Results for 'pedagogy'

1000+ found
Order:
  1. Rhetoric and Pedagogy.Rhetoric as Pedagogy - 2009 - In A. Lunsford, K. Wilson & R. Eberly (eds.), Sage Handbook of Rhetorical Studies. Sage Publications.
    No categories
     
    Export citation  
     
    Bookmark  
  2. Pedagogy of the Oppressed.Paulo Freire - 2008 - In David J. Flinders & Stephen J. Thornton (eds.), The Curriculum Studies Reader. Routledge.
  3.  14
    Picturebooks, Pedagogy and Philosophy.Joanna Haynes - 2011 - Routledge.
    A CHOICE Outstanding Academic Title 2012! Contemporary picturebooks open up spaces for philosophical dialogues between people of all ages. As works of art, picturebooks offer unique opportunities to explore ideas and to create meaning collaboratively. This book considers censorship of certain well-known picturebooks, challenging the assumptions on which this censorship is based. Through a lively exploration of children's responses to these same picturebooks the authors paint a way of working philosophically based on respectful listening and creative and authentic interactions, rather (...)
    Direct download  
     
    Export citation  
     
    Bookmark   22 citations  
  4. Natural Pedagogy.Gergely Csibra & György Gergely - 2009 - Trends in Cognitive Sciences 13 (4):148-153.
  5. 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 ...
    Direct download  
     
    Export citation  
     
    Bookmark   48 citations  
  6.  90
    Pedagogies of Hope.Darren Webb - 2013 - Studies in Philosophy and Education 32 (4):397-414.
    Hoping is an integral part of what it is to be human, and its significance for education has been widely noted. Hope is, however, a contested category of human experience and getting to grips with its characteristics and dynamics is a difficult task. The paper argues that hope is not a singular undifferentiated experience and is best understood as a socially mediated human capacity with varying affective, cognitive and behavioural dimensions. Drawing on the philosophy, theology and psychology of hope, five (...)
    Direct download (4 more)  
     
    Export citation  
     
    Bookmark   16 citations  
  7.  81
    Pedagogies in the Wild—Entanglements Between Deleuzoguattarian Philosophy and the New Materialisms: Editorial.Evelien Geerts & Delphi Carstens - 2021 - Matter: Journal of New Materialist Research 1 (2).
  8. Narrative Pedagogy for Introduction to Philosophy.Kevin J. Harrelson - 2012 - Teaching Philosophy 35 (2):113-141.
    This essay offers a rationale for the employment of narrative pedagogies in introductory philosophy courses, as well as examples of narrative techniques, assignments, and course design that have been successfully employed in the investigation of philosophical topics. My hope is to undercut the sense that “telling stories in class” is just a playful diversion from the real material, and to encourage instructors to treat storytelling as a genuine philosophical activity that should be rigorously developed. I argue that introductory courses focused (...)
    Direct download (4 more)  
     
    Export citation  
     
    Bookmark   3 citations  
  9.  40
    Biological Pedagogy as Concern for Semiotic Growth.Ramsey Affifi - 2014 - Biosemiotics 7 (1):73-88.
    Deweyan pedagogy seeks to promotes growth, characterized as an increased sensitivity, responsiveness, and ability to participate in an environment. Growth, Dewey says, is fostered by the development of habits that enable further habit formation. Unfortunately, humans have their own habitual ways of encountering other species, which often do not support growth. In this article, I briefly review some common conceptions of learning and the process of habit-formation to scope out the landscape of a more responsible and responsive approach to (...)
    Direct download (5 more)  
     
    Export citation  
     
    Bookmark   4 citations  
  10. My Pedagogic Creed.John Dewey - 2008 - In David J. Flinders & Stephen J. Thornton (eds.), The Curriculum Studies Reader. Washington: Routledge.
     
    Export citation  
     
    Bookmark   55 citations  
  11.  37
    Institutional Pedagogy and Semiosis: Investigating the Missing Link Between Peirce's Semiotics and Effective Semiotics.Sébastien Pesce - 2011 - Educational Philosophy and Theory 43 (10):1145-1160.
    My aim in this paper is to show the relevance of an ‘effective semiotics’; that is, a field study based upon Peirce's semiotics. The general context of this investigation is educational semiotics rather than semiotics of teaching: I am concerned with a general approach of educational processes, not with skills and curricula. My paper is grounded in a field study that I carried out in a school, L'Ecole de la Neuville, implementing Institutional Pedagogy in France. I first investigate the (...)
    Direct download (6 more)  
     
    Export citation  
     
    Bookmark   5 citations  
  12.  58
    Critical Pedagogy and Neoliberalism: Concerns with Teaching Self-Regulated Learning. [REVIEW]Stephen Vassallo - 2013 - Studies in Philosophy and Education 32 (6):563-580.
    In the educational psychology literature, self-regulated learning is associated with empowerment, agency, and democratic participation. Therefore, researchers are dedicated to developing and improving self-regulated learning pedagogy in order to make it widespread. However, drawing from the educational philosophy of Paulo Freire, teaching students to regulate their learning can be tied to a curriculum of obedience, subordination, and oppression. Using Freire’s discussion of concepts such as adaptation, prescription, and dependence, I suggest that self-regulated learning: targets individual psychological changes that render (...)
    Direct download (3 more)  
     
    Export citation  
     
    Bookmark   4 citations  
  13.  32
    Moral Pedagogy and Practical Ethics.Chuck Huff & William Frey - 2005 - Science and Engineering Ethics 11 (3):389-408.
    Online science and engineering ethics (SEE) education can support appropriate goals for SEE and the highly interactive pedagogy that attains those goals. Recent work in moral psychology suggests pedagogical goals for SEE education that are surprisingly similar to goals enunciated by several panels in SEE. Classroom-based interactive study of SEE cases is a suitable method to achieve these goals. Well-designed cases, with appropriate goals and structure can be easily adapted to courses that have online components. It is less clear (...)
    Direct download (3 more)  
     
    Export citation  
     
    Bookmark   20 citations  
  14.  18
    Pedagogy in Common: Democratic Education in the Global Era.Noah de Lissovoy - 2011 - Educational Philosophy and Theory 43 (10):1119-1134.
    In the context of the increasingly transnational organization of society, culture, and communication, this article develops a conceptualization of the global common as a basic condition of interrelation and shared experience, and describes contemporary political efforts to fully democratize this condition. The article demonstrates the implications for curriculum and teaching of this project, describing in particular the importance of fundamentally challenging the interpellation of students as subjects of the nation, and the necessity for new and radically collaborative forms of political (...)
    Direct download (6 more)  
     
    Export citation  
     
    Bookmark   10 citations  
  15.  4
    Critical Pedagogy in the New Normal.Christopher Ryan Maboloc - 2020 - Voices in Bioethics 6.
    Photo by Thought Catalog on Unsplash INTRODUCTION The coronavirus pandemic is a challenge to educators, policy makers, and ordinary people. In facing the threat from COVID-19, school systems and global institutions need “to address the essential matter of each human being and how they are interacting with, and affected by, a much wider set of biological and technical conditions.”[1] Educators must grapple with the societal issues that come with the intent of ensuring the safety of the public. To some, “these (...)
    No categories
    Direct download  
     
    Export citation  
     
    Bookmark   2 citations  
  16.  38
    Contemplative Pedagogy and Mindfulness: Developing Creative Attention in an Age of Distraction.Aislinn O'Donnell - 2015 - Journal of Philosophy of Education 49 (2):187-202.
    Over the last decade, there has been a considerable expansion of mindfulness programmes into a number of different domains of contemporary life, such as corporations, schools, hospitals and even the military. Understanding the reasons for this phenomenon involves, I argue, reflecting upon the nature of contemporary capitalism and mapping the complexity of navigating new digital technologies that make multiple and accelerated solicitations upon attention and our affective lives. Whilst acknowledging the benefits of mindfulness practice, this article argues that it is (...)
    Direct download (3 more)  
     
    Export citation  
     
    Bookmark   14 citations  
  17. Pedagogy of Non-Domination: Neo-Republican Political Theory and Critical Education.Itay Snir & Yuval Eylon - 2016 - Policy Futures in Education 14 (6):759-774.
    The neo-republican political philosophy (sometimes referred to as civic republicanism) advances the idea of freedom as non-domination, in an attempt to provide democracy with a solid normative foundation upon which concrete principles and institutions can be erected so as to make freedom a reality. However, attempts to develop a republican educational theory are still hesitant, and fail to take the republican radical conception of freedom to its full conclusions. This article suggests that dialogue between neo-republicanism and critical pedagogy can (...)
     
    Export citation  
     
    Bookmark   3 citations  
  18.  39
    Dialogic Pedagogy for Social Justice: A Critical Examination.Liz Jackson - 2008 - Studies in Philosophy and Education 27 (2-3):137-148.
    A crucial component of any education, dialogue is viewed by many social justice educators as their primary means towards rectifying social inequalities. Yet the extent to which the particular educational practices they recommend meet the needs or interests of their students who face systemic disadvantage remains unclear. This essay examines claims for and against dialogical pedagogy for increasing social justice. While conceding that dialogue is necessary for developing praxis as a student and participant in society, the essay argues that (...)
    Direct download (3 more)  
     
    Export citation  
     
    Bookmark   5 citations  
  19.  36
    Pedagogy of Discomfort’ and its Ethical Implications: The Tensions of Ethical Violence in Social Justice Education.Michalinos Zembylas - 2015 - Ethics and Education 10 (2):163-174.
    This essay considers the ethical implications of engaging in a pedagogy of discomfort, using as a point of departure Butler's reflections on ethical violence and norms. The author shows how this attempt is full of tensions that cannot, if ever, be easily resolved. To address these tensions, the author first offers a brief overview of the notion of pedagogy of discomfort and discusses its relevance with Foucault's idea of ‘ethic of discomfort’ and the promise of ‘safe classroom.’ Then, (...)
    Direct download (3 more)  
     
    Export citation  
     
    Bookmark   6 citations  
  20.  40
    The Pedagogic Impulse of Husserl’s Ways Into Transcendental Phenomenology.Andrea Staiti - 2012 - Graduate Faculty Philosophy Journal 33 (1):39-56.
    Direct download (3 more)  
     
    Export citation  
     
    Bookmark   12 citations  
  21.  7
    Vygotsky and Pedagogy.Harry Daniels - 2016 - Routledge.
    The Routledge Classic Edition of Daniels’ influential 2001 text _Vygotsky and Pedagogy_ explores the growing interest in Vygotsky and the pedagogic implications of the body of work that is developing under the influence of his theories. With a new preface from Harry Daniels this book explores the growing interest in Vygotsky and the pedagogic implications of the body of work that is developing under the influence of his theories. It provides an overview of the ways in which the original writing (...)
    No categories
    Direct download  
     
    Export citation  
     
    Bookmark   13 citations  
  22.  9
    Pedagogy at the Brink of the Post-Anthropocene.Jason J. Wallin - 2017 - Educational Philosophy and Theory 49 (11):1099-1111.
    The significance of educational research is today predicated on its ability to engage with the ecological, economic, and political challenges of the anthropocene, for where we might take seriously education’s commitment to the future necessitates a sustained encounter with the implications and questions raised in the wake of ‘our’ mutated planetary ecology. To repeat in the image of those educational practices, models and patterns of thinking that have contributed to the contemporary ecological crisis of the planet falls gravely short of (...)
    Direct download (4 more)  
     
    Export citation  
     
    Bookmark   8 citations  
  23.  35
    Science Pedagogy as a Category of Historical Analysis: Past, Present, and Future.Kathryn M. Olesko - 2006 - Science & Education 15 (7-8):863-880.
    Direct download (3 more)  
     
    Export citation  
     
    Bookmark   16 citations  
  24.  12
    Pedagogical Support for Responsible Conduct of Research Training.Misti Ault Anderson - 2016 - Hastings Center Report 46 (1):18-25.
    The number of training programs for the responsible conduct of research has increased substantially over the past few decades as the importance of research ethics has received greater attention. It is unclear, however, whether the proliferation of RCR training programs has improved researcher integrity or the public's trust in science. Rather than training researchers simply to comply with regulations, we could use the opportunity to develop researchers' ability to understand and appreciate the ethical ideals that inform the regulations in order (...)
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark   4 citations  
  25.  29
    Pedagogy for a Liquid Time.Larry Green & Kevin Gary - 2016 - Studies in Philosophy and Education 35 (1):47-62.
    Sociologist Zygmunt Bauman characterizes our time as a time of “liquid modernity”. Rather than settled meanings, categories, and frames of reference Bauman contends that meaning is always in flux, open ended rather than closed. Given Bauman’s assessment, pedagogies that are directed towards finding, accepting, or imposing meaning come up short. They offer closed, ‘finished’ meanings instead of an examination of the ongoing, open ended, process of meaning making. What might a pedagogy for a liquid time look like? This is (...)
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark   1 citation  
  26. Pedagogy of Play.Roberto Farné - 2005 - Topoi 24 (2):169-181.
    Pedagogy of play” focuses on the educational value of this field of experience, by claiming that play characterizes the two fundamental guidelines which are at the basis of education; the spontaneous and natural direction on the one side, and the intentional one on the other side. It is commonly assumed that pedagogy of play concerns only the latter of the two above-mentioned aspects of education, that is to say the design and management of playing experiences and materials with (...)
    Direct download (4 more)  
     
    Export citation  
     
    Bookmark   3 citations  
  27.  1
    Pedagogy, Technology, and the Body.Erica McWilliam & Peter G. Taylor - 1996 - Peter Lang.
    This collection of essays is a genuinely interdisciplinary exploration of the changing relationship of pedagogy, technology, and human beings in contemporary educational and cultural settings. The authors draw upon the most recent theoretical developments in education, the arts, the human body, and technology to interrogate changing pedagogical practices both inside and beyond educational institutions. Their focus on new forms of cultural exchange constitutes a radical re-thinking of the nature of pedagogical events beyond the boundaries of the traditional educational disciplines.
    Direct download  
     
    Export citation  
     
    Bookmark   3 citations  
  28.  11
    Emotion Pedagogies: What Are They, and Why Do They Matter?James M. Wilce & Janina Fenigsen - 2016 - Ethos: Journal of the Society for Psychological Anthropology 44 (2):81-95.
    No categories
    Direct download  
     
    Export citation  
     
    Bookmark   6 citations  
  29. Kuhn, Pedagogy, and Practice: A Local Reading of Structure.Lydia Patton - 2018 - In Moti Mizrahi (ed.), The Kuhnian Image of Science: Time for a Decisive Transformation? Lanham, MD: Rowman and Littlefield.
    Moti Mizrahi has argued that Thomas Kuhn does not have a good argument for the incommensurability of successive scientific paradigms. With Rouse, Andersen, and others, I defend a view on which Kuhn primarily was trying to explain scientific practice in Structure. Kuhn, like Hilary Putnam, incorporated sociological and psychological methods into his history of science. On Kuhn’s account, the education and initiation of scientists into a research tradition is a key element in scientific training and in his explanation of incommensurability (...)
    Direct download (4 more)  
     
    Export citation  
     
    Bookmark   2 citations  
  30. Pedagogies Of Crossing: Meditations On Feminism, Sexual Politics, Memory, And The Sacred.M. Jacqui Alexander - 2005
    No categories
     
    Export citation  
     
    Bookmark   19 citations  
  31. Pedagogy and Social Learning in Human Development.Richard Moore - 2016 - In Julian Kiverstein (ed.), The Routledge Handbook of Philosophy of the Social Mind. Routledge. pp. 35-52.
  32.  31
    Deliberative Pedagogy: Ideas for Analysing the Quality of Deliberation in Conflict Management in Education.Klas Roth - 2008 - Studies in Philosophy and Education 27 (4):299-312.
    Institutions worldwide respond to the need to recognise the value of educating children and young people to handle or solve conflicts in communication. But how do they or we know that an event is correctly interpreted as a conflict? How can people analyse the quality of deliberation when handling or solving conflicts in communication in education? I discuss these questions and argue that the notion of conflict cannot be defined only in terms of incompatibility, clash, opposition and/or disagreement; it also (...)
    Direct download (3 more)  
     
    Export citation  
     
    Bookmark   2 citations  
  33. Democratic Pedagogy.Gilbert Burgh - 2014 - Journal of Philosophy in Schools 1 (1):22-44.
    The ideas contained in this paper were first formulated as part of a chapter in my doctoral dissertation, which was completed in 1997. Some years later I added to my initial thoughts, scribbled some notes, and presented them at the 12th Annual Philosophy in Schools Conference, held in Brisbane in 2002. This presentation surfaced as a paper in Critical & Creative Thinking: The Australasian Journal of Philosophy in Schools (Burgh 2003a). Soon thereafter I revised the paper (Burgh 2003b) and it (...)
    Direct download (12 more)  
     
    Export citation  
     
    Bookmark   6 citations  
  34.  28
    Pedagogical Encounters.Bronwyn Davies & Susanne Gannon (eds.) - 2009 - Peter Lang.
    Introduction Bronwyn Davies We began this book at a collective biography workshop that Susanne and I convened in a house at Bombo on the south coast of New ...
    Direct download  
     
    Export citation  
     
    Bookmark   5 citations  
  35.  3
    Pedagogical Content Knowledge of French as a Foreign Language: Differences Between Pre-Service and in-Service Teachers.Marie Evens, Kelly Tielemans, Jan Elen & Fien Depaepe - 2018 - Educational Studies 45 (4):422-439.
    Pedagogical content knowledge is an important predictor of educational quality. PCK develops from various sources, such as teaching experience. Studies investigating the effects of teaching experience on PCK development mainly focus on the question whether experienced teachers differ from novices in the amount of PCK. In a mixed methods study, we study both quantitative and qualitative differences between pre-service and in-service teachers’ PCK. Total scores on a paper-and-pencil instrument are used as a measure of French PCK. To analyse the participants’ (...)
    No categories
    Direct download (4 more)  
     
    Export citation  
     
    Bookmark   1 citation  
  36.  44
    Critical Pedagogy and its Complicities: A Praxis of Stuck Places.Patti Lather - 1998 - Educational Theory 48 (4):487-497.
  37. 13 Pedagogy with Empty Hands.Gert Biesta - 2008 - In Denise Egéa-Kuehne (ed.), Levinas and Education: At the Intersection of Faith and Reason. Routledge. pp. 18--198.
    No categories
     
    Export citation  
     
    Bookmark   10 citations  
  38.  44
    Messianic Pedagogy.Tyson Lewis - 2010 - Educational Theory 60 (2):231-248.
    Famously, Walter Benjamin once wrote that behind historical materialism lies a disavowed theological “hunchback.” More importantly, it is only through a rejuvenated relation with this theological hunchback that historical materialism can ultimately realize its own revolutionary possibilities. While the theological dimension of critical theory has been explored in a variety of disciplines and for a variety of political and philosophical purposes, the same cannot be said for the field of critical pedagogy. In this essay, Tyson Lewis addresses this gap (...)
    Direct download (4 more)  
     
    Export citation  
     
    Bookmark   4 citations  
  39.  23
    Relational Pedagogy. Embodiment, Improvisation, and Interdependence.Vangie Bergum - 2003 - Nursing Philosophy 4 (2):121-128.
    Direct download (3 more)  
     
    Export citation  
     
    Bookmark   5 citations  
  40.  7
    Chemical Pedagogy and the Periodic System.Ann E. Robinson - 2019 - Centaurus 61 (4):360-378.
    No categories
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark   2 citations  
  41. Transforming Pedagogy Through Philosophical Inquiry.Kim Nichols, Rosie Scholl & Gilbert Burgh - 2014 - International Journal of Pedagogies and Learning 9 (3):253–272.
    This study explored the impact of implementing Philosophy, in the tradition of 'Philosophy for Children', on pedagogy. It employed an experimental design that included 59 primary teachers. The experimental group received an intervention of training in Philosophy and the comparison group received training in Thinking Tools (graphic organisers), a subset of the Philosophy training. Lessons were coded on variables of pedagogy, across the two groups, at three time-points. Teacher interviews were conducted to gather participants' perspectives. Between group analysis (...)
     
    Export citation  
     
    Bookmark   2 citations  
  42.  10
    Towards Pedagogy Supporting Ethics in Analysis.Marie Oldfield - forthcoming - Journal of Humanistic Mathematics.
    Over the past few years we have seen an increasing number of legal proceedings related to inappropriately implemented technology. At the same time career paths have diverged from the foundation of statistics out to Data Scientist, Machine Learning and AI. All of these new branches being fundamentally branches of statistics and mathematics. This has meant that formal training has struggled to keep up with what is required in the plethora of new roles. Mathematics as a taught subject is still based (...)
    Direct download  
     
    Export citation  
     
    Bookmark  
  43.  13
    Pedagogical Applications of Cognitive Research on Musical Improvisation.Michele Biasutti - 2015 - Frontiers in Psychology 6.
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark   5 citations  
  44.  3
    Wittgenstein: Philosophy, Postmodernism, Pedagogy.Michael Peters - 1996 - Bergin & Garvey.
    This book takes up, and takes seriously, the institutional sites and pedagogical investments of professional identity for college English teachers and examines how these site and investments both constitute and complicate the space of our politics.
    Direct download  
     
    Export citation  
     
    Bookmark   23 citations  
  45. Emergent Pedagogy in England: A Critical Realist Study of Structure-Agency Interactions in Higher Education.Bushra Sharar - 2015 - Routledge.
    This book aims to show how a meta-theory of critical realism can be applied to research about pedagogy in the changing landscape of higher education in England. It introduces some of the key ideas of critical realism, and its potential to clarify complex issues that arise in research. This book draws on a critical realist study of structure/agency interactions in three contrasting higher education institutions. Seven case studies of lecturers, over the three universities, are considered to explore the interplay (...)
    Direct download  
     
    Export citation  
     
    Bookmark   1 citation  
  46.  5
    Critical Pedagogy Beyond the Multitude: Decolonizing Hardt and Negri.Noah De Lissovoy & Alex J. Armonda - forthcoming - Educational Philosophy and Theory:1-11.
    The work of Hardt and Negri offers the field of education important theoretical resources for reconceptualizing subjectivity as a site of politics. Yet recent shifts on the Left toward more articul...
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark   1 citation  
  47.  15
    The Pedagogical Roots of the History of Science: Revisiting the Vision of James Bryant Conant.Christopher Hamlin - 2016 - Isis 107 (2):282-308.
    No categories
    Direct download (3 more)  
     
    Export citation  
     
    Bookmark   4 citations  
  48.  2
    Pedagogy of Multiliteracies: Rewriting Goldilocks.Heather Lotherington - 2011 - Routledge.
    A CHOICE Outstanding Academic Title 2012! Based on case studies from public schools in Toronto, Canada, this book chronicles an inspiring five-year journey to develop thinking about and teaching literacy for the 21st century. The research, which was classroom-based and developed by public school teachers in collaboration with university researchers, was stimulated by an ethnographic study at Joyce Public School to track children learning to read in an era of multiliteracies. Following the kindergarteners' interest in Goldilocks and the Three Bears, (...)
    Direct download  
     
    Export citation  
     
    Bookmark   2 citations  
  49.  1
    Expertise, Pedagogy and Practice.David Simpson & David Beckett (eds.) - 2016 - Routledge.
    _Expertise, Pedagogy and Practice_ takes as its focus recent work on situated and embodied cognition, the concepts of expertise, skill and practice, and contemporary pedagogical theory. This work has made important steps towards overcoming traditional intellectualist and individualist models of cognition, group interaction and learning, but has in turn generated a number of important questions about the shape of a model that emphasizes learning and interaction as situated and embodied. Bringing together philosophers, cognitive scientists and education theorists, the collection (...)
    Direct download  
     
    Export citation  
     
    Bookmark  
  50.  39
    Pedagogy Without a Project: Arendt and Derrida on Teaching, Responsibility and Revolution.Anne O’Byrne - 2005 - Studies in Philosophy and Education 24 (5):389-409.
1 — 50 / 1000