The Aims of Education

Ethical philosophy was born in the gyms of Athens. This book returns a body of abstract thought to its original context, to understand how training for the body sparked training for the mind. We will use archaeology to reconstruct the reality of ancient athletics and literary texts to critique philosophers’ idealized versions of this reality. We will explore a cluster of questions about the nature of happiness (eudaimonia), the role of human excellence (arete) in this life and what forms of (...) training (askesis) may help up secure these goals. Along the way, we will join philosophers in attempting to define individual types of excellence: courage, moderation, justice, wisdom. We will think about the role of friendship and erotic love in a well lived life, and we will evaluate concepts of mental “health” and strategies for spiritual “exercise”. While our society tends to separate the body and the mind, recent work in Positive Psychology is reaffirming many insights of Greek philosophy through modern empirical study. If Philosophy at the Gym sounds like a contradiction, then that’s where its value lies: it invites readers to wrestle with central questions of ancient ethics, while providing toeholds in the current science of purpose, mindset and flow. This introduction to Greek ethics will be useful for those starting or about to start college or anyone else looking for a framework to think about what they want out of life and what they’re doing about it. (shrink)

At first blush values such as diversity appear to be worth striving for. The question is whether or not such values—which have become increasingly prevalent the institutional credos of academia—are values as such, that being that they are things of moral worth (Value, n.d.), or if they are something else altogether. My unpopular suspicion leans toward the latter. Personal opinions, of course, can hardly be said to be good justification for a withering critique, however, these opinions of mine mirror similar (...) concerns held by moderate and conservative opinions of the matter (Pew Research Center, 2017). As such it is beneficial to examine these issues rigorously separated from the pathological rhetoric that typically insulates them from outside reproach. Anecdotally speaking, since "diversity" seems to be the chief concern among these groups both in the academic setting and the world at large, the crux of this article will be anchored by a Marx-influenced assessment of the actuality of diversity as a social work in the academic environment, and the effect such projects might have if my suspicions prove to be correct. (shrink)

Latin is currently being trialled as a subject in 40 state secondary schools in England. This paper focuses on one of the justifications of this trial: that teaching Latin in state secondary schools provides students with cultural capital which in turn counters social injustice. By taking the example of Latin as a starting point, I reach two conclusions about cultural capital. The first is that providing students with cultural capital can be good for some individuals, and so justified on a (...) case-by-case basis depending on context. However, this justification does not hold for curriculum policy making. My second conclusion is that in the long term, pursuing cultural capital as part of curriculum policy exacerbates the social injustices it purports to address. Wherever an activity is introduced for the sake of cultural capital rather than its educational value, educationally valuable activities risk being pushed off the curriculum, potentially degrading the educational value of the curriculum. In the case of teaching Latin, it may provide benefits to particular students, but as part of curriculum policy it risks exacerbating social injustices and undermining the educational value of school curricula. Going beyond the place of Latin on the curriculum, I argue that all appeals to cultural capital provide a poor basis for curriculum policy making. (shrink)

The purpose of this narrative study is to trace the process whereby Israeli Academic College of Education principals lead Professional Learning Communities (PLC) for teacher educators. The focus is on the unique situation in which various different roles (administrator/facilitator/learner) are integrated during this process. Seven semi-structured interviews underwent a thematic analysis that indicated two parallel journeys of PLC leadership: a journey of co-leading a PLC and cultivating creativity, and a journey of crystallizing intellectual identity and image through leading PLCs. The (...) discussion provides an interpretation of these two journeys in accordance with both social-cognitive and social-classification theories. It examines the findings in terms of three types of tensions and fears typical of PLC leaders, as reflected in the literature. (shrink)

In questo articolo, seguendo la critica di Rahel Jaeggi alle forme di vita, sostengo che per identificare un autentico pensiero critico dovremmo partire da un'analisi della natura normativa delle forme di vita come costituenti di base del mondo sociale. In questa visione, il pensiero critico può essere visto come un comportamento critico. Mentre le genuine forme di vita possono riconoscere e considerare la varietà di situazioni concrete e diverse, al contrario la razionalità critica delle forme di vita non funzionanti comprende (...) la norma come applicata dall'esterno. In questo caso la norma, erroneamente intesa come un principio neutrale e universalmente applicabile, come la razionalità economica, non è in grado di considerare la particolarità delle forme di vita come beni in sé. Difendo l'idea che un'educazione al pensiero critico deve basarsi sulla razionalità genuina e funzionale che caratterizza gli esseri umani in un mondo sociale. (shrink)

Che cosa sono il pensiero critico e l’ingiustizia epistemica? E cosa hanno a che vedere con l’educazione e la riduzione delle disuguaglianze? Secondo una concezione molto diffusa il pensiero critico è un pensiero ragionevole finalizzato a decidere cosa credere e come agire. Tuttavia, come intendere questa ragionevolezza? Affrontare questa questione, nell’ottica del nostro convegno, richiede la considerazione di un altro aspetto noto come ‘ingiustizia epistemica’. L’ingiustizia epistemica è un fenomeno che genera oppressione relativamente a questioni legate alla conoscenza. Ciò accade (...) quando non si ascolta una persona e non si presta attenzione al suo pensiero o al suo giudizio, poiché ritenuti irrilevanti o ingiustamente non competenti, a causa di un pregiudizio. Questi pregiudizi possono essere l’appartenenza del parlante a una diversa classe sociale, a una determinata etnia, o genere o gruppo sociale. Tuttavia, esistono varie forme di ingiustizia epistemica. La conoscenza, infatti, comporta l’interscambio e la partecipazione al dialogo, alla discussione ai gruppi di ricerca. La partecipazione ad un dibattito non richiede solo uno scambio di informazioni, bensì anche la presentazione di domande e la considerazione di possibilità alternative. In questo caso l’ingiustizia epistemica avviene perché la partecipazione di un parlante, sebbene accreditato come competente, non viene presa in considerazione come un valido contributo al dibattito. L’idea di fondo di questo convegno è dunque che la filosofia per ragazzi, attraverso la discussione, nonché la trasmissione di contenuti e problematiche può contribuire all’abbattimento delle barriere che generano le disuguaglianze, favorendo lo sviluppo di una sensibilità critica e al tempo stesso etica. La sensibilità critica risulta funzionale a una forma di resistenza, vale a dire a un uso delle nostre risorse epistemiche e abilità che depotenziano e cambiano le strutture normative oppressive, quale tratto caratteristico della democrazia. Ciò significa concepire la democrazia come un processo dinamico di auto-correzione e apprendimento continui. (shrink)

This paper explores two important ways in which the practice of close reading differs from the technique of natural language processing, the use of computer programming to decode, process, and replicate messages within a human language. It does so in order to highlight distinctive features of close reading that are not replicated by natural language processing. The first point of distinction concerns the nature of the meaning generated in each case. While natural language processing proceeds on the principle that a (...) text’s meaning can be deciphered by applying the rules governing the language in which the text is written, close reading is premised on the idea that this meaning lies in the interplay that the text prompts within readers. While the semantic theory of meaning upon which natural language processing programs are based is often taken for granted today, I draw from phenomenological and hermeneutic theories, particularly Wolfgang Iser and Hans-Georg Gadamer, to explain why a different theory of meaning is necessary for understanding the meaning generated by close reading. Second, while natural language processing programs are considered successful when they generate what epistemologists call true beliefs about a text, I argue that close reading aims first and foremost at the development, not of true belief, but of understanding. To develop this distinction, I draw from recent scholarship on the epistemology of education, including work by Duncan Pritchard, to explain how understanding differs from true belief and why attainment of the latter is less educationally significant than the former. (shrink)

This chapter develops and discusses a Deweyan perspective on the contemporary difficulties of deliberation within the highly fragmented digitized public spheres of liberal democracies. A high level of fragmentation is a key feature of digitized public spheres, as digital technologies like computers, the internet, and social media platforms facilitate the creation of political content, the circumvention of traditional gatekeepers like journalists, and the personalization of access to political debates. As a result, democratic theorists are concerned that the digitized public spheres (...) are insufficiently inclusive for identifying public opinions that are generally. The Deweyan perspective developed in this chapter adds new insights into the existing analyses of political deliberation by emphasizing the importance of a well- functioning democracy for citizens’ lifelong education, as well as by highlighting the impact of cultural transformations on liberal democracy. However, despite the valuable insights that can be generated by the Deweyan perspective, this article also criticizes it for failing to deal adequately with the unavoidable pluralism of reasonable understandings of the good life in a liberal democracy. The chapter therefore also seeks to evaluate to what extent, if at all, the Deweyan insights can be taken up as well by a political liberal perspective that seeks to accommodate this pluralism. (shrink)

This is where one will find a Martian giving a speech on education. The creature’s words are wholly based on those of the Portuguese philosopher Leonardo Coimbra (1883-1936), so we named the Martian after him. The idea of turning Leonardo Coimbra into a Martian comes from the critical remarks of Homem Cristo (1860-1943), who predicted that the language of the first would be found by humans once on Mars, as we find out in Leonardo Coimbra’s Obras Completas, vol. VIII (Lisboa: (...) Imprensa Nacional-Casa da Moeda, 2014), pp. 200-1. Although it is the result of an inquiry into Leonardo Coimbra, this publication is pointedly a creative (or Creationist, in the philosophical sense) interpretation of the author’s approach to education. All the same, we have been faithful to Leonardo’s philosophy of education, so whoever pays attention to the Martian will be exposed to some aspects of the Leonardian ethos. (shrink)

Reprint of an article published in the Journal of Philosophy of Education (2010) about the tension between a right to academic freedom and a responsibility to promote public goods, discussed largely in the African context.

This monograph contrasts two prominent models of education, Competence-Based Education (CBE), more recent and currently dominant in most school systems around the world, and Bildung-Oriented Education (BOE), once the basis of the school systems of Northern Europe. CBE is assessment-oriented and interprets learning as the acquisition of clearly definable and allegedly measurable competences, and is supported by supranational organisations, such as the OECD, which approach education from the perspective of human capital theory. BOE is instead teaching-oriented and characterises learning holistically (...) as aimed at the progressive articulation of a meaningful ‘big picture’ in the student’s mind. Emerged in Northern Europe under the influence of the ideals of the Enlightenment and Neo-Humanism of individual and collective autonomy and responsibility, BOE was subsequently enriched with a hermeneutical approach to teaching and socio-political objectives of emancipation and solidarity originating within Critical Theory. The book first analyses CBE and argues that, in spite of its celebrated ‘scientificity’, it is internally incoherent and unreliable, contributes to structural forms of oppression and injustice, can foster social pathologies, and fails to provide students with the kind of intellectual autonomy they need as both human beings and citizens of our complex post-industrial societies. Then, it introduces BOE and articulates and defends an updated version of it from objections raised by critical theorists, poststructuralists and postcolonial thinkers. It argues that BOE is a coherent and flexible model of education that endows students with autonomy and responsibility, can reduce structural forms of oppression and injustice, and can heal social pathologies. (shrink)

The study focused on the crafting of a Sports Development Framework. A Delphi multi-survey was conducted with thirty (30) sports officers from Region VIII, who were selected as study participants through purposive sampling. Specifically, significant questionnaires and interviews were conducted during the first, second, third, and fourth rounds with the same participants. Consensus was reached in the fourth round, and findings were identified: Capacity building; Sports level competition; Community Impact; Project Management; Program specialization, Funding and resources; Training Facilities; Sports officers; (...) Athletes' Performance; and Sports Benefits. It is concluded that a comprehensive approach to sports development involves various facets such as capacity building, competition levels, community impact, project management, and training facilities. Stakeholders, especially sports officers and community engagement, play a crucial role in successful initiatives while prioritizing athlete well-being and societal impacts. Hence, it is recommended to invest in capacity building for sports personnel, establish an inclusive competition structure, actively engage communities, implement effective project management systems, create specialized programs, ensure quality training facilities, and empower sports officers. (shrink)

The aim of this article is to extend the explanatory power of Martin Thrupp’s legacy within the framework of critical realism. Specifically, it argues that critical realism’s methodological complement, the morphogenetic approach, provides a metatheoretical toolkit that can deepen and expand Thrupp’s realist analysis of school contexts. The article elaborates on how the morphogenetic approach offers a stratified, temporally phased view of causality that integrates structure, agency, and culture (SAC). By foregrounding SAC, it argues for a layered and nuanced understanding (...) of context in education policy analysis, refining Thrupp’s conceptualisation of the constraints and opportunities available to school leaders. The article also delineates how the morphogenetic approach offers greater analytical precision in examining how emergent socio-cultural configurations condition agency and change within global educational systems, particularly through its positing of ‘situational logics’ that predispose agents towards specific courses of action. The final section outlines the potential of the morphogenetic approach for theorising the impact of globalised neoliberalism and managerialism on education, ultimately complementing and sharpening Thrupp’s realist contextualism. The article concludes that Thrupp’s contextual approach can be ‘rebranded’ through the morphogenetic framework, enhancing his realist analysis with a stratified understanding of how global neoliberal forces shape local educational contexts while offering strategies to resist managerialism and promote social justice. (shrink)

What distinguishes the philosophies of education advanced by pragmatists? Does pragmatism have something distinctive to offer contemporary philosophy of education? This paper applies these questions, which Randall Curren asks in “Pragmatist Philosophy of Education” (2009), to a more specific current debate in philosophy of education: the debate over educating for critical thinking, and/or for intellectual virtues. Which, if either, should be given priority in higher education, and why? This paper develops a Deweyan approach to these questions, inviting character content but (...) also offering specific ways for educators and institutions to stay alert to the pedagogical and indoctrination concerns with character education initiatives, including those for intellectual virtues specifically. (shrink)

Studying statistics during distance education is challenging due to limitations and communication problems. This has an impact on learning activities that could be more optimal. This research aims to analyze students' SQ3R level in learning statistics and determine its significant predictors. This type of research is quantitative research. The research design of this study is complex correlational research. The data collection method uses a questionnaire. Data analysis techniques use descriptive and inferential statistics. Secondary data from existing research studies were used (...) and summarized using standard statistical metrics. In addition, ordinal regression analysis was used to determine the predictors of students' SQ3R level in statistics learning and was tested at a standard significance level. Findings reveal that students usually use the SQ3R method to learn statistics during online learning. The statistical model illustrates that students' ability to read and review statistics is shaped by the learning environment, teaching attitudes, physical and emotional health, and free time activities. The study suggests that to improve students' learning of statistics in distance education, educational institutions and professors should create a conducive learning environment, use strategic teaching methods, and emphasize the importance of harmonious study habits due to the SQ3R method. (shrink)

The article addresses the issue of the appropriateness of revising the content of the theory of education and learning, analyses key didactic categories, and outlines the opportunities presented by educational systems in the era of digitalisation. The purpose of this study is to define the main challenges, opportunities, and prospects for the devel of this study is to define the main challenges, opportunities, and prospects for the development of didactics in the digital age. The research tasks include analysing the laws, (...) patterns, principles, rules, strategies, and content of learning in the context of digitalised educational systems, identifying the features of teaching methods and organisational forms of learning, and clarifying the place and role of digital didactics in pedagogy and practice. The study employs methods of comparative, content, and categorical analysis, generalisation and systematisation, analogy, classification, and modelling. Based on an analysis of primary sources, the study identifies the specific features of human cognitive development in a digital environment. It is established that the digital environment serves as a tool with extensive functional capabilities rather than as a generative factor determining the development of the psyche, the learning process, or the education and socialisation of individuals. The study emphasises the constancy of human nature and activity, as well as the fundamental principles of didactics. The study reveals the specific ways in which laws and patterns of learning are interpreted. Conceptual changes in the system of didactic principles are examined, focusing primarily on the strategies for their implementation in a digital educational environment. The need to update the list of learning principles is highlighted, including principles of flexibility, adaptability, integration, personalisation of learning, digital inclusion, gamification, optimal cognitive load, digital ethics, and safety. Changes in the structure of learning activities are investigated, with an emphasis on the need to revise learning rules and strategies. Approaches to transforming educational content in light of the possibilities offered by digital technologies are outlined. The structure and components of teaching methods are clarified, involving an analysis of their ideological and operational dimensions. The potential of digital technologies, artificial intelligence, and automated systems for the qualitative renewal of classifications of teaching methods is demonstrated. The specific features of forms of learning organisation are characterised. The findings generalise the idea that the nature of changes does not undermine the classroom-lesson system in schools or the lecture-seminar system in higher education institutions. Instead, it adapts these formats to the demands of the digital age, with the educational process increasingly focused on the principles of constructivism, adaptability, and inclusivity, emphasising the active role of learners in knowledge creation while taking into account their individual needs and experiences. It is concluded that digitalisation in education represents not only a technological but also a profoundly conceptual pedagogical phenomenon. The pedagogical design of educational environments under these conditions proceeds through the adaptation of the fundamental principles of the theory of education and learning to the new realities of the digital educational environment. The article argues that considering digital didactics as a separate scientific discipline is fraught with risks, including the excessive fragmentation of didactics as an integrated scientific field, the potential technocratisation of education, and an imbalance between traditional and new methods of knowledge acquisition. Such risks could exacerbate cognitive overload, reduce critical thinking and social skills among learners, and lead to educational losses. In light of these risks, the authors propose that digital didactics should not be viewed as a separate field of knowledge but rather as a distinct subject of research and a thematic strand within the broader framework of didactics. This approach ensures the adaptation of traditional principles and methods in terms of the digital environment. (shrink)

In this paper, following Rahel Jaeggi’s critique of forms of life, I contend that to identify genuine critical thinking we should start from an analysis of the normative nature of forms of life as the basic constituents of the social world. In this view, critical thinking can be seen as a critical behaviour. While genuine forms of life can recognize and consider the variety of concrete and diverse situations, on the contrary non-functioning forms of life’s critical rationality understands the norm (...) as applied from outside of the form of life. In this case the norm, erroneously understood as a neutral and universally applicable principle, such as economic rationality, is not able to consider the particularity of forms of life as goods in themselves. I defend the meaning that an education in critical thinking must have, as a genuine and functional rationality characterising human beings in a social world. -/- . (shrink)

Increasing parts of the world population have rudimentary reading and writing skills but limited command of grammar, syntax and spelling. This functional illiteracy has detrimental effects on labor market participation, population health and political stability. Geographies of illiteracy also include affluent societies like the Netherlands, a country that is not only illustrative of a widespread phenomenon, but arguably also a bellwether of things to come elsewhere in the world if these developments are not reversed. This exploratory paper focuses on two (...) institutional spaces where the literacy crisis is conventionally addressed: schools and public libraries. We argue that while each has a contribution to make, neither institution is currently able to curtail the trend, partially because preferred literacy promotion methods are incongruent with rapidly evolving changes in the literacy landscape, especially regarding youth communication. We consider three possible responses to our current literacy crisis and conclude that efforts to curb functional illiteracy require a pragmatic and multi-pronged approach, and perhaps even some counterintuitive strategies. (shrink)

Over the past 45 years there has been increasing vocal opposition to religious schools, particularly in Western Europe. Only some of this opposition is related to the perception that some religious schools might be excluding the less fortunate. Much of the opposition rests on the conviction that it is no longer tenable to fund and support so many religious schools when the number of persons professing religious belief has sharply declined. This argument, buttressed by the belief that Europe has undergone (...) a profound “secularization,” maintains that religious schools are but an obsolete cultural relic to be discarded in favor of nondenominational alternatives. Relatedly, religious schools are believed to contribute to segregation and “divisiveness”: Rather than maintain a system in which persons are drawn to schools that reflect their own cultural or religious background, children ought to attend the same schools, learning from – and not only about – each other through substantive interaction. Underneath this argument lies a concern with fostering the skills and dispositions necessary for citizenship. It remains unclear, however, whether religious schools are more guilty of segregation than nonreligious schools. Nor is it clear why attending a religious school would make one less capable of cultivating the skills and dispositions necessary for citizenship than nonreligious alternatives. (shrink)

Reprint of an article that first appeared in the journal _Education as Change_ (2019).

This research is motivated by the need to unravel the progression of learning models, which have been adapting to meet the demands of society in its constant dynamics of fluctuation and transformation. The aim of this work is to systematically examine the evolution of learning models, highlighting the paradigmatic changes that have favored the transition from traditional learning approaches to more innovative and transdisciplinary proposals. To achieve this, a bibliographic analysis is carried out, supported by the hermeneutic method for the (...) contextual interpretation of literature and discourses, in order to unravel the complexities inherent in the evolution of learning models. The results highlight the limiting influence of the simplicity paradigm in traditional educational formation and the need for a shift towards dialogicity and disciplinary collaboration and integration to advance towards complexity. It concludes by arguing in favor of adopting the complexity paradigm, advocating for a transdisciplinary epistemology and an interstructuring approach to learning, which allow for integral human development. Recognizing human complexity in teaching and learning demands a radical transformation of education towards more holistic and transformative practices, essential for building an equitable and just society. (shrink)

Esta investigación se emprende motivada por la necesidad de desentrañar la progresión de los modelos de aprendizaje, los cuales se han ido adaptando para responder a las demandas de la sociedad en su dinámica constante de fluctuación y transformaciones. El objetivo de este trabajo es examinar de forma sistemática la evolución de los modelos de aprendizaje, destacando los cambios paradigmáticos que han favorecido la transición de enfoques de aprendizaje tradicionales hacia propuestas más innovadoras y transdisciplinarias. Para lograrlo, se lleva a (...) cabo un análisis bibliográfico apoyado en el método hermenéutico para la interpretación contextual de la literatura y los discursos, a fin de desentrañar las complejidades inherentes en la evolución de los modelos de aprendizaje. Los resultados resaltan la influencia limitante del paradigma de la simplicidad en la formación educativa tradicional y la necesidad de un giro hacia la dialogicidad y la colaboración e integración disciplinaria para avanzar hacia la complejidad. Se concluye argumentando a favor de la adopción del paradigma de la complejidad, abogando por una epistemología transdisciplinariay un enfoque de aprendizaje interestructurante, que permitan el desarrollo humano integral.El reconocimiento de la complejidad humana en la enseñanza y el aprendizaje exige una transformación radical de la educación hacia prácticas más holísticas y transformadoras, esenciales para construir una sociedad equitativa y justa. (shrink)

Bu çalışmada küçük yaşlardan itibaren düşünmek ve sorgulamaktan zevk alan çocuklara düşünme becerisi kazandırma, düşündüklerini anlamlandırmalarını sağlayan en etkili yollardan biri olan Çocuklar İçin Felsefe (P4C) Yaklaşımının ilkokul öğrencilerinin fene yönelik tutum ve problem çözme becerisine etkisi araştırılmıştır. Araştırmada düşünmenin ne anlama geldiği, birkaç düşünme becerisinin (yaratıcı, eleştirel, tutum, problem çözme düşünmenin) özellikleri; felsefi düşünmenin ve temel özelliklerinin ne olduğu vurgulanarak felsefî düşünmenin, yaratıcı, eleştirel ve yansıtıcı düşünme özellikleriyle birlikte fen bilimleri dersine olan tutum ve öğrencilerin problem çözme becerileri ortak (...) olan ve ayırt edici özellikleri açıklanmaya çalışılmıştır. Çocuklar İçin Felsefenin tarihsel gelişimi, ulaşmak istediği amaçlar, içerdiği yöntemler, kolaylaştırıcı olarak öğretmenin rolü ve sağladığı faydalar ele alınmıştır. Sonuçta, çocuğa felsefi düşünmenin kazandırılmasında, geliştirilmesinde ve çocuğa düşünebilme becerisi kazandırmada çocuklar için felsefe eğitiminin en etkili ve verimli yollardan biri olduğu ortaya koyulmaya çalışılmıştır. Bu çalışma Çocuklar için Felsefe Yaklaşımının uygulama basamaklarına ilişkin bilgilere de yer vermektedir. Çocuklar İçin Felsefe uygulamalarını 7 hafta ve her derste 3 saat olmak üzere toplamda 21 saat şeklinde, Şanlıurfa ili Haliliye ilçesinde bir devlet okulunda öğrenim görmekte olan 4. sınıf öğrencilerinden seçilen deney ve kontrol grubu ile gerçekleştirilmiştir. Bu süreç karma araştırma yöntemi kullanılarak yürütülmüştür. Bu araştırmada nicel veriler toplanıp analiz edildikten sonra nitel veriler toplandığı için açıklayıcı sıralı karma araştırma yönteminin kullanılması tercih edilmiştir. Araştırmanın nicel boyutunda; ön test-son test kontrol gruplu yarı deneysel desen kullanılmıştır. Araştırmanın nitel boyutunda; verilerin derinlemesine analizi yapılacağı için durum çalışması kullanılmıştır. Çocuklar için felsefe yaklaşımının ilkokul öğrencilerinin fene yönelik tutum ve problem çözme becerisine etkisine ilişkin değişkenler özenle incelenmiş ve bulgular yorumlanmıştır. Elde edilen bulgular sonucunda; Çocuklar için Felsefe Yaklaşımının öngördüğü etkinlikler ve uygulamalar kullanılarak yürütülen öğretimin; 4.sınıf öğrencilerinin fene yönelik tutum ve problem çözme becerisini olumlu yönde etkilediği sonucuna ulaşılmıştır. (shrink)

Walking away is both refusal and production (Tuck & Yang, 2014), a seeming paradox taken up in work on fugitivity and marronage (Diouf, 2021; Grant, Woodson, & Dumas, 2021; Harney & Moten, 2013; Hartman, 2007), survivance (Powell, 2002; Sabzalian, 2019; Vizenor, 2008), testimonios (Calderon-Berumen, 2021; Delgado Bernal, Burciaga, & Flores Carmona, 2012; Latina Feminist Group, 2001), and other forms of critical pedagogy and curriculum. In other words, walking away presumes both the rejection of a form of status quo (walking away (...) from something) and a new direction taken (a walking toward something else). In the context of education, many teachers and researchers have reached that breaking point where/when no more curricular/pedagogic violence can be survived, and it is in that moment that those researchers and teachers actively remove themselves from those systems and assert new courses with new possibilities. -/- This edited volume is a collection of works chronicling acts of refusal that manifest as walking away. In some cases what is walked away from is the erasure of experience in curriculum while in others it is a fundamentalist religious experience. In still other cases what is walked away from is the carceral nature of school discipline policies. In each case walking away is resistance, refusal, and re/co-producing new possibilities and agencies. What is walked toward is a new curriculum/pedagogy of resistance sometimes within and sometimes without that place. -/- The main themes addressed in this volume are those of active refusal of forms of fundamentalist dogmatism. These include the physical act of walking away, the removal of oneself and one’s students from a particular school environment, the refusal to teach a formal curriculum that dehumanizes, and the active production of new curriculum that directly resists normative discourses of violence and erasure. Works included in this volume think with a variety of literatures and frameworks including survivance, Black studies, Latine studies, posthuman agencies, multiple forms of feminism, critical theory, and/or a combination of these. (shrink)

"This book develops and defends a novel social epistemological account of indoctrination. It answers important epistemological, ethical, and political questions about what indoctrination is, why it is epistemically harmful, how it can be practiced, and how we should talk about indoctrination. The author presents three views related to the epistemology of indoctrination. First, he argues that indoctrination is most fundamentally a structural epistemic phenomenon which results in closed-minded beliefs. The sources of indoctrination are diverse: institutional structures, technological systems, ideological frames, (...) and individual actions. What unites them is that they lead to the systematic failure to consider seriously the relevant alternatives to what we are taught, whether by accident or by design. Second, he makes the case that indoctrination is always harmful because it disrespects agents in their capacity as epistemic agents, even when it results in true belief. Third and finally, he contends that public indoctrination-ascriptions are political propaganda; they function to promote a political agenda which can, ironically, breed the conditions for indoctrination rather than forestall it. The Philosophy of Indoctrination is an essential resource for researchers and advanced students working in social and political epistemology, ethics, political philosophy, philosophy of education, and terrorism and radicalization studies"--. (shrink)

Estos apuntes suponen un viaje por la historia de la educación desde sus fines que nos permite contemplar los pilares sobre los que se sostiene nuestra comprensión actual de la educación. Este libro no es un recuento de fechas y eventos sino una exploración de los propósitos que han guiado la evolución de la educación a través de los siglos. Desde las ancestrales civilizaciones del extremo oriente hasta las modernas civilizaciones digitales, la educación ha estado presente en las familias, escuelas (...) y poderosos como medio imprescindible para alcanzar los más altos fines. Los fines de la educación, intrínsecamente ligados a los valores y aspiraciones de cada era, han moldeado no solo lo que aprendemos, sino cómo y por qué lo hacemos. En estas páginas, invitamos al lector a reflexionar sobre cómo estos propósitos han transformado la educación en un espejo de la humanidad: reflejando nuestras luchas, triunfos y la eterna búsqueda del sentido y la realización de la humanidad. Con cada capítulo, mostramos algunos hilos que con los que se han tejido el tapete de la educación. Sin duda faltan muchos hijos por desentrañar, pero como muestra, se pueden considerar reveladores de cómo cada época ha reinterpretado los fines educativos para adaptarlos a sus necesidades y esperanzas, a la vez que se mantiene una constante: la originalidad de los seres humanos, siempre iguales y siempre diferentes. Este libro es, en esencia, una cata teleológica de la educación en la historia para comprender más y mejor el valor insustituible de la historia para comprender la educación actual y prepararnos mejor para una educación madura y responsable. Como dejó escrito Cicerón: “No saber lo que ha sucedido antes de nosotros es como ser incesantemente niños.”. (shrink)

Scientists imagine constantly. They do this when generating research problems, designing experiments, interpreting data, troubleshooting, drafting papers and presentations, and giving feedback. But when and how do scientists learn how to use imagination? Across 6 years of ethnographic research, it has been found that advanced career scientists feel comfortable using and discussing imagination, while graduate and undergraduate students of science often do not. In addition, members of marginalized and vulnerable groups tend to express negative views about the strength of their (...) imaginations and the general usefulness of imagination in science. After introducing these findings and discussing the typical relationship between a scientist and their imagination across a career, we argue that reducing the number or power of active imaginations in science is epistemically counterproductive. We suggest several ways to bring imagination back into science in a more inclusive way, especially through courses on imagination for scientists, good role models, and exemplar-based learning. (shrink)

The pandemic disrupted educational systems globally, prompting the need for alternative learning modalities like online, modular, and blended learning. The SLCP, particularly within the context of a school in Region 8, integrates these modalities to address essential learning competencies. This research paper aimed to evaluate the school Learning Continuity Plan (LCP) through its School Continuity Learning Plan Program using (CIPP) model of evaluation. Employing a qualitative design, data were gathered through purposive interviews with 1 non-teaching personnel, 1 department head, and (...) 3 teachers and an analysis of the approved LCP road-map. Findings revealed comprehensive alignment with the evaluation model domains, though certain areas required revisiting for improvement. The study advocated for the administration's holistic consideration, especially recognizing teachers as front line contributors to the LCP. Their pivotal role in the design and planning phases was emphasized for the effective mechanization of the school LCP. Hence, it was concluded that educational administrators should prioritize collaboration with teachers and consider their perspectives to enhance the overall quality and functionality of the LCP. Moreover, the study recommended organizational consideration, valued teachers in school LCP, prioritized health, integrated modalities, and emphasized quality learning with metrics in LCP. (shrink)

A central task of schooling is to cultivate reasonableness in students. In this chapter we show how the teaching of reasonableness can be practiced successfully in secondary schools, using materials from the Western Australian curriculum. The discussion proceeds in four stages. We first defend the claim that the teaching of reasonable is a key aim of schooling. Here we offer an account of reasonableness, which we take to be both a skill and a disposition. Students learn reasonableness through the practice (...) of specific skills such as open and curious questioning, clarifying, and categorizing, and evaluating the merits of each contribution toward the problem or question under consideration. Reasonableness comes about as a joint commitment between the individual and the group to be honest in their views, to take care of those views, and for everyone to recognize that each member is a partial bearer of truth. Secondly, we discuss the pedagogies that cultivate reasonableness. The Philosophical Community of Inquiry is a natural pedagogy for this purpose. This can be supplemented with the thinking tools approach of Cam’s Twenty Thinking Tools or Harvard Project Zero’s Thinking Routines. In addition, we introduce our own two skill-building exercises, the Reasoning Game and the Argument Game. Thirdly, we show how this approach can be applied not just in Philosophy classes, but in the Humanities and Social Sciences. We argue that our approach brings these subjects to life, it develops understanding and reasonableness, and it bumps up student engagement. Fourthly, we discuss the assessment of reasonableness. In this type of learning environment, the way students perform in the philosophical community of inquiry is the focus of assessment. The desirable qualities of being reasonable become the assessment criteria for an on-balanced judgment about the student. (shrink)

This research tackled the challenges public secondary schools in Sagbayan District, Bohol, faced regarding records management. The study employed a mixed research design, combining both descriptive-qualitative and descriptive- quantitative methods. The qualitative phase involved conducting in-depth interviews and focus group discussions with relevant stakeholders involved in records management. On the other hand, the quantitative phase utilized survey questionnaires to gather data from relevant stakeholders to determine the acceptability of the proposed MIS among end-users. The first phase findings revealed various challenges (...) in records management faced by the schools, such as inefficient manual record-keeping systems, difficulties in data retrieval, and the risk of data loss due to inadequate backup procedures. These challenges highlighted the need for a comprehensive, technology-driven solution to streamline records management processes and ensure data security. The evaluation results in the second phase showed that the developed Management Information System (MIS) was well-accepted among the end users. The absence of any significant difference in the level of acceptability among the participants further validated the system's suitability for addressing their specific needs. The successful implementation of the MIS proved to be an effective solution to the records management challenges faced by the public secondary schools in Sagbayan District, Bohol. (shrink)

The study aimed to comprehensively overview the experiences encountered by public school employees during the recruitment, selection, and placement (RSP) process within the DepEd Bohol Division. Employing a qualitative-descriptive research design, the researchers utilized a phenomenological approach to delve deeply into these experiences, shedding light on the nuances and intricacies of the division's RSP process. As Lambert et al. (2013) described, qualitative- descriptive studies aim to provide a comprehensive and detailed summary of specific events experienced by individuals or groups in (...) everyday terms. To achieve this, Colaizzi's (1978) data analysis method was applied, meticulously gathering, transcribing, and analyzing recorded participant responses. The rigorous analysis revealed that an overwhelming 81% of the participants recognized significant challenges within the current RSP system of the division, underscoring the pressing need for a renewed approach to address these identified challenges. This highlighted the necessity for an RSP policy that is responsive and innovative, tailored to meet the evolving needs and expectations of applicants, schools, and the division. By implementing improvements to the RSP process, a more efficient and timely filling of vacated and newly available positions is anticipated, contributing to the seamless functioning of the educational system and ultimately enhancing the prospects of success. (shrink)

The Pomodoro technique is a timed-based strategy used in fighting procrastination and found to increase academic performance. However, its effect on academic learning in a synchronous remote learning modality has yet to be investigated. The study used a mixed triangulation semiexperimental design using a whole sample (N=46), following all ethical equivalence procedures. The genetics concept mastery of the students was tested using a researcher-made test. ANCOVA results revealed that students taught using Pomodoro yielded significantly better concept mastery in genetics than (...) the lecture method. This study contributes to the evaluation of one science teaching strategy compatible with remote learning modality. (shrink)

Many academics and researchers who publish scholarly articles on Plato’s philosophy of education claim that the ultimate educational goal for Plato is simply the acquisition of virtues. While such a claim may not be entirely incorrect, it is nevertheless substantially wanting; for although the acquisition of virtue is no doubt paramount, for Plato it primarily serves as a means to another end. In this paper, I aim to show that, for Plato, the final summit of all educational enterprise is not (...) really to become virtuous but rather to attain the state of becoming like God, and that is, homoiōsis theōi. -/- . (shrink)

Este capítulo reflexiona sobre las vinculaciones entre filosofía de la educación y transdisciplinariedad, así como su incidencia en la formación de los futuros profesionales de la educación; al respecto, el autor considera que la filosofía de la educación como disciplina filosófica, aporta una perspectiva global, totalizante e integradora sobre el hecho educativo, pero respondiendo siempre a un contexto concreto; es decir, a la realidad educativa del sujeto que aprende, con sus necesidades, problemáticas y situaciones específicas. El autor explica la filosofía (...) de la educación como un saber práctico; identifica los puntos de convergencia entre filosofía de la educación y transdisciplinariedad; y analiza sobre la incidencia del modelo transdisciplinar en la formación profesional docente, en el papel de la universidad como espacio donde se integra ciencia, educación y sociedad, y en la consolidación del ecosistema integrado. Además, el capítulo presenta algunos enfoques y desafíos de la filosofía de la educación transdisciplinar que orientan la labor educativa en función del desarrollo, el progreso, la sostenibilidad y el diálogo con los saberes no convencionales. (shrink)

This paper argues for the diversification of university-level philosophy curricula. I defend the ideal of expansionist pluralism and connect it to metaphilosophical myopia – problematically limited or constrained visions of the range of forms taken by philosophy. Expansively pluralist curricula work to challenge metaphilosophical myopia and one of its costs, namely, a specific kind of hermeneutical injustice, perpetrated against the communities and traditions shaped by the occluded forms of philosophy.

The article emphasizes the relevance of revising the content of professional activities and the range of powers of specialists of IT departments in business organizations and, accordingly, the conceptual foundations of their professional training. The need for forming future IT specialists with unique skills and abilities to carry out strategic and tactical activities and develop the relevant competencies, which allows them to be active participants in the construction and implementation of the organization’s business strategies, has been clarified. The purpose of (...) the article is to review and analyse the features of strategic and tactical activities in the functioning of IT specialists in a business organization, as well as the study of methodological foundations of the formation of tactical and strategic competence in future IT specialists, which will allow them to implement various measures of strategic planning and project work successfully. During the study of the problem of training future IT specialists for strategic and tactical activities in business organizations, methods of retrospective analysis, generalization and interpolation of theoretical aspects of the problem were applied; methods of conceptualizing advanced pedagogical experience in the formation of professional important competencies of future IT specialists were used. It has been found that tactical and strategic competence determines the ability of an IT specialist to project short-term and long-term goals, develop methods and tactics for their achievement, and in this way effectively organize professional activity and achieve success in it. It has been substantiated that the development of tactical and strategic competence can be realized in terms of a specially organized training process for future IT specialists contributing to their mastering the experience of developing and approbation IT strategies and tactics. Methodological approaches (competent-oriented, creative-developmental, multidisciplinary, practice-oriented, problem-based ones) have been revealed, for them the methods of training future IT specialists for strategic and tactical activities in business organization should be based. It has been noted that the methods of formation of future IT specialists’ readiness for strategic and tactical activities involve a number of stages, namely: 1) actualization of professional needs, interests, motives, and formation of students’ business values; 2) determination of the goal and selection the tools of influence aimed at the shaping of students’ scientific and theoretical knowledge and personal experience in the implementation of professional skills; 3) arming students with an arsenal of strategies that allow for a holistic analysis of the situation, actions, and motives and, as a result, permits to reduce the operational costs of the organization and the turned IT service into a driver of business; 4) modelling of possible strategy implementation tactics in various production situations; 5) analysis of acquired experience, control and correction of formation of future IT specialists’ professionally important competencies. The features of the application of methods of activation and stimulation of motivation and responsibility in educational and professional activities, organizational methods, the method of immersion in the situation, the method of pattern and case study in the process of formation of tactical and strategic competence in future IT specialists have been defined and described. A conclusion was made regarding the requirement for step-by-step application of methods and technologies in order to prepare future IT specialists for strategic and tactical activities during their professional training process. (shrink)

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)

In the predominant pedagogical frameworks of our days, rationalist, voluntarist or sentimentalist reductionisms are seen, from which it is about educating people regardless of their Origin and the singular and unrepeatable originality with which they have been given to existence. Faced with this anthropocentric confinement, Sensitive Education arises so that every person, regardless of their culture and creed, remains sensitive to their Origin and captures their own originality, which in the end is what they must accept and try to manifest (...) with education. When educational systems are not sensitive to the original, they develop falsehood. With the aim of consolidating the validity of the pedagogical-anthropological foundation of Sensitive Education, this study seeks to show how Edith Stein’s argument explains Sensitive Education, although Stein, after her conversion, uses explicitly Christian terminology. Stein’s direct terms serve to describe Education Sensitive to the Holy Spirit, but for those who do not start from a Christian worldview, Education Sensitive to Origin can be a more non-denominational way of approaching the Original. To achieve this objective, an analytical-synthetic methodology has been followed in which essential features of Sensitive Education are proposed and in a hermeneutic manner, arguments are extracted from the writings of Edith Stein that offer support for these essential features. In conclusion, it is sufficiently shown that Edith Stein’s thought provides a pedagogical foundation to Sensitive Education. (shrink)

This study investigates the relationship between personality traits and coping styles among college students in private higher educational institution. Hence, employing correlational design to assess the relationship between coping styles and personality of 150 college students. The statistical analysis reveals that the r coefficient of 0.54 indicates a moderate positive correlation between the variables. The p-value of 0.00, which is less than 0.05, leads to the decision to reject the null hypothesis. Hence, a significant relationship exists between coping style and (...) personality traits among fourth-year college students in a private state university. (shrink)

Education in contemporary times undergoes transformations regarding its conceptualization and attribution of meanings. Understanding these transformations and the new demands is characterized as one of the roles of educators and teachers of today, as this movement opens new paths for its re-signification and reinvention. Thus, it is necessary to reflect on the certainties and uncertainties that the new digital humanity will bring to Education, analyzing both its historical and social context. This article aims to share a theoretical systematization about the (...) origin of the term "educator" and its developments for contemporary Education. As a methodological path for the construction of this reflection, the texts of Isocrates and the platonic discussion about pthe term and its function in Greek society are used, in order to align with aspects of contemporary Education. Beyond a conclusion, this text proposes a comparative framework between the role of the educator in the post-Homeric period and their role today. As a suggestion for future reflections, an outline of thought is presented to guide the theoretical assumptions of Education and the need to reflect on a new ontological characterization. (shrink)

Education is crucial to the overall development of all communities. Since the early days of Greek philosophy, philosophers have made significant contributions to the advancement of education for both individuals and the states. Greek philosophers, notably Plato, emphasized the importance and relevance of education for his conceptual ideal state. His educational ideas were rooted in his philosophy, notably idealism, and it continues to have a great effect, particularly on education. Idealism focuses on ideas and believes that genuine knowledge can be (...) found in the ideas' world. His age-based educational system advocates both public education and equal access. The purpose of this paper is to revisit his educational ideas in depth and have a better understanding of them in terms of contemporary education. This paper adopts an analytical strategy to achieve its purposes, and it maintains, based on secondary evidence, that the features of the educational ideas of Plato are truly pertinent and might be applied to contemporary education after appropriate integration. (shrink)

What are the purposes or aims of education in general and of democratic education in particular? And what are the appropriate ways and means of such an education? This chapter offers an overview of some of the more important approaches to these questions in contemporary, mostly anglophone, conceptions of educational justice in primary and secondary education. Section 16.2 starts with some provisions of some important goals of education. Section 16.3 turns to educational justice in gerneral. Section 16.4 asks about the (...) spheres of educational justice: Is it education and socialization in general, or the school system in particular? Section 16.5 distinguishes three different levels of education: (i) basic education for all; (ii) the cultivation of individual talents and capacities; and (iii) selection for higher education and the job market. Section 16.6 outlines the differences between five principles of justice and equality in the field of education: (i) strict equality, (ii) a conception of fair equality of opportunity, (iii) a conception of luck-egalitarian equality of opportunity, (iv) a prioritarian conception of educational justice, and (v) democratic adequacy as a conception of educational justice. (shrink)

At first blush, values such as diversity appear to be worth striving for. The question is whether or not such values—which have become increasingly prevalent in university mission statements—are values as such, which is to ask whether they are things of moral worth (Value, n.d.), or are something else altogether. My unpopular suspicion leans toward the latter. Personal opinions, of course, are hardly a justification for an impassioned critique, however, my opinions mirror those held by moderate and conservative witnesses to (...) the sociopolitical climate of academia (Pew Research Center, 2017) as well as individuals who would typically be considered classically liberal such as Peter Boghossian (2021). Because of this concordance and in order to understand the constitutive relations of academic production, it becomes necessary to critically examine the nature of institutional values, separate from polemical rhetoric that either seeks to construct a "straw man" of them in order to lay them low or insulate them from outside reproach altogether Since "diversity" seems to be the chief concern among interested groups both in the academic setting and the world at large, this article's point of access to the relations of production in academia will be anchored by a Marxian assessment of diversity as a product of social labour in the academic environment. (shrink)