Results for 'Bringing Collaboration Back Into Education'

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  1. Editor's corner 107.Bringing Collaboration Back Into Education - forthcoming - Educational Studies.
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  2.  2
    2002 American Educational Studies Association Presidential Address Bringing Collaboration Back Into Education.Eric Bredo - 2005 - Educational Studies 37 (2):112-134.
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  3.  5
    Bringing Cognitive Science into Education, and Back Again: The Value of Interdisciplinary Research.Danielle S. McNamara - 2006 - Cognitive Science 30 (4):605-608.
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  4. Bring the State Back into Focus: Civic Society, the State, and Education.Quentin Wheeler-Bell - 2016 - Philosophy of Education 72:126-134.
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  5.  17
    Bringing the Politics Back In: A Critical Analysis of Quality Discourses in Education.Sharon Gewirtz - 2000 - British Journal of Educational Studies 48 (4):352-370.
    This paper considers the consequences of, and tensions within, New Labour's quality agenda for schools. In particular, it draws attention to the way in which official versions of quality, characterised by a narrow, economistic instrumentality, are being promoted in schools by various forms of quality control that are marginalising broader, more humanistic conceptions of quality. It is also argued that, despite New Labour's rhetorical emphasis on education for citizenship, the mechanisms of quality control favoured by the government tend to (...)
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  6.  39
    Bringing back the body into the mind: gestures enhance word learning in foreign language.Manuela Macedonia - 2014 - Frontiers in Psychology 5:111994.
    Foreign language education in the twenty-first century still teaches vocabulary mainly through reading and listening activities. This is due to the link between teaching practice and traditional philosophy of language, where language is considered to be an abstract phenomenon of the mind. However, a number of studies have shown that accompanying words or phrases of a foreign language with gestures leads to better memory results. In this paper, I review behavioral research on the positive effects of gestures on memory. (...)
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  7.  7
    What is a Public Education and Why We Need It: A Philosophical Inquiry Into Self-Development, Cultural Commitment, and Public Engagement.Walter Feinberg - 2016 - Lexington Books.
    This book brings the idea of a public—defined in part as the quality of communication among strangers—back into focus. The benefits of doing this are many, but perhaps the most important are to adjust our understanding of what is good teaching and to widen our understanding of what counts as central to the educational process.
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  8.  89
    Inclusivity in the Education of Scientific Imagination.Michael T. Stuart & Hannah Sargeant - 2024 - In E. Hildt, K. Laas, C. Miller & E. Brey (eds.), Building Inclusive Ethical Cultures in STEM. Springer Verlag. pp. 267-288.
    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 (...)
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  9.  8
    "An option for art but not an option for life": Beauty as an educational imperative.Joe Winston - 2008 - Journal of Aesthetic Education 42 (3):pp. 71-87.
    In lieu of an abstract, here is a brief excerpt of the content:"An Option for Art But Not an Option for Life":Beauty as an Educational ImperativeJoe Winston (bio)IntroductionIn a recent meeting of the academic staff in the university department where I work, we were asked to state our current research interests. Responses progressed around the circle and everyone listened quietly and respectfully until I stated that my interest was beauty, to which there was general laughter—complicit, not derisory, as if everyone (...)
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  10.  33
    The Oxford handbook of philosophy of education.Harvey Siegel (ed.) - 2009 - New York: Oxford University Press.
    Philosophy of education has an honored place in the history of Western philosophical thought. Its questions are as vital now, both philosophically and practically, as they have ever been. In recent decades, however, philosophical thinking about education has largely fallen off the philosophical radar screen. Philosophy of education has lost intimate contact with the parent discipline to a regrettably large extent--to the detriment of both. The Oxford Handbook of Philosophy of Education is intended to serve as (...)
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  11.  18
    Consciousness displaced: Art and technology education/collaboration for an aesthetic of liberation.Alejandro Quinteros - 2014 - Technoetic Arts 12 (2):263-271.
    Modernity’s grand plans were designed far from where we stand today. The prerogative of progress as an ideological imperative that defined colonialism as a natural balance between the ‘developed’ societies’ moral duty to rescue ‘underdeveloped’ peoples from their fate of myth and superstition created education. Education that functions as an instrument that is used to facilitate the integration of generations into the logic and aesthetics of the status quo and to bring about conformity to the hegemonic cultural (...)
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  12.  35
    Leaving the Road to Abilene: A Pragmatic Approach to Addressing the Normative Paradox of Responsible Management Education.Dirk C. Moosmayer, Sandra Waddock, Long Wang, Matthias P. Hühn, Claus Dierksmeier & Christopher Gohl - 2019 - Journal of Business Ethics 157 (4):913-932.
    We identify a normative paradox of responsible management education. Business educators aim to promote social values and develop ethical habits and socially responsible mindsets through education, but they attempt to do so with theories that have normative underpinnings and create actual normative effects that counteract their intentions. We identify a limited conceptualization of freedom in economic theorizing as a cause of the paradox. Economic theory emphasizes individual freedom and understands this as the freedom to choose from available options. (...)
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  13.  11
    Releasing Higher Education from its elitist captivity: The change agency of Unisa’s Chance 2 Advance programme.Genevieve James - 2018 - HTS Theological Studies 74 (3):10.
    In South Africa, the majority of the population suffers from the inadequacy of learning opportunities and poor access to the higher education system. This causes the widening of the knowledge gap and increased socio-economic marginalisation, which threatens community agency. Critical knowledge created by academics at South African higher education institutions often culminates in access-controlled, costly scientific publications, thus limiting public access. On the other hand, because of the distance between universities and communities, community knowledge and intelligences are never (...)
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  14.  28
    Fact, Value and Philosophy Education.Philip Cam - 2014 - Journal of Philosophy in Schools 1 (1):58-67.
    In Fact, value and philosophy education I tried to show how philosophy can help to overcome the fact-value divide that continues to plague education. In attempting this, I applied John Dewey’s suggestion that philosophy may help to integrate beliefs about matters of fact with values in society at large, to the curricular division between subjects that deal with knowledge of matters of fact and those that are largely devoted to subjective understanding and personal expression. The paper centres on (...)
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  15.  4
    Schools Into Fields and Factories: Anarchists, the Guomindang, and the National Labor University in Shanghai, 1927-1932.Ming K. Chan, Arif Dirlik & Professor Arif Dirlik - 1991
    "In this collaborative effort by two leading scholars of modern Chinese history, Ming K. Chan and Arif Dirlik investigate how the short-lived National Labor University in Shanghai was both a reflection of the revolutionary concerns of its time and a catalyst for future radical experiments in education. Under the slogan "Turn schools into fields and factories, fields and factories into schools," the university attempted to bridge the gap between intellectual and manual labor which its founders saw as (...)
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  16.  13
    Leveraging Change by Learning to Work with the Wisdom in the Room: Educating for Responsibility as a Collaborative Learning Model.Ross McDonald - 2015 - Journal of Business Ethics 131 (3):511-518.
    When I think of the single change that would most successfully transform our teaching practice and leverage truly significant benefits, it would be to bring much more of what learners already know into the classroom so that it can be shared, examined, refined and improved. At present, it would seem that the majority mode of teaching in the areas of ethics and social responsibility does a rather poor job of this, tending instead towards silencing the wisdom that is in (...)
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  17.  2
    The Eclipse of Marriage: Bringing Debates Back into Sociological Accounts of Health.Kate Reed - 2004 - European Journal of Women's Studies 11 (1):61-76.
    This article explores the influence of marriage on the health choices and status of 30 British Asian mothers in Leicester, UK. While marriage was firmly on the agenda of earlier research on health, it is no longer seen as important due to changes in family formations. Studies that do exist are mainly quantitative in focus. While these are useful, they fail to thoroughly explore women’s social circumstances and also tend to over-generalize, often under-representing ethnic minority women within their research. Taking (...)
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  18.  22
    The Postmodern University?: Contested Visions of Higher Education in Society.Anthony Smith, Frank Webster & Society for Research Into Higher Education - 1997 - Open University Press.
    Higher education has been changing radically in recent years, with increasing numbers of students, and complaints about declining standards. This volume brings together leading intellectuals from the US and UK to examine the issues involved.
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  19.  8
    Womanspirit Still Rising? Some Feminist Reflections on ‘Religious Education’ in the UK.Alison Jasper - 2015 - Feminist Theology 23 (3):240-253.
    It is a complex and sometimes frustrating business to effect change that is in accordance with recognizably feminist principles in the world as it is and we inevitably risk confrontation, misunderstanding and compromise. In this paper I consider some of the complexities and obstacles to effecting feminist-friendly changes in educational spaces with specific reference to the field of teaching most familiar to a majority of us – Religion/religious Studies or Theology and Religious Studies. I suggest an approach to change based (...)
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  20.  20
    The Asthetic as an Aspect of Praxis.Erik Axel, Janni Berthou Hermansen & Peter Holm Jacobsen - 2019 - Outlines. Critical Practice Studies 20 (1):26-46.
    This article is an attempt to give arguments for bringing aesthetics back into praxis. Often aesthetics is understood as something coming out of individual designers' or architects' creative talents. We challenge such a view by introducing an understanding of aesthetics as an aspect of praxis. The article builds on observations of a design project for a community centre in a Danish village. We argue that aesthetics is a result of struggles by participants in praxis, where aesthetic, material, (...)
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  21.  67
    Abstract Objects and Causation: Bringing Causation Back Into Contemporary Platonism.Charles Taliaferro - 2015 - Revista Portuguesa de Filosofia 71 (4):769-780.
    Resumo O autor defenderá, por um lado, a existência dos objectos abstractos e, por outro, o seu papel causal, numa ontologia platónica, tal como enquadrada por Roderick Chisholm. Se plausível, a natureza e o papel dos abstracta sob a forma de estados de coisas, oferecem-nos razões para acreditar em uma descrição bem-sucedida e explicativa da intencionalidade humana e animal que não está encerrada no mundo físico. Palavras-chave : causalidade, encerramento causal, fisicalismo, objectos abstractos, platonismo, Roderick ChisholmA defense of the existence (...)
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  22.  7
    Remembering Beauty: Reflections on Kant and Cartier-Bresson for Aspiring Photographers.Stuart Richmond - 2004 - Journal of Aesthetic Education 38 (1):78.
    In lieu of an abstract, here is a brief excerpt of the content:The Journal of Aesthetic Education 38.1 (2004) 78-88 [Access article in PDF] Remembering Beauty:Reflections on Kant and Cartier-Bresson for Aspiring Photographers Stuart Richmond In the past few decades beauty has become something of an endangered species in the Western art world. Indeed, beauty has never been a central aim of contemporary art, which has tended to focus on meaning and politics rather than formal values, conceptual art being (...)
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  23. Bringing Thought Experiments Back into the Philosophy of Science.Arnon Levy & Adrian Currie - forthcoming - Studies in History and Philosophy of Science.
    To a large extent, the evidential base of claims in the philosophy of science has switched from thought experiments to case studies. We argue that abandoning thought experiments was a wrong turn, since they can effectively complement case studies. We make our argument via an analogy with the relationship between experiments and observations within science. Just as experiments and ‘natural’ observations can together evidence claims in science, each mitigating the downsides of the other, so too can thought experiments and case (...)
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  24.  61
    Moral education in the community of inquiry.Michael Hand - 2020 - Journal of Philosophy in Schools 7 (2).
    Moral inquiry - inquiry with children and young people into the justification for subscribing to moral standards - is central to moral education and philosophical in character. The community of inquiry (CoI) method is an established and attractive approach to teaching philosophy in schools. There is, however, a problem with using the CoI method to engage pupils in moral inquiry: some moral standards should be taught directively, with the aim of bringing it about that pupils understand and (...)
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  25.  15
    Museum education and the project of interpretation in the twenty-first century.Rika Burnham & Elliott Kai-Kee - 2007 - Journal of Aesthetic Education 41 (2):11-13.
    In lieu of an abstract, here is a brief excerpt of the content:Museum Education and the Project of Interpretation in the Twenty-First CenturyRika Burnham and Elliott Kai-KeeThis is what we shall look for as we move: freedom developed by human beings who have acted to make a space for themselves in the presence of others, human beings become "challengers" ready for alternatives, alternatives that include caring and community. And we shall seek, as we go, implications for emancipatory education (...)
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  26.  20
    Bringing thought experiments back into the philosophy of science.Arnon Levy & Adrian Currie - 2024 - Studies in History and Philosophy of Science Part A 105 (C):149-157.
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  27.  7
    An Old Melody in a New Song: Aesthetics and the Art of Psychology.Luca Tateo (ed.) - 2018 - Springer Verlag.
    This book explores the relationship between cultural psychology and aesthetics, by integrating the historical, theoretical and phenomenological perspectives. It offers a comprehensive discussion of the history of aesthetics and psychology from an international perspective, with contributions by leading researchers from Serbia, Austria, Portugal, Norway, Denmark, and Brazil. The first section of the book aims at summarizing the debate of where the song comes from. It discusses undeveloped topics, methodological hints, and epistemological questions in the different areas of contemporary psychological sciences. (...)
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    Philosophies of Islamic Education: Historical Perspectives and Emerging Discourses.Mujadad Zaman & Nadeem Memon (eds.) - 2016 - Routledge.
    The study of Islamic education has hitherto remained a tangential inquiry in the broader focus of Islamic Studies. In the wake of this neglect, a renaissance of sorts has occurred in recent years, reconfiguring the importance of Islam’s attitudes to knowledge, learning and education as paramount in the study and appreciation of Islamic civilization. _Philosophies of Islamic Education_, stands in tandem to this call and takes a pioneering step in establishing the importance of its study for the educationalist, (...)
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  29.  10
    Remembering beauty: Reflections of Kant and cartier-bresson for aspiring photographers.Stuart Richmond - 2004 - Journal of Aesthetic Education 38 (1):78-88.
    In lieu of an abstract, here is a brief excerpt of the content:The Journal of Aesthetic Education 38.1 (2004) 78-88 [Access article in PDF] Remembering Beauty:Reflections on Kant and Cartier-Bresson for Aspiring Photographers Stuart Richmond In the past few decades beauty has become something of an endangered species in the Western art world. Indeed, beauty has never been a central aim of contemporary art, which has tended to focus on meaning and politics rather than formal values, conceptual art being (...)
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  30.  7
    La double vraisemblance au fondement de la collaboration de recherche : retour sur la démarche de coconstruction d’un projet entrepreneurial à l’école primaire.Matthias Pepin & Serge Desgagné - 2017 - Revue Phronesis 6 (1-2):126-139.
    This article proposes an analysis of the collaborative monitoring of an entrepreneurial project, namely a school store, at the primary school level. The concept of “double credibility” serves as an analytical standpoint to look at the collaboration between a teacher and a researcher whose common aim is to teach pupils how to be enterprising through the school store. The concept of “double credibility” entails that the common project of the research partners must be both credible for research and practice. (...)
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  31. Self-Respect in Higher Education.Attila Tanyi - 2023 - In Melina Duarte, Kjersti Fjørtoft & Katrin Losleben (eds.), Gender Diversity, Equity and Inclusion in Academia: A Conceptual Framework for Sustainable Transformation. London: Routledge. pp. 140-152.
    I begin the chapter with research, reported recently in The Atlantic, on the surprising phenomenon that many successful women, all accomplished and highly competent, exhibit high degrees of self-doubt. Unlike the original research, the chapter aims to bring into view the role self-respect plays in higher education as another crucial explanatory factor. First, I clarify the main concepts that are relevant for getting a clear view of the notion of self-respect: different kinds of self-respect and the connection to (...)
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  32.  8
    Routledge International Encyclopedia of Women: Global Women's Issues and Knowledge. Volume 1, Ability - Education: Globalization.Cheris Kramarae & Dale Spender - 2000 - Taylor & Francis.
    For a full list of entries and contributors, sample entries, and more, visit the Routledge International Encyclopedia of Women website. Featuring comprehensive global coverage of women's issues and concerns, from violence and sexuality to feminist theory, the Routledge International Encyclopedia of Women brings the field into the new millennium. In over 900 signed A-Z entries from US and Europe, Asia, the Americas, Oceania, and the Middle East, the women who pioneered the field from its inception collaborate with the new (...)
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  33.  29
    Bringing Bodies Back In: For a Phenomenological and Psychoanalytic Film Criticism of Embodied Cultural Identity.Kate Ince - 2011 - Film-Philosophy 15 (1):1-12.
    This article reassesses the concept of identification in line with the increased importance phenomenology has taken on in film-philosophy of the 1990s and 2000s. In the 1970s and 1980s, a Lacanian psychoanalytic interpretation of identification dominated film theory and criticism, and spectatorial engagement with elements of films was understood as what psychoanalysis calls secondary identification – the identification with stable subject-positions (characters) in the film-text. But non-Lacanian psychoanalysis and Merleau-Ponty’s existential phenomenology offer film-philosophy a very different understanding of identification as (...)
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  34.  23
    Receiving the Gift of Teaching: From 'Learning From' to 'Being Taught By'.Gert Biesta - 2012 - Studies in Philosophy and Education 32 (5):449-461.
    This paper is an enquiry into the meaning of teaching. I argue that as a result of the influence of constructivist ideas about learning on education, teaching has become increasingly understood as the facilitation of learning rather than as a process where teachers have something to give to their students. The idea that teaching is immanent to learning goes back to the Socratic idea of teaching as a maieutic process, that is, as bringing out what is (...)
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  35.  5
    Bringing Work Back in Islamic Ethics.Bayu Taufiq Possumah, Abdul Ghafar Ismail & Shahida Shahimi - 2013 - Journal of Business Ethics 112 (2):257-270.
    Religion and work are seldom discussed. The two have caused scholars to question the religion’s role with work. This paper reviews research on the integrate between religion and work by examining issues of concept, definition, measurement, and reviewing research that examines the relationship of work and religion with respect to: different times, types of people, organize human interactions and sources of knowledge. We then discuss the methodological requirement for reintegrating work studies into social institutional theory and indicate what the (...)
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  36.  2
    Bringing the body back into theory and methodology.Larissa Buchholz - 2006 - Theory and Society 35 (4):481-490.
  37.  53
    Bringing Dinosaurs Back to Life: Exhibiting Prehistory at the American Museum of Natural History.Lukas Rieppel - 2012 - Isis 103 (3):460-490.
    ABSTRACT This essay examines the exhibition of dinosaurs at the American Museum of Natural History during the first two decades of the twentieth century. Dinosaurs provide an especially illuminating lens through which to view the history of museum display practices for two reasons: they made for remarkably spectacular exhibits; and they rested on contested theories about the anatomy, life history, and behavior of long-extinct animals to which curators had no direct observational access. The American Museum sought to capitalize on the (...)
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  38.  18
    Postdocs as Key to Faculty Diversity: A Structured and Collaborative Approach for Research Universities.Colette Patt, Andrew Eppig & Mark A. Richards - 2022 - Frontiers in Psychology 12.
    Over the past 50 years the diversity of higher education faculty in the mathematical, physical, computer, and engineering sciences has advanced very little at 4-year universities in the United States. This is despite laws and policies such as affirmative action, interventions by universities, and enormous financial investment by federal agencies to diversify science, technology, mathematics, and engineering career pathways into academia. Data comparing the fraction of underrepresented minority postdoctoral scholars to the fraction of faculty at these institutions offer (...)
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  39.  10
    Bringing Class Struggle Back into the Economic Crisis: Development of Crisis in Class Struggle in Korea.Dae-oup Chang - 2001 - Historical Materialism 8 (1):185-214.
  40.  13
    Essay: How Social Entrepreneurship and Social Innovation Can Transform Business Education.Katherine Milligan - 2019 - Humanistic Management Journal 4 (2):265-268.
    This essay describes the challenges of Social Entrepreneurship and Social Innovation as a field and explores how it could contribute to transforming business education. The first suggestion is to think about System Change as a much needed shift in perspective away from focusing on the lone individual hero entrepreneur. Current problems often defy the market based approach to entrepreneurship and requires collaborations across sectors and silos. Another shift is to focus more on whole person learning and bringing the (...)
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  41.  9
    Drama in aesthetic education: An invitation to imagine the world as if it could be otherwise.Florence Samson - 2005 - Journal of Aesthetic Education 39 (4):70-81.
    In lieu of an abstract, here is a brief excerpt of the content:Drama in Aesthetic Education:An Invitation to Imagine the World as if It Could Be OtherwiseFlorence Samson (bio)Maxine Greene, philosopher-in-residence for the Lincoln Center Institute (LCI), suggests that through aesthetic education "new connections are made in experience: new patterns are formed, new vistas are opened. Persons see differently, resonate differently." As Rilke wrote in one of his poems, and as quoted by Greene, "they are enabled to pay (...)
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  42.  5
    Good work and aesthetic education: William Morris, the arts and crafts movement, and beyond.Jeffrey Petts - 2008 - Journal of Aesthetic Education 42 (1):30-45.
    A notion of "good work," derived from William Morris and the Arts and Crafts Movement but also part of a wider tradition in philosophy (associated with pragmatism and Everyday Aesthetics) understanding the global significance of, and opportunities for, aesthetic experience, grounds both art making and appreciation in the organization of labor generally. Only good work, which can be characterized as "authentic" or as unalienated conditions of production and reception, allows the arts to thrive. While Arts and Crafts sometimes promotes a (...)
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  43.  1
    MacIntyre and the Idea of an Educated Public.Kenneth Wain - 1995 - Studies in Philosophy and Education 14 (1):105-123.
    Some years ago, 1985, Alasdair MacIntyre wrote a paper onThe Idea of an Educated Public in which he argued that the only route open for educators for the future, in order to emerge out of the current moral ‘crisis’ created by the ‘emotivist’ modernist culture is to bring back the idea of an ‘educated public’ from the Scottish Enlightenment and to regard education as education into such a public. The notion of an ‘educated public’, in effect, (...)
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  44.  5
    The joy of not knowing: a philosophy of education transforming teaching, thinking, learning and leadership in schools.Marcelo Staricoff - 2021 - New York, NY: Routledge.
    The Joy of Not Knowing takes every aspect of the curriculum and of school life and transforms it into a personalised, meaningful and enjoyable experience for all. It offers readers an innovative, theoretical and practical guide to establish a values-based, enquiry-led and challenge-rich learning to learn approach to teaching and learning and to school leadership. This thought-provoking guide provides the reader with a wealth of whole-class, easy-to-implement, malleable, practical ideas and case studies that can be personalised to the vision (...)
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  45.  2
    From the Theory of Recollection to the Theory of Encountering: Bring Teaching and Learning Back to Education.Guoping Zhao - 2014 - Philosophy of Education 70:166-168.
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  46.  1
    Putting ‘Public’ Back into the Public University.Simon Marginson - 2006 - Thesis Eleven 84 (1):44-59.
    The American public university is losing status vis-à-vis the Ivy League private sector. In mass education it is challenged by for-profit institutions such as the University of Phoenix. Declining state financing is symptomatic of the evacuation of public values inside and outside the university. This has proceeded furthest in the USA. Other university systems are affected by national/local as well as global/American factors. Nevertheless, most public universities are on the defensive. Intensified status competition, locking neatly into neo-liberal government, (...)
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  47.  7
    Induction into educational research networks: The striated and the smooth.Naomi Hodgson & Paul Standish - 2006 - Journal of Philosophy of Education 40 (4):563–574.
    Educational research as an academic field can be understood as a network or group of networks and, therefore, to consist of interconnected nodes that structure the way the field operates and understands its purpose. This paper deals with the nature of the induction of postgraduate students into the network of educational research that takes place through research methods courses, the textual domain, the professional and social practices involved in collaboration, conferences and publication. The consideration of this in the (...)
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  48.  1
    Third culture? From the arts to the sciences and back again.Roger F. Malina - 2012 - Technoetic Arts 10 (2-3):179-183.
    I substantiate the argument that lead me to believe very strongly that we need to find new ways for the arts and sciences to collaborate, and to create a networked culture that brings the arts and humanities into interaction with the sciences and engineering. Our world faces many problems, on all scales, and we must use all the different approaches to create a world culture that is sustainable and respects and nurtures the differing world-views of each community. We have (...)
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  49.  3
    Turning Around the Question of 'Transfer' in Education: Tracing the sociomaterial.Monica Dianne Mulcahy - 2013 - Educational Philosophy and Theory 45 (12):1276-1289.
    In this article I reconsider the issue of ?transfer? in education. Received views of learning transfer tend to rely upon a version of representation in which the world and the learner are held apart. The focus falls on how this gap can be closed; how learning can be transferred. A sociomaterial perspective, by contrast, puts learner and world back together, making each available to the other. Bringing the materialist sensibility of actor-network theory to bear and drawing on (...)
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  50.  8
    Reading signs/learning from experience: Deleuze's pedagogy as becoming-other.Ronald Bogue & Inna Semetsky - unknown
    In Gilles Deleuze's philosophy, becoming is one of central metaphors; and the concept of becoming resonates with a number of contemporary debates in educational theory (Semetsky 2006, 2008). Several of Deleuze's philosophical works were written together with practicing psychoanalyst Felix Guattari (Deleuze and Guattari, 1987; 1994), such a collaboration bringing theoretical problematic into closer contact with practical concerns and socio-cultural contexts. Deleuze and Guattari conceptualized their philosophical method as Geophilosophy, privileging geography over history and stressing the value (...)
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