Results for 'Ida Freire'

686 found
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  1.  10
    Notes on Contributorsepat_869 1040.Robert Aman & Ida Mara Freire - 2012 - Educational Philosophy and Theory 44 (9).
  2.  18
    Interculturalism and Non‐Formal Education in Brazil: A Buberian Perspective.Alexandre Guilherme, W. J. Morgan & Ida Freire - 2012 - Educational Philosophy and Theory 44 (9):1024-1039.
    Gilberto Freyre, the great Brazilian historian and sociologist, described Brazil as a ‘racial paradise’, a place where different races and nationalities have come to live together in a sort of ‘racial democracy’. The literature on this topic has become extensive as anthropologists, social scientists and historians felt the need to either prove or disprove such a claim. The argument that Brazil is a racial paradise or democracy is certainly romantic, even utopian; but it is true that Brazil has not experienced (...)
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  3. The Paulo Freire Reader.Paulo Freire - 1998 - Continuum.
  4. Mentoring the Mentor a Critical Dialogue with Paulo Freire.James W. Fraser & Paulo Freire - 1997
  5.  6
    People Made of Glass: The Collapsing Temporalities of Chronic Conditions.Ida Vandsøe Madsen - 2021 - Anthropology of Consciousness 32 (1):7-32.
    An increasing number of people worldwide are living with chronic conditions that have an aspect of bodily fragility as part of the condition or as an effect of treatment. In this article, I explore the temporal experience of bodily fragility and the particularities of consciousness states among people with the chronic condition osteogenesis imperfecta (OI) in Denmark. My aim is threefold. First, my goal is to give an insight into life with OI, a rare and rarely studied condition. Second, I (...)
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  6.  41
    Ida Görres on the History of the Family.Ida Görres & Barbara Waldstein-Wartenberg - 2009 - The Chesterton Review 35 (1/2):277-279.
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  7.  17
    Freire’s Philosophical Contribution for a Theory of Intercultural Ethics: A Deductive Analysis of His Work.Manuela Guilherme - 2017 - Journal of Moral Education 46 (4):422-434.
    This article claims that Freire’s work offers an important ground for a potential theory of intercultural ethics and, for that purpose, examines his ideas at different levels: the ontological; the ideological; the political; languages and languaging; and cultural identity and diversity. Freire never used the word ‘intercultural’, although it is suggested here that this is due to the fact that terminology related to cultural diversity has changed over time and in his day this term was not yet common (...)
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  8.  19
    Paulo Freire’s Ideas as an Alternative to Higher Education Neo-Liberal Reforms in Latin America.Oscar Espinoza - 2017 - Journal of Moral Education 46 (4):435-448.
    This article examines the principal arguments found in the work of Paulo Freire concerning policy and ethics in the field of higher education in Latin America. It critically analyzes the university reform in Latin America dominated by the thought and practice promoted by various international financial institutions beginning in the 1980s and then looks at the feasibility of an alternative Freirian view. The work of Paulo Freire celebrated the liberating role that public university education should play in the (...)
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  9. Pedagogy of the Oppressed.Paulo Freire - 2008 - In David J. Flinders & Stephen J. Thornton (eds.), The Curriculum Studies Reader. Routledge.
  10.  6
    Paulo Freire and Moral Education.Wiel Veugelers - 2017 - Journal of Moral Education 46 (4):410-411.
  11. A Pedagogia da Libertaðcäao Em Paulo Freire.Ana Maria Araâujo Freire, Ivanilde Apoluceno de Oliveira & Roberto Luiz Machado - 2001
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  12. Teachers as Cultural Workers: Letters to Those Who Dare Teach.Paulo Freire - 1998 - Westview Press.
    Upon its recent publication in Portuguese, Paulo Freire’s newest book became an instant success. This English translation is sure to meet with similar acclaim. In Teachers as Cultural Workers, Freire speaks directly to teachers about the lessons learned from a lifetime of experience as an educator and social theorist. No other book so cogently explains the implications for classroom practice of Freire’s latest ideas and the pathbreaking theories found in Pedagogy of the Oppressed and other treatises.This book (...)
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  13. Ida: A Conscious Artifact?Stan Franklin - 2003 - Journal of Consciousness Studies 10 (4-5):47-66.
  14.  35
    Paulo Freire's Philosophy of Education: Origins, Developments, Impacts and Legacies.Jones Irwin - 2012 - Continuum.
    A critique of Freire's thinking, the influence of his work and ways in which his theories may be developed into the future.
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  15.  17
    The Moral in Paulo Freire’s Educational Work: What Moral Education Can Learn From Paulo Freire.Wiel Veugelers - 2017 - Journal of Moral Education 46 (4):412-421.
    The Brazilian pedagogue Paulo Freire had a great influence on theory and practice of education across the world. Freire presented his theory and work as educational and political, not as moral. In this article, the legacy of Paulo Freire will be analysed from a moral education perspective. Nine pedagogical principles will be presented and the changes he contributed in different academic disciplines will be analysed. We conclude that in particular, his focus on social justice, empowerment and transformation (...)
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  16. Pedagogy of Hope: Reliving Pedagogy of the Oppressed.Paulo Freire - 1994 - Continuum.
    In this book, we come to understand the author's pedagogical thinking even better, through the critical seriousness, humanistic objectivity, and engaged ...
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  17. Learning to Question: A Pedagogy of Liberation.Paulo Freire - 1989 - Continuum.
  18.  69
    Paulo Freire and Philosophy for Children: A Critical Dialogue.Walter Kohan - 2018 - Studies in Philosophy and Education 37 (6):615-629.
    This paper is an attempt to connect the Brazilian Paulo Freire’s well known educational thinking with the “philosophy for children” movement. It considers the relationship between the creator of philosophy for children, Matthew Lipman and Freire through different attempts to establish a relationship between these two educators. The paper shows that the relationship between them is not as close as many supporters of P4C have claimed, especially in Latin America. It also considers the context of Educational Policies in (...)
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  19.  10
    Examining the Relationship Between Teachers’ ICT Self-Efficacy for Educational Purposes, Collegial Collaboration, Lack of Facilitation and the Use of ICT in Teaching Practice.Ida K. R. Hatlevik & Ove E. Hatlevik - 2018 - Frontiers in Psychology 9.
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  20. Paulo Freire's Last Laugh: Rethinking Critical Pedagogy's Funny Bone Through Jacques Rancière.Tyson Edward Lewis - 2010 - Educational Philosophy and Theory 42 (5-6):635-648.
    In several enigmatic passages, Paulo Freire describes the pedagogy of the oppressed as a ‘pedagogy of laughter’. The inclusion of laughter alongside problem‐posing dialogue might strike some as ambiguous, considering that the global exploitation of the poor is no laughing matter. And yet, laughter seems to be an important aspect of the pedagogy of the oppressed. In this paper, I examine the role of laughter in Freire's critical pedagogy through a series of questions: Are all forms of laughter (...)
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  21.  31
    Ethics Committees Identify Four Key Factors for Success.Ida Critelli Schick & Fache Sally Moore - 1998 - HEC Forum 10 (1):75-85.
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  22. Paulo Freire.Kim Díaz - 2018 - Internet Encyclopedia of Philosophy.
    Paulo Freire Paulo Freire was one of the most influential philosophers of education of the twentieth century. He worked wholeheartedly to help people both through his philosophy and his practice of critical pedagogy. A native of Brazil, Freire's goal was to eradicate illiteracy among people from previously colonized countries and continents. His insights were … Continue reading Paulo Freire →.
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  23.  75
    A Female Contribution to Early Genetics: Tine Tammes and Mendel's Laws for Continuous Characters.Ida H. Stamhuis - 1995 - Journal of the History of Biology 28 (3):495-531.
  24.  8
    Moral Disengagement: A New Lens with Which to Examine Children’s Justifications for Lying.Ida Foster, Joshua Wyman & Victoria Talwar - 2020 - Journal of Moral Education 49 (2):209-225.
    ABSTRACTThe development of children’s lie-telling abilities is considered to be a social and cognitive milestone. While occasional lying is developmentally appropriate, the use of frequent, antisocial lies as a maladaptive problem-solving mechanism can indicate behaviour problems. Since lying is often considered a moral transgression, researchers should examine lying from the perspective of moral theory to understand children’s reasons for lying, which may help to understand how chronic lying develops. A theoretical framework, namely the social cognitive process of moral disengagement could (...)
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  25.  38
    Kristine Bonnevie, Tine Tammes and Elisabeth Schiemann in Early Genetics: Emerging Chances for a University Career for Women. [REVIEW]Ida H. Stamhuis & Arve Monsen - 2007 - Journal of the History of Biology 40 (3):427 - 466.
    The beginning of the twentieth century saw the emergence of the discipline of genetics. It is striking how many female scientists were contributing to this new field at the time. At least three female pioneers succeeded in becoming professors: Kristine Bonnevie (Norway), Elisabeth Schiemann (Germany) and the Tine Tammes (The Netherlands). The question is which factors contributed to the success of these women's careers? At the time women were gaining access to university education it had become quite the norm for (...)
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  26.  64
    The Historical Roots of ''Foundations of Quantum Physics'' as a Field of Research (1950–1970).Olival Freire - 2004 - Foundations of Physics 34 (11):1741-1760.
    The rising interest, in the late 20th century, in the foundations of quantum physics, a subject in which Franco Selleri has excelled, has suggested the fair question: how did it become so? The current answer says that experiments have allowed to bring into the laboratories some previous gedanken experiments, beginning with those about EPR and related to Bell’s inequalities. I want to explore an alternative view, by which there would have been, before Bell’s inequalities experimental tests, a change in the (...)
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  27.  35
    Seeing Agents When We Need to, Attributing Experience When We Feel Like It.Ida Hallgren - 2012 - Review of Philosophy and Psychology 3 (3):369-382.
    Mind attribution may be divided into the subcategories of attribution of agency, associated with moral agency, and attribution of experience and emotion, associated with moral concern and moral patiency (Gray et al. Science 315(5812):619, 2007; Gray et al. Proceedings of the National Academy of Sciences of the United States of America 108(2):477–479, 2011b; Robbins and Jack Philosophical Studies 127(1):59–85, 2006). In this paper I attend to social context and the different psychological needs influencing the different types of mind attribution. A (...)
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  28.  53
    Translating Non Interpretable Theories.Alfredo Roque Freire - forthcoming - South America Journal of Logic.
    Interpretations are generally regarded as the formal representation of the concept of translation.We do not subscribe to this view. A translation method must indeed establish relative consistency or have some uniformity. These are requirements of a translation. Yet, one can both be more strict or more flexible than interpretations are. In this article, we will define a general scheme translation. It should incorporate interpretations but also be compatible with more flexible methods. By doing so, we want to account for methods (...)
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  29.  34
    Freire Re-Viewed.Sue Jackson - 2007 - Educational Theory 57 (2):199-213.
    The work of Paulo Freire is associated with themes of oppression and liberation, and his critical pedagogy is visionary in its attempts to bring about social transformation. Freire has created a theory of education that embeds these issues within social relations that center around both ideological and material domination. In this review essay, Sue Jackson explores three books: Freire’s final work Pedagogy of Indignation; Cesar Augusto Rossatto’s Engaging Paulo Freire’s Pedagogy of Possibility, which attempts to engage (...)
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  30.  9
    Hugo de Vries on Heredity, 1889-1903: Statistics, Mendelian Laws, Pangenes, Mutations.Ida H. Stamhuis & Onno G. Meijer - 1999 - Isis 90 (2):238-267.
  31.  26
    Ethics Committees Identify Success Factors: A National Survey. [REVIEW]Ida Critelli Schick & Lin Guo - 2001 - HEC Forum 13 (4):344-360.
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  32.  15
    Is Freire Incoherent? Reconciling Directiveness and Dialogue in Freirean Pedagogy.Drew W. Chambers - 2019 - Journal of Philosophy of Education 53 (1):21-47.
  33.  46
    On What Counts as a Translation.Alfredo Roque Freire - 2018 - Logica Yearbook 1 (1):61 - 76.
    In this article, instead of taking a particular method as translation, we ask: what does one expect to do with a translation? The answer to this question will reveal, though, that none of the first order methods are capable of fully represent the required transference of ontological commitments. Lastly, we will show that this view on translation enlarge considerably the scope of translatable, and, therefore, ontologically comparable theories.
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  34. Liberating Praxis: Paulo Freire's Legacy for Radical Education and Politics.Peter Mayo - 2004 - Praeger Publishers.
    Paulo Freire : the educator, his oeuvre, and changing contexts -- Holistic interpretations of Freire's work : a critical review -- Critical literacy, praxis, and emancipatory politics -- "Remaining on the same side of the river" : neo-liberalism, party movements, and the struggle for greater coherence -- Reinventing Freire in a Southern context : the Mediterranean -- Engaging with practice : a Freirean reflection on different pedagogical sites.
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  35.  7
    Demonstrator Skill Modulates Observational Aversive Learning.Ida Selbing, Björn Lindström & Andreas Olsson - 2014 - Cognition 133 (1):128-139.
  36.  75
    Paulo Freire and the Concept of Education.Kelvin Stewart Beckett - 2013 - Educational Philosophy and Theory 45 (1):49-62.
    In this article, I argue that Paulo Freire?s liberatory conception of education is interesting, challenging, even transforming because central to it are important aspects of education which other philosophers marginalise. I also argue that Freire?s critics are right when they claim that he paid insufficient attention to another important aspect of education. Finally, I argue for a conception of education which takes account of the strengths and at the same time overcomes the limitations of Freire?s liberatory conception.
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  37.  6
    Paulo Freire and the Politics of Education: A Response to Neumann.Peter Roberts - 2016 - Educational Philosophy and Theory 48 (6).
    Jacob Neumann provides a thoughtful reading of Paulo Freire in the 21st century: Education, dialogue, and transformation. His comments on the importance of contextualising Freire’s work and the value of openness in engaging Freirean ideas are insightful and helpful. His use of the term ‘apolitical’ is, however, rather more problematic. Drawing on points made in Paulo Freire in the 21st century, and with links to Freire’s wider philosophy and pedagogy, this article argues that education from a (...)
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  38.  16
    The Influence of Leisure Attitudes and Leisure Satisfaction on Adolescents’ Positive Functioning: The Role of Emotion Regulation.Teresa Freire & Ana Teixeira - 2018 - Frontiers in Psychology 9.
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  39.  25
    First-Order Logic and First-Order Functions.Rodrigo A. Freire - 2015 - Logica Universalis 9 (3):281-329.
    This paper begins the study of first-order functions, which are a generalization of truth-functions. The concepts of truth-table and systems of truth-functions, both introduced in propositional logic by Post, are also generalized and studied in the quantificational setting. The general facts about these concepts are given in the first five sections, and constitute a “general theory” of first-order functions. The central theme of this paper is the relation of definition among notions expressed by formulas of first-order logic. We emphasize that (...)
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  40.  25
    At the Mercy of Strategies: The Role of Motor Representations in Language Understanding.Barbara Tomasino & Raffaella Ida Rumiati - 2013 - Frontiers in Psychology 4.
  41. Philosophy Enters the Optics Laboratory: Bell's Theorem and its First Experimental Tests (1965–1982).Olival Freire - 2006 - Studies in History and Philosophy of Science Part B: Studies in History and Philosophy of Modern Physics 37 (4):577-616.
  42. Should We Improve Human Nature? An Interrogation From an Asian Perspective.Ryuichi Ida - 2010 - In Julian Savulescu & Nick Bostrom (eds.), Human Enhancement. Oxford University Press.
     
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  43.  48
    A Story Without an Ending: The Quantum Physics Controversy 1950–1970.Olival Freire Jr - 2003 - Science & Education 12 (5-6):573-586.
  44.  8
    The Control of a Healthy Society: Institutionalizing Statistics in the 19thCentury.Ida H. Stamhuis & Hanne Andersen - 2007 - Centaurus 49 (4):257-257.
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  45.  17
    Academic Misconduct Among Portuguese Economics and Business Undergraduate Students- A Comparative Analysis with Other Major Students.Carla Freire - 2014 - Journal of Academic Ethics 12 (1):43-63.
    The main purpose of this study is to understand the demographic, personal and situational determining factors leading to academic misconduct among undergraduate students by comparatively analyzing the differences among Economics and Business students and other major students. Two thousand four hundred ninety-two undergraduate students from different Portuguese Public Universities answered a questionnaire regarding their propensity to commit academic fraud, 640 of whom were Economics and Business students. Results concluded that Economics and Business students can be distinguished from others regarding the (...)
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  46.  39
    On Existence in Set Theory.Rodrigo A. Freire - 2012 - Notre Dame Journal of Formal Logic 53 (4):525-547.
    The aim of the present paper is to provide a robust classification of valid sentences in set theory by means of existence and related notions and, in this way, to capture similarities and dissimilarities among the axioms of set theory. In order to achieve this, precise definitions for the notions of productive and nonproductive assertions, constructive and nonconstructive productive assertions, and conditional and unconditional productive assertions, among others, will be presented. These definitions constitute the result of a semantical analysis of (...)
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  47.  3
    How Clinical Trial Data Sharing Platforms Can Advance the Study of Biomarkers.Rebecca Li & Ida Sim - 2019 - Journal of Law, Medicine and Ethics 47 (3):369-373.
    Although data sharing platforms host diverse data types the features of these platforms are well-suited to facilitating biomarker research. Given the current state of biomarker discovery, an innovative paradigm to accelerate biomarker discovery is to utilize platforms such as Vivli to leverage researchers' abilities to integrate certain classes of biomarkers.
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  48.  7
    The Stubbornness of Various Ways of Knowledge Was Not Typically Dutch; the Statistical Mind in a Pre-Statistical Era.Ida H. Stamhuis & Paul M. M. Klep - 2004 - Centaurus 46 (4):287-317.
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  49.  17
    Forensic Psychiatry, One Subspecialty with Two Ethics? A Systematic Review.Gérard Niveau & Ida Welle - 2018 - BMC Medical Ethics 19 (1):25.
    Forensic psychiatry is a particular subspecialty within psychiatry, dedicated in applying psychiatric knowledge and psychiatric training for particular legal purposes. Given that within the scope of forensic psychiatry, a third party usually intervenes in the patient-doctor relationship, an amendment of the traditional ethical principles seems justified. Thus, 47 articles, two book chapters and the guidelines produced by the World Psychiatric Association, the American Association of Psychiatry and the Law, as well as by the Royal Australian and New Zealand College of (...)
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  50.  21
    The Social Representation of Radioactivity Among Italian Children.Ida Galli & Giovanna Nigro - 1987 - Social Science Information 26 (3):535-549.
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