Philosophy of Learning

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 (...) a neat distinction between a public framework of knowledge and the psychological process of gradually learning it, can contribute to prevent or reduce both forms of injustice. (shrink)

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。.

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 (...) that is climate change, potentially dangerous. Instead, we propose integrating three well-established educational practices, Philosophy for Children, place-responsive pedagogies, and Critical Indigenous Pedagogy, to help teachers and students critically examine climate change controversy while still meeting the key goals of climate change education. (shrink)

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 (...) delved into John Dewey's Democratic Education Model, which influenced Matthew Lipman's educational ideas and constituted the content of the Philosophy Education Program for Children. Human beings, who are distinguished from all other animals by intelligence, interact with philosophy and psychology as well as with society due to living within a state and a nation by means of experience with the world he lives in. This interaction between experience, psychology, and philosophy was discussed as a whole in John Dewey's Democratic Education Model. Philosophy Education Program for Children aims to develop upper-level thinking skills, think creatively, analyze in detail, defend ideas with justifications, and respect different opinions with philosophical activities accompanied by a sense of curiosity in children. In this regard, the activities implemented to achieve these goals were explored. (shrink)

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 (...) is accepted to overcome the lack of sample effective independent control actions that separately affect the states of learning and emotions. To avoid existing drawbacks in emotion-focused partial control, an approach with integrating emotions with a low-dimensional representation is accepted. Two-stage procedure is proposed to compensate the negative impact of emotions on the learning process. (shrink)

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 (...) elements of a full learning sequence. A multiobjective optimization problem, which is subject to strong constraints, uncertain outcomes, and continued development, is under consideration. It is argued that many of Whitehead’s concepts can be used constructively in designing and implementing advanced personalized learning systems after being adapted and expanded and account for the requirements of emerging big data and artificial intelligence research. Special attention is paid to the main factors that determine the multi-modality of personalized learning – learning styles, contexts, and didactic variability. The effecttiveness of personalized learning is a data-driven problem. (shrink)

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 (...) defends an alternative view of critical thinking as a competence that is normative in nature rather than reified and reductive. The book draws from a conception of human reasoning and rationality that focuses on belief revision and is interwoven with a Bildung approach to teaching and learning: it emphasises the relevance of knowledge and experience in making inferences. The book is an enhanced, English version of the Italian monograph Epistemologia dell’Educazione: Pensiero Critico, Etica ed Epistemic Injustice. (shrink)

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. (...) Dessa forma, fundado na crítica de Friedrich Nietzsche (1844-1900) em relação à “cultura histórica” enquanto produto da contradição envolvendo vida e cultura, o artigo sublinha que o saber que guarda raízes na “cultura histórica” se caracteriza como um capital improdutivo, assinalando a inexistência de direitos da Filosofia entre a cultura histórica e o processo formativo-educacional e a necessidade da correlação envolvendo arte e filosofia diante da ciência e da verdade. Assim, contrapondo-se à transformação da filosofia em erudição em nome da “cultura histórica” e aos “filósofos” que se colocam a seu serviço, Nietzsche denuncia a redução do ser, da vida e da visão ao arcabouço de conceitos, opiniões, passados, livros em uma análise crítica que se detém na questão envolvendo os professores de filosofia entre a vida e a ciência do vir-a-ser universal: filósofos ou servidores da “história”? (shrink)

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 (...) imanente e converge para o horizonte que abrange Arte, Filosofia e Ciência. Dessa forma, convergindo para a questão que encerra a imagem ortodoxa, dogmática, pré-filosófica, natural e moral do pensamento, o artigo recorre ao filme Instituto Benjamenta enquanto construção que assinala a intersecção de séries infinitas de imagens de pensamento que escapam ao horizonte da circunscrição da visualidade através de inter-relações ilimitadas que emergem carregadas de complexidade em um processo que defende a superação das imagens dogmáticas do pensamento e da mera exposição do conteúdo do arcabouço histórico do pensamento enquanto objeto que tende à reprodução de ideias e noções e implica a “repetição” de interpretações na relação de ensino e aprendizagem, impedindo o exercício de criação de conceitos, característica da Filosofia, segundo Deleuze, convergindo para a necessidade da instauração de uma experiência capaz de viabilizar a emergência do “novo” através das possibilidades suscitadas no acontecimento da construção do conhecimento. (shrink)

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 (...) do ser, da vida e da visão à cultura da “moda” e à alienação dos instintos e perda da liberdade. (shrink)

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 (...) estudio en la universidad es la experiencia del pensamiento colectivo desencadenado por acuerdos materiales y sociales específicos. Procedo a describir las condiciones materiales para desencadenar el pensamiento en términos de lo que llamo desplazamiento mediático, que es una forma de integrar los medios en las prácticas educativas que permite un tipo de atención fluctuante. El artículo concluye argumentando que necesitamos desarrollar nuevas tecnologías para la educación en línea y entrenar nuestra atención deliberadamente para los entornos en línea estableciendo nuevos protocolos para tratar la dispersión digital de la atención. (shrink)

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 (...) to only what is deemed functional, teachable, and economically productive. After considering the problems associated with the currently dominant life skills approach, we explore existential learning as an alternative perspective on conceptualising and studying learning in sport. An existential approach provides a non-instrumental theory of learning with an emphasis on discontinuity, relational self and ‘becoming’, opening an avenue for exploring various forms of informal learning under-explored in sport. We discuss the applications of this alternative approach for future research and practice in learning in youth sport. (shrink)

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. (...) Interviews with 25 STEM faculty at an undergraduate Hispanic Serving Institution revealed a wide range of accommodations they made to their courses and how they managed communication with students. Faculty strived to support student belonging with responses ranging from caring to crisis management, though some faculty expressed feelings of powerlessness when unable to accommodate certain challenges. The case of a responsive and flexible instructor is presented to highlight a productive response to a crisis. These retrospective findings point to strategies to support faculty teaching in virtual learning environments in the future; increasing opportunities for student–student and student–faculty interaction, supporting faculty in learning technologies that support these interactions and addressing faculty’s feelings of powerlessness. (shrink)

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 (...) research design to validate the efficacy of metacognitive skill-building interventions (not just evaluate their relationship to learning outcomes). I argue that improved academic outcomes following these interventions aren’t necessarily mediated by increased metacognitive skills; rather, enhanced student performance can be accounted for by other factors that accompany metacognitive training, particularly the explicit provision of domain-specific knowledge. -/- On the way to this conclusion, I elaborate some complications and controversies surrounding “metacognition.” This is a sprawling and nebulous construct, which makes generalizations about its pedagogical value dubious from the outset. Moreover, it is unclear the extent to which the end goal of metacognitive skill-building (cognitive self-mastery, involving knowledge of and control over our own minds) is even possible, given our mental architecture; some cognitive scientists allege that we are subject to phenomenological illusions which make this seem more achievable than it actually is. -/- I also attempt to provide an account of how metacognitive skill-building could receive glowing endorsements from educators and education researchers, even though its conceptual and empirical underpinnings are flimsy. The error theory I offer identifies two major factors that may foster belief in the efficacy of metacognitive training: goalpost-shifting around the objective of such efforts, and motivated reasoning in defense of the desirable conclusion that educators can significantly reshape students’ minds and unlock their intellectual potential through simple pedagogical interventions. (shrink)

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 (...) philosophy can contribute towards the articulation of sceptical but also creative pedagogical responses to the question of teaching, learning and thinking. (shrink)

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 (...) qualitative data from the students’ journals and interviews. Overall, the students agreed (M = 5.38, SD = 1.20) that gamification, despite being characterized as extrinsically motivating, had intrinsically motivated them. Its proper implementation helps students adapt to and overcome unfavorable behaviors towards competitiveness and emphasizes the role of teachers in facilitating learning. Time constraints, peer pressure, and distractions were noted; hence, more research is needed to address these challenges and determine the long-term effects of gamification. (shrink)

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 (...) = 104) participated in a survey using a 3-point Likert-scale questionnaire uploaded online through Google Forms. The survey results indicate that majority of the students perceived the modules positively, suggesting that aspects of the modules that were salient to students corresponded to essential elements of constructivist pedagogies. However, during interviews, students reported several difficulties in learning with BSLM as it was constrained by, to name a few, the use of unfamiliar words, lack of access to supporting resources, slow internet connection, and time constraints. To address these problems, teachers reported that they gave deadline extensions, complemented modules with other channels of support, and used online and offline platforms for reaching out to students to answer their queries and plan out their schedule for the week. The findings across the data sources point to the complex demands of emergency distance education that teachers, as curriculum designers and enactors, need to bear in mind in order to craft productive pedagogies, constructivist or otherwise, during this unprecedented time. (shrink)

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. (...) In this article, we pursue one such line of thought by revisiting a classic question in the philosophy of education, Meno’s Paradox of inquiry. We do this to revitalise understanding and justification for religious education. Our argument is not altogether new, but in our view, is in need of restatement: liturgy is at the heart of education and it is so because it is a locus of knowledge. We make this argument by exploring St Augustine’s response to Meno’s Paradox, and his radical claim that only Christ can be called ‘teacher’. Though ancient, this view of the relationship of the teacher and student to knowledge may seem surprisingly contemporary because of its emphasis on the independence of the learner. Although our argument is grounded in classic texts of the Western tradition, we suggest that arguments could be made by drawing on similar resources in other religious traditions, such as Islam, that also draw upon the Platonic tradition and similarly emphasise the importance of communal and personal acts of worship. (shrink)

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 (...) of a training program to obtain primary data. Although the regular speakers are usually highly educated and professionally experienced, the one-sided subjective feedback remains critical to this evaluation process. The statistical analysis of both primary and secondary data shows that the participants do not invest enough time and thought for completing the evaluation. A reluctance to put descriptive observations makes the outcome of the evaluation lose some of its credibility. Participants have also pointed out a few critical limitations of the form. Findings suggest that adding qualitative measures to the form can be useful to provoke qualitative views from the participants and to obtain constructive suggestions for the speakers. Further insights from the speakers can be valuable to complement the outcome of this study. This study concludes that the Academy must combine planned and incidental evaluations to revitalize the effectiveness of the process. (shrink)

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 (...) the system—experiential learning. Although the unschooling method has been criticized it does provide the benefit of experiential learning. This paper explores the nature of education and evaluates models and theories of pedagogy with the conclusion that a paradoxical approach in which there is a merger between the formal guidelines set by traditional educational models and the experiential learning methods of unschooling approach best prepares learners for the world and to be engaged citizens. Although what, precisely, this paradoxical system would entail is not discussed in this paper, it opens the door for further discussion on the topic and for consideration of the theories which have attempted to do exactly this and improve upon them going forward. (shrink)

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 (...) ve dördüncü sınıflarında öğrenim gören 858 öğretmen adayı oluşturmaktadır. Araştırmanın örneklemi seçilirken uygun örnekleme tekniği tercih edilmiştir. Veriler “Tartışmaya Yönelik Öz-yeterlik Ölçeği”, “Bilimin Doğası İnanışları Ölçeği” ve “Eleştirel Düşünme Standartları Ölçeği ile toplanmıştır. Verilerinin analizinde SPSS 18, LISREL 8.80 ve MPLUS 7 programlarından faydalanılmıştır. Tartışmaya Yönelik Öz-Yeterlik Ölçeği, Bilimin Doğası İnanışları Ölçeği ve Eleştirel Düşünme Standartları Ölçeği puanlarının anlamlı bir farklılık gösterip göstermediğini belirlemek için tek yönlü varyans analizi (ANOVA) kullanılmıştır. Argümantasyona dayalı öz-yeterliğin, bilimin doğasına yönelik inançları ve eleştirel düşünmeyi yordayıp yordamadığını belirlemek amacıyla kurulan model, yapısal eşitlik modeli ile test edilmiştir. (shrink)

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 (...) toplumunun başarısızlıklarını eleştirerek, mevcut düzenin insanın doğasına uygun bir biçimde yeniden inşasını vurgulamaktadır. Goodman’ın yeniden inşa süreci içerisinde insan doğasına önem veren faaliyete dayalı anarşist ideolojisi, sorumluluk duygusunun homojen bir şekilde bireyler arasında paylaşılması gerektiğini vurgular. Goodman merkeziyetçi olmayan siyaset anlayışı ile kendisini Amerikan siyasetinin ve kültürünün karşısında yer alan bir pozisyonda konumlandırmaktadır (Honeywell, 2011: 1). Diğer bir deyişle Goodman (1960: 36), anarşist geleneği formüle etmek amacıyla yirminci yüzyıl Amerikası’nın içinde bulunmuş olduğu mevcut durumdan yola çıkarak eleştirilerini ademi merkeziyetçilik, katılımcı demokrasi, özerk toplum temaları üzerine temellendirmiştir. -/- Goodman’a göre, sosyal, kültürel, ahlâk ve eğitim gibi alanlarda uygulanan kurallar günümüz devletlerini etkisi altına alan kapitalist düzen tarafından belirlenmektedir (Bakır, 2016: 110). Bu durum Goodman’ın da içerisinde bulunduğu anarşist düşünürler tarafından kabul edilebilecek bir husus değildir, çünkü anarşistler mevcut düzenin ve sosyal yaşamın otorite ve itaat yapılarıyla güçlendirilen belirli yaklaşımlar ile kontrol altına alınmasını, insanların fikirlerini özgürce ifade edemeyeceği, bir nevi entelektüel bir hapishane içerisinde yaşaması anlamına geleceğinden dolayı karşı çıkmaktadırlar (Sheean, 2003: 122). Aynı nedenlerden dolayı Goodman, modern liberalizm ve Marksizm gibi alternatif radikal ideolojileri yerinden yönetim düşüncesi ve sosyal mühendislik konusundaki eğilimleri dolayısıyla reddetmektedir. Goodman için anarşizm, özgürlük ve toplumsal değişime yeterli düzeyde arka çıkabilecek tek ideolojik çerçeve olarak görülmektedir. Ona göre (2010: 143), “anarşizm ya da daha iyisi, anarko-pasifizm (toplumsal değişim hareketleri içerisinde örgütlü şiddete ve kurumlara karşı çıkan anarşist anlayış) günümüzün gelişmiş toplumlarının bürokrasilerini, karar verme konusunda aşırı merkezîleşmelerini ve sosyal mühendislik gibi problematik durumlarını ve tehlikelerini tutarlı bir şekilde öngörmüştür”. -/- Siyaset, sosyoloji ve felsefe gibi çeşitli alanlar içerisinde etkili olan anarşist kuramlar, radikal bir söylem olarak eğitimcileri ve araştırmacıları yeni öğretilere ve uygulamalara teşvik etme konusunda itici bir güç oluşturabilmektedirler. Anarşist yaklaşımlardan eğitim kuramı ve araştırmalara yönelik daha belirleyici bir rol alması beklenmektedir, ancak bu yaklaşımlar mevcut radikal akademik görüşü büyük ölçüde etkisi altına alan Marksizm’in eğitim alanında göstermiş olduğu aynı etkiyi gösterememiştir. Anarşist düşünceleri eğitim alanı içerisinde daha etkili ve görünür kılabilmek amacıyla Paul Goodman, Francisco Ferrer ve Alexander Neill’ın ileri sürmüş olduğu çeşitli düşünceler, girişimler ve uygulamalar ortaya çıkmıştır. Bu doğrultuda Goodman’ın anarşizme ilişkin düşünceleri ile bu çalışma sıkı bir anarşizm tahlili, eleştirisi ve felsefesinden öte anarşist anlayışın eğitimdeki uygulanabilirliğine yönelik bir soruşturma içerisine girmekte ve anarşist yaklaşımın mevcut eğitim sistemlerinden hangi yönleriyle farklılaştığını, sonucunda etkili bir eğitim anlayışı ortaya koyup koyamadığını tartışmaktadır. (shrink)

Journal of Philosophy of Education, EarlyView.

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 (...) emancipador ya no tiene que corregir la ignorancia, pero sí la pereza; no ha de impartir un conocimiento superior, pero sí imponer una voluntad superior. (shrink)

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 (...) movement in thought that comes after the critical, which, in its modern and postmodern forms is considered, in Latour’s terms, to have ‘run out of steam’. It is an attempt to articulate new conceptual and methodological tools that help us grasp our current conditions. It is not anti-critique; but rather than seeking to debunk current practices, this affirmative approach offers perspectives that shed new light on what we do as educators, on the essence of our educational practices, and on their immanent value. The focus on the educational, then, applies not only to practices that happen to take place in the educational space of the university, but also to those practices whose value we can understand in educational terms. (shrink)

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 (...) epistemica. La proposta di questo lavoro –– alla luce di alcune riflessioni su varie tendenze dell’epistemologia contemporanea –– è pertanto che il pensiero critico nasce essenzialmente da un processo di trasmissione dell’eredità culturale e va di pari passo con una didattica guidata. Il linguaggio rappresenta un bagaglio storico, olistico e sociale della tradizione delle ragioni e delle forme di vita che costituiscono le norme o il mezzo in base ai quali gli educatori mediano la loro interpretazione di colui che apprende e lo ammettono all’interno dello spazio delle ragioni. Il passaggio è così da una concezione improntata alla formazione di abilità volte alla ricerca di una verità oggettiva, all’idea che l’approccio critico, pur senza negare una verità oggettiva, e senza ricadere in una soluzione relativista, presuppone piuttosto un punto di vista prospettico sulla realtà. (shrink)

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 (...) live event of the lecture. We adopt a phenomenological approach inspired by Vilém Flusser’s phenomenology of gestures, which assumes that a gesture like note-taking is always an event of thinking with media in which a certain freedom is expressed. But Flusser’s description of note-taking focusses on the individual note-taker. What about students’ note-taking in a lecture hall as a collective gesture? Nietzsche considered note-taking ‘mechanical,’ as if students were automatons who mindlessly transcribed a verbal flow, while Benjamin considered it an inaesthetic gesture: at best, boring; at worst, ‘painful to watch.’ In contrast, we argue that the educational potentiality of note-taking—or better, note-making—can be grasped only if we account for its mediaticity (as writing that displaces the voice), together with but distinct from its political potentiality as a collective mediality (as a ‘means without end’). Note-taking enables us to see how collective thinking emerges in the lecture, a kind of thinking that belongs neither to the lecturer nor the student, but emerges in the relation of attention established between the lecturer, students and their object of thought. (shrink)

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 (...) professionals and performing bootstrap mediation analyses to test multiple hypotheses. Learning organization characteristics at the organizational level, play a key role in supporting CSR implementation: leadership for learning, system connection, and group learning show a direct relationship with CSR implementation. It is striking that the role of the learning organization characteristics at the operational level is only indirect; the organizational characteristics mediate their relationship with CSR implementation. (shrink)

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 (...) to only what is deemed functional, teachable, and economically productive. After considering the problems associated with the currently dominant life skills approach, we explore existential learning as an alternative perspective on conceptualising and studying learning in sport. An existential approach provides a non-instrumental theory of learning with an emphasis on discontinuity, relational self and ‘becoming’, opening an avenue for exploring various forms of informal learning under-explored in sport. We discuss the applications of this alternative approach for future research and practice in learning in youth sport. -/- KEYWORDS: Positive youth development, athletes, discontinuity, informal learning, identity. (shrink)

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 (...) diffractive practice. His notion that teaching/learning are closely related and actively shaping each other, and that learners are not disconnected from the environment and their previous experiences with the subject matter and learning process itself, adds to Barad’s onto-epistemological position that knowers know the world at the same time as being the part of the world in its ongoing intra-activity. Ramsden’s understanding of relation is diffractive, because it is not about predefined binary entities and their fixed identities, but about layers and entanglements of various previous experiences and reactions to the learning environment. In addition, looking at learning/teaching processes through a different perspective also leads to a different approach to teaching and other ways of problem-solving. Both Ramsden and Barad distrust homologies, analogies, and causality-based conceptions of knowledge sharing. Instead, the ability to respond to an always new learning/teaching environment is assessed, which implies a diffractive type of sensitivity to the context, iterative process of re-turning, and the creation of dangerously indeterminate relationships and commitments. In this way, some of Barad’s philosophical notions, i.e., the diffraction pattern, intra-activity, returning, and others, also may acquire new practical content. (shrink)

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.

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 (...) and education. Behavioural design of the 1960s and 1970s furthered the cybernetic dream of total control over the world by addressing the learning environment rather than the individual, and operated within a space of possibility that was governed equally by technology and aesthetics. Behavioural design can therefore be understood as a political technology. (shrink)

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 (...) schooling as a rule involves far more complicated practices such as teaching youngsters how to play a musical instrument, write an essay, solve a complex mathematical equation or understand the reasons why empires rise and fall. In all these cases, Stiegler would argue, what is at stake is an introduction into dominant cultural technologies (Cf. Siegert 2015) – which are moulded after the more simpler practice of literacy initiation: grasping how to play the flute also requires an understanding of the relation between the notes on the score sheet and the required manipulations one has to perform on the instrument (which is very much alike to what we do when we first learn how to read and write letters and words). Or take as another example, writing an essay involves a profound insight into the architecture of a text and how an argument should be developed in a logically stringent way, and a mastery over rhetoric and stylistic operations one might use (or not). In all these cases students need to learn to adopt a cultural technology, or grammar as Stiegler (2010) wants it, i.e. an operational logic which is specific to each school discipline (music, literature and history respectively). (shrink)

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 (...) account of findings exclusively related to training and learning strategies, instructional methods, and curriculum design. This book delivers over 21 training and learning strategies across online learning, classroom instructions, and on-the-job learning. These strategies will allow training designers and learning specialists to design workplace training programs that hold the potential to shorten time to proficiency of employees. The book not only describes findings of the study and theoretical underpinnings, but it also provides practical guidance for implementation to equip corporate learning specialists, HR professionals, training leaders, performance consultants, and direct managers. (shrink)

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 (...) arguably far less discussion around the lived experience of this relationship. Furthermore, the ways in which the teacher-student relationship is defined seems to rest on a somewhat rigid separation of the two seemingly distinct roles. But how are we to understand what a teacher is without the students she is teaching? And how are we to understand what a student is, in strict terms, without the presence of some form of teaching? These questions are central to understanding what constitutes the teacher-student relationship on the one hand, but also, in considering what it actually feels like to be in such a relationship, and what effects this might have for the ways in which we understand ourselves and our roles as either teachers or students. (shrink)

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 (...) two concepts; process and product. The reason of rejection is that the sharp distinction does not exist. However, from the research, many analyses show that the front-end model is one of the most important aspects of employment and vocational education, which is the belief that actual practice at work will guarantee the skills of learners before they enter the actual operation. Based on a method of postmodern philosophical analysis, I found that the relationship between education and work is a highly complex relationship. The result of this complexity makes it impossible to have a perfect reason for Hager and his colleagues to reject the significance of the front-end model as concluded by their previous research. On the other hand, I argue that we would have more weight in reasoning if we are to point out that the new policy of lifelong learning still requires a new interpretation on integrity of front-end model of career preparation. This is because the more plausible definition of human being from Hannah Arendt is related to work and working. From what is conceptualized here as an argument of imperfect employability, I pointed out that the rejection of front-end model itself has an important base of conceptualization that does not match the definition of such conditions of being human. Therefore, the rejection of front-end model should be considered as an argument that does not yet have enough weight in reasoning. (shrink)

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 (...) very essence of an ethics of reformation of education, which in our opinion cannot come from the institution of education as much as from a common basis between everyday learning capacities and curriculum based learning methods. Inclusive vision and values should be theoretically explained by philosophers in order to be refined and adapted into our current experience of values, pointing out issues about method and knowledge parameters. In particular a focus on epistemic values should bring good indications on how to empower others, and leave a more inclusive life, assuming the somehow paradoxical and surprising idea that knowledge is as important in real life outside the university as it is in the classroom, being the real universal value and currency across disciplines, times and contexts. University learns from being inclusive, i. e. by bringing not only a higher point of view on technical education but also a wider view on the human being. (shrink)

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. (...) 4. The virtue of generosity and its importance for inclusive education – the divine will type of normativity. 5. Ethical education as normative philosophical perspective. The normativity of self-transformation in education. 6. Aesthetics as expression of human freedom and concern for the whole world in which we live. (shrink)

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 (...) drawbacks of these frameworks. I show that Kolb’s theory fails to achieve its goal because it is rooted in some of the fundamental epistemological presuppositions of these frameworks. Subsequently, I present a group of works from phenomenology, in particular Merleau-Ponty’s, in order to show that Kolb’s attempt is insufficient due to a lack of understanding of the problem expressed by Kant via the concept of schema. Finally, I outline an interpretation of experiential learning as differentiation of experiential schemas and explain how it meets the epistemological challenges outlined above. (shrink)

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 (...) educational neuroscience, which argues for integration of multiple levels of analysis, some originating in brain and cognitive sciences, others in education, as a roadmap for the future of educational neuroscience with concrete examples in moral education. (shrink)

"In this week’s post, Srajana Kaikini contemplates the possibilities of an evolving education system." - Blog Editor.

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 (...) also an important resource on which we can draw to promote curiosity and less defensive encounters with difficult knowledge and different Others. In diagnosing different forms of ignorance, we can distinguish between the varieties that are culturally produced and disseminated for profit from those forms which might serve as impetus for investigation. (shrink)