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  1. added 2020-04-24
    Philosophical Inquiry with Children.Gilbert Burgh (ed.) - 2019 - Abingdon, UK: Routledge.
  2. added 2020-04-13
    ‘Why Aren’T You Taking Any Notes?’ On Note-Taking as a Collective Gesture.Lavinia Marin & Sean Sturm - 2020 - Educational Philosophy and Theory:1-8.
    The practice of taking hand-written notes in lectures has been rediscovered recently because of several studies on its learning efficacy in the mainstream media. Students are enjoined to ditch their laptops and return to pen and paper. Such arguments presuppose that notes are taken in order to be revisited after the lecture. Learning is seen to happen only after the event. We argue instead that student’s note-taking is an educational practice worthy in itself as a way to relate to the (...)
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  3. added 2020-04-13
    Post-Critical Perspectives on Higher Education.Naomi Hodgson, Joris Vlieghe & Piotr Zamojski (eds.) - 2020 - Springer.
    This book addresses essential educational dimensions of the university that are often overlooked, not only by prevailing discourses and practices but also by standard critical approaches to higher education. Each chapter takes a different approach to the articulation of a ‘post-critical’ view of the university, and focuses on a specific dimension, including lectures, academic freedom, and the student experience. The ‘post-critical’ attitude offers an affirmative approach to the constitutive educational practices of the university. It is ‘post-’ because it is a (...)
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  4. added 2020-02-08
    Epistemologia dell'educazione. Pensiero critico, etica ed Epistemic Injustice.Alessia Marabini - 2020 - Rome: Aracne editore.
    Il “pensiero critico” (o critical thinking) è un pensiero ragionevole finalizzato a una decisione riguardo a cosa credere o cosa fare. Ma cosa ha a che fare con l’educazione? Contro una visione prettamente strumentale e troppo tecnica della razionalità, la tesi di questo libro è che l’acquisizione di competenze e abilità tecniche intese come standard non è sufficiente a formare la capacità critica. Inoltre, una valutazione delle competenze a partire da questo genere di abilità può dare adito a forme di (...)
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  5. added 2019-11-04
    On the Benefits of Philosophy as a Way of Life in a General Introductory Course.Jake Wright - 2020 - Metaphilosophy 51 (2-3):435-454.
    Philosophy as a way of life (PWOL) places investigations of value, meaning, and the good life at the center of philosophical investigation, especially of one’s own life. I argue PWOL is compatible with general introductory philosophy courses, further arguing that PWOL-based general introductions have several philosophical and pedagogical benefits. These include the ease with which high impact practices, situated skill development, and students’ ability to ‘think like a disciplinarian’ may be incorporated into such courses, relative to more traditional introductory courses, (...)
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  6. added 2019-09-23
    Emílio, ou Da Educação, considerações sobre o Livro 1.Sandro Rinaldi Feliciano & Mayara Maciel dos Santos - manuscript
    This is a simple work, a Book review, in fact, that try to show Jean Jacques Rousseau ideas on the first book of Emile, or on Education, in their writes “The age of need” period between the birth and the 2 years of their fictional character Emile, -/- Doi: 10.13140/RG.2.2.18339.76324.
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  7. added 2019-08-18
    In Support of Disciplinarity in Teaching Sociology: Reflections From Ireland.Amanda Haynes - 2017 - Teaching Sociology 45 (1):54-64.
    This article argues for the importance of disciplinarity in the education of novice sociologists and considers the impact of the European Higher Education Area (EHEA) on opportunities for undergraduate students to achieve a command of the discipline. The promotion of modularization and generic skills integral to establishing the EHEA can be understood as incrementally undermining disciplinarity. Moreover, values enshrined in the EHEA specifically disadvantage sociological disciplinarity by promoting service to the market over mastery of a discipline. This article presents the (...)
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  8. added 2019-08-17
    Education in the Age of the Screen. Possibilities and Transformations in Technology.Nancy Vansieleghem, Joris Vlieghe & Manuel Zahn (eds.) - 2019 - London: Routledge.
    This edited volume brings together experts from across the field of education to explore how traditional pedagogic and didactic forms and processes are changing, or even disappearing, as a result of new technologies being used for education and learning. -/- Considering the use, opportunites and limitations of technologies including interactive whiteboards, tablets, smart phones, search engines and social media platforms, chapters draw on primary and secondary research to illustrate the wide-reaching and often salient changes which new digital technologies are introducing (...)
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  9. added 2019-06-06
    Polling as Pedagogy: Experimental Philosophy as a Valuable Tool for Teaching Philosophy.Thomas Nadelhoffer & Eddy Nahmias - 2008 - Teaching Philosophy 31 (1):39-58.
    First, we briefly familiarize the reader with the emerging field of “experimental philosophy,” in which philosophers use empirical methods, rather than armchair speculation, to ascertain laypersons’ intuitions about philosophical issues. Second, we discuss how the surveys used by experimental philosophers can serve as valuable pedagogical tools for teaching philosophy—independently of whether one believes surveying laypersons is an illuminating approach to doing philosophy. Giving students surveys that contain questions and thought experiments from philosophical debates gets them to actively engage with the (...)
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  10. added 2019-04-26
    Supervision and Intervision in the Work of Educational Professionals.Irina Ivanyuk - 2018 - Psychology and Psychosocial Interventions 1:36-40.
    The article describes a comparative analysis of research on the approaches and peculiarities of the implementation of supervision and intervision in the professional activity of teachers abroad and in Ukraine. The concept of supervision and intervision in the work of teachers in the secondary school is revealed. The use of supervision and interference in the professional activity of teachers makes it possible to effectively prevent their emotional and professional burnout. It is noted that in Ukraine, for the first time, a (...)
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  11. added 2019-04-06
    人間進化と二つの教育:人間進化の過程において教育はどの ような役割を果たしたか.Hisashi Nakao - 2016 - 現代思想 10 (44):188-197.
    This paper examines the theory of natural pedagogy theory especially by focusing on its explanation of overimitation.
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  12. added 2018-12-11
    On the Difficulties of Writing Philosophy From a Racialized Subjectivity.Grant Joseph Silva - 2018 - APA Newsletter on Hispanic/Latino Issues in Philosophy 18 (1):2-6.
    This essay is about the loss of voice. It is about the ways in which the act of writing philosophy often results in an alienating and existentially meaningless experience for many budding philosophers, particularly those who wish to think from their racialized and gendered identities in professional academic philosophy.
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  13. added 2018-11-01
    The Truth, but Not Yet: Avoiding Naïve Skepticism Via Explicit Communication of Metadisciplinary Aims.Jake Wright - 2019 - Teaching in Higher Education 24 (3):361-377.
    Introductory students regularly endorse naïve skepticism—unsupported or uncritical doubt about the existence and universality of truth—for a variety of reasons. Though some of the reasons for students’ skepticism can be traced back to the student—for example, a desire to avoid engaging with controversial material or a desire to avoid offense—naïve skepticism is also the result of how introductory courses are taught, deemphasizing truth to promote students’ abilities to develop basic disciplinary skills. While this strategy has a number of pedagogical benefits, (...)
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  14. added 2018-10-05
    Teaching Toward the 24th Century Star Trek as Social Curriculum.Karen Anijar - 2000
  15. added 2018-06-01
    Cultivating Standards of Taste: "Aisthesis" in Liberal Arts and Science Pedagogy.Ryan Wittingslow & Chris May - 2018 - Configurations 26 (3).
    A shared goal amongst most educators, we argue, is to supplant students’ raw or “naive” intuitions with more refined intuitions about a particular domain. Educators want students, and people more generally, to recognize when ideas, frameworks, and processes don’t “look right”. When we know that something does not look right, sound right, or feel right, we investigate further. We seek to fill in the gaps between our knowledge and we attempt to learn new approaches for solving problems. Lifelong learning, in (...)
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  16. added 2018-04-20
    "No School is an Island: Negotiation Betweenalternative Education Ideals and Mainstream Education- the Case of Violinschool".L. Hadar, Y. Hotam & Arie Kizel - 2018 - Pedagogy, Culture and Society 26 (1):69 - 85.
    This paper provides insights into the pedagogy in practice of non-mainstream education through a qualitative case study of an alternative school in the context of the Israeli school system. The school’s alternative agenda is based on being isolated from mainstream education. We explore the negotiations between the school’s pedagogy and mainstream educational standards. We point to the tensions stemming from the intersections between the school’s ideals and the external context. This issue is significant for understanding the voices that affect alternative (...)
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  17. added 2018-03-26
    From Brackets to Arrows: Sets, Categories and the Deleuzian Pedagogy of Mathematics.Rocco Gangle - 2013 - In Inna Semetsky & Diana Masny (eds.), Deleuze and Education. Edinburgh, UK: Edinburgh University Press. pp. 155-173.
  18. added 2018-03-06
    Ethical Education as a Normative Philosophical Perspective.Ignace Haaz - manuscript
    Part of education as interactive exercise is related to a community of practitioners, a dialogue based philosophy of morals which supposes ethical normative characteristics of the discourse. This normative layer can be interpreted either in relation to the lifeworld, i. e. to the understanding of the good life. Alternatively, it can be realized in relation to some cultural rights, since a mutual recognition based ethics, aiming at highlighting culture as necessary feature of human dignity, can explain an ultimate goal of (...)
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  19. added 2017-08-08
    How Should We Train PhD Students in the Biosciences?Jonathan Bard - 1994 - Bioessays 16 (8):529-530.
  20. added 2017-07-30
    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.), Proceedings of the Philosophy of Education Society of Australasia 2008 Conference: The ownership and dissemination of knowledge. 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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  21. added 2017-07-29
    Reconstruction of Thinking Across the Curriculum Through the Community of Inquiry.Kim Nichols, Gilbert Burgh & Liz Fynes-Clinton - 2017 - In Maughn Rollins Gregory, Joanna Haynes & Karin Murris (eds.), The Routledge International Handbook of Philosophy for Children. Abingdon: Routledge. pp. 245-252.
    Thinking skills pedagogies like those employed in a community of inquiry (COI) provide a powerful teaching method that fosters reconstruction of thinking in both teachers and students. This collaborative, dialogic approach enables teachers and students to think deeply about the thinking process within a supportive, structured learning environment, by fostering the transformative potential of lived experience. This paper explores the potential for cognitive dissonance (genuine doubt) during students’ experiences of inquiry to be transformed into impetus for the acquisition and improvement (...)
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  22. added 2017-07-29
    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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  23. added 2017-07-29
    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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  24. added 2017-07-29
    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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  25. added 2017-07-29
    Communities of Inquiry: Politics, Power and Group Dynamics.Gilbert Burgh & Mor Yorshansky - 2011 - Educational Philosophy and Theory 43 (5):436-452.
    The notion of a community of inquiry has been treated by many of its proponents as being an exemplar of democracy in action. We argue that the assumptions underlying this view present some practical and theoretical difficulties, particularly in relation to distribution of power among the members of a community of inquiry. We identify two presuppositions in relation to distribution of power that require attention in developing an educational model that is committed to deliberative democracy: (1) openness to inquiry and (...)
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  26. added 2017-07-29
    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: UNESCO, Regional Unit for Social and Human Sciences in Asia and the Pacific. 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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  27. added 2017-07-29
    Professional Development and Training.Gilbert Burgh - 2008 - Proceedings of the Xxii World Congress of Philosophy 27:5-13.
    The task of teaching students how to think well rests formally with schools and the classroom teachers who work within them. The education system has a responsibility to fulfil the need for relevance in the school curriculum. A corollary is that the teaching profession, through collective efforts, needs to transform the ways in which curriculum and teaching are conceived. This is not to say that teachers cannot or should not work with existing curriculum, but rather that we need to reconceptualise (...)
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  28. added 2017-07-29
    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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  29. added 2017-07-29
    Improving Teacher Education Students’ Ethical Thinking Using the Community of Inquiry Approach.Mark Freakley & Gilbert Burgh - 1999 - Analytic Teaching and Philosophical Praxis 19 (1):38-45.
    The notion of a community of inquiry has been treated by many of its proponents as being an exemplar of democracy in action. We argue that the assumptions underlying this view present some practical and theoretical difficulties, particularly in relation to distribution of power among the members of a community of inquiry. We identify two presuppositions in relation to distribution of power that require attention in developing an educational model that is committed to deliberative democracy: (1) openness to inquiry and (...)
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  30. added 2017-07-20
    Unamuno: el catedrático y su misión educativa.Emanuel J. Maroco Dos Santos - 2016 - Revista Sul-Americana de Filosofia E Educação 26:57-81.
    Unamuno, en cuanto rector de la Universidad de Salamanca, fue un intelectual comprometido con la realidad académica que dirigía. De sus preocupaciones educativas, se destaca su insistente crítica al catedrático de la Universidad española de finales del siglo XIX y principios del XX. El presente estudio pretende recuperar y precisar los motivos de dicha crítica, así como las propuestas del autor para la reformulación de las funciones y misión educativas del profesor universitario.
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  31. added 2017-07-20
    Unamuno y la "poiesis" educativa: la demagogía, en cuanto educación del pueblo, y sus métodos de enseñanza.Emanuel J. Maroco Dos Santos - 2015 - Cuadernos Del Tomás 7:91-126.
    En este artículo nos proponemos exponer los rasgos esenciales de la poiesis educativa de Unamuno, en su aspecto demagógico* o demopédico*. Por cuestiones metodológicas, expondremos, en primer lugar, las razones que nuestro autor ha sostenido para legitimar la necesidad de dicha educación, que debería alejarse del especialismo* germánico (Fachmann), con vistas a determinar las técnicas de enseñanza de su labor educativa popular, que, en su pensamiento, asume rasgos esencialmente ético-normativos (Gentleman).
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  32. added 2017-07-20
    Unamuno y las pedagogías vigentes en España a finales del siglo XIX y principios del XX.Emanuel J. Maroco Dos Santos - 2015 - Revista de Educación y Desarrollo 33:5-13.
    En este estudio, que intenta analizar la relación que Unamuno mantuvo con las pedagogías vigentes en España a finales del siglo XIX y principios del XX, procuraremos determinar los aspectos que han alejado al insigne rector salmantino de los métodos pedagógicos de los jesuitas (emulación), de la escolástica (retórica) y de las Escuelas del Avemaría (juego), que, como es bien sabido, han estructurado la enseñanza en España durante el susodicho período. Pero, más allá de su enfoque histórico, este estudio permitirá (...)
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  33. added 2017-07-05
    "Doing Philosophy--The Sooner the Better".Jennifer Wilson Mulnix & M. J. Mulnix - 2014 - In Emily Esch, Kevin Hermberg & Rory E. Kraft Jr (eds.), Philosophy Through Teaching. Charlottesville, USA: Philosophy Documentation Center. pp. 245-249.
  34. added 2017-01-13
    Assessing Concept Possession as an Explicit and Social Practice.Alessia Marabini & Luca Moretti - 2017 - Journal of Philosophy of Education 51 (4):801-816.
    We focus on issues of learning assessment from the point of view of an investigation of philosophical elements in teaching. We contend that assessment of concept possession at school based on ordinary multiple-choice tests might be ineffective because it overlooks aspects of human rationality illuminated by Robert Brandom’s inferentialism––the view that conceptual content largely coincides with the inferential role of linguistic expressions used in public discourse. More particularly, we argue that multiple-choice tests at schools might fail to accurately assess the (...)
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  35. added 2017-01-08
    Teaching Virtue: Changing Attitudes.Alessandra Tanesini - 2016 - Logos and Episteme 7 (4):503-527.
    In this paper I offer an original account of intellectual modesty and some of its surrounding vices: intellectual haughtiness, arrogance, servility and self-abasement. I argue that these vices are attitudes as social psychologists understand the notion. I also draw some of the educational implications of the account. In particular, I urge caution about the efficacy of direct instruction about virtue and of stimulating emulation through exposure to positive exemplars.
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  36. added 2017-01-08
    Humility, Listening and ‘Teaching in a Strong Sense’.Andrea R. English - 2016 - Logos and Episteme 7 (4):529-554.
    My argument in this paper is that humility is implied in the concept of teaching, if teaching is construed in a strong sense. Teaching in a strong sense is a view of teaching as linked to students’ embodied experiences (including cognitive and moral-social dimensions), in particular students’ experiences of limitation, whereas a weak sense of teaching refers to teaching as narrowly focused on student cognitive development. In addition to detailing the relation between humility and strong sense teaching, I will also (...)
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  37. added 2017-01-06
    Ethical Competence for Teachers: A Possible Model.Roxana-Maria Ghiațău - 2015 - Symposion: Theoretical and Applied Inquiries in Philosophy and Social Sciences 2 (3):387–403.
    In Education Sciences, the notion of ‘competence’ is widely used, both as an aim to be reached with students and as performance in teachers’ education. This article advances a type of competence that is highly relevant for teachers’ work, namely the ‘ethical competence.’ Ethical competence enables teachers to responsibly deal with the daily challenges arising from their professional roles. In this study, I put forward a definition of ethical competence and I propose a conceptual structure, both meant to support the (...)
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  38. added 2016-12-12
    Using a Writing Portfolio Project to Teach Critical Thinking Skills.Jennifer Wilson Mulnix - 2010 - Teaching Philosophy 33 (1):27-54.
    In this paper, we present an especially effective tool for helping students to learn and apply the skills of critical reasoning. Our Writing Portfolio Project is a set of nine progressively staged writing assignments that guide students through the formulation and development of an argumentative paper. The set of assignments are designed to reinforce, reintroduce, and repeat critical reasoning skills. In this paper, we articulate the potential uses for the Writing Portfolio Project, give a brief explanation of the reasoning behind (...)
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  39. added 2016-10-12
    Pedagogies of Reflection: Dialogical Professional-Development Schools in Israel.Arie Kizel - 2014 - Advances in Research on Teaching 22:113 – 136.
    This chapter discusses a form of pedagogy of reflection suggested to be defined as the dialogical-reflective professional-development school (DRPDS)  a framework that develops and empowers students by engaging them in a process of continual improvement, responding to diverse situations, providing stimuli for learning, and giving anchors for mediation. The pedagogy of reflection relates to dialogue not only from a theoretical historical context but also by way of example  that is, it offers empowering dialogues within the traditional teacher-training framework. (...)
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  40. added 2016-10-12
    The Philosophy of Social Segregation in Israel's Democratic Schools.Arie Kizel - 2013 - Philosophy Study 3 (11):1042 – 1050.
    Democratic private schools in Israel are a part of the neo-liberal discourse. They champion the dialogic philosophy associated with its most prominent advocates—Martin Buber, Emmanuel Levinas—together with Paulo Freire’s critical pedagogy, the humanistic psychology propounded by Carl Rogers, Nel Noddings’s pedagogy of care and concern, and even Gadamer’s integrative hermeneutic perspective. Democratic schools form one of the greatest challenges to State education and most vocal and active critique of the focus conservative education places on exams and achievement. This article describes (...)
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  41. added 2016-07-30
    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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  42. added 2016-06-20
    Tao of Teaching.Stefan Schindler - unknown1991 - College Teaching 39.
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  43. added 2016-04-22
    Some Thoughts on Thinking and Teaching Styles.Alan Schwerin - 1996 - Inquiry: Critical Thinking Across the Disciplines 16 (1):48-54.
    Descartes provides us with an invaluable framework for thinking critically. And his views on personhood can serve both as a guide for critical thinking and as a means to sharpen some of the concepts central to these programs. My paper is an attempt to illustrate the effectiveness of the seventeenth century Cartesian conception of thinking for scholars today who stress critical thinking in the classroom.
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  44. added 2016-04-04
    Why Do Women Leave Philosophy? Surveying Students at the Introductory Level.Morgan Thompson, Toni Adleberg, Sam Sims & Eddy Nahmias - 2016 - Philosophers' Imprint 16.
    Although recent research suggests that women are underrepresented in philosophy after initial philosophy courses, there have been relatively few empirical investigations into the factors that lead to this early drop-off in women’s representation. In this paper, we present the results of empirical investigations at a large American public university that explore various factors contributing to women’s underrepresentation in philosophy at the undergraduate level. We administered climate surveys to hundreds of students completing their Introduction to Philosophy course and examined differences in (...)
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  45. added 2016-01-19
    Perceived Weaknesses of Philosophical Inquiry: A Comparison to Psychology.Wesley Buckwalter & John Turri - 2016 - Philosophia 44 (1):33-52.
    We report two experiments exploring the perception of how contemporary philosophy is often conducted. We find that (1) participants associate philosophy with the practice of conducting thought experiments and collating intuitions about them, and (2) that this form of inquiry is viewed much less favourably than the typical form of inquiry in psychology: research conducted by teams using controlled experiments and observation. We also found (3) an effect whereby relying on intuition is viewed more favorably in the context of team (...)
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  46. added 2016-01-15
    Fachdidaktik und Kompetenzorientierung im altsprachlichen Unterricht.Rainer Nickel - 2015 - In Magnus Frisch (ed.), Alte Sprachen - neuer Unterricht (Ars Didactica; Bd. 1). pp. 35-52.
    Kompetenzorientierung ist eine grundlegende Aufgabe eines modernen altsprachlichen Unterrichts. Diese These wird nicht allgemein akzeptiert. Sie muss vielmehr gegen massive altphilologische Kritik verteidigt und begründet werden. Mit der Kompetenzorientierung wird ein fachdidaktischer Perspektivenwechsel angebahnt, der den Anwendungs- und Handlungsbezug schulischen Lernens deutlich in den Vordergrund stellt und dabei die fachspezifischen Kompetenzen des altsprachlichen Unterrichts stark betont: Dazu gehören u. a. die begründete Konstruktion des Wertvollen, das Begreifen des "Klassischen" als das Ergebnis eines Rezeptionsprozesses, der permanente Nachweis, dass das Übersetzen altsprachlicher (...)
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  47. added 2015-11-30
    Lab Notes: Write-Up of an Experiment in Collaborative Anthropology.Meg Stalcup - 2011 - In P. Rabinow (ed.), The Accompaniment: Assembling the Contemporary. University of Chicago. pp. 132-139.
    What are the actual practices of intellectual co-laboring? In the spring of 2006, we began an experiment in collaborative anthropology. There was a dual impetus to our efforts: a desire to deal head-on with inadequacies in our academic environment; and a strong feeling that the classic norms of qualitative inquiry needed to become contemporary. Collaboration struck us as potentially key to both. We drew a parallel to laboratory experiments. In the textbook version, one begins with a question, formulates a hypothesis, (...)
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  48. added 2015-11-22
    Mathematical Foundations of a Cultural Project or Ramchandra's Treatise “Through the Unsentimentalised Light of Mathematics”.Dhruv Raina - 1992 - Historia Mathematica 19 (4).
    The nineteenth century witnessed a number of projects of cultural rapprochement between the knowledge traditions of the East and West. This paper discusses the attempt to render elementary calculus amenable to an Indian audience in the indigenous mathematical idiom, undertaken by an Indian polymath, Ramchandra. The exercise is specifically located in his book A Treatise on the Problems of Maxima and Minima. The paper goes on to discuss the “vocation of failure” of the book within the context of encounter and (...)
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  49. added 2015-07-28
    Cognitive Mechanisms Matter - but They Do Not Explain the Absence of Teaching in Chimpanzees.Richard Moore & Claudio Tennie - 2015 - Behavioral and Brain Sciences 38:e50.
  50. added 2015-06-18
    International Handbook of Academic Research and Teaching: Proceedings of Intellectbase International Consortium, Vol 22, Spring 2012, San Antonio, TX, USA, 298-306.David King & Karina Dyer (eds.) - 2012 - Intellectbase International Academic Consortium.
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