Results for ' didactic practice'

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  1.  6
    Intralingual translation in didactic practice: five case studies.Aage Hill-Madsen - 2024 - Semiotica 2024 (257):49-79.
    This article is a qualitative study charting the dimensional range of a particular type of translative phenomenon, namely, intralingual translation within educational practice. Theoretically, the article is based on a broadened concept of translation that encompasses any kind of sign translation, including the transcending of a language-internal comprehension barrier, such as the one between scientific and lay linguistic registers. Further, the article assumes that such intralingual translation is conceptually identical with the interpretive procedures found in didactic practice, (...)
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  2.  4
    Didactics of Logic in Ken Schools and the Conception of Logicin the "Encyclopédie Ou Dictionnaire Universel Raisonné".Stanisław Janeczek - 2020 - Studia Philosophiae Christianae 56 (S1):41-62.
    The paper describes the conception of logic in Polish didactics authored by the Commission of National Education (KEN), an important educational institution of the European Enlightenment. Since the documents of the Commission refer to a vision of science presented by such influential works then as the Encyclopédie ou dictionnaire universel raisonné [Great French Encyclopedia], the paper compares the requirements from the Commission’s programmer with the encyclopaedic entries that entail logical problems broadly understood. It turns out that the Commission, following the (...)
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  3.  2
    Modern Didactic-Methodical Designed Teaching Materials in Macedonian Language Teaching.Elizabeta Tomevska Ilievska & Martina Trajkovska - 2023 - Годишен зборник на Филозофскиот факултет/The Annual of the Faculty of Philosophy in Skopje 76 (1):185-198.
    The purpose of this paper is aimed at examining the educational needs and didactic competences of teachers for the preparation and use of didactic-methodical teaching materials in the teaching of the subject Macedonian language for the program areas Initial reading and writing and Language (first, second and third grade), and all with the aim of improving the teaching of the Macedonian language. For the successful realization of the goals/standards for evaluation needed in the program areas Initial reading and (...)
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  4.  9
    Media didactics: Yesterday, today, tomorrow.Tomislav Topolovčan - 2023 - Metodicki Ogledi 29 (2):153-178.
    A genesis of media didactics was deconstructed through a theoretical-comparative and historical methodological approach, with the aim of gaining insight into its history and characteristics, defining the discipline, and recent development trends. The study elaborates the role of media in education, schooling, teaching, and learning. The anatomy of the social circumstances of the emergence of certain curriculum innovations and their consequences for global education as well as the development of media didactics is systematically explained. A synthesis of the facts obtained (...)
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  5.  62
    Training the Pupilary Vision: Didactic Image, Slides, and Film in the Context of Media of the Late 19th Century.Lucie Česálková - 2011 - Teorie Vědy / Theory of Science 33 (2):251-269.
    The study examines the modes of representation and communication of information through illustrative teaching aids in the 19th century. It focuses primarily on the didactic wall paintings and the tradition of lectures with slides and notes, how could the experience of these types of collectively observed images influence impressions and expectations of early film audiences. Didactic images are here analyzed primarily in terms of their compositional features, but in an effort to explain how processuality penetrated into the (...) image of the 19th century also with regard to the aspect of time. As a result, the study calls for a reassessment of the importance of the didactic wall painting in the formation of modern visuality and observational practices of the late 19th century. (shrink)
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  6.  20
    Bridging the gap between clinical practice and diagnostic clinical epidemiology: pilot experiences with a didactic model based on a logarithmic scale.Jef Van den Ende, Zeno Bisoffi, Hugo Van Puymbroek, Patrick Van der Stuyft, Alfons Van Gompel, Anselm Derese, Lutgarde Lynen, Juan Moreira & Paul Adriaan Jan Janssen - 2007 - Journal of Evaluation in Clinical Practice 13 (3):374-380.
  7.  20
    Meta-Theoretical Contributions to the Constitution of a Model-Based Didactics of Science.Yefrin Ariza, Pablo Lorenzano & Agustín Adúriz-Bravo - 2016 - Science & Education 25 (7-8):747-773.
    There is nowadays consensus in the community of didactics of science regarding the need to include the philosophy of science in didactical research, science teacher education, curriculum design, and the practice of science education in all educational levels. Some authors have identified an ever-increasing use of the concept of ‘theoretical model’, stemming from the so-called semantic view of scientific theories. However, it can be recognised that, in didactics of science, there are over-simplified transpositions of the idea of model. In (...)
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  8.  1
    Didactic and organizational requirements of Integrated Community Work to Medical Education.Alberto Bujardón Mendoza - 2018 - Humanidades Médicas 18 (3):521-531.
    RESUMEN El trabajo responde al desarrollo del Programa Nacional Formación Médica Integral Comunitaria, dada la necesidad de consolidar el proceso formativo desde las potencialidades que brinda el trabajo comunitario integrado. Se reflexionó desde el tratamiento teórico metodológico en aspectos epistemológicos del tema, sus relaciones, que desde la acción práctico transformadora puede y debe lograr la entrada en las áreas de residencias de colectivos humanos identificados ya por estilos y formas de vida, por costumbres y cultura autóctonas. El objetivo está dirigido (...)
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  9. The Didactic Turn of German Legal Methodology.Hans Paul Prümm - 2016 - Jurisprudencija: Mokslo darbu žurnalas 23 (2):1233-1282.
    We note an increasing consciousness of weakness of legal methodology taught to law students today: The students get neither real idea nor feeling of legal decision-making as mixture of legal matters, issue of facts, personal inputs, diverging interests, and the interplay with other actors. For minimize these defects it is necessary that law students learn in legal studies the following points: (1) Legal decision-making is a special kind of decision-making and is embedded in all problems of this process. (2) Jurisprudence (...)
     
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  10.  2
    Bridging the gap between clinical practice and diagnostic clinical epidemiology: pilot experiences with a didactic model based on a logarithmic scale.J. van den Ende, Z. Bisoffi, H. van Puymbroek, Patrick van der Stuyft, A. vAn Gompel, Anselme Derese, L. Lynen, J. Moreira & Paj Janssen - 2007 - Journal of Evaluation in Clinical Practice 13 (3):374-380.
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  11.  3
    Narative Philosophical Didactics.Maria Muck - 2006 - Synthesis Philosophica 21 (1):59-64.
    The modern outlines of philosophical didactics are justified on theoretical grounds. But there is a gap between theory and practice, which is bridged neither by Rehfus nor by Martens. Martens defines philosophers as experts of a certain scientific community. Dialogue with students, as a pragmatic turn undertaken systematically, is the place of philosophy. “Philosophical didactics is both: knowledge and ability of joint self-determination.” However, the above dialogical partnership remains a postulated construct. Rehfus’s position states the same, claiming that the (...)
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  12.  6
    Teaching and the Claim of Bildung: The View from General Didactics.Thomas Rucker - 2019 - Studies in Philosophy and Education 39 (1):51-69.
    In this article, I propose a systematization of various aspects of Bildung-supportive teaching, as described in the context of German-language general didactics. I start by describing teaching as the basic form of education in which one person helps another to acquire knowledge. I then clarify the concept of Bildung. It is suggested that Bildung be understood as a process in which an individual deals self-actively with the world and thereby develops a multi-dimensioned ability to self-determination under the claim of morality. (...)
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  13.  14
    Ethics education in nursing—structural characteristics and didactical implications of nursing education.Annette Riedel, Sonja Lehmeyer & Settimio Monteverde - 2022 - Ethik in der Medizin 34 (3):387-406.
    BackgroundA special characteristic of nursing education is that professional teaching takes place in various locations. The learning locations involved (such as learning in theory, learning in clinical practice, or learning in third facilities, which are becoming increasingly popular, such as the skills lab) have an impact on and promote the development of ethical competences among prospective nursing professionals in various ways. Furthermore, it has become evident that the structural conditions that are specific to teaching and learning in nursing education (...)
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  14.  3
    Pertinence in the use of the clinical case as a didactic tool in biomedical basic sciences.Ubaldo Roberto Torres Romo, Neyda Fernández Franch, Sarah Estrella López Lazo & Oscar Liza Hernández - 2017 - Humanidades Médicas 17 (2):354-368.
    Los métodos productivos de enseñanza preparan a los estudiantes para resolver problemas semejantes a los que se enfrentarán en el ejercicio laboral. Este trabajo tiene como objetivo fundamentar la pertinencia de la utilización del caso clínico como herramienta didáctica para la enseñanza en las ciencias básicas biomédicas, mediante un sistema de tareas para abordar los contenidos del tema Fisiología de la sangre de la asignatura Sangre y Sistema Inmune de la carrera de medicina. El caso clínico permite la vinculación de (...)
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  15.  6
    Complexity Thinking as a Tool to Understand the Didactics of Psychology.László Harmat & Anna Herbert - 2020 - Frontiers in Psychology 11:542446.
    The need to establish a research field within psychology didactics at secondary level has recently been voiced by several researchers internationally. An analysis of a Swedish case coming out of secondary level education in psychology presented here provides an illustration that complexity thinking – derived from complexity theory – is uniquely placed to consider and indicate possible solutions to challenges, described by researchers as central to the foundation of a new field. Subject-matter didactics is defined for the purpose of this (...)
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  16.  52
    Educating Judgment: Learning from the didactics of philosophy and sloyd.Birgit Schaffar & Camilla Kronqvist - 2017 - Revista Española de Educación Comparada 29:110–128.
    Teachers in vocational education face two problems. (1) Learning involves the ability to transcend and modify learned knowledge to new circumstances. How should vocational education prepare students for future, unknown tasks? (2) Students should strive to produce work of good quality. How does vocational education help them develop their faculty of judgment to differentiate between better and worse quality? These two ques- tions are tightly interwoven. The paper compares the didactics of philosophy and sloyd. Both developed independently, but their solutions (...)
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  17.  8
    Architecture of a traditional school and its implementation into the didactic-methodical organization of teaching.Snježana Dubovicki & Emerik Munjiza - 2023 - Metodicki Ogledi 29 (2):127-151.
    The paper investigates the connection between the school architecture and didactic-methodical organization of teaching in the conditions of traditional (old) schools. School architecture was analysed regarding school premises (classrooms and equipment) and the school environment (playgrounds with special emphasis on school gardens). The traditional (old) school in Croatian conditions is situated in the period from the introduction of the state public education (General School Order 1774) to the 1930s. The research was based on the analysis of archival and published (...)
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  18.  11
    Proclus On Hesiod's Works And Days And ‘didactic’ Poetry.Robbert M. van den Berg - 2014 - Classical Quarterly 64 (1):383-397.
    In their introduction to the recent excellent volume Plato & Hesiod, the editors G.R. Boys-Stones and J.H. Haubold observe that when we think about the problematic relationship between Plato and the poets, we tend to narrow this down to that between Plato and Homer. Hesiod is practically ignored. Unjustly so, the editors argue. Hesiod provides a good opportunity to start thinking more broadly about Plato's interaction with poets and poetry, not in the least because the ‘second poet’ of Greece represents (...)
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  19.  8
    Clinical Ethics: Theory and Practice.C. Barry Hoffmaster, Benjamin Freedman & Gwen Fraser - 1989 - Humana Press.
    There is the world of ideas and the world of practice; the French are often for sup pressing the one and the English the other; but neither is to be suppressed. -Matthew Arnold The Function of Criticism at the Present Time From its inception, bioethics has confronted the need to reconcile theory and practice. At first the confrontation was purely intellectual, as writers on ethical theory (within phi losophy, theology, or other humanistic disciplines) turned their attention to topics (...)
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  20.  13
    Beyond theory and practice: towards an ethics of translation.Marina Schwimmer - 2017 - Ethics and Education 12 (1):51-61.
    In this article, I will discuss the idea of teachers as knowledge translators, not in a pedagogical or didactical sense, but in a “professional” one. A professional practice is supposed to be theoretically informed by academic research. In the name of effectiveness and efficiency, current policies in teaching and higher education repeatedly ask for research-based practices that legitimize the adoption of an instrumental view of knowledge. Knowledge is conceived of as detached from the context in which it was produced (...)
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  21.  4
    Changing the channel on medical ethics education: systematic review and qualitative analysis of didactic-icebreakers in medical ethics and professionalism teaching. [REVIEW]Abdul-Hadi Kaakour, Raafay H. Syed, Dalia Kaakour & Abbas Rattani - 2020 - Monash Bioethics Review 39 (1):125-140.
    As medical ethics and professionalism education continues to equip medical students and residents with long-lasting tools, educators should continue to supplement proven teaching strategies with engaging, relatable, and generationally appropriate didactic supplements. However, popular teaching aids have recently been criticized in the literature and summative information on alternatives is absent. The purpose of this review is to evaluate and assess the functional use and application of short form audiovisual didactic supplements or "icebreakers" in medical ethics and professionalism teaching. (...)
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  22.  4
    Bugonia_ and the Aetiology of Didactic Poetry in Virgil, _Georgics 4.Patrick Glauthier - 2019 - Classical Quarterly 69 (2):745-763.
    Roughly half way through the fourthGeorgic, Virgil confronts a sad reality: on occasion the entire population of a hive can perish without warning and leave the bee-keeping farmer bee-less. In response to such a devastating loss, the poet describes an Egyptian procedure, to which modern critics have given the namebugonia, whereby the farmer acquires a new swarm of bees from the putrefying carcass of a dead ox (4.281–314). After the account ofbugonia, the poem takes a notoriously unexpected turn. Virgil asks (...)
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  23.  21
    Bioethics education in clinical settings: theory and practice of the dilemma method of moral case deliberation.Margreet Stolper, Bert Molewijk & Guy Widdershoven - 2016 - BMC Medical Ethics 17 (1):45.
    BackgroundMoral Case Deliberation is a specific form of bioethics education fostering professionals’ moral competence in order to deal with their moral questions. So far, few studies focus in detail on Moral Case Deliberation methodologies and their didactic principles. The dilemma method is a structured and frequently used method in Moral Case Deliberation that stimulates methodological reflection and reasoning through a systematic dialogue on an ethical issue experienced in practice.MethodsIn this paper we present a case-study of a Moral Case (...)
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  24.  6
    Down to Earth: History and philosophy of geoscience in practice for undergraduate education.Maarten G. Kleinhans - 2021 - European Journal for Philosophy of Science 11 (3):1-15.
    Undergraduate geoscience students are rarely exposed to history and philosophy of science. I will describe the experiences with a short course unfavourably placed in the first year of a bachelor of earth science. Arguments how HPS could enrich their education in many ways are sketched. One useful didactic approach is to develop a broader interest by connecting HPS themes to practical cases throughout the curriculum, and develop learning activities that allow students to reflect on their skills, methods and their (...)
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  25.  26
    Introduction to Design Theory Philosophy, Critique, History and Practice.Michalle Gal - 2023 - London: Routledge.
    ntroduction to Design Theory introduces a comprehensive, systematic, and didactic outline of the discourse of design. Designed both as a course book and a source for research, this textbook methodically covers the central concepts of design theory, definitions of design, its historical milestones, and its relations to culture, industry, body, ecology, language, society, gender and ideology. -/- Demonstrated by a shift towards the importance of the sociocultural context in which products are manufactured and embedded, this book showcases design theory (...)
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  26.  8
    Networking of theories as a research practice in mathematics education.Angelika Bikner-Ahsbahs & Susanne Prediger (eds.) - 2014 - Cham: Springer.
    How can we deal with the diversity of theories in mathematics education? This was the main question that led the authors of this book to found the Networking Theories Group. Starting from the shared assumption that the existence of different theories is a resource for mathematics education research, the authors have explored the possibilities of interactions between theories, such as contrasting, coordinating, and locally integrating them. The book explains and illustrates what it means to network theories; it presents networking as (...)
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  27.  5
    Networking of theories as a research practice in mathematics education.Angelika Bikner-Ahsbahs & Susanne Prediger (eds.) - 2014 - Cham: Springer.
    How can we deal with the diversity of theories in mathematics education? This was the main question that led the authors of this book to found the Networking Theories Group. Starting from the shared assumption that the existence of different theories is a resource for mathematics education research, the authors have explored the possibilities of interactions between theories, such as contrasting, coordinating, and locally integrating them. The book explains and illustrates what it means to network theories; it presents networking as (...)
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  28.  10
    Developing Soft Skills among Potential Employees: A Theoretical Review on Best International Practices.Oleksandr Malykhin, Nataliia Oleksandrivna Aristova, Liudmyla Kalinina & Tetyana Opaliuk - 2021 - Postmodern Openings 12 (2).
    The present paper addresses the issue of determining the best international practices for developing soft skills among students of different specialties through carrying out a theoretical review. Basing on literature on present-day theory the authors make an attempt to explain soft skills dichotomies, summarize existing approaches to classifying soft skills, consolidate and document best international practices for soft skills development among potential employees of different specialties including bachelor students, master students, doctoral and postdoctoral students. The data obtained in the theoretical (...)
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  29.  12
    Disclosure of medical errors: physicians’ knowledge, attitudes and practices (KAP) in an oncology center.Razan Mansour, Khawlah Ammar, Amal Al-Tabba, Thalia Arawi, Asem Mansour & Maysa Al-Hussaini - 2020 - BMC Medical Ethics 21 (1):1-8.
    BackgroundBetween the need for transparency in healthcare, widely promoted by patient’s safety campaigns, and the fear of negative consequences and malpractice threats, physicians face challenging decisions on whether or not disclosing medical errors to patients and families is a valid option.We aim to assess the knowledge, attitudes and practices (KAP) of physicians in our center regarding medical error disclosure.MethodsThis is a cross-sectional self-administered questionnaire study. The questionnaire was piloted and no major modifications were made.A day-long training workshop consisting of (...) lectures, short and long case scenarios with role playing and feedback from the instructors, were conducted. Physicians who attended these training workshops were invited to complete the questionnaire at the end of the training, and physicians who did not attend any training were sent a copy of the questionnaire to their offices to complete. To assure anonymity and transparency of responses, we did not query names or departments.Descriptive statistics were used to present demographics and KAP. The differences between response\s of physicians who received the training and those who did not were analyzed with t-test and descriptive statistics. The 0.05 level of significance was used as a cutoff measure for statistical significance.ResultsEighty-eight physicians completed the questionnaire (55 attended training (62.50%), and 33 did not (37.50%)). Sixty Five percent of physicians were males and the mean number of years of experience was 16.5 years. Eighty-Seven percent (n = 73) of physicians were more likely to report major harm, compared to minor harm or no harm. Physicians who attended the workshop were more knowledgeable of articles of Jordan’s Law on Medical and Health Liability (66.7% vs 45.5%,p-value = 0.017) and the Law was more likely to affect their decision on error disclosure (61.8% vs 36.4%,p-value = 0.024).ConclusionFormal training workshops on disclosing medical errors have the power to positively influence physicians’ KAP toward disclosing medical errors to patients and possibly promoting a culture of transparency in the health care system. (shrink)
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  30.  5
    Spirituality/Religiosity as a Therapeutic Resource in Clinical Practice: Conception of Undergraduate Medical Students of the Paulista School of Medicine (Escola Paulista de Medicina) - Federal University of São Paulo.Silvia Borragini-Abuchaim, Luis Garcia Alonso & Rita Lino Tarcia - 2021 - Frontiers in Psychology 12.
    Introduction: The high degree of religious/spiritual involvement that brings meaning and purpose to a patients’ life, especially when they are weakened by pain, is among the various reasons to consider the spiritual dimension in clinical practice. This involvement may influence medical decisions and, therefore, should be identified in the medical history of a patient.Objective: To verify the opinion of undergraduate medical students of the Paulista School of Medicine – Federal University of São Paulo regarding the use of a patient’s (...)
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  31.  7
    As possibilidades do cinema no ensino das humanidades.André Luis La Salvia - 2022 - Educação E Filosofia 35 (75):1489-1511.
    As possibilidades do cinema no ensino das humanidades Resumo: Tradicionalmente usado como ilustração e sensibilização de conteúdos curriculares, propomos neste artigo um outro modo de usar cinema como recurso didático no ensino de humanidades. Em um primeiro momento, fazemos uma crítica acerca das práticas mais usuais, levantando o problema se com elas o cinema de fato pensa. Em um segundo momento, a partir da concepção proposta por Gilles Deleuze, propomos encarar o cinema como instaurador de processos mentais através de suas (...)
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  32.  11
    A aprendizagem filosófica na formação de professores.Alexsandro da Silva Marques - 2021 - Educação E Filosofia 35 (73):255-271.
    A aprendizagem filosófica na formação de professores: proposta de um Ateliê Filosófico Transdisciplinar Resumo: Este artigo é uma reflexão sobre a criação de um Ateliê Filosófico Transdisciplinar para fazer-pensar a formação de professores e a aprendizagem filosófica, a partir de oficinas didático-formativas que possibilitem aos estudantes de diferentes cursos de licenciaturas a experienciarem em seus processos formativos a prática da meditação como possibilidade didática para o desenvolvimento da aprendizagem filosófica do autoconhecimento. Busca-se fortalecer e promover experiências que estimulem a reflexão, (...)
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  33.  4
    Of Cannibals, Missionaries, and Converts: Graphing Competencies from Grade 8 to Professional Science Inside (Classrooms) and Outside.G. Michael Bowen & Wolff-Michael Roth - 1999 - Science, Technology, and Human Values 24 (2):179-212.
    To date, little is known about when and to what degree science students begin to participate in authentic scientific graphing practices. This article presents the results of a series of studies on the production, transformation, and interpretation of graphical representation from Grade 8 to professional scientific practice both in formal testing situations and in the course of field/laboratory work. The results of these studies can be grouped into two major areas. First, there is a discontinuity in the graph-related practices (...)
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  34.  3
    In Dialogue: Response to Frede V. Nielsen's?Didactology as a Field of Theory and Research in Music Education?Sophie Haroutunian-Gordon - 2005 - Philosophy of Music Education Review 13 (1):95-98.
    In lieu of an abstract, here is a brief excerpt of the content:Philosophy of Music Education Review 13.1 (2005) 95-98 [Access article in PDF] Response to Frede V. Nielsen's "Didactology as a Field of Theory and Research in Music Education" Sophie Haroutunian-Gordon Northwestern University Let me begin by acknowledging what is about to become obvious: I am not a musicologist, music educator, or a philosopher of music education. I am, however, a philosopher of education and a devoted student of music, (...)
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  35.  6
    Response to Frede V. Nielsen's "Didactology as a Field of Theory and Research in Music Education".Sophie Haroutunian-Gordon - 2005 - Philosophy of Music Education Review 13 (1):95-98.
    In lieu of an abstract, here is a brief excerpt of the content:Philosophy of Music Education Review 13.1 (2005) 95-98 [Access article in PDF] Response to Frede V. Nielsen's "Didactology as a Field of Theory and Research in Music Education" Sophie Haroutunian-Gordon Northwestern University Let me begin by acknowledging what is about to become obvious: I am not a musicologist, music educator, or a philosopher of music education. I am, however, a philosopher of education and a devoted student of music, (...)
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  36.  6
    Uwagi w sprawie «kodeksów» etyki zawodowej.Mieczysław Michalik - 1966 - Etyka 1:169-189.
    The question of professional ethics is one of outstanding significance today „ the author thinks, linking as it does theoretical moral considerations with constructive social didactic practice. Drawing attention to the recently observable efforts to determine moral obligations for various professional groups, the author discerns three controversial problems, namely, – the problem of the sense and nature of moral didactics, the essence of professional ethics, and, the utility of moral codes.
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  37.  4
    Z dziejów dydaktyki logiki w szkołach Komisji Edukacji Narodowej: Claude Buffier SJ.Stanisław Janeczek - 2008 - Roczniki Filozoficzne 56 (2):83-99.
    The studies on the history of logic in the Polish schools of the Commission for National Education in the period of the Enlightenment that have been published up to date evaluate the educational practice with respect to its accordance to Condillac’s work. His textbook was indeed order by the Commission for its schools, and it was also evaluated highly, but it was not published in the Polish language. From the rules of the Commission and its didactic practice, (...)
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  38.  3
    Modelling Undergraduate Research and Inquiry – Why Enculturation matters.Ines Langemeyer - 2019 - Outlines. Critical Practice Studies 20 (1):71-96.
    Within the last ten to fifteen years, models emerged for describing and developing undergraduate research and inquiry. This article discusses four examples of modelling didactical issues around undergraduate research and inquiry. The aim of the first part of this article is to scrutinize the epistemological and the didactical purpose of these models. As essential dimensions of undergraduate research and inquiry are neglected, two new models are developed. The first puts the coordination of theory and evidence in the centre and determines (...)
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  39.  14
    Problems about the Canon in Teaching Philosophy in Colombia.Manuel Prada Londoño & Fredy H. Prieto - 2023 - Études Ricoeuriennes / Ricoeur Studies 14 (2):23-40.
    This text is focused on the question of what we should teach in high school philosophy and the relationship of this teaching to recognizing oneself as a good philosophy teacher. We hold that these points are connected to the idea of “canon” and “history of philosophy” that we gained with and despite Ricœur himself. This paper advances a critical view of contemporary practices in philosophy teaching in Colombia through Ricœur’s thought. In the first part, we follow Ricœur’s considerations about the (...)
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  40.  47
    Reconfigurer l’action enseignante pour la (re) découvrir : traces du répertoire didactique évolutif.Francine Cicurel - 2016 - Revue Phronesis 5 (3-4):16-27.
    This study intends to question the theoretical and epistemological basis of research practices that give rise to the production of spontaneous oral commentary by teachers watching their own teacher action. What clues can the researcher use to impart on these discourses their ability to reveal that which is related to the link between discourse, action and teacher thinking? To address this question, we propose to concentrate more specifically on planning incidents, challenging moments, dilemmas and regrets in which, according to Schütz’s (...)
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  41.  11
    Plus facile à dire qu’à faire? La prise en compte du contexte dans l’observation des pratiques enseignantes : l’exemple de l’enseignement des « Langues et culture polynésiennes » à Tahiti.Amélie Alletru & Marie Salaün - 2021 - Revue Phronesis 10 (1):1-17.
    This article discusses the impact of the local context on the implementation of a teaching practice observation protocol. It explores the methodological adaptations made within the framework of a collaborative research in professional didactics in French Polynesia. This research, aimed at involving teachers in the shared analysis of their own teaching activity of “Polynesian languages and culture”, required taking into account their context of engagement in order to reinvent a research approach meeting the needs of the researcher as well (...)
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  42.  7
    Responsibility after the apparent end: 'Following-up' in clinical ethics consultation.Stuart G. Finder & Mark J. Bliton - 2011 - Bioethics 25 (7):413-424.
    Clinical ethics literature typically presents ethics consultations as having clear beginnings and clear ends. Experience in actual clinical ethics practice, however, reflects a different characterization, particularly when the moral experiences of ethics consultants are included in the discussion. In response, this article emphasizes listening and learning about moral experience as core activities associated with clinical ethics consultation. This focus reveals that responsibility in actual clinical ethics practice is generated within the moral scope of an ethics consultant's activities as (...)
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  43.  3
    La notion de « praxéologie » pour soutenir l’articulation entre fondements épistémologiques et pratiques enseignantes dans le champ des pédagogies de l’éducation au développement durable.Cécile Redondo - 2021 - Revue Phronesis 10 (2-3):194-215.
    In the field of education for sustainable development (ESD), the theoretical background is often absent (Considère and Tutiaux-Guillon, 2013 ; Tutiaux-Guillon, 2013), suggesting that a shared culture would be established and practices would be self-evident. Indeed, the exploration of ESD pedagogies highlights epistemological bases that are absent, incomplete or very personal and ideologically marked. We base our argument on the results of our thesis, defended in 2018 and based on a methodological device that has enabled us to collect the statements (...)
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  44.  9
    Critical thinking in North America: A new theory of knowledge, learning, and literacy. [REVIEW]Richard W. Paul - 1989 - Argumentation 3 (2):197-235.
    The pace of change in the world is accelerating, yet educational institutions have not kept pace. Indeed, schools have historically been the most static of social institutions, uncritically passing down from generation to generation outmoded didactic, lecture-and-drill-based, models of instruction. Predictable results follow. Students, on the whole, do not learn how to work by, or think for, themselves. They do not learn how to gather, analyze, synthesize and assess information. They do not learn how to analyze the diverse logic (...)
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  45. Editorial (Volume 3 Number 1).Philipp Richter & Jonas Pfister - 2019 - Journal of Didactics of Philosophy 3 (1):4.
    The Journal of Didactics of Philosophy is a peer-reviewed academic journal devoted to research on the teaching and learning of philosophy. It is published online twice a year. The access to all articles is free. Articles may be about any level of education, however the main focus is on high school philosophy. We welcome work with a philosophical or normative approach as well as reports of results from empirical qualitative and quantitative research. The journal also publishes reviews of books, textbooks (...)
     
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  46. Editorial (Volume 3 Number 2).Philipp Richter & Jonas Pfister - 2019 - Journal of Didactics of Philosophy 3 (2):55.
    The Journal of Didactics of Philosophy is a peer-reviewed academic journal devoted to research on the teaching and learning of philosophy. It is published online twice a year. The access to all articles is free. Articles may be about any level of education, however the main focus is on high school philosophy. We welcome work with a philosophical or normative approach as well as reports of results from empirical qualitative and quantitative research. The journal also publishes reviews of books, textbooks (...)
     
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  47.  4
    Developing and Communicating Responsible Data Management Policies to Trainees and Colleagues.Julia Frugoli, Anne M. Etgen & Michael Kuhar - 2010 - Science and Engineering Ethics 16 (4):753-762.
    The basic components of data management including data ownership, collection, selection, recording, analysis, storage, retention, destruction, and sharing. A number of important principles underlie best practices for each of these components; these include recording details such that another can repeat the experiment, keeping the data safe, managing storage in such a way as to facilitate easy retrieval for the period of time required by regulatory agencies and establishing data sharing principles with colleagues before collaborations begin. Experience as practicing scientists and (...)
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  48.  4
    The Moral Inadequacy of Cremation.Toni C. Saad - 2017 - The New Bioethics 23 (3):249-260.
    Cremation has substantial practical benefits. Not only is it much cheaper than traditional burial, but it also comes without its ecological burden. Despite this, we argue that cremation is an inadequate way of disposing of the dead because it entails the destruction of community memory, and, by extension, community and individual identity. It deprives the living of these benefits, while also treating the dead in way which goes against common intuitions about personhood, anthropology and respect for the will of the (...)
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  49.  53
    The Walk and the Talk.Daniela Dover - 2019 - Philosophical Review 128 (4):387-422.
    It is widely believed that we ought not to criticize others for wrongs that we ourselves have committed. The author draws out and challenges some of the background assumptions about the practice of criticism that underlie our attraction to this claim, such as the tendency to think of criticism either as a social sanction or as a didactic intervention. The author goes on to offer a taxonomy of cases in which the moral legitimacy of criticism is challenged on (...)
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  50.  7
    Animating Clinical Ethics: A Structured Method to Teach Ethical Analysis Through Movies.Diego Real de Asúa, Karmele Olaciregui Dague, Andrés Arriaga & Benjamin Herreros - 2023 - HEC Forum 35 (4):325-335.
    Movies can serve valuable didactic purposes teaching clinical ethics to medical students. However, using film sequences as means to develop critical thinking is not a straightforward task. There is a significant gap in the literature regarding how to analyse the ethical content embedded in these clips systematically, in a way that facilitates the students’ transition from anecdotal reflections to abstract thinking. This article offers a pedagogical proposal to approach the ethical analysis of film sequences in a systematic fashion. This (...)
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