Both local and global issues are typically dealt with in the Social Studies curriculum, or in curriculum areas with other names but similar intents. In the literature about Social Studies the imagination has played little role, and consequently it hardly appears in texts designed to help teachers plan and implement Social Studies lessons. What is true of Social Studies is also largely reflected in general texts concerning planning teaching. Clearly many theorists and practitioners are concerned to engage students’ imaginations in (...) learning, even though they use terms other than ‘imagination’ in doing so. This article suggests that a more explicit attention to imagination can make our efforts to engage students in learning more effective. We provide, first, a working definition of imagination, then show how students’ imaginations can be characterized in terms of the ‘cognitive toolkits’ they bring to learning. We look at such ‘cognitive tools’ as stories, images, humor, binary oppositions, a sense of mystery and how these can be used to engage students’ imaginations in learning Social Studies and other content from kindergarten to about grade four. We then consider ‘cognitive tools’ commonly deployed by students from about grade four to grade nine, including a sense of reality, the extremes of experience and limits of reality, and associating with the heroic. We also provide examples of how using such tools could influence planning and teaching Social Studies topics. (shrink)

Both local and global issues are typically dealt with in the Social Studies curriculum, or in curriculum areas with other names but similar intents. In the literature about Social Studies the imagination has played little role, and consequently it hardly appears in texts designed to help teachers plan and implement Social Studies lessons. What is true of Social Studies is also largely reflected in general texts concerning planning teaching. Clearly many theorists and practitioners are concerned to engage students' imaginations in (...) learning, even though they use terms other than 'imagination' in doing so. This article suggests that a more explicit attention to imagination can make our efforts to engage students in learning more effective. We provide, first, a working definition of imagination, then show how students' imaginations can be characterized in terms of the 'cognitive toolkits' they bring to learning. We look at such 'cognitive tools' as stories, images, humor, binary oppositions, a sense of mystery and how these can be used to engage students' imaginations in learning Social Studies and other content from kindergarten to about grade four. We then consider 'cognitive tools' commonly deployed by students from about grade four to grade nine, including a sense of reality, the extremes of experience and limits of reality, and associating with the heroic. We also provide examples of how using such tools could influence planning and teaching Social Studies topics. (shrink)

Presents a plethora of approaches to developing human potential in areas not conventionally addressed. Organized in two parts, this international collection of essays provides viable educational alternatives to those currently holding sway in an era of high-stakes accountability.

The ideas upon which public education was founded in the last half of the nineteenth century were wrong. And despite their continued dominance in educational thinking for a century and a half, these ideas are no more right today. So argues one of the most original and highly regarded educational theorists of our time in 'Getting It Wrong from the Beginning'. Kieran Egan explains how we have come to take mistaken concepts about education for granted and why this (...) dooms our attempts at educational reform. (shrink)

Kieran Egan; Development in Education, Journal of Philosophy of Education, Volume 18, Issue 2, 30 May 2006, Pages 187–193, https://doi.org/10.1111/j.1467-9752.1.

This engaging book presents a frontal attack on current forms of schooling and a radical rethinking of the whole education process.

Ambiguities in liberal 1 education and the problem of its content RSPeters INTRODUCTION If one was mounting a defence of certain distinctive values in ...

An Irish Government directive to close colleges amid the Covid-19 pandemic resulted in a switch to emergency remote teaching. Many lecturers unused to practicing online began teaching students who were unfamiliar with online learning. Completion of the semester does not necessarily indicate that it is practicable for a more extended period. This paper queries four aspects of the sustainability of emergency remote teaching: its acceptance by stakeholders; its impact upon student motivation and faculty workload; and its effect upon learning outputs. (...) Questionnaires administered to undergraduate design students and faculty captured their respective experiences of emergency remote teaching. Acceptance of an extended pivot to online learning is not guaranteed, but will surely form a central facet of academic continuity. Increased working hours associated with online teaching endangers the work-life balance of lecturers, yet the same staff must find ways to support student motivation. Faculty’s reduced expectations of student output places strain upon the sustainability of online education founded upon an unplanned pivot. The experience of emergency remote teaching has created an opportunity for all parties to leverage the affordances of online learning – the challenge will be to ensure that all aspects of any extended switch to online are sustainable. (shrink)

Reynold Jones; A Reply to Kieran Egan, Journal of Philosophy of Education, Volume 18, Issue 2, 30 May 2006, Pages 195–198, https://doi.org/10.1111/j.1467-9752.1.

John Dewey’s theory of education, despite having become a reference point for the pedagogical sciences, has been subjected to much criticism. One of the most significant attacks came from Jerome Bruner, who questioned Dewey’s principles as set forth in his “My Pedagogic Creed”.1 Bruner chose that book for criticism because it foreshadowed much of the later writing on education by the American philosopher, and he assessed the five articles of faith contained therein against the background of the deep changes that (...) had occurred in conceptions of society, social institutions, and man. Then, paralleling Bruner, Kieran Egan stressed more recently the necessity to reconsider some of Dewey’s.. (shrink)

At the center of every well‐constructed theory of education is a philosophical anthropology‐reasoned speculation as to the origins on man's conditions in the history of culture, especially the particular phenomenon of consciousness that underlies historical periods. Using the lens of one of the most significant theories of culture produced, we examine the philosophical anthropological accounts reflected in the theories of John Dewey and Kieran Egan, which are responsible for their divergent educational plans.

At the center of every well‐constructed theory of education is a philosophical anthropology‐reasoned speculation as to the origins on man's conditions in the history of culture, especially the particular phenomenon of consciousness that underlies historical periods. Using the lens of one of the most significant theories of culture produced, we examine the philosophical anthropological accounts reflected in the theories of John Dewey and Kieran Egan, which are responsible for their divergent educational plans.

Kieran Egan states that imagination "is a concept that has come down to us with a history of suspicion and mistrust" (2007, p. 4). Like experience and the emotions, the imagination is frequently thought to be an obstacle to reason. While reason is conceived of as an abstract, objective and rule-governed method of delivering absolute truths, the imagination is considered "unconstrained, arbitrary, and fanciful," as well as "particular, subjective, and idiosyncratic" (Jo 2002, p. 39). This negative view of (...) the imagination can be traced back at least as far as Plato, and it is still evident in contemporary educational ideas and practices. Dominant approaches to schooling emphasize the accumulation of facts and the .. (shrink)

We cannot talk about the role of philosophy of education in teachers' training programs without examining the relationship between philosophy and educational theories. Even when theoreticians like Kieran Egan, for example, claim that education is a normative discourse that cannot be inferred from "local" empirical psychological research, the role of philosophy seems of utmost importance because philosophy has essentially to do with norms and values. Another way of looking at the "sciences" of education that renews our comprehension of (...) their relationship is by analysing a new cognitive psychological approach named "metacognition" which rests on one's ability to understand one's own cognitive strategies and mechanisms of regulation. The well-known psychologist Adrien Pinard in Quebec has been working on those concepts lately, inspired by Flavell's model of cognitive regulation. This approach is remarkably similar both to Wilson's definition of procedural criteria which he claims educational theory is all about and to the very specific method of philosophy, that of analytical and reflective thought. Philosophy or reflective thought cannot be separated from practice in teacher training since education is not only a matter of pedagogical means but also of attitudes to and relationship with another person. Thus, besides theory and practice, a third parameter should be taken into account in the elaboration of a teacher training program: the meta-practice and theory parameter, or the reflection on one's own practice, which is essentially philosophical. (shrink)

_International Library of the Philosophy of Education _reprints twenty-four distinguished texts published in this field over the last half-century and includes works by authors such as Reginald D. Archambault, Charles Bailey, Robin Barrow, Norman J. Bull, D. E. Cooper, R. F. Dearden, Kieran Egan, D. W. Hamlyn, Paul H. Hirst, Glenn Langford, D. J. O'Connor, T. W. Moore, D. A. Nyberg, R. W. K. Paterson, R. S. Peters, Kenneth A Strike, I. A. Snook, John and Patricia White, and (...) John Wilson. Themes discussed include: Liberal education, moral education, the aims of education, the education of teachers, adult & continuing education and the philosophical analysis of education. _Available now at a special introductory price. This price is applicable until 3 months after publication. For more information, please contact us._. (shrink)

ABSTRACT‘Not in Heaven’: Coherence and Complexity in Biblical Narrative. Edited by J. P. Rosenblatt and J. C. Sitterson Jr.Towards a Grammar of Biblical Poetics: Tales of the Prophets. By Herbert Chanan Brichto.The Historical Jesus: The Life of a Mediterranean Jewish Peasant. By John Dominic Crossan.Jesus and the Oral Gospel Tradition. Edited by Henry Wansbrough.The Rhetoric of Righteousness in Romans 3.21‐26. By Douglas A. Campbell.Paul and the Rhetoric of Reconciliation: An Exegetical Investigation of rhe Language and Composition of I Corinthians. By (...) Margaret M. Mitchell.Divine Disclosure: An Introduction to Jewish Apocalyptic. By D. S. Russell.Judaism. By Hans Küng.Jewish History and Thought: An Introduction. By Menahem Mansoor.Studies in the Jewish Background to Christianity. By Daniel R. Schwartz.Der verborgene und offenbare Gott: Hauptthemen der ffühen jüdischen Mystik. By Peter Schäfer.The Foundations of Mysticism: Origins to the Fifth Century. By Bernard McGinn.The Eucharistic Prayer of Addai and Mari. By A. Gelston.Thomas Becket in the Medieval Latin Preaching Tradition: An Inventory of Sermons about St Thomas Becket c.1170‐c.1400. By Phyllis B. Roberts.Einsiclit und Bekehrung: Ausgangspunkt der Fundamental theologie bei Bernard Lunergan. By Grzegorz Dobroczynski.The Liberation of Consciousness: Bemurd Lonergan's Theological Foundations in Dialogue with the Theological Aesthetics of Hans Urs von Balthasar. By Hilary A. Mooney.Systematic Theology, Volume I. By Wolfhart Pannenberg.Revelation: From Metaphor to Analogy. By Richard Swinburne.Sociology and Liturgy: Re‐presentations of the Holy. By Kieran Flanagan.Communication Theory for Christian Witness. By Charles H. Kraft.Contemporary Literary Theory: A Christian Appraisal. Edited by Clarence Walhout and Leland Ryken.Eucharistic Poetry: The Search for Presence in the Writings of John Donne, Gerard Manley Hopkins, Dylan Thomas and Geoffrey Hill. By Eleanor J. McNees.La Vie religieuse: Un chemin d'humanitk. By Paul Lebeau.Venantius Fortunatus: A Latin Poet in Merovingian Gaul. By Judith George.The Rise of Magic in Early Medieval Europe. By Valerie I. J. Flint.The Later Crusades: From Lyons to Alcazar, 1274‐1580. By Norman Housley.Beneath the Cross: Catholics and Huguenots in Sixteenth‐Century Paris. By Barbara B. Diefendorf.Gentlemen and Jesuits: Quests for Glory and Adventure in the Early Days of New France. By Elizabeth Jones.Education in New France. By Roger Magnuson.Early American Methodism. By Russell E. Richey.Cheap Bibles: Nineteenth‐Century Publishing and the British and Foreign Bible Society. By Leslie Howsam.Hopkins: A Literary Biography. By Norman White.The Old Palace: A History of the Oxford University Catholic Chaplaincy. By Walter Drumm.Peace Movements: International Protest and World Politics since 1945. By April Carter.The Christian Church in the Cold War. By Owen Chadwick.Spirit of Africa: The Healing Ministry of Archbishop Milingo of Zambia. By Gerrie Ter Haar.Aristotle's ‘Physics’: A Collection of Essays. Edited by Lindsay Judson.Oxford Studies in Ancient Philosophy: Supplementary Volume, 1991. Edited by Henry Blumenthal and Howard Robinson.Substance and Predication in Aristotle. By Frank A. Lewis.The Perfection of the Universe according to Aquinas: A Theological Cosmology. By Oliva Blanchette.The Thought of Thomas Aquinas. By Brian Davies.Kant's Philosophy of Religion Reconsidered. Edited by Philip J. Rossi and Michael Wreen.Marx's Theory of History: The Contemporary Debate. Edited by Paul Wetherly.The Cambridge Companion to Marx. Edited by R. Terrell Carver.Essentialism: A Wittgensteinian Critique. By Garth L. Hallett.The Realistic Spirit: Wittgenstein, Philosophy and the Mind. By Cora Diamond.From Existence to God: A Contemporary Philosophical Argument. By Barry Miller.Will and World: A Study in Metaphysics. By N. M. L. Nathan.Being A Philosopher: The History of a Practice. By David Hamlyn. (shrink)

This paper argues that the augmented reality gaming application for smart devices, _Pokémon GO_ shows the fate of the legal subject as a neoliberal monster subjugated to the limitations imposed by hypercapitalism. The game, derived from Nintendo’s iconic Pokémon franchise, reveals the legal subject as a frenzied, diminished and impulsive being, allowed to see, move, catch and accumulate but unable to participate in more meaningful self-narration. It is not that the game is lawless, notwithstanding, anxieties in the semiosphere about users (...) trespassing or engaging in criminal behaviour. Rather the game is over structured and highly limited, both within its game-play which is repetitive and impulsive, and in its absence of narrative. Unlike the classic Nintendo Pokémon games which are within the role-playing game genre, _Pokémon GO_ abstracts the seeing, moving, catching and accumulating features of the classic games without the overarching narrative, questing and competition. In this _Pokémon GO_ manifests the transformation of the liberal legal subject of capitalism to the neoliberal subject of a digital orientated hypercapitalism where seeing, moving, catching and accumulating is immediate and impulsive, obliterating the ‘prudent’ subject participating in their own self-narration. (shrink)

I argue that a theory according to which some of the content of perception is self-locating gives us the resources to cash out the central thought behind projectivism, without having to go in for an error theory about the projected qualities. I first survey some of the phenomena that might motivate what I take to be the central projectivist thought, and then look at some ways of cashing out just what it would amount to for the thought to be correct. (...) I make some objections to some of the standard sorts of projectivist accounts, and then advocate another way of cashing out the thought that I think, at least in certain cases, does a better job of both capturing the phenomena and underwriting the projectivist idea. (shrink)

The aim of this study is to assess patients' recall of their previous research participation. Recall was established during interviews and compared with entries from clinical notes. Participants were 49 patients who had previously participated in different types of research. Of the 49 patients, 45 (92%) interviewees recalled 69 of 109 (63%) study participations. Level of recall varied according to the type of research, some participants clearly recalled the details of research aims, giving consent and research procedures. Others recalled procedures (...) (e.g. DNA testing) but were unclear about their purpose. There was no significant effect of time on recall. Some types of research participation (e.g. DNA testing) may be recalled as clinical care. We argue that such misunderstandings may have the potential to undermine participants' ongoing consent, particularly in ongoing/longitudinal studies. Valid consent may be best achieved by re-assessing the scope of consent and relating it to the nature of the interventions themselves rather than the reasons for undertaking them. (shrink)

In recent years there has been increased recognition of the importance of high standards in ethics, governance and the integrity of research. This paper is a case study of the University of Bristol's approach to address these important activities in a Higher Education Institution. It will highlight the importance of working closely with the academic research community to ensure maximum engagement, leading to a sustained culture change that recognizes faculty and departmental specific needs. A key tool to ensuring high standards (...) of research integrity and compliance with the legislative framework is the development of a supportive quality assurance programme. (shrink)

This book is a penetrating analysis of the forensic mental health system - how it operates, the people involved, the problems inherent in the system, and the huge ethical dilemmas. It brings together a range of specialists, who describe the processes involved in dealing with a mentally disordered offender - from their own unique perspective.

Ludwig Wittgenstein famously compares units of language to games, but his pupil Rush Rhees finds that analogy limiting. Unlike uses of language, says Rhees, games are not part of a larger whole and do not have a point, which means that games, unlike language, cannot lead to growth in understanding. Treating language like a game, according to Rhees, is characteristic of sophistry. But this paper claims that sophistry is not like playing a game but like playing the spoilsport. Wittgenstein’s fluid (...) understanding of the distinction between games and non-game play allows his conception of language-games to avoid the charge of sophistry. (shrink)

Marxism is alive and well in university English departments, often in other guises such as Feminism, various forms of Historicism and Materialism, and Queer Theory. As well as explaining all the major ideas of Marx in a form digestible by literary students, this book shows how these ideas have shaped Shakespeare criticism for over a century and offers new readings of the plays to illustrate the continued relevance of Marx's approach to literary and dramatic art.

BackgroundThe highly sensitive nature of genomic and associated clinical data, coupled with the consent-related vulnerabilities of children together accentuate ethical, legal and social issues (ELSI) concerning data sharing. The Key Implications of Data Sharing (KIDS) framework was therefore developed to address a need for institutional guidance on genomic data governance but has yet to be validated among data sharing practitioners in practice settings. This study qualitatively explored areas of consensus and dissensus of the KIDS Framework from the perspectives of Canadian (...) clinician-scientists, genomic researchers, IRB members, and pediatric ethicists.MethodsTwelve panelists participated in a three-round online policy Delphi to determine the desirability, feasibility, relative importance and confidence of twelve individual statements of the KIDS Framework. Mean and IQR were calculated from panelists’ ratings to determine the strength of consensus and polarity. Qualitative content analysis of panelists’ written responses was used to assess degree of support. Statements were validated when their combined ratings and qualitative rationales indicated high-moderate consensus (at least 70% agreement across two contiguous categories), low to no polarity (IQR at least 1.0) and strong support.ResultsNine original, and one new statement reached consensus. These statements outlined essential elements of the informed consent process, including a realistic evaluation of benefits and risks and assurance of future ethics oversight for secondary data use. Discrepant views on appropriate protections for anonymized and coded i.e. de-identified genomic data were primary sources of dissensus.ConclusionsThe validated statements provide institutions with empirically supported best practices for sharing genomic and associated clinical data involving children from the perspectives of key stakeholders. Concerted efforts to quantify informational risks that can be conveyed to patients and families are further needed to align data sharing policy with stakeholder priorities. (shrink)