Results for 'Katariina Raij'

19 found
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  1. Philosophical Review of Pragmatism as a Basis for Learning by Developing Pedagogy.Vesa Taatila & Katariina Raij - 2012 - Educational Philosophy and Theory 44 (8):831-844.
    This article discusses the use of a pragmatic approach as the philosophical foundation of pedagogy in Finnish universities of applied sciences. It is presented that the mission of the universities of applied sciences falls into the interpretive paradigm of social sciences. This view is used as a starting point for a discussion about pragmatism in higher education. The Learning by Developing (LbD) action model is introduced, analyzed and compared to pragmatism. The paper concludes that, at least in practice-oriented academic subjects, (...)
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  2.  27
    Fallibilist Pluralism and Education for Shared Citizenship.Katariina Holma - 2012 - Educational Theory 62 (4):397-409.
    Fallibilist pluralism is a moral and epistemological position that preserves both broadly conceived ethical pluralisms and the possibility of searching for a shared moral vision. In this essay Katariina Holma defends fallibilist pluralism as an important epistemological contribution to today's theories on citizenship education and analyzes the educational difficulties of adopting fallibilist pluralism as a conceptual framework in which citizens would encounter different others. Holma argues that to be successful, theories on citizenship education require—in addition to a justified philosophical (...)
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  3.  25
    The Epistemological Conditions of Moral Education: The Notions of Rationality and Objectivity Revisited.Katariina Holma - 2011 - Educational Theory 61 (5):533-548.
    The crucial epistemological question for formulating the principles that underlie moral education concerns the status of rationality and objectivity in ethics and education. In this essay Katariina Holma argues that the intertwined understanding of the concepts of education, ethics, rationality, and objectivity is built into our language and our thinking. She begins by delineating epistemologically adequate interpretations for the notions of rationality and objectivity. In light of these interpretations, Holma contends that the two main contemporary philosophical arguments against the (...)
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  4.  11
    Democratic Education for Hope: Contesting the Neoliberal Common Sense.Katariina Tiainen, Anniina Leiviskä & Kristiina Brunila - 2019 - Studies in Philosophy and Education 38 (6):641-655.
    This paper provides a reinterpretation of Paulo Freire’s philosophy of hope and suggests that this interpretation may function as a fruitful ground for democratic education that aims to contest the prevailing neoliberal ‘common sense’. The paper defines hope as a democratic virtue required for resisting the discursive practises and affective mechanisms associated with the contemporary neoliberal ethos—those, which Carlos Alberto Torres characterizes as the “neoliberal common sense” and Lauren Berlant as “cruel optimism”. Conclusively, the paper constructs three principles for democratic (...)
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  5.  30
    Essentialism Regarding Human Nature in the Defence of Gender Equality in Education.Katariina Holma - 2007 - Journal of Philosophy of Education 41 (1):45–57.
  6. Timing of Human Cortical Functions During Cognition: Role of MEG.Riitta Hari, Sari Levänen & Tommi Raij - 2000 - Trends in Cognitive Sciences 4 (12):455-462.
  7.  17
    Population Attitudes Towards Research Use of Health Care Registries: A Population-Based Survey in Finland.Katariina Eloranta & Anssi Auvinen - 2015 - BMC Medical Ethics 16 (1):48.
    Register-based research can provide important and valuable contributions to public health research, but involves ethical issues concerning the balance of public health benefits and individual autonomy. This study aimed to describe the opinions of the Finnish public about these issues.
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  8.  17
    The Strict Analysis and the Open Discussion.Katariina Holma - 2009 - Journal of Philosophy of Education 43 (3):325-338.
    A crucial challenge in terms of research methods in philosophy of education is that of combining philosophical ways of analyzing and arguing, with the dialogical and pluralist way of thinking needed in educational research. In this article I describe how I dealt with this challenge in my research project focusing on educational implications of the positions defended in the debate on constructivism and realism between Israel Scheffler and Nelson Goodman. The key to my methodological approach is an emphasis on the (...)
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  9.  16
    Plurealism and Education: Israel Scheffler's Synthesis and its Presumable Educational Implications.Katariina Holma - 2004 - Educational Theory 54 (4):419-430.
    Israel Scheffler, one of the most important figures in the history of philosophy of education in the United States, has recently introduced an interesting idea in terms of the long‐standing debate between constructivism and realism. Scheffler's idea has its roots in his debate with Nelson Goodman, his Harvard colleague, who defended thoroughgoing constructivism and pluralism . Scheffler describes his plurealism as a synthesis of Peircean “monistic realism” and Goodmanian “pluralist irrealism.” This article elaborates the possible educational implications of all three (...)
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  10.  22
    Nurses’ Perceptions of Professional Dignity in Hospital Settings.Laura Sabatino, Mari Katariina Kangasniemi, Gennaro Rocco, Rosaria Alvaro & Alessandro Stievano - 2016 - Nursing Ethics 23 (3):277-293.
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  11.  13
    International Handbook of Philosophy of Education.Ann Chinnery, Nuraan Davids, Naomi Hodgson, Kai Horsthemke, Viktor Johansson, Dirk Willem Postma, Claudia W. Ruitenberg, Paul Smeyers, Christiane Thompson, Joris Vlieghe, Hanan Alexander, Joop Berding, Charles Bingham, Michael Bonnett, David Bridges, Malte Brinkmann, Brian A. Brown, Carsten Bünger, Nicholas C. Burbules, Rita Casale, M. Victoria Costa, Brian Coyne, Renato Huarte Cuéllar, Stefaan E. Cuypers, Johan Dahlbeck, Suzanne de Castell, Doret de Ruyter, Samantha Deane, Sarah J. DesRoches, Eduardo Duarte, Denise Egéa, Penny Enslin, Oren Ergas, Lynn Fendler, Sheron Fraser-Burgess, Norm Friesen, Amanda Fulford, Heather Greenhalgh-Spencer, Stefan Herbrechter, Chris Higgins, Pádraig Hogan, Katariina Holma, Liz Jackson, Ronald B. Jacobson, Jennifer Jenson, Kerstin Jergus, Clarence W. Joldersma, Mark E. Jonas, Zdenko Kodelja, Wendy Kohli, Anna Kouppanou, Heikki A. Kovalainen, Lesley Le Grange, David Lewin, Tyson E. Lewis, Gerard Lum, Niclas Månsson, Christopher Martin & Jan Masschelein (eds.) - 2018 - Springer Verlag.
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  12.  13
    Introduction.Katariina Holma - 2016 - Studier i Pædagogisk Filosofi 4 (1):1-2.
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  13.  18
    The Critical Spirit: Emotional and Moral Dimensions Critical Thinking.Katariina Holma - 2016 - Studier i Pædagogisk Filosofi 4 (1):17-28.
    In this article, I will introduce and explore the critical spirit component of critical thinking and defend it as significant for the adequate conceptualization of critical thinking as an educational aim. The idea of critical spirit has been defended among others by such eminent supporters of critical thinking as John Dewey, Israel Scheffler, and Harvey Siegel but has not thus far been explored and analyzed sufficiently. I will argue that the critical spirit has, in addition to cognitive, also moral and (...)
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  14.  16
    The Rocky Road of Growing Into Contemporary Citizenship: Dewey, Gramsci, and the Method of Democracy.Katariina Holma & Tiina Kontinen - 2016 - Studier i Pædagogisk Filosofi 4 (2):24-37.
    Characterized by globalization, increasing pluralism, and new complexities of citizenship, the contemporary world sets challenges to the ways in which we conceptualize the processes of searching for shared solutions to ever-complicated societal problems. Whilst the political rhetoric emphasizes citizen participation, engagement, and “voice”, there are increasing feelings of frustration, incompetence, and disinterest regarding political engagement. In order to conceptually grasp the problematic of searching for shared solutions and the related challenges to education, we draw on John Dewey’s idea of the (...)
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  15. Box 2. MEG in the Study of Human Brain Functions.R. Hari, S. Levanen & T. Raij - 2000 - Trends in Cognitive Sciences 4 (12):455-462.
     
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  16. Phantom/Liminal Fat and Feminist Theories of the Body.Hannele Harjunen & Katariina Kyrölä - 2017 - Feminist Theory 18 (2):99-117.
    This article brings together two concepts, ‘phantom fat’ and ‘liminal fat’, which both aim to grasp how fat in contemporary culture becomes a kind of material immateriality, corporeality in suspension. Comparing the spheres of representation and experience, we examine the challenges and usefulness of these concepts, and feminist fat studies perspectives more broadly, to feminist scholarship on the body. We ask what connects and disconnects fat corporeality and fat studies from ways of theorising other embodied differences, like gender, ‘race’, disability, (...)
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  17.  17
    Education of Moral Beings: The Distortion of Habermas’ Empirical Sources.Hanna-Maija Huhtala & Katariina Holma - 2019 - Ethics and Education 14 (2):171-183.
    ABSTRACTThis article scrutinises one of the mainstream views of how one grows into responsible membership of society; the view based on Jürgen Habermas’, Lawrence Kohlberg’s and Jean Piaget’s theories. Habermas praises Kohlberg’s and Piaget’s psychological theories and uses them as empirical sources crucial for his theoretical work. We argue that this view should be revised in light of new empirical findings as Habermas’ Kohlberg’s and Piaget’s view is based on a false understanding of the development and functioning of human reason (...)
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    The Development of Ethical Guidelines for Nurses’ Collegiality Using the Delphi Method.Mari Kangasniemi, Katariina Arala, Eve Becker, Anna Suutarla, Toni Haapa & Anne Korhonen - 2017 - Nursing Ethics 24 (5):538-555.
  19. Introversion and Social Engagement: Scale Validation, Their Interaction, and Positive Association With Self-Esteem.Sanna Tuovinen, Xin Tang & Katariina Salmela-Aro - 2020 - Frontiers in Psychology 11.
    Learning through social interaction has been documented widely; however, how introverted people are socially engaged in learning is largely unknown. The aim of this study was, first, to examine the reliability and validity of the social engagement scale among students at Finnish comprehensive schools. Then, we aimed to examine the interaction effect of introversion and social engagement on self-esteem, schoolwork engagement, and school burnout. Based on a sample of 862 ninth grade students in Finland, we found that a two-factor model (...)
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