Results for 'Philosophical Pedagogy'

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  1.  26
    Heidegger's Philosophic Pedagogy.Michael Ehrmantraut - 2010 - Continuum.
    Introduction -- The practice of philosophy -- The pedagogical character of philosophic practice -- The problem of the beginning -- The new pedagogy of the lecture courses -- Fundamental ontology and metaphysics -- Philosophic pedagogy and spiritual leadership -- Education and politics -- Heidegger's introduction to philosophy -- The task of introduction : Einleitung in die Philosophie -- Philosophy and the essence of man -- Heidegger's students -- The crisis of academic studies -- Towards a living philosophizing -- (...)
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  2.  37
    Heidegger's Philosophic Pedagogy – By M. Ehrmantraut.John Quay - 2012 - Educational Philosophy and Theory 44 (5):571-575.
    Book review of Michael Ehrmantraut's (2010) Heidegger's Philosophic Pedagogy published by Continuum.
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  3.  16
    Continental and Feminist Philosophical Pedagogies: Conditions.Sina Kramer - 2012 - philoSOPHIA: A Journal of Continental Feminism 2 (1):68-71.
    In lieu of an abstract, here is a brief excerpt of the content:Continental and Feminist Philosophical PedagogiesConditionsSina KramerIn thinking through what it means to teach continental and feminist philosophy, I keep coming back to a somewhat enigmatic line from Adorno’s essay, “Why Still Philosophy?”: “Because philosophy is good for nothing, it is not yet obsolete” (Adorno 2005, 15). I believe that this dialectical aphorism has everything to do with the conditions under which we as teachers practice philosophy today, and (...)
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  4.  31
    Heidegger's Philosophic Pedagogy – By M. Ehrmantraut.Samuel D. Rocha - 2012 - Educational Philosophy and Theory 44 (5):568-570.
  5.  5
    VII Congress of the Society for Philosophical Pedagogy (TPF).Slawomir Sztobryn - 2017 - Filosofiya osvity Philosophy of Education 20 (1):296-297.
    The VII Congress of the Society for Philosophical Pedagogy took place in Warsaw at the University of Cardinal Stefan Vyshinsky from September 30 to October 2, 2016. Scientists from Portugal, Germany, Czech Republic, Slovakia, Ukraine and Poland took part in this important event, which took place in the jubilee 10th anniversary of the founding of the Society. The leading theme of the conference "Universalism and regionalism of philosophical pedagogy (Polish-German context)" was supplemented by the complementary theme (...)
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  6. Josiah Royce and the Problems of Philosophical Pedagogy.Lucio Angelo Privitello - 2010 - Transactions of the Charles S. Peirce Society 46 (1):111-142.
    The power, depth, and humanity of the work and life of Josiah Royce gains in richness by following his reflections on the problems of philosophical pedagogy. While engaged as a professor of philosophy, author, advisor, and administrator, Royce developed and refined guidelines for the philosophy of education, and the art of philosophical pedagogy. Except for a few personal recollections from his students and colleagues, an article by Frank M. Oppenheim that appeared thirty-five years ago, and the (...)
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  7.  11
    The Personal Is Philosophical, or Teaching a Life and Living the Truth: Philosophical Pedagogy at the Boundaries of Self.Ruth Ginzberg - 1999 - In Emanuela Bianchi (ed.), Is feminist philosophy philosophy? Evanston, Ill.: Northwestern University Press. pp. 50.
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  8.  11
    Anthropological Anti-Utopia of the Third Reich and its philosophical-pedagogical implications. Article two. Man in the spaces of anthropological Anti-Utopia.Maria Kultaieva - 2019 - Filosofska Dumka (Philosophical Thought) 6:64-80.
    This publication is an article 2, expanding on the topic, outlined in article 1, published earlier in “Philosophical thoughts” (1019, No. 1). The author considers the constitutional prerequisites of the anthropological anti-Utopia of the Third Reich, the main principles of which were deduced from the folk-political and folk-cultural versions of the German philosophical anthropology completed with ideological statements of the industrialism. The functional potential of the human ideals is regarded. These ideals are canonized in the ideology of the (...)
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  9. Intentional learning as a model for philosophical pedagogy.Michael Cholbi - 2007 - Teaching Philosophy 30 (1):35-58.
    The achievement of intentional learning is a powerful paradigm for the objectives and methods of the teaching of philosophy. This paradigm sees the objectives and methods of such teaching as based not simply on the mastery of content, but as rooted in attempts to shape the various affective and cognitive factors that influence students’ learning efforts. The goal of such pedagogy is to foster an intentional learning orientation, one characterized by self-awareness, active monitoring of the learning process, and a (...)
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  10.  12
    Intentional Learning as a Model for Philosophical Pedagogy.Michael Cholbi - 2007 - Teaching Philosophy 30 (1):35-58.
    The achievement of intentional learning is a powerful paradigm for the objectives and methods of the teaching of philosophy. This paradigm sees the objectives and methods of such teaching as based not simply on the mastery of content, but as rooted in attempts to shape the various affective and cognitive factors that influence students’ learning efforts. The goals of such pedagogy is to foster an intentional learning orientation, one characterized by self-awareness, active monitoring of the learning process, and a (...)
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  11. Some aspects of adulthood as seen in philosophical-pedagogical perspective with reference to the Zulu's new image in man.Beyers Nel & F. C. - 1970 - [Stellenbosch]: University of Zululand.
     
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  12. Josiah Royce and the Problems of Philosophical Pedagogy.Lucio Angelo Privitello - 2010 - Transactions of the Charles S. Peirce Society 46 (2):300-320.
    Between 1903 and 1913, Royce was recovering from the intensity of having written The World and the Individual. He had experienced family tragedies and an intense lecture schedule, speaking at a variety of American universities as well as at venues abroad. In this period Royce dedicated fewer pieces to the philosophy of pedagogy. These pieces, taken together, closely circumscribe his later works on religion, logic, and ethics. After dedicating lectures and pieces on the psychological underpinnings of pedagogy, and (...)
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  13. Philosophical Beliefs on Education and Pedagogical Practices Among Teachers in San Roque, Mabini, Bohol.Joshua Relator - 2024 - Psychology and Education: A Multidisciplinary Journal 17 (1):49-58.
    The philosophies of education serve as the guide of the teachers in handling the teaching-learning process. However, a belief will remain as a belief unless it is practiced. This study aimed to find the relationship between the philosophical beliefs and practices of the 30 teachers of the schools in San Roque, Mabini, Bohol - San Roque Elementary School and San Roque National High School, S.Y. 2019-2020. The study utilized a quantitative method descriptive survey research design. The research instrument used (...)
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  14.  18
    In Praise of Pagan Virtues: Toward a Renewed Philosophical Pedagogy.Mary Magada-Ward - 2018 - Journal of Speculative Philosophy 32 (1):200-214.
    ABSTRACT In this article, I argue that an essential part of our obligation as teachers and scholars of philosophy is to insist that the ultimate point of criticism is to foster the development of increasingly better explanations of natural and social phenomena. Doing so, moreover, requires that we cultivate in ourselves and our students a sense of gratitude for the very possibility of human flourishing and scientific advance. I illustrate these claims by showing how Dewey's analysis in Human Nature and (...)
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  15.  27
    The philosopher as teacher: Schopenhauer's charge and modern academic philosophy: Some problems facing philosophical pedagogy.Jon Stewart - 1995 - Metaphilosophy 26 (3):270-278.
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  16.  11
    The philosopher as teacher: Schopenhauer's charge and modern academic philosophy: Some problems facing philosophical pedagogy.Jon Stewart - 1995 - Metaphilosophy 26 (3):270-278.
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  17.  3
    Poles’ National Character in Philosophical and Pedagogical Explorations on the Turn of XIX-XX Centuries (on materials of Julian Leopold Ochorowicz scientific heritage).Sławomir Sztobryn - 2024 - Filosofiya osvity Philosophy of Education 29 (2):198-209.
    There is proposed the analysis of conceptual foundations in researching of Poles’ national character on materials of Julian Leopold Ochorowicz (1850-1917) scientific heritage connected with philosophical and pedagogical implications of his ideas. Ochorowicz’s contribution to interdisciplinary approach on Poles’ national character is emphasizing. The heuristically potential of this approach is explicated using reconstruction and systemizing of his views, which had played a significant role in determining intentionality in discussions on the matter «What philosophy do Poles need?” for the successful (...)
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  18.  6
    The Philosophical Foundations of Pedagogy of Informal Education.Tanya Zhelyazkova-Teya - 2022 - Filosofiya-Philosophy 31 (4):385-395.
    The article presents the philosophical foundations of the Pedagogy of Informal Education, created by the author in 2020 as a new self-contained branch of pedagogy. The retrospective philosophical-pedagogical overview of the development of informal education from antiquity to the present day includes 40 authors from 16 chronological stages. As criteria for the selection of ideas and their authors, own definitions of self-development and the components of the educational triad of formal, non-formal and informal education are used. (...)
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  19. Philosophical Practices and Pedagogical Practices in Philosophy / Práticas Filosóficas e Práticas Pedagógicas em Filosofia.Rodrigo Cid - 2009 - Cadernos UFS de Filosofia 6:87-95.
    These days philosophy teaching in universities follows two main views: the continental philosophy and the analytic philosophy. Each one of those traditions has very different philosophical and pedagogical practices. My objectives in this article are: 1. to show the distinctions between the practices that continental and analytical philosophies cultivated at the universities; 2. to indicate that there is a confusion at the characterization of what is analytic philosophy, and that the critics driven to it are in fact driven to (...)
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  20. Machine generated contents note: Introduction / Eve Grace and Christopher Kelly; Part I. Politics and Economics: 1. Rousseau and the illustrious Montesquieu / Christopher Kelly; 2. Political economy and individual liberty / Ryan Patrick Hanley; Part II. Science and Epistemology: 3. The presence of sciences in Rousseau's trajectory and works / Bruno Bernardi and Bernadette Bensaud-Vincent; 4. Epistemology and political perception in the case of Rousseau / Terence Marshall; Part III. The Modern or Classical, Theological or Philosophical, Foundations of Rousseau's System: 5. On the intention of Rousseau / Leo Strauss; 6. On Strauss on Rousseau / Victor Gourevitch; 7. Built on sand: moral law in Rousseau's Second Discourse / Victor Gourevitch; 8. Rousseau and Pascal / Matthew W. Maguire; Part IV. Rousseau as Educator and Legislator: 9. The measure of the possible: imagination in Rousseau's philosophical pedagogy / Richard Velkley; 10. Rousseau's French revolution / Pamela K. Jensen; 11. Ro. [REVIEW]Pierre Manent - 2012 - In Eve Grace & Christopher Kelly (eds.), The Challenge of Rousseau. Cambridge University Press.
     
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  21.  27
    Pedagogical tools to explore Cartesian mind-body dualism in the classroom: philosophical arguments and neuroscience illusions.Scott Hamilton & Trevor J. Hamilton - 2015 - Frontiers in Psychology 6:148123.
    A fundamental discussion in lower-level undergraduate neuroscience and psychology courses is Descartes’s “radical” or “mind-body” dualism. According to Descartes, our thinking mind, the res cogitans, is separate from the body as physical matter or substance, the res extensa. Since the transmission of sensory stimuli from the body to the mind is a physical capacity shared with animals, it can be confused, misled, or uncertain (e.g., bodily senses imply that ice and water are different substances). True certainty thus arises from within (...)
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  22. 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 (...)
     
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  23.  18
    Philosophical Review of Pragmatism as a Basis for Learning by Developing Pedagogy.Katariina Raij Vesa Taatila - 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 (...)
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  24.  7
    Philosophical and Pedagogical Discourse in the Postmodern Educational Space: Peculiarities of Distance Learning.Marina Rostoka, Gennadii Cherevychnyi, Olha Luchaninova & Andrii Pyzhyk - 2022 - Postmodern Openings 13 (4):244-272.
    The article presents a philosophical understanding and real interpretation of the existence and evolution of pedagogical (educational) discourse in the postmodern space. The results of scientific research are analyzed and the structural-semantic relationship of the concepts, terms and categories associated with the terminological field “discourse” is defined. The authors raise the problem of the postmodern significance of discourse in the period of the global transformation of the educational environment, caused by the pandemic COVID-19, which has put humanity before the (...)
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  25. 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 (...)
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  26.  5
    The Pedagogic Mission: An Engagement with Ancient Greek Philosophical Practices.Elly Pirocacos - 2015 - Lanham: Lexington Books.
    This book focuses on philosophical questions about the nature and scope of educational practices, methods, and epistemological issues regarding the acquisition of the understanding of the truth about “how things are” and the relevance of the sociopolitical context.
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  27.  3
    Philosophical and Pedagogical Beginnings.B. Savickey - 1998 - The Paideia Archive: Twentieth World Congress of Philosophy 6:234-241.
    The Philosophical Investigations is an inherently pedagogical work. Wittgenstein claims throughout his later writings to be teaching a method and this method is both philosophical and pedagogical. It is the claim of this paper that if we do not take Wittgenstein's methodological claim seriously, we do not engage with the text in the manner for which it was written. Consequently, we begin and end in the wrong places and the text becomes 'variously misunderstood, more or less mangled and (...)
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  28.  18
    Philosophical Aspects of Balance Between Tolerance and Manipulation in High School Pedagogical Technologies.Larisa Titonova - 2008 - Proceedings of the Xxii World Congress of Philosophy 37:363-370.
    The emerging of new virtual studying cyberspace significantly broadens the scope of pedagogical techniques and created new opportunities for usage of manipulative techniques in educational practice Manipulation success factor is mostly depends on the tolerance level of a student-addressee when recognizing manipulation intrusion. There are three main moods of student-addressee’s behaviour in manipulation situation: active anti-manipulation defence, related to building effective contramanipulation; passive anti-manipulation defence, including applying different methods of operational and behavioural blocking ofmanipulator’s actions; and high level of tolerance, (...)
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  29.  3
    Philosophical Foundations of Modern Pedagogical Education.I. N. Lesnichenko & Zh V. Fedorova - forthcoming - Vox Philosophical journal.
    The article describes the tendency of integration of pedagogical concepts of education on a philosophical basis. The philosophical approach involves a certain method of studying education — "philosophizing", which is directly related to the study of a person, his life, his personality, the search for means that help him in self-determination, finding the meaning of life.
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  30. A philosophical approach to the ethics of commerce : child labor as a pedagogical template.Richard J. Klonoski - 2005 - In Sheb L. True, Linda Ferrell & O. C. Ferrell (eds.), Fulfilling Our Obligation: Perspectives on Teaching Business Ethics. Kennesaw State University.
     
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  31.  73
    The Philosopher's Stories: The Role of Myth in Plato's Pedagogy.Anthony Hooper - 2010 - The European Legacy 15 (7):843-853.
    In this essay I will argue that Platonic myths are a useful tool not only in the education of the ignorant but for the philosophical mind as well. To do this I will first examine the limitations and problems that Plato sees in written communication, and I will then argue that myths avoid these problems by undermining their own validity. If they are to avoid the problems that plague the written format, myths must show themselves for what they are: (...)
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  32.  18
    Psychological Influences on Philosophical Questions: Implications for Pedagogy.J. Alden Stout & Chris Weigel - 2015 - American Association of Philosophy Teachers Studies in Pedagogy 1:98-110.
    Discoveries in social psychology pose important questions for philosophical pedagogy. For example, social psychologists have identified several error-producing biases that are commonly impediments to critical thinking. Recent evidence suggests that the most effective way of improving students’ critical thinking is to address these biases explicitly and metacognitively. Biases that produce errors in thinking are not the only psychological features relevant to philosophical pedagogy. Additionally, experimental philosophers have applied the methods of social psychology to uncover various influences (...)
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  33.  14
    The Temptation of Pedagogy: Levinas’s Educational Thought from His Philosophical and Confessional Writings.Eugene D. Matanky - 2018 - Journal of Philosophy of Education 52 (3):412-427.
    In this paper I analyse the current trends in educational philosophy which utilise Emmanuel Levinas's thought. An ever-growing number of scholars have articulated many different aspects of his thought for educational purposes. I propose that there is a general split between these scholars, those who favour Levinas's philosophical writings and those who favour his confessional writings. I analyse the variegated theories presented by both of these trends and offer a critique largely based on the need for the incorporation of (...)
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  34.  5
    Philosophical synousia and pedagogical eros.Francesca Pentassuglio - 2020 - Philosophie Antique 20:75-105.
    Divers portraits de l’éducation socratique, quoique apparemment contradictoires sur certains points, témoignent d’une conception de la παιδεία qui ne consiste pas à proprement parler dans l’enseignement mais d’abord et avant tout dans la fréquentation de Socrate. Cette étude entend examiner la conception originale de l’éducation défendue par Socrate dans ses divers portraits, et en particulier en ce qui concerne les modes de transmission de la vertu et du savoir au sein du rapport enseignant-élève. À cette fin, j’analyserai la profonde révision (...)
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  35.  31
    Politics, Pedagogy and the 'Reluctant Student.' Review ofThe Philosophy of Social Science: The Philosophical Foundations of Social Thought by Ted benton and Ian Craib.Garry Potter - 2002 - Journal of Critical Realism 5 (1):79-83.
    This paper revisits the controversy surrounding Bhaskar's ‘spiritualisation’ of critical realism (CR), formally introduced with the publication of From East to West. It describes the principal divisions amongst realists with respect to the five moments of CR theoretical development signified by Bhaskar in terms of his own publications. The article critiques some of his later arguments, such as that for reincarnation; but it also locates and identifies a much earlier error as being consistent with, and fundamental to, the later ideas (...)
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  36. Kant’s Lectures on Philosophical Theology -- Training-Ground for the Moral Pedagogy of Religion?Robert R. Clewis - 2015 - In Reading Kant's Lectures. Boston: De Gruyter. pp. 365-390.
    How serious was Kant about his suggestion, in the first edition Preface to Religion within the Bounds of Bare Reason (6:10), that he hoped his book would be suitable for use as compulsory reading for a philosophy class that theology students of the future would be required to take in their final year of study? This chapter (of a forthcoming anthology that will include chapters on all of Kant's lecturing activity) begins by sketching the pedagogical themes that develop progressively throughout (...)
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  37.  58
    Pedagogy and the philosophical anthropology of african american slave culture.Stephen Nathan Haymes - 2001 - Philosophia Africana 4 (2):63-92.
  38. The Theoretical and Pedagogical Significance of the Philosophical Novel and Philosophy For/With Children: Introduction to the Special Issue on the Philosophical Novel for Children.Darryl Matthew De Marzio - 2015 - Childhood and Philosophy 11 (21):11-22.
    In this paper I provide an introduction to the special issue on the Philosophical Novel for Children by pointing to a lacuna in the theoretical field of philosophy for/with children, suggesting that the field is in need of more research on the philosophical novel given its status as the curricular centerpiece of Matthew Lipman’s vision of P4/WC. I describe the genesis of the idea for this special issue, emerging as it did first from a series of questions and (...)
     
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  39.  15
    Making kin: Exploring new philosophical and pedagogical openings in sustainability education in higher education.Karen Malone & Tracy Young - 2023 - Educational Philosophy and Theory 55 (11):1205-1219.
    This paper is an exploration of evolving ideas, urgencies, and actions that we have experimented with in our teaching of an environmental sustainability subject with pre-service teachers at an Australian university. It is a work in progress. Through this shared educator-student teaching and learning process we feel the tensions of contradictory forces that disrupt the flow of prior teaching as we all become unsettled by hope and reality, grief, and loss, all mixed in with a sense of urgency and tempered (...)
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  40.  56
    Toward a Militant Pedagogy in the Name of Love: On Psychiatrization of Indifference, Neurobehaviorism and the Diagnosis of ADHD—A Philosophical Intervention.Mattias Nilsson Sjöberg - 2018 - Studies in Philosophy and Education 37 (4):329-346.
    psychiatric diagnoses such as attention deficit hyperactivity disorder is a rapidly growing and globally increasing phenomenon, not least in different educational contexts such as in family and in school. Children and youths labelled as ADHD are challenging normative claims in terms of nurturing and education, whereas those labelled as ADHD are considered a risk for society to handle. The dominant paradigm regarding ADHD is biomedical, where different levels of attention and activity-impulsivity are perceived as neurobiological dys/functions within the brain best (...)
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  41.  7
    The worldview and philosophical foundations of K. D. Ushynskyi’s pedagogical ideas.Natalia Dichek - 2024 - Filosofiya osvity Philosophy of Education 29 (2):105-129.
    The article is dedicated to the memory of Kostiantyn Dmytrovych Ushynskyi (1823-1871), an outstanding Ukrainian teacher-philosopher, founder and developer of the theoretical foundations of education based on the cooperation of pedagogy and psychology (the middle of the 19th century). In general, the purpose of the article is to update the scientific achievements of prominent compatriot. The article’s goal is detailed in such tasks: the assertion of Ukrainianness as the source or origin of K. Ushynskyi’s personality and creativity; the substantiation (...)
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  42.  1
    Practicing pragmatism through progressive pedagogies: a philosophical lens for grounding classroom teaching and research.Susan Jean Mayer - 2023 - New York, NY: Routledge.
    This book contributes to the contemporary revival of pragmatism as a practical and ultimately, as Mayer argues, necessary philosophical stance within democratic schools. Given that pragmatism addresses the question of how people can move forward in the absence of transcendent Truth, the author shows how pragmatism also-and not incidentally-provides grounds for pluralistic democratic societies to move forward in the absence of shared belief systems. Weaving together philosophical analysis and classroom discourse research, Mayer explores the relationships among pragmatism, progressive (...)
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  43. Joe Pitt, the philosophical imagination, and the practice of pedagogy.James H. Collier - 2020 - In Andrew Wells Garnar & Ashley Shew (eds.), Feedback Loops: Pragmatism About Science and Technology. Lexington Books.
     
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  44.  16
    The Lack of Philosophical Knowledge in Che Guevara’s Pedagogy: Fetishizing Love for Justice and Rage against Imperialism at the Expense of Logos.Khaled Al-Kassimi - 2022 - Philosophies 7 (6):142.
    Most research on Ernesto “Che” Guevara has been concerned with emphasizing his ideological Marxist commitments and anti-imperial material objectives. These scholarly concerns usually constellate recycled subjective themes highlighting the revolutionary leader hating injustice, and loving justice, in tandem with the objective of eliminating imperialism and advancing a Third World project. In 2012, Che’s Apuntes filósoficos (Eng. Philosophical Notes) were published and highlighted that his exposure to philosophy regrettably occurred late in his life, and surprisingly, the difficulty he had in (...)
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  45. Re-vitalizing the American Feminist-Philosophical Classroom: Transformative Academic Experimentations with Diffractive Pedagogies.Evelien Geerts - 2019 - In Carol A. Taylor & Annouchka Bayley (eds.), Posthumanism and Higher Education: Reimagining Pedagogy, Practice and Research. Springer Verlag. pp. 123-140.
    This chapter touches upon the damaging impact of neoliberal reason on institutions of higher education, and my efforts as a teacher to help turn things around by re-vitalizing the classroom. After a critique of current neoliberal ‘borderline times’, the chapter takes the reader on a journey of diffractive re-imaginings in which I share some of my experiences of co-learning with undergraduates in an American feminist-philosophical classroom. My central argument is that the neoliberalism-induced crisis in education can be affirmatively counteracted (...)
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  46. Philosophical Problems in the Classroom. The Clash Strategy for Planning and Facilitating Dialogic Inquiry.Luca Zanetti - 2023 - Metodo. International Studies in Phenomenology and Philosophy 11 (1):321-351.
    The aim of this paper is to clarify under what conditions a philosophical problem arises. I will describe two ways in which we might perceive a question as a problem. First, when we fnd ourselves inclined to believe in propositions that appear incompatible with each other. Second, when we fnd ourselves inclined to believe in propositions that seem incompatible with our desires. I will discuss both of these cases and articulate a didactic strategy – the Clash Strategy – which (...)
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  47.  49
    Looking beyond daraa: A philosophical exploration of the guru's pedagogy in the yoga vāsishha.Seth Tichenor - 2007 - Asian Philosophy 17 (1):83 – 95.
    This paper investigates the concept of the guru within this important work of the Vedantic tradition. I identify some of the apparent problems involved with the very idea of spiritual teaching within the ontological and soteriological parameters of this tradition in general, and the work in particular. First, the emphasis on 'self-effort' on the part of the seeker of liberation seems to preclude the idea of a spiritual teacher of liberation. Second, it is difficult to see how teaching even proceeds (...)
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  48.  61
    What is mathematics? A pedagogical answer to a philosophical question.Guershon Harel - 2008 - In Bonnie Gold & Roger Simons (eds.), Proof and Other Dilemmas: Mathematics and Philosophy. Mathematical Association of America. pp. 265--290.
  49. Picturebooks, pedagogy, and philosophy.Joanna Haynes & Karin Murris - 2012 - New York: Routledge. Edited by Karin Murris.
    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, (...)
  50. Intelligent Design and the Nature of Science: Philosophical and Pedagogical Points.Ingo Brigandt - 2013 - In Kostas Kampourakis (ed.), Philosophical Issues in Biology Education. Springer (under contract). pp. 205-238.
    This chapter offers a critique of intelligent design arguments against evolution and a philosophical discussion of the nature of science, drawing several lessons for the teaching of evolution and for science education in general. I discuss why Behe’s irreducible complexity argument fails, and why his portrayal of organismal systems as machines is detrimental to biology education and any under-standing of how organismal evolution is possible. The idea that the evolution of complex organismal features is too unlikely to have occurred (...)
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