Abbey, Alexander On the 8 December 1864, the tenth anniversary of the proclamation of the Immaculate Conception, Pius IX issued his encyclical Quanta Cura with its attached Syllabus Errorum. The Syllabus marked the gradual increase in papal authority which began in 1854 and culminated with the decree of papal infallibility at the First Vatican Council in 1870. In Europe the Syllabus divided Catholics and non-Catholics, forced the hand of ultramontanes and liberals, and left many Catholics simply bewildered (...) and confused. (shrink)

Peirce's classifications of signs started to be developed in 1865 and it extends up to 1909. I will present on the period that begins in 1865, and that has two moments of intense production - "On a New List of Categories"and "On the Algebra of Logic: a contribution to the philosophy of notation". It is an introductory approach whose intention is to make the reader be familiar with the Peircean complex classifications of signs.

PHIL 102 - Problems of Philosophy (Fall) This course has two main goals: first, to cultivate students’ critical attitude towards reading, writing, and daily life; second, to engage students with primary philosophical texts. Plato, Descartes, Locke, Hume, Peirce, Russell, Paley, Perry, Sagan, Ayer, Chisholm, and Dennett are among the authors I have used. Each week students are responsible for readings and reading questions to be answered out of class or in small in-class groups. These assignments are designed to develop critical (...) writing and thinking skills, focus students’ reading, and prompt students to actively engage the text prior to lecture and open discussion. Essay exams or short papers are used for assessment. Sample syllabus. (shrink)

This syllabus engages dialogue about indigenous philosophical ideas and issues that frame contemporary global indigenous thought, perspective, and worldview. We explore how presuppositions of indigenous philosophy, including epistemology (how/what we know), metaphysics (what is), science (stories), and ethics (practices), affect global research programs, intellectual cultural property, economic policies, ecology, biodiversity, taxonomy, health, housing, food, employment, economic sustainability, peace negotiations, climate justice, human/treaty rights, colonial law, refugees and incarceration, self-determination, sovereignty, nation building, and digital information. Readings provide an understanding of (...) traditional and contemporary indigenous philosophical frameworks of interpretation, developments of the 1994-2004 United Nations Decade of Indigenous Peoples, the UN Permanent Forum of Indigenous Peoples, and the recent Indigenous Conference in Cancun (philosophical importance of the World Trade Organization [WTO], the World Bank [WB], the International Monetary Fund [IMF], and NAFTA). (shrink)

Peirce’s Syllabus is examined and used to interpret metaphoric iconic stereotypes applied to Indigenous people: “noble savage,” “bloodthirsty savage,” “domestic dependent nation,” “vanishing race,” “Indian tribe,” and “ecological Indian.” Efforts on the part of the Indigenous to replace the these stereotypes with different icons such as “Native American,” “First Nations,” and, most recently, “water protectors,” are also examined. The usefulness of representamen categories from Peirce’s Syllabus, “rhematic,” “Argument,” “dicent,” “indexical,” “qualisign,” “legisign,” and “sinsign,” is demonstrated. Greimas’ observations about (...) the functions of modalities are brought in to explain how graphic images and portraiture, fictional and memoir narratives, legal discourses, and popular media representations implement various sections of the Syllabus. Putting Peirce’s Syllabus into action confirms its ability to perform dynamic, diachronic, and diagrammatic functions. (shrink)

The Syllabus as Curriculum: A Reconceptualist Approach by Samuel D. Rocha. The review examines the central tenets of Rocha’s book, namely that the syllabus is an object which is made, and that his phenomenological attention to the syllabus as such bears the poetic pledge and possibility of curriculum. Rocha considers the syllabus, working within the reconceptualist tradition of the curriculum field, as correspondence, essay, and outline, and describes the way it humbly gives itself to teachers and (...) students as an invitational object. Using a presentative method and rooted in the humanities, Rocha additionally presents and explores three interrelated and analogical demands of the syllabus, namely love, art, and order, contributing to an ongoing and complicated conversation within curriculum studies and philosophy of education. (shrink)

There are many commonalities between the framework of roleplaying games such as Dungeons & Dragons and the way in which we design classes and assignments. The professor (the dungeon master) selects a number of readings with some end goal in mind (the campaign). Along the way the students are expected to be active participants (roleplay) and the professor designs progressively harder assignments (quests) in order to test the students’ abilities and to promote learning and growth (leveling up). This structural analogy (...) prompted me to investigate how such a framework could be implemented more explicitly in a class, and in this chapter I describe how I did so. (shrink)

This experiment uses quantitative and qualitative measures to address the effect of two syllabus statements on academic misconduct: one based on prohibitions and one on academic integrity. Students expressed favorable attitudes toward the statements, showed an increase in guilt compared to a control group, but showed no decrease in intentions to cheat. Including only a standard academic misconduct statement in one's syllabus is not sufficient to alter behavior, which should be acknowledged by faculty.

This paper reports a European Forum for Good Clinical Practice workshop held in 2011 to consider a research ethics committee training syllabus, subsequent training needs and resources. The syllabus that was developed was divided into four competencies: committee working; scientific method; ethical analysis and the regulatory framework. Appropriate training needs for each, with possible resources, were discussed. Lack of funding for training was reported as a major problem but affordable alternatives were debated. Strengths and weaknesses of this approach (...) were discussed and the resultant proposal will be disseminated through the European Forum for Good Clinical Practice and the research ethics committees of member states. (shrink)

Open peer commentary on the article “Heterarchical Reflexive Conversational Teaching and Learning as a Vehicle for Ethical Engineering Curriculum Design” by Philip Baron. Upshot: The target article advocates the use of conversational heterarchical curriculum design as part of the process of decolonisation in South African universities. A stated objective is to reduce the amount of abstraction in the syllabus. I discuss whether the reduction of abstraction is an appropriate aim of decolonisation, considering some of the potential consequences and questioning (...) whether a less abstract teaching style would be advisable in practical terms and compatible with students’ values. (shrink)

Se realizó el análisis curricular de los planes de estudios D y modificados D1 y D2 y el análisis cuantitativo de las mallas curriculares o plan del proceso docente a partir de la organización de las asignaturas por ciclos, distribución de los componentes académico y laboral, frondosidad y quantum de flexibilidad del currículo. El objetivo de la investigación es evaluar el diseño curricular del plan de estudios de la carrera de Bioanálisis Clínico. Se concluye que hay deficiencias en el nuevo (...) plan al no definirse los aspectos que deben integrarse en el macro, meso y micro currículo de una carrera universitaria, no están diseñadas las estrategias curriculares, los programas de las disciplinas ni el plan de la bibliografía básica, lo cual atenta contra la planificación y organización del proceso docente educativo, una asimilación consciente y por ende una correcta formación de conocimientos y habilidades que permitan solucionar exitosamente los problemas profesionales. The curriculum analysis of the syllabus D, D1 and D2 were performedas well as the quantitative analysis of the curricular nets or plan of the teaching process from the organization of the subjects by cycles, distribution of academic and labour components, luxuriance and quantum of flexibility within the curriculum. The objective of the research is to evaluate the curriculum design of the syllabus for the Bioanalysis Clinical Degree. It is concluded that there are lacks in the new plan as the aspects that should be integrated in the macro, meso and micro curriculum of a college degree are not well defined, the curricular strategies are not designed neither the disciplines programs nor the plan of the basic bibliography, which infringes on the planning and organization of the educational teaching process. A conscious assimilation and therefore a correct formation of knowledge and skills that allow to solve successfully the professional problems. (shrink)

Adjustments in the understanding of the relation of religion and science since the Enlightenment require new considerations in epistemology and metaphysics. Constructionist theories of knowledge and process theories of metaphysics better provide the new paradigms needed both to preserve and to limit the significance of each field of human understanding. In a course taught at Moravian College, this perspective is applied to the concepts of nature, reality, and the sacred, with a view to showing how we might develop one such (...) paradigm. Key resources for this task are to be found in the work of artist René Magritte; theologians Langdon Gilkey, Arthur Peacocke, and John Haught; philosophers and historians of science Alfred North Whitehead, Timothy Ferris, Ernan Mc Mullin, and Ian Barbour; philosopher of religion Paul Ricoeur; and historians of religion Rudolph Otto and Mircea Eliade. Such a new paradigm calls for an ecologically sensitive religious awareness which is both sacramental and holistic. (shrink)

Democratizing the syllabus has been discussed in the fields of sociology and political science but rarely in philosophy. In this paper I will draw upon my experience of teaching Philosophy of Love in an online modality to examine the impact on motivation when students fill in the gaps presented in a democratic syllabus.

We explored teachers? views and students? experiences of going beyond the syllabus in Advanced (A) level Mathematics. Questionnaires were sent to teachers and students in a sample of 200 schools and colleges. Teachers were asked about the necessity, importance and benefits of additional teaching. Students were asked about the extra activities they undertook. Forty-seven teacher questionnaires and 299 student questionnaires were completed. Over half of the students claimed to undertake at least some extra activities. Although a few teachers thought (...) teaching beyond the syllabus was unimportant and unnecessary, over 70% felt it should be undertaken if time allowed. Teaching efficacy was measured by comparing each teacher?s students? Mathematics results with those students? results in other A level subjects. Significantly more teachers with relatively high Mathematics results than with relatively low results believed teaching beyond the syllabus strengthens and expands students? existing knowledge and adds interest to the course. (shrink)

The present paper is intended to be a practical guide for teachers who need to run writing for law classes for pre-experienced law students with no or little experience of academic or legal writing. It provides the teachers with advice on how to teach students to draft modern documents by sequencing and selecting the content that reflects the needs of practising lawyers. It shows how legal writing stems from academic and general writing. Overlapping or common elements of academic and legal (...) writing are identified and sequenced in order to create an introductory base for writing for legal purposes. Types of texts that lawyers draft have been selected and used as the scaffold- ing for writing tasks specially designed to suit the students’ proficiency and expertise. (shrink)