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  1. Imagining Critical Cosmic Pedagogy Nested Within Critical Pedagogy.I. Isaacs Tracey - 2015 - Filosofiâ I Kosmologiâ 14 (1):161-172.
    The infinite problems attendant with mass public schooling requires evermore resilient and innovative theories to buttress an account of education that is socially defensible. While educational inequality could previously be attributed to developing nations due to their economic underdevelopment, developed nations too, with growing rapidity have to confront their internal burgeoning crises in education. It is against this backdrop that I focus on the possibility of expanding a notion of critical pedagogy by nesting the concept of cosmic pedagogy therein. As (...)
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  • The Current State of Play.Peter K. Smith - 1982 - Behavioral and Brain Sciences 5 (1):172.
  • The Facts About Fantasy.Dennis P. Wolf - 1982 - Behavioral and Brain Sciences 5 (1):172.
  • The Essentials of Play?Brian Vandenberg - 1982 - Behavioral and Brain Sciences 5 (1):171.
  • The Epistemology of the Play Theorist.Brian Sutton-Smith - 1982 - Behavioral and Brain Sciences 5 (1):170.
  • Why Does Play Matter?Stephen J. Suomi - 1982 - Behavioral and Brain Sciences 5 (1):169.
  • Play as a Mode.Helen B. Schwartzman - 1982 - Behavioral and Brain Sciences 5 (1):168.
  • Play—Immediate or Long-Term Adaptiveness?Frank E. Poirier - 1982 - Behavioral and Brain Sciences 5 (1):167.
  • Explaining the Evolutionary Significance of Intellectual Play: Are We Barking Up the Wrong Tree?Paul E. McGhee - 1982 - Behavioral and Brain Sciences 5 (1):166.
  • Play as Whimsy.Michael Lewis - 1982 - Behavioral and Brain Sciences 5 (1):166.
  • Some Missed Opportunities in Theories of Play.David F. Lancy - 1982 - Behavioral and Brain Sciences 5 (1):165.
  • On the Evolution of Play by Means of Artificial Selection.Michael T. Ghiselin - 1982 - Behavioral and Brain Sciences 5 (1):165.
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  • Play Stimulated by Environmental Complexity Alters the Brain and Improves Learning Abilities in Rodents, Primates, and Possibly Humans.P. A. Ferchmin & A. Eterović - 1982 - Behavioral and Brain Sciences 5 (1):164.
  • Skill and Intelligence: The Functions of Play.Greta G. Fein - 1982 - Behavioral and Brain Sciences 5 (1):163.
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  • Play: Structure and Function.Michael Fassino - 1982 - Behavioral and Brain Sciences 5 (1):162.
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  • Skill and Flexibility in Animal Play Behavior.Robert Fagen - 1982 - Behavioral and Brain Sciences 5 (1):162.
  • The Flexibility and Affective Autonomy of Play.Irenäus Eibl-Eibesfeldt - 1982 - Behavioral and Brain Sciences 5 (1):160.
  • Does Being Human Matter? On Some Interpretive Problems of Comparative Ludology.Mihaly Csikszentmihalyi - 1982 - Behavioral and Brain Sciences 5 (1):160.
  • Comparison Matters: Curiosity, Bears, Surplus Energy, and Why Reptiles Do Not Play.Gordon M. Burghardt - 1982 - Behavioral and Brain Sciences 5 (1):159.
  • Hypotheses About Play.Irwin S. Bernstein - 1982 - Behavioral and Brain Sciences 5 (1):158.
  • Functions of Play: First Steps Toward Evolutionary Explanation.C. M. Berman - 1982 - Behavioral and Brain Sciences 5 (1):157.
  • Functional Aspects of Play as Revealed by Structural Components and Social Interaction Patterns.Marc Bekoff - 1982 - Behavioral and Brain Sciences 5 (1):156.
  • The Nature-Nurture Error Again.John D. Baldwin - 1982 - Behavioral and Brain Sciences 5 (1):155.
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  • Does Play Matter? Functional and Evolutionary Aspects of Animal and Human Play.Peter K. Smith - 1982 - Behavioral and Brain Sciences 5 (1):139.
  • Learning to Trust Our Students.Barbara J. Thayer-Bacon - 2012 - Ethics and Education 7 (2):149-161.
    Thayer-Bacon uses this opportunity to further explore Rancière's ideas concerning equality as described in The Ignorant Schoolmaster and their connection to democracy, as he explains in Hatred of Democracy. For Rancière, intelligence and equality are synonymous terms, just as reason and will are synonymous terms. Rancière recommends the only way to really teach a student is by viewing the student as an equal. Thayer-Bacon learned to view students as equals through her experience as a Montessori teacher, and so she brings (...)
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  • Implications of Institutionalizing Self-Regulated Learning: An Analysis From Four Sociological Perspectives.Stephen Vassallo - 2011 - Educational Studies: Journal of the American Educational Studies Association 47 (1):26-49.
    Researchers, theorists, practitioners, and policy makers have shown interest in better preparing students to self-regulate their learning. In educational psychology, researchers have developed a number of pedagogical models and instructional strategies designed to facilitate students? self-regulated learning (SRL). This effort is demonstrative of the growing trend to make SRL more widespread and systematic within education, that is, to make SRL an institutional goal. In this analysis, four sociological perspectives are used?functionalism, neo-Marxism, symbolic interactionism, and cultural reproduction theory?to consider some of (...)
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