Results for 'Teaching'

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  1.  7
    capacity for, and exercise of, sound judgment. While I think this represents a big improvement over the other accounts I have discussed, it is not hard to see that it.Teaching Wisdom - forthcoming - Philosophical Studies Series.
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  2. 26. skepticism.What Perception Teaches - 2003 - In Steven Luper (ed.), Essential Knowledge: Readings in Epistemology. Longman.
  3. Teaching Philosophy Today. Edited by Terrell Ward Bynum and Sidney Reisberg. --.Terrell Ward Bynum, Sidney Reisberg & National Information and Resource Center for the Teaching of Philosophy - 1977 - The National Information and Resource Center for the Teaching of Philosophy, by the Philosophy Documentation Center.
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  4.  2
    Reflecting on the Past to Shape the Future.Diane W. Birckbichler, Robert M. Terry, James J. Davis & American Council on the Teaching of Foreign Languages - 2000 - National Textbook Company.
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  5. Practicum Handbook. General Ed., Version 6. --.Walter Maner & National Information and Resource Center for the Teaching of Philosophy - 1978 - Published for the National Information and Resource Center for the Teaching of Philosophy by the Philosophy Documentation Center, Bowling Green State University.
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  6.  7
    Teaching ethics through literature: igniting the global imagination.Suzanne S. Choo - 2021 - New York, NY: Routledge.
    Teaching Ethics through Literature provides in-depth understanding of a new and exciting shift in the fields of English education, Literature, Language Arts, and Literacy through exploring their connections with ethics. The book pioneers an approach to integrating ethics in the teaching of Literature. This has become increasingly relevant and necessary in our globally connected age. A key feature of the book is its integration of theory and practice. It begins with a historical survey of the emergence of the (...)
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  7. Teaching villainification in social studies: pedagogies to deepen understanding of social evils.Cathryn van Kessel & Kimberly Edmondson (eds.) - 2024 - New York: Teachers College Press.
    These inquiries into villainification offer powerful insights for teaching about historical wrongdoing in more nuanced ways. Includes topics related to U.S. politics, financial education, Holocaust education, difficult histories, apocalypse fiction, the Marvel Cinematic Universe, technology use, LGBTQ school experiences, rape culture, geographies of invasion, and the female body.
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  8.  2
    History Teaching for Patriotic Citizenship in Australia.Bruce Haynes - 2010 - In Patriotism and Citizenship Education. Wiley‐Blackwell. pp. 44–59.
    This chapter contains sections titled: Context Patriotism Citizenship History Teaching History Teaching for Patriotic Citizenship Conclusion Notes References.
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  9.  5
    Teaching the posthuman.Roman Bartosch & Julia Hoydis (eds.) - 2019 - Heidelberg: Universitätsverlag Winter.
    The present collection takes stock of posthumanism and its theoretical development and impact in the field of Anglophone literary and cultural studies, with a particular focus on its role in education and the practice of teaching English. Posthumanism informs work in environmental or ecological criticism, climate change research, or human-animal studies - and poses an educational challenge since it also affects curricular and pedagogic theory and practice. Moreover, humanist idea(l)s of subject formation and individually acquired competences have a direct (...)
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  10.  3
    Teaching with mathematical argument: strategies for supporting everyday instruction.Despina A. Stylianou - 2018 - Portsmouth, NH: Heinemann. Edited by Maria L. Blanton.
    What is argumentation? -- Building a classroom culture of argumentation -- Structuring classroom discussions to focus on argumentation -- Infusing all instruction with argumentation -- Argumentation for all students -- Argumentation and the mathematical practices -- Technology in teaching and learning argumentation -- Assessing argumentation and proof -- Conclusion.
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  11.  1
    Teaching and learning as a pedagogic pilgrimage: cultivating faith, hope and imagination.Nuraan Davids - 2019 - New York, NY: Routledge. Edited by Nuraan Davids.
    Teaching and Learning as a Pedagogic Pilgrimage is premised on an argument that if higher education is to remain responsive to a public good, then teaching and learning must be in a perpetual state of reflection and change. It argues in defence of teaching and learning as constitutive of a pedagogic pilgrimage and draws on a range of scholars and theories to explore concepts such as transcendental journeys, belief, hope and imagination. The main objective of the book (...)
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  12.  65
    Teaching ethics in the clinic. The theory and practice of moral case deliberation.A. C. Molewijk, T. Abma, M. Stolper & G. Widdershoven - 2008 - Journal of Medical Ethics 34 (2):120-124.
    A traditional approach to teaching medical ethics aims to provide knowledge about ethics. This is in line with an epistemological view on ethics in which moral expertise is assumed to be located in theoretical knowledge and not in the moral experience of healthcare professionals. The aim of this paper is to present an alternative, contextual approach to teaching ethics, which is grounded in a pragmatic-hermeneutical and dialogical ethics. This approach is called moral case deliberation. Within moral case deliberation, (...)
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  13. Science Teaching: The Role of History and Philosophy of Science.Michael R. Matthews - 1994 - Routledge.
    History, Philosophy and Science Teaching argues that science teaching and science teacher education can be improved if teachers know something of the history and philosophy of science and if these topics are included in the science curriculum. The history and philosophy of science have important roles in many of the theoretical issues that science educators need to address: the goals of science education; what constitutes an appropriate science curriculum for all students; how science should be taught in traditional (...)
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  14.  27
    Inventions of teaching: a genealogy.Brent Davis - 2004 - Mahwah, N.J.: L. Erlbaum Associates. Edited by Angus McMurtry.
    Inventions of Teaching: A Genealogy is a powerful examination of current metaphors for and synonyms of teaching. It offers an account of the varied and conflicting influences and conceptual commitments that have contributed to contemporary vocabularies--and that are in some ways maintained by those vocabularies, in spite of inconsistencies and incompatibilities among popular terms. The concern that frames the book is how speakers of English invented (in the original sense of the word, "came upon") our current vocabularies for (...)
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  15.  2
    On teaching evolution.Bertha Vázquez & Richard Dawkins (eds.) - 2021 - Reno, NV: Keystone Canyon Press.
    The teaching of evolution has always been a controversial issue in the United States. Despite the fact that evolution is accepted by biologists all over the world and the evidence is beyond dispute, the percentage of Americans who do not accept evolution hovers around 40%. (P.14) However, it's important to note that there are positive trends on the horizon. For example, the percentage of Americans under the age of 30 who accept evolution increases to about 68%. While several factors (...)
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  16.  30
    Teaching Psychology Research Methodology Across the Curriculum to Promote Undergraduate Publication: An Eight-Course Structure and Two Helpful Practices.Stuart McKelvie & Lionel Gilbert Standing - 2018 - Frontiers in Psychology 9:424314.
    Teaching research methods is especially challenging because we not only wish to convey formal knowledge and encourage critical thinking, as with any course, but also to enable our students dream up meaningful research projects, translate them into logical steps, conduct the research in a professional manner, analyze the data, and write up the project in APA style. We also wish to spark interest in the topics of research papers, and in the intellectual challenge of creating a research report, but (...)
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  17.  3
    Joyful Teaching: Being the Teacher You Admired.Barry Raebeck - 2023 - Rowman & Littlefield Publishers.
    The book is both a call to action and a how-to guide to effective teaching.
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  18.  7
    Teach for Climate Justice: A Vision for Transforming Education.Tom Roderick - 2023 - Harvard Education Press.
    _A proactive, inclusive plan for the cross-disciplinary teaching of climate change from preschool to high school._ In _Teach for Climate Justice_, accomplished educator and social and emotional learning expert Tom Roderick proposes a visionary interdisciplinary and intersectional approach to PreK–12 climate education. He argues that meaningful instruction on this urgent issue of our time must focus on climate justice—the convergence of climate change and social justice—in a way that is emotionally safe, developmentally appropriate, and ultimately empowering. Drawing on examples (...)
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  19.  2
    Teaching evolution in a creation nation.Adam Laats - 2016 - Chicago: University of Chicago Press. Edited by Harvey Siegel.
    No fight over what gets taught in American classrooms is more heated than the battle over humanity’s origins. For more than a century we have argued about evolutionary theory and creationism (and its successor theory, intelligent design), yet we seem no closer to a resolution than we were in Darwin’s day. In this thoughtful examination of how we teach origins, historian Adam Laats and philosopher Harvey Siegel offer crucial new ways to think not just about the evolution debate but how (...)
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  20.  9
    Teaching in the now: John Dewey on the educational present.Jeff Frank - 2019 - West Lafayette, Indiana: Purdue University Press.
    John Dewey's Experience and Education is an important book, but first-time readers of Dewey's philosophy can find it challenging and not meaningfully related to the contemporary landscape of education. Jeff Frank's Teaching in the Now aims to reanimate Dewey's text--for first-time readers and anyone who teaches the text or is interested in appreciating Dewey's continuing significance--by focusing on Dewey's thinking on preparation. Frank, through close readings of Dewey, asks readers to wonder: How much of what we justify as preparation (...)
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  21.  2
    Disobedient teaching: surviving and creating change in education.Welby Ings - 2017 - Dunedin, New Zealand: Otago University Press.
    This book is about disobedience. Positive disobedience. Disobedience as a kind of professional behaviour. It shows how teachers can survive and even influence an education system that does staggering damage to potential. More importantly it is an arm around the shoulder of disobedient teachers who transform people's lives, not by climbing promotion ladders but by operating at the grassroots.Disobedient Teaching tells stories from the chalk face. Some are funny and some are heartbreaking, but they all happen in New Zealand (...)
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  22.  47
    Teaching Science and Ethics to Undergraduates: A Multidisciplinary Approach.Alan H. McGowan - 2013 - Science and Engineering Ethics 19 (2):535-543.
    The teaching of the ethical implications of scientific advances in science courses for undergraduates has significant advantages for both science and non-science majors. The article describes three courses taught by the author as examples of the concept, and examines the disadvantages as well as the advantages. A significant advantage of this approach is that many students take the courses primarily because of the ethical component who would not otherwise take science. A disadvantage is less time in the course for (...)
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  23.  3
    Teaching to the Test.Chad William Timm - 2013-08-26 - In Kevin S. Decker (ed.), Ender's Game and Philosophy. Wiley. pp. 41–52.
    To successfully transform Ender Wiggin from a bright six‐year‐old child into the most effective military strategist and space commander the world had ever known, teachers at the Battle School needed to teach him to discipline himself to think and behave like a soldier. In Ender's Game the International Fleet's Battle School subjected children to a rigorous and grueling educational program. This put the Battle School's administrators and teachers in an incredibly powerful position: they had the unilateral power to determine what (...)
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  24.  4
    On teaching and learning Christian ethics.D. Stephen Long - 2024 - Washington, DC: Georgetown University Press.
    This book addresses what it means to teach and learn ethics. While teaching ethics is universally applauded, how one goes about it is much more difficult and contested than is often recognized. The approach of the work is historical, philosophical, and theological. It begins with the historical transformation in the mid nineteenth century by Henry Sidgwick, who rejected establishing ethics on theology or metaphysics. G. E. Moore, John Rawls, Thomas Hurka, Bart Schultz, and Peter Singer later explicitly developed ethics (...)
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  25.  3
    Teaching Christian Ethics Beyond Europe and North America: From a Postgraduate Research Seminar to a Theology of Listening.Robert W. Heimburger, Samuel Efraín Murillo Torres & James Wesly Sam - 2024 - Studies in Christian Ethics 37 (1):93-110.
    This article explores the process of teaching Christian theological ethics beyond the common focus on European and North American sources. In conversation with moves to decolonise university curricula, the article proposes a theology of listening, an example of a research seminar for master’s and doctoral students at the University of Aberdeen on Christian ethics beyond Europe and North America, and an exploration of broader challenges for the formation of the theologian. The article asks, what can we learn when we (...)
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  26. Teaching Intellectual Virtues.Heather Battaly - 2006 - Teaching Philosophy 29 (3):191-222.
    How can we cultivate intellectual virtues in our students? I provide an overview of virtue epistemology, explaining two types of intellectual virtues: reliabilist virtues and responsibilist virtues. I suggest that both types are acquired via some combination of practice on the part of the student and explanation on the part of the instructor. I describe strategies for teaching these two types of virtues in the classroom, including an activity for teaching the skill of using the square of opposition, (...)
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  27. The Teaching of Reasonableness in Secondary Schools.Raymond Driehuis & Alan Tapper - 2023 - In Marella Ada Mancenido-Bolaños, Caithlyn Alvarez-Abarejo & Leander Penaso Marquez (eds.), The Cultivation of Reasonableness in Education: Community of Philosophical Inquiry. Springer. pp. 119-136.
    A central task of schooling is to cultivate reasonableness in students. In this chapter we show how the teaching of reasonableness can be practiced successfully in secondary schools, using materials from the Western Australian curriculum. The discussion proceeds in four stages. We first defend the claim that the teaching of reasonable is a key aim of schooling. Here we offer an account of reasonableness, which we take to be both a skill and a disposition. Students learn reasonableness through (...)
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  28.  77
    Teaching African Philosophy alongside Western Philosophy: Some Advice about Topics and Texts (repr.).Thaddeus Metz - 2018 - In Etieyibo Edwin (ed.), Decolonisation, Africanisation and the Philosophy Curriculum. London, UK: Routledge. pp. 173-183.
  29. Teaching Business Ethics: Targeted Outputs.Edward L. Felton & Ronald R. Sims - 2005 - Journal of Business Ethics 60 (4):377-391.
    Business ethics is once again a hot topic as examples of improper business practices that violate commonly accepted ethical norms are brought to our attention. With the increasing number of scandals business schools find themselves on the defensive in explaining what they are doing to help respond to the call to teach ‘‘more’’ business ethics. This paper focuses on two issues germane to business ethics teaching efforts: the ‘‘targeted output’’ goals of teaching business ethics and when in the (...)
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  30. Freeing Teaching from Learning: Opening Up Existential Possibilities in Educational Relationships.Gert Biesta - 2014 - Studies in Philosophy and Education 34 (3):229-243.
    In this paper I explore the relationship between teaching and learning. Whereas particularly in the English language the relationship between teaching and learning has become so intimate that it often looks as if ‘teaching and learning’ has become one word, I not only argue for the importance of keeping teaching and learning apart from each other, but also provide a number of arguments for suggesting that learning may not be the one and only option for (...) to aim for. I explore this idea through a discussion of the relationship between teaching and learning, both at a conceptual and at an existential level. I discuss the limitations of the language of learning as an educational language, point at the political work that is being done through the language of learning, and raise epistemological and existential questions about the identity of the learner, particularly with regard to the question what it means to be in and with the world in terms of learning as comprehension and sense making. Through this I seek to suggest that learning is only one possible aim for teaching and that the learner identity and the learning way of engaging with the world puts the learner in a very specific position vis-à-vis the world, one where the learner remains in the centre and the world appears as object for the learner’s acts of learning. That it is possible to teach without requesting from students that they learn, comprehend and make sense, is demonstrated through a brief account of a course in which students were explicitly asked to refrain from learning and were instead asked to adopt a concept. I show how this request opened up very different existential possibilities for the students and argue that if we value such existential possibilities, there may be good reasons for freeing teaching from learning. (shrink)
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  31.  5
    The teaching self: contemplative practices, pedagogy, and research in education.Jane Dalton, Kathryn Byrnes & Elizabeth Hope Dorman (eds.) - 2018 - Lanham: Rowman & Littlefield.
    In The Teaching Self: Contemplative Practices, Pedagogy, and Research in Education, a rich collection of voices from diverse settings illustrates the ways in which first-person experiences with contemplative practices lay a foundation for contemplative pedagogy and research in teacher education.
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  32. Teaching the Right Letter Pronunciation in Reciting the Holy Quran Using Intelligent Tutoring System.Alaa N. Akkila & Samy S. Abu Naser - 2017 - International Journal of Advanced Research and Development 2 (1):64-68.
    An Intelligent Tutoring System (ITS) is a computer system that offers an instant, adapted instruction and customized feedback to students without human teacher interference. Reciting "Tajweed" the Holy Quran in the appropriate way is very important for all Muslims and is obligatory in Islamic devotions such as prayers. In this paper, the researchers introduce an intelligent tutoring system for teaching Reciting "Tajweed". Our "Tajweed" tutoring system is limited to "Tafkhim and Tarqiq in TAJWEED" the Holy Quran, Rewaya: Hafs from (...)
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  33.  3
    Teaching in the fourth industrial revolution: standing at the precipice.Armand Doucet - 2018 - New York: Routledge/Taylor & Francis Group. Edited by Jelmer Evers, Elisa Guerra, Nadia Lopez, Michael Soskil & Koen Timmers.
    Table of contents -- Foreword by klaus schwab -- Author biographies -- Acknowledgments -- Introduction - by armand doucet & jelmer evers -- education in a time of unprecedented change by michael soskil -- education today: a collection of snapshots by elisa guerra -- - overcoming equity gaps in and through education by michael soskil -- Teach me: the learner profile by armand doucet -- the power of learning by nadia lopez -- contextualizing personalization in education by armand doucet -- (...)
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  34. Intentional teaching in early childhood: ignite your passion for learning and improve outcomes for young children.Sandra Heidemann - 2019 - Minneapolis: Free Spirit Publishing. Edited by Beth Menninga & Claire Chang.
    Professional development resource providing advice for early childhood teachers navigating demands and changes in their careers, helping them see challenges as growth opportunities. Through self-assessment and reflection, educators reexamine their teaching philosophy, integrate new knowledge and strategies into their practice, and strengthen the impact of their teaching. Includes digital content.
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  35.  15
    Teaching for Diversity and Social Justice.Maurianne Adams & Lee Anne Bell (eds.) - 2016 - Routledge.
    For twenty years, _Teaching for Diversity and Social Justice_ has been the definitive sourcebook of theoretical foundations, pedagogical and design frameworks, and curricular models for social justice teaching practice. Thoroughly revised and updated, this third edition continues in the tradition of its predecessors to cover the most relevant issues and controversies in social justice education in a practical, hands-on format. Filled with ready-to-apply activities and discussion questions, this book provides teachers and facilitators with an accessible pedagogical approach to issues (...)
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  36.  31
    Why Teach Philosophy in Schools? The Case for Philosophy on the Curriculum.Jane Gatley - 2023 - London: Bloomsbury.
    This book presents a case for teaching philosophy in schools. It develops two original arguments for teaching philosophy to all students at some point over the course of their education. Gatley argues that teaching philosophy is the best way to help students to think clearly using ordinary, or non-specialist concepts such as 'good', 'truth', or 'happiness'. She goes on to argue that teaching philosophy is the best way to help students to make sense of the different (...)
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  37.  37
    Teaching and the Life History of Cultural Transmission in Fijian Villages.Michelle A. Kline, Robert Boyd & Joseph Henrich - 2013 - Human Nature 24 (4):351-374.
    Much existing literature in anthropology suggests that teaching is rare in non-Western societies, and that cultural transmission is mostly vertical (parent-to-offspring). However, applications of evolutionary theory to humans predict both teaching and non-vertical transmission of culturally learned skills, behaviors, and knowledge should be common cross-culturally. Here, we review this body of theory to derive predictions about when teaching and non-vertical transmission should be adaptive, and thus more likely to be observed empirically. Using three interviews conducted with rural (...)
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  38.  9
    Faculty misconduct in collegiate teaching.John M. Braxton - 1999 - Baltimore, Md.: Johns Hopkins University Press. Edited by Alan E. Bayer.
    In Faculty Misconduct in Collegiate Teaching, higher education researchers John Braxton and Alan Bayer address issues of impropriety and misconduct in the teaching role at the postsecondary level. Braxton and Bayer define and examine norms of teaching behavior: what they are, how they come to exist, and how transgressions are detected and addressed. Do faculty members across various collegiate settings, for example, share views about appropriate and inappropriate teaching behaviors, as they share expectations regarding actions related (...)
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  39.  38
    Teaching critical thinking: dialogue and dialectic.John E. McPeck - 1990 - New York: Routledge.
    This book, first published in 1990, takes a critical look at the major assumptions which support critical thinking programs and discovers many unresolved questions which threaten their viability. John McPeck argues that some of these assumptions are incoherent or run counter to common sense, while others are unsupported by the available empirical evidence. This title will be of interest to students of the philosophy of education.
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  40.  44
    Teaching thinking: philosophical enquiry in the classroom.Robert Fisher - 1998 - New York: Continuum.
    Ahighly successful guide to encourage classroomdiscussion fordeveloping children's thinking, learning and literacy skills containsmaterial on the latest trends in teaching thinking, including dialogic teaching, creativity and personalized learning. This sourcebook of ideas is essential reading for anyone seeking to develop children's minds, to build their self-esteem or to improve the quality of teaching and learning in schools.
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  41. The power of teaching: readings on the philosophical, theoretical, and practical issues associated with teaching and learning.Kelly E. Demers & Diana Sherman (eds.) - 2020 - San Diego, CA: Cognella.
    The Power of Teaching: Readings on the Philosophical, Theoretical, and Practical Issues Associated with Teaching and Learning provides preservice K-12 teachers with a collection of curated readings that help them prepare for their future in teaching. The reader is divided into five units, each addressing one broadly defined topic in education. The first unit introduces readers to the multiple complexities associated with learning to teach effectively. The second unit contains four articles that explore a variety of pedagogical (...)
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  42. Teachings of Mahatma Gandhi. Gandhi - 1945 - Lahore,: The Indian printing works. Edited by Chander, Jag Parvesh & [From Old Catalog].
     
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  43. Teaching identities : lessons from Aujuittuq (the place that never thaws).Heather McLeod & Dale Vanell - 2020 - In Ellyn Lyle (ed.), Identity landscapes: contemplating place and the construction of self. Boston: Brill | Sense.
     
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  44. Teaching virtue.Nancy Snow & Scott Beck - 2018 - In Aaron Zimmerman, Karen Jones & Mark Timmons (eds.), Routledge Handbook on Moral Epistemology. Routledge.
     
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  45.  18
    Reflective teaching in the postmodern world: a manifesto for education in postmodernity.Stuart Parker - 1997 - Philadelphia: Open University Press.
    This is a book about two stories of education. In one story there is a vocabulary of means, efficiency, bureaucracy, inspection and science; in the other, one of autonomy, democracy, emancipation and action research. One is the story of positivist managerialist approaches to education, the other is the story of reflective teaching. This book displaces both of these stories. By applying the techniques of deconstruction, Stuart Parker overturns the assumptions common to both of these positions and, in doing so, (...)
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  46.  24
    The Teaching Excellence Framework, Epistemic Insensibility and the Question of Purpose.Joshua Forstenzer - 2018 - Journal of Philosophy of Education 52 (3):548-574.
    This article argues that the Teaching Excellence Framework manifests the vice of epistemic insensibility. To this end, it explains that the TEF is a metrics‐driven evaluation mechanism which permits English higher education institutions to charge higher fees if the ‘quality’ of their teaching is deemed ‘excellent’. Through the TEF, the Government aims to improve the quality of teaching by using core metrics that reflect student satisfaction, retention and short‐term graduate employment. In response, some have criticised the TEF (...)
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  47.  4
    Teaching Scientific Integrity in Academia: What and How Students Want to Learn?N. Sira, M. Decker, C. Lemke, A. Winkens, C. Leicht-Scholten & D. Groß - forthcoming - Journal of Academic Ethics:1-20.
    Training in scientific integrity continues to be an important topic in universities and other research institutions. Its main goal is to prevent scientific misconduct and promote good scientific practice. However, there is still no consensus on how scientific integrity should be taught. Moreover, the perspective of those who receive such training is often underrepresented. Yet it is precisely their interests and needs that must be considered when developing educational programs. Against this backdrop, we conducted a mixed-methods study with the goal (...)
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  48. Teaching the Debate.Brian Besong - 2016 - Teaching Philosophy 39 (4):401-412.
    One very common style of teaching philosophy involves remaining publicly neutral regarding the views being debated—a technique commonly styled ‘teaching the debate.’ This paper seeks to survey evidence from the literature in social psychology that suggests teaching the debate naturally lends itself to student skepticism toward the philosophical views presented. In contrast, research suggests that presenting one’s own views alongside teaching the debate in question—or ‘engaging the debate’—can effectively avoid eliciting skeptical attitudes among students without sacrificing (...)
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  49. Teaching, Freedom and the Human Individual.Sebastian Rödl - 2020 - Journal of Philosophy of Education 54 (2):290-304.
    The essay represents teaching as the coming to be of the human individual. In order to do so, it reflects on the character of human life by which it is knowledge of itself. Being knowledge of itself, human life is self-determining or free. Therefore generality and particularity come together in the human being in a distinctive way: a human being is not an exemplar, instance or specimen of a species, nature or life-form. Rather, she is her own principle. This (...)
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  50.  1
    Teaching Plato in Palestine: philosophy in a divided world.Carlos Fraenkel - 2015 - Princeton, New Jersey: Princeton University Press.
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