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  1. Epistemology of Education.J. Adam Carter & Ben Kotzee - forthcoming - Oxford Bibliographies Online.
  2. Paul Hirst, Education and Epistemic Injustice.Alessia Marabini - forthcoming - Journal of Philosophy of Education.
    In this paper I individuate and analyse a new type of epistemic injustice that can arise in education and depends on the so-called ‘backtracking fallacy’ in student assessment, which occurs when a teacher confuses (or does not distinguish between) the logical dimension of a framework of disciplinary concepts and its psychological dimension. I will also touch upon a different type of social injustice that might transpire in education. I suggest that familiarity with Paul Hirst's view of liberal education, which presupposes (...)
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  3. 从“文化叠加性”的角度概述越南社会的“三教合流”.Ruining Jin & Quan-Hoang Vuong - 2023 - Osf Preprints.
    该研究简要介绍了儒家、佛教和道教在越南的起源和发展,以及它们如何通过 "文化叠加性 "来共存、互动、影响越南社会。基于文化叠加性的成本效益分析,本文进一步说明了儒家思想如何在越南社会中占主导地位,道教思想如何与儒家思想共存,以及为什么佛教影响力逐渐在越南民间消失。.
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  4. Responding to climate change ‘controversy’ in schools: Philosophy for Children, place-responsive pedagogies & Critical Indigenous Pedagogy.Jennifer Bleazby, Simone Thornton, Gilbert Burgh & Mary Graham - 2022 - Educational Philosophy and Theory 55.
    Despite the scientific consensus, climate change continues to be socially and politically controversial. Consequently, teachers may worry about accusations of political indoctrination if they teach climate change in their classrooms. Research shows that many teachers are using the ‘teaching the controversy’ approach to teach climate change, essentially allowing students to make up their own mind about climate change. Drawing on some philosophical literature about indoctrination and controversial issues, we argue that such an approach is inappropriate and, given the escalating crisis (...)
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  5. The importance of applying the philosophy program for children.Altunsöz Fadime - 2022 - Dissertation,
    The importance of the philosophy education program for children and its implementation was investigated within the framework of this study. Philosophy for Children (P4C) is a program introduced and developed by Matthew Lipman. The building blocks of Philosophy Education for Children are education, philosophy and children. In this respect, the current study analyzed the place and importance of education, philosophy, the child in history, and various related implementations, as well as how they have evolved through the ages. The current study (...)
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  6. Stimuli-Based Control of Negative Emotions in a Digital Learning Environment.Rossitza Kaltenborn, Mincho Hadjiski & Stefan Koynov - 2022 - In V. Sgurev, V. Jotsov & J. Kacprzyk (eds.), Advances in Intelligent Systems Research and Innovation. Cambridge, Vereinigtes Königreich:
    The proposed system for coping negative emotions arising during the learning process is considered as an embedded part of the complex intelligent learning system realized in a digital environment. By applying data-driven procedures on the current and retrospective data the main didactic-based stimuli provoking emotion generation are identified. They are examined as dominant negative emotions in the context of learning. Due to the presence of strong internal and output interconnections between teaching and emotional states, an intelligent decoupling multidimensional control scheme (...)
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  7. Big Data and Artificial Intelligence Based on Personalized Learning – Conformity with Whitehead’s Organismic Theory.Rossitza Kaltenborn & Mintcho Hadjiski - 2022 - In F. Riffert & V. Petrov (eds.), Education and Learning in a World of Accelerated Knowledge Growth: Current Trends in Process Thought. Cambridge, Vereinigtes Königreich:
    The study shows the existence of a broad conformity between Whitehead’s organismic cosmology and the contemporary theory of complex systems at a relevant level of abstraction. One of the most promising directions of educational transformation in the age of big data and artificial intelligence – personalized learning – is conceived as a system of systems and reveals its close congruence with a number of basic Whiteheadian concepts. A new functional structure of personalized learning systems is proposed, including all the core (...)
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  8. Critical Thinking and Epistemic Injustice: An Essay in Epistemology of Education.Alessia Marabini - 2022 - Cham, Switzerland: Springer.
    This book argues that the mainstream view and practice of critical thinking in education mirrors a reductive and reified conception of competences that ultimately leads to forms of epistemic injustice in assessment. It defends an alternative view of critical thinking as a competence that is normative in nature rather than reified and reductive. This book contends that critical thinking competence should be at the heart of learning how to learn, but that much depends on how we understand critical thinking. It (...)
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  9. Da Educação enquanto Afirmação da Vida entre a Arte e a Filosofia segundo Nietzsche no Filme “Sociedade dos Poetas Mortos”.Luiz Carlos Mariano Da Rosa - 2022 - Griot 22 (2):121-138.
    Baseado no filme “Sociedade dos Poetas Mortos” (1989), o artigo assinala o caos instaurado no âmbito da escola tradicional norte-americana Welton através do trabalho do professor John Keating na instauração de novos métodos de ensino e aprendizagem para a literatura, na medida em que tende a fomentar o questionamento acerca do sentido e do valor da vida e o cultivo de si como possibilidade de produção de um conteúdo novo e extemporâneo e o conhecimento enquanto afirmação das forças da vida. (...)
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  10. Do processo formativo-educacional no filme Instituto Benjamenta e a superação da imagem ortodoxa, dogmática, pré-filosófica, natural e moral do pensamento em Deleuze e Guattari.Luiz Carlos Mariano da Rosa - 2022 - DEVIR EDUCAÇÃO 6 (1):1-28.
    Baseado na perspectiva da geofilosofia de Deleuze e Guattari em um processo que se sobrepõe à relação envolvendo sujeito e objeto enquanto fronteira do pensamento e que implica o pensamento como desdobramento de uma violência e as formações genealógicas do saber, o artigo se detém na análise do paradoxal mundo do Instituto Benjamenta em uma construção fílmica adaptada do romance Jakob von Gunten, de Robert Walser, que encerra um movimento que traz como conteúdo a matéria que se impõe ao caos (...)
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  11. DO PROCESSO FORMATIVO-EDUCACIONAL ENQUANTO AFIRMAÇÃO DAS FORÇAS DA VIDA SEGUNDO NIETZSCHE E A CORRELAÇÃO ENVOLVENDO ARTE E FILOSOFIA NO FILME “SOCIEDADE DOS POETAS MORTOS”.Luiz Carlos Mariano da Rosa - 2022 - Revista de Educação Pública 31 (1):1-24.
    Baseado no filme “Sociedade dos Poetas Mortos”, o artigo assinala o impacto na escola Welton dos novos métodos de ensino e aprendizagem do professor John Keating, que sublinha o sentido e o valor da vida, defendendo o cultivo de si e o conhecimento enquanto afirmação das forças da vida. Dessa forma, fundado na crítica de Nietzsche à “cultura histórica” e à questão envolvendo os professores de filosofia - filósofos ou servidores da “história”? -, o artigo propõe a superação da redução (...)
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  12. Pedir más a la Universidad en línea. ¿Podemos pensar juntos estando separados por una pantalla?Lavinia Marin - 2022 - Teoría de la Educación 34 (2):87-108.
    El cambio a la educación en línea que se produjo durante la pandemia del coronavirus puso en primer plano las preguntas sobre el valor y la conveniencia de una universidad totalmente en línea. Este artículo explora hasta qué punto es deseable una universidad totalmente en línea desde una perspectiva educativa, en la que la educación se considera una experiencia valiosa tomada en sí misma, independientemente de su resultado. Parto de la hipótesis de que una dimensión fundamental de las prácticas de (...)
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  13. Beyond life-Skills: Talented athletes, existential learning and (un)learning the life of an athlete.Noora Ronkainen, Kenneth Aggerholm, Jacquelyn Allen-Collinson & Tatiana Ryba - 2022 - Qualitative Research in Sport, Exercise and Health 14.
    Youth sport is habitually promoted as an important context for learning that contributes to a person’s broader development beyond sport-specific skills. A growing body of research in this area has operated within a life skills discourse that focuses on useful, positive and decontextualised skills in the production of successful and adaptive citizens. In this paper, we argue that the ideological discourse of life skills, underpinned by ideas about sport-based positive youth development, has unduly narrowed the research on learning in sport (...)
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  14. STEM Faculty’s Support of Togetherness during Mandated Separation: Accommodations, Caring, Crisis Management, and Powerlessness.Ian Thacker, Viviane Seyranian, Alex Madva & Paul Beardsley - 2022 - Education Sciences 12 (9):1-14.
    The emergence of the COVID-19 pandemic initiated major disruptions to higher education systems. Physical spaces that previously supported interpersonal interaction and community were abruptly inactivated, and faculty largely took on the responsibility of accommodating classroom structures in rapidly changing situations. This study employed interviews to examine how undergraduate Science, Technology, Engineering, and Mathematics (STEM) instructors adapted instruction to accommodate the mandated transition to virtual learning and how these accommodations supported or hindered community and belonging during the onset of the pandemic. (...)
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  15. Rethinking Thinking About Thinking: Against a Pedagogical Imperative to Cultivate Metacognitive Skills.Lauren R. Alpert - 2021 - Dissertation, City College of New York (Cuny)
    In summaries of “best practices” for pedagogy, one typically encounters enthusiastic advocacy for metacognition. Some researchers assert that the body of evidence supplied by decades of education studies indicates a clear pedagogical imperative: that if one wants their students to learn well, one must implement teaching practices that cultivate students’ metacognitive skills. -/- In this dissertation, I counter that education research does not impose such a mandate upon instructors. We lack sufficient and reliable evidence from studies that use the appropriate (...)
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  16. Thinking and learning in the philosophy of Gilles Deleuze.Yannis Chatzantonis - 2021 - Journal of Philosophy of Education 55 (4-5):852-863.
    The critique of the dominant image of thought bears important consequences for pedagogical theory and practice. I discuss how Deleuze can help us think about the role of the teacher, the teaching of thinking and the relationship between knowledge and learning. Reading Deleuze's Difference and Repetition as a treatise on thinking and its education, I argue that Deleuze's philosophy challenges and deepens our understanding of what teachers do, how pupils learn and how they learn to think. I show that Deleuze's (...)
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  17. GAMIFICATION IN GENETICS: EFFECTS OF GAMIFIED INSTRUCTIONAL MATERIALS ON THE STEM STUDENTS’ INTRINSIC MOTIVATION.Aaron Funa, Renz Alvin Gabay & Jhonner D. Ricafort - 2021 - Jurnal Pendidikan IPA Indonesia 10 (4):462-473.
    Gamification in education offers an innovative way of learning. However, some studies claim that, while it helps raise students’ motivation, the kind of motivation is extrinsic and, so, intrinsic motivation declines with time. The researchers used the descriptive research design to describe the STEM students’ intrinsic motivation along with the utilization of game elements in teaching genetics through a learning management system. The researchers collected quantitative data using the Intrinsic Motivation Inventory, which were analyzed through descriptive statistics and complemented with (...)
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  18. Constructivist Learning Amid the COVID-19 Pandemic: Investigating Students’ Perceptions of Biology Self-Learning Modules.Aaron Funa & Frederick Talaue - 2021 - International Journal of Learning, Teaching and Educational Research 20 (3):250-264.
    Modes of teaching and learning have had to rapidly shift amid the COVID-19 pandemic. As an emergency response, students from Philippine public schools were provided learning modules based on a minimized list of essential learning competencies in Biology. Using a cross-sectional survey method, we investigated students’ perceptions of the Biology self-learning modules (BSLM) that were designed in print and digitized formats according to a constructivist learning approach. Senior high school STEM students from grades 11 (n = 117) and 12 (n (...)
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  19. Recollecting the Religious: Augustine in Answer to Meno’s Paradox.Ryan Haecker & Daniel Moulin-Stożek - 2021 - Studies in Philosophy and Education 40 (6):567-578.
    Philosophers of education often view the role of religion in education with suspicion, claiming it to be impossible, indoctrinatory or controversial unless reduced to secular premises and aims. The ‘post-secular’ and ‘decolonial’ turns of the new millennium have, however, afforded opportunities to revaluate this predilection. In a social and intellectual context where the arguments of previous generations of philosophers may be challenged on account of positivist assumptions, there may be an opening for the reconsideration of alternative but traditional religious epistemologies. (...)
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  20. Evaluation of Speakers by the Participants at a Training Academy in Bangladesh: Issues, Insights and Recommendations.Md Mahmudul Hoque - 2021 - Open Journal of Social Sciences 9 (10):22-35.
    Consistent evaluation of speakers is an integral part of any training program. Bangladesh Civil Service Administration Academy imparts training primarily for newly recruited administrative civil servants. Depending on both primary and secondary data, this study examines various issues related to the lack of credibility of the speaker-evaluation by the participants to provide deep insights and potential solutions. Secondary data was collected from 300 evaluation forms and the academic backgrounds of 20 regular speakers. A questionnaire-led survey was conducted among 36 participants (...)
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  21. Paradoxical Education: Learning to Unlearn What We Think We Have Learned.Zachary Isrow - 2021 - World Journal of Education and Humanities 3 (3):57-65.
    There is no shortage of pedagogical theories from the tradition formal methods of instruction to the free-play methods of unschooling. A sharp shift in education and instruction models took place with the introduction of critical pedagogy. The focus was no longer on the authority of the teacher and the submissive, passive approach taken by the learner, but rather on the engagement between the two. Still, even when critical pedagogy is utilized in a formal model of education something is missing from (...)
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  22. Sınıf Öğretmeni Adaylarının Tartışmaya Yönelik Öz-Yeterlikleri, Bilimin Doğasına Yönelik İnanışları ve Eleştirel Düşünmeleri Arasındaki İlişkinin İncelenmesi.Rabiya Kıran - 2021 - Dissertation, Aydin Adnan Menderes Üni̇versi̇tesi̇
    Bu araştırmanın ilk amacı, sınıf öğretmeni adaylarının tartışmaya yönelik özyeterlikleri, bilimin doğası inanışları ve eleştirel düşünmeleri arasında sınıf düzeyine göre anlamlı bir fark olup olmadığını incelemektir. İkinci amacı ise, sınıf öğretmeni adaylarının tartışmaya yönelik öz-yeterlikleri, bilimin doğası inanışları ve eleştirel düşünmeleri arasındaki ilişkilerin yapısal eşitlik modeli ile incelenmesidir. Araştırmanın modeli ilişkisel tarama çalışmasıdır. Araştırmanın örneklemini Aydın Adnan Menderes Üniversitesi, Dokuz Eylül Üniversitesi, Pamukkale Üniversitesi, Muğla Sıtkı Koçman Üniversitesi ve Afyon Kocatepe Üniversitesi Temel Eğitim Bölümü Sınıf Öğretmenliği programının birinci, ikinci, üçüncü (...)
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  23. Paul Goodman’ın Anarşist ve Özgürlükçü Eğitim Anlayışı: Escuela Moderna ve Summerhill School Örneği.Alper Bilgehan Yardımcı (ed.) - 2021 - Ankara, Türkiye: Doğu Batı Yayınları.
    Paul Goodman, 1960’larda modern Amerikan toplumunun organize sistemi içerisinde dönemin gençliğinin sorunlarını ön plana çıkaran ‘Growing Up Absurd: Problems of Youth in the Organized System’ (Saçmayı Büyütmek: Organize Sistemde Gençliğin Problemleri, 1960) eseri ile sosyal bir eleştirmen olarak ön plana çıkmıştır. Amerikalı bir düşünür olan Paul Goodman’ın kısa öyküler, romanlar, şiirler ve makalelerden oluşan çalışmaları, siyaset, sosyal teori, eğitim, kentsel tasarım, edebi eleştiri, hatta psikoterapi gibi geniş bir yelpazeye dağılmıştır. Onun temel argümanı (1960: 9-10) tek bir merkez etrafında örgütlenen teknoloji (...)
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  24. Kant on wonder as the motive to learn.Melissa Zinkin - 2021 - Journal of Philosophy of Education 55 (6):921-934.
    Journal of Philosophy of Education, EarlyView.
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  25. Ensuring of dual education in Ukraine.Igor Britchenko & Yaroslava Levchenko - 2020 - Матеріали XIV Міжнародної Науково-Практичної Конференції «Проблеми Та Перспективи Розвитку Підприємництва» 1:224-226.
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  26. Isonousía y pereza en el pensamiento de Jacques Rancière.Raquel Ferrández Formoso - 2020 - Daimon: Revista Internacional de Filosofía 2020 (80):109-124.
    La pedagogía es un tema crucial en el pensamiento de Rancière y juega un rol principal en su obra El maestro ignorante, texto que el presente escrito analiza y cuestiona. Su propuesta emancipadora establece como punto de partida una igualdad de inteligencias que en este escrito hemos denominado «isonousía», y según nuestra hipótesis, esta igualdad lleva aparejada una desigualdad de las voluntades (anisothelema). En consecuencia, la propuesta de Rancière no altera en absoluto “el orden explicador” que denuncia, pues el maestro (...)
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  27. Post-critical Perspectives on Higher Education.Naomi Hodgson, Joris Vlieghe & Piotr Zamojski (eds.) - 2020 - Springer.
    This book addresses essential educational dimensions of the university that are often overlooked, not only by prevailing discourses and practices but also by standard critical approaches to higher education. Each chapter takes a different approach to the articulation of a ‘post-critical’ view of the university, and focuses on a specific dimension, including lectures, academic freedom, and the student experience. The ‘post-critical’ attitude offers an affirmative approach to the constitutive educational practices of the university. It is ‘post-’ because it is a (...)
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  28. Epistemologia dell'educazione. Pensiero critico, etica ed Epistemic Injustice.Alessia Marabini - 2020 - Rome: Aracne editore.
    Contro una visione prettamente strumentale della razionalità, una tesi di questo libro è che il pensiero critico non può consistere solo di abilità di pensiero deduttivo o inferenziale, ma è più in generale espressione di abilità epistemiche e competenze etiche inerenti al processo della conoscenza intesa come questione complessa, poiché relativa alla formazione della persona che conosce e agisce nel mondo secondo determinati fini, valori, credenze. Una valutazione delle competenze che non tenga conto di questa differenza genera forme di ingiustizia (...)
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  29. ‘Why aren’t you taking any notes?’ On note-taking as a collective gesture.Lavinia Marin & Sean Sturm - 2020 - Educational Philosophy and Theory:1-8.
    The practice of taking hand-written notes in lectures has been rediscovered recently because of several studies on its learning efficacy in the mainstream media. Students are enjoined to ditch their laptops and return to pen and paper. Such arguments presuppose that notes are taken in order to be revisited after the lecture. Learning is seen to happen only after the event. We argue instead that student’s note-taking is an educational practice worthy in itself as a way to relate to the (...)
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  30. The pre-service practicum experience and inquiry-oriented pedagogy: Evidence from student teachers׳ lesson planning.Michael P. Marino & Margaret S. Crocco - 2020 - Journal of Social Studies Research 44 (1):151-167.
  31. Can we meet our mission? Examining the professional development of social studies teachers to support students with disabilities and emergent bilingual learners.Ricky Dale Mullins, Thomas Williams, David Hicks & Sara Brooke Mullins - 2020 - Journal of Social Studies Research 44 (1):195-208.
  32. Learning Organization for Corporate Social Responsibility Implementation; Unravelling the intricate relationships between Organizational and Operational LO Characteristics.E. Osagie, R. Wesselink, Vincent Blok & M. Mulder - 2020 - Organization and Environment 1 (1).
    Because corporate social responsibility (CSR) is potentially beneficial for companies, it is important to understand the factors that improve a company’s CSR practice. Scholars hypothesize that facilitating learning organization characteristics, which are divided in characteristics at the organizational and the operational level, may improve CSR implementation. These characteristics stimulate companies and their members to be critical, learn from the past, and embrace change, but there is limited empirical evidence of this approach. This study addresses this gap by surveying 280 CSR (...)
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  33. Learning in sport: From life skills to existential learning.Noora Ronkainen, Kenneth Aggerholm, Tatiana Ryba & Jacquelyn Allen-Collinson - 2020 - Sport, Education and Society 25.
    Youth sport is habitually promoted as an important context for learning that contributes to a person’s broader development beyond sport-specific skills. A growing body of research in this area has operated within a life skills discourse that focuses on useful, positive and decontextualised skills in the production of successful and adaptive citizens. In this paper, we argue that the ideological discourse of life skills, underpinned by ideas about sport-based positive youth development, has unduly narrowed the research on learning in sport (...)
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  34. Reflective or Diffractive Learning/Teaching? Concurrences of Paul Ramsden And Karen Barad’s Approaches.Karolina Rybačiauskaitė - 2020 - Acta Paedagogica Vilnensia 45:175-183.
    In this article it is argued that the optical metaphor and critical practice of diffraction further developed by Donna Haraway and Karen Barad might be no less significant than the widely spread notion of reflection, when the questions of various practices of knowledge are addressed. By considering Paul Ramsden’s approach to learning/teaching and its underlying theory in higher education alongside Karen Barad’s methodology of diffraction, it is shown that Ramsden’s understanding of learning/teaching is rather based on the theoretical assumptions of (...)
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  35. The mind as a sponge, its cognitive artifacts, and being in the 21st century.Ho Manh Tung - 2020 - OSF Preprints 2020 (10).
    In this essay, I discuss the analogy of the mind as a sponge, the issues of cognitive artifacts, and being a mind in the 21st century.
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  36. Eğitime Giriş.H. Ünsal (ed.) - 2020 - Ankara, Türkiye: NOBEL AKADEMİK YAYINCILIK.
  37. Design as aesthetic education: On the politics and aesthetics of learning environments.Christina Vagt - 2020 - History of the Human Sciences 33 (1):175-187.
    The article, speaking from the double perspective of media history and political aesthetics, discusses the impact of behaviourism and early computer technology on the design of learning environments in the United States after the Second World War. By revisiting B. F. Skinner’s approaches to behavioural techniques and cultural engineering, and by showing how these principles were applied first at US design departments, and later to prison education, it argues that cybernetic and behavioural techniques merged in the common field of design (...)
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  38. Western and Eastern Practices of Literacy Initiation.Joris Vlieghe - 2020 - In David Lewin & Karsten Kenklies (eds.), East Asian Pedagogies. Dordrecht: Springer. pp. 135-148.
    The main idea behind this chapter is that a philosophical investigation of basic pedagogical practices, and more exactly the different ways in which children get the hang of elementary literacy at school, can offer a deeper understanding of what school education is all about. I follow here the French philosopher of technology Bernard Stiegler (2010), who argues that this basic pedagogical form defines the school. For him, literacy training sets the model for the practices that make up schools, even if (...)
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  39. Traditional learning theories, process philosophy, and AI.Katie Anderson & Vesselin Petrov (eds.) - 2019 - [Brussels]: Les Éditions Chromatika.
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  40. Designing Training to Shorten Time to Proficiency: Online, Classroom and On-the-job Learning Strategies from Research.Raman K. Attri - 2019 - Singapore: peed To Proficiency Research: S2Pro©.
    This book deals with solving a pressing organizational challenge of bringing employees up to speed faster. In the fast-paced business world, organizations need faster readiness of employees to handle the complex responsibilities of their jobs. The author conducted an extensive doctoral research study with 85 global experts across 66 project cases to explore the practices and strategies that were proven to reduce time to proficiency of employees in a range of organizations worldwide. This book provides the readers with a first-hand (...)
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  41. The teacher-student relationship: An existential approach.Alison M. Brady - 2019 - Routledge.
    The teacher-student relationship, and how to define it, has often been an area of interest for educational researchers, perhaps because it seems to be so central to the very notion of education itself. Indeed, how might one conceive of the process of education without considering who it is that is being educated, and who it is that is educating? And yet, whilst there are various conceptions of what the role of the teacher is in relation to the student, there is (...)
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  42. Growing democratic citizenship competencies: Fostering social studies understandings through inquiry learning in the preschool garden.Erin M. Casey, Cynthia F. DiCarlo & Kerry L. Sheldon - 2019 - Journal of Social Studies Research 43 (4):361-373.
  43. The Front-End Model of Occupational Preparation and its Significance to Lifelong Learning.Theptawee Chokvasin - 2019 - Paṇidhāna: Journal of Philosophy and Religion 15 (1):133-154.
    The intent of this research article is to argue with the line of reasoning of arguments from Paul Hager and other educational theorists against the front-end model of education. The model is rejected because it cannot be achieved in occupational preparation, and, moreover, those critics said that it is based on a wrong idea of conceptual interpretation of learning that makes it less conducive to lifelong learning in the long run. The framework which is rejected is a sharp distinction of (...)
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  44. Counter-narratives as resistance: Creating critical social studies spaces with communities.Tommy Ender - 2019 - Journal of Social Studies Research 43 (2):133-143.
  45. Inclusive Education and Epistemic Value in the Praxis of Ethical Change.Ignace Haaz - 2019 - In Obiora F. Ike, Justus Mbae & Chidiehere Onyia (eds.), Mainstreaming Ethics in Higher Education Research Ethics in Administration, Finance, Education, Environment and Law Vol. 1. Geneva: Globethics. net. pp. 259-290.
    In many universities and related knowledge transmission organisations, professional focus on empirical data shows as in vocational education that preparation for real life technical work is important, as one would expect from “career education”. University is as the name shows on the contrary focusing on the universality of some sort of education, which is neither a technical one, nor much concerned by preparing oneself for a career. The scope of this chapter is to propose an analysis of inclusion as the (...)
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  46. The Value of Critical Knowledge, Ethics and Education: Philosophical History Bringing Epistemic and Critical Values to Values.Ignace Haaz - 2019 - Geneva, Switzerland: Globethics Publications.
    This book aims at six important conceptual tools developed by philosophers. The author develops each particular view in a chapter, hoping to constitute at the end a concise, interesting and easily readable whole. These concepts are: 1. Ethics and realism: elucidation of the distinction between understanding and explanation – the lighthouse type of normativity. 2. Leadership, antirealism and moral psychology – the lightning rod type of normativity. 3. Bright light on self-identity and positive reciprocity – the reciprocity type of normativity. (...)
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  47. Learning as Differentiation of Experiential Schemas.Jan Halák - 2019 - In Jim Parry & Pete Allison (eds.), Experiential Learning and Outdoor Education: Traditions of practice and philosophical perspectives. London: Routledge. pp. 52-70.
    The goal of this chapter is to provide an interpretation of experiential learning that fully detaches itself from the epistemological presuppositions of empiricist and intellectualist accounts of learning. I first introduce the concept of schema as understood by Kant and I explain how it is related to the problems implied by the empiricist and intellectualist frameworks. I then interpret David Kolb’s theory of learning that is based on the concept of learning cycle and represents an attempt to overcome the corresponding (...)
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  48. Connecting Levels of Analysis in Educational Neuroscience: A Review of Multi-level Structure of Educational Neuroscience with Concrete Examples.Hyemin Han - 2019 - Trends in Neuroscience and Education 17:100113.
    In its origins educational neuroscience has started as an endeavor to discuss implications of neuroscience studies for education. However, it is now on its way to become a transdisciplinary field, incorporating findings, theoretical frameworks and methodologies from education, and cognitive and brain sciences. Given the differences and diversity in the originating disciplines, it has been a challenge for educational neuroscience to integrate both theoretical and methodological perspective in education and neuroscience in a coherent way. We present a multi-level framework for (...)
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  49. Everyone, an artist. On the prospect of an interwoven arts pedagogy.Srajana Kaikini - 2019
    "In this week’s post, Srajana Kaikini contemplates the possibilities of an evolving education system." - Blog Editor.
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  50. Teaching Ignorance: On the Importance of Developing Psychoanalytic Sensibilities in Education.Jennifer Logue - 2019 - Philosophical Studies in Education 50 (3).
    The author advocates for teaching about varieties of ignorance with a psychoanalytic sensibility as one strategy with which to engage the emotional investments that sustain apathy and the ignorant refusal to care in this new era of suffering and spectatorship. Ignorance, here conceived, is complex, far from consisting only in some passive lack of knowledge. It is understood multidimensionally, as activity, rarely innocent, always inevitable, and entirely ineradicable; it is a powerful agent in the maintenance of oppression, but it is (...)
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