This category needs an editor. We encourage you to help if you are qualified.
Volunteer, or read more about what this involves.
Related categories

111 found
Order:
1 — 50 / 111
  1. 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 (...)
    Remove from this list   Direct download  
     
    Export citation  
     
    Bookmark  
  2. Tao of Teaching.Stefan Schindler - unknown1991 - College Teaching 39.
    Remove from this list   Direct download  
     
    Export citation  
     
    Bookmark  
  3. Democratic Deliberation in the Absence of Integration.Michael Merry - forthcoming - In Johannes Drerup, Douglas Yacek & Julian Culp (eds.), The Cambridge Handbook of Democratic Education. Cambridge: Cambridge.
    In order for democratic deliberative interactions in educational settings to fruitfully occur, certain favorable conditions must obtain. In this chapter I chiefly concern myself with one of these putative conditions, namely that of school integration, believed by many liberal scholars to be necessary for consensus-building and legitimate decision-making. I provide a critical assessment of the belief that integration is a necessary facilitative condition for democratic deliberation in the classroom. I demonstrate that liberal versions of democratic deliberation predicated on this condition (...)
    Remove from this list   Direct download  
     
    Export citation  
     
    Bookmark  
  4. Early Career Anxieties in the University: The Crisis of Institutional Bad Faith.Alison M. Brady - 2022 - Cham: Springer.
    The issue of casualisation in universities has received much attention in recent years, with strike action across the UK highlighting the extent of the issue in the sector. In this chapter, I look at the situation in Irish universities, paying particular attention to the anxieties that confront early career staff. Whilst wider neoliberal trends in employment practices has no doubt played a key role in the changing nature of the Irish university, this chapter intends to look at the issue from (...)
    Remove from this list  
     
    Export citation  
     
    Bookmark   1 citation  
  5. Critical Thinking and Epistemic Injustice: An Essay in Epistemology of Education.Alessia Marabini - 2022 - Cham, Switzerland: Springer.
    This book argues that the mainstream view and practice of critical thinking in education mirrors a reductive and reified conception of competences that ultimately leads to forms of epistemic injustice in assessment. It defends an alternative view of critical thinking as a competence that is normative in nature rather than reified and reductive. This book contends that critical thinking competence should be at the heart of learning how to learn, but that much depends on how we understand critical thinking. It (...)
    Remove from this list   Direct download (2 more)  
     
    Export citation  
     
    Bookmark  
  6. Emílio, ou Da Educação, considerações sobre o Livro 1.Sandro Rinaldi Feliciano & Mayara Maciel dos Santos - 2021 - In Pedro Amaro Brito & João Rodrigo Brito (eds.), Docência: processo do aprender e ensinar. Pedro & João Editores. pp. 61-76.
    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 -/- ISBN: 978-65-5869-160-0 [Impresso] 978-65-5869-159-4 [Digital].
    Remove from this list   Direct download (3 more)  
    Translate
     
     
    Export citation  
     
    Bookmark  
  7. 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 (...)
    Remove from this list   Direct download  
     
    Export citation  
     
    Bookmark  
  8. Epistemologia dell'educazione. Pensiero critico, etica ed Epistemic Injustice.Alessia Marabini - 2020 - Rome: Aracne editore.
    Contro una visione prettamente strumentale della razionalità, una tesi di questo libro è che il pensiero critico non può consistere solo di abilità di pensiero deduttivo o inferenziale, ma è più in generale espressione di abilità epistemiche e competenze etiche inerenti al processo della conoscenza intesa come questione complessa, poiché relativa alla formazione della persona che conosce e agisce nel mondo secondo determinati fini, valori, credenze. Una valutazione delle competenze che non tenga conto di questa differenza genera forme di ingiustizia (...)
    Remove from this list   Direct download (3 more)  
    Translate
     
     
    Export citation  
     
    Bookmark  
  9. ‘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 (...)
    Remove from this list   Direct download (3 more)  
     
    Export citation  
     
    Bookmark   1 citation  
  10. Crash Course History of Science: Popular Science for General Education?Allison Marsh & Bethany Johnson - 2020 - Isis 111 (3):588-594.
  11. The world is a big network. Pandemic, the Internet and institutions.Constantin Vica - 2020 - Revista de Filosofie Aplicata 3 (Supplementary Issue):136-161.
    2020 is the year of the first pandemic lived through the Internet. More than half of the world population is now online and because of self-isolation, our moral and social lives unfold almost exclusively online. Two pressing questions arise in this context: how much can we rely on the Internet, as a set of technologies, and how much should we trust online platforms and applications? In order to answer these two questions, I develop an argument based on two fundamental assumptions: (...)
    Remove from this list   Direct download  
    Translate
     
     
    Export citation  
     
    Bookmark  
  12. 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, (...)
    Remove from this list   Direct download (2 more)  
     
    Export citation  
     
    Bookmark  
  13. Philosophical Inquiry with Children: The Development of an Inquiring Society in Australia.Gilbert Burgh & Simone Thornton (eds.) - 2019 - Abingdon, UK: Routledge.
    Philosophy in schools in Australia dates back to the 1980s and is rooted in the Philosophy for Children curriculum and pedagogy. Seeing potential for educational change, Australian advocates were quick to develop new classroom resources and innovative programs that have proved influential in educational practice throughout Australia and internationally. Behind their contributions lie key philosophical and educational discussions and controversies which have shaped attempts to introduce philosophy in schools and embed it in state and national curricula. -/- Drawing together a (...)
    Remove from this list   Direct download (3 more)  
     
    Export citation  
     
    Bookmark   2 citations  
  14. 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 (...)
    Remove from this list   Direct download (2 more)  
     
    Export citation  
     
    Bookmark   2 citations  
  15. 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, (...)
    Remove from this list   Direct download  
     
    Export citation  
     
    Bookmark   5 citations  
  16. "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 (...)
    Remove from this list   Direct download  
     
    Export citation  
     
    Bookmark  
  17. 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 (...)
    Remove from this list   Direct download (2 more)  
    Translate
     
     
    Export citation  
     
    Bookmark  
  18. 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.
    Remove from this list   Direct download (4 more)  
     
    Export citation  
     
    Bookmark  
  19. 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 (...)
    Remove from this list  
     
    Export citation  
     
    Bookmark  
  20. 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 (...)
    Remove from this list  
     
    Export citation  
     
    Bookmark  
  21. 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 (...)
    Remove from this list   Direct download (6 more)  
     
    Export citation  
     
    Bookmark   2 citations  
  22. 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 (...)
    Remove from this list   Direct download (2 more)  
     
    Export citation  
     
    Bookmark   2 citations  
  23. 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 (...)
    Remove from this list   Direct download (4 more)  
     
    Export citation  
     
    Bookmark   4 citations  
  24. 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 (...)
    Remove from this list   Direct download (7 more)  
     
    Export citation  
     
    Bookmark   9 citations  
  25. 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 (...)
    Remove from this list   Direct download (5 more)  
     
    Export citation  
     
    Bookmark   9 citations  
  26. 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 (...)
    Remove from this list   Direct download (5 more)  
     
    Export citation  
     
    Bookmark   3 citations  
  27. 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.
    Remove from this list   Direct download  
    Translate
     
     
    Export citation  
     
    Bookmark  
  28. 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.
    Remove from this list  
    Translate
     
     
    Export citation  
     
    Bookmark  
  29. 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.
    Remove from this list   Direct download (7 more)  
     
    Export citation  
     
    Bookmark   26 citations  
  30. 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 (...)
    Remove from this list   Direct download  
     
    Export citation  
     
    Bookmark   20 citations  
  31. 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 (...)
    Remove from this list   Direct download (7 more)  
     
    Export citation  
     
    Bookmark   2 citations  
  32. 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 (...)
    Remove from this list   Direct download (5 more)  
     
    Export citation  
     
    Bookmark  
  33. Confronting the Brain in the Classroom: Lycée Policy and Pedagogy in France, 1874–1902.Larry McGrath - 2015 - History of the Human Sciences 28 (1):3-24.
    During the influx of neurological research into France from across Europe that took place rapidly in the late 19th century, the philosophy course in lycées was mobilized by education reformers as a means of promulgating the emergent brain sciences and simultaneously steering their cultural resonance. I contend that these linked prongs of philosophy’s public mission under the Third Republic reconciled contradictory pressures to advance the nation’s scientific prowess following its defeat in the Franco-Prussian war of 1870 without dropping France’s distinct (...)
    Remove from this list   Direct download  
     
    Export citation  
     
    Bookmark   2 citations  
  34. Around the World in 76 Chapters: A Guided Tour of Research in History, Philosophy and Science Teaching.Zuraya Monroy-Nasr - 2015 - Science & Education 24 (7-8):1009-1022.
    Michael R. Matthews International Handbook of Research in History, Philosophy and Science Teaching. Springer, Dordrecht. ISBN: 978-94-007-7653-1, 2532 pp, $999.00.
    Remove from this list   Direct download (3 more)  
     
    Export citation  
     
    Bookmark  
  35. 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.
  36. 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 (...)
    Remove from this list  
    Translate
     
     
    Export citation  
     
    Bookmark  
  37. 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).
    Remove from this list   Direct download  
    Translate
     
     
    Export citation  
     
    Bookmark  
  38. 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 (...)
    Remove from this list   Direct download  
    Translate
     
     
    Export citation  
     
    Bookmark  
  39. Introduction, Philosophy Through Teaching.Michael Cholbi - 2014 - In E. Esch R. Kraft & K. Hermberg (eds.), Philosophy through Teaching. Philosophy Documentation Center.
  40. Using History to Teach Mechanics.Colin Gauld - 2014 - In Michael R. Matthews (ed.), International Handbook of Research in History, Philosophy and Science Teaching. Springer. pp. 57-95.
    History of mechanics can contribute to the teaching of mechanics in two major ways. It can help students to learn about the nature of science and it can provide illustrations, stories and experiments which assist the teacher in overcoming some of the misconceptions students appear to share with scientists of the past. In this chapter a brief overview of the history of mechanics is presented in which emphasis is placed on the different types of motion which have been of interest (...)
    Remove from this list   Direct download  
     
    Export citation  
     
    Bookmark   2 citations  
  41. 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. (...)
    Remove from this list   Direct download  
     
    Export citation  
     
    Bookmark  
  42. "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.
  43. 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.
  44. 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 (...)
    Remove from this list   Direct download (3 more)  
     
    Export citation  
     
    Bookmark   1 citation  
  45. Teaching Philosophy Through Lincoln-Douglas Debate.Jacob Nebel, Ryan W. Davis, Peter van Elswyk & Ben Holguin - 2013 - Teaching Philosophy 36 (3):271-289.
    This paper is about teaching philosophy to high school students through Lincoln-Douglas (LD) debate. LD, also known as “values debate,” includes topics from ethics and political philosophy. Thousands of high school students across the U.S. debate these topics in class, after school, and at weekend tournaments. We argue that LD is a particularly effective tool for teaching philosophy, but also that LD today falls short of its potential. We argue that the problems with LD are not inevitable, and we offer (...)
    Remove from this list   Direct download (4 more)  
     
    Export citation  
     
    Bookmark   1 citation  
  46. Constructive Realism and Science Education.Khosrow Bagheri Noaparast - 2013 - Journal of Curriculum Studies 7 (28):81-92.
    Constructive realism (CR) is an attempt to overcome the difficulties associated with naïve realism and radical constructivism. There are different versions for CR. In this paper, I defend a particular version of CR. Complexity of reality, on the one hand, and the impact of human mind, language, and culture, on the other, leads to the inevitable contribution of constructs in knowledge development. According to the CR, even if mental, linguistic and cultural side of constructs could not be avoided in principle, (...)
    Remove from this list   Direct download  
    Translate
     
     
    Export citation  
     
    Bookmark  
  47. 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 (...)
    Remove from this list   Direct download  
    Translate
     
     
    Export citation  
     
    Bookmark  
  48. 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 (...)
    Remove from this list   Direct download (9 more)  
     
    Export citation  
     
    Bookmark   7 citations  
  49. Peter Heering and Roland Wittje , Learning by Doing: Experiments and Instruments in the History of Science Teaching. Stuttgart: Franz Steiner Verlag, 2011. Pp. 362. ISBN 978-3-515-09842-7. €49.00. [REVIEW]Richard Dunn - 2012 - British Journal for the History of Science 45 (2):310-312.
  50. Learning by Doing: Experiments and Instruments in the History of Science Teaching. [REVIEW]Dana Freiburger - 2012 - Isis 103:767-769.
1 — 50 / 111