Results for ' pedagogy'

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  1. Rhetoric and Pedagogy.Rhetoric as Pedagogy - 2009 - In A. Lunsford, K. Wilson & R. Eberly (eds.), Sage Handbook of Rhetorical Studies. Sage Publications.
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  2. Pedagogy of the oppressed.Paulo Freire - 1986 - In David J. Flinders & Stephen J. Thornton (eds.), The Curriculum Studies Reader. Routledge.
  3. Pedagogies of Hope.Darren Webb - 2013 - Studies in Philosophy and Education 32 (4):397-414.
    Hoping is an integral part of what it is to be human, and its significance for education has been widely noted. Hope is, however, a contested category of human experience and getting to grips with its characteristics and dynamics is a difficult task. The paper argues that hope is not a singular undifferentiated experience and is best understood as a socially mediated human capacity with varying affective, cognitive and behavioural dimensions. Drawing on the philosophy, theology and psychology of hope, five (...)
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  4. Picturebooks, pedagogy, and philosophy.Joanna Haynes & Karin Murris - 2012 - New York: Routledge. Edited by Karin Murris.
    A CHOICE Outstanding Academic Title 2012! Contemporary picturebooks open up spaces for philosophical dialogues between people of all ages. As works of art, picturebooks offer unique opportunities to explore ideas and to create meaning collaboratively. This book considers censorship of certain well-known picturebooks, challenging the assumptions on which this censorship is based. Through a lively exploration of children's responses to these same picturebooks the authors paint a way of working philosophically based on respectful listening and creative and authentic interactions, rather (...)
  5. Pedagogy of hope: reliving Pedagogy of the oppressed.Paulo Freire - 1994 - New York: Continuum. Edited by Ana Maria Araújo Freire & Paulo Freire.
    In this book, we come to understand the author's pedagogical thinking even better, through the critical seriousness, humanistic objectivity, and engaged ...
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  6. Kuhn, Pedagogy, and Practice: A Local Reading of Structure.Lydia Patton - 2018 - In Moti Mizrahi (ed.), The Kuhnian Image of Science: Time for a Decisive Transformation? Lanham, MD: Rowman and Littlefield.
    Moti Mizrahi has argued that Thomas Kuhn does not have a good argument for the incommensurability of successive scientific paradigms. With Rouse, Andersen, and others, I defend a view on which Kuhn primarily was trying to explain scientific practice in Structure. Kuhn, like Hilary Putnam, incorporated sociological and psychological methods into his history of science. On Kuhn’s account, the education and initiation of scientists into a research tradition is a key element in scientific training and in his explanation of incommensurability (...)
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  7. Re‑Narrating Radical Cities over Time and through Space: Imagining Urban Activism through Critical Pedagogical Practices.Asma Mehan - 2023 - Architecture 3 (1):92-103.
    Radical cities have historically been hotbeds of transformative paradigms, political changes, activism, and social movements, and have given rise to visionary ideas, utopian projects, revolutionary ideologies, and debates. These cities have served as incubators for innovative ideas, idealistic projects, revolutionary philosophies, and lively debates. The streets, squares, and public spaces of radical cities have been the backdrop for protests, uprisings, and social movements that have had both local and global significance. This research project aims to explore and reimagine radical cities (...)
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  8.  74
    The Pedagogy of "As If".Johan Dahlbeck - 2024 - Educational Theory 74 (2):145-164.
    In this paper Johan Dahlbeck sets out to propose a pedagogy of “as if,” seeking to address the educational paradox of how students can be influenced to approximate a life guided by reason without assuming that they are already sufficiently rational to adhere to dictates of practical reason. He does so by outlining a fictionalist account, drawing primarily on Hans Vaihinger's systematic treatment of heuristic fictions and on Spinoza's ideas about how passive affects can be made to strengthen reason. (...)
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  9. Pedagogy and apedagogy: Lyotard and Foucault at Vincennes.J. Marshall - 1995 - In Michael Peters (ed.), Education and the Postmodern Condition. Westport, Conn.: Bergin & Garvey. pp. 167--192.
  10.  58
    Biological Pedagogy as Concern for Semiotic Growth.Ramsey Affifi - 2014 - Biosemiotics 7 (1):73-88.
    Deweyan pedagogy seeks to promotes growth, characterized as an increased sensitivity, responsiveness, and ability to participate in an environment. Growth, Dewey says, is fostered by the development of habits that enable further habit formation. Unfortunately, humans have their own habitual ways of encountering other species, which often do not support growth. In this article, I briefly review some common conceptions of learning and the process of habit-formation to scope out the landscape of a more responsible and responsive approach to (...)
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  11.  8
    Activist Pedagogy and Shared Education in Divided Societies: International Perspectives and Next Practices.Dafna Yitzhaki, Tony Gallagher, Nimrod Aloni & Zehavit Gross (eds.) - 2022 - BRILL.
    Conceived through collaboration by activist academics from Israel and Northern Ireland, this book draws from experience to offer practical and theoretical insights and programs for promoting activist pedagogy for shared learning and shared life in divided societies.
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  12.  9
    The pedagogical contract: the economies of teaching and learning in the ancient world.Yun Lee Too - 2000 - Ann Arbor: Michigan.
    The Pedagogical Contract explores the relationship between teacher and student and argues for ways of reconceiving pedagogy. It discloses this relationship as one that since antiquity has been regarded as a scene of give-and-take, where the teacher exchanges knowledge for some sort of payment by the student and where pedagogy always runs the risk of becoming a broken contract. The book seeks to liberate teaching and learning from this historical scene and the anxieties that it engenders, arguing that (...)
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  13.  13
    A Pedagogy of Becoming.Jon Mills (ed.) - 2002 - BRILL.
    This book advocates a return to the spirit of the Greek notion of_ paideia_, emphasizing a pedagogy of becoming. The authors offer a holistic approach to education that aspires toward the inclusion, promotion, and nurturance of virtue and valuation. Topics range from the purely conceptual to applied methodology. Several key issues and contemporary trends in education are addressed philosophically, including the values of wisdom, morality, compassion, empathy, interdependence, authenticity, and self-understanding.
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  14. Socratic Pedagogy: Perplexity, humiliation, shame and a broken egg.Peter Boghossian - 2012 - Educational Philosophy and Theory 44 (7):710-720.
    This article addresses and rebuts the claim that the purpose of the Socratic method is to humiliate, shame, and perplex participants. It clarifies pedagogical and exegetical confusions surrounding the Socratic method, what the Socratic method is, what its epistemological ambitions are, and how the historical Socrates likely viewed it. First, this article explains the Socratic method; second, it clarifies a misunderstanding regarding Socrates' role in intentionally perplexing his interlocutors; third, it discusses two different types of perplexity and relates these to (...)
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  15.  5
    My pedagogic creed.John Dewey - 1897 - Washington,: Progressive Education Association.
    My Pedagogic Creed, by American philosopher, psychologist, and educational reformer John Dewey was an essay originally published in 1897 which outlines his educational philosophy, wherein he emphasized social interaction and group learning over individual education, a theory which became the dominant influence on American education.
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  16.  4
    Pedagogía latinoamericana: teoría y praxis en Paulo Freire.Enrique Bambozzi - 2000 - Córdoba, República Argentina: Editorial Universitaria, Secretaría de Extensión Universitaria, Universidad Nacional de Córdoba.
  17.  30
    Pedagogy in Common: Democratic education in the global era.Noah de Lissovoy - 2011 - Educational Philosophy and Theory 43 (10):1119-1134.
    In the context of the increasingly transnational organization of society, culture, and communication, this article develops a conceptualization of the global common as a basic condition of interrelation and shared experience, and describes contemporary political efforts to fully democratize this condition. The article demonstrates the implications for curriculum and teaching of this project, describing in particular the importance of fundamentally challenging the interpellation of students as subjects of the nation, and the necessity for new and radically collaborative forms of political (...)
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  18.  22
    Reinventing Paulo Freire: a pedagogy of love.Antonia Darder - 2002 - Boulder, Colo.: Westview Press.
    Brazilian educator, Paulo Freire, best known for his work Pedagogy of the Oppressed, challenged education plans that contributed to the marginalization of minorities and the poor. Freire believed that education should be used for liberation by helping learners reflect on their experiences historically, giving immediate reality to issues of racism, sexism, and the exploitation of workers. Known as one of the most influential theoretical innovators of the twentieth century, his views have left a significant mark on progressive thinkers about (...)
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  19.  6
    La pedagogía no directiva: estudio crítico sobre el pensamiento pedagógico de Carl R. Rogers.Pulpillo Ruiz & J. Ambrosio - 1984 - Madrid: Editorial Escuela Española.
  20.  10
    Pedagogy of life: a tale of names and literacy.Rosa Hong Chen - 2018 - New York: Peter Lang.
    Pedagogy of Life takes its readers through the echoing stories of the half-century, historical Cultural Revolution of China to the literate lifeworld today. Rosa Hong Chen offers a gripping array of personal and kindred stories woven into the power of words and empathy of art through the volutes of writing and dancing for life, expressing genera of warm melancholy, weighty sensations, compulsive sobs, and refrained elation. It is for the existential history of individual lives and communal sharing that life (...)
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  21. Collaborative Pedagogical Practices in the Era of Radical Urban Transitions.Asma Mehan & Jessica Stuckemeyer - 2023 - Dimensions. Journal of Architectural Knowledge 3 (5/2023: Collaborations: Rethinki):125-140.
    Architectural research forms the basis of design in seeking a solution that considers the site’s sociopolitical and spatial-cultural factors and the built environment surrounding it. In addressing industrial heritage, industrial revolutions, energy transitions, and technological innovation uniquely shape the city. The transformation and new discourse between similar heritage and different sites allow for a combination of ideas with transnational and interdisciplinary depth, bolstering individual designs through a developed perspective on industrial architecture. This studio addresses the socio-political and spatial-cultural challenges of (...)
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  22.  18
    Positioning, pedagogy and parental participation in school mathematics: An exploration of implications for the public understanding of mathematics.Andrew Brown - 2000 - Social Epistemology 14 (1):21 – 31.
  23. Pedagogía de la expresión.Jesualdo Sosa - 1968 - Caracas.: Escuela de Educación. Universidad Central de Venezuela.
     
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  24. Higher education pedagogies: a capabilities approach.Melanie Walker - 2006 - New York: Open University Press.
    This book sets out to generate new ways of reflecting ethically about the purposes and values of contemporary higher education in relation to agency, learning, public values and democratic life, and the pedagogies which support these.
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  25. Narrative Pedagogy for Introduction to Philosophy.Kevin J. Harrelson - 2012 - Teaching Philosophy 35 (2):113-141.
    This essay offers a rationale for the employment of narrative pedagogies in introductory philosophy courses, as well as examples of narrative techniques, assignments, and course design that have been successfully employed in the investigation of philosophical topics. My hope is to undercut the sense that “telling stories in class” is just a playful diversion from the real material, and to encourage instructors to treat storytelling as a genuine philosophical activity that should be rigorously developed. I argue that introductory courses focused (...)
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  26.  19
    Pedagogical Support for Responsible Conduct of Research Training.Misti Ault Anderson - 2016 - Hastings Center Report 46 (1):18-25.
    The number of training programs for the responsible conduct of research has increased substantially over the past few decades as the importance of research ethics has received greater attention. It is unclear, however, whether the proliferation of RCR training programs has improved researcher integrity or the public's trust in science. Rather than training researchers simply to comply with regulations, we could use the opportunity to develop researchers' ability to understand and appreciate the ethical ideals that inform the regulations in order (...)
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  27.  23
    A pedagogy of generosity: On the topicality of Deleuze and Guattari’s thought in the philosophy of education.Francisco J. Alcalá - 2024 - Educational Philosophy and Theory 56 (3):241-251.
    In this article, I will try to elucidate the relevance of Deleuze and Guattari’s approaches in the philosophy of education, along the lines of the Deleuzean pedagogy of ‘do with me’ and the absence of pre-established rules for learning or methodological anarchism. To do so, I will consider three important milestones in Deleuze and Guattari’s thought: (i) antihumanism as the matrix of a pedagogy of generosity, (ii) the primacy of functioning over meaning as a vindication of practical learning (...)
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  28.  4
    The Pedagogy of Compassion at the Heart of Higher Education.Paul Gibbs (ed.) - 2017 - Cham: Imprint: Springer.
    This book offers a moral rather than instrumental notion of university education whilst locating the university within society. It reflects a balancing of the instrumentalization of higher education as a mode of employment training and enhances the notion of the students' well-being being at the core of the university mission. Compassion is examined in this volume as a weaving of diverse cultures and beliefs into a way of recognizing that diversity through a common good offers a way of preparing students (...)
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  29.  15
    Decolonizing higher education pedagogy: Insights from critical, collaborative professionalism in practice.Peter I. De Costa, Laxmi Prasad Ojha, Vashti Wai Yu Lee & D. Philip Montgomery - forthcoming - Educational Philosophy and Theory.
    Building on the long-standing tradition of challenging oppression and questioning whose interests are being served in the field of language education, we report on a study that involved a group of U.S.-based graduate students who collaborated with a ninth-grade English teacher in Nepal. The study comes out of a larger project that sought to internationalize the curriculum of a graduate educational linguistics course at a U.S. university. At the heart of this internationalizing curriculum endeavour was a commitment to expose graduate (...)
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  30. Neoplatonic Pedagogy and the Alcibiades I: Crafting the Contemplative.James M. Ambury - 2024 - Cambridge University Press.
    Many philosophers in the ancient world shared a unitary vision of philosophy – meaning 'love of wisdom' – not just as a theoretical discipline, but as a way of life. Specifically, for the late Neoplatonic thinkers, philosophy began with self-knowledge, which led to a person's inner conversion or transformation into a lover, a human being erotically striving toward the totality of the real. This metamorphosis amounted to a complete existential conversion. It was initiated by learned guides who cultivated higher and (...)
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  31.  4
    Spiritual Pedagogy: A Survey, Critique and Reconstruction of Contemporary Spiritual Education in England and Wales.Andrew Wright - 1998
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  32.  9
    DNA pedagogy: between sociology of science and historical-epistemic issues (Pedagogia del DNA: tra sociologia della scienza e questioni storico-epistemiche).Teresa Celestino - 2023 - Science and Philosophy 11 (2):7-28.
    The pedagogical function of science teaching may benefit from an analysis of the historical-epistemic dimension, without neglecting the socio-political context in which a given research was carried out. In the case of DNA structure, the background of its discovery is particularly complex. Starting from the analysis of some papers, the view on the circumstances that led to their drafting broadens. We try to answer the fundamental question for any educator: why teach all that? Ethics issues are related to the general (...)
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  33.  8
    Pedagogic obligations towards a decolonial and contextually responsive approach to teaching philosophy in South Africa.Siseko H. Kumalo - forthcoming - Journal of Philosophy of Education.
    With the calls to decolonize the philosophy curriculum, and the university more generally, which have seen a series of intellectual interventions in South Africa, this article takes its cue from Nyoka’s recommendation when he suggests moving beyond merely thinking about decolonization. In reflecting on processes of decolonizing the curriculum, this article considers the successes and failures of a course taught during a global pandemic, wherein pedagogic strategies were constrained. Reflecting on a module taught in the first semester of 2021, this (...)
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  34. Pedagogies in the Wild—Entanglements between Deleuzoguattarian Philosophy and the New Materialisms: Editorial.Evelien Geerts & Delphi Carstens - 2021 - Matter: Journal of New Materialist Research 1 (2).
    Whether we are said to be living in the Anthropocene, the Capitalocene, or are witnessing the start of the Chthulucene, as feminist science studies scholar Donna J. Haraway (2016) would describe the current post-anthropocentric era, there is a demonstratable need for affective, entangled, transversal forms of thinking-doing today. Writing this editorial almost a year after the COVID-19 pandemic erupted, and that as inhabitants of Belgium and South Africa—countries with complex ongoing capitalist-colonial legacies, socio-political presents, and heavily but also differently hit (...)
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  35.  14
    Critical pedagogy beyond the multitude: Decolonizing Hardt and Negri.Noah De Lissovoy & Alex J. Armonda - 2022 - Educational Philosophy and Theory 54 (7):916-926.
    The work of Hardt and Negri offers the field of education important theoretical resources for reconceptualizing subjectivity as a site of politics. Yet recent shifts on the Left toward more articulated mobilizations, along with the emergence of new decolonizing movements that interrogate the undifferentiated character of the common, partly affirm long-standing critiques of Hardt and Negri’s theses. Rather than rejecting their arguments, we should rethink their central assertions—from the starting point of decolonial theory—in a way that responds to these concerns. (...)
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  36.  17
    Freinet pedagogy: the challenges of cognitive psychology and institutional pedagogy.Enrico Bottero - 2022 - ENCYCLOPAIDEIA 26 (64):107-113.
    Célestin Freinet’s pedagogy faces important challenges today. On one side, cognitive psychology suggests that it is useful to move from the students’ free expressions only if this process permits the acquisition of concepts and competences, on the other hand institutional pedagogy, tracing back to psychoanalysis, teaches how important is to build mediation institutions within the group. In many experiences of institutional pedagogy the relationship, through the “places of word”, becomes the main purpose of education. But in this (...)
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  37.  9
    Pedagogical Hope.Raquel Ayala Carabajo - 2013 - Phenomenology and Practice 6 (2):136-152.
    This paper explores the experience of pedagogical hope from educators’ viewpoints. Starting from a multidisciplinary study, it has been developed through the collection and analysis of descriptions of experiences lived by educators, which have revealed some essential points: realism, sense of wonder, patience, and openness, among others. The discovery of the powerful and fundamental influence of hope in the lives of teachers exercising their role, assistants, school counselors, as well as in the lives of the children and youth whom they (...)
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  38.  5
    Pedagogical potential of design and research activities in the context of the formation of research independence of cadets of a military university.Maxim Anatolevich Babukhin - 2021 - Kant 41 (4):227-233.
    The purpose of the study is to test the pedagogical potential of design and research activities in the context of the formation of research independence of cadets of a military higher educational institution through experimental work. The article reveals the technological aspect of the implementation of design and research activities by cadets of a military university. Scientific novelty lies in the identification and verification of the effectiveness of the pedagogical conditions that contribute to the formation of research independence of cadets (...)
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  39. 13 Pedagogy with Empty Hands.Gert Biesta - 2008 - In Denise Egéa-Kuehne (ed.), Levinas and Education: At the Intersection of Faith and Reason. Routledge. pp. 18--198.
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  40.  53
    Institutional Pedagogy and Semiosis: Investigating the missing link between Peirce's semiotics and effective semiotics.Sébastien Pesce - 2011 - Educational Philosophy and Theory 43 (10):1145-1160.
    My aim in this paper is to show the relevance of an ‘effective semiotics’; that is, a field study based upon Peirce's semiotics. The general context of this investigation is educational semiotics rather than semiotics of teaching: I am concerned with a general approach of educational processes, not with skills and curricula. My paper is grounded in a field study that I carried out in a school, L'Ecole de la Neuville, implementing Institutional Pedagogy in France. I first investigate the (...)
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  41.  23
    Pedagogy Without Pedagogy: Dancing with Living, Knowing and Morale.Rosa Hong Chen - 2015 - Educational Philosophy and Theory 47 (7):688-703.
    This article takes its retrospective lead from the oppressive schooling years during the Chinese Cultural Revolution to reflect on the educational significance of artistic activities through considering aesthetic virtues and moral agency cultivated in these activities. Describing an unconventional educational milieu where schooling was deliberately ‘dismantled’, I emphasize the important role that artistic endeavours can play in building a person’s aesthetic strength and moral power to overcome the adversity of life, hence for the fuller human development. By blending philosophical discussion (...)
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  42.  18
    Pedagogical integrity in the knowledge economy.Florence Myrick - 2004 - Nursing Philosophy 5 (1):23-29.
    In pedagogy, as in life generally, there are moral complexities and ambiguities intrinsic to the teaching–learning process. Within the context of the knowledge economy and globalization those complexities and ambiguities are proliferating. How we as educators address the interface between these complexities is critical to how well we and those we serve fare in the educational and practice environment. With the emergent corporate university culture it would seem that the major goal is to become a ‘knowledge factory’ or a (...)
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  43. Language Teachers’ Pedagogical Orientations in Integrating Technology in the Online Classroom: Its Effect on Students’ Motivation and Engagement.Russell de Souza, Rehana Parveen, Supat Chupradit, Lovella G. Velasco, Myla M. Arcinas, Almighty Tabuena, Jupeth Pentang & Randy Joy M. Ventayen - 2021 - Turkish Journal of Computer and Mathematics Education 12 (10):5001-5014.
    The present study assessed the language teachers' pedagogical beliefs and orientations in integrating technology in the online classroom and its effect on students' motivation and engagement. It utilized a cross-sectional correlational research survey. The study respondents were the randomly sampled 205 language teachers (μ= 437, n= 205) and 317 language students (μ= 1800, n= 317) of select higher educational institutions in the Philippines. The study results revealed that respondents hold positive pedagogical beliefs and orientations using technology-based teaching in their language (...)
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  44. My pedagogic Creed.John Dewey - 2008 - In David J. Flinders & Stephen J. Thornton (eds.), The Curriculum Studies Reader. Washington: Routledge.
     
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  45.  9
    Innovative Pedagogy and Design-Based Research on Flipped Learning in Higher Education.Li Zhao, Wei He & Yu-Sheng Su - 2021 - Frontiers in Psychology 12.
    In order for higher education to provide students with up-to-date knowledge and relevant skillsets for their continued learning, it needs to keep pace with innovative pedagogy and cognitive sciences to ensure inclusive and equitable quality education for all. An adequate implementation of flipped learning, which can offer undergraduates education that is appropriate in a knowledge-based society, requires moving from traditional educational models to innovative pedagogy integrated with a playful learning environment (PLE) supported by information and communications technologies (ICTs). (...)
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  46.  46
    Learning to question: a pedagogy of liberation.Paulo Freire - 1989 - New York: Continuum. Edited by Antonio Faundez.
    Discusses the role of education in liberating the oppressed people of the Third World.
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  47.  24
    Posthumanist Pedagogies: Toward an Ethics of the Non/Living.Marietta Radomska - 2013 - Journal of Curriculum and Pedagogy 10 (1):28-31.
    Performed not only within the interdisciplinary field of gender studies, feminist pedagogy since the 1980s has drawn attention to the significance of power differentials (gender, race, class, etc.), one’s location, and diversity of personal experience as crucial factors weaved into the practices of teaching, education, and knowledge production in general. Contemporary feminist theory has put a special emphasis on the redefinition of matter as agential, non-inert, and always already entangled with meaning1 on the one hand, and on the importance (...)
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  48. Pedagogy of non-domination: Neo-republican political theory and critical education.Itay Snir & Yuval Eylon - 2016 - Policy Futures in Education 14 (6):759-774.
    The neo-republican political philosophy (sometimes referred to as civic republicanism) advances the idea of freedom as non-domination, in an attempt to provide democracy with a solid normative foundation upon which concrete principles and institutions can be erected so as to make freedom a reality. However, attempts to develop a republican educational theory are still hesitant, and fail to take the republican radical conception of freedom to its full conclusions. This article suggests that dialogue between neo-republicanism and critical pedagogy can (...)
     
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  49.  6
    Pedagogy of Work in Postmodern Society: Between Job Insecurity and Digital Revolution.Mario De Martino, Де Мартино Марио, Roberta Alonzi, Алонци Роберта, Emanuele Isidori & Изидори Эмануэле - 2023 - RUDN Journal of Philosophy 27 (1):94-107.
    This article aims to analyze how the so-called ‘pedagogy of work’ attempts to answer the challenges of unemployment and job insecurity characterizing the labor market in contemporary society. The authors reflect on the concepts of nihilist pedagogies and the ‘end of work’ by distinguishing two approaches: an active and a passive nihilist pedagogy. The passive approach, based on resignation, is opposed to an active attitude in which labor pedagogy offers tools to address current challenges. The authors support (...)
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    Pedagogies of Revolt, Politics of the Self.Sarah K. Hansen - 2014 - Journal of French and Francophone Philosophy 22 (2):56-61.
    In "New Forms of Revolt," Julia Kristeva maintains that intimate revolt is a necessary, if imperiled, mode of contemporary resistance. This essay reflects on the pedagogical dimensions of intimate revolt and its fate in university contexts, especially in the United States. I argue that a Kristevan pedagogical revolt involves upheavals of thought supported by loving listening relationships.
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