OAI Archive: University of Oulu Repository - Jultika

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100 entries most recently downloaded from the archive "University of Oulu Repository - Jultika"

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  1. The Philosophical Classroom:Balancing Educational Purposes.R. Välitalo - 2018 - Dissertation, University of Oulu
    The practice of teaching links long-standing philosophical questions about the building blocks of a good life to daily judgments in the classroom; in the journey to becoming a person who teaches, we must seek different ways of understanding what “good” means in the context of different social practices and communities. This doctoral thesis examines the educational innovation known as Philosophy for Children as a platform for teachers and students to address such questions within a community of philosophical inquiry. Advocates of (...)
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  2. Considering Subject Positions with Biesta.R. Välitalo - 2017 - Childhood and Philosophy 13 (28).
    People who attended the ICPIC conference last summer were given a opportunity to consider some perspectives offered by the acknowledged scholar and educational thinker, Gert Biesta. His presentation in Madrid focused on exploring the educational significance of doing philosophy with children from a particular viewpoint. Biesta addressed the question of whether Philosophy for Children movement can offer something more than a clear head, that is, a critical, creative, caring and collaborative thinker. To get the message through, he analysed some wider (...)
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  3. Internal Goods of Teaching in Philosophy for Children: The Role of the Teacher and the Nature of Teaching in Pfc.Riku Välitalo - 2017 - Childhood and Philosophy 13 (27):271-290.
    Philosophy for Children promotes a pedagogy that builds on a collective process of truth-seeking and meaning-making. In contrast to seeing teachers as sources of knowledge, they are often described as facilitators in this communal process. PFC is part of the larger movement in education that has aimed to put the child at the center of the teaching and learning process. Yet, PFC, similar to other child-centered pedagogies, brings new challenges to understanding the role of the teacher. This article traces the (...)
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  4. A Call to Write the Nordic Information Systems Research Field History:Viewing the Scandinavian Way Through a Career Retrospectives Lens.A. Lanamäki, J. Porra & R. Hirschheim - unknown
    This special issue on Scandinavian Researcher Career Retrospectives includes five articles from within the Nordic information systems research community. Two of the papers are from Finland, two from Sweden, and one from Denmark. Each of these articles illuminates the history of Scandinavian IS research, and its connections to wider contexts from their particular vantage point. Each paper describes a unique career trajectory, and reflects on its authors’ values, aspirations, struggles, successes, failures and lessons learned. In this editorial we equate RCRs (...)
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  5. About and on Behalf of Scriptum Est:The Literary, Bibliographic, and Educational Rationality Sui Generis of the Library and Librarianship on the Top of What Literature has Produced.V. Suominen - unknown
    The thematic dealt with in the treatise is the possible of the library and librarianship. The rationality appears in a philosophical perspective as a normative notion. The treatise particularly investigates the possible intelligibility of a literary rationality of the library and librarianship with a foundation in what literature has produced, which divides into the bibliographic rationality of the library about scriptum est and the educational rationality or the library on behalf of scriptum est. The point of departure is that how (...)
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  6. Discontinuity as Theoretical Foundation to Pedagogy:Existential Phenomenology in Otto Friedrich Bollnow’s Philosophy of Education.J. Koskela - unknown
    This study examines German educational philosopher Otto Friedrich Bollnow’s existential-hermeneutic theory of discontinuous forms of education, unstetige formen der Erziehung. At the core of this theory is a view of human being subjected to education that appears disruptive and critical, influencing the development of disclosing the true powers of a person and unfolding of truths about oneself that could not be uncovered otherwise. Typically, this theory has been interpreted on the continuum of hermeneutic philosophy, as hermeneutic pedagogy with an extension (...)
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  7. The Social Construction of Learning and Teaching in a Classroom Community of Inquiry.M. Kovalainen - unknown
    This thesis concentrates on investigating the social construction of learning and teaching in a classroom that was encultured into working and acting as a community of inquiry across the curriculum. The theoretical and methodological premises of the study draw on sociocultural and sociolinguistic views on learning and instruction. Through this framework, the study aims at investigating the development, implementation and evaluation of the processes and conditions for communal inquiry across different pedagogical situations and across the curriculum in the case study (...)
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  8. Child, Philosophy and Education:Discussing the Intellectual Sources of Philosophy for Children.H. Juuso - unknown
    The study analyzes the theoretical basis of the Philosophy for Children program elaborated by Matthew Lipman. The aim is, firstly, to identify the main philosophical and pedagogical principles of P4C based on American pragmatism, and to locate their pedagogization and possible problems in Lipman's thinking. Here the discussion is especially targeted to the thinking of John Dewey and George H. Mead as well as Lev Vygotsky, whom Lipman himself names as the most pivotal sources for his own thinking. On the (...)
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