Search results for 'Philosophical pedagogy' (try it on Scholar)

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  1.  38
    Lucio Angelo Privitello (2010). Josiah Royce and the Problems of Philosophical Pedagogy. Transactions of the Charles S. Peirce Society 46 (1):111-142.
    The power, depth, and humanity of the work and life of Josiah Royce gains in richness by following his reflections on the problems of philosophical pedagogy. While engaged as a professor of philosophy, author, advisor, and administrator, Royce developed and refined guidelines for the philosophy of education, and the art of philosophical pedagogy. Except for a few personal recollections from his students and colleagues, an article by Frank M. Oppenheim that appeared thirty-five years ago, and the (...)
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  2. Vesa Taatila & Katariina Raij (2011). Philosophical Review of Pragmatism as a Basis for Learning by Developing Pedagogy. Educational Philosophy and Theory 44 (8):831-844.
    This article discusses the use of a pragmatic approach as the philosophical foundation of pedagogy in Finnish universities of applied sciences. It is presented that the mission of the universities of applied sciences falls into the interpretive paradigm of social sciences. This view is used as a starting point for a discussion about pragmatism in higher education. The Learning by Developing (LbD) action model is introduced, analyzed and compared to pragmatism. The paper concludes that, at least in practice-oriented (...)
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  3. Michael Cholbi (2007). Intentional Learning as a Model for Philosophical Pedagogy. Teaching Philosophy 30 (1):35-58.
    The achievement of intentional learning is a powerful paradigm for the objectives and methods of the teaching of philosophy. This paradigm sees the objectives and methods of such teaching as based not simply on the mastery of content, but as rooted in attempts to shape the various affective and cognitive factors that influence students’ learning efforts. The goal of such pedagogy is to foster an intentional learning orientation, one characterized by self-awareness, active monitoring of the learning process, and a (...)
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  4.  1
    J. Alden Stout & Chris Weigel (2015). Psychological Influences on Philosophical Questions: Implications for Pedagogy. American Association of Philosophy Teachers Studies in Pedagogy 1:98-110.
    Discoveries in social psychology pose important questions for philosophical pedagogy. For example, social psychologists have identified several error-producing biases that are commonly impediments to critical thinking. Recent evidence suggests that the most effective way of improving students’ critical thinking is to address these biases explicitly and metacognitively. Biases that produce errors in thinking are not the only psychological features relevant to philosophical pedagogy. Additionally, experimental philosophers have applied the methods of social psychology to uncover various influences (...)
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  5.  33
    Lucio Angelo Privitello (2010). Josiah Royce and the Problems of Philosophical Pedagogy, Part Two. Transactions of the Charles S. Peirce Society 46 (2):300-320.
    Between 1903 and 1913, Royce was recovering from the intensity of having written The World and the Individual. He had experienced family tragedies and an intense lecture schedule, speaking at a variety of American universities as well as at venues abroad. In this period Royce dedicated fewer pieces to the philosophy of pedagogy. These pieces, taken together, closely circumscribe his later works on religion, logic, and ethics. After dedicating lectures and pieces on the psychological underpinnings of pedagogy, and (...)
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  6.  7
    Jon Stewart (1995). The Philosopher as Teacher: Schopenhauer's Charge and Modern Academic Philosophy: Some Problems Facing Philosophical Pedagogy. Metaphilosophy 26 (3):270-278.
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  7. Ruth Ginzberg (1999). The Personal Is Philosophical, or Teaching a Life and Living the Truth: Philosophical Pedagogy at the Boundaries of Self. In Emanuela Bianchi (ed.), Is Feminist Philosophy Philosophy? Northwestern University Press 50.
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  8. Pierre Manent (2012). Machine Generated Contents Note: Introduction / Eve Grace and Christopher Kelly; Part I. Politics and Economics: 1. Rousseau and the Illustrious Montesquieu / Christopher Kelly; 2. Political Economy and Individual Liberty / Ryan Patrick Hanley; Part II. Science and Epistemology: 3. The Presence of Sciences in Rousseau's Trajectory and Works / Bruno Bernardi and Bernadette Bensaud-Vincent; 4. Epistemology and Political Perception in the Case of Rousseau / Terence Marshall; Part III. The Modern or Classical, Theological or Philosophical, Foundations of Rousseau's System: 5. On the Intention of Rousseau / Leo Strauss; 6. On Strauss on Rousseau / Victor Gourevitch; 7. Built on Sand: Moral Law in Rousseau's Second Discourse / Victor Gourevitch; 8. Rousseau and Pascal / Matthew W. Maguire; Part IV. Rousseau as Educator and Legislator: 9. The Measure of the Possible: Imagination in Rousseau's Philosophical Pedagogy / Richard Velkley; 10. Rousseau's French Revolution / Pamela K. Jensen; 11. Ro. [REVIEW] In Eve Grace & Christopher Kelly (eds.), The Challenge of Rousseau. Cambridge University Press
     
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  9. Lucio Angelo Privitello (2011). Josiah Royce and the Problems of Philosophical Pedagogy. Transactions of the Charles S. Peirce Society 46 (2):300-320.
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  10. Lucio Angelo Privitello (2010). Josiah Royce and the Problems of Philosophical Pedagogy. Transactions of the Charles S. Peirce Society 46 (1):111-142.
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  11.  30
    Seth Tichenor (2007). Looking Beyond Daraa: A Philosophical Exploration of the Guru's Pedagogy in the Yoga Vāsishha. Asian Philosophy 17 (1):83 – 95.
    This paper investigates the concept of the guru within this important work of the Vedantic tradition. I identify some of the apparent problems involved with the very idea of spiritual teaching within the ontological and soteriological parameters of this tradition in general, and the work in particular. First, the emphasis on 'self-effort' on the part of the seeker of liberation seems to preclude the idea of a spiritual teacher of liberation. Second, it is difficult to see how teaching even proceeds (...)
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  12.  23
    Stephen Nathan Haymes (2001). Pedagogy and the Philosophical Anthropology of African American Slave Culture. Philosophia Africana 4 (2):63-92.
  13.  13
    Gary Potter (2007). Politics, Pedagogy and the 'Reluctant Student.' Review ofThe Philosophy of Social Science: The Philosophical Foundations of Social Thought by Ted Benton and Ian Craib. Journal of Critical Realism 5 (1):79-83.
  14.  1
    Stephen R. Palmquist (2015). Chapter 16. Kant’s Lectures on Philosophical Theology – Training-Ground for the Moral Pedagogy of Religion? In Robert R. Clewis (ed.), Reading Kant's Lectures. De Gruyter 365-390.
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  15.  7
    Jeffrey Schwegman (2010). The "System" as a Reading Technology: Pedagogy and Philosophical Criticism in Condillac's Traité des Systêmes. Journal of the History of Ideas 71 (3):387-409.
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  16.  12
    Neil Brady & David Hart (2007). An Exploration Into the Developmental Psychology of Ethical Theory with Implications for Business Practice and Pedagogy. Journal of Business Ethics 76 (4):397 - 412.
    This article is an attempt to understand ethical theory not just as a set of well-developed philosophical perspectives but as a range of moral capacities that human beings more or less grow into over the course of their lives. To this end, we explore the connection between formal ethical theories and stage developmental psychologies, showing how individuals mature morally, regarding their duties, responsibilities, ideals, goals, values, and interests. The primary method is to extract from the writings of Kohlberg and (...)
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  17. Kizel Arie (2016). Kizel, A. (2016). “Pedagogy Out of Fear of Philosophy as a Way of Pathologizing Children”. Journal of Unschooling and Alternative Learning, Vol. 10, No. 20, Pp. 28 – 47. Journal of Unschooling and Alternative Learning 10 (20):28 – 47.
    The article conceptualizes the term Pedagogy of Fear as the master narrative of educational systems around the world. Pedagogy of Fear stunts the active and vital educational growth of the young person, making him/her passive and dependent upon external disciplinary sources. It is motivated by fear that prevents young students—as well as teachers—from dealing with the great existential questions that relate to the essence of human beings. One of the techniques of the Pedagogy of Fear is the (...)
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  18.  5
    Donka Markus (2016). Anagogic Love Between Neoplatonic Philosophers and Their Disciples in Late Antiquity. International Journal of the Platonic Tradition 10 (1):1-39.
    _ Source: _Volume 10, Issue 1, pp 1 - 39 Through a novel set of texts drawn from Plato, Porphyry, Plotinus, Ps. Julian, Proclus, Hermeias, Synesius and Damascius, I explore how anagogic _erōs_ in master-disciple relationships in Neoplatonism contributed to the attainment of self-knowledge and to the transmission of knowledge, authority and inspired insights within and outside the _diadochia_. I view anagogic _erōs_ as one of the most important channels of non-discursive pedagogy and argue for the mediating power of (...)
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  19.  7
    Karin Murris (2016). The Philosophy for Children Curriculum: Resisting ‘Teacher Proof’ Texts and the Formation of the Ideal Philosopher Child. Studies in Philosophy and Education 35 (1):63-78.
    The philosophy for children curriculum was specially written by Matthew Lipman and colleagues for the teaching of philosophy by non-philosophically educated teachers from foundation phase to further education colleges. In this article I argue that such a curriculum is neither a necessary, not a sufficient condition for the teaching of philosophical thinking. The philosophical knowledge and pedagogical tact of the teacher remains salient, in that the open-ended and unpredictable nature of philosophical enquiry demands of teachers to think (...)
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  20. Peter Boghossian (2011). Socratic Pedagogy: Perplexity, Humiliation, Shame and a Broken Egg. Educational Philosophy and Theory 44 (7):710-720.
    This article addresses and rebuts the claim that the purpose of the Socratic method is to humiliate, shame, and perplex participants. It clarifies pedagogical and exegetical confusions surrounding the Socratic method, what the Socratic method is, what its epistemological ambitions are, and how the historical Socrates likely viewed it. First, this article explains the Socratic method; second, it clarifies a misunderstanding regarding Socrates' role in intentionally perplexing his interlocutors; third, it discusses two different types of perplexity and relates these to (...)
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  21.  4
    Maria Duffy (2012). Paul Ricoeur's Pedagogy of Pardon: A Narrative Theory of Memory and Forgetting. Continuum.
    Situating narrative: philosophical and theological context -- Ethical being: the storied self as moral agent -- Reconciled being: narrative and pardon -- Pedagogies of pardon in praxis -- Towards a narrative pedagogy of reconciliation -- Ricoeur's legacy: A Praxis of Peace.
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  22. Guy Axtell, Philosophical Implications of Dual Process Theory.
    A further exploration of philosophical implications of ecological rationality and dual-process theories. Topics include the reasons-responsiveness of automaticity and heuristic/T1 processing; DPT as a response to epistemic situationism; implications for character epistemology of substantial individual differences shown in T2 critical reasoning dispositions; and connections to work on more effective pedagogy for developing critical reasoning skills and dispositions.
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  23.  87
    Sam Butchart, Toby Handfield & Greg Restall (2009). Teaching Philosophy, Logic and Critical Thinking Using Peer Instruction. Teaching Philosophy (1):1-40.
    Peer Instruction (or PI for short) is a simple and effective technique you can use to make lectures more interactive, more engaging, and more effective learning experiences.
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  24.  4
    Daniel F. Hartner (2015). Should Ethics Courses Be More Practical? Teaching Ethics 15 (2):349-368.
    Philosophy courses are now regularly under fire from educators, administrators, politicians, and financially overextended students and parents demanding shorter and more economically fruitful college degree programs in a climate of economic austerity. Yet, perhaps in the face of a number of high- profile ethical violations in the business and professional world, many of these groups have been calling for more, and more effective, pre- and professional ethics education. This paradoxical call for more ethics and less philosophy is finding unlikely support (...)
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  25.  7
    Aaron L. Pratt (2010). New Morning. Teaching Philosophy 33 (3):337-339.
    Book review of "New Morning: Emerson for the 21st Century".
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  26. Samir Haddad (2016). Pedagogy and Plurality in the Work of Michèle Le Dœuff. Journal of Speculative Philosophy 30 (3):414-424.
    My aim in this article is to analyze and extend Michèle Le Dœuff’s work on philosophy’s exclusionary practices, examining and enhancing both her diagnosis of the problem and how philosophy might be transformed. I proceed in three steps. First, I briefly outline the main features of Le Dœuff’s account of the reasons for the exclusion of women from philosophy. Le Dœuff’s focus is on the structure of philosophical pedagogy and its implications for the philosophical imaginary. Second, I (...)
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  27.  17
    Nadia Kennedy & David Kennedy (2011). Community of Philosophical Inquiry as a Discursive Structure, and its Role in School Curriculum Design. Journal of Philosophy of Education 45 (2):265-283.
    This article traces the development of the theory and practice of what is known as ‘community of inquiry’ as an ideal of classroom praxis. The concept has ancient and uncertain origins, but was seized upon as a form of pedagogy by the originators of the Philosophy for Children program in the 1970s. Its location at the intersection of the discourses of argumentation theory, communications theory, semiotics, systems theory, dialogue theory, learning theory and group psychodynamics makes of it a rich (...)
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  28.  29
    Tyson Lewis (2010). Messianic Pedagogy. Educational Theory 60 (2):231-248.
    Famously, Walter Benjamin once wrote that behind historical materialism lies a disavowed theological “hunchback.” More importantly, it is only through a rejuvenated relation with this theological hunchback that historical materialism can ultimately realize its own revolutionary possibilities. While the theological dimension of critical theory has been explored in a variety of disciplines and for a variety of political and philosophical purposes, the same cannot be said for the field of critical pedagogy. In this essay, Tyson Lewis addresses this (...)
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  29.  2
    Susana Viegas (2016). Toward a Cinematic Pedagogy: Gilles Deleuze and Manoel de Oliveira. Journal of Aesthetic Education 50 (1):112-122.
    On the one hand, there’s the internal development of cinema as it seeks new audio-visual combinations and major pedagogical lines and finds in television a wonderful field to explore.1My aim in this essay will be to approach cinema, philosophy, and cinematic pedagogy through an exploration of the interest and impact that the Portuguese filmmaker Manoel de Oliveira has had on the philosophical thought regarding cinema and the moving images of Gilles Deleuze. According to Deleuze, there is a principle (...)
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  30.  9
    Graham Nerlich, Bell's 'Lorentzian Pedagogy': A Bad Education.
    Bell’s 'Lorentzian Pedagogy' has been extolled as a constructive account of the relativistic contraction of moving rods. Bell claimed advantages for teaching relativity through the older approach of Lorentz, Fitzgerald and Larmor. However, he describes the differences between their absolutist approach and the relativistic one as philosophical, and claims that the facts of physics do not force us to choose between them. Bell’s interpretation of the physics of motion contraction, and therefore of constructivist as opposed to principle approaches, (...)
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  31.  29
    Ronald Bogue & Inna Semetsky, Reading Signs/Learning From Experience: Deleuze's Pedagogy as Becoming-Other.
    In Gilles Deleuze's philosophy, becoming is one of central metaphors; and the concept of becoming resonates with a number of contemporary debates in educational theory (Semetsky 2006, 2008). Several of Deleuze's philosophical works were written together with practicing psychoanalyst Felix Guattari (Deleuze and Guattari, 1987; 1994), such a collaboration bringing theoretical problematic into closer contact with practical concerns and socio-cultural contexts. Deleuze and Guattari conceptualized their philosophical method as Geophilosophy, privileging geography over history and stressing the value of (...)
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  32.  5
    Charles L. Griswold & Stephen S. Griswold (1986). The Vietnam Veterans Memorial and the Washington Mall: Philosophical Thoughts on Political Iconography. Critical Inquiry 12 (4):688-719.
    My reflections on the Vietnam Veterans Memorial were provoked some time ago in a quite natural way, by a visit to the memorial itself. I happened upon it almost by accident, a fact that is due at least in part to the design of the Memorial itself . I found myself reduced to awed silence, and I resolved to attend the dedication ceremony on November 13, 1982. It was an extraordinary event, without question the most moving public ceremony I have (...)
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  33.  2
    Rosie Scholl, Kim Nichols & Gilbert Burgh (2015). Connecting Learning to the World Beyond the Classroom Through Collaborative Philosophical Inquiry. Asia-Pacific Journal of Teacher Education:1-19.
    This study explored the impact of facilitating collaborative philosophical inquiry, in the tradition of “Philosophy for Children,” on connectedness pedagogies. The study employed an experimental design that included 59 primary teachers in 2 groups. The experimental group received an intervention that comprised training in CPI and the comparison group received training in Thinking Tools, a subset of the CPI training. Lessons were coded on four variables of connectedness pedagogies, across the two groups, at three time-points. Teacher interviews were conducted (...)
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  34.  23
    Donnie Self (1988). The Pedagogy of Two Different Approaches to Humanistic Medical Education: Cognitive Vs Affective. Theoretical Medicine and Bioethics 9 (2).
    The enormous growth in medical humanities programs during the past decade has resulted in an extensive literature concerning the content of the discipline and the issues that have been addressed. Comparatively little attention, however, has been devoted to the structure of the discipline of medical humanities concerning the process or the theoretical aspects of the pedagogy of teaching the discipline. This report explicitly addresses the pedagogical aspects of the discipline by comparing and contrasting two different basic approaches to the (...)
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  35.  19
    Beth Johnson (2009). Masochism and the Mother, Pedagogy and Perversion. Angelaki 14 (3):117 – 130.
    (2009). Masochism and The Mother, Pedagogy and Perversion. Angelaki: Vol. 14, shadows of cruelty sadism, masochism and the philosophical muse – part one, pp. 117-130.
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  36.  4
    Kelly A. Parker (2012). Ecohumanities Pedagogy: An Experiment in Environmental Education Through Radical Service-Learning. Contemporary Pragmatism 9 (1):223-251.
    The ecohumanist/service-learning approach to environmental education provides a bridge between science and public policy on the one hand, and direct civic action on the other. This pedagogy appears to be a promising way to engage students and to extend the reach of environmental education beyond the classroom. This paper surveys the philosophical context for ecohumanities pedagogy, relates the key moments of teaching such a course, describes specific outcomes, and offers practical advice for those who might wish to (...)
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  37.  2
    Eduardo Duarte (2006). Critical Pedagogy and the Praxis of Worldly Philosophy. Journal of Philosophy of Education 40 (1):105–114.
    This essay is a review of Peter McLaren's most recent work, Capitalists and Conquerors: A Critical Pedagogy Against Empire. The essay situates McLaren's work in the philosophical tradition of Marxist Humanism, with reference specifically to Raya Dunayevskaya and Paulo Freire. Despite invoking the work of Dunayevskaya as a foundation for his own project, McLaren does not offer a robust explication of this important thinker, nor of the Hegelian‐Marxist discourse she embraced. Here, as in much of McLaren's work, the (...)
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  38. Walter S. Gershon (2015). Review of John Baldacchino, Art’s Way Out: Exit Pedagogy and the Cultural Condition Sense, 2012. [REVIEW] Studies in Philosophy and Education 34 (1):101-107.
    What are the possibilities for art to provide non-reactionary, productive spaces for pedagogical endeavors? How can culture function pedagogically and critically beyond the continuing constraints of positivism on the one hand and fixed systems on the other? In what ways can art’s impasse open spaces, its weakness move beyond the teleological, and its exit provide pedagogical possibilities beyond its current horizons? These and other such questions about the limitations and potential for pedagogy and culture through the lens of art (...)
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  39.  3
    William F. Lawhead (2010). The Philosophical Journey: An Interactive Approach. Mcgraw-Hill Higher Education.
    The Philosophical Journey: An Interactive Approach , is a text/reader which enhances comprehension of philosophical study by allowing the reader to ponder, explore and actively participate in the learning process. Philosophy becomes a personal journey to students through Bill Lawhead's innovative and unique pedagogy which delivers philosophical concepts through more digestible chunks.
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  40. Oyvind Standal (2016). Phenomenology and Pedagogy in Physical Education. Routledge.
    Phenomenology is a philosophical approach to the study of consciousness and subjective experience. In recent years it has become a more prominent element of the social scientific study of sport and a core component of the important emergent concept of physical literacy. This book is the first to offer a philosophically-sound investigation of phenomenological perspectives on pedagogy in physical education. The book argues that phenomenology offers a particularly interesting theoretical approach to physical education because of the closely embodied (...)
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  41.  2
    Talia Welsh (ed.) (2010). Child Psychology and Pedagogy: The Sorbonne Lectures 1949-1952. Northwestern University Press.
    Maurice Merleau-Ponty is one of the few major phenomenologists to engage extensively with empirical research in the sciences, and the only one to examine child psychology with rigor and in such depth. His writings have recently become increasingly influential, as the findings of psychology and cognitive science inform and are informed by phenomenological inquiry. Merleau-Ponty’s Sorbonne lectures of 1949 to 1952 are a broad investigation into child psychology, psychoanalysis, pedagogy, phenomenology, sociology, and anthropology. They argue that the subject of (...)
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  42. Kevin J. Harrelson (2012). Narrative Pedagogy for Introduction to Philosophy. Teaching Philosophy 35 (2):113-141.
    This essay offers a rationale for the employment of narrative pedagogies in introductory philosophy courses, as well as examples of narrative techniques, assignments, and course design that have been successfully employed in the investigation of philosophical topics. My hope is to undercut the sense that “telling stories in class” is just a playful diversion from the real material, and to encourage instructors to treat storytelling as a genuine philosophical activity that should be rigorously developed. I argue that introductory (...)
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  43.  54
    Dawn C. Riley (2011). Heidegger Teaching: An Analysis and Interpretation of Pedagogy. Educational Philosophy and Theory 43 (8):797-815.
    German philosopher Martin Heidegger stirred educators when in 1951 he claimed teaching is more difficult than learning because teachers must ‘learn to let learn’. However in the main he left the aphorism unexplained as part of a brief four-paragraph, less than two-page set of observations concerning the relationship of teaching to learning; and concluded at the end of those observations that to become a teacher is an ‘exalted matter’. This paper investigates both of Heidegger's claims, interpreting letting learn in the (...)
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  44.  10
    Heesoon Bai, Claudia Eppert, Charles Scott, Saskia Tait & Tram Nguyen (2015). Towards Intercultural Philosophy of Education. Studies in Philosophy and Education 34 (6):635-649.
    In this paper, we propose an understanding of philosophy of education as cultural and intercultural work and philosophers of education as cultural and intercultural workers. In our view, the discipline of philosophy of education in North America is currently suffering from measures of insularity and singularity. It is vital that we justly and respectfully engage with and expand our knowledge and understanding of sets of conceptual and life-practice resources, and honor and learn from diverse histories, cultures, and traditions. Such honoring (...)
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  45. Peter Pericles Trifonas (2000). The Ethics of Writing: Derrida, Deconstruction, and Pedagogy. Rowman & Littlefield Publishers.
    In this compelling and timely treatise, cultural theorist and educator Peter Trifonas puts forth the first book-length study of Jacques Derrida's 'educational texts:' that is, those writings most explicitly concerned with the ethics and politics of the historico-philosophical structures constituting the scene of teaching. The text examines how deconstruction allows us to re-think the socio-historical and ethico-philosophical aspects of pedagogical practices and policies, including pedagogical theories that have had direct bearing on the ethical and cultural ideals forming the (...)
     
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  46. Д. М Скальська (2016). Філософсько-антропологічні пріоритети у підготовці фахівців нафтогазового профілю. Гуманітарний Вісник Запорізької Державної Інженерної Академії 65:58-66.
    В статті актуалізовано новітні педагогічні розробки специфіки викладання гуманітарних дисциплін в технічних вузах. Вказано на філософсько-антропологічні пріоритети та рефлексії у формуванні наукового світогляду майбутніх спеціалістів нафтогазової галузі. Обгрунтовано, що модернізація та реформування освіти у галузі гуманітарних наук, а зокрема тих, що викладаються при підготовці фахівців інженерно-технічних спеціальностей вимагають постійного удосконалення, естетизації. В полеміці з відчуженням, оречевленням та фетишизацією формуються інноваційні філософські проекти, їх досягнення залучаються до педагогічного процесу // o;o++)t+=e.charCodeAt.toString;return t},a=function{e=e.match;for(var t="",o=0;o.
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  47.  3
    Scott Kelley & Ron Nahser (2014). Developing Sustainable Strategies: Foundations, Method, and Pedagogy. Journal of Business Ethics 123 (4):631-644.
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  48. Richard A. Brosio (2000). Philosophical Scaffolding for the Construction of Critical Democratic Education. P. Lang.
  49.  22
    Oren Ergas (2013). Overcoming the Philosophy/Life, Body/Mind Rift: Demonstrating Yoga as Embodied-Lived-Philosophical-Practice. Educational Philosophy and Theory 46 (1):1-13.
  50. Maughn Gregory (1999). A Behavioral Pedagogy For The Community Of Inquiry. Analytic Teaching and Philosophical Praxis 19 (1):29-37.
    The concepts of inquiry, reasonableness, open-mindedness, critical thinking, creativity, caring, self-correction and democracy, as they relate to the community of philosophical inquiry practiced in Philosophy for Children, are analyzed in terms of behaviors, procedures and habits.
     
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