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  1. Judgement and the Curriculum.J. Mackenzie A. Wake - 1975 - Educational Theory 25 (4):359-361.
  2. The Educational Imperative: A Defence of Socratic and Aesthetic Learning.Peter Abbs - 1994 - Falmer Press.
    The outcome of this is explored, in detail, in relation to the teaching of literature, creative writing and drama.
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  3. English Within the Arts. A Radical Alternative for English and the Arts in the Curriculum.Peter Abbs - 1983 - British Journal of Educational Studies 31 (3):278-279.
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  4. Programming the Gesture of Writing: On the Algorithmic Paratexts of the Digital.Catherine Adams - 2016 - Educational Theory 66 (4):479-497.
    In the wake of the digital, some have recommended that we abandon the tedium of teaching handwriting to children in service of promoting “more creative” digital literacies. Others worry that an early diet of keyboard and screen may have deleterious effects on children's social, emotional, and cognitive development, as well as their physical well-being. Yet in this debate, the algorithmic scripts and digital surfaces underwriting these new reading, writing, and mathematical practices are, with a few notable exceptions, almost exclusively ignored. (...)
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  5. Self-Determined Learning: Heutagogy in Action.Paul Adams - 2014 - British Journal of Educational Studies 62 (4):476-478.
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  6. Developing Thinking, Developing Learning ‐ by Debra McGregor.Philip Adey - 2007 - British Journal of Educational Studies 55 (4):466-468.
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  7. Surprise.Jonathan E. Adler - 2008 - Educational Theory 58 (2):149-173.
    Surprise is of great value for learning, especially in cases where deep‐seated preconceptions and assumptions are upset by vivid demonstrations. In this essay, Jonathan Adler explores the ways in which surprise positively affects us and serves as a valuable tool for motivating learning. Adler considers how students’ attention is aroused and focused self‐critically when their subject matter–related expectations are not borne out. These “surprises” point students toward discoveries about gaps or weaknesses or false assumptions within their subject matter understanding; as (...)
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  8. Indirect Learning and the Aims-Curricula Fallacy.Jonathan E. Adler - 1993 - Journal of Philosophy of Education 27 (2):223–232.
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  9. The Metabolic Core of Environmental Education.Ramsey Affifi - 2017 - Studies in Philosophy and Education 36 (3):315-332.
    I consider the case of the “simplest” living beings—bacteria—and examine how their embodied activity constitutes an organism/environment interaction, out of which emerges the possibility of learning from an environment. I suggest that this mutual co-emergence of organism and environment implies a panbiotic educational interaction that is at once the condition for, and achievement of, all living beings. Learning and being learned from are entangled in varied ways throughout the biosphere. Education is not an exclusively human project, it is part of (...)
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  10. Students' Ease in Crossing Cultural Borders Into School Science.Glen S. Aikenhead - 2001 - Science Education 85 (2):180-188.
  11. Apprenticeship: Towards a New Paradigm of Learning.Patrick Ainley & Helen Rainbird - 2000 - British Journal of Educational Studies 48 (4):461-462.
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  12. The Logical Priority of the Question: R. G. Collingwood, Philosophical Hermeneutics and Enquiry‐Based Learning.David Aldridge - 2013 - Journal of Philosophy of Education 47 (1):71-85.
    The thesis that all learning has the character of enquiry is advanced and its implications are explored. R. G. Collingwood's account of ‘the logical priority of the question’ is explained and Hans‐Georg Gadamer's hermeneutical justification and development, particularly the rejection of the re‐enactment thesis, is discussed. Educators are encouraged to consider the following implications of the character of the question implied in all learning: that it is a question that is constituted in the event rather than prepared or given in (...)
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  13. The Logical Priority of the Question: R. G. Collingwood, Philosophical Hermeneutics and Enquiry-Based Learning.David Aldridge - 2012 - Journal of Philosophy of Education 46 (4):71-85.
    The thesis that all learning has the character of enquiry is advanced and its implications are explored. R. G. Collingwood's account of ‘the logical priority of the question’ is explained and Hans-Georg Gadamer's hermeneutical justification and development, particularly the rejection of the re-enactment thesis, is discussed. Educators are encouraged to consider the following implications of the character of the question implied in all learning: (i) that it is a question that is constituted in the event rather than prepared or given (...)
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  14. Learning From Comparing: New Directions in Comparative Educational Research. Volume 1. Contexts, Classrooms and Outcomes.R. Alexander, P. Broadfoot & D. Phillips - 2001 - British Journal of Educational Studies 49 (2):234-236.
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  15. Associative Learning and Task Complexity.John H. Andreae & Shaun W. Ryan - 1994 - Behavioral and Brain Sciences 17 (2):357.
  16. Signs of Resistance: Peer Learning of Sign Languages Within 'Oral' Schools for the Deaf.Hannah Anglin-Jaffe - 2013 - Studies in Philosophy and Education 32 (3):261-271.
    This article explores the role of the Deaf child as peer educator. In schools where sign languages were banned, Deaf children became the educators of their Deaf peers in a number of contexts worldwide. This paper analyses how this peer education of sign language worked in context by drawing on two examples from boarding schools for the deaf in Nicaragua and Thailand. The argument is advanced that these practices constituted a child-led oppositional pedagogy. A connection is drawn to Freire’s (1972) (...)
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  17. Philosophical Implications of Dual Process Theory.Guy Axtell - manuscript
    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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  18. 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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  19. Poetry and Truth in the Tale of the Purple People Eater.James Bardis - 2013 - Http://Www.Asdreams.Org/Conference-Recordings/.
    ABSTRACT: A report on the pioneering of a new pedagogy designed to challenge students to use and improve their memory, increase their awareness of logical fallacies and tacitly embedded contradiction(s) and sensitize them to the deeply symbolic nature of thought in all its expressions (math, logos, music, picture and motor skills), as created, by the author, from in situ research at a senior level (ESL) course in Storytelling at one of East Asia’s premiere second languages university, and from teaching children (...)
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  20. The future human image: Whom and How to educate in younger generation.Book 3.Oleg Bazaluk (ed.) - 2013 - ISPC.
    В третьем томе коллективной монографии рассматриваются особенности образовательных систем России и Украины, а также перспективы их развития. Авторы анализируют возможности космического образования, роль материн- ства, семьи и школы в образовательном процессе, проблему самоидентифика- ции нации, ценностные ориентиры, идеал образованности, перспективы раз- дельного образования и воспитания. В монографии представлены исследования академических ученых, преподавателей университетов и школ, аспирантов, студентов из России, Украины, Грузии и Азербайджана, акцентируется внима- ние на формировании образа человека будущего, на повышении эффективности педагогического воздействия. Монография предназначена для студентов, аспирантов (...)
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  21. The future human image: Whom and How to educate in younger generation.Book 2.Oleg Bazaluk - 2012 - ISPC.
    В период с 1 ноября 2010 г. по 1 октября 2011 г. Международное философско-космологическое общество (МФКО), Национальный пе- дагогический университет имени М. П. Драгоманова (Украина), Пере- яслав‑Хмельницкий государственный педагогический университет имени Г. С. Сковороды (Украина), провели Вторую международную научно-практическую интернет-конференцию: «Образ человека буду- щего: Кого и Как воспитывать в подрастающих поколениях».
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  22. The future human image: Whom and How to educate in younger generation.Book 1.Oleg Bazaluk (ed.) - 2011 - ISPC.
    В коллективной монографии рассматривается состояние системы образова-ния главным образом в России и Украине к концу первого десятилетия XXI сто-летия. Поднимается целый пласт проблем, связанный с непрерывным развитием общества и техносферы, а также ролью в этом процессе семьи, педагогов («хо-рошего учителя» в терминологии В. Сухомлинского) и соответствующих госу-дарственных институтов, предлагаются пути их решения. В монографии анали-зируются перспективы развития системы образования, акцентируется внимание на формировании нового типа личности – планетарно-космической, как некоего конечного идеального образа воспитательного воздействия на подрастающие поколения – образа человека (...)
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  23. COSMIC EDUCATION: FORMATION OF A PLANETARY AND COSMIC PERSONALITY.Oleg Bazaluk & Tamara Blazhevich - 2012 - Philosophy and Cosmology 1 (10):147-160.
    The major stages of development of cosmic pedagogy have been researched. Based on the achievements of the modern neurosciences as well as of psychology, cosmology, and philosophy, the authors provide their reasoning for the cosmic education and its outlooks for the educational systems of the world. Through the studies of how important human mind is for the Earth and the cosmos and by researching the evolution of human mind within the structure of the Universe, the authors create a more advanced (...)
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  24. Affiliative Drive: Could This Be Disturbed in Childhood Autism?Ralf-Peter Behrendt - 2005 - Behavioral and Brain Sciences 28 (3):350-351.
    Affect mirroring allows infants to distinguish emotional and intentional states of significant others, which – in the pursuit of their own drive satisfaction, including satisfaction of the affiliative drive – become important contextual stimuli predictive of reward. Learning to perceive and manipulate others' attitudes toward oneself in pursuit of affiliative reward may be an important step in social development that is impaired in autism.
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  25. THIS → is Learning: A Learning Process Made Public.Domenic Berducci - 2011 - Pragmatics and Cognitionpragmatics and Cognition 19 (3):476-506.
    In this paper I attempt to dissolve two confused ideas inherent in scientific studies of learning: That the locus of learning processes lies hidden inside the mind/brain, and also that this putatively hidden phenomenon causes learned actions. I attempt this dissolution through conceptual argument and data analysis, first by contrasting the use of the concept `learning' in ordinary and scientific interaction, followed by a Wittgenstein-inspired conversation analysis of a micro-longitudinal case of learning interaction — a biochemist teaching lab techniques to (...)
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  26. Where the Learning and Pedagogical Sciences Need Philosophers.Carl Bereiter - 2010 - Encyclopaedia of Philosophy of Education.
    In this article I will try to identify conceptual problems that actually matter in terms of educational design decisions and research directions. Beyond conceptual problems, however, are more substantive problems that need collaborative, interdisciplinary work. The question here is what role philosophers could play in such collaborations. This article makes no effort to present a coherent framework for philosophical contributions to the learning and pedagogical sciences. Instead, it touches on an assortment of possibilities, mainly in the hope of arousing philosophers (...)
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  27. Dialogue in Context, Towards a Referential Approach in Collective Learning.Marie-Laure Betbeder, Philippe Cottier, Colin Schmidt & Pierre Tchounikine - 2006 - AI and Society 20 (3):314-330.
    In this article, we present research in the making of a collective work environment within the framework of a distance education course. We base our theoretical and methodological standpoints on examples of dialogical discourses recorded within the framework of this CSCL system called Symba. In fact, the results of previous research lead us to rethink our vision of the study of collaborative moments between participants in a computer-supported human learning environment that proposes several communication tools. Redefining the methodological process aiming (...)
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  28. Designing for Work Place Learning.Thomas Binder - 1995 - AI and Society 9 (2-3):218-243.
    The use of computers to support learning at work has for long been propagated. Although a large bulk of experience exists in this field, it is still an open question what role computer applications play and can play in the process of learning. It can even be questioned if the learning processes themselves are sufficiently well understood to enable designers and others to provide relevant support. In this article these questions are addressed with reference to experience gained with two projects (...)
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  29. The Relations of Learning.William Bennett Bizzell - 1934 - Norman, University of Oklahoma Press.
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  30. Mutual Learning: A Systemic Increase in Learning Efficiency to Prepare for the Challenges of the Twenty-First Century. [REVIEW]Bernard Blandin & Bernard Lietaer - 2013 - AI and Society 28 (3):329-338.
    One of the few certainties we have about our collective future is that it will require a massive amount of learning, by just about everybody, everywhere. The time for generating as many creative and collaborative knowledge builders has come. Therefore, improving the efficiency of learning could very well become a key leverage point for successfully meeting the challenges of the twenty-first century. This paper explores the possibilities of using mutual learning as a systemic means to improve learning efficiencies. This is (...)
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  31. Wisdom Can Be Taught: A Proof-of-Concept Study for Fostering Wisdom in the Classroom.Brian Bruya & Monika Ardelt - 2018 - Learning and Instruction 58:106-114.
    We undertook a short-term longitudinal study to test whether a set of methods common to current theories of wisdom transmission can foster wisdom in students in a measurable way. The three-dimensional wisdom scale (3D-WS) was administered to 131 students in five wisdom-promoting introductory philosophy courses and 176 students in seven introductory philosophy and psychology control courses at the beginning and end of the semester. The experimental group was divided in two (“Wisdom 1” and “Wisdom 2”), and each was taught a (...)
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  32. Fostering Wisdom in the Classroom, Part 1.Brian Bruya & Monika Ardelt - 2018 - Teaching Philosophy 41 (3):239-253.
    This article reviews the literature on theories of wisdom pedagogy and abstracts out a single theory of how to foster wisdom in formal education. The fundamental methods of wisdom education are found to be: challenge beliefs; prompt the articulation of values; encourage self-development; encourage self-reflection; and groom the moral emotions. These five methods of wisdom pedagogy rest on two facilitating methods: read narrative or didactic texts and foster a community of inquiry. This article is companion to two further articles, one (...)
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  33. Citizenship as a Learning Process: Democratic Education Without Foundationalism.Gilbert Burgh - 2010 - In Darryl R. J. Macer & Souria Saad-Zoy (eds.), Asian-Arab Philosophical Dialogues on Globalization, Democracy and Human Rights. Bangkok: pp. 59-69.
    Reprinted with permission and previously published in: Farhang: Quarterly Journal of the Institute for Humanities and Cultural Studies (Tehran, Iran), 22(69), pp. 117-138. -/- One of the aims of this paper is to explore the relationship between democracy and epistemology. This inevitably raises questions about the purpose and aims of education consistent with conceptions of democracy. These ultimately rest on the practical applicability and outcomes of competing visions of democracy without appeal to pre-political or prior goods, nor to certain knowledge (...)
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  34. Reconstruction in Philosophy Education: The Community of Inquiry as a Basis for Knowledge and Learning.Gilbert Burgh - 2009 - In Philosophy of Education Society of Australasia (ed.), The Ownership and Dissemination of Knowledge, 36th Annual Conference of the Philosophy of Education Society of Australasia, Queensland University of Technology, Brisbane, Australia, 4–7 December 2008. Claremont, WA, Australia: Philosophy of Education Society of Australasia (PESA). pp. 1-12.
    The ‘community of inquiry’ as formulated by CS Peirce is grounded in the notion of communities of disciplinary-based inquiry engaged in the construction of knowledge. The phrase ‘converting the classroom into a community of inquiry’ is commonly understood as a pedagogical activity with a philosophical focus to guide classroom discussion. But it has a broader application, to transform the classroom into a community of inquiry. The literature is not clear on what this means for reconstructing education and how it translates (...)
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  35. Ethics and the Community of Inquiry: Education for Deliberative Democracy.Gilbert Burgh, Terri Field & Mark Freakley - 2006 - South Melbourne: Cengage/Thomson.
    Ethics and the Community of Inquiry gets to the heart of democratic education and how best to achieve it. The book radically reshapes our understanding of education by offering a framework from which to integrate curriculum, teaching and learning and to place deliberative democracy at the centre of education reform. It makes a significant contribution to current debates on educational theory and practice, in particular to pedagogical and professional practice, and ethics education.
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  36. The Parallels Between Philosophical Inquiry and Scientific Inquiry: Implications for Science Education.Gilbert Burgh & Kim Nichols - 2012 - Educational Philosophy and Theory 44 (10):1045-1059.
    The ‘community of inquiry’ as formulated by C. S. Peirce is grounded in the notion of communities of discipline-based inquiry engaged in the construction of knowledge. The phrase ‘transforming the classroom into a community of inquiry’ is commonly understood as a pedagogical activity with a philosophical focus to guide classroom discussion. But it has a broader application. Integral to the method of the community of inquiry is the ability of the classroom teacher to actively engage in the theories and practices (...)
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  37. Making Peace Education Everyone’s Business.Gilbert Burgh & Simone Thornton - 2017 - In Ching-Ching Lin & Levina Sequeira (eds.), Inclusion, Diversity and Intercultural Dialogue in Young People's Philosophical Inquiry. Rotterdam: pp. 55-65.
    We argue for peace education as a process of improving the quality of everyday relationships. This is vital, as children bring their habits formed largely by social and political institutions such as the family, religion, law, cultural mores, to the classroom (Splitter, 1993; Furlong & Morrison, 2000) and vice versa. It is inevitable that the classroom habitat, as a microcosm of the community in which it is situated, will perpetuate the epistemic practices and injustices of that community, manifested in attitudes, (...)
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  38. Lucid Education: Resisting Resistance to Inquiry.Gilbert Burgh & Simone Thornton - 2016 - Oxford Review of Education 42 (2):165–177.
    Within the community of inquiry literature, the absence of the notion of genuine doubt is notable in spite of its pragmatic roots in the philosophy of Charles Sanders Peirce, for whom the notion was pivotal. We argue for the need to correct this oversight due to the educational significance of genuine doubt—a theoretical and experiential understanding of which can offer insight into the interrelated concepts of wonder, fallibilism, inquiry and prejudice. In order to detail these connections, we reinvigorate the ideas (...)
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  39. Inoculation Against Wonder: Finding an Antidote in Camus, Pragmatism and the Community of Inquiry.Gilbert Burgh & Simone Thornton - 2016 - Educational Philosophy and Theory 48 (9):884-898.
    In this paper, we will explore how Albert Camus has much to offer philosophers of education. Although a number of educationalists have attempted to explicate the educational implications of Camus’ literary works, these analyses have not attempted to extrapolate pedagogical guidelines towards developing an educational framework for children’s philosophical practice in the way Matthew Lipman did from John Dewey’s philosophy of education, which informed his philosophy for children curriculum and pedagogy. We focus on the phenomenology of inquiry; that is, inquiry (...)
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  40. Engagement as Dialogue: Camus, Pragmatism and Constructivist Pedagogy.Gilbert Burgh & Simone Thornton - 2015 - Education as Philosophies of Engagement, 44th Annual Conference of the Philosophy of Education Society of Australasia, Kingsgate Hotel, Hamilton, New Zealand, 22–25 November 2014.
    In this paper we will explore how Albert Camus has much to offer philosophers of education. Although a number of educationalists have attempted to explicate the educational implications of Camus’ literary works (Denton, 1964; Oliver, 1965; Götz, 1987; Curzon-Hobson, 2003; Marshall, 2007, 2008; Weddington, 2007; Roberts, 2008, 2013; Gibbons, 2013; Heraud, 2013; Roberts, Gibbons & Heraud, 2013) these analyses have not attempted to extrapolate pedagogical guidelines to develop an educational framework for children’s philosophical practice in the way Matthew Lipman did (...)
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  41. ‘Do Not Block the Way of Inquiry’: Cultivating Collective Doubt Through Sustained Deep Reflective Thinking.Gilbert Burgh, Simone Thornton & Liz Fynes-Clinton - 2018 - In Ellen Duthie, Félix García Moriyón & Rafael Robles Loro (eds.), Parecidos de familia. Propuestas actuales en Filosofía para Niños / Family Resemblances: Current trends in philosophy for children. Madrid, Spain: pp. 47-61.
    We provide a Camusian/Peircean notion of inquiry that emphasises an attitude of fallibilism and sustained epistemic dissonance as a conceptual framework for a theory of classroom practice founded on Deep Reflective Thinking (DTR), in which the cultivation of collective doubt, reflective evaluation and how these relate to the phenomenological aspects of inquiry are central to communities of inquiry. In a study by Fynes-Clinton, preliminary evidence demonstrates that if students engage in DRT, they more frequently experience cognitive dissonance and as a (...)
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  42. Epistemology of Education.J. Adam Carter & Ben Kotzee - forthcoming - Oxford Bibliographies Online.
  43. Philosophy with Children: Learning to Live Well.Claire Cassidy - 2012 - Childhood and Philosophy 8 (16):243-264.
    A filosofia com crianças, em todas as suas guisas, visa engendrar o pensamento filosófico e o raciocínio nas crianças. Muito é escrito sobre o que a participação na filosofia poderia fazer para a criança academicamente e emocionalmente. O que propomos aqui é que permitindo às crianças participar de diálogos filosóficos elas aprenderão uma abordagem que poderia dar suporte a sua participação na sociedade e que poderia envolvê-las na consideração e no arejamento de suas vistas, tomando decisões em suas interações e (...)
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  44. Introduction, Philosophy Through Teaching.Michael Cholbi - 2014 - In E. Esch R. Kraft & K. Hermberg (eds.), Philosophy through Teaching. Philosophy Documentation Center.
  45. Ethical Issues in Teaching.Michael Cholbi - 2013 - International Encyclopedia of Ethics.
    Learning is any process that, by engaging with a person's rational powers, results in an improvement in that person's knowledge, skills, behaviors, or values. Learning can of course occur unaided. Teaching, however, is the deliberate effort to induce learning in another person. The ethics of teaching, then, addresses the ethical standards, values, or traits that govern deliberate efforts to induce learning in others.
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  46. Intentional Learning as a Model for Philosophical Pedagogy.Michael Cholbi - 2007 - 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 desire (...)
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  47. Neglected Facets of Peirce's 'Speculative' Rhetoric.Vincent Colapietro - 2013 - Educational Philosophy and Theory 45 (7):712-736.
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  48. Learning to Flourish: A Philosophical Exploration of Liberal Education.Daniel R. DeNicola - 2012 - Continuum.
    pt. 1. Toward a theory of liberal education. Mixed messages and false starts -- Liberal education and human flourishing -- pt. 2. Paradigms of liberal education. Transmission of culture -- Self-actualization -- Understanding the world -- Engagement with the world -- The skills of learning -- pt. 3. The values and moral aims of liberal education. Core values of liberal education -- Intrinsic value -- Educating a good person -- pt. 4. Obstacles, threats and prospects. Persistent concerns -- Newfound threats (...)
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  49. Role of Learner in Globalised Education.Balaganapathi Devarakonda - 2012 - In Sebastian Velassery (ed.), Globalisation and Cultural Identities: Philosophical Challenges and Opportunities. Overseas Press, New Delhi.
    The implications of Globalization on education are multifaceted. However, roots of all these implications can be traced to the predominance of economic activity at the global level. The education and learning paradigm, around the world is under increasing pressure to meet the demands of the new knowledge and information-intensive global economy in a better way. This kind of pressure is challenging the traditional relationships between teachers and students and causing paradigm shifts in the process of learning. Especially, as noted by (...)
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  50. A Communitarian Theory of the Education Rights of Students with Disabilities.Elizabeth Dickson - 2012 - Educational Philosophy and Theory 44 (10):1093-1109.
    There is a lack of writing on the issue of the education rights of people with disabilities by authors of any theoretical persuasion. While the deficiency of theory may be explained by a variety of historical, philosophical and practical considerations, it is a deficiency which must be addressed. Otherwise, any statement of rights rings out as hollow rhetoric unsupported by sound reason and moral rectitude. This paper attempts to address this deficiency in education rights theory by postulating a communitarian theory (...)
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