Search results for 'Art Study and teaching' (try it on Scholar)

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  1. Elie Holzer (2013). A Philosophy of Havruta: Understanding and Teaching the Art of Text Study in Pairs. Academic Studies Press.
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  2.  6
    William Benedict Russell Iii (2007). Teaching the Holocaust with Online Art: A Case Study of High School Students. Journal of Social Studies Research 31 (2):35-42.
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  3.  3
    Deng Lan (2011). Study of Teaching Art Expected in Art Education. Journal of Aesthetic Education 4:016.
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  4.  1
    Alain Kerlan (2004). L'art Pour Éduquer?: La Tentation Esthétique: Contribution Philosophique à l'Étude d'Un Paradigme. Presses de l'Université Laval.
    L'art pour éduquer, à l'âge des sciences et des techniques ?
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  5.  8
    Herbert Edward Read (1970). The Redemption of the Robot: My Encounter with Education Through Art. London,Faber.
  6. Herbert Edward Read (1958). Education Through Art. London, Faber and Faber.
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  7. Mary Jeanne[from old catalog] File (1958). A Critical Analysis of Current Concepts of Art in American Higher Education. Washington, Catholic University of America Press.
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  8. Thomas Munro (1956). Art Education, its Philosophy and Psychology. New York, Liberal Arts Press.
     
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  9.  2
    Philomena Horsley (2010). Teaching the Anatomy of Death: A Dying Art? [REVIEW] Medicine Studies 2 (1):1-19.
    Along with anatomical dissection, attendance at hospital autopsies has historically been seen as an essential part of medical education. While the use of the dead body for teaching purposes is losing favour in Australian medical schools, this shift is preceded by a significant decline in the rate of autopsies nationwide (and internationally). The decline of the autopsy has particular implications for pathology training where the capacity to perform an autopsy is a requirement. Rather than join the debates in medical (...)
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  10.  1
    Daniel Vázquez (2014). Reflections on Tutoring Ancient Greek Philosophy: A Case Study of Teaching First-Year Undergraduates in the UK. Studying Teacher Education 10 (2):117-129.
    This is a case study of my reflections on teaching a first-year undergraduate tutorial on Ancient Greek Philosophy in the UK. This study draws upon the notion of reflective practice as an essential feature of teaching, in this case applied to Higher Education. My aim is to show how a critical engagement with my teaching practices and the overall learning experience modified, developed, or strengthened my practices, attitudes, and teaching philosophy during the course of (...)
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  11. Kearsley Stewart (2015). Teaching Corner: The Prospective Case Study. Journal of Bioethical Inquiry 12 (1):57-61.
    Over the past decade, global health has emerged as one of the fastest growing academic programs in the United States. Ethics training is cited widely as an essential feature of U.S. global health programs, but generally it is not deeply integrated into the global health teaching and training curricula. A discussion about the pedagogy of teaching global health ethics is long overdue; to date, only a few papers specifically engage with pedagogy rather than competencies or content. This paper (...)
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  12.  1
    Herbert Edward Read (1966). The Redemption of the Robot. New York[Trident Press].
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  13. Vito Perrone (1991). A Letter to Teachers: Reflections on Schooling and the Art of Teaching. Jossey-Bass.
    "Teaching after all is about knowing children well" -- from A Letter to Teachers "Perrone has given us a gift, a book worth reading over many times, an important reflection on his many years of close observation of schools and school people, parents, teachers, children, and their communities." -- Deborah W. Meier, principal, Central Park East Secondary School Simple, elegant and full of common sense, these reflections on the art of teaching address the deepest concerns teachers have for (...)
     
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  14. Herbert Edward Read (1944). The Education of Free Men. London, Freedom Press.
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  15. Miklós Erdélyi, Sándor Hornyik & Annamária Szőke (eds.) (2008). Kreativitási Gyakorlatok, Fafej, Indigo: Erdély Miklós Művészetpedagógiai Tevékenysége, 1975-1986. Mta Művészettörténeti Kutatóintézet.
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  16. Yan Li (2006). Tō Kōchi No Geijutsu Kyōikuron: Seikatsu Kyōiku to Geijutsu to No Ketsugō = Tao Xingzhi and His Philosophy of Artistic Education. Tōshindō.
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  17. Zhenbin Nie (2006). Ru Xue Yu Yi Shu Jiao Yu =. Nanjing Chu Ban She.
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  18. Jost Schieren (ed.) (2008). Bildungsmotive in Kunst Und Wissenschaft. Athena.
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  19.  8
    Tom Børsen, Avan N. Antia & Mirjam Sophia Glessmer (2013). A Case Study of Teaching Social Responsibility to Doctoral Students in the Climate Sciences. Science and Engineering Ethics 19 (4):1491-1504.
    The need to make young scientists aware of their social responsibilities is widely acknowledged, although the question of how to actually do it has so far gained limited attention. A 2-day workshop entitled “Prepared for social responsibility?” attended by doctoral students from multiple disciplines in climate science, was targeted at the perceived needs of the participants and employed a format that took them through three stages of ethics education: sensitization, information and empowerment. The workshop aimed at preparing doctoral students to (...)
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  20. John Mahoney (1990). Teaching Business Ethics in the Uk, Europe, and the Usa: A Comparative Study. Athlone Press.
     
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  21. Peter Woods (1996). Researching the Art of Teaching: Ethnography for Educational Use. Routledge.
    This book is a follow-up to _Inside Schools_. It reviews the position of ethnography in educational research in the light of current issues and of the author's own research over the past ten years. Starting from an analysis of teaching as science and as art, Peter Woods goes on to review the general interactionist framework in which his own work is situated, and how this relates to postmodernist trends in qualitative research. The approach is illustrated through reference to the (...)
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  22. Małgorzata Muszyńska (2000). Wizualne Analogie W Edukacji: U Podstaw Antropologicznej Koncepcji Kształcenia Studentów. Wydawn. Uniwersytetu Mikołaja Kopernika.
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  23. Junsan Sun (2006). Jiao Yu Guo Cheng de Mei Xue Yi Yun. Hunan Shi Fan da Xue Chu Ban She.
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  24. James W. Garrison (1997). Dewey and Eros Wisdom and Desire in the Art of Teaching. Monograph Collection (Matt - Pseudo).
     
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  25. Paisley Livingston (2005). Art and Intention: A Philosophical Study. Oxford University Press.
    In Art and intention Paisley Livingston develops a broad and balanced perspective on perennial disputes between intentionalists and anti-intentionalists in philosophical aesthetics and critical theory. He surveys and assesses a wide range of rival assumptions about the nature of intentions and the status of intentionalist psychology. With detailed reference to examples from diverse media, art forms, and traditions, he demonstrates that insights into the multiple functions of intentions have important implications for our understanding of artistic creation and authorship, the ontology (...)
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  26.  6
    Tangren Alexander (1987). The Womanly Art of Teaching Ethics, Or One Fruitful Way to Encourage the Love of Wisdom About Right and Wrong. Teaching Philosophy 10 (4):319-328.
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  27. Roald Hoffmann (2012). Roald Hoffmann on the Philosophy, Art, and Science of Chemistry. Oxford University Press.
    Machine generated contents note: -- Preface -- Acknowledgments -- Introduction, by Michael Weisberg and Jeffrey Kovac. -- 1 Trying to Understand, Making Bonds, by Roald Hoffmann -- Part 1: Chemical Reasoning and Explanation -- 2. Why Buy That Theory?, by Roald Hoffmann. -- 3. What Might Philosophy of Science Look Like If Chemists Built It?, by Roald Hoffmann -- 4. Unstable, by Roald Hoffmann -- 5. Nearly Circular Reasoning, by Roald Hoffmann -- 6. Ockham's Razor and Chemistry, by Roald Hoffmann, (...)
     
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  28.  7
    S. Parsons, P. J. Barker & A. E. Armstrong (2001). The Teaching of Health Care Ethics to Students of Nursing in the UK: A Pilot Study. Nursing Ethics 8 (1):45-56.
    Senior lecturers/lecturers in mental health nursing (11 in round one, nine in round two, and eight in the final round) participated in a three-round Delphi study into the teaching of health care ethics (HCE) to students of nursing. The participants were drawn from six (round one) and four (round three) UK universities. Information was gathered on the organization, methods used and content of HCE modules. Questionnaire responses were transcribed and the content analysed for patterns of interest and areas (...)
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  29.  12
    Dorit Barchana‐Lorand (2015). Educating Sentiment: Hume's Contribution to the Philosophy of the Curriculum Regarding the Teaching of Art. Journal of Philosophy of Education 49 (1):107-128.
    From the perspective of art education, the worst-case philosophical scenario is the hedonist-subjectivist account of art. If we measure art by the pleasure we gain from it, it may seem senseless to attempt teaching the reception of art. David Hume's ‘Of the Standard of Taste’ provides an argument for the art-education enthusiast, explaining that—even on a subjectivist account—art education crystallises our own preferences. While I refer to a historical debate and provide a close reading of an 18th-century essay, my (...)
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  30.  13
    Jonathan E. Adler (1991). Critical Thinking, A Deflated Defense: A Critical Study of John E. McPeck's Teaching Critical Thinking: Dialogue and Dialectic. Informal Logic 13 (2).
    A critical study of McPeck's recent book, in which he strengthens and develops his arguments against teaching critical thinking (CT). Accepting McPeck's basic claim that there is no unitary skill of reasoning or thinking, I argue that his strictures on CT courses or programs do not follow. I set out what I consider the proper justification that programs in CT have to meet, and argue both that McPeck demands much more than is required, and also that it is (...)
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  31.  10
    Michael Baumgartner (2013). Paul Klee. From Structural Analysis and Morphogenesis to Art. Research in Phenomenology 43 (3):374-393.
    This contribution illuminates the meaning of the systematic confrontation with nature in the artistic and art-theoretical thought of Paul Klee. Klee’s specific interest lay in the analysis of the morphological and structural principles of plants as well as in the study of the processes of growth and form in nature. A central element of this confrontation—which also manifested itself in nuanced ways in Klee’s teaching at the Bauhaus and in his artistic creations—is the reduction of the manifold natural (...)
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  32.  8
    William Desmond (1986). Art and the Absolute: A Study of Hegel's Aesthetics. State University of New York Press.
    The book draws on the astonishing scope and depths of Hegel's Lectures on Aesthetics, exploring the multifaceted issue of art and the absolute. Why does Hegel ascribe absoluteness to art? What can such absoluteness mean?
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  33.  5
    Theresa Gurl (2011). A Model for Incorporating Lesson Study Into the Student Teaching Placement: What Worked and What Did Not? Educational Studies 37 (5):523-528.
    This article describes a model for incorporating lesson study into the student teaching placement and reports on the success of the implementation of such a model with student teachers and their cooperating teachers (CTs). Student teachers had the opportunity to discuss many important ideas with each other and their CTs, including ?big ideas? of mathematics, and the anticipation of student questions and possible responses. Student teachers also had a built?in opportunity for peer observation on a regular basis and (...)
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  34.  4
    Howard Brody & Peter Vinten-Johansen (1991). Teaching the History of Medicine by Case Study and Small Group Discussion. Journal of Medical Humanities 12 (1):19-24.
    A case-study, small-group-discussion (“focal problem”) exercise in the history of medicine was designed, piloted, and evaluated in an overseas course and an on-campus elective course for medical students. Results suggest that this is a feasible approach to teaching history of medicine which can overcome some of the problems often encountered in teaching this subject in the medical curriculum.
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  35.  2
    Yanjun Li & Xiaosheng Sun (2012). Study on Carving Art of DangShi Manor in Suide County, Shaanxi, China. Asian Culture and History 4 (1):p48.
    The DangShi manor is located in Hejiashi Village, Baijiajian Town approximately 20 kilometers from the southeast part of Suide County, Shaanxi Province, the unique architecture in Qing Dynasty that has been preserved almost intact in Suide County, a great cultural county, and is an officially protected site in Shaanxi Province. By means of field survey, mapping and taking photos and recording in Dangshi manor, this article acquires the abundant first-hand data about carving art of the manor. With the methods of (...)
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  36. Cheung On Tam (2008). Understanding the Inarticulateness of Museum Visitors' Experience of Paintings: A Phenomenological Study of Adult Non-Art Specialists. Indo-Pacific Journal of Phenomenology 8 (2).
    This paper is based on a study of museum visitors’ experience of paintings: in particular, the experience of adult non-art specialists. Phenomenology, a form of inquiry that seeks to articulate lived experience, provided the philosophical and methodological framework for the study. Descriptions and themes relating to the experience of paintings were generated from interviews conducted with eight participants. These themes were categorized into two major areas: the articulated aspects and the non-articulated aspects. The former refers to aspects that (...)
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  37. Lawrence A. Tomei, James A. Bernauer & Anthony Moretti (2016). Developing a Center for Teaching Excellence: A Higher Education Case Study Using the Integrated Readiness Matrix. Rowman & Littlefield Publishers.
    Developing a Center for Teaching Excellence: A Case Study Using the Integrated Readiness Matrix builds on the 2015 text, Integrating Pedagogy and Technology: Improving Teaching and Learning in Higher Education with a focus on teaching in higher education. Developing a Center for Teaching Excellence is premised on our contention in the first book that, while individual faculty members can independently begin to use the IRM to improve their pedagogical and technological skills in their content areas, (...)
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  38.  14
    Jane Rogers Vann (forthcoming). Book Review: The Art of Teaching the Bible: A Practical Guide for Adults. [REVIEW] Interpretation 56 (2):230-232.
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  39.  12
    Ignacio L. Gotz (1987). Camus and the Art of Teaching. Educational Theory 37 (3):265-276.
  40. P. Woods & B. Jeffrey (1997). Teachable Moments: The Art of Teaching in Primary Schools. British Journal of Educational Studies 45 (1):97-98.
     
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  41.  2
    Ignacio L. Götz (1983). Heidegger and the Art of Teaching. Educational Theory 33 (1):1-9.
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  42.  30
    Rika Burnham & Elliott Kai-Kee (2005). The Art of Teaching in the Museum. Journal of Aesthetic Education 39 (1):65-76.
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  43.  5
    Robert Schaible & Gale Rhodes (1991). Content, Process, and the Art of Teaching. Inquiry 7 (3):7-12.
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  44.  6
    Willis Rudy (1952). Josiah Royce and the Art of Teaching. Educational Theory 2 (3):158-169.
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  45.  11
    Louise N. Roberts (1973). George Barton and the Art of Teaching. Tulane Studies in Philosophy 22:116-121.
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  46.  8
    R. B. Appleton (1920). The Art of Teaching Practical Hints on the Teaching of Latin. By L. W. P. Lewis. Pp. Ix + 210. Macmillan. 5s. Net. The Classical Review 34 (1-2):35-37.
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  47.  2
    Joop Wa Berding (2012). Review of Jim Garrison's Book Dewey and Eros: Wisdom and Desire in the Art of Teaching. [REVIEW] Education and Culture 16 (2):6.
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  48.  6
    Betty Anne Younker (2008). Estelle R. Jorgensen, The Art of Teaching Music (Bloomington, IN: Indiana University Press, 2008). Philosophy of Music Education Review 16 (1):109-115.
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  49.  1
    George Kovacs (1979). Phenomenology and the Art of Teaching. Journal of Thought 14 (3):194-98.
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  50.  1
    Betty Anne Younker (2008). The Art of Teaching Music (Review). Philosophy of Music Education Review 16 (1):109-115.
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