activist," or worse?In this article "teacher as public art" is used as a metaphor to describe and explain the all-too-common perceptions and experiences of professors of color, especially women, within the academy. More specifically, this article reports findings from a qualitative study focused on what it means to be a woman of color in the academy. The findings presented are consistent with those encountered in a growing body of literature on the topic. Like other work in this area, an analysis of historical contexts can provide a critical link to understanding the cultural nuances framing the formation of professors' work identities. Triangulated data for this study included a visual art exhibition, personal reflections on the experiences of teaching in higher education, and formal research involving women faculty of color. Data were analyzed and interpreted based on literature defining the three worlds of professorship (scholarship, teaching, and service). The presentation of results and findings included here is intended to encourage further conversation regarding the retention, promotion, and tenure of faculty of color.Information and PerspectiveHighlighted throughout this discussion are (1) the relevance of locating self within the context of people and place; and (2) the importance of bringing meaning, authenticity, and credibility to teaching and research through continued reflection, self-assessment, and inquiry. The case presented is essentially a first attempt to accomplish these goals using self-study, personal experience, and public knowledge as an integrated vehicle for professional transformation. As both the researcher and a participant, the process required that I be simultaneously subjective and objective in order to examine the multiplicity of dialogues related to the professional self. In other words, the process required that I honor the voice of the person within—for example, artist, professor, woman, person of color—while, as a researcher, at the same time honoring the voices of those who participated in the study. As someone who came late to the academy (I was forty when I received my first tenure-track position), I drew for this study not only upon my prior experience and identity as a professor and educational researcher but also upon a myriad of pre-academy experiences and identities as, for example, an artist, art educator, administrator, and aspiring social reformer. The dynamic relationship [End Page 84] between those various identities facilitated and sustained a more cohesive... (shrink)

The question of whether the entrepreneur is born or made, forces us to respond that the entrepreneurial culture clearly breaks with the myth that entrepreneurs are born. Currently, it is considered that entrepreneurial skills can be acquired like any other discipline and that is why it should be taught. Their teaching and learning are key to the well-being of the teacher and to the positive achievement of the students. The entrepreneurial culture is an educational objective of developed societies and (...) has its origin in the business culture. There are two current models, American and European. The one that develops in the Extremadura region, based on the European model, tries to create a vital state in the participating students that enhances competences such as creativity, personal initiative or self-confidence, elements that try to generate a true motivation to undertake. The motivated, accomplished and positive teacher contributes to that achievement and achieving it favors the well-being of teachers. It’s a round trip. It is a “do ut des.” In our research, we evaluated four entrepreneurial culture programs in the classroom: “Junioremprende,” “Teenemprende,” “Experemprende,” and “Youthemprende.” The teachers involved in the programs are 356, and the valid questionnaires are 154. The students enrolled in the programs are 4800, and the questionnaires valid 1198. In the questionnaire, one of the key questions is “general teacher satisfaction,” with 17 common questions for all the programs. An essential question posed is: “I am satisfied with the achievements obtained by my students to participate in the program” The results of our research, according to a seven-point Likert scale, gives a very high degree of teachers’ satisfaction. Their satisfaction was centered on the perception of their teachings are conducive to the achievement of his students. The degree of teacher satisfaction for each of the programs and significantly means differences were found with Junior program resulted the more satisfied for teachers. For students, participation in the programs resulted in high development of entrepreneurial competencies. Similarly to teachers results, Junior program was found more significant in developing students’ entrepreneurial competencies indicating that entrepreneurial education is very appropriate for children. Findings of this study suggest that entrepreneurial education should be encouraged for students at every stage of education. (shrink)

It has become almost commonplace to recognise that teaching is an embodied practice. Most analyses of teaching as embodied practice focus on the embodied nature of the teacher as subject. Here, we use Butler's concept of performativity to analyse the reiterated acts that are intelligible as—performatively constitute—teaching, rather of the teacher as subject. We suggest that this simultaneously helps explain the persistence of teaching as a narrow repertoire of actions recognisable as ‘teaching’, and the policing of conformity to (...) teaching thus embodied. However, like performatively accomplished subjectivity, this repertoire is unstable and ambiguous, and thus open to change and disruption. Moreover, teacher subjectivities may lead them to mobilise these possibilities of disruption. (shrink)

The educational reform movement in social studies has focused on constructivist and inquiry-oriented approaches to the teaching of history. Since many social studies teacher education students have had little experience with such approaches in their own schooling, special attention needs to be given to these topics within teacher preparation programs if they are to be implemented in schools. One pathway for accomplishing this is through investigations of local history. This article presents an exploratory qualitative research study investigating pre-service (...) teachers' understanding of inquiry and the impact of a set of lessons in a methods class using local history in the service of inquiry-oriented learning. The results suggest that local history can be an effective tool for stimulating interest in and a deeper understanding of inquiry-oriented teaching. (shrink)

BackgroundBurnout is a syndrome that results from stressors in the work environment that have not been successfully managed. The prevalence of burnout among schoolteachers was always controversial. COVID-19 pandemic added more stressors to teachers since they had to change their working styles in response to the pandemic lockdowns or curfews. In Saudi Arabia, the prevalence and determinants of burnout among school teachers were not measured by any other group during the COVID-19 pandemic stressors.MethodsA cross-sectional survey was conducted among 879 teachers (...) in the Jazan region, Saudi Arabia, using the Maslach Burnout Inventory, during April 2021. Multistage cluster random sampling was used.ResultsThe mean age of the participants was 41.4 years. Male teachers represented 52.6% of the participants while females represented 47.4%. Most teachers showed burnout symptoms. Consequences of burnout were observed, such as using psychotropic medications, absenteeism, lack of job satisfaction, and changing schools. Using the MBI scale, most teachers showed medium or high emotional exhaustion, low depersonalization, and low personal accomplishment.ConclusionMost teachers showed symptoms of burnout during the COVID-19 pandemic. Being an expert and ability to adapt to technology during the COVID-19 pandemic proved to effectively reduce burnout symptoms. Increasing incentives, early detection, and improving the work environment is recommended to diminish burnout consequences. (shrink)

On Becoming an Effective Teacher presents the final unpublished writings of Rogers and as such has a unique historical value. It also documents the research results of four highly relevant, related but independent studies which comprise the biggest collection of data ever accumulated to test a person-centred theory in the field of education. This body of comprehensive research on effective teaching was accomplished over a twenty-year period in 42 States in the U.S. and in six other countries including (...) the UK, Germany, Brazil, Canada, Israel, and Mexico, and is highly relevant to the concerns of teachers, psychologists, students, and parents. The principal findings of the research in this book show that teachers and schools can significantly improve their effectiveness through programs focusing on facilitative interpersonal relationships. Teachers who either naturally have, or are trained to have empathy, genuineness (congruence), and who prize their students (positive regard) create an important level of trust in the classroom and exert significant positive effects on student outcomes including achievement scores, interpersonal functioning, self-concept, and attendance. The dialogues between Rogers and Lyon offer a unique and timeless perspective on teaching, counselling and learning. The work of Reinhard Tausch on person-centered teaching to counselors, parents, athletics, and even textbook materials, as well as research on the interactions of teachers and students, is among the most thorough and rigorous research ever accomplished on the significance and potential of a person-centered approach to teaching and learning. (shrink)

The Big Five personality traits play a major role in student achievement. As such, there is consistent evidence that students that are more conscientious receive better teacher-assigned grades in secondary school. However, research often does not support the claim that students that are more conscientious similarly achieve higher scores in domain-specific standardized achievement tests. Based on the Invest-and-Accrue Model, we argue that conscientiousness explains to some extent why certain students receive better grades despite similar academic accomplishments. Therefore, the present (...) study examines to what extent the relationship between student personality and teacher-assigned grades consists of direct as opposed to indirect associations. We used a representative sample of 14,710 ninth-grade students to estimate these direct and indirect pathways in mathematics and German. Structural equation models showed that test scores explained between 8 and 11% of the variance in teacher-assigned grades in mathematics and German. The Big Five personality traits in students additionally explained between 8 and 10% of the variance in grades. Finally, the personality-grade relationship consisted of direct and indirect associations via test scores. Conscientiousness explained discrepancies between teacher-assigned grades and students’ scores in domain-specific standardized tests to a greater extent than any of the other Big Five personality traits. Our findings suggest that students that are more conscientious may invest more effort to accomplish classroom goals, but fall short of mastery. (shrink)

Elizabeth Green’s Building a Better Teacher: How Teaching Works is an excellent book that deserves the widest possible audience. It is a tremendously insightful and engaging look at teacher education, and I believe it has the power to change public discussions of teacher education for the better. Though it is written for a popular—and not a scholarly—audience, Green’s book raises a number of questions that will be of particular interest to philosophers of education. I turn to those (...) questions at the end of this review after describing Green’s project and what it accomplishes.To begin, Green finds a way to make educational research interesting—even intriguing—to a general audience... (shrink)

The construct of learned helplessness, as one of the noticeable emotional issues in education, has been investigated and approved its prominent place in education for its stimulus on students' accomplishment, enthusiasm, and commitment in learning. Moreover, the role of teachers as the most crucial issues in the learning viewpoint is at the center of attention since they help learners to be more motivated and provide a supportive context by caring. So, the current review of literature tries to emphasize teachers' care (...) and its effects on decreasing learned helplessness in EFL classrooms. The review of this study underscores the important role of the teachers' care and support in learners' improvement of learned helplessness that can be alleviated in this way. Afterward, some suggestions are offered to illuminate the exercise of teachers, learners, teacher trainers, and syllabus designers. (shrink)

The study identified the level of competencies and the extent of professional development needs of kindergarten teachers in the Sultan Kudarat Division, during the school year 2019 - 2020. The study employed a descriptive method. The study involved 54 kindergarten teachers in the division in accomplishing the 12-item self-assessment instrument. Data were analyzed using descriptive statistics. The results revealed that kindergarten teachers have a high level of competencies in content knowledge and pedagogy, learning environment and diversity of learners, curriculum and (...) planning, and assessment and reporting. These indicate that they possess almost all of the competencies of efficient teachers. Results further revealed a very high extent of professional needs in content knowledge and pedagogy and the learning environment and diversity of learners, while they had a high extent of professional needs in the remaining domains. Since they reported very high priorities in content knowledge and pedagogy and the learning environment and diversity of learners, these areas would be the main considerations in the crafting of a professional development plan. (shrink)

The study identified the level of competencies and the extent of professional development needs of kindergarten teachers in the Sultan Kudarat Division, during the school year 2019 - 2020. The study employed a descriptive method. The study involved 54 kindergarten teachers in the division in accomplishing the 12-item self-assessment instrument. Data were analyzed using descriptive statistics. The results revealed that kindergarten teachers have a high level of competencies in content knowledge and pedagogy, learning environment and diversity of learners, curriculum and (...) planning, and assessment and reporting. These indicate that they possess almost all of the competencies of efficient teachers. Results further revealed a very high extent of professional needs in content knowledge and pedagogy and the learning environment and diversity of learners, while they had a high extent of professional needs in the remaining domains. Since they reported very high priorities in content knowledge and pedagogy and the learning environment and diversity of learners, these areas would be the main considerations in the crafting of a professional development plan. (shrink)

The notion and practice of critical thinking (CT) has moved from its speculative formation by John Dewey to a standard element in teacher education curricula and standards. In the process, CT has narrowed its focus to the analysis and articulation of logical thought, and lost transformative value. In this paper, we examine the conception and implementation of CT in three teacher education domains primarily in the United States–music, media and information literacy, and social studies–asking how CT has deformed (...) education in those domains, and how domain-specific approaches could reinvigorate CT. We further suggest refocusing the purpose of CT in teacher education on accomplishing transformative education for equity in school and society, by implementing a critically reflective, transformative praxis based on the insights of domain-specific approaches to CT. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Response to Randall Allsup, “Music Teacher Quality and Expertise”Bennett ReimerI am delighted to have this opportunity to reflect on Randall Allsup’s excellent, incisive, and wise paper. The issues he raises reach to the core of who we have been, where we are now, and how we must adapt ourselves to new challenges that deeply question both our ideals and our practices.Allsup’s opening questions relate directly to the most (...) pressing matters our profession is now facing—questions philosophical in essence. What kind of music teachers do our students deserve? What is the purpose of public education? And how do we get beyond our continuing and understandable desire for better-trained music teachers to ask the more pertinent question of what constitutes effective music teaching and learning in what the musical world is swiftly becoming. He has the courage to address this level of complexity seriously, and to make significant progress toward clarification. That deserves my respect and, I am quite sure, the respect of all of us.Allsup approaches his central premise on the significant changes needed in our professional identity by reminding us that we have “a long and distinguished [End Page 108] commitment to teaching and teachers.” That commitment, however, is based on the established assumption that music education is founded on excellence of performance as its ultimate goal and its greatest value. To achieve this musical end, he points out, requires mastery, attained through prolonged, careful apprenticeship. This “long running pedagogy of mastery and excellence appears closed to, or at least hostile to, innovation and popular input.”In addition, he argues, this belief system embroils all of us, teachers and their students, in the dichotomy of, on the one hand, replication of existing excellence as our goal, and, on the other, the need for emancipation from what was and what is, toward what might be; the need, that is, for transformation. The past, he recognizes, cannot simply be ignored: it is too precious for that. The future, however, also cannot be excluded. Within this antinomy we must find our way, honoring the past while not allowing it to constrict our future.At this point in his exposition Allsup approaches the proposition he is harboring, a proposition I want to explore for its potential in both clarity and complication. The basis of his key proposal is our need for teachers who are able “to think openly and less certainly about the design and implementation of musical instruction. Our pluralistic society,” he continues, “makes it imperative that we multiply the methods employed in the pursuit and construction of knowledge.”To accomplish this, Allsup presents a foundational dichotomy. There are “open forms of music” relating to “new and evolving ways of aesthetic participation that break with our traditional processes and our established codes and standards.” Contrasting with open forms are “closed forms,” representing the authoritative, the certain, and the canonic. “Closed forms,” he says, “represent culturally-structured and norm-driven literacies, where valuations of goodness pre-exist any aesthetic encounters.” Closed forms, he argues, are based on culturally agreed-upon modes of participation that are rigid in nature, such as in the prescribed and proscribed sequence of musical events proceeding inexorably in the order of composer-conductor-performer-audience.Such past (and present) rigidities, he points out, have become increasingly irrelevant. In every dimension of our lives significant and fast-occurring changes have become dominant, even expected, leaving us, as citizens and as educators, in confusion and uncertainty, and therefore in distress. We encounter aesthetic forms that are open-sourced and de-authored, unconnected to shared standards of practice. Technologies of music making and taking, he points out, have overthrown tradition to a startling degree, erasing distinctions among expert and amateur, between master and apprentice, between process and product, specialist and generalist, the classical and the vernacular.All this, and much more, is argued cogently and, I think, persuasively. It leads us to a central conception influencing how we must act as professionals. Our [End Page 109] obligation is to not only incorporate openness of musical engagements into our present culture of musical “closedness,” but to recognize the advent of openness as being a... (shrink)

Teaching is, to date, one of the most prone jobs to experiencing occupational stress and burnout. Owing to burnout’s negative personal, social, organizational and economic impacts, researchers, practitioners and education policy leaders are interested in developing practices and interventions aimed at preventing/reducing its prevalence. With teachers’ main professional demands to be of a social and emotional nature, interventions designed with a view to promote teachers’ social and emotional competence appears to be particularly promising, positively impacting teachers’ well-being and personal accomplishment (...) and contributing to a decrease in their psychological distress, namely emotional exhaustion. However, theoretical and empirically grounded interventions with ecological validity and specifically targeting teachers are still scarce. Thus, to bridge the previously identified gaps, the present study aimed to evaluate the efficacy and the quality of the intervention’s implementation of the A+, an online social and emotional learning intervention for elementary-school teachers. A quasi-experimental study was conducted with a total of 81 participants from three different school contexts. School clusters were similar in size, organizational structure and socioeconomic level, and as regards previous attendance at social and emotional learning interventions; however, they differed with regards to perceived organizational climate. Data on the efficacy of the A+ was collected across four waves using a set of self-report questionnaires that assessed proximal variables and distal variables, and analyzed through Robust Linear Mixed-Effects Models. Coefficient omegas suggested adequate reliability of the measures. Additionally, two trained observers completed an observation grid to evaluate the quality of the A+ implementation, with excellent inter-rater reliability. Results suggested that, over time, the A+ had positive impacts across proximal and distal variables favoring the experimental group. However, results differed across the school contexts. These findings were accompanied by good implementation quality indicators, namely high fidelity in the delivery of the A+ contents and high participants’ responsiveness. Despite its limitations, this study contributes to a growing body of research which reinforces the importance of investing in social and emotional learning interventions to prevent teachers’ burnout and improve their occupational health. Furthermore, it highlights the importance of implementation quality research as a component of program planning with a view to enhancing programs’ efficacy, as well as the need to adapt and consider context variables in research and practice. (shrink)

Positive psychology has received increasing attention in the field of education. Therefore, it would be of utmost importance to analyze the relationship between the constructs falling under the category of positive psychology and other constructs to pave the way for both educational authorities and teachers themselves. Reviewing the previous studies, it turned out that there have been no studies to discuss the interplay between teachers’ psychological capital and their job commitment and academic optimism particularly in the context of China. To (...) fill this gap, the current study set out to inspect the function of Chinese English as a Foreign language teachers’ psychological capital in promoting their job commitment and academic optimism. To accomplish this, 316 Chinese teachers were asked to complete “Psychological Capital Scale,” “Job Commitment Scale,” and “Academic Optimism Scale.” The results of regression analyses revealed that Chinese EFL teachers’ psychological capital can strongly predict their job commitment and academic optimism. The conclusion and implications of the results are finally discussed and it is mentioned that both educational authorities and teachers can benefit from this study and make the experience of teaching much more productive. (shrink)

This study aims to investigate the role of Chinese English as a foreign language teachers’ aggression and burnout in their professional success. To accomplish this, 362 EFL teachers were invited to respond to three valid measures of the variables. Performing Spearman’s rho correlation tests, negative and significant correlations were found between teacher burnout, teacher aggression, and teacher professional success. Moreover, as the results of regression analyses indicated, both teacher aggression and teacher burnout were found to (...) be the negative predictors of EFL teachers’ professional success. It implies that the higher the amount of teacher aggression and teacher burnout, the less professionally successful a teacher would be. The implications of the results are finally discussed. (shrink)

Because academic entrepreneurship is an innovation driving force in China’s economy, teachers are key knowledge creators in the process of entrepreneurship. Therefore, it is particularly important to give attention to the individual psychological mechanism factors at play in the process of teachers in higher education academic entrepreneurship. The purpose of this study is to identify individual psychological capital and role conflict issues among university teachers in China. To accomplish this aim, we investigated the emergence of positive academic entrepreneurial intents, continued (...) through the process of academic entrepreneurship, and clarified the impact of psychological capital and role conflict on entrepreneurial intent. Based on the theory of planned behavior, we constructed a research model from the perspective of entrepreneurial intent prior to entrepreneurial action. We established a cohort of teachers in 17 higher education institutions in southern China, with psychological capital and role conflict as the prior independent variables and the teachers’ academic entrepreneurial intent as the dependent variable. Using quantitative analysis, SPSS 22.0, and AMOS 23.0, we conducted reliability and validity tests, correlation analysis, and structural equation models on the collected data. We reached the following conclusions: psychological capital has a positive effect on attitudes toward academic entrepreneurship; psychological capital has a positive effect on perceived behavioral control; role conflict has a negative effect on perceived behavioral control; academic entrepreneurial attitudes have a positive effect on academic entrepreneurial intent; perceived behavioral control has a positive effect on academic entrepreneurial intent; subjective norms have a positive effect on academic entrepreneurial intent. We also provide some suggestions about academic entrepreneurship for university administrators. (shrink)

Because learners' perceptions of classroom justice are highly influential on their academic performance, recognizing personal and interpersonal factors that may modify these perceptions seems necessary. Notwithstanding this necessity, a scant number of inquiries have focused on the role of interpersonal factors such as credibility and immediacy in learners' perceptions of classroom justice. In fact, the function of these factors has been overlooked by previous studies. Furthermore, no theoretical review has been performed in this area. To make a stride toward narrowing (...) this lacuna, this theoretical review intends to clarify the role of two interpersonal factors, namely immediacy and credibility, in EFL learners' perceptions of classroom justice. To accomplish this, the previous inquiries were meticulously reviewed. The findings of the review disclosed that EFL learners' perceptions of classroom justice can be considerably influenced by teacher immediacy and credibility. The findings' implications are further discussed. (shrink)

This book offers an ideal first reader in ancient Greek. It presents a selection of extracts from a comprehensive range of Greek authors, from Homer to Plutarch, together with generous help with vocabulary and grammar. The passages have been chosen for their intrinsic interest and variety, and brief introductions set them in context. All but the commonest Greek words are glossed as they occur and a general vocabulary is included at the back. Although the book is designed to be used (...) by students who have only completed a beginner's course in Greek, students of all ages will find that it helps them to improve their ability and confidence in reading a wide range of prose and verse texts, while at the same time providing a fascinating and copiously illustrated introduction to the riches and variety of ancient Greek literature over a period of almost a thousand years. (shrink)

This paper discusses the phenomenon of Kāpil Maṭh (Madhupur, India), a Sāṃkhyayoga āśrama founded in the early twentieth century by the charismatic Bengali scholar-monk Swāmi Hariharānanda Ᾱraṇya (1869–1947). While referring to Hariharānanda’s writings I will consider the idea of the re-establishment of an extinct spiritual lineage. I shall specify the criteria for identity of this revived Sāṃkhyayoga tradition by explaining why and on what assumptions the modern reinterpretation of this school can be perceived as continuation of the thought of Patañjali (...) and Īśvarakṛṣṇa. The starting point is, however, the question whether it is possible at all to re-establish a philosophical tradition which had once broken down and disappeared for centuries. In this context, one ought to ponder if it is likely to revitalise the same line of thinking, viewing, philosophy-making and practice in accordance with the theoretical exposition of the right insight achieved by an accomplished teacher, a master, the founder of a “new”revived tradition declared to maintain a particular school identity. Moreover, I refer to a monograph of Knut A. Jacobsen (2018) devoted to the tradition of Kāpil Maṭh interpreted as a typical product of the nineteenth-century Bengali renaissance. (shrink)

A clearly written book by an accomplished teacher. Though obviously published as a textbook, it contains a kind of learning which can only be possessed by a mature philosopher, and perhaps appreciated in full only by a peer. The book is an introduction to philosophy, philosophy broadly and classically conceived, encompassing metaphysics, a theory of knowledge, and philosophical reflections on science, man, nature, and art. The ten chapters devoted to knowledge present to the beginner, simply and lucidly, a (...) review of some of the best work published in the fields of epistemology and the philosophy of science in recent decades. Abel’s approach is both systematic and historical. He allows philosophers to speak to each other across the ages where they have addressed common problems, but the focus is on the problems. His own viewpoint has obviously been shaped by the naturalism of Dewey and Woodbridge, but the book has the merit of being temperate and fair to other fundamentally different metaphysical positions. Throughout his presentation, the philosophical enterprise is seen, not as a critical one of tearing down, but as a collaborative effort in which the best minds of the past, through their various insights, have contributed to the solution of ancient problems relating to man and knowledge. In effect, the book is a refreshing synthesis, and is apt to be far more valuable as a teaching instrument than the usual heterogeneous anthology published for the same purpose.—J.P.D. (shrink)

Gurunanda (aka Puneet Nanda) is a successful entrepreneur-turned-yogi. His business accomplishments earned him 2011's Ernst & Young Entrepreneur of the Year Award and an active position with the Young Presidents Organization. However, 18-hour workdays filled with stress, poor eating habits and lack of exercise took a dire toll on his life and his health until he discovered yoga. His transformation (including a 40-pound weight loss) and his self-realization have been so profound that he is now committed to sharing the power (...) of yoga and yogic breathing across the globe, especially with people facing challenging, chaotic lifestyles. By focusing on positivity, simplicity and a judgment-free attitude, GURUNANDA'S HAPPY BREATH YOGA invites everyone to experience the energy, well-being and joy that comes from truly breathing."--Page 4 of cover. (shrink)

In Brazilian schools, many teachers do not organize their teaching and students’ tasks and actions in a way that facilitates theoretical thinking based on the abstraction and generalization of the work content. Because many students struggle to accomplish the tasks and actions themselves, teachers guide them. Over time, the students begin to have more autonomy in executing the proposed activities, as they completed mental operations while learning. This article aims to investigate how young people’s and adults’ awareness of the countryside (...) is formed based on visual elements and writing, facilitating an understanding of their reality. A didactic–formative experiment was performed based on the cultural–historical theory. The comic books produced by the participants allowed them to develop their overall thinking, moving from the abstract to the concrete. They also formed an awareness of reality, which allowed them to have greater autonomy in the production of these stories as a means of representation and transformation of reality. (shrink)

This groundbreaking work on logic by the brilliant 19th-century English mathematician George Boole remains influential to this day. Boole's major contribution was to demonstrate conclusively that the symbolic expressions of algebra could be adapted to convey the fundamental principles and operations of logic, which hitherto had been expressed only in words. Boole was thus the founder of today's science of symbolic logic. Summing up his innovative approach, Boole stated, "We ought no longer to associate Logic and Metaphysics, but Logic and (...) Mathematics." As the great English logician Augustus De Morgan later put it, in praise of Boole, his genius consisted in showing that "the symbolic processes of algebra, invented as tools of numerical calculation, should be competent to express every act of thought, and to furnish the grammar and dictionary of an all-containing system of logic." The Laws of Thought lays out this new system in detail and also explores a "calculus of probability." The story of Boole's life is as impressive as his work. Besides rudimentary lessons from his father and a few years at local schools, Boole was largely self-taught. Revealing his aptitude for many subjects at an early age, he began his career already at age 16 as a teacher at a village school. In his leisure time he tackled the daunting works of Newton, Laplace, and Lagrange on physics and mathematics. By the age of twenty-four he was submitting original papers to the Cambridge Mathematical Journal and at age twenty-nine he won a medal from the Royal Society for his contributions to mathematical analysis. He continued to so impress his contemporaries that five years later he was appointed professor of mathematics at Queens College, Cork in Ireland, even though he had no university degree. At his untimely death of forty-nine, Boole could never have guessed that his new symbolic logic would become essential in the next century for telephone switching and the design of computers. For this practical reason, as well as the sheer intellectual importance of his accomplishment, The Laws of Thought merits our attention today. (shrink)

Highlights the life and accomplishments of English philosopher, scholar, mathematician, and teacher Thomas Hobbes.

"The brightened mind is one that is able to make better choices," says Sumano Bhikkhu--choices appropriate to our true being that will lead to meaningful happiness and a fulfilled life. Having left the hectic world of Chicago real estate decades ago to become a Thai Buddhist monk, he knows what he's talking about. This simple, short introduction to meditation, particularly well suited to young people, can help anyone rattled with the stresses of living in today's society rife with financial uncertainty, (...) war, crime, and the psychological assaults of bosses, teachers, and the media. In plain language, Sumano explains techniques to sharpen alertness and quiet the mind. His methods increase awareness, strengthen positive mental states, and develop insight. Eventually, the feeling of being overwhelmed becomes replaced with a sense of innate brilliance and trust in one's natural abilities. Moreover, the meditation Sumano teaches opens access to the infinite wisdom of the Universal Mind. "We have the means to accomplish much more than we ever dreamed of," he says. "This connection to the divine realm is our birthright as human beings." An appendix on lovingkindness is an added benefit, providing the tools needed to face all challenges with a poised, cool, and compassionate heart. (shrink)

This work by an accomplished and respected comparative philosopher criticizes the Western ideology of individualism from the perspective of a Confucian morality of the family. Individualism is a name for the Enlightenment era ideology of the autonomous individual. The philosophical pillars of this ideology are Locke and especially Kant, and it runs through practically all modern moral philosophy. It is the moral psychology of classical liberalism, no less than of its libertarian and communitarian critics. They are different politically, but (...) ontologically of a piece. Individual selves—rational, calculating, selfish, autonomous—are what we are. Rosemont thinks this ideology is philosophically wrong, morally, politically, and ecologically destructive, but also optional. We sometimes feel painted into a corner where the only alternatives seem to be unrestrained freedom or totalitarian dictatorship. Moral philosophy still awaits the end of the Cold War. It would be good for people to understand that there are more options. Rosemont thinks Confucianism is one of them—a Confucianism for post-modern or even post-Western Westerners, with an ideology of the family that Rosemont thinks is more amenable than indigenous alternatives to our moral and ecological crises. “The vision of classical Confucianism can be reclaimed today with its integrity basically intact.” Rosemont advances two points. First, Confucian moral psychology conceives of the person as the bearer of roles. We are our roles as the onion is its leaves, without a an essential core self. Placing roles at the center of moral psychology eliminates the value of impersonal rules or universal principles. There are many ways to be a good father, teacher, friend, or son. Moral decency acquires an almost aesthetic quality, as our approach to roles (our own and those of others) expresses such qualities as zest, grace, or tenderness. His second point is that the moral center of Confucian philosophy is the family. The family is largely ignored in Western ethical tradition. Plato wanted to eliminate family life for his guardians. Kant, Bentham, and Mill have nothing useful to say about the family. For Rosemont the family is the first and best school for morality. It is there, if at all, that we learn to love, trust, cooperate, and obey. Rosemont’s best pages describe the important Confucian concept of family reverence (xiao). The gist is unswerving loyalty to parents, obligations extending even beyond death. It is easy for Western people to misunderstand that. Confucian tradition has a carefully worked out idea of filial reverence, and it should not be dismissed with a label (paternalistic, dogmatic, Asiatic). Obedience is expected, but not servility. In the inter-generational family, the child obeys the parents, but also sees parents obeying grandparents. Remonstrance is expected when appropriate. Deference motivated by gratitude can be genuinely appreciative without fawning, and dissent can remain respectful and polite. Rosemont believes that filial reverence is a way of life as open to anyone today as it was to Chinese two thousand years ago. Confucianism is a relentlessly secular philosophy. It entails practically no theological or metaphysical commitments, and contains little if anything to offend modern scientific sensibilities. This moral philosophy is at once remote (from individualism) and close, familiar, a fairly straightforward account of how we actually live our lives. Rosemont carefully argues that Confucian ideas of family are flexible enough to accommodate progressive ideals, and may even be our best hope against sexism, racism, homophobia, and other anti-humanistic altitudes and behaviors. He urges this version of Confucianism as a human-centered spirituality for a global civilization suspicious of discredited universalism. All cultures are made of families. How alien can they be? Respect for and accommodation with diversity begins in the family, when people learn from infancy to enjoy contributing to the well-being of others. While it would be wrong to expect Western people to abandon their Greek or Abrahamic heritage, those values might be reordered in light of Confucian thought, which deserves to be better understood in the West. A traditional Confucian might be baffled and dismayed by things that pass for normal in modern families, but our families could be better at what they have to be anyway by absorbing Confucian wisdom. There is a growing body of literature on Confucianism and virtue ethics. It is worth noting that Rosemont’s thought is probably the leading alternative to this paradigm in comparative moral philosophy. He takes an uncompromisingly critical attitude toward this particular effort to build a bridge from West to East by attributing to the Confucians a Western virtue ethics, which is, he thinks, objectionably individualistic in all its usual forms. (shrink)

This article explores accusations as collaboratively accomplished in classroom peer interactions in the absence of a teacher. The analysis shows how the children use local classroom rules and teacher authority as resources and warrants to invoke multi-layered moral orders and identities, and hold one child accountable through accusations about their behavior. The accused children are categorized in a duplicative way with morally degrading descriptions and as out-group members. This article argues that understanding children’s accusations requires understanding of (...) how such interactions compose and reflect the school context that is co-produced through the implementation of accountable ways in which to behave. (shrink)

Wakley in 1846 called Grant “at once the most eloquent, the most accomplished, the most self-sacrificing, and the most unrewarded man in the profession.”128 I have shown some of the reasons why this was so, and I have suggested that his Lamarckism was one of a number of factors that served to alienate him from the conservative scientific community in the 1830's and 1840's. I have further shown the need for a fundamental rethinking of Grant's position in the history (...) of biology. There is little profit in seeing him as a precursor of Darwin. His importance lies as a teacher of philosophical anatomy and as the disseminator of Geoffroy's views in London. With the recent interest of historians in the emergence of a non-Paleyite approach to design in the 1830's (that is, an approach stemming from a unity of plan), a reassessment of Grant along these lines seems in order.Also, by understanding Grant's professional and transmutational threat, we can more fully appreciate the anti-Lamarckian ploys of leading scientists like Owen and Lyell. These scientific and social tactics reinforced the isolation Grant suffered as a result of his radical, materialistic, and antimonopolist views. Together with the laissez-faire arrangements at the joint-stock university, they led to his financial collapse — and to the decline of his scientific output that Darwin found so inexplicable. Beddoe described Grant as a disappointed man. “Alas!” wrote Wakley. “Who would be an English Cuvier?”129. (shrink)

This essay takes issue with Alasdair MacIntyre's denial that teaching is a practice. It does so less by appeal to MacIntyre's concept of practice than by criticism of his conception of teaching. It argues that this conception, as reconstructed from adversions to teaching in a range of his writings, does less than justice to what good teachers accomplish; and that, if this inadequacy is rectified—as much else in his writings suggests that it ought to be—there are clearer grounds for acknowledging (...) teaching as a practice. (shrink)

This essay takes issue with Alasdair MacIntyre’s denial that teaching is a practice. It does so less by appeal to MacIntyre’s concept of practice than by criticism of his conception of teaching. It argues that this conception, as reconstructed from adversions to teaching in a range of his writings, does less than justice to what good teachers accomplish; and that, if this inadequacy is rectified—as much else in his writings suggests that it ought to be—there are clearer grounds for acknowledging (...) teaching as a practice. (shrink)

Over five decades, Donald J. Munro has been one of the most important voices in sinological philosophy. Among other accomplishments, his seminal book The Concept of Man in Early China influenced a generation of scholars. His rapprochement with contemporary cognitive and evolutionary science helped bolster the insights of Chinese philosophers and set the standard for similar explorations today. -/- In this festschrift volume, students of Munro and scholars influenced by him celebrate Munro’s body of work in articles that extend his (...) legacy, exploring their topics as varied as the ethics of Zhuangzi’s autotelicity, the teleology of nature in Zhu Xi, and family love in Confucianism and Christianity. They also reflect on Munro’s mentorship and his direct intellectual influence. Through their breadth, analytical excellence, and philosophical insight, the articles in this volume exemplify the spirit of intellectual inquiry that marked Donald Munro’s career as scholar and teacher. -/- . (shrink)

This groundbreaking work on logic by the brilliant 19th-century English mathematician George Boole remains influential to this day. Boole's major contribution was to demonstrate conclusively that the symbolic expressions of algebra could be adapted to convey the fundamental principles and operations of logic, which hitherto had been expressed only in words. Boole was thus the founder of today's science of symbolic logic. Summing up his innovative approach, Boole stated, "We ought no longer to associate Logic and Metaphysics, but Logic and (...) Mathematics." As the great English logician Augustus De Morgan later put it, in praise of Boole, his genius consisted in showing that "the symbolic processes of algebra, invented as tools of numerical calculation, should be competent to express every act of thought, and to furnish the grammar and dictionary of an all-containing system of logic." The Laws of Thought lays out this new system in detail and also explores a "calculus of probability." The story of Boole's life is as impressive as his work. Besides rudimentary lessons from his father and a few years at local schools, Boole was largely self-taught. Revealing his aptitude for many subjects at an early age, he began his career already at age 16 as a teacher at a village school. In his leisure time he tackled the daunting works of Newton, Laplace, and Lagrange on physics and mathematics. By the age of twenty-four he was submitting original papers to the Cambridge Mathematical Journal and at age twenty-nine he won a medal from the Royal Society for his contributions to mathematical analysis. He continued to so impress his contemporaries that five years later he was appointed professor of mathematics at Queens College, Cork in Ireland, even though he had no university degree. At his untimely death of forty-nine, Boole could never have guessed that his new symbolic logic would become essential in the next century for telephone switching and the design of computers. For this practical reason, as well as the sheer intellectual importance of his accomplishment, The Laws of Thought merits our attention today. (shrink)

World-renowned philosopher, Michel Serres writes a text in praise of the body and movement, in praise of teachers of physical education, coaches, mountain guides, athletes, dancers, mimes, clowns, artisans, and artists. This work describes the variations, the admirable metamorphoses that the body can accomplish. While animals lack such a variety of gestures, postures, and movements, the fluidity of the human body mimics the leisure of living beings and things; what’s more, it creates signs. Already here, within its movements and metamorphoses, (...) the mind is born. The five senses are not the only source of knowledge: it emerges, in large part, from the imitations the plasticity of the body allows. In it, with it, by it knowledge begins. (shrink)

It Is My Pleasure To Introduce this discussion of Naoko Saito's American Philosophy in Translation. We have contributions from three experts in American philosophy, all of whom have been in conversation with the author for many years: Jim Garrison, Vincent Colapietro, and Steven Fesmire. Prior to their contributions, I would like to set the scene with some brief remarks to introduce the book and to explain something of its background.Over the past two decades, I have worked closely with Saito on (...) a number of projects, and I have been familiar with her ideas for this book since its inception. In some respects, the book is the product of studies in American philosophy that go back to her time as an undergraduate in Tokyo in the 1980s, ideas that were advanced considerably when she did an MA at Harvard, taking classes with Stanley Cavell and Hilary Putnam, and subsequently when she completed her PhD at Teachers College, with René Arcilla as her advisor and Cavell as a member of her committee. It was against this background that, in 2006, Saito published her first singly authored book, The Gleam of Light: Moral Perfectionism and Education in Dewey and Emerson. As that title indicates, she was already exploring the relation between Dewey and pragmatism, on the one hand, and American transcendentalism, on the other. Her sense back then of some separation between these traditions of thought, and of the nature of the tensions between them, has been refined and, for the most part, strengthened in the years since that earlier publication. No doubt she has been influenced in this by Cavell, who, in one essay, for example, asks: “What's the use of calling Emerson a pragmatist?” In any case, her account of this relationship is extended and altered significantly in American Philosophy in Translation.Through the course of her research, Saito has been conscious of the fact that she is studying American philosophy from a distance—a distance that is geographical, cultural, and linguistic—and she retains a thoughtful humility in relation to this. But she also sees here a possible opening to the perception and release of untapped aspects of these traditions of thought, in ways that might fertilize and extend the ground in which the inheritance of American philosophy has flourished. This is very much the line that she pursues in this book. In the light of this, and as the book's title indicates, there is a particular focus on language and translation. It is important that the latter term is understood not merely as an attractive metaphor for change and transformation: crucial to her developing argument is the experience of translating between languages and the reality of the experience in the lives of so many today, within the academy and without. In the course of this experience, one is sometimes confronted, quite self-consciously, with a word or phrase that resists translation. But sometimes—more often in the life of the accomplished or habituated speaker of the foreign language in question—the experience persists as an undercurrent, subtly opening a world that is other in some respects from the one that comes to light in the mother tongue.By contrast, to the many (especially Anglophone) monolingually minded, the need for translation can appear as an unwanted barrier, something of a nuisance, a problem to be solved. This is by no means a response confined, however, to the uneducated (or the Anglophone or the monolingual). There is also a sophisticated variant of this narrowness of outlook where faith is placed in an artificial or technical language with the power, the fantasy runs, to overcome the vagaries of natural language. Hilary Putnam recalls how Rudolf Carnap, whose stature as a thinker and as a human being he does not doubt, felt strongly that “for all x, planned x is better than unplanned x” and was drawn to the idea of a common world language: Thus the idea of a socialist world in which everyone spoke Esperanto (except scientists, who, for their technical work, would employ notations from symbolic logic) was one which would have delighted him. And I recently had a conversation with a student who remarked quite casually that it would not be a bad idea if there were only one language and one literature: “We would get used to it, and it might help to prevent war.” (Putnam 185)Putnam does not deign to respond to the latter assertion. What is foregrounded in his discussion is that monolingualism is likely to hide the plurality of goods that is realized in different cultures. The importance of that plurality is surely something that the luminaries of American philosophy bring to light. Indeed, Putnam's key point of reference in making these remarks is William James.The undercurrent of translation in the experience of the more accomplished speaker of a foreign language can act then as a sensitization to cultural difference, to different possibilities of thought and being. But in fact, this shifting of thought can apply within any language itself, not just inter- but intra-lingually, opening an insight that is close to the heart of American philosophy. If one can hear the cry of the rooster, then one may be wakened also by Thoreau's turn of expression in the idea of the “father tongue”: through a maturing experience of the language we are brought up with, we come to “a reserved and select expression, too significant to be heard by the ear, which we must be born again in order to speak” (Thoreau 69). This renewed investment in language, this continual return to our words, is what opens them to new thought and gives them interest. It is first an inheritance from the culture we are brought up in, but it dies in our speech and thinking if we do not turn it to something new. To build, we must begin by borrowing an axe, but we can return it sharper than when we borrowed it.If translation is operative in our language as a whole, as Saito's argument shows, this points to the many little rebirths within ourselves and in our interactions with one another. In fact, the point becomes political in that democracy depends upon this renewal of our words. This renewal resists not only the allure of ideology but also the now familiar etiolated rhetoric of “political realism.” Moreover, it points beyond the reliance, within the politics of recognition, on the defining of groups and categories toward a politics of acknowledgment.In this vein, Saito's outsider perspective is in tune with what Richard Bernstein has called the “global resurgence of American pragmatism.” The borderline or outsider perspective can have a powerful effect on thought, in relation to which Saito invites the reader to recall that America's past was itself an outsider-past: it was outside Europe, a relation with which it was bound to struggle, but it was also ready, as Emerson and Thoreau demonstrate, to draw from greater cultural distances, where it found congenial aspects in East Asian thought.Saito stresses the anti-foundationalist character of American philosophy as of critical importance for both philosophy and politics, and again her discussion of language is crucial to this. Dewey's emphasis on communication, with his relatively flat style of prose, is contrasted with the stylistic experiment and invention that she finds in Emerson, Thoreau, and Cavell. She sees the style of these writers, in some contrast to that of Dewey, as having a salutary, destabilizing effect. She wants to destabilize Dewey. It is entirely consonant with her position, furthermore, that she raises doubts about the bland acceptance of a politics of inclusion. Not only can this become a surreptitious form of discipline and control: it can engender the conformism that Emerson worked so hard to prevent.The book finishes on a more aesthetic note, taking up lines of thought in Dewey's aesthetics but turning this toward the more extravagant elision, in Thoreau, of the functional and the beautiful. The thematization of the aesthetic in this way is, she tries to show, crucial to our (political) world. (shrink)

In Seeing Clearly, Nicolas Bommarito brings together Buddhist theory and practice with a deceptively simple sophistication that few have managed in the contemporary era. Meditation teachers have contributed to the self-help section an abundance of guides to Buddhism and meditation, many of them elegantly worded and sometimes simple and practical. Yet many of these works also stumble unwittingly into philosophical problems discussed with great care and complexity in footnoted academic volumes read mostly by a small circle of scholars. Bommarito's accomplishment (...) as a philosopher is evident not only in the clarity of his exposition, but also in what he doesn't say, in the many philosophical blunders he does not fall... (shrink)