Results for 'Pedagogical'

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  1. Rhetoric and Pedagogy.Rhetoric as Pedagogy - 2009 - In A. Lunsford, K. Wilson & R. Eberly (eds.), Sage Handbook of Rhetorical Studies. Sage Publications.
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  2.  76
    Reimagining the new pedagogical possibilities for universities post-Covid-19: An EPAT Collective Project.Lauren Misiaszek, Tina Besley, Marek Tesar, Rob Tierney, Lynda Stone, Michael Apple, Suzanne S. Choo, Petar Jandrić, Gert Biesta, Greg Misiaszek, James Conroy, Aslam Fataar, Bill Cope, Mary Kalantzis, Pankaj Jalote, Liz Jackson, Nick Burbules, Marianna Papastephanou, Rima Apple, Peter McLaren, Wang Chengbing, Ronald Barnett, Danilo Taglietti, Justin Malbon, John Quay, Susan Robertson, Marie Brennan, Lew Zipin, Yoonjung Hwang, Moon Hong, Radhika Gorur, Paul Gibbs, Gary McCulloch, Fazal Rizvi & Michael A. Peters - 2022 - Educational Philosophy and Theory 54 (6):717-760.
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  3. Reimagining the new pedagogical possibilities for universities post-Covid-19.Michael A. Peters, Fazal Rizvi, Gary McCulloch, Paul Gibbs, Radhika Gorur, Moon Hong, Yoonjung Hwang, Lew Zipin, Marie Brennan, Susan Robertson, John Quay, Justin Malbon, Danilo Taglietti, Ronald Barnett, Wang Chengbing, Peter McLaren, Rima Apple, Marianna Papastephanou, Nick Burbules, Liz Jackson, Pankaj Jalote, Mary Kalantzis, Bill Cope, Aslam Fataar, James Conroy, Greg Misiaszek, Gert Biesta, Petar Jandrić, Suzanne S. Choo, Michael Apple, Lynda Stone, Rob Tierney, Marek Tesar, Tina Besley & Lauren Misiaszek - forthcoming - Educational Philosophy and Theory:1-44.
    Michael A. Petersa and Fazal Rizvib aBeijing Normal University, Beijing, PR China; bMelbourne University, Melbourne, Australia Our minds are still racing back and forth, longing for a return to ‘no...
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  4.  23
    Unreliable LLM Bioethics Assistants: Ethical and Pedagogical Risks.Lea Goetz, Markus Trengove, Artem Trotsyuk & Carole A. Federico - 2023 - American Journal of Bioethics 23 (10):89-91.
    Whilst Rahimzadeh et al. (2023) apply a critical lens to the pedagogical use of LLM bioethics assistants, we outline here further reason for skepticism. Two features of LLM chatbots are of signific...
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  5.  6
    The Struggle to Love: Pedagogical Eros and the Gift of Transformation.Karsten Kenklies - 2019 - Journal of Philosophy of Education 53 (3):547-559.
    Journal of Philosophy of Education, EarlyView.
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  6.  27
    Reactively, Proactively, Implicitly, Explicitly? Academics’ Pedagogical Conceptions of how to Promote Research Ethics and Integrity.Heidi Hyytinen & Erika Löfström - 2017 - Journal of Academic Ethics 15 (1):23-41.
    This article focuses on academics’ conceptions of teaching research ethics and integrity. Seventeen academics from a Finnish research intensive university participated in this qualitative study. The data were collected using a qualitative multi-method approach, including think-aloud and interview data. The material was scrutinized using thematic analysis, with both deductive and inductive approaches. The results revealed variation in academics’ views on the responsibility for teaching research integrity, the methods employed to teach it and the necessity of intervening when misconduct occurs. The (...)
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  7.  18
    Religious Certainty: Peculiarities and Pedagogical Considerations.José María Ariso - 2020 - Studies in Philosophy and Education 39 (6):657-669.
    This paper presents the concept of ‘religious certainty’ I have developed by drawing inspiration from Wittgenstein’s notion of ‘certainty’. After describing the particular traits of religious certainty, this paper addresses two difficulties derived from this concept. On the one hand, it explains why religious certainty functions as such even though all its consequences are far from being absolutely clear; on the other hand, it clarifies why, unlike the rest of certainties, the loss of religious certainty does not result in the (...)
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  8. The Postcolonial Pedagogical Challenge of Creativity.Sabrina D. MisirHiralall - 2017 - Religion and Education 2 (44):1-18.
    Edward Said pointed to the problem of Orientalism that develops when the West creates a fictitious imagined version of Eastern religion and culture. Said’s notion of Orientalism focuses on the general distorted representation of Eastern religion and culture by the West. Homi Bhabha extends Said’s notion of Orientalism to reveal the tension of the inevitable hybridity between the East and the West. Here, cultural practices develop in the space of hybridity with the intention to promote a feeling of coherence as (...)
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  9. Collaborative Pedagogical Practices in the Era of Radical Urban Transitions.Asma Mehan & Jessica Stuckemeyer - 2023 - Dimensions. Journal of Architectural Knowledge 3 (5/2023: Collaborations: Rethinki):125-140.
    Architectural research forms the basis of design in seeking a solution that considers the site’s sociopolitical and spatial-cultural factors and the built environment surrounding it. In addressing industrial heritage, industrial revolutions, energy transitions, and technological innovation uniquely shape the city. The transformation and new discourse between similar heritage and different sites allow for a combination of ideas with transnational and interdisciplinary depth, bolstering individual designs through a developed perspective on industrial architecture. This studio addresses the socio-political and spatial-cultural challenges of (...)
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  10.  25
    Philosophy as a way of life: historical, contemporary, and pedagogical perspectives.James M. Ambury, Tushar Irani & Kathleen Wallace (eds.) - 2020-10-05 - Malden, MA: Wiley.
    In the ancient world, philosophy was understood to be a practical guide for living, or even itself a way of life. For philosophers today to ignore this dimension of philosophy is not to ignore an accidental subset of the subject that can be divorced from its essential nature - it is to ignore philosophy itself. The articulation of philosophy as a way of life and its pedagogical implementation advances the love of wisdom; it is not merely an addendum to (...)
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  11.  16
    Preschoolers use pedagogical cues to guide radical reorganization of category knowledge.Lucas P. Butler & Ellen M. Markman - 2014 - Cognition 130 (1):116-127.
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  12.  13
    Mario Pieri’s View of the Symbiotic Relationship between the Foundations and the Teaching of Elementary Geometry in the Context of the Early Twentieth Century Proposals for Pedagogical Reform.Elena Anne Corie Marchisotto & Ana Millán Gasca - 2021 - Philosophia Scientiae 25:157-183.
    In this paper, we discuss a proposal for reform in the teaching of Euclidean geometry that reveals the symbiotic relationship between axiomatics and pedagogy. We examine the role of intuition in this kind of reform, as expressed by Mario Pieri, a prominent member of the Schools of Peano and Segre at the University of Turin. We are well aware of the centuries of attention paid to the notion of intuition by mathematicians, mathematics educators, philosophers, psychologists, historians, and others. To set (...)
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  13.  25
    Encyclopaedism as a pedagogical aim: A danish approach.Otto Neurath - 1938 - Philosophy of Science 5 (4):484-492.
    Encyclopaedism” is the systematically pursued activity within the Unity of Science Movement, devoted to the collecting of scientific statements of the logic of science logic, mathematics, physics, biology and other sciences, including all the “cross connections” between the given disciplines.
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  14.  62
    Between Body and Spirit: The Liminality of Pedagogical Relationships.Sharon Todd - 2014 - Journal of Philosophy of Education 48 (2):231-245.
    This article explores the pedagogical, transformative aspects of education as a relation, viewing such transformation as occurring in the liminal space between body and spirit. In order to explore this liminal space more thoroughly, the article first outlines a case for why liminality is of educational and not only of pedagogical concern, building on James Conroy's notion of the liminal imagination and his emphasis on the importance of metaphor for calling our attention to the ontological spaces that make (...)
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  15.  17
    The School and Pedagogical Science.N. A. Menchinskaia - 1975 - Russian Studies in Philosophy 14 (1):59-64.
    The unity of socialization and education: how often that phrase is uttered nowadays! It has a great deal of meaning both to the practical work of the school and to the theory of education, but it cannot remain merely a phrase. This principle has to be backed by intensive theoretical and practical work in order to be implemented.
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  16. Learning '2go': pedagogical challenges to mobile learning technology in education.L. Mifsud - 2003 - In Kristóf Nyíri (ed.), Mobile Learning: Essays on Philosophy, Psychology and Education. Passagen Verlag.
     
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  17. Desire at the pedagogical borders: absolution and difference in the university classroom.A. Jones - 1999 - Educational Theory 49 (3):299-315.
     
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  18.  25
    The growth of Ethics Bowls: a pedagogical tool to develop moral reasoning in a complex world.Lisa M. Lee - 2020 - International Journal of Ethics Education 6 (1):141-148.
    The first Ethics Bowl competition was established in the 1990s by Dr. Robert Ladenson of the Illinois Institute of Technology to help students reason through ethical challenges they will face in their personal and professional lives, and help them develop responsibilities as citizens of a democracy. Since then, the Ethics Bowl format and its pedagogical goals have been adapted to many other academic disciplines and a variety of student and professional populations. Our aim was to quantify the growth of (...)
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  19.  30
    Diving for Pearls. Thoughts on Pedagogical Practice and Theory.Morten Timmermann Korsgaard - 2019 - Journal of Philosophy of Education 53 (1):180-199.
    In this paper, the notion of pearl diving as a metaphor for historical methodology is explored as a possible conceptual contribution to pedagogical thinking and practice. Pearl diving in the thinking of Hannah Arendt and Walter Benjamin refers to a process of bringing to life and coming to terms with a fragmented past, and requires of the thinker a form of Homeric impartiality. This they contrast with the processual and functional modern understanding of historiography, where events and things are (...)
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  20.  14
    (Ukraine) The Problem of Pedagogical Transfer of Critical Thinking Curriculum within Global and Ecopsychological Perspectives.Pavel Lushyn - 2009 - In Eva Marsal, Takara Dobashi & Barbara Weber (eds.), Children Philosophize Worldwide: Theoretical and Practical Concepts. Peter Lang. pp. 9--179.
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  21.  8
    The Interactive Effect of EFL Teachers’ Emotions and Cognitions on Their Pedagogical Practices.Yan Shi - 2021 - Frontiers in Psychology 12.
    Emotion and cognition have long been considered as two influential factors determining the quality of teaching and learning. They form the foundation of all aspects of teaching as an emotional and thought-provoking profession. With the advent of Positive Psychology and affective pedagogy, now English as a Foreign Language teachers’ inner states and emotions are placed at the center of every educational program all around the world. This consideration has led to a rise in various domains of teaching and teacher education. (...)
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  22.  61
    What is mathematics? A pedagogical answer to a philosophical question.Guershon Harel - 2008 - In Bonnie Gold & Roger Simons (eds.), Proof and Other Dilemmas: Mathematics and Philosophy. Mathematical Association of America. pp. 265--290.
  23.  21
    Historical and Pedagogical Perspectives on Entertainment, Popularization and Learning in Science.Jürgen Teichmann, Art Stinner & Falk Riess - 2007 - Science & Education 16 (6):511.
  24.  6
    Jadranka Damjanov's Pedagogical Methodology - Becoming Aware of Direct Perception.Marko Tokić - 2016 - Metodicki Ogledi 23 (1):7-25.
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  25. Detournement as pedagogical praxis.James Trier - 2004 - Journal of Thought 39 (4):35-52.
     
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  26.  10
    Introduction: The Changing Pedagogical Landscapes of History of Science and the “Two Cultures”.Karen Rader - 2020 - Isis 111 (3):568-575.
  27.  12
    Exploring Twitter as a Pedagogical Tool in Ethics, Corporate Social Responsibility and Sustainability Education.Dolors Setó-Pamies & Archie B. Carroll - 2021 - Journal of Business Ethics Education 18:159-180.
    In recent years, considerable discussion has taken place regarding how to ensure business students are acquiring effectively the appropriate competencies related to Ethics, Corporate Social Responsibility and Sustainability. Instructors in business education are encouraged to explore new methods for teaching ECSRS to strengthen this vital part of the curriculum and technology could play an important role. In this paper, we discuss why Twitter could be an effective teaching method in ECSRS education. The study provides a conceptual framework for the use (...)
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  28. A posthumanist pedagogical praxis of diffraction : teaching elsewhere.Sarah A. Shelton - 2024 - In Jessie Bustillos Morales & Shiva Zarabadi (eds.), Towards posthumanism in education: theoretical entanglements and pedagogical mappings. New York, NY: Routledge.
     
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  29.  33
    Nuclear Democracy: Political Engagement, Pedagogical Reform, and Particle Physics in Postwar America.David Kaiser - 2002 - Isis 93 (2):229-268.
    The influential Berkeley theoretical physicist Geoffrey Chew renounced the reigning approach to the study of subatomic particles in the early 1960s. The standard approach relied on a rigid division between elementary and composite particles. Partly on the basis of his new interpretation of Feynman diagrams, Chew called instead for a “nuclear democracy” that would erase this division, treating all nuclear particles on an equal footing. In developing his rival approach, which came to dominate studies of the strong nuclear force throughout (...)
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  30.  35
    Evaluations and the Forgetfulness of Pedagogical Relations: Remarks on Educational Authority.Christiane Thompson - 2013 - Educational Theory 63 (3):283-298.
    In this essay, Christiane Thompson addresses the question of evaluative practices, particularly student evaluation of teaching (SET), and their effects with respect to pedagogical relations in the university setting. In the first part of the essay, Thompson draws on Michel Foucault's analysis of power to show how university teaching has come to be defined according to notions of obligation, accountability, and assurance. The forgetfulness of pedagogical relations that results from the increasing use of SET prompts Thompson to rethink (...)
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  31.  24
    Use of sensemaking as a pedagogical approach to teach clinical ethics: an integrative review.Lea Brandt & Lori Popejoy - 2020 - International Journal of Ethics Education 5 (1):23-37.
    There is a need to explore educational strategies that translate ethics knowledge into ethical behavior. Commonly used pedagogical approaches steeped in traditional normative ethical theory are less powerful than sensemaking in preparing clinicians to respond to ethical problems in practice. This integrative review of 15 articles explores the use of sensemaking as an instructional method for clinical ethics. Whittemore and Knafl’s :546–553, 2005) integrative review method guided a systematic appraisal of data from both qualitative and quantitative research traditions, synthesizing (...)
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  32. Marxism and pedagogical optimism.M. Somr - 1975 - Filosoficky Casopis 23 (5):745-760.
     
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  33. Teaching business ethics: the effectiveness of common pedagogical practices in developing students' moral judgment competence.Susan M. Bosco, David E. Melchar, Laura L. Beauvais & David E. Desplaces - 2010 - Ethics and Education 5 (3):263 - 280.
    This study investigates the effectiveness of pedagogical practices used to teach business ethics. The business community has greatly increased its demands for better ethics education in business programs. Educators have generally agreed that the ethical principles of business people have declined. It is important, then, to examine how common methods of instruction used in business ethics could contribute to the development of higher levels of moral judgment competence for students. To determine the effectiveness of these methods, moral judgment competence (...)
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  34.  33
    Agamben’s Potentiality and Chinese Dao: On experiencing gesture and movement of pedagogical thought.Amy Sloane & Weili Zhao - 2014 - Educational Philosophy and Theory 46 (4):348-363.
    Agamben’s potentiality, and Chinese dao, entail experiencing movement on being. This article presents our experiments with these movements in the context of pedagogy, putting at stake our mode of existence in thinking. We examine Agamben’s potentiality as an aporetic experience in pedagogy. We find echoes of dao movement in a controversial pedagogical event in China. Interlacing potentiality and dao with our experience of pedagogical thinking, each makes the other intelligible. We show that reasonings of pedagogy in the USA (...)
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  35.  16
    Postulational Rhetoric and Presumptive Tautologies: The Genre of the Pedagogical, Negativity, and the Political.Tomasz Szkudlarek - 2018 - Studies in Philosophy and Education 38 (4):427-437.
    In the paper I analyze two features of the genre of the pedagogical. First is a particular usage of “should” statements where one can identify an effect of erasing present normative behavior, while that which is postulated is turned into an unattainable ideal, or a value. Second, I analyze “presumptive tautologies” in the discourse of aims of education. I focus on negative dimensions of these two features and, using theoretical insights from Laclau and Rancière, I connect them to the (...)
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  36.  30
    """ Heartful" or" heartless" teachers? Or should we look for the good somewhere else? Considerations of students' experience of the pedagogical good.Tone Saevi & Margareth Eilifsen - 2008 - Indo-Pacific Journal of Phenomenology: Phenomenology and Education: Special Edition 8:1-14.
    Educational practice is concerned in profound ways with what is pedagogically good and right for children, and as parents and teachers we intend to help each child to cultivate his or her personal and educational potential in a human fashion. In the spirit of ancient Aristotle and Plato, Continental pedagogues and philosophers have for centuries explored the meaning of pedagogical practice/praxis and of the pedagogical good, the quality of both being regarded not as a means to an educational (...)
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  37.  6
    On upbringing and education: pedagogical essays and insights.Adnan Tufekčić - 2019 - Sarajevo: Centar za napredne studije.
  38.  14
    Michel Serres: A pedagogical life.John A. Weaver & Marla Beth Morris - 2022 - Educational Philosophy and Theory 54 (4):350-352.
  39.  34
    Michel Montaigne as teacher-educator: the need to experiment a proper pedagogical position.Guillermo Marini - 2015 - Trans/Form/Ação 38 (3):117-132.
    RESUMEN:Este artículo presenta el pensamiento de Michel Montaigne como camino para interpretar aspectos de la formación docente contemporánea. En primer lugar se caracterizan las nociones de ensayo y de experiencia; se analizan las relaciones entre ellas; y se las discute como ejes de una propuesta formativa basada en una exploración seria de la propia vida. Luego, se presentan dos desafíos identificados por Russell : por una parte, si bien han pasado 12 años escolarizados, al momento de comenzar con sus prácticas (...)
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  40.  23
    Kātoanga Faiva: a pedagogical site for Tongan students.Linitā Manu'atu - 2000 - Educational Philosophy and Theory 32 (1):73-80.
  41.  9
    Journeys: reconceptualizing early childhood practices through pedagogical narration.Veronica Pacini-Ketchabaw - 2015 - North York, Ontario: University of Toronto Press. Edited by Fikile Nxumalo, Laurie L. M. Kocher, Enid Elliot & Alejandra Sanchez.
    Inspired by the idea of documentation as a valuable tool for making learning visible, pedagogical narration offers an opportunity to move beyond checklists and quick answers to a more complex understanding of how children learn, and how teachers might facilitate and support that learning in innovative ways. The authors use stories they collected during a collaborative study to offer a range of possibilities for alternative childhood pedagogies. Cutting edge, yet practical; detailed in its analysis, yet inspiring, this book is (...)
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  42.  23
    The Philosophy of Education as the Economy and Ecology of Pedagogical Knowledge.Michael A. Peters & Gert Biesta - 2015 - Studies in Philosophy and Education 34 (6):651-664.
    What does reflection on educational theory and education today actually aim at, if theory and practice can no longer be formulated as a unity? This article describes the German discourse of educational philosophy and outlines its critical view discussing the “limits of understanding subjectivity”. In the following parts it is argued that the philosophy of education of the future will encompass an “economy” as well as an “ecology” of pedagogical or educational knowledge. Here, analyses of contemporary educational practices are (...)
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  43. The experiences and pedagogical beliefs, perspectives and practices of students at Froebel college.Kate Hoskins & Sue Smedley - 2018 - In Tina Bruce, Peter Elfer, Sacha Powell & Louie Werth (eds.), The Routledge international handbook of Froebel and early childhood practice: re-articulating research and policy. New York, NY: Routledge.
     
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  44. Cooking a transcultural pedagogical experiment: A recipe to turn a global art course into a vehicle for change.Isabel Hoving - 2021 - In Helen Westgeest, Kitty Zijlmans & Thomas J. Berghuis (eds.), Mix & stir: new outlooks on contemporary art from global perspectives. Amsterdam: Valiz.
     
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  45. Sex : the pedagogical stakes.Caitlin Howlett - 2019 - In Derek Ford (ed.), Keywords in Radical Philosophy and Education: Common Concepts for Contemporary Movements. Brill.
     
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  46.  17
    Being Careful With Paralogisms: Pedagogical Concerns About Informal Fallacies.Brian Huss - unknown
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  47.  3
    Reacting to Black Lives Matter on Social Media: Pedagogical Implications for Social Studies Education.Joseph McAnulty - forthcoming - Journal of Social Studies Research.
    This Q methodological study explored the ways preservice and in-service social studies teachers engaged with a collection of social media posts about the Black Lives Matter movement. The study asked participants to share their reactions to the posts as well as how they would determine which posts they might present to their students in the classroom. The analysis of the Q sorts identified three subject positions available to these social studies teachers—labeled the Context Provider, the Data Debater, and the Critical (...)
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  48.  18
    “We're Not Going to Do That Because It's Not Right”: Using Pedagogical Responsibility to Reframe the Doublespeak of Fidelity.Doris A. Santoro - 2016 - Educational Theory 66 (1-2):263-277.
    In this essay, Doris Santoro examines the discourse of “fidelity of instruction” to show how it is doublespeak for teacher compliance that is incompatible with democracy and education. Analyzing the distorted use of the term “fidelity” by market-based reformers, Santoro illustrates how it can be used as a weapon against teacher intelligence and moral response. She argues that John Dewey's philosophy provides conceptual resources to reframe some teacher infidelity as intelligent response, the moral agency required for pedagogical responsibility.
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  49.  10
    Non-verbal Enrichment in Vocabulary Learning With a Virtual Pedagogical Agent.Astrid M. Rosenthal-von der Pütten & Kirsten Bergmann - 2020 - Frontiers in Psychology 11.
    Non-verbal enrichment in the form of pictures or gesture can support word learning in first and foreign languages. The present study seeks to compare the effects of viewing pictures vs. imitating iconic gestures on learning second language vocabulary. In our study participants learned L2 words together with a virtual, pedagogical agent. The to-be-learned items were either enriched with pictures, or with gestures that had to be imitated, or without any non-verbal enrichment as control. Results showed that gesture imitation was (...)
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  50.  10
    Heuristic and interactive technologies in teaching informatics at the pedagogical university as a means of developing the flexibility of thinking of students.Abdulla Nadirsoltanovich Sabanchiev - 2021 - Kant 38 (1):332-335.
    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.
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