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  1. The Neo‐Humanistic Concept of Bildung Going Astray: Comments to Friedrich Schiller's Thoughts on Education.Hansjörg Hohr Aagot Vinterbo‐Hohr - 2006 - Educational Philosophy and Theory 38 (2):215-230.
    Friedrich Schiller , German poet, dramatist, philosopher and publisher, was a prominent contributor to the educational neo‐humanistic concept of Bildung at the threshold to Romanticism. Schiller assigns a pivotal role to the aesthetic education arguing that aesthetic activity reconciles sensuousness and reason and thereby creates the precondition of knowledge and morality. The article examines elitist and sexist traits in Schiller's work and whether they are constitutive to his theory of aesthetics and education. By identifying problems in the philosophical foundations of (...)
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  2. KMM Factors Affecting High Performance in Universities Case Study on Al-Quds Open University in Gaza-Strip.Samy S. Abu Naser, Mazen J. Al Shobaki & Youssef M. Abu Amuna - 2016 - International Journal of Information Technology and Electrical Engineering 5 (5):46-54.
    This paper aims to measure Knowledge Management Maturity (KMM) in the universities to determine the impact of knowledge management on high performance. This study was applied on Al-Quds Open University in Gaza strip, Palestine. Asian productivity organization model was applied to measure KMM. Second dimension which assess high performance was developed by the authors. The controlled sample was (306). Several statistical tools were used for data analysis and hypotheses testing, including reliability Correlation using Cronbach’s alpha, “ANOVA”, Simple Linear Regression and (...)
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  3. Promoting Knowledge Management Components in the Palestinian Higher Education Institutions - A Comparative Study.Samy S. Abu Naser, Mazen J. Al Shobaki & Youssef M. Abu Amuna - 2016 - International Letters of Social and Humanistic Sciences 73:42-53.
    Publication date: 29 September 2016 Source: Author: Samy S. Abu Naser, Mazen J. Al Shobaki, Youssef M. Abu Amuna This paper aims to measure knowledge management maturity in higher education institutions to determine the impact of knowledge management on high performance. Also the study aims to compare knowledge management maturity between universities and intermediate colleges. This study was applied on five higher education institutions in Gaza strip, Palestine. Asian productivity organization model was applied to measure Knowledge Management Maturity. Second dimension (...)
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  4. Trends of Palestinian Higher Educational Institutions in Gaza Strip as Learning Organizations.Samy S. Abu Naser, Mazen J. Al Shobaki, Youssef M. Abu Amuna & Amal A. Al Hila - 2017 - International Journal of Digital Publication Technology 1 (1):1-42.
    The research aims to identify the trends of Palestinian higher educational institutions in Gaza Strip as learning organizations from the perspective of senior management in the Palestinian universities in Gaza Strip. The researchers used descriptive analytical approach and used the questionnaire as a tool for information gathering. The questionnaires were distributed to senior management in the Palestinian universities. The study population reached (344) employees in senior management is dispersed over (3) Palestinian universities. A stratified random sample of (182) employees from (...)
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  5. HIPERTROFIA TECNOCIENTÍFICA Y ATROFIA ANTROPOLÓGICA: DE ZOMBIS, CIBORGS, TRANSHUMANOS Y ELEGANTES PROFESIONALES DE LAS CAVERNAS / Technoscientific hypertrophy and anthropological atrophy: on zombies, cyborgs, transhumans and elegant professionals of the caves.Miguel Acosta - 2016 - Naturaleza y Libertad. Revista de Estudios Interdisciplinares 6:13-76.
    Tras una descripción de las características de nuestra actual cultura tecnocientífica y con ejemplos de su influencia en nuestra sociedad, se pone de manifiesto una tendencia en la educación superior que consiste en eliminar la reflexión acerca de quiénes somos y cómo vivimos en la sociedad. El futuro del conocimiento se orienta hacia una “hipertrofia” tecnológica produciendo una “atrofia” antropológica por dejar de lado “el saber sapiencial” de las Humanidades, sobre todo de la Filosofía, que ayuda a comprender mejor el (...)
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  6. Revisiting School Scientific Argumentation From the Perspective of the History and Philosophy of Science.Agustín Adúriz-Bravo - 2014 - In Michael R. Matthews (ed.), International Handbook of Research in History, Philosophy and Science Teaching. Springer. pp. 1443-1472.
    This chapter aims to revisit the notion of argumentation that is currently used in science education. After acknowledging a consolidated tendency of linguistics-based approaches to the study of ‘school scientific argumentation’, the chapter proposes to shift the interest towards an examination of the epistemic aspects of argumentation, i.e. those that derive from its central participation in science as a process and as a product. The premise of the chapter is that the contributions of the philosophy and history of science and (...)
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  7. Kwan Lihuen on Agassi in Education.Joseph Agassi - manuscript
    to read this you need Chinese characters.
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  8. William James's Pragmatic Pluralism and the American University's Loss of Soul.Karl Aho - 2017 - In T. Laine Scales & Jennifer L. Howell (eds.), Christian Faith and University Life: Stewards of the Academy. Palgrave Macmillan. pp. 221-238.
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  9. The relationship between the decision support systems and re-engineering in the Palestinian universities in Gaza Strip.Mazen J. Al Shobaki, Samy S. Abu Naser & Ramez A. Bedair - 2010 - Dissertation, Al-Azhar University, Gaza
    The aim of this study is to explore the relationship between the decision support systems and re-engineering in the Palestinian universities in Gaza Strip. A descriptive approach was used where a questionnaire was developed and distributed to a stratified random Sample. (500) questionnaires were distributed and (449) were returned, response rate (89.8%). The study reached many results such as: There is A statistically significant relationship at a significant level (α ≤ 0.04) between the decision support systems and re-engineering in the (...)
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  10. L'accompagnement socioprofessionnel : la complexité d'une situation professionnelle entre la complémentarité et/ou le télescopage des points de vue des acteurs.Driss Alaoui - 2012 - Revue Phronesis 1 (1):5-20.
    This text examines the socio-professional guidance of Comorian migrants residing on La Réunion Island. It mainly questions the process whereby guidance is constructed as a professional situation. To apprehend the complexity of the process, we have drawn on an ethnographical procedure (Woods, 1990) based on a dual source of data—that of the guide and that of the guided—as well as a micro-sociological approach (Thomas, 1923 ; Goffman, 1993 ; Lapassade, 1997) allowing us to link the concepts of situation definition and (...)
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  11. L’Accompagnement Socioprofessionnel : La Complexité D’Une Situation Professionnelle Entre la Complémentarité Et/Ou le Télescopage des Points de Vue des acteursThe Social and Professional Support: The Complexity of a Professionnal Situation Between the Complementary and / or Telescoping of the Views of Stakeholders.Driss Alaoui - 2012 - Revue Phronesis 1 (1):5-20.
    This text examines the socio-professional guidance of Comorian migrants residing on La Réunion Island. It mainly questions the process whereby guidance is constructed as a professional situation. To apprehend the complexity of the process, we have drawn on an ethnographical procedure (Woods, 1990) based on a dual source of data—that of the guide and that of the guided—as well as a micro-sociological approach (Thomas, 1923 ; Goffman, 1993 ; Lapassade, 1997) allowing us to link the concepts of situation definition and (...)
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  12. Educating the Democratic Heart: Pluralism, Traditions and the Humanities.Thomas M. Alexander - 1995 - Studies in Philosophy and Education 13 (3-4):243-259.
  13. History of Science-with Labs.Douglas Allchin, Elizabeth Anthony, Jack Bristol, Alan Dean, David Hall & Carl Lieb - 1999 - Science and Education 8 (6):619-632.
    We describe here an interdisciplinary lab science course for non-majors using the history of science as a curricular guide. Our experience with diverse instructors underscores the importance of the teachers and classroom dynamics, beyond the curriculum. Moreover, the institutional political context is central: are courses for non-majors valued and is support given to instructors to innovate? Two sample projects are profiled.
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  14. Patrimônio Natural e Turismo voluntário: ética do cuidado na relação Sociedade-Natureza.Vitor João Ramos Alves - 2016 - Dissertation, UNB, Brazil
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  15. Les situations professionnelles dans les sciences de l'éducation: objet scientifique spécifique ou objet-frontière?René Amigues - 2012 - Revue Phronesis 1 (1):118-123.
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  16. Education and the Multicultural Society.María G. Amilburu - 2006 - The Proceedings of the Twenty-First World Congress of Philosophy 4:1-6.
    Multiculturalism, namely the coexistence of different cultural traditions within the framework of a single socio-political structure, is one of the most salient characteristics of western democratic societies. This situation is due mainly to two factors. On the one hand, we find a plurality of historical communities within the State that have different cultural roots, and each one of them defends the right to have its cultural identity recognised. On the other hand, there is a growing exodus of people from less (...)
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  17. Peter Heering, Stephen Klassen and Don Metz : Enabling Scientific Understanding Through Historical Instruments and Experiments in Formal and Non-Formal Learning Environments. Flensburg Studies in the History and Philosophy of Science in Science Education.Katharine Anderson - 2015 - Science and Education 24 (3):339-341.
    These proceedings of the International Conference for the History of Science in Science Education (ICHSSE) 2012 offer a snapshot of the work and conversations at an increasingly busy intersection: history of science, museum and science center staff, and science educators. The backgrounds of the editors reflect this mixture. Peter Heering, of the University of Flensburg, where the 2012 conference was held, is a historian and a leading figure in the field of replication studies, in which researchers and students re-build apparatus (...)
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  18. Transfer of Western Knowledge to Turkey: Institutionalized Policy of Translation and Library Building.Fuat Andic & Arnold Reisman - unknown
    In 1932 the Turkish Government decided to westernize the country's higher education and library systems. But there was a substantial shortage of human resources to undertake the task. Having been informed of the flight of professional intellectuals from Nazi persecution in Germany for whom America was out of reach because of its restrictive immigration laws, state department practices, and anti-Semitic hiring bias at its universities, Turkey in 1933 invited over 190 of them to be part of its modernization efforts. Among (...)
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  19. Student’s Classroom Participation in English Language Teaching: The Case of Gozamen General Secondary School in Grade 10-A.Atalay Mesfin Aneteneh - 2014 - SOCRATES 2 (JUNE 2014):204-217.
    Student’s classroom participation in English language teaching: The case of Gozamen General Secondary School in Grade 10-A -/- Author / Authors : Atalay Mesfin Aneteneh Page no. 204-217 Discipline : Education Script/language : Roman/ English Category : Research paper/Action research Keywords: English, Teaching Elementary, Training, Action research.
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  20. Public Goods and Education.Jonny Anomaly - 2018 - In Andrew I. Cohen (ed.), Philosophy and Public Policy. Lanham, MD: Rowman and Littlefield.
  21. Review of Neal McCluskey, Feds in the Classroom. [REVIEW]Jonny Anomaly - 2009 - Journal of Philosophy of Education 43 (1).
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  22. Bridges Over Troubled Waters: Education and Cognitive Neuroscience.Daniel Ansari & Donna Coch - 2006 - Trends in Cognitive Sciences 10 (4):146-151.
  23. MR.Seth Christopher Yaw Appiah - 2014 - Researchjournali’s Journal of Education 2 (7).
  24. MR.Seth Christopher Yaw Appiah - 2014 - International Journal Of Humanities and Social Studies 2 (6):276-280-2014.
  25. Being White, Being Good: White Complicity, White Moral Responsibility, and Social Justice Pedagogy.Barbara Applebaum - 2010 - Lexington Books.
    The book highlights how well-intentioned white people who might even consider themselves as paragons of antiracism might be unwittingly sustaining an unjust system that they say they want to dismantle.
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  26. Finalités éducatives sous-jacentes aux pratiques des futurs enseignants du primaire : le cas de l'enseignement des sciences humaines et sociales au Québec.Anderson Araújo-Oliveira - 2012 - Revue Phronesis 1 (4):84-97.
    This article examines the data collected from the semi-structured interviews of nine Quebec elementary pre-service teachers in a practice teaching context. The paper exposes the educational goals inherent in the teaching of Social Studies, the place that this school subject occupies in the pre-service teacher’s practices, and its contribution to the development of the three-part mission of the Quebec school system (to instruct, socialize, and qualify). Even though Social Studies are considered by the participants of this study to be a (...)
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  27. Iklim Psikologis Dan Kepuasan Kerja (Studi Pada Guru Sekolah Dasar Islam Al-Azhar Bekasi).Rachma Maulina Arofani & Ali Nina Liche Seniati - 2010 - Phronesis (Misc) 9 (1).
    Elementary school teacher has an important role as a learning agent to motivate, facilitate, educate, and train students to be qualified persons who can actualize their human potency optimally. One factor that can influence teacher to be good teacher is her/his job satisfaction. Teacher who has high job satisfaction will have positive attitude and action toward the job. Many research showed that psychological climate, as one of environmental factor, affect the teacher’s job satisfaction. The aim of this research is to (...)
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  28. Science Teaching and Research in Argentina: The Contribution of History and Philosophy of Science.Irene Arriassecq & Alcira Rivarosa - 2014 - In Michael R. Matthews (ed.), International Handbook of Research in History, Philosophy and Science Teaching. Springer. pp. 2301-2326.
    An analysis of the present situation regarding the incorporation of HPS into science education is carried out, and some ideas are suggested as to how to make progress in this direction. More precisely, some sections evaluate the situation in Argentina with regard to the incorporation of HPS contributions into physics and biology education. Some aspects that are analysed are the underlying epistemological features in education laws and natural science curriculum design at secondary level in Argentina, the incorporation of HPS in (...)
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  29. The Modern Techniques of Commerce with Matters Connected to Projects.Adams Bediako Asare, Lewis Billy Bonsu & David Ackah - 2017 - Dama International Journal of Researchers (DIJR) 2 (3):25-29.
    This article has highlighted some of the issues related to projects and how to deal with it. So often projects start and its completion becomes a challenge due to some the related issues discussed above. The project manager must monitor and control the human side of his project. This involves utilizing appropriate forms of power in managing the project team to obtain desired results. Project teams also need to manage stakeholder expectations through understanding their expectations, delivering on those expectations, and (...)
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  30. The Task of a Project Manager in Building Individual and Project Team Capability in Modern Day Project Work.Adams Bediako Asare, Lewis Billy Bonsu & David Ackah - 2017 - Dama International Journal of Researchers (DIJR) 2 (3):30-32.
    From the point of view of an organization, projects act as a means for consolidating the experience and expertise of the organizational members effectively, create learning environment, encourage team-spirit and help to achieve organizational objectives. This article is about the task of a Project Manager in building Individual and project team capability in modern day project work.
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  31. Just Say What You Really Think About Drugs: Cultivating Drug Literacy Through Engaged Philosophical Inquiry.Mahboubeh Asgari & Barbara Weber - 2015 - Childhood and Philosophy 11 (22):361-376.
    Research has shown that “no use” drug education programs, with the objective of scaring or shaming youth into abstinence, have not been effective in addressing problematic substance use. The ineffectiveness of such scare tactic approaches has led program developers to focus on prevention and harm reduction associated with drug use, or in general, health literacy promotion. While significant ‘discussion-based’ drug education programs have been developed over the past decade and has encouraged students to be expressive and critical thinkers regarding drug (...)
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  32. Thought Experiments in Science and in Science Education.Mervi A. Asikainen & Pekka E. Hirvonen - 2014 - In Michael R. Matthews (ed.), International Handbook of Research in History, Philosophy and Science Teaching. Springer. pp. 1235-1256.
    This chapter will discuss the role of thought experiments in science and in science teaching. The constructive and destructive roles played by thought experiments in the construction of scientific theories can be used in science teaching to help students to understand the processes of science. In addition, they have potential to be used as a teaching tool for developing students’ conceptual understanding. The use of thought experiments can also increase students’ interest in science and help them in understanding situations beyond (...)
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  33. Saubere Leistung? - Grenzen Akzeptieren! 8 Bausteine für einen fächerübergreifenden Unterricht.Christoph Asmuth & Patrick Grüneberg (eds.) - 2012 - Bundeszentrale für politische Bildung.
    Der vorliegende Band intendiert die Herstellung von Unterrichtsmaterialien für Lehrer und Schüler, und zwar nicht aus einer fachspezifischen Perspektive, sondern als ein Projekt fachübergreifenden oder fächerübergreifenden Unterrichts. Wir lassen uns von der Vorstellung leiten, dass komplexe Probleme, die ihren Ursprung in einer ebenso komplexen Gesellschaft haben, sich nicht mehr allein durch Spezialwissen lösen lassen. Vielmehr erfordert die gegenwärtige Situation vernetztes Wissen und Menschen, die Kompetenzen erworben haben, um an einer dynamischen Wissensgesellschaft zu partizipieren. Im Hintergrund steht dabei auch die Vorstellung, (...)
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  34. American Philological Association: Committee on Educational Training and Trends.S. D. Atkins - 1955 - Classical World: A Quarterly Journal on Antiquity 49:184.
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  35. I. P. Ivanov's pedagogical conception as a uniting people system.I. D. Avanesyan - 2014 - Liberal Arts in Russia 3 (2):63--72.
    I. P. Ivanov conceptual ideas of upbringing are studied. There are the main ideas and methods of collective creative upbringing and including children in cooperation activity. The necessity of forming humanistic relationships of generations by including children in social creative activities is proved.
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  36. Nietzsche as Educator?Aharon Aviram - 1991 - Journal of Philosophy of Education 25 (2):219–234.
  37. Work-Based Knowledge, Evidence-Informed Practice and Education.James Avis - 2003 - British Journal of Educational Studies 51 (4):369 - 389.
    This paper starts from an examination of an epistemological framework that underpins practice in particular educational contexts. It examines work-based knowledge, relating this to practitioner research and evidence informed practice. This is followed by an exploration of arguments that call for increased rigour in educational research as well as the use of systematic reviews. The paper examines tensions within educational research located in particular institutional contexts which draw upon 'post-modern' conceptualisations of practice, setting these against research concerned with generalisability that (...)
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  38. Teaching James's “The Will to Believe”.Guy Axtell - 2001 - Teaching Philosophy 24 (4):325-345.
    Many readers have viewed William James's "The Will to Believe" as his most distinctive and resonating lecture. Yet for all the scholarly attention it has received, the complexities of the "pragmatic defence," and the issues it raises concerning evidential and pragmatic reasoning are still often misunderstood. In this paper I explicate a neglected "core" argument tied closely to James's thesis statement, and provide charts and other tools useful in presenting James' lecture in the philosophy classroom. This argument, based on the (...)
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  39. Teaching Energy Informed by the History and Epistemology of the Concept with Implications for Teacher Education.Manuel Bächtold & Muriel Guedj - 2014 - In Michael R. Matthews (ed.), International Handbook of Research in History, Philosophy and Science Teaching. Springer. pp. 211-243.
    In this article, we put forward a new strategy for teaching the concept of energy. In the first section, we discuss how the concept is currently treated in educational programmes at primary and secondary level (taking the case of France), the learning difficulties that arise as well as the main teaching strategies presented in science education literature. In the second section, we argue that due to the complexity of the concept of energy, rethinking how it is taught should involve teacher (...)
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  40. Action-Oriented Research in Education: A Comparative Study on A Western and An Islamic View.Khosrow Bagheri Noaparast & Mohammad Zoheir Bagheri Noaparast - 2012 - AMERICAN JOURNAL OF ISLAMIC SOCIAL SCIENCES 29 (2):43-63.
    Comparative studies among cultures, particularly Western and Eastern ones, are vital and necessary. In this essay, we are presenting a comparison between Western and Islamic views. The focus of this study is on action-oriented educational research based on Charles Clark’s view as a more recent action-oriented view on educational research. The comparison between Clark’s view and the one we suggest that is inspired by the Islamic view of human action and shows that there are considerable commonalities between the two views (...)
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  41. Globalization, Information Revolution, and Their Relations to Education: Emphasizing J. F. Lyotard's View.Khosrow Bagheri - 2008 - JOURNAL OF EDUCATIONAL INNOVATIONS 22:145-158.
    Globalization is regarded as a process or a project or a process/project which is most rapidly developing. Globalization, in case of occurrence, will put its impacts on all dimensions of human life including knowledge and practice. Particularly, its impact on epistemology and education would be remarkable. Given that the appearance and development of informational revolution is the most important background for globalization, the first challenge of globalization relates to the nature of knowledge. According to the information revolution, the most important (...)
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  42. The Islamic Concept of Education Reconsidered.Khosrow Bagheri & Zohreh Khosravi - 2006 - AMERICAN JOURNAL OF ISLAMIC SOCIAL SCIENCES 23 (4):88-103.
    Some authors have analyzed the Islamic concept of education in parallel to the assumed contrast between Islam and the liberal tradition. Hence, given the latter’s rationalist tendencies, an almost indoctrinatory essence is assumed for the Islamic concept of education. However, we argue that rationality is involved in all elements of the Islamic concept of education. There might be some differences between the Islamic and liberal conceptions of rationality, but these are not so sharp that the derivative Islamic concept of education (...)
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  43. Tracking Privilege-Preserving Epistemic Pushback in Feminist and Critical Race Philosophy Classes.Alison Bailey - 2017 - Hypatia: A Journal of Feminist Philosophy 32 (4):876-892.
    Classrooms are unlevel knowing fields, contested terrains where knowledge and ignorance are produced and circulate with equal vigor, and where members of dominant groups are accustomed to having an epistemic home-terrain advantage. My project focuses on one form of resistance that regularly surfaces in discussions with social-justice content. Privilege-protective epistemic pushback is a variety of willful ignorance that many members of dominant groups engage in when asked to consider both the lived and structural injustices that members of marginalized groups experience (...)
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  44. Readings in Educational Sociology. [REVIEW]Wm Wallace Bancroft - 1934 - Ancient Philosophy 44:153.
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  45. Three-Dimensionality in Competencies: The Inclusion of Ethics in the Generic Competency of Teamwork and Leadership.Alexis J. Bañon-Gomis, Mónica Clemente-Císcar, Natalia Lajara-Camilleri & Andrés Rovira - 2015 - In Marta Peris-Ortiz & José M. Merigó Lindahl (eds.), Sustainable Learning in Higher Education: Developing Competencies for the Global Marketplace. Springer Verlag. pp. 143-155.
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  46. The History and Philosophy of Science and Their Relationship to the Teaching of Sciences in Mexico.Ana Barahona, José Antonio Chamizo, Andoni Garritz & Josip Slisko - 2014 - In Michael R. Matthews (ed.), International Handbook of Research in History, Philosophy and Science Teaching. Springer. pp. 2247-2269.
    Science is one of the main attributes of the contemporary world and, more than any other human activity, characterizes the current period from previous centuries. Great advances in the field of science and technology deeply influence natural and social processes. There has been a worldwide recognition of the role of science in modern societies, along with an urgent need to move towards more and better scientific education, particularly in developing countries. It becomes fundamental to modify the current education system regarding (...)
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  47. L'éducation à l'épreuve des activités juvéniles : de nouveaux défis professionnels.Anne Barrère - 2013 - Revue Phronesis 2 (2):4-13.
    Résumé. : L’article s’interroge sur la manière dont l’institution scolaire est aujourd’hui mise en question dans son projet de formation par les activités juvéniles, dans une sphère extrascolaire où ils jouissent d’une grande autonomie. Ces activités électives (numériques, musicales, sportives…) réalisent une éducation informelle où les adolescents forgent leur caractère, alors même que l’école n’a plus de modèle lisible de projet éducatif. À partir d’une enquête qualitative réalisée auprès d’une centaine d’adolescents français, on dégagera différentes épreuves qui forment les adolescents (...)
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  48. Epistemological Intelligence.Steven James Bartlett - 2017 - Willamette University Faculty Research Website.
    The monograph’s twofold purpose is to recognize epistemological intelligence as a distinguishable variety of human intelligence, one that is especially important to philosophers, and to understand the challenges posed by the psychological profile of philosophers that can impede the development and cultivation of the skills associated with epistemological intelligence.
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  49. Re-Examining the Gene in Personalized Genomics.Jordan Bartol - 2013 - Science and Education 22 (10):2529-2546.
    Personalized genomics companies (PG; also called ‘direct-to-consumer genetics’) are businesses marketing genetic testing to consumers over the Internet. While much has been written about these new businesses, little attention has been given to their roles in science communication. This paper provides an analysis of the gene concept presented to customers and the relation between the information given and the science behind PG. Two quite different gene concepts are present in company rhetoric, but only one features in the science. To explain (...)
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  50. Théories à processus duaux et théories de l’éducation : Le cas de l’enseignement de la pensée critique et de la logique.Guillaume Beaulac & Serge Robert - 2011 - Les ateliers de l'éthique/The Ethics Forum 6 (1):63-77.
    Many theories about the teaching of logic and critical thinking take for granted that theoretical learning, the learning of formal rules for example, and its practical application are sufficient to master the tools taught and to take the habit of using them. However, this way of teaching is not efficient, a conclusion supported by much work in cognitive science. Approaching cognition evolutionarily with dual-process theories allows for an explanation of these insufficiencies and offers clues on how we could teach critical (...)
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