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  1. Making Sense of Models and Modelling in Science Education: Atomic Models and Contributions from Mario Bunge’s Epistemology.Juliana Machado - 2024 - Mεtascience: Scientific General Discourse 3:103-126.
    Conceptions about the nature of scientific models held by science students frequently involve distorted views, with a tendency to consider them as mere copies of reality. Besides encompassing an untenable view about the nature of science itself, this misconstruction can effectively be a pedagogical impediment to learning. Objectives: We evaluate whether Mario Bunge’s epistemology might contribute to tackling issues related to the nature of models in science education contexts. De-sign: After identifying Bunge’s main model categories, we employ them to examine (...)
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  2. Character education, poetry, and wonderment: retrospective reflections on implementing a poetry programme in a secondary-school setting in Iceland.Kristian Guttesen & Kristján Kristjánsson - 2022 - Scandinavian Journal of Educational Research 68 (4):803-823.
    Neo-Aristotelian forms of character education often draw on literary sources as materials, although rarely poetry. This article offers retrospective reflections on a poetry-based character-education intervention, conducted in an Icelandic secondary-school setting. Having run into practical difficulties during the implementation phase, the challenges of implementation were reflected upon through consultation with ten subject experts who shared their views about the enablers and barriers encountered when running such an intervention. The interviews yielded a rich data set, which often took interviewees beyond the (...)
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  3. Eco-Rational Education An Educational Response to Environmental Crisis.Simone Thornton - 2024 - New York: Routledge.
    Eco-Rational Education proposes an educational response to climate change, environmental degradation, and desctructive human relations to ecology through the delivery of critical land-responsive environmental education. -/- The book argues that education is a powerful vehicle for both social change and cultural reproduction. It proposes that the prioritisation and integration of environmental education across the curriculum is essential to the development of ecologically rational citizens capable of responding to the environmental crisis and an increasingly changing world. Using philosophical analysis, particularly environmental (...)
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  4. Ironic Practices as Pedagogical Tools for Accomplishing Italo Calvino’s Lightness.Bianca Thoilliez - forthcoming - Studies in Philosophy and Education:1-18.
    This essay begins with the premise that Italo Calvino’s Memos serve as a fundamentally educational proposition. Each of his lectures can be regarded as a substantive proposal, encouraging a revaluation of our contemporary world through unconventional forms of knowledge, especially considering the challenges posed by the new millennium. The essay’s central objective is to further the intellectual movement initiated by Calvino, but with a specific focus on theorizing education. It aims not to simply apply Calvino’s principles and insights to education (...)
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  5. O uso do texto filosófico na educação básica: é possível ler Kant?Luiz Felipe de Saibro Dossena - 2023 - Revista Digital de Ensino de Filosofia - REFilo 9:1-14.
    É possível trabalhar com textos clássicos da filosofia no atual contexto das escolas públicas brasileiras? Se sim, como fazer uso desses textos? Quais as possibilidades e os limites para nossas pretensões, enquanto professores de filosofia, quanto ao uso do texto filosófico? Importantes teóricos do ensino de filosofia no Brasil, tal como Lidia Maria Rodrigo, Renata Aspis e Silvio Gallo, defenderam que os textos filosóficos não apenas podem e devem ser trabalhados em sala de aula, mas ainda que tais textos devem (...)
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  6. Modelos de aprendizaje en la transición hacia la complejidad como un desafío a la simplicidad.Jefferson Alexander Moreno-Guaicha, Alexis Mena-Zamora & Levis Zerpa Morloy - 2024 - Sophía: Colección de Filosofía de la Educación 1 (36):69-112.
    Esta investigación se emprende motivada por la necesidad de desentrañar la progresión de los modelos de aprendizaje, los cuales se han ido adaptando para responder a las demandas de la sociedad en su dinámica constante de fluctuación y transformaciones. El objetivo de este trabajo es examinar de forma sistemática la evolución de los modelos de aprendizaje, destacando los cambios paradigmáticos que han favorecido la transición de enfoques de aprendizaje tradicionales hacia propuestas más innovadoras y transdisciplinarias. Para lograrlo, se lleva a (...)
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  7. The philosophy of teaching.Arnold Tompkins - 1894 - Boston,: Ginn & company.
    An exploration of the fundamental principles that underpin effective teaching, drawing on educational theory and the author's own experiences as a teacher. Offers practical advice for educators at all levels. This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work is in the "public domain in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute (...)
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  8. BİLİMSEL BİLGİYE VE BİLİMİN DOĞASINA YÖNELİK ÖĞRENCİ GÖRÜŞLERİNİN İNCELENMESİ.Sarıgöz Okan - 2022 - In CUKUROVA 9th INTERNATIONAL SCIENTIFIC RESEARCHES CONFERENCE. pp. 1202-1211.
    Bu araştırmanın amacı, öğretmen adaylarının bilimsel bilginin özelliklerine, önemine ve bilimin doğasına yönelik görüşlerini belirleyebilmektir. Araştırmanın çalışma grubunu, 2021-2022 öğretim yılında Hatay Mustafa Kemal Üniversitesi Eğitim Fakültesine bağlı Türkçe Öğretmenliği, Sınıf Öğretmenliği, Fen Bilgisi Öğretmenliği ve Özel Eğitim Öğretmenliği bölümlerinde okuyan öğretmen adayları oluşturmaktadır.
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  9. Mathematics for Preschoolers. Handboook for parents and educators.Boris Culina - manuscript
    In this handbook, I put into practice my philosophical views on children's mathematics. The handbook contains brief instructions and examples of mathematical activities. In the INSTRUCTIONS section, instructions are given on how, and in part why that way, to help preschool children in their mathematical development. In the ACTIVITIES section, there are examples of activities through which the child develops her mathematical abilities.
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  10. Fictionalism: The Art of Teaching Truth Disguised as Lies.Johan Dahlbeck - 2023 - BRILL.
    Fictionalism confronts the dual epistemological nature of education. In this book, Johan Dahlbeck argues that all education, at bottom, concerns a striving for truth initiated through fictions. This foundational aporia is then interrogated and made sense of via Hans Vaihinger’s philosophy of ‘as if’ and Spinoza’s peculiar form of exemplarism. Using a variety of fictional examples, Dahlbeck investigates the different dimensions of educational fictionalism, from teacher exemplarism to the basic educational fictions necessary for getting started in education in the first (...)
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  11. The Teaching of Reasonableness in Secondary Schools.Raymond Driehuis & Alan Tapper - 2023 - In Marella Ada Mancenido-Bolaños, Caithlyn Alvarez-Abarejo & Leander Penaso Marquez (eds.), The Cultivation of Reasonableness in Education: Community of Philosophical Inquiry. Springer. pp. 119-136.
    A central task of schooling is to cultivate reasonableness in students. In this chapter we show how the teaching of reasonableness can be practiced successfully in secondary schools, using materials from the Western Australian curriculum. The discussion proceeds in four stages. We first defend the claim that the teaching of reasonable is a key aim of schooling. Here we offer an account of reasonableness, which we take to be both a skill and a disposition. Students learn reasonableness through the practice (...)
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  12. Ontological foundations of finnish educational system as reference for overcoming problems in emerging contexts.Jefferson Alexander Moreno-Guaicha & Floralba Aguilar - 2019 - Sophia: Collection of Philosophy of Education 1 (27):233-260.
    The present article arises from the reflection on the failure of external educational models applied in emerging contexts without considering contextual factors of each town. According to Carnoy (1974) there is a strong tradition between underdeveloped countries of coping the cultural forms and successful models from first world societies, without having prepared beforehand the objective and subjective conditions that would determine its success or failure. The aim of this paper is to analyze the philosophical basis of success behind the Finnish (...)
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  13. Management Information System of Public Secondary Schools in Sagbayan District: A Proposed Implementation.Fernando Enad & Nestor Balicoco - 2023 - Psychology and Education: A Multidisciplinary Journal 13 (1):1-7.
    This research tackled the challenges public secondary schools in Sagbayan District, Bohol, faced regarding records management. The study employed a mixed research design, combining both descriptive-qualitative and descriptive- quantitative methods. The qualitative phase involved conducting in-depth interviews and focus group discussions with relevant stakeholders involved in records management. On the other hand, the quantitative phase utilized survey questionnaires to gather data from relevant stakeholders to determine the acceptability of the proposed MIS among end-users. The first phase findings revealed various challenges (...)
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  14. Filosofía de la educación, transdisciplinariedad y formación docente.Moreno-Guaicha Jefferson - 2023 - In Floralba Aguilar, Javier Collado, José Manuel Touriñan, Robert Fernando Bolaños-Vivas, Jefferson Alexander Moreno-Guaicha, Alex Estrada-García, María Alejandra Marcelín-Alvarado, Dante Augusto Galeffi, Florent Pasquier, Nicolás Aguilar-Forero, Elisa Álvarez-Monsalve, Alexis Alberto Mena-Zamora, Odalia Llerena-Companioni, Oscar Santiago Barzaga- Sablón, Grey Zita Zambrano, Elva Vaca-Cárdenas, Yamilia Bárbara Cruz-Álvarez, Fanny Tubay-Zambrano, Cristian Javier Urbina Velasco, María Fernanda Alvarado-Ávila, Joselin Katerine Segovia-Sarmiento, Karina Luzdelia Mendoza-Bravo, Katty Isabel Posligua-Loor, Miguel Orozco-Malo & Cufuna Silva-Amino (eds.), Formación docente desde la filosofía educativa transdisciplinaria. Quito: Abya Yala. pp. 151-172.
    Este capítulo reflexiona sobre las vinculaciones entre filosofía de la educación y transdisciplinariedad, así como su incidencia en la formación de los futuros profesionales de la educación; al respecto, el autor considera que la filosofía de la educación como disciplina filosófica, aporta una perspectiva global, totalizante e integradora sobre el hecho educativo, pero respondiendo siempre a un contexto concreto; es decir, a la realidad educativa del sujeto que aprende, con sus necesidades, problemáticas y situaciones específicas. El autor explica la filosofía (...)
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  15. Grenzen und Möglichkeiten argumentativer Auseinandersetzungen und die unterrichtliche Ausbildung argumentativer Metakompetenzen.Dominik Balg - 2023 - In David Löwenstein, Donata Romizi & Jonas Pfister (eds.), Argumentieren im Philosophie- und Ethikunterricht. Grundfragen, Anwendungen, Grenzen. Göttingen: V&R Unipress. pp. 229-243.
    In dem vorliegenden Beitrag möchte ich an aktuelle argumentationsdidaktische Überlegungen anknüpfen und einen spezifischen Aspekt genauer untersuchen, der von der philosophiedidaktischen Forschung bisher ein Stück weit vernachlässigt worden ist. Dieser Aspekt betrifft die Vermittlung sogenannter argumentativer Metakompetenzen, worunter ich grob gesprochen Fähigkeiten des angemessenen Gebrauchs bzw. der verantwortungsvollen Regulation von argumentativen Kompetenzen verstehe. Die grundlegende Idee ist in diesem Zusammenhang, dass die Ausbildung basaler argumentativer Fähigkeiten zwar grundsätzlich durchaus wichtig und wünschenswert ist, dass aber gleichzeitig ein Einsatz dieser Fähigkeiten in (...)
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  16. Key Pedagogic Thinkers: Jean Baudrillard.Robert Elliott Allinson & James Williams - 2016 - Journal of Pedagogic Development 6 (2):24-30.
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  17. Contextual Effects of Video Tutorials on The Academic Performance of STEM 12 Students.Sherry V. Mecida, Krisna Rika O. Barron, Henry I. I. E. Lemana, Andre Eldridge O. Oberez, Alraiza K. Sampulna, Sheryn Mae M. Huesca, Sabrie K. Bailan, Mike Jones E. Sajorga, Tristan Kyle O. Sarceda, Queenie Rose T. Teniero & Orczy Louis Edniel W. Baculi - 2023 - Universal Journal of Educational Research 2 (2):86-98.
    As schools publicly modernize in response to societal changes, additional teaching and learning methods are developed, observed, and used since learners have different learning styles that make it easier for them to grasp and retain the material. During the COVID-19 pandemic, teachers require different media to keep the classroom involved while presenting the lesson materials online, one of which is video tutorials. The purpose of this study was to analyze the extent of contextual effects of video tutorials used in general (...)
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  18. Modular Instruction in Elementary Education: A Research Study of Adaptability and Attitude in Modular Learning.Rasha Amira S. Khalil, Cindy J. Jorduela & Joan A. Agunos - 2023 - Universal Journal of Educational Research 2 (2):121-130.
    This study focused on the adaptability and attitude of Grade 6 students in the Modular Learning Approach. This study aims to create a comprehensive review of the adaptability and attitude of elementary students in the Modular Learning Approach Especially. It seeks to describe and analyze the following: the profile of the respondents in terms of sex and education of the parents; the adaptability of the respondents toward the relationship between the student's profile in terms of their sex and educational attainment (...)
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  19. Teaching and Learning Indigenous Philosophy in Viral Times.Wayne Wapeemukwa, Eduardo Mendieta & Jules Wong - forthcoming - Teaching Philosophy.
    The authors of this essay challenge the notion that “philosophy” is irredeemably Eurocentric by providing a series of personal, professional, and pedagogical reflections on their experience in a new graduate seminar on “Indigenous philosophy.” The authors—a graduate student, professor, and Indigenous course-facilitator—share in the fashion of “Indigenous storywork,” as outlined by Stó:lō pedagogue Jo-Ann Archibald. We begin with the instructor and how he was personally challenged to re-evaluate his roots and philosophical praxis in spite of his experience teaching over several (...)
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  20. Education for Empire: American Schools, Race, and the Paths of Good Citizenship Review by Manuela A. Gomez. [REVIEW]Gomez Manuela - 2020 - Inter-American Journal of Philosophy 11 (2):68-73.
    Education for Empire: American Schools, Race, and the Paths of Good Citizenship (Stratton, 2016) is much more than a history book about American education. It is a critical work that provides philosophical undertones that challenge our perception about the imperial roles of the U.S. school system. Stratton very clearly and meticulously presents the intricate relationship between history, civics, and geography within school curricula and textbooks. He shows us how these subjects have been manipulated by those in power to promote a (...)
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  21. Indoctrination, Moral Instruction and Non-Rational Beliefs.Michael Merry - 2005 - Educational Theory 55 (4):399-420.
    The manner in which individuals hold various nonevidentiary beliefs is critical to making any evaluative claim regarding an individual's autonomy. In this essay, I argue that one may be both justified in holding nonrational beliefs of a nonevidentiary sort while also being capable of leading an autonomous life. I defend the idea that moral instruction, including that which concerns explicitly religious content, may justifiably constitute a set of commitments upon which rationality and autonomy are dependent. I situate this discussion against (...)
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  22. Progress Ideal and its Implication in a Cosmopolitan Education from the Kantian Thought.Jefferson Moreno, Pablo Andrés Heredia Guzmán & Floralba del Rocío Aguilar-Gordón - 2022 - Revista de Humanidades de Valparaíso 20:311-334.
    The present work includes a discussion about the Kantian ideal of progress and its repercussions in the construction of a cosmopolitan education, by virtue of weighing its validity and the challenges it faces in contemporary times. The manuscript analyzes the Kantian postulates about progress to clarify the guidelines of a cosmopolitan education. The document is structured thanks to the bibliographic study and the consequent systematic review of an exploratory type and the help of the hermeneutical method. The approach to the (...)
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  23. Alfabetización en ciencia y pensamiento crítico en el aula.Fabio Morandín-Ahuerma, Laura Villanueva-Méndez & Abelardo Romero-Fernández - 2022 - In Fabio Morandín-Ahuerma, Laura Villanueva-Méndez & Abelardo Romero-Fernández (eds.), Investigaciones regionales desde Puebla Nororiental. BUAP. pp. 281-302.
    Los autores consideran que la denominada “alfabetización en ciencia” debe estar dirigida a la construcción del pensamiento racional, crítico y creativo en los alumnos; también en el desarrollo de aquellas habilidades docentes necesarias para tener una visión proactiva hacia la ciencia; proponen desarrollar investigación, experimentación y divulgación para que el profesor sea un modelo de información confiable que inspire a que los alumnos a que inicien sus propios proyectos experimentales. Educación integral, afirman, es el cultivo del pensamiento crítico, racional y (...)
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  24. Teaching Ignorance: On the Importance of Developing Psychoanalytic Sensibilities in Education.Jennifer Logue - 2019 - Philosophical Studies in Education 50 (3).
    The author advocates for teaching about varieties of ignorance with a psychoanalytic sensibility as one strategy with which to engage the emotional investments that sustain apathy and the ignorant refusal to care in this new era of suffering and spectatorship. Ignorance, here conceived, is complex, far from consisting only in some passive lack of knowledge. It is understood multidimensionally, as activity, rarely innocent, always inevitable, and entirely ineradicable; it is a powerful agent in the maintenance of oppression, but it is (...)
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  25. The Philosothon: Philosophy as performance.Simon Kidd - 2022 - Journal of Philosophy in Schools 9 (2):41-77.
    This paper addresses the question of the place for competition in philosophy by considering the example of the Philosothon, a popular school-based philosophy competition originating in Western Australia. Criticisms of this competition typically focus either on specific procedural problems, or else on the claim that the competitive spirit is inimical to collaborative philosophical inquiry. The former type of criticism is extrinsic to competitive philosophy per se, while the latter is intrinsic to it. Defenders of the Philosothon dismiss both types of (...)
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  26. Cooperation and competition in the Philosothon.Alan Tapper & Matthew Wills - 2022 - Journal of Philosophy in Schools 9 (2):78-89.
    Philosothons are events in which students practise Community of Philosophical Inquiry, usually with awards being made using three criteria: critical thinking, creative thinking and collaboration. This seems to generate a tension. On the one hand it recognises collaboration as a valued trait; on the other hand, the element of competition may seem antithetical to collaboration. There are various possible considerations relevant to this apparent problem. We can pose them as seven questions. One, do the awards really recognise the best performers? (...)
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  27. Paul Hirst, Education and Epistemic Injustice.Alessia Marabini - 2023 - Journal of Philosophy of Education 57 (Special issue on Paul Hirst):77-90.
    In this paper I individuate and analyse a new type of epistemic injustice that can arise in education and depends on the so-called ‘backtracking fallacy’ in student assessment, which occurs when a teacher confuses (or does not distinguish between) the logical dimension of a framework of disciplinary concepts and its psychological dimension. I will also touch upon a different type of social injustice that might transpire in education. I suggest that familiarity with Paul Hirst's view of liberal education, which presupposes (...)
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  28. Luce Irigaray: A philosophy of teaching in ancient and modern perspective.Richard White - 2022 - Journal of Philosophy of Education 56 (2):251-264.
    Journal of Philosophy of Education, Volume 56, Issue 2, Page 251-264, April 2022.
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  29. Integration in Educational Systems Extended with Artificial Intelligence – Based Technologies.Rossitza Kaltenborn - 2022 - Automatica and Informatics 1 (1):36-41.
    The main problems related to the integration of diverse functional elements of advanced intelligent learning systems are considered. It is shown that the integration of the elements in the learning process is a complex multilayered process due to the great variety and complexity of the ongoing basic processes – cognitive, pedagogical, technological, social and interpersonal. It is emphasized that the need for the integration process to be solved as a multifactor optimization data-driven problem and the use of modern techniques in (...)
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  30. Big Data and Artificial Intelligence Based on Personalized Learning – Conformity with Whitehead’s Organismic Theory.Rossitza Kaltenborn & Mintcho Hadjiski - 2022 - In F. Riffert & V. Petrov (eds.), Education and Learning in a World of Accelerated Knowledge Growth: Current Trends in Process Thought.
    The study shows the existence of a broad conformity between Whitehead’s organismic cosmology and the contemporary theory of complex systems at a relevant level of abstraction. One of the most promising directions of educational transformation in the age of big data and artificial intelligence – personalized learning – is conceived as a system of systems and reveals its close congruence with a number of basic Whiteheadian concepts. A new functional structure of personalized learning systems is proposed, including all the core (...)
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  31. The importance of applying the philosophy program for children.Altunsöz Fadime - 2022 - Dissertation,
    The importance of the philosophy education program for children and its implementation was investigated within the framework of this study. Philosophy for Children (P4C) is a program introduced and developed by Matthew Lipman. The building blocks of Philosophy Education for Children are education, philosophy and children. In this respect, the current study analyzed the place and importance of education, philosophy, the child in history, and various related implementations, as well as how they have evolved through the ages. The current study (...)
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  32. Do processo formativo-educacional no filme Instituto Benjamenta e a superação da imagem ortodoxa, dogmática, pré-filosófica, natural e moral do pensamento em Deleuze e Guattari.Luiz Carlos Mariano da Rosa - 2022 - DEVIR EDUCAÇÃO 6 (1):1-28.
    Baseado na perspectiva da geofilosofia de Deleuze e Guattari em um processo que se sobrepõe à relação envolvendo sujeito e objeto enquanto fronteira do pensamento e que implica o pensamento como desdobramento de uma violência e as formações genealógicas do saber, o artigo se detém na análise do paradoxal mundo do Instituto Benjamenta em uma construção fílmica adaptada do romance Jakob von Gunten, de Robert Walser, que encerra um movimento que traz como conteúdo a matéria que se impõe ao caos (...)
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  33. Da Filosofia da Educação na Arte Cinematográfica entre Foucault e Arendt em Liam, Nietzsche em Sociedade dos Poetas Mortos e Deleuze e Guattari em Instituto Benjamenta.Luiz Carlos Mariano da Rosa - 2022 - Seattle, Washington (USA) & Sao Paulo, Sao Paulo (Brazil): Mariano Da Rosa Academic Editions.
    Baseado no filme “Liam” (2000) e nas implicações ideológicas do processo formativo-educacional no âmbito do totalitarismo, o Professor-Pesquisador Luiz Carlos Mariano Da Rosa, no Capítulo 1 (Da educação no totalitarismo no filme Liam: a escola como “instituição disciplinar” em Foucault e o exercício de educar como introdução de novos seres humanos no mundo em Arendt), analisa a escola como “instituição disciplinar” através da perspectiva de Michel Foucault em uma construção que tende à “fabricação” dos indivíduos enquanto “indivíduos-objetos” e “indivíduos-instrumentos”, convergindo (...)
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  34. The teacher-student relationship: An existential approach.Alison M. Brady - 2019 - Routledge.
    The teacher-student relationship, and how to define it, has often been an area of interest for educational researchers, perhaps because it seems to be so central to the very notion of education itself. Indeed, how might one conceive of the process of education without considering who it is that is being educated, and who it is that is educating? And yet, whilst there are various conceptions of what the role of the teacher is in relation to the student, there is (...)
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  35. Ghosting Inside the Machine: Student Cheating, Online Education and the Omertà of Institutional Liars.Shane J. Ralston - 2021 - In Alison MacKenzie, Jennifer Rose & Ibrar Bhatt (eds.), The Epistemology of Deceit in the Postdigital Era: Dupery by Design. Springer. pp. 251-264.
    'Ghosting' or the unethical practice of having someone other than the student registered in the course take the student's exams, complete their assignments and write their essays has become a common method of cheating in today's online higher education learning environment. Internet-based teaching technology and deceit go hand-in-hand because the technology establishes a set of perverse incentives for students to cheat and institutions to either tolerate or encourage this highly unethical form of behavior. For students, cheating becomes an increasingly attractive (...)
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  36. DA EDUCAÇÃO ENTRE UM NIILISMO RADICAL E UMA “VONTADE DE ARTE” NO FILME INSTITUTO BENJAMENTA E A SUPERAÇÃO DAS IMAGENS DOGMÁTICAS DO PENSAMENTO EM DELEUZE E GUATTARI.Luiz Carlos Mariano da Rosa - 2021 - Revista SCIAS Arte/Educação 2 (10):p. 51-79.
    Baseado na perspectiva da geofilosofia de Deleuze e Guattari em um processo que se sobrepõe à relação envolvendo sujeito e objeto enquanto fronteira do pensamento e que implica o pensamento como desdobramento de uma violência e as formações genealógicas do saber, o artigo se detém na análise do paradoxal mundo do Instituto Benjamenta (1995) em uma construção fílmica adaptada do romance Jakob von Gunten, de Robert Walser, que encerra um movimento que traz como conteúdo a matéria que se impõe ao (...)
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  37. Eğitime Giriş.H. Ünsal (ed.) - 2020 - Ankara, Türkiye: NOBEL AKADEMİK YAYINCILIK.
  38. Sınıf Öğretmeni Adaylarının Tartışmaya Yönelik Öz-Yeterlikleri, Bilimin Doğasına Yönelik İnanışları ve Eleştirel Düşünmeleri Arasındaki İlişkinin İncelenmesi.Rabiya Kıran - 2021 - Dissertation, Aydin Adnan Menderes Üni̇versi̇tesi̇
    Bu araştırmanın ilk amacı, sınıf öğretmeni adaylarının tartışmaya yönelik özyeterlikleri, bilimin doğası inanışları ve eleştirel düşünmeleri arasında sınıf düzeyine göre anlamlı bir fark olup olmadığını incelemektir. İkinci amacı ise, sınıf öğretmeni adaylarının tartışmaya yönelik öz-yeterlikleri, bilimin doğası inanışları ve eleştirel düşünmeleri arasındaki ilişkilerin yapısal eşitlik modeli ile incelenmesidir. Araştırmanın modeli ilişkisel tarama çalışmasıdır. Araştırmanın örneklemini Aydın Adnan Menderes Üniversitesi, Dokuz Eylül Üniversitesi, Pamukkale Üniversitesi, Muğla Sıtkı Koçman Üniversitesi ve Afyon Kocatepe Üniversitesi Temel Eğitim Bölümü Sınıf Öğretmenliği programının birinci, ikinci, üçüncü (...)
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  39. Attitudes of Afghan EFL Lecturers Toward Instructional Technology.Abdullah Noori - 2019 - TechTrends 63 (2):170-178.
    The use of technology is an integral component in the learning and teaching of languages in the twenty-first Century. Around the globe, studies have been carried out to investigate the integration of technology in language classrooms. However, there is a lack of empirical research on this subject in Afghanistan. Therefore, the purpose of this study is to explore Afghan EFL lecturers’ attitudes toward instructional technology, their actual use of instructional technology, and the challenges they face in successfully using instructional technology (...)
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  40. An Investigation of Afghan Undergraduate English Major Students’ Academic Writing Difficulties.Abdullah Noori - 2020 - Journal of Foreign Language Teaching and Learning 5 (2):99-114.
    Academic Writing is a core subject that undergraduate students take during their four years of study. However, many students find the subject challenging. Several studies have been conducted to explore the difficulties students face, yet in Afghanistan, little to no research is available. Hence, this project is a small attempt to address this gap. This research aims to look into the difficulties of undergraduate English major students face in Academic Writing. The writing difficulties were investigated in terms of content, structure, (...)
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  41. Trust Between Teacher and Student in Academic Education at School.Monika Platz - 2022 - Journal of Philosophy of Education 55 (4-5):688-697.
    What is the nature and what is the role of trust between teacher and student in academic education at school? Providing a philosophically informed answer to these questions is the aim of this paper. In its first part, I present a relationship account of trust based on two fundamental assumptions: first, trust between teacher and student is essentially about them being in a trust relationship, and second, the reasons for trust are relationship dependent. The second part explores the role of (...)
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  42. On facing one's students: The relevance of Emmanuel Levinas to teaching in times of Covid‐19.Martine Berenpas - 2021 - Journal of Philosophy of Education 55 (4-5):649-664.
    Journal of Philosophy of Education, EarlyView.
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  43. Unprepared humanities: A pedagogy (forced) online.Houman Harouni - 2021 - Journal of Philosophy of Education 55 (4-5):633-648.
    Journal of Philosophy of Education, EarlyView.
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  44. Creating Reflective Engagement.William Goodwin - 2022 - Teaching Philosophy 45 (1):65-85.
    This paper describes an approach to teaching the philosophy of science to science students that was developed in a context where the course is a lower-level requirement for all natural science majors. This audience made it appropriate to reconsider standard approaches to the field and resulted in an innovative pedagogical strategy subsequently used, in modified form, in more traditional philosophical contexts. This paper describes the pedagogical approach, explains reasons for it, motivates more specific ways of enacting it, and assess its (...)
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  45. Two Years of Specifications Grading in Philosophy.Dennis Earl - 2022 - Teaching Philosophy 45 (1):23-64.
    Points-based grading, though now traditional, faces powerful critiques: Such grading creates a low road to passing, it undermines motivation, it wastes time, and it causes stress. It creates an illusion of mathematical precision. It is unfriendly to necessary conditions for satisfactory performance. This paper defends the alternative of specifications grading. Specifications grading grades only on whether work meets a set of expectations for satisfactory performance, with the expectations set at a high but reachable level. With a high bar also comes (...)
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  46. Making Philosophy of Language Classes Relevant and Inclusive.Theresa Helke - 2022 - Teaching Philosophy 45 (1):87-104.
    In this article, I present a philosophy-of-language assignment which emerges as the hero in a fable with the following trio of villains:ness, Parroting, and Boredom. Building on Penny Weiss’s “Making History of Ideas Classes Relevant”, and serving students taking an introductory course which covers Western theories of meaning, the “You are there” essay conquers Abstractness by requiring students to make a connection between the material and their lives, rendering theories relevant. It conquers Parroting by requiring them to apply theories to (...)
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  47. Why Teaching Matters: A Philosophical Guide to the Elements of Practice, Paul Farber and Dini Metro-Roland, Bloomsbury, 2020, Pp. 224.Barbara S. Stengel - 2021 - Educational Theory 71 (5):665-672.
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  48. Hume's Rhetorical Strategy: Three Views.Daryl Ooi - 2021 - Journal of Scottish Philosophy 19 (3):243–259.
    In the Fragment on Evil, Hume announces that he “shall not employ any rhetoric in a philosophical argument, where reason alone ought to be hearkened to.” To employ the rhetorical strategy, in the context of the Fragment, just is to “enumerate all the evils, incident to human life, and display them, with eloquence, in their proper colours.” However, in Part 11 of the Dialogues Concerning Natural Religion, Hume employs precisely this rhetorical strategy. I discuss three interpretations that might account for (...)
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  49. Hume's Rhetorical Strategy: Three Views.Daryl Ooi - 2021 - Journal of Scottish Philosophy 3 (19):243–259.
    In the Fragment on Evil, Hume announces that he “shall not employ any rhetoric in a philosophical argument, where reason alone ought to be hearkened to.” To employ the rhetorical strategy, in the context of the Fragment, just is to “enumerate all the evils, incident to human life, and display them, with eloquence, in their proper colours.” However, in Part 11 of the Dialogues Concerning Natural Religion, Hume employs precisely this rhetorical strategy. I discuss three interpretations that might account for (...)
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  50. Country Report: The Teaching of Philosophy in Singapore Schools (Part 2).Daryl Ooi - 2021 - Journal of Didactics of Philosophy 5 (2):108-113.
    This country report provides an update on the status of Pre-University Philosophy education in Singapore.
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