This article describes why I used to teach Introduction to Latin American Philosophy monolingually in English, why I stopped, and how I am now teaching it using a flexible bilingual pedagogy, also sometimes called a translanguaging pedagogy, that has been transformative for my students and for me. By drawing upon the ventajas/assets y conocimientos/knowledge of our richly varied bilingualisms and biliteracies, the revised course contributes to the B3 (bilingual, bicultural, and biliterate) vision of the University (...) of Texas Rio Grande Valley (UTRGV). Students have the opportunity to honor, theorize, and cultivate their bicultural identities by “philosophizing in tongues” rather than being forced to assimilate to the monolingual and monocultural ideology that prevails across both mainstream Anglophone philosophy and the system of higher education in the United States of America. (shrink)

This article describes my ongoing attempts to more successfully engage the full linguistic repertoires and cultural identities of undergraduate students at a “Hispanic Serving Institution” (HSI) in South Texas by teaching a bilingual Introduction to Latin American Philosophy course in the “Language, Philosophy, and Culture” area of Texas’ General Education Core Curriculum. By uncovering the diverse identities, worldviews, and languages of those who were historically excluded from the Eurocentric discipline of philosophy through the conquest and colonization of the Americas, (...) Latin American philosophers offer us new ways of thinking and living by challenging Anglocentric language, philosophy, and culture. As part of the new B3 (Bilingual, Bicultural, and Biliterate) vision of the University of Texas Rio Grande Valley, the course is designed to draw upon the richly varied bilingualisms and biliteracies of predominantly Latinx students in order to help them honor, theorize, and cultivate their bicultural identities by “philosophizing in tongues” rather than being forced to assimilate to the monolingual and monocultural ideology that prevails across both mainstream Anglophone philosophy and the system of higher education in the United States of America. (shrink)

Good teaching requires not only an acute sensitivity to one’s students but also a kind of flexibility enabling one to respond appropriately in concrete situations. This paper analyzes the pedagogical strategy that Socrates employs with Callicles and Theaetetus, arguing that Socrates exhibits the kind of flexibility required of a good teacher. In articulating the pedagogical flexibility that Socrates's exhibits, the paper also provides an overview of the divided line, the mathematical curriculum that Socrates proposes in the “Republic,” and a discussion (...) of how mathematical education relates to philosophy. (shrink)

In this age of migration and transnationalism, it is imperative to take account of migratory experiences and lives of transmigrant teachers, who exhibit multiple ways of belonging and knowing. Informed by the theoretical framework of transnationalism and flexible citizenship, this study investigates two Asian transmigrant teachers who work in urban bilingual schools in the U.S. and examines how and why they are involved in their particular transnational mobility, professional choices, and educational activities. The findings show that transmigrant teachers’ (...) border crossings were motivated by economic as well as personal and educational necessities. After relocation to the U.S., they adopted specific residential and professional strategies to create transnational and multilingual networks with their homelands. They also demonstrated flexible attitudes towards citizenship, aspiring to continue their mobile lives. This study makes a contribution to the growing literature on contemporary migrants by shedding light on transmigrant teachers’ personal, professional, and teaching lives, which are marked by spatial fluidity and ongoing transnational practices. (shrink)

The aim of the study was to study heuristic and interactive technologies in teaching informatics at a pedagogical university as a means of developing students' thinking flexibility. The main method used in this research work is the analysis of scientific and pedagogical literature. It was concluded that the integration of heuristic and interactive technology in teaching informatics is a pedagogical condition for the formation of flexibility of thinking of students of a pedagogical university.

Resumo: O objetivo deste estudo é apresentar reflexões teórico-metodológicas sobre o processo de letramentos bilíngues de estudantes surdos no ensino superior. Tomamos a enunciação verbo-visual como categoria bakhtiniana que direciona as hipóteses de leitura em português pelos estudantes surdos e ocupa centralidade na produção textual sinalizada em língua brasileira de sinais. Da obra do folclorista Câmara Cascudo foram selecionadas lendas brasileiras para análise textual de elementos coesivos que operam nas estratégias de referenciação no texto narrativo em língua brasileira de sinais (...) e na língua portuguesa. Como contribuições teórico-metodológicas, apresentamos a utilização da pedagogia visual e de um roteiro que orienta a leitura com destaque aos elementos intertextuais, paratextuais e textuais na produção dos sentidos do texto. O videorregistro de lendas brasileiras em libras contribui para a ampliação do repertório de gêneros textuais sinalizados, pesquisa e diversificação de léxico regional e composição de acervo de materiais e tecnologias em língua de sinais, para a constituição de uma cultura letrada. Palavras-chave: Letramento acadêmico; Libras; Português como segunda língua; Gêneros textuais; Ensino Superior. Bilingual literacies of deaf students in higher education: a study with Brazilian legends Abstract: The objective of this study is to present theoretical and methodological reflections on the process of bilingual literacies of deaf students in higher education. We understand that the verbovisual enunciation is the Bakhtinian category that mobilizes the hypotheses of reading in Portuguese by deaf students and occupies the centrality in the Brazilian sign language textual production. We selected Brazilian legends of the work of the folklorist Câmara Cascudo, for textual analysis of cohesive elements that influence the referencing strategies in the narrative text in Brazilian sign language and in the Portuguese. As theoretical-methodological contributions, we present the use of visual pedagogy and a script that guides reading, with emphasis on intertextual, paratextual and textual elements in the production of the meanings of the text. The recording of the Brazilian sign language in video of Brazilian legends contributes to the expansion of the repertoire of textual genres signaled in the Brazilian sign language, research and diversification of the regional lexicon and the composition of materials and technologies in sign language for the constitution of a literate culture. Key-words: Academic literacy; Brazilian sign language; Portuguese as a second language; Textual genres; Higher education. Letramentos bilingües de estudiantes sordos en la educación superior: un estudio con leyendas brasileñas Résumen : El objetivo de este estudio es presentar reflexiones teóricas y metodológicas sobre el proceso de letramento bilingüe de estudiantes sordos en la educación superior. Entendemos que la enunciación verbovisual es la categoría bakhtiniana que influye en las hipótesis de lectura en portugués de los estudiantes sordos y ocupa la centralidad en la producción textual señalada en lengua de señas brasileña. Seleccionamos leyendas brasileñas de la obra de la folclorista Câmara Cascudo, para el análisis textual de elementos cohesivos que influyen en las estrategias de referenciación en el texto narrativo en lengua de señas brasileña y en portugués. Como aportes teóricos y metodológicos, se presenta el uso de la pedagogía visual y un guión que orienta la lectura con énfasis en elementos intertextuales, paratextuales y textuales en la producción de los sentidos del texto. La producción de leyendas brasileñas en lengua de señas videograbada contribuye a la expansión del repertorio de géneros textuales señalados en la lengua de señas brasileña, la investigación y diversificación del léxico regional y la composición de materiales y tecnologías en lengua de signos para la constitución de una cultura letrada. Palabras clave: Letramento académico ; Libras ; Portugués como segunda lengua ; Géneros textuales ; Enseñanza superior. Data de registro: 15/04/2021 Data de aceite: 01/12/2021. (shrink)

Dictionaries have long been seen as an essential contribution by linguists to work on endangered languages. We report on preliminary investigations of actual dictionary usage and usability by 76 speakers, semi-speakers and learners of Australian Aboriginal languages. The dictionaries include: electronic and printed bilingual Warlpiri-English dictionaries, a printed trilingual Alawa-Kriol- English dictionary, and a printed bilingual Warumungu-English dictionary. We examine competing demands for completeness of coverage and ease of access, and focus on the prospects of electronic dictionaries for (...) solving many traditional problems, based in particular on observations on the usability of a prototype interface developed in our project. The flexibility of computer interfaces can help accommodate different needs including those of speakers with emerging literacy skills, but they are not useful in communities where computer access is generally unavailable. (shrink)

Flexibility is a desired characteristic that people must have to adjust to inevitable processes of economic, cultural, and political globalization. Engineering education reform is often used as a justification for changes in curricula, delivery modes, and problem solving that should lead to curriculum integration, modular pedagogies, and systemic reform. Some educators have incorporated the concept in their programs and courses in a variety of ways whereas others have resisted changes to this day. Yet a detailed analysis of the meanings of (...) flexibility, its origins and different forms, along with its challenges and opportunities for engineering education, remains to be done. This article surveys the historical origins of flexibility, identifies different forms of flexibility in engineering education, outlines existing challenges to flexibility-drive educational reform, and provides alternative views to the existing interpretation of flexibility in engineering education. (shrink)

A CHOICE Outstanding Academic Title 2012! Based on case studies from public schools in Toronto, Canada, this book chronicles an inspiring five-year journey to develop thinking about and teaching literacy for the 21st century. The research, which was classroom-based and developed by public school teachers in collaboration with university researchers, was stimulated by an ethnographic study at Joyce Public School to track children learning to read in an era of multiliteracies. Following the kindergarteners' interest in Goldilocks and the Three Bears, (...) Lotherington asked the principal: What would Goldilocks look like, retold through the eyes of the children? The resulting classroom experiment to transform learning to read a storybook into multimodal collaborative story-telling sparked the development of an award-winning school-university learning community dedicated to the development of multimodal literacies in the culturally diverse, urban classroom. Pedagogy of Multiliteracies tells the evolving story of teachers' trial-and-error interventions to engage children in multiple modes of expression involving structured play with contemporary media. Using the complex texts created, the teachers carve spaces to welcome the voices of children and the languages of the community into the English-medium classroom. (shrink)

Recent studies have proposed that the executive advantages associated with bilingualism may stem from language-switching frequency rather than from bilingualism per se (see for example, Prior & Gollan, 2011). Barbu, Gillet, Orban and Poncelet (2018) showed that high-frequency language switchers outperformed low-frequency switchers on a mental flexibility task but not on alertness or response inhibition tasks. The aim of the present study was to replicate these results as well as to compare proficient high and low-frequency bilingual language switchers to (...) a control group of monolingual participants. Two groups of proficient bilingual adults (30 high-frequency language switchers and 21 low-frequency language switchers) and a group of 28 monolinguals participated in the study. The results showed superior mental flexibility skills in high-frequency language switchers compared to low-frequency switchers and monolinguals; furthermore, the two latter groups showed no difference in mental flexibility skills. These results provide novel support for the hypothesis that the so-called bilingual advantage is, in fact, a result of language-switching habits. (shrink)

This article reconceptualises school teachers and pupils respectively as ‘pedagogical bricoleurs’ and ‘bricolage researchers’ who utilise a multiplicity of theories, concepts, methodologies and pedagogies in teaching and/or researching. This reconceptualisation is based on a coalescence of generic curricular and pedagogical principles promoting dialogic, critical and enquiry-based learning. Innovative proposals for reconceptualising the aims, contents and methods of multi-faith Religious Education in English state-maintained schools without a religious affiliation are described, so as to provide an instance of and occasion for the (...) implications of these theories and concepts of learning. With the aim of initiating pupils into the communities of academic enquiry concerned with theology and religious studies, the ‘RE-searchers approach’ to multi-faith Religious Education in primary schools (5–11 year olds) is cited as a highly innovative means of converting these curricular and pedagogical principles and proposals into practical classroom procedures. These procedures are characterised by multi-, inter- and supra-disciplinarity; notions of eclecticism, emergence, flexibility and plurality; and theoretical and conceptual complexity, contestation and context-dependence. (shrink)

In recent years, blended learning has grown to occupy an important space in Chinese educational practice. Policymakers have developed many application strategies and platforms and are continuing to develop BL for future use. In order to apply BL in practice, key stakeholders have been using different learning management systems, digital platforms, games, hybrid courses, and various forms of social media to create a framework for BL. This study asserts that many visible opportunities have emerged in Chinese higher education through the (...) applications of BL. The advantages of BL are that it fosters stronger academic achievement, student engagement, and cognitive engagement and understanding as well as flexible and quick communication skills, faster interaction skills, technical skills, and adaptability to ever-changing educational practices. On the other hand, BL has brought about some pedagogical and technical difficulties for both learners and practitioners. This study found that most BL courses are not as effective as they could be because they do not have a strong pedagogical framework. Moreover, BL suffers from the technical incompetence of teachers and students, the inefficiency of LMSs, and the unavailability of required resources, such as certain devices and the Internet. Some higher education institutions have become pioneers in Chinese educational practice and been able to successfully adopt BL frameworks and integrate Moodle as well as other platforms and techniques. However, many other institutions’ attempts to adopt BL approaches have not been as effective. In order to better understand how and in what ways BL is being integrated into the educational system, this study overviews the current situation and discusses the strengths and weaknesses of BL in Chinese higher education. (shrink)

During a divisive political time, it is critical that social studies teachers, teacher educators, and scholars commit to justice, equity, inclusivity, and diversity when teaching, engaging, and learning with emerged bilingual (EB) students. This study examines how late arrival EB students and their teachers conceptualize social studies, citizenship, and civic education through a framework of culturally and linguistically relevant citizenship education (CLRCE). The findings in this study extend the original CLRCE framework by drawing from multiple sites of pedagogical ideas (...) and action to support late arrival EB students inside and outside of the social studies classroom. This study offers examples for how to implement CLRCE in communities experiencing similar demographic shifts as well as in schools who are interested in centering the cultural, linguistic, and civic experiences of their students. Specifically, this study reveals pedagogical examples and sites of critical citizenship that center EB students’ ideas, experiences, assets, and actions in civic society and in the social studies classroom, offering ways to rethink and reimagine civics education. (shrink)

This paper presents and discusses design studio outcomes developed in response to a studio brief linked to the Fun Palace Futures initiative of the Royal British Institute of British Architects (RIBA) in honour of architect Cedric Price and artist Joan Littlewood. The studio brief was collaboratively developed by the authors. Its core question was: How could the thoughts that guided the development and design of the Fun Palace – a project that was never built but is still today cited as (...) a model for thinking flexible and open architecture – be re-interpreted and renewed for the future? This line of thinking guided the initial and experimental research phase, during which students developed an understanding of what indeterminacy is or could be. The paper shows that through the translation of some of the essential principles of the Fun Palace project into pedagogical instruments, students were enabled to approach the questions of indeterminacy in an open and innovative manner. The paper argues that the use of a variety of media, which often went far beyond the conventional architectural pallet, and the introduction of media shifts were crucial in assisting the students in developing their own tools for creating a new kind of open and flexible architecture. The paper presents this pedagogic approach. We show that the conditions of indeterminacy, uncertainty, chance and change, hold potential for framing the design and creation of a new kind of dynamic architecture, and for initiating experimental architectural thinking in a design studio setting. (shrink)

This study examined academic and instructional effects of history fair participation on English Language Learners (ELLs). The exhibition preparation process included inquiry-based pedagogy to increase bilingual students’ social studies knowledge. The Bilingual History Fair required recent immigrant, 4th–12th grade students to explore community and immigration through oral history research projects. The mixed-methods data collection process involved a survey of 37 teacher participants, two teacher focus group interviews, and pre- and post-data collected from 149 student participants. Student involvement (...) in the history project expanded student learning and understanding of historical concepts. Through this initiative, teachers validated the students’ languages, cultures, and life experiences of their families. The student-to-teacher interactions and the employed targeted instructional strategies were “key methods to moving ELLs toward a stage of historical thinking that will have a measurable impact on student progress in the social studies” ( Salinas, Franquiz, & Guberman 2006, p. 207 ). The findings demonstrate that “teaching social studies that matters to ELLs is an achievable goal” ( Cruz & Thornton, 2009, p. 274 ). The process enhanced the self-concept and efficacy of the students and their sense of place in their schools and communities. (shrink)

Second language listening is a common challenge for language learners. It remains largely unknown how bilinguals process L2 listening. The literature has suggested an interactive model of L2 listening processing. However, few studies have examined the model from an experimental approach. The current study tried to provide empirical evidence for the interactive model of L2 listening processing in bilinguals by exploring the relationships among English spoken word segmentation, cognitive inhibition, cognitive flexibility, and L2 listening proficiency. The results showed positive associations (...) among SWS, cognitive inhibition, cognitive flexibility, and L2 listening proficiency. Mediation analysis suggested that SWS might have a positive influence on L2 listening proficiency both directly and indirectly through cognitive inhibition and cognitive flexibility, respectively. These results imply that both bottom-up and top-down processes are engaged in bilinguals’ L2 listening processing. (shrink)

The necessity of the study of mistakes of bilingual students in the use of nominal parts of speech is grounded in the article, it provides valuable material for scientific and methodological conclusions, as these mistakes reflect linguistic, psychological and pedagogical aspects that affect the ability of schoolchildren to learn peculiarities of using nominal parts of speech of Russian language. In this regard, ascertaining experiment with pupils of schools with native teaching language was held. Students were offered the tasks based (...) on formation of the four types of competence: language, linguistic, communicative and cultural. The results of the experiment made possible to reveal numerous mistakes in using nominal parts of speech in oral speech and in writing of students. These mistakes are a consequence of the complexity of semantic and grammatical nature of the names in the Russian language, of interfering influence of the native language and as well are explained by the imperfection of the content and methods of teaching nominal parts of speech at school. (shrink)

The Panoply Vase Animation Project has created a new animation from the decoration on an ancient Greek hydria. The vase depicts the poet Sappho with a lyre. The animation enables her to move, touch the strings, and play the instrument. It also features the words from Fragment 44 of her poetry and geometric figures acting out the poem. The music accompanying the animation was scored from the original poem and therefore offers the melody that the poem would have been sung (...) to. This article discusses the decision-making process that informed the creation of the animation and suggests ways in which the animation and its vase can be used in the classroom or lecture-hall as a flexible learning resource. (shrink)

In philosophy, much attention has rightly been paid to the need to diversify teaching with regard to who teaches, who is taught, and which authors and questions are the focus of study. Less attention, however, has been paid to inclusive pedagogy—the teaching methods that are used, and how they can make or fail to make classes as accessible as possible to the diverse students who enter them. By drawing on experiences from our own teaching as well as research on (...) student-centered, inclusive best practices, we advocate for five principles of inclusive pedagogy: fostering a growth mindset, examining inclusive conceptions of authority, promoting transparency, encouraging flexibility, and, finally, continually promoting self-reflection for both students and teachers. (shrink)

Bilingualism has been shown to be associated with creativity, but the mechanisms of this association are not very well understood. One possibility is that the skills that bilinguals use in switching back and forth between languages also promote the cognitive processes associated with creativity. We hypothesized that high-proficient Chinese-English bilinguals would show higher convergent and divergent thinking than low-proficient bilinguals, with the differences being mediated by cognitive inhibition and cognitive flexibility, respectively. Chinese university students were classified as high-proficient and low-proficient (...) bilinguals based on their performance on the National English Test for College Students. As expected, group comparisons showed that the high-proficient group had higher scores on the Remote Associates Test and the Torrance Test of Creative Thinking. Also as expected, the association between bilingualism and convergent thinking was mediated by scores on a Stroop task, and the association between bilingualism and divergent thinking was mediated by scores on a More-odd shifting task. These findings suggest that bilingual learning can promote the development of different components of creativity through stronger cognitive inhibition and cognitive flexibility. The results provide empirical evidence for the relationship and mechanism between bilingual learning and creativity. (shrink)

This paper exhorts geographers to become more active in debate about ethical research practice. It also suggests that ethical theory, practical problems, and lessons learned from postmodern thought make the prospects of establishing prescriptive codes of ethics unlikely. Instead, flexible prompts for moral contemplation might be used to encourage careful thought on matters of ethics. Because the practical feasibility of moral prompts rests on the existence of moral imaginations, it is vital to consider ways in which those imaginations might (...) be stimulated and nurtured. Professional associations and university academics have significant roles to play in this. Geographers must position themselves as effective agents in the processes by which professional research ethics are shaped rather than awaiting the potentially inappropriate outcomes of other agencies' deliberations. (shrink)

Purpose– This paper aims to critically reassess established approaches to the teaching and analysis of computer ethics, and to propose a revised methodology, drawing on the practical experience of teaching undergraduates in a culturally diverse, international learning environment.Design/methodology/approach– Theoretical in scope, reviewing concepts and methods in the existing literature and developing an alternative inter-disciplinary and multi-dimensional framework.Findings– Ethical analysis can benefit from broader, inter-disciplinary perspectives that take into account the social and economic context in which information and communication technologies (ICTs) (...) are designed, deployed and used, and the complex forces that drive their development. A richer analysis of this context enables a better understanding of the specific properties and applications of ICTs which, in turn, foreground particular ethical issues. This can result in a more self-reflexive and rounded appreciation of the ethical, legal and professional issues invoked by ICTs.Originality/value– The paper develops a revised, flexible methodology for doing ethics which can be applied to any case study or domain of application. It outlines some of the key questions and major ethical principles that are generated by ICTs. The paper has pedagogical value for both teachers and students of computer ethics, but has relevance also for information technology professionals and practitioners. (shrink)

In philosophy, much attention has rightly been paid to the need to diversify teaching with regard to who teaches, who is taught, and which authors and questions are the focus of study. Less attention, however, has been paid to inclusive pedagogy—the teaching methods that are used, and how they can make or fail to make classes as accessible as possible to the diverse students who enter them. By drawing on experiences from our own teaching as well as research on (...) student-centered, inclusive best practices, we advocate for five principles of inclusive pedagogy: fostering a growth mindset, examining inclusive conceptions of authority, promoting transparency, encouraging flexibility, and, finally, continually promoting self-reflection for both students and teachers. (shrink)

The exponential growth of digital and communication technologies coupled with the rising need for continuing education have resulted in a proliferation of distance learning opportunities on a global scale. The most common and preferred option for the delivery of flexible education is online learning which relies oncomputers and the Internet to enable collaboration, participation and instruction. This new modality of learning requires novel pedagogical approaches and the seamless and transparent integration of technology. This paper proposes to discuss the emerging (...) pedagogical underpinnings and their connection to thetechnologies that enable anytime, anywhere educational participation. (shrink)

Countries in the Arab Gulf are currently experiencing some of the fastest rates of growth and progress in the world. _Transforming Education in the Gulf Region _argues that education systems in these countries need to use innovative pedagogies and best practices in teaching and learning to educate all citizens so that they obtain the knowledge and skills to be productive members of society. This book will contribute to the transformation of education in the Gulf countries by suggesting best practices, research (...) outcomes and case studies from experts in the Gulf region. It has become increasingly evident in recent years that Gulf countries need to use emerging learning technologies to cater for the needs of learners and to provide maximum flexibility in learning. There is also a growing practical need to use electronic technologies, since learning materials are more widely available in electronic formats than in paper-based formats. This book focuses on the role of emerging technologies and innovative pedagogies in transforming education in six Gulf countries in the region. With contributions from experts around the world, the book argues that the time is right for Arab Gulf countries to make the transition to electronic learning and that they need to implement the outcomes of research and adopt best practices to transform and revolutionize education to prepare learners in the Gulf region for the 21st Century. The book should be of interest to academics and students in the areas of higher education, learning technologies, education policy and education reform. It should also be of interest to educators and policymakers in the Gulf region. (shrink)

This paper exhorts geographers to become more active in debate about ethical research practice. It also suggests that ethical theory, practical problems, and lessons learned from postmodern thought make the prospects of establishing prescriptive codes of ethics unlikely. Instead, flexible prompts for moral contemplation might be used to encourage careful thought on matters of ethics. Because the practical feasibility of moral prompts rests on the existence of moral imaginations, it is vital to consider ways in which those imaginations might (...) be stimulated and nurtured. Professional associations and university academics have significant roles to play in this. Geographers must position themselves as effective agents in the processes by which professional research ethics are shaped rather than awaiting the potentially inappropriate outcomes of other agencies ' deliberations. (shrink)

This article develops the notion of resistance as articulated in the literature of critical pedagogy as being both culturally sponsored and cognitively manifested. To do so, the authors draw upon John Dewey's conception of tools for inquiry. Dewey provides a way to conceptualize student resistance not as a form of willful disputation, but instead as a function of socialization into cultural models of thought that actively truncate inquiry. In other words, resistance can be construed as the cognitive and emotive (...) dimensions of the ongoing failure of institutions to provide ideas that help individuals both recognize social problems and imagine possible solutions. Focusing on Dewey's epistemological framework, specifically tools for inquiry, provides a way to grasp this problem. It also affords some innovative solutions; for instance, it helps conceive of possible links between the regular curriculum and the study of specific social justice issues, a relationship that is often under-examined. The aims of critical pedagogy depend upon students developing dexterity with the conceptual tools they use to make meaning of the evidence they confront; these are background skills that the regular curriculum can be made to serve even outside social justice-focused curricula. Furthermore, the article concludes that because such inquiry involves the exploration and potential revision of students' world-ordering beliefs, developing flexibility in how one thinks may be better achieved within academic subjects and topics that are not so intimately connected to students' current social lives, especially where students may be directly implicated. (shrink)

Resumo -/- A partir da experiência de produção de uma videoaula de Lógica em Libras (Testa, Moraes, Bizio e Caló, 2021) para o IFSP FILOLIBRAS, inserida no contexto do projeto ‘O Ensino de Filosofia para Surdos: elaboração de material didático em uma perspectiva de inclusão escolar’ (Moraes e Bizio, 2021), levantamos algumas questões relativas ao arcabouço teórico do projeto. Após introduzirmos as motivações do projeto, explicamos como sua metodologia foi tratada no contexto da aula de Lógica, expondo as principais dificuldades (...) e soluções encontradas. Através da análise desta experiência, pretendemos levantar subsídios teóricos para pesquisas futuras no tema, incluindo a produção de um curso inteiramente voltado para o ensino de Lógica em Libras, não apenas enquanto área da Filosofia, mas também enquanto área de estudo multi e transdisciplinar, propedêutica ao fomento do Pensamento Crítico. -/- Palavras-chave: Ensino de Lógica, Educação Especial, Pedagogia Bilíngue, Libras. -/- Abstract -/- Based on the experience of producing a video lesson on Logic in Libras (Testa, Moraes, Bizio and Caló, 2021) to the IFSP FILOLIBRAS, inserted in the context of the project ‘O Ensino de Filosofia para Surdos: elaboração de material didático em uma perspectiva de inclusão escolar’ (‘Teaching Philosophy for Deaf students: elaboration of didactic material in a perspective of inclusive education’, in a free translation) (Moraes and Bizio, 2021), we raise some questions regarding the theoretical framework of the project. After introducing the motivations of the project, we explain how the chosen methodology was considered in the context of the Logic class, exposing the main difficulties and solutions found. Through the analysis of this experience, we intend to raise theoretical subsidies for future research on the subject, including the production of a course entirely focused on the teaching of Logic in Libras, not only as an area of Philosophy but also as a multi and transdisciplinary area of study, propaedeutic to fostering Critical Thinking. -/- Keywords: Teaching Logic, Special Education, Bilingual Pedagogy, Libras. (shrink)

"[This] book guides readers in thinking deeply about important moral issues that frequently arise in business situations and helps them develop the reasoning and analytical skills to resolve those issues. Combining insightful and accessible textbook chapters by the authors, cases that highlight the real-world importance of key ethical concepts, and reading selections from the most influential voices in contemporary ethical debates, this book provides a comprehensive, flexible, and pedagogically proven course of study exploring the intersections of commerce and ethics."--Book (...) cover. (shrink)

Recently, an increasing number of researchers in different parts of the world have been studying childhood from a point of view that highlights children who are considered “peripheral” – far from the ideal model associated with Western countries. We began with the intention of getting to know African children in Angola, informed by the belief that the preservation of languages is important in maintaining social knowledge and traditions. This text describes a preliminary study carried out in a culturally rich location (...) with strong traditions, but which is also marked by processes of cultural denial and devaluation. According to Ndombele and Timbane (2020), most Angolan children learn Portuguese at age seven, when they start school, especially in rural areas. This fact hinders the literacy learning process, and presents the risk of the disappearance of some native languages. Many schools teach children only in Portuguese. When visiting a school in Ganda, a rural area of Benguela, we found a group of children who, primarily through the games they played, keep the Umbundu language alive, and with that the identity and culture of their ancestors. Building on this, these children and their teachers created a syllable association game based on the music sung as they played. The game had two modalities - in the Umbundu language and in the Portuguese language – and functioned as a bilingual pedagogical tool. In the initial moment of offering the game for testing with the children, it was discovered that by singing the song of the game and discussing the possible solutions by themselves, they were able to make correct associations of the syllables in Umbundu, which they then translated into Portuguese. Thus, a resource was created together with the teachers, which, in addition to valuing the native language of the population, allowed the use of children's knowledge to create a didactic resource. In addition, it was possible to encounter the concept of childhood in the current world, deconstructing the idea of a single and ideal model, especially in light of those children who bring habits from home that do not always harmonize with the school routine, and often clash with Euro/Western model, which is based on age separation of classes as a requirement to guarantee learning, and tend to devalue other exchanges that help children learn. (shrink)

Vygotsky's legacy in education is enduring and prolific, influencing educational research and scholarship in areas as far ranging child development, language and literacy development, bilingual education, and learning disabilities to name but a few. In this accessible, introductory volume, renowned Vygtosky authority Luis C. Moll presents a summary of Vygtoskian core concepts, constituting a cultural-historical approach to the study of thinking and development. Moll emphasizes what he considers central tenets of Vygotsky's scholarship --- the sociocultural genesis of human thinking, (...) the consideration of active and dynamic individuals, a developmental approach to studying human thinking, and the power of cultural mediation in understanding and transforming educational practices, broadly considered. After an introduction to Vygotsky's life, the historical context for his work, and his ideas, Moll provides examples from his educational research inspired by Vygotsky's work. With both critical scrutiny of current interpretations of Vygotksian theory and clear deference for the theorist known as "The Mozart of Psychology," Moll stresses the many ways Vygotksy's theory can offer a theory of possibilities for positive pedagogical change. (shrink)

When analyzing complex longitudinal data, especially data from different educational settings, researchers generally focus only on the mean part (i.e., the regression coefficients), ignoring the equally important random part (i.e., the random effect variances) of the model. By using Project English Language and Literacy Acquisition (ELLA) data, we demonstrated the importance of taking the complex data structure into account by carefully specifying the random part of the model, showing that not only can it affect the variance estimates, the standard errors, (...) and the tests of significance of the regression coefficients, it also can offer different perspectives of the data, such as information related to the developmental process. We used xxM (Mehta, 2013), which can flexibly estimate different grade-level variances separately and the potential carryover effect from each grade factor to the later time measures. Implications of the findings and limitations of the study are discussed. (shrink)

Nursing programs are complex systems that articulate values of relationality and holism, while developing curriculums that privilege metric‐driven competency‐based pedagogies. This study used an interpretive approach to analyze interviews from 20 nursing students at two Canadian Baccalaureate programs to understand how nursing's educational context, including its hidden curriculums, impacted student writing activities. We viewed this qualitative data through the lens of activity theory. Students spoke about navigating a rigid writing context. This resulted in a hyper‐focus on “figuring out” the teacher (...) with minimal focus on the act of writing. Students used a form of behavioral “code‐switching” to maximize their grade while considering how their “valuing” of the assignment fit within their writing motives. Hidden curriculum messages taught students that academic success was assured whether their writing mirrored instructor preferences. Instructional practices of rigidity reinforced unequal social conditions for some minority students. Faculty can counteract the impact of the hidden curriculum through encouragement of choice and independent thinking about writing activities. Acknowledging power relationships and their influence on how students navigate writing assignments and nursing discourse may relieve pressures on students who fear penalties for countering norms and result in a more flexible learning environment. (shrink)

This flexible introductory textbook explores several key themes in philosophy, and helps the reader learn to engage with the key arguments by introducing and analysing a selection of classic readings. Fully integrated introductory text with readings for beginning students of philosophy. Each chapter focusses on a core philosophical topic, and contains an introduction to the topic, 2 classic readings and interactive commentaries on the readings. An introductory book which doesn't merely _tell_ the reader about the subject, but requires them (...) to engage philosophically with the text. A pedagogical resource developed in the classroom by the authors at the University of London. (shrink)

Advantages in diverse aspects of cognitive functioning have been reported in early bilinguals (Bialystok, 2011) as well as in children frequenting an early bilingual immersion school program (Nicolay and Poncelet, 2015). However, during the last decade, some studies failed to replicate these advantages. Currently, the presence of cognitive benefits in children frequenting an immersion program remains debated. The lack of consistency between the studies could come from the fact that time spent by children within the immersion program is variable (...) from one study to the other and that studies used different tasks to assess the same cognitive function. The main aim of the present study was to determine how time spent in immersion affects the emergence of cognitive advantages along the primary schooling. We compared 196 immersed Dutch-speaking children since they were 5 years old and 195 non-immersed French-speaking children, from different grades of the primary schooling (i.e., at 6, 7, 8, and 12 years old) by using the same attentional and executive tasks as those used in previous studies having shown a bilingual advantage. Furthermore, these groups were matched on a set of variables known to influence cognitive functioning. After 1, 2, and 3 years of enrolment in this program, performances of immersed compared to non-immersed children did not differ for any task. However, after 6 years, immersed children outperformed non-immersed children on the cognitive flexibility and the working memory tasks. These results show that, in French-speaking children immersed in Dutch, cognitive advantages could depend on the length of time spent in immersion since they are not present at the beginning (after 1, 2, and 3 years) but seem to emerge at the end of it (after 6 years). In contrast, in previous studies conducted in English immersion, advantages appear at the beginning of the primary schooling but are absent at the end of it. Furthermore, these results suggest that the emergence of cognitive advantages may vary depending on the second language learned. The results are discussed in terms of linguistic characteristics and status of the languages at stake. (shrink)

This study is about the meaning of education and the concept of meaning. The main aim is to develop a meta-theoretical object theory of education i.e. a theory about the research object of science of education, one which would be a valid reflection basis both for methodological and meta-theoretical questions of educational scientific research and for general pedagogical discussions. The development is based on the continental tradition of general pedagogy which acknowledges the pedagogical paradox by distinguishing between the concepts (...) of educational influence and Bildung, and sees the need to unite them in the concept of pedagogical action. The basic ideas of general pedagogy are analyzed and explicated using the concepts developed in Greimassian semiotics. For example, the Greimassian core concepts like subject, competence, performance and manipulation offer good reasons for its use also in a pedagogical context. -/- The semiotic theory is modified to make it more suitable for typical pedagogical questions. This is done by making the concept of meaning its basic concept. The aim is to make a dynamic and flexible theory which would better encapsulate an action which utilizes different semiotic systems and transfers from one system to another, like pedagogical action transfers from bio-semiotic communication to language and culture. -/- The concept of meaning is approached firstly by relating it to the concepts of causality and structure. The analysis arrives at a result whereby, in spite of the close connections, the meaning relationship must be differentiated from causal relationships, and that only living beings can have meaning relationships. The meanings are based on the action of organisms and the semiotic competence of organisms is their precondition. Furthermore, the linguistic and cultural meanings of human beings must be distinguished as a special area with special features, like a partial or apparent detachment from immediate action and collectively binding semiotic systems which are changing historically because of people's action. -/- Pedagogical action as a whole can be understood to be a meaningful object, with a deep structure that can be analyzed with semiotic concepts as a tension between the basic values of Nature and Culture. Following the semiotic theory of the generation of meaning, the structure of pedagogical action is analyzed as interaction of subjects who are trying to solve the tension between the basic values. The most important task for the follow-up studies is the continuation of the analysis to the empirical surface of the pedagogical action. (shrink)

The digital humanities have developed in concert with online systems that increase the accessibility and speed of learning. Whereas previously students were immersed in the fluidity of campus life, they have become suspended and drawn-into various streams and currents of digital pedagogy, which articulate new forms of epistemological movement, often operating at speeds outside the lived time and rhythm of human thought. When assessing learning technologies, we have to consider the degree to which they complement the rhythms immanent to (...) human thought, knowledge, investigation, and experimentation.In this paper, we examine learning from a humanities perspective, arguing that reading, writing, and thinking are ways of learning underscored by various genres of movement that segue with or diverge from the movements inherent to digital technologies, especially those deployed in learning systems. Using the work of thinkers such as John Dewey and Michel Serres, we examine the importance of movement in dialogue, where to truly learn involves embedding oneself in the flow of thought, accepting the flexibility of concepts, and aligning oneself with a community of thinkers. (shrink)

Small numbers are spontaneously associated with left space and larger numbers with right space (the SNARC effect), for example when classifying numbers by parity. This effect is often attributed to reading habits but a causal link has so far never been documented. We report that bilingual Russian-Hebrew readers show a SNARC effect after reading Cyrillic script (from left-to-right) that is significantly reduced after reading Hebrew script (from right-to-left). In contrast, they have similar SNARC effects after listening to texts in (...) either language. These results support the view that spatially directional scanning habits contribute to the spatial association of numbers but also emphasize its flexibility. (shrink)

Featuring a unique pedagogical apparatus, A Historical Introduction to Philosophy: Texts and Interactive Guides provides selections from the most influential primary works in philosophy from the Presocratics through the twentieth century, integrating them with substantial commentary and study questions. It offers extensive treatment of the Hellenistic and Renaissance periods--which are typically given only minimal coverage in other anthologies--and devotes substantial chapters to nineteenth- and twentieth-century philosophy. The selections are organized historically and are presented in short and manageable sections with organizational (...) headings and subheadings; archaic and difficult material has been adapted for clarity. Accompanying commentaries simplify difficult passages, explain technical terminology, and expand upon allusions to unfamiliar literature and arguments. Study questions are interspersed throughout the chapters in "Ask Yourself" boxes and vary with respect to format and level of difficulty. They require students to reconstruct arguments, summarize passages, complete blanks in statements and arguments, evaluate the success or viability of a philosophical point, or draw contemporary parallels and applications. The questions are carefully framed so as to avoid commitment to any particular side in controversies. Instructors can assign those questions that will best suit the aims of their courses and aid their students' comprehension of the primary source material. A Historical Introduction to Philosophy is enhanced by a comprehensive time line, a glossary, and lists of suggested further readings for both primary and secondary sources. This rich and flexible anthology and interactive textbook is ideal for introduction to philosophy and history of philosophy courses. (shrink)

This book reports on the contrastive-semantic investigation of sadness expressions between English and Chinese, based on two monolingual general corpora and a parallel corpus. The exploration adopts a unique theoretical approach which integrates corpus-linguistic theories on meaning (as a social construct, usage and paraphrase) with a corpus-linguistic lexical model. It employs a new complex but workable methodology which combines computational tools with manual examination to tease meaning out of corpus evidence, to compare and contrast lexical items that do not match (...) up neatly between languages. It looks at sadness expressions both within and across languages in terms of three corpus-linguistic structural categories, i.e. colligation, collocation and semantic association/preference, and paraphrase (both explicit and implicit) to capture their subtle nuances of meaning, disclose the culture-specific conceptualisations encoded in them, and highlight their respective cultural distinctiveness of emotion. By presenting multidisciplinary original work, Sadness Expressions in English and Chinese will be of interest to researchers in corpus linguistics, contrastive lexical semantics, psychology, bilingual lexicography and language pedagogy. (shrink)

This book reports on the contrastive-semantic investigation of sadness expressions between English and Chinese, based on two monolingual general corpora and a parallel corpus. The exploration adopts a unique theoretical approach which integrates corpus-linguistic theories on meaning (as a social construct, usage and paraphrase) with a corpus-linguistic lexical model. It employs a new complex but workable methodology which combines computational tools with manual examination to tease meaning out of corpus evidence, to compare and contrast lexical items that do not match (...) up neatly between languages. It looks at sadness expressions both within and across languages in terms of three corpus-linguistic structural categories, i.e. colligation, collocation and semantic association/preference, and paraphrase (both explicit and implicit) to capture their subtle nuances of meaning, disclose the culture-specific conceptualisations encoded in them, and highlight their respective cultural distinctiveness of emotion. By presenting multidisciplinary original work, Sadness Expressions in English and Chinese will be of interest to researchers in corpus linguistics, contrastive lexical semantics, psychology, bilingual lexicography and language pedagogy. (shrink)

This study investigated whether musical training and bilingualism are associated with enhancements in specific components of executive function, namely, task switching and dual-task performance. Participants belonging to one of four groups were matched on age and socioeconomic status and administered task switching and dual-task paradigms. Results demonstrated reduced global and local switch costs in musicians compared with non-musicians, suggesting that musical training can contribute to increased efficiency in the ability to shift flexibly between mental sets. On dual-task performance, musicians also (...) outperformed non-musicians. There was neither a cognitive advantage for bilinguals relative to monolinguals, nor an interaction between music and language to suggest additive effects of both types of experience. These findings demonstrate that long-term musical training is associated with improvements in task switching and dual-task performance. (shrink)

Yoga is a unique form of expert movement that promotes an increasingly subtle interpenetration of thought and movement. The mindful nature of its practice, even at expert levels, challenges the idea that thought and mind are inevitably disruptive to absorbed coping. Building on parallel phenomenological and ethnographic studies of skilful performance and embodied apprenticeship, we argue for the importance in yoga of mental access to embodied movement during skill execution by way of a case study of instruction and practice in (...) two related traditions, Iyengar and Anusara. Sharing a pose repertoire, they are based on distinctive philosophical systems with different teaching styles and metaphoric structures. To address relations between pedagogy and practice in embodied expertise, and to investigate the reciprocal influences of embodiment and thought, we explore in detail the linguistically mediated learning context where practitioners work with yoga teachers. Here, the mind/body problem comes to practical life. We demonstrate the effects of words on bodies, as knowledge is literally incorporated. We show why interpersonal influence on our movement capacities is sometimes needed to enhance expertise. We theorize and identify ?signature patterns of tension? among practitioners. These patterns have four sources: ghost gestures, innate differences in bodily form, functional fusing, and signature patterns of affective experience, modulation and expression. These patterns of tension produce ?silent zones?, cognitively impenetrable actions, functional fusing of a skilful, compensatory form, and signature patterns of pain and damage. We show how instruction can disrupt these silent zones, enhancing mental and physical flexibility. (shrink)

Yoga is a unique form of expert movement that promotes an increasingly subtle interpenetration of thought and movement. The mindful nature of its practice, even at expert levels, challenges the idea that thought and mind are inevitably disruptive to absorbed coping. Building on parallel phenomenological and ethnographic studies of skilful performance and embodied apprenticeship, we argue for the importance in yoga of mental access to embodied movement during skill execution by way of a case study of instruction and practice in (...) two related traditions, Iyengar and Anusara. Sharing a pose repertoire, they are based on distinctive philosophical systems with different teaching styles and metaphoric structures. To address relations between pedagogy and practice in embodied expertise, and to investigate the reciprocal influences of embodiment and thought, we explore in detail the linguistically mediated learning context where practitioners work with yoga teachers. Here, the mind/body problem comes to practical life. We demonstrate the effects of words on bodies, as knowledge is literally incorporated. We show why interpersonal influence on our movement capacities is sometimes needed to enhance expertise. We theorize and identify ‘signature patterns of tension’ among practitioners. These patterns have four sources: ghost gestures, innate differences in bodily form, functional fusing, and signature patterns of affective experience, modulation and expression. These patterns of tension produce ‘silent zones’, cognitively impenetrable actions, functional fusing of a skilful, compensatory form, and signature patterns of pain and damage. We show how instruction can disrupt these silent zones, enhancing mental and physical flexibility. (shrink)

Many studies have investigated the effect of multilingualism on improving personality traits, namely cultural empathy, open-mindedness, flexibility, emotional stability, and social initiative of international students, or students in an international degree program. However, few studies have examined such an issue for EFL learners as they further their academic levels in English as a medium of instruction setting. The main tool used in this exploratory descriptive study was the short version of the multicultural personality questionnaire that was developed by Van der (...) Zee et al. Five hundred and seventy-seven Saudi female EFL undergraduates participated voluntarily across various academic levels, as well as recently graduated students; all of whom were exposed to various amounts of EMI. Prior to the study and before administering the questionnaire, the IELTS test was used to measure language proficiency of EFL learners to make sure that the collected data of the MPQ were analyzed statistically to generate means and standard deviations. The results of ANOVA test revealed that not only did all participants improved in cultural empathy followed by open-mindedness, but their improvement of the other dimensions of flexibility, social initiative, and emotional stability appeared to be randomly similar between only two or three groups of academic levels. The results also showed that there was no gradual sequence of developments or deterioration of any multicultural personality dimensions as students advanced in their academic levels or as a result of getting exposed to various amounts of EMI. Finally, this research provides some implications related to widening the scope of the study for further research such as comparing trilingual and bilingual learners and modifying the diagnostic ability of the MPQ. (shrink)