In his book “World-Centred Education,” Biesta discusses two themes fundamental for the emergence of subjectivity as a desirable existential humane state of being and for an education that aims to achieve it. The first theme is about freedom and the importance of distancing education and teaching from any act of objectifying students. The second theme concerns the world, its limitations on freedom, and its central role in educational events, which aim to help students fulfill their subjectivity. (...) However, when he analyzes three historical cases to conceptualize and demonstrate his ideas regarding subjectivity and education as subjectification, Biesta seems to focus more on the role of the first theme than the second. This imbalance does not give the world the proper place Biesta’s theory itself inspires to provide, as first and foremost expressed in the book’s title. This article proposes an alternative reading of the book’s theory regarding subjectivity, freedom, the world, and their interrelationships. The suggested reading gives the world a more central role in the emergence of events of subjectivity without harming freedom and thus changes how we can analyze the three cases and how to understand and generate education and teaching aiming at subjectification. (shrink)

Part of the educational system in England has been geared towards the preparation of particular professions, while the identity and status of members of some professions have depended significantly on the general education they have received. Originally published in 1973, this volume explores the interaction between education and the professions. It also looks at the education of the main professions in sixteenth century England and at how twentieth century university teaching is a key profession for the (...) training of new recruits to other professions. (shrink)

In this study, secondary school DKAB (Religious Culture and Moral Knowledge) lesson’s belief learning domain has been examined structurally. In this context, the basic principles of belief have been discussed according to Māturīdīsm, Ash'arism, Mutazilite and in places according to Shia. The common points and different aspects of the ideas in the domain of belief of these schools have been examined in a comparative way. Subjects such as the attribute of taqwin/creation, which is the main discussion between Māturīdīsm and Ashʿarism, (...) whether Allah can be known by reason, whether the good and the evil are determined by reason or nass/verses are the examples. Additionally existance of the immutable attributes and that whether they are eternal or not, that whether ru’yatullah/seeing God is possible or not and the conditions of the afterlife which have been points of discussion between Mutazilite and Ahl es-Sunnah have been handled in the article. Surely these are matters of extensive discussion; this study evaluated these topics in the pedagogical context of the belief learning domain of the DKAB lesson. Firstly the theological background of the belief learning domain of DKAB lesson has been handled. Then learning outcomes which are the first elements of the curriculum have been classified. And thirdly the text books which are the second dimension of the curriculum have been analyzed. The method of the study is document analysis. Belief is the first of the learning domains designated as worship, morality, Prophet Muhammad and culture, and it is also of great importance because it is the basis of other learning domains. Belief learning domain is in the interest of curriculum designers in terms of having some pedagogical features but it must also be in harmony with theological acceptances as it is one of the basic components of religiosity. The theological background is also directly related to the political and legal context of the lesson, such as doctriner and non-confessional status. Because when various interpretations of religion do not have common points or when the common points are weak, the non-confessional feature will always be a controversial matter. In theological texts God has been described as essential, the almighty, the omniscient and one who intervenes in the history. Discussions between Kalam schools and philosophical schools about God's attributes, or the discussions within the Kalam schools are very important in terms of reflecting God-universe-human relationship. One of the most important problems in this issue is that the conception of God is not decisive, and that the conception of matter and human must be compatible with the conception of God. Developing a theology in the context of God's attributes, excluding matter and human conceptions leads to an over-abstraction of the theological background. Moreover, changes in the conception of matter and human will harm the conception of God, and the contribution of religious education to those who searching for meaning will decrease. The fact that the faith principles of Islamic religion do not vary depending on the sects strengthens the status of non-confessional religous education. In addition, an essential God conceptualization facilitates the management of people their lives. For believers, life has a purpose and it is a preparation for the afterlife. Furthermore in the context of cultural knowledge, gaining in-depth knowledge is a remarkable support for social life. On the other hand, the achievements in the lesson curriculum are at the first levels in terms of taxonomy and this shows that the lesson does not support high level learning and identity formation. Considering the speed and severity of the transformation in social life, it is necessary to provide some qualities that will support the construction of self and personality of those who take religious education. However, the low level of objectives of the curriculum and the one-dimensionality of Bloom's taxonomy used in the curriculum have been an unsolved problem for a long time. This points out the importance of developing a curriculum of religious education, taking into account the theological background and the individual and social dimensions of human beings. On the other hand, it can be thought that there are some problems in the establishment of the relationship between God-universe-human in the textbooks. Although the content is suitable for personal God representation and gives prominence to causality tought, when it comes to the idea of order of the universe, it contradicts with personal God representation and moral development. When the idea of order is over-objectivized in the textbooks, it becomes unclear how God intervenes in the universe. So, it remains suspended that the learners how make sense of events and their actions. (shrink)

Perspective taking is a critical yet tangled construct that is used to describe a range of psychological processes and that is applied interchangeably with related constructs. The resulting ambiguity is particularly vexing in science education, where although perspective taking is recognized as critical to informed citizens’ ability to negotiate scientifically related societal issues, or socioscientific issues via socioscientific reasoning, the precise nature of perspective taking remains elusive. To operationalize perspective taking, a theoretical conceptual analysis was employed and (...) used to position perspective taking within the context of SSR. The resulting, more precise construct identified as socioscientific perspective taking requires engagement with others or their circumstances, an etic/emic shift in one’s viewpoint, and a moral context guided by conscience. (shrink)

The National Council for the Social Studies position statement on “Curriculum Guidelines for Social Studies Teaching and Learning” provides a conceptual outline for contemporary social studies curriculum. The purported goal is to “promote civic competence” in order to “help young people develop the ability to make informed and reasoned decisions for the public good as citizens of a culturally diverse, democratic society in an interdependent world.”1 The statement reaffirms the importance of social studies in the wake of No (...) Child Left Behind—the consequences of which, the statement acknowledges, have led to reduced class time spent on social studies instruction.The NCSS framework asserts that social studies... (shrink)

Context: The paper utilizes a conceptual analysis to examine the development of abstract conceptual structures in mathematical problem solving. In so doing, we address two questions: 1. How have the ideas of RC influenced our own educational theory? and 2. How has our application of the ideas of RC helped to improve our understanding of the connection between teaching practice and students’ learning processes? Problem: The paper documents how Ernst von Glasersfeld’s view of mental representation can (...) be illustrated in the context of mathematical problem solving and used to explain the development of conceptual structure in mathematical problem solving. We focus on how acts of mental re‑presentation play a vital role in the gradual internalization and interiorization of solution activity. Method: A conceptual analysis of the actions of a college student solving a set of algebra problems was conducted. We focus on the student’s problem solving actions, particularly her emerging and developing reflections about her solution activity. The interview was videotaped and written transcripts of the solver’s verbal responses were prepared. Results: The analysis of the solver’s solution activity focused on identifying and describing her cognitive actions in resolving genuinely problematic situations that she faced while solving the tasks. The results of the analysis included a description of the increasingly abstract levels of conceptual knowledge demonstrated by the solver. Implications: The results suggest a framework for an explanation of problem solving that is activity-based, and consistent with von Glasersfeld’s radical constructivist view of knowledge. The impact of von Glasersfeld’s ideas in mathematics education is discussed. (shrink)

1. Educational concepts play an important role in educational studies. Educational concepts roughly correspond to terms or words pertaining to education. They include terms such as ‘schooling’, ‘te...

Word problems in mathematics seem to constantly pose learning difficulties for all kinds of students. Recent work in math education (for example, [Lakoff, G. & Nuñez, R. E. (2000). Where mathematics comes from: How the embodied mind brings mathematics into being. New York: Basic Books]) suggests that the difficulties stem from an inability on the part of students to decipher the metaphorical properties of the language in which such problems are cast. A 2003 pilot study [Danesi, M. (2003a). Semiotica, (...) 145, 71–83] confirmed this hypothesis in an anecdotal way. This paper reviews the implications of that study and of a follow-up one that is described here as well, in the light of how the metaphorical analysis of word problems allows learners to overcome typical difficulties in word problem-solving by teaching them how to flesh out the underlying concepts and convert them into appropriate representations. (shrink)

Conceptual integration is a key operating principle in education and a powerful skill for any teacher. Two different concepts are brought together in a way that recognises what is similar and different in them. This allows for an imaginative synthesis that can illuminate a complex process, such as when the heart is compared to a pump, or the cell to a factory. Good teachers do this intuitively all the time, but the act of conceptual integration is poorly (...) understood and insufficiently researched. With explicit knowledge teachers can gain productive, conscious control of this vital pedagogic act and educational researchers will have insightful tools to grasp the complex operating principles of the process. Thus the purpose of this book is to make the principles and practice visible."--Page [4] of book cover. (shrink)

Unlike Dickens’s novel, this is not a tale of light and darkness, order and chaos, good and evil… It is, though, a story worth to be told about two standpoints about games and sports, teaching and research, physical education simply put, that have pursued similar interests on parallel tracks for too long, despite their apparent closeness and expected shared cultural grounds. The objective of this conceptual analysis is to try and reconcile two perspectives, namely motor praxeology (...) and teaching games for understanding (TGfU), born in the last third of the XX century in France and England with the intention to rethink the foundations of physical education (PE) and sports teaching. Pierre Parlebas, from the French side of the English Channel, claimed in 1967 that sports make part of PE, that team sports must be considered from a specific, sociomotor point of view, and that motor conducts (i.e. the significative organization of motor behaviour), not sports techniques, are the corner-stone of PE and sports coaching. In the early 1980s, from the English side of La Manche, Almond, Thorpe, and Bunker made a plea for a shift in the way to teach games (sporting collective duels mostly), deeply concerned by the negative impact of the traditional technics-centred approach on motivation, competence and attained level of the least able in school situations. Our conclusion is that TGfU, or game-based approaches to sports coaching and teaching, can take great advantage of the motor-praxeological rationale for three reasons: firstly, because concepts like understanding, game sense and action principles are operatively, semiotically linked to the reality of the playing process; secondly, because the inner structures of the games that constrain players and guide their motor conducts, permit to integrate games in the general system of sporting games, no matter their level of institutionalisation; finally, because the intervention practice is better thought of and more systematically developed upon the operational concepts of internal logic and expected practical effects of game playing. This time, Paris could be the place to go to in search of solutions, not the city to run away from in hope of consolation. (shrink)

Teaching has long been considered as one of the most challenging professions worldwide due to the involvement of numerous linguistic, socio-political, social, and psych-emotional factors. Because of these factors, english as a foreign language teachers are psychologically, emotionally, and physically pressed in their job. These damaging pressures often result in negative academic outcomes for teachers, students, and educational systems. Despite dire consequences, few studies have examined the role of psycho-emotional factors in improving teaching performance and reducing negative emotions (...) at the workplace. To fill this gap, this mini-review article aimed to present a theoretical analysis of three constructs of occupational adjustment, psychological hardiness, and burnout. In so doing, the definitions, conceptualizations, dimensions, and empirical studies related to each variable were presented. The study ends with the existing research gaps and offers some implications for EFL teachers and other stakeholders by increasing their knowledge of emotions in occupational environments and the consequences that such emotions can have for an organization. (shrink)

The relevance of this study is the increased interest of modern researchers in the field of humanities in the problems of interaction between language, culture, and thinking, as well as the need to study in this aspect the interdisciplinary notion of the concept from the position of literature studies. The purpose of the study is to investigate the concepts of “power” and “death” as key units in the conceptual framework of Kazakh writer Yessenberlin’s novel The Nomads: The Charmed Sword, (...) and to determine the features of their reflection in the individual author’s language picture of the world. The leading method is the method of conceptual analysis, which makes it possible to identify and comprehensively consider concepts in both individual authors and the national picture of the world of the Kazakh people. Within the research, the hierarchical structure of the conceptual framework of Yessenberlin historical novel is presented. The authors calculated associative rows of the concepts composing the novel’s conceptual framework and made conclusions concerning the relationships between the studied concepts, as well as the meaning of the central concepts “power” and “death” and the distinction between historical facts and artistic fiction. The main statements and conclusions can be used in the process of teaching philological disciplines in higher education institutions. (shrink)

Recent events have raised concerns about the ethical standards of public and private organisations, with some attention falling on business schools as providers of education and training to managers and senior executives. This paper investigates the nature of, motivation and commitment to, ethics tuition provided by the business schools. Using content analysis of their institutional and home websites, we appraise their corporate identity, level of engagement in socially responsible programmes, degree of social inclusion, and the relationship to their (...) ethics teaching. Based on published research, a schema is developed with corporate identity forming an integral part, to represent the macro-environment, parent institution, the business school and their relationships to ethics education provision. This is validated by our findings. (shrink)

In our paper we aim at reflecting upon the extent to which educational theory may be used as a framework in the analysis of policy documents. As policy texts are ‘heteroglossic in character’ (Lingard and Ozga, in The Routledge Falmer reader in education policy and politics, Routledge, London and New York, 2007 , p. 2) and create “circumstances in which the range of options available in deciding what to do are narrowed or changed” (Ball in, Education policy (...) and social class: The selected works of Stephen J Ball, Routledge, London and New York, 2006 , p. 46), they need to be theoretically tackled in their underlying assumptions and implications. This proposal draws on an analysis of two sets of documents of the European Union: texts produced between 2000 and 2006, underlying the European Union programmes; and texts produced by a working group focusing on the key competences of Lifelong Learning (2003–2006). Initially, the framework for the analysis of different documents was grounded on the existing research in the field of educational policy. Now we attempt a secondary analysis of the collected data by transposing the borders of this particular and highly prolific field. We argue that what is outside the texts may reshape what is inside the texts. Educational theory allows us to define some conceptual tools in order to question the documents as political apparatus which open and constrain possibilities. Therefore, we will use educational theory as an arena where different matters, perspectives and possibilities may be explored and assembled. We have engaged in a conversation with both the data and some theoretical approaches. Central to this conversation are the concepts of “ignorant schoolmaster” (Rancière, in The ignorant schoolmaster five lessons in intellectual emancipation, Stanford University Press, Stanford, 1991 ), “learning contexts” (Edwards, in Rethinking contexts for learning and teaching, Routledge, Oxon and New York, 2009a , b ), and “experience” (Larrosa, in Revista Brasileira de Educação, 19:20–28, 2002 ). (shrink)

G Reddiford; Conceptual Analysis and Education, Journal of Philosophy of Education, Volume 6, Issue 2, 30 May 2006, Pages 193–215, https://doi.org/10.1111/j.146.

In lieu of an abstract, here is a brief excerpt of the content:Philosophy of Music Education Review 13.1 (2005) 95-98 [Access article in PDF] Response to Frede V. Nielsen's "Didactology as a Field of Theory and Research in Music Education" Sophie Haroutunian-Gordon Northwestern University Let me begin by acknowledging what is about to become obvious: I am not a musicologist, music educator, or a philosopher of music education. I am, however, a philosopher of education and a (...) devoted student of music, so I found Frede Nielsen's paper both intriguing and rewarding. It is intriguing because it positions the theoretical study of music education—what he calls "didactology"—in relation to the practice of teaching music and exemplifies, if you will, the practice of didactology. As a philosopher, and one who has worked at philosophy of science as well as philosophy of education, I became intrigued by the conceptual ground-clearing and ground-construction that Nielsen undertakes in his paper.I found the paper rewarding for two reasons. First, it is about music—at least I think it is about music, and music is about my favorite topic. Like many good works on aesthetic subjects, it seems to offer another way into a beloved yet ultimately mystifying domain and, thus, another glimpse into the unfathomable. Second, the paper offers a complex and rigorous analysis. I had fun wading through its parts and beginning to view them in relation to one another. I think that I have begun to understand not only the difference between didactics and didactology but also something about the contribution the latter might make.So to begin these remarks, let me offer a brief overview of some key points in the paper. I will then go on to raise a question or two with the hope that these will prompt Nielsen to further elaborate his ideas.To begin, Nielsen separates the topic of music pedagogy into two parts—the [End Page 95] normative and the descriptive. He defends both the study of theory and the study of practice as useful for understanding the subject of music pedagogy. He then defines the term "didactology" as "the theory of didactics, especially the theory of the content, aim, and rationale of education," and he defines "didactics" as planning and decision-making related to the practice of teaching. He tells us that didactology, though theoretical, is related to practice, that while it is descriptive rather than prescriptive it assumes values, that it "implies a view of science and the subject—the subject of music and the music itself." A didactological statement is a scientific statement and its truth is judged according to criteria for scientific truth. In summary, according to Nielsen: It is the task of and the object area of didactology in relation to the subject of music to describe, analyze, problematize, and develop intended, actual, or possible issues concerning music education as well as its conditions with special regard to the content, aims, and rationale of the education. Can the didactology of music be an independent science? The answer seems to be yes. As an illustration of the claim, Neilsen presents us with four levels of didactological reflection. The four levels, from top to bottom, are, fourth, reality (natura)—the "inner" and "outer" aspects—which refers to the experiences of hearing/understanding and performing the music; third, the musical phenomena (ars)—the music itself (the musical phenomena include, it seems, the social and existential contexts in which the music occurs); second, the theory that offers a disciplined or systematic explanation of the musical phenomena (scientia), that is, musicology (the theory envisions the musicology—the explanation of the musical phenomena—in relation to, for example, the theory and practice of teaching the music itself); and first, the didactic practices and didactological principles (didactica) that serve as the basis for determining "the content, aim, and rationale of teaching and learning music."Now despite the elegance of the typology here, I find myself wondering about two things. First, what is the subject of Nielsen's analysis? He tells us that... (shrink)

Our research addresses the issue of teaching and learning concepts in science education as an empirical question. We study the process of conceptualization by closely examining the unfolding of classroom lesson sequences. We situate our work within the practice turn line of research on epistemic practices in science education. We also adopt a practice turn approach when it comes to the learning of concepts, as we consider conceptualization as being inherent within epistemic practices. In our work, pedagogical (...) practices are modeled as learning games and epistemic practices in science education are characterized as enacted epistemic games emerging through the unfolding of learning games. Science practices are modeled as source epistemic games since they are the source of the knowledge at stake in pedagogical practices. From this point, we examine closely how playing learning games can enable students to play enacted epistemic games and then in turn the source epistemic games at the core of conceptual understanding. Thus, the main contribution of this paper is to link pedagogical practices to epistemic practices in science education and to science practices in general. Our method is consistent with this epistemological framework as our case study on the concept of earthquakes in a 5th grade classroom sequence illustrates. Following an investigation of two experienced teachers and their classes during a teaching unit, our analysis shows how teaching effectiveness is determined by a dialectic. This entails on the one hand a didactic continuity between learning games and enacted epistemic games and, on the other, an epistemic continuity between enacted epistemic games and source epistemic games. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Philosophy of Music Education Review 13.1 (2005) 95-98 [Access article in PDF] Response to Frede V. Nielsen's "Didactology as a Field of Theory and Research in Music Education" Sophie Haroutunian-Gordon Northwestern University Let me begin by acknowledging what is about to become obvious: I am not a musicologist, music educator, or a philosopher of music education. I am, however, a philosopher of education and a (...) devoted student of music, so I found Frede Nielsen's paper both intriguing and rewarding. It is intriguing because it positions the theoretical study of music education—what he calls "didactology"—in relation to the practice of teaching music and exemplifies, if you will, the practice of didactology. As a philosopher, and one who has worked at philosophy of science as well as philosophy of education, I became intrigued by the conceptual ground-clearing and ground-construction that Nielsen undertakes in his paper.I found the paper rewarding for two reasons. First, it is about music—at least I think it is about music, and music is about my favorite topic. Like many good works on aesthetic subjects, it seems to offer another way into a beloved yet ultimately mystifying domain and, thus, another glimpse into the unfathomable. Second, the paper offers a complex and rigorous analysis. I had fun wading through its parts and beginning to view them in relation to one another. I think that I have begun to understand not only the difference between didactics and didactology but also something about the contribution the latter might make.So to begin these remarks, let me offer a brief overview of some key points in the paper. I will then go on to raise a question or two with the hope that these will prompt Nielsen to further elaborate his ideas.To begin, Nielsen separates the topic of music pedagogy into two parts—the [End Page 95] normative and the descriptive. He defends both the study of theory and the study of practice as useful for understanding the subject of music pedagogy. He then defines the term "didactology" as "the theory of didactics, especially the theory of the content, aim, and rationale of education," and he defines "didactics" as planning and decision-making related to the practice of teaching. He tells us that didactology, though theoretical, is related to practice, that while it is descriptive rather than prescriptive it assumes values, that it "implies a view of science and the subject—the subject of music and the music itself." A didactological statement is a scientific statement and its truth is judged according to criteria for scientific truth. In summary, according to Nielsen: It is the task of and the object area of didactology in relation to the subject of music to describe, analyze, problematize, and develop intended, actual, or possible issues concerning music education as well as its conditions with special regard to the content, aims, and rationale of the education. Can the didactology of music be an independent science? The answer seems to be yes. As an illustration of the claim, Neilsen presents us with four levels of didactological reflection. The four levels, from top to bottom, are, fourth, reality (natura)—the "inner" and "outer" aspects—which refers to the experiences of hearing/understanding and performing the music; third, the musical phenomena (ars)—the music itself (the musical phenomena include, it seems, the social and existential contexts in which the music occurs); second, the theory that offers a disciplined or systematic explanation of the musical phenomena (scientia), that is, musicology (the theory envisions the musicology—the explanation of the musical phenomena—in relation to, for example, the theory and practice of teaching the music itself); and first, the didactic practices and didactological principles (didactica) that serve as the basis for determining "the content, aim, and rationale of teaching and learning music."Now despite the elegance of the typology here, I find myself wondering about two things. First, what is the subject of Nielsen's analysis? He tells us that... (shrink)

The article deals with the issues of comparing the teachings of Tolstoy and Lao-zi according to the criterion of palingenesis, which is the basis for the construction of the entire ideological corpus of the most important treatise of Taoism “Tao de jing”. Lao-zi formulated the lapidary formula of palingenesis in the fortieth zhang of this treatise, recreating a picture of the harmonization of the Middle Kingdom, arguing that return is the movement of the Tao, and weakening is the action of (...) the Tao. The principle of palingenesis is one of the fundamental principles for which Tolstoy uses Christological vocabulary, and Lao-zi uses embryological vocabulary. The choice of the palingenesis criterion for comparative analysis of the teachings is due to the fact that the latter works as an immutable law when setting the task of recreating harmony in social chaos. Based on the assessments of the content of the zhangs of the “Tao de jing” canon, a representative line of palingenesis elements is built: the category of knowledge/truth; the category of ignorance; the category of simplicity; the category of naturalness; the category of “baby”; the category of non-action; the category of nonviolence. The principles of Taoism are not expressed by Tolstoy with a research sequence in logical definitions, but appear as categories and trends, working in the worldview of the Yasnaya Polyana sage. In the works “What is my faith?”, “Sayings of the Chinese sage Lao-Tse”, “Non-doing”, Tolstoy's teaching is presented in its entirety and is therefore convenient for comparison with the Taoist classics. It is noted that Tolstoy's conceptual idea is based on the desire to convert people to the good - unity with all people. This orientation towards the good is nothing else than the return to man of his original nature, on the way to which the principle of palingenesis associated with the boycott of the civilization of violence is realized. The conducted research has shown that in the teachings of Lao-zi and Tolstoy, which record the experience of theoretical exploration of the world, the categories of palingenesis are common to the Russian and Chinese spirit. (shrink)

This is the second of two articles that are connected in a reading of The plague by Albert Camus. The other article is a determined narration of the events of a tragedy that befalls a city on the coast of Algeria. That article resists analysis beyond the decisions that are made regarding text to use, and of course interpretations to make. This article is juxtaposed to the first, with the intention of taking key themes of education and narration (...) and considering them within the context of another tragedy and another kind of narration. In this article the narratives of government education policy are considered in relation to the event of a tragic earthquake in Christchurch, New Zealand. The government narratives are then replaced by the narratives of Oran to consider alternative ways of thinking about tragedy and education and in particular to think about the ways in which the narrative relates to the tragedy and to any learning that might happen as a result of, and during, a tragedy. (shrink)

The article is devoted to the analysis of the formal and substantive aspects of the development of education in the process of forming a single European educational space. The formal conditions for the integration of education were considered by default as arising from the European concept of individual rights and freedoms. The content of education in the post-industrial era, when society refuses to impose strict value and behavioral imperatives on the individual, is aimed at ensuring a (...) level of autonomy of the subject that would allow him not only to realize his creative potential, but also to determine his life goals and meanings. In this regard, an important task is to develop the theoretical and conceptual foundations of the leading trends in the transformation of the educational system - personalization, autonomization of the subject, the introduction of projective techniques, recognition of the leading role of creative activity. The conditions for Russia's entry into the Bologna process and the thesis about the alienness of the standards introduced in this regard for national education are analyzed. It is shown that the cognitive foundations of design and creative activity, as well as the ideas of intellectualization of education, developed in the 1960s in Russian philosophy, psychology and pedagogy, can be used as methodological foundations for reforming Russian education. The possibilities of using the activity paradigm as a conceptual framework for developing a teaching methodology, a methodology for the formation of critical thinking and project activity are shown. This allows us to conclude that there is still variability in the trajectories of the development of domestic education, which can be based both on methodological and technological advances, as well as cultural and anthropological perspectives. (shrink)

Professional codes of ethics are regarded as elements of nurses' ethical knowledge base and consequently part of their ethics education. However, research focusing on these codes from an educational viewpoint is scarce. This study explored the need and applicability of nursing codes of ethics in modern health care, their importance in the nursing ethics curriculum, and the need for development of their teaching. A total of 183 Finnish nurse educators and 212 nursing students answered three structured questions, with (...) an opportunity to justify their responses, and one open-ended question. Descriptive statistics and content analysis were used to analyse the data. The results suggest that the existence of the codes was seen as important and their applicability mainly as appropriate, despite new challenges posed by modern health care. The codes were regarded as an important part of nurses' ethics education, but current integrated teaching methods require development. (shrink)

New technologies could facilitate new ways of cheating. This emerging scenario places academic integrity policy in higher education institutions as critical. Academic integrity scholars have designed conceptual frameworks to analyze academic integrity policy. The body of the literature on academic integrity policy analysis includes studies developed in North America, Europe, and Australia. However, insight into several regions of the world is lacking. This pioneering study in the Chilean context analyzes documents addressing academic integrity at forty-three accredited universities. (...) Using a qualitative research design, we framed this policy analysis in the five core elements of exemplary academic integrity policy: access, approach, responsibility, detail, and support. The findings revealed challenges with accessing documents online, a strong presence of legal language that might not be understandable to all students, and a scarcity of information about review cycles. The punitive approach was prevalent, with a significant focus on students’ conduct. Signs of collaboration and mechanisms for promoting academic integrity cultures were nearly absent. The documents primarily targeted students and the roles of other stakeholders concentrated on the enforcement of sanctions and misconduct investigations. The analysis also showed the use of general definitions to describe academic integrity breaches, inconsistency across the system in defining plagiarism and a lack of guidance to address contract cheating and unauthorized use of generative artificial intelligence. The findings also highlighted the unavailability of institutional support to teach, learn, and research with integrity or references to research-based practices. We propose twelve practical recommendations for policymakers and academic integrity advocates. (shrink)

Educational psychology focuses on the laws of change in the knowledge, skills, and individual psychology of the educatees in the process of education and teaching. Writing teaching is a key and difficult point in literature teaching. Nowadays, it is common for students to be afraid and tired of writing in school literature education. In view of these problems, the present work optimizes the teaching mode of writing from the perspective of reconstructing the writing subject. (...) Through literature research and interdisciplinary analysis, a questionnaire is designed to analyze the literary situation and the reconstruction of writing subjects in literary education. The questionnaire is aimed at three aspects, namely the hidden educational effect of teachers’ personality charm, the influencing factors of students’ psychology and students’ learning effect, and the influencing factors of psychology of the communication between teachers and students and teachers’ teaching effect. Then, the changes of students’ performance in literary class in these three aspects before and after using the teaching strategy of writing subject reconstruction are analyzed. Finally, the changes of students’ grades in the literary course are investigated. In this experiment, a total of 400 questionnaires were distributed, and a total of 389 questionnaires were collected. The survey results show that the number of students who feel the classroom atmosphere is active increases by 10%, the number of students who listen carefully and take notes increases by 7%, and 45% of students have improved their grades. Besides, after the implementation of the teaching strategy, most students change their attitude to the literature course, become more active, and significantly improve their motivation for learning. This study has a certain reference value for the analysis of literary situations and the reconstruction of writing subjects in literary education from the perspective of educational psychology. (shrink)

‘Every education teaches a philosophy; if not by dogma then by suggestion, by implication, by atmosphere. Every part of that education has a connection with every other part. If it does not all combine to convey some general view of life it is not education at all’ . In an essay written for the thirtieth volume of the British Journal of Educational Studies , R. F. Dearden surveyed philosophy of education during the period 1952–82. As might (...) be imagined he was largely concerned with the emergence in and development through these years of analytical philosophy of education, as the influence of linguistic or conceptual analysis spread beyond the somewhat ill-defined boundaries of core philosophy and was taken up by those interested in the theoretical presuppositions of educational practice. After charting the course of this development, and having reached the point at which certain worries arose about the limits of conceptual analysis as a method, Dearden turned to consider what if any alternatives might be available. The first possibility which he mentions in expectation of its having received explicit articulation is Catholic philosophy of education. However, as he notes, nothing meeting this description was developed during the period in question—in effect, since the war. The one book which he mentions, viz. Jacques Maritain's Education at the Crossroads , is barely known of in professional philosophy of education and in style and content is quite out of the mainstream. (shrink)

With the shift toward online environments due to COVID-19 pandemic, particularly for educational sector, employees’ performance has been affected by an array of different factors. Personal aspects as well as organizational focus on individuals’ wellbeing are the main focus of this study through inclusion of job autonomy and work-life conflict alongside other factors, such as informational support that can aid academic staff regarding their wellbeing during times of crisis. In response to the effects of COVID-19 on employees, this study aims (...) to provide tangible data to protect university teachers during crises and establish key points that can improve their wellbeing. For this purpose, we used interviews to provide in-depth understanding of the subject. A total of 16 teachers as interviewees have provided qualitative data that was analyzed with MAXQDA. This study highlights the importance of work-life conflict and vitality of job autonomy on academic staffs’ performance and overall wellbeing through a conceptual analysis. We emphasize the role of organizations in maintaining a work environment where university teachers’ wellbeing is prioritized and various elements such as training and support are used to help stabilizing work-life balance. The current findings can be beneficial for both scholars and decision-makers in schools and universities to enhance elements of remote work for their staff. (shrink)

This chapter contains sections titled: I II III IV V Notes References.

Institutional and individual stigmatization represent major barriers that prevent children with disabilities from accessing education. It can be presumed that children with disabilities are labeled as such even in inclusive educational settings and that teachers’ attitudes toward inclusive education and children with disabilities play a crucial role in this context. Against this background, the present study aims to apply and conceptualize the mixed-blessings model in the context of stigma-related reactions to children’s disability labels in inclusive education and (...) shed light on the causal attributions of teachers that underlie stigma-related attitudes toward children with various disabilities. A 3 × 2 × 2 × 2 × 2 online experiment examined the ways in which disability-specific causes and symptoms, the type of disability in question, the children’s sex, and efficacy cues regarding educational efforts affect future teachers’ attitudes toward and expectations of inclusive education as well as their social distance toward children with disabilities. The participants in this experiment were N = 605 German student and trainee teachers representing different types of teaching professions. A multivariate analysis of variance revealed that, in particular, the cause attributed to the disability, the depicted type of disability and the probability of learning success led to changes in attitudes. Respondents’ teaching self-efficacy and their status as students or trainees emerged as moderators of the effect of pupils’ type of disability. As a result, teacher education and training as well as communication regarding pupils with disabilities require a high degree of sensitivity to disability-specific and efficacy-related cues to prevent professional or institutional stigmatization. (shrink)

This book demonstrates how the pedagogical decision making of university academics can be shaped by engagement with an educational philosophy known as "relationship-centred education". Beginning with critical analysis of concepts such as student engagement, student satisfaction, and student-centred learning, the author goes on to investigate how literature relating to social justice challenges educators to consider these terms in particular ways. From this basis, the book explores the factors featuring in inclusive, respectful, diverse and student-centred environments. In analysing these (...) factors, the author illuminates the perspectives of university teachers who struggle with the unique challenges of working in the academy; including an increasingly broad set of employment demands and narrower criteria for determining 'impact', all while retaining focus on the transformative potential of higher education. This book will be of interest to students and scholars of transformative learning, as well as social justice within higher education. Leonie Rowan is Associate Professor in the School of Education and Professional Studies at Griffith University, Australia. (shrink)

The purpose. Critical social philosophy of education strives to provide a radical critique of existing models of education in the so-called Western models of democracy, creating progressive alternative models. In this context, the proposed integrative metatheory, which is based on classical and modern sources, concepts, aims for a comprehensive understanding and reconstruction of the phenomenon of education. One of the main tasks in the sphere of education’s democratization today, therefore, is to bring to education the (...) results of restructuring and democratization of the society, to reflect changes in conditions of life and thinking, experience and transformation of subjectivity in the context of the technological revolution and globalization. Methodology. The critical social theory, which developed in the framework of contemporary neo-Marxism, indicates the need for a thorough analysis of society, however, unlike other theoretical concepts and research programs in order to analyze not a fixation and a statement of the existing social givens. On the contrary, critical analysis of society involves the identification of existing antagonistic, alienating factors that distort public communication.The subject of social analysis is the whole sphere of human and non-human nature, which interacts a person depend on it, the whole system of relations between society and nature, society and man, which is covered by the historical practice of conscious – "praxis". The representative of "pure science" isn't the learning, research subject. He is a public a person, which is the totality of all social definitions included in society and its constituent individuals. For such a "total subject" Object of interest is not something external; on the contrary, the latter appears as a product of his own activity. The scientific novelty examines trends in educational institutions and models of globalizing society in the context of our particular relationship of education and society, man and the state, and processes. The research and systematic analysis of neoliberal reforms at the level of society in general and education in particular are conducted. It examines substantive, structural and functional characteristics of the concept of «critical social philosophy of education» in the context of institutional tendencies of social life, as well as forms and possibilities of its methodological application. It consider a model of «critical social philosophy of education», as embodied in the programs of social development and learning, which are primarily designed to teach people how to lead an independent and original research themselves, society and knowledge systems. However, it is proved that the models and programs should not be cut off from any individual and the collective system of moral and social values, theoretical and applied training, nor from further use of the acquired values, norms and skills in everyday life, science, or in production, sphere of all social institutions. Conclusions. Critical philosophical, educational, pedagogical-psychological surprisingly theory, its models and concepts seek to redefine public and private and the public mind. Based on these grounds, in the future, it allows philosophy of education to develop a more inclusive philosophical vision of education, to apply directly to the problems of democratization and changes in social relations in the direction of equality and social justice in the field of education. The point of view of socio-philosophical and philosophical-еducational, pedagogical-psychological, normative understanding and social critics also requires the use of active efforts in the reconstruuction of education and society, the social vision of what education and human life can be and what their specific limitations in existing societies. (shrink)

The purpose. Critical social philosophy of education strives to provide a radical critique of existing models of education in the so-called Western models of democracy, creating progressive alternative models. In this context, the proposed integrative metatheory, which is based on classical and modern sources, concepts, aims for a comprehensive understanding and reconstruction of the phenomenon of education. One of the main tasks in the sphere of education’s democratization today, therefore, is to bring to education the (...) results of restructuring and democratization of the society, to reflect changes in conditions of life and thinking, experience and transformation of subjectivity in the context of the technological revolution and globalization. Methodology. The critical social theory, which developed in the framework of contemporary neo-Marxism, indicates the need for a thorough analysis of society, however, unlike other theoretical concepts and research programs in order to analyze not a fixation and a statement of the existing social givens. On the contrary, critical analysis of society involves the identification of existing antagonistic, alienating factors that distort public communication.The subject of social analysis is the whole sphere of human and non-human nature, which interacts a person depend on it, the whole system of relations between society and nature, society and man, which is covered by the historical practice of conscious – "praxis". The representative of "pure science" isn't the learning, research subject. He is a public a person, which is the totality of all social definitions included in society and its constituent individuals. For such a "total subject" Object of interest is not something external; on the contrary, the latter appears as a product of his own activity. The scientific novelty examines trends in educational institutions and models of globalizing society in the context of our particular relationship of education and society, man and the state, and processes. The research and systematic analysis of neoliberal reforms at the level of society in general and education in particular are conducted. It examines substantive, structural and functional characteristics of the concept of «critical social philosophy of education» in the context of institutional tendencies of social life, as well as forms and possibilities of its methodological application. It consider a model of «critical social philosophy of education», as embodied in the programs of social development and learning, which are primarily designed to teach people how to lead an independent and original research themselves, society and knowledge systems. However, it is proved that the models and programs should not be cut off from any individual and the collective system of moral and social values, theoretical and applied training, nor from further use of the acquired values, norms and skills in everyday life, science, or in production, sphere of all social institutions. Conclusions. Critical philosophical, educational, pedagogical-psychological surprisingly theory, its models and concepts seek to redefine public and private and the public mind. Based on these grounds, in the future, it allows philosophy of education to develop a more inclusive philosophical vision of education, to apply directly to the problems of democratization and changes in social relations in the direction of equality and social justice in the field of education. The point of view of socio-philosophical and philosophical-еducational, pedagogical-psychological, normative understanding and social critics also requires the use of active efforts in the reconstruuction of education and society, the social vision of what education and human life can be and what their specific limitations in existing societies. (shrink)

Introduction: conceptual analysis of teaching, by B. P. Komisar and T. W. Nelson.--A concept of teaching, by B. O. Smith.--The concept of teaching, by I. Sheffler.--A topology of the teaching concept, by T. F. Green.--Teaching: act and enterprise, by B. P. Komisar.--Must an education have an aim? By R. S. Peters.--Curriculum as a field of study, by D. Heubner.--Can and should means-ends reasoning be used in teaching? By C. J. B. Macmillan (...) and J. E. McClellan. (shrink)

Our research addressed an increase of unethical practices in professional settings identified in the literature, and this increase coincides with a shift in U.S. culture from principle-based ethics to one trending toward moral relativism. We discovered many programs lack comprehensiveness to deal with the complexities of culture in graduate education. The purpose of this instrumental case study was to explore and develop a conceptual framework for a comprehensive teaching model targeting graduate-level educators, administrators, and educational boards across (...) disciplines. Data were collected over 13 years from a doctoral professional ethics course at a private, faith-based university in South Texas. Using a Design Based Research process following Reeves’ (2006) guidelines, we developed a multi-disciplinary graduate theoretical teaching model for ethics: Comprehensive Professional Ethics Teaching Model (CPET model), grounded in our data analysis and findings. Recommendations include implementing and testing the efficacy of the CPET model in subsequent studies. (shrink)

ObjectiveTo determine the effects of learning interventions aimed at optimizing the quality of physical education on psychomotor, cognitive, affective and social learning outcomes in children and adolescents.DesignA systematic review and meta-analysis.Data SourcesAfter searching PsycInfo, ERIC, and SportDiscus electronic databases, we identified 135 eligible studies published between January 1, 1995 to May 1, 2021.Eligibility Criteria for Selecting StudiesWe included randomized controlled trials, quasi-experimental studies, and controlled trials that assessed the effect of a PE-based intervention against one of the four (...) identified learning domains in youth at school.ResultsOne hundred and thirty five studies with over 42,500 participants and 193 calculated effect sizes were included in the study. The mean effect across all the learning and development outcomes was small to medium. When adjusted for publication bias using the Duval and Tweedie Trim and Fill Method, this mean effect size increased to d = 0.40. Effect sizes varied significantly based on learning and development outcomes. Interventions that consistently report above or below the mean d = 0.40 effect are identified based on learning outcome. The greatest effects across interventions were witnessed in psychomotor learning outcomes followed by affective, social, and cognitive learning outcomes. A minority of PE interventions captured by this systematic review and meta-analysis reported having a negative effect on student learning and development.ConclusionThe interventions with the greatest effects on student learning and development were dependant on the learning domains. Some PE interventions with a pedagogical focus such as games-based approaches, TARGET/Mastery Teaching, and Sport Education were found to be strong investments across multiple domains. The evidence is limited however by consistency in intervention dosage, study design, and data collection instruments. The study received no internal or external funding and was not prospectively registered. (shrink)

The importance of pedagogy as a science is in exploration and improvement of education as an integral part of the social reality. Theory of education, General pedagogy and Methodics of educational work are the scientific disciplines that are most directly related to examining the educational work, and represent its theoretical and methodological basis in the process of its realization. Educational work provides the essence of the overall education process, since it refers and unites the knowledge, skills, attitudes, (...) beliefs and values of the individual, and its results are seen in developing student’s unique personality. In this paper the focus is on the Methodics of educational work, as a pedagogical discipline which is most closely related to the process of realization of educational work. The aim is through analysis of the basic theoretical and terminological aspects to emphasize its role in the overall education process. Taking into consideration the complexity of educational work and difficulties related to the process of assessment of the outcomes, application of the taxonomy of the affective domain is suggested as a possible approach. Also, the importance of some topics that are particularly relevant in pedagogy is emphasized, but which, due to terminological inconsistencies, are not sufficiently recognized as part of the Methodics of educational work. (shrink)

The purpose is to meet the needs of social development, encourage college students’ employability, and alleviate social pressure. First, the domestic and international employment situation is discussed along with the derivation of entrepreneurship education. Second, ideological and political education is summarized, and accordingly, its internal advantages and external conditions are explained. Then, the current situation and existing problems of entrepreneurship education in Chinese higher education institutions are analyzed from the perspectives of entrepreneurship ideology, entrepreneurship thinking, and (...) entrepreneurship ability. Consequently, a proposal is put forward to integrate entrepreneurship education into ideological and political education to promote the coordinated development of the multidisciplinary course. Finally, the Questionnaire Survey is designed on the relationship between college students’ entrepreneurship education and ideological and political education, and the QS is conducted from three aspects: college students’ entrepreneurship views, suggestions, and cognition of the ideological and political education. The QS results show that less than 10% of students are very interested in entrepreneurship education, and most students believe that entrepreneurship education plays a very limited role in their growth. Additionally, classroom teaching accounts for the most in entrepreneurship education, while extracurricular practice accounts for only 15%. In terms of teaching content, 80% of students believe that teachers of professional courses have made outstanding contributions to teaching results, but the number of teachers of professional courses is the least among all teachers. Further, the satisfaction of entrepreneurship education among college students is analyzed through the QS by issuing to three local higher education institutions, finding that the college students’ understanding of entrepreneurship education is incomplete. The advantages of ideological and political education should be fully exerted to improve the recognition of entrepreneurship education, and entrepreneurship education should be integrated into daily teaching content. In this way, entrepreneurship education and ideological and political education can be fused, and entrepreneurship education can promote students’ entrepreneurial ability and entrepreneurial thinking. (shrink)

The quality of Innovation and Entrepreneurship Education in higher institutions is closely related to the degree to which the undergraduates absorb relevant innovation and entrepreneurship knowledge and their entrepreneurial motivation. Thus, an effective Evaluation of Educational Quality is essential. In particular, fault tree analysis, a common EEQ approach, has some disadvantages, such as fault data reliance and insufficient uncertainties handleability. Thereupon, this article first puts forward a theoretical model based on the deep learning method to analyze the factors (...) of IEE quality; consequently, based on the traditional FTA, fuzzy fault tree analysis is proposed to evaluate the reliability of IEE classroom teaching for college teachers and students. Finally, based on the top event of entrepreneurial teaching failure, the hyper-ellipsoid model is implemented to restrict the interval probability of basic events and describe the deviation of uncertain events. Furthermore, the model accuracy is verified by a questionnaire survey, based upon which the factors of IEE quality are analyzed. The results show that the designed QS has good reliability, validity, and fitness; the path coefficients of cooperative ability to critical thinking and innovative thinking are 0.9 and 0.66, respectively, indicating that the students’ cooperative ability plays a vital role in the classroom teaching. By calculation, the probability of “teaching failure” in entrepreneurial classroom teaching is 0.395, 3, 0.462, and 5. To sum up, the proposed method can effectively and quantitatively evaluate the quality of IEE in higher institutions, thus providing a certain basis for formulating relevant improvement strategies. The purpose is to provide important technical support for improving the IEE quality. (shrink)

This paper discusses literacy as a socio-political phenomenon from the perspective of several relatively independent educational discourses. The first is critical education theory and research revealing the hidden mechanisms by which education policies act in the interests of a global market economy. The second is the perspective of critical pedagogy scholars on contemporary educational challenges, who offer responses similar to those discussed in current discourse on informal civic education. The third is the heated discussion of high-stakes literacy (...) testing (related to OECD literacy studies such as PISA, IALS, etc.) the results of which are used as a source of argumentation for diverse attitudes and educational consequences. Based on an analysis of literacy theory, research on active citizenship and civic education, the term “civic literacy” is proposed and argued as a relevant conceptual frame for conceptualizing school as an institution which can be involved in resistance to all forms of power politics or ideological indoctrination and manipulation, while at the same time, respecting the traditional values and aims of general education. (shrink)

This article presents a conceptual analysis of the European educational policy concerning the phenomenon of early school leaving (ESL). It addresses the literature on ESL, emphasizing the importance of studying policies from the perspective of the constructions made of the leaving subject. The concept of lifelong learning is examined, along with its relevance in shaping the subject who leaves within European policies. Additionally, the presence of “double gestures” in educational policies is explored, where, while promoting inclusion, they simultaneously (...) produce exclusion of certain individuals. The influence of the neoliberal approach on the conception of ESL is discussed, and the need to consider alternative approaches to avoid homogenizing the group of young individuals who leave school prematurely is proposed. (shrink)

This paper states that modern education and utopian discourse share one common trait, that of being structurally founded on the promise of human betterment. The changing relations between concepts of education and utopianism will be developed through conceptual analysis of the dynamics of the promise in their interweaving process. This shall be discussed through three main topics. The first is the appropriation of space in early modern education, with particular emphasis on the influence of print (...) technology on framing a new conception of educational spaces and practices. Second, the promise of the idea of progress in the Enlightenment period, which will become the further technological promise of a society-to-come, no longer spatially but temporally presented. Finally, the promise of autonomy through and against the modern subject, in which such autonomy is presented like the end of the journey through education, supposed that there is an end to such a journey. The key f... (shrink)

With the development of learning abroad, deep learning is used in research fields. On the basis of deep learning, this article studies physical education. First, this article analyzes and explains the related concepts and current situation of physical education, and explains the measurement and definition of the mental health. Then, the function analysis algorithm of deep learning is explained and analyzed, in which the algorithm of the convolution neural network of deep learning is mainly described. Finally, through (...) experimental analysis, it shows that the research performance of deep learning in the physical education on college students’ mental health is relatively high. At the same time, through investigation and analysis, it is proposed that physical education in deep learning can improve mental health and social adaptability relatively high. And the content of physical education should focus on increasing physical psychological education and physical practice education, which can improve college students’ mental health and social adaptability compared with other teaching contents. Therefore, when introducing deep learning, universities should strengthen the physical education of college students. (shrink)

Teachers of science-based education in Malaysian secondary schools, especially those in the field of physics, often find their students facing huge difficulties in dealing with conceptual ideas in physics, resulting thus in a lack of interest towards the subject. The aim of this study was to assess the effectiveness of the Brain-Based Teaching Approach (henceforth BBTA) in dealing with the issues of the conceptual understanding of Newtonian physics of Form Four students in secondary science schools in (...) the state of Kedah, situated in the northern region of Peninsular Malaysia, and also their learning motivation towards the subject of physics. The BBTA is based on the Brain-Based Learning Principles, where detailed attention is given to seven main steps: (1) activation; (2) clarify the outcome and paint big picture of the lesson; (3) making connection; (4) doing the learning activity; (5) demonstrate student understanding; (6) review for student recall and retention/closure; and (7) preview the new topic. The effectiveness of the BBTA within the targeted context was then assessed in a quasi-experimental research approach involving 100 Form Four students from two secondary science schools. Data collected using the Test of Conceptual Understanding of Newtonian Physics and the Questionnaire of Physics Learning Motivation were then analysed descriptively and inferentially. The results obtained revealed that the BBTA was in fact exceedingly effective in dealing with the problems aforementioned. It was found that students who received physics education taught using the BBTA possessed a better conceptual understanding of Newtonian physics and also a higher learning motivation in the subject of physics, compared to students who received physics education taught using conventional teaching methods. (shrink)

Using insights from the tradition of via negativa and the work of Emmanuel Levinas, this paper proposes that unknowability can occupy an important place in teaching and learning, a place that embraces the unknowable in general, as well as the unknowable Other, in particular. It is argued that turning toward both via negativa and Levinas offers us an alternative to conceptualizing the roles of the ethical and the unknowable in educational praxis. This analysis can open possibilities to transform (...) how educators think about the goals of education in two important ways. First, creating spaces for embracing unknowing in educational settings is an act of ethical responsibility that recovers a sense of the Other and his/her uniqueness. Second, rethinking the value of unknowing in the classroom may inspire in students and teachers a sense of vigilance, responsibility and witnessing. Unknowing is an act of embracing otherness and presents a curious element of redemption; in the lack of knowledge, the meaning of its absence is found. (shrink)

Since the beginning of business research and teaching, the basic assumptions of the discipline have been intensely debated. One of these basic assumptions concerns the behavioral aspects of human beings, which are traditionally represented in the construct of homo economicus. These assumptions have been increasingly challenged in light of findings from social, ethnological, psychological, and ethical research. Some publications from an integrative perspective have suggested that homo economicus embodies to a high degree dark character traits, particularly related to the (...) construct of psychopathy, representing individuals who are extremely self-centered and ruthless, without feelings of remorse or compassion. While a growing body of research notes such a similarity on a more or less anecdotal basis, this article aims to explore this connection from a more rigorous perspective, bridging insights from psychological, economic, and business research to better understand the potentially dark traits of homo economicus. The analysis shows that homo economicus is not simply some kind of psychopath, but specifically a so-called subclinical or Factor 1 psychopath, who is also referred to as a “corporate psychopath” in business research. With such an analysis, the paper adds an additional perspective and a deeper psychological level of understanding as to why homo economicus is often controversially debated. Based on these insights, several implications for academic research and teaching are discussed and reflected upon in light of an ethics of virtue and care. (shrink)

Since 2013, Vietnam has implemented a plan to reform the whole education sector. However, there is little understanding on the status of educational research in Vietnam, which may lay the foundation for such plan. Thus, this research aims to analyze the whole picture of educational research from Vietnam, as seen from the Clarivate Web of Science (WOS) database: 215 publications were recorded, ranging from 1991 to 2018. These 215 publications were further analyzed from five perspectives: 1) number of publications (...) by year; 2) research fields and levels of education; 3) top institutions with the highest number of publications; 4) international collaboration; and 5) quality. Some of the most notable results are: 1) the educational sciences in Vietnam have been still under-developed until recently; 2) among different research topics research among educational sciences, some (e.g., Vocational Education and Training or Early Childhood Education) seemed to be overlooked whereas others (e.g., Higher Education and Teaching and Learning) seemed to receive more attention from educational scholars; 3) all the most major education – specialized universities did not appear among the top five institutions with highest number of publications; 4) Australia, Thailand, the USA, New Zealand and China were the countries with the highest number of co-publications with Vietnamese researchers; and 5) The majority of publications belonged to low-ranked journals. Implications would be withdrawn for Vietnamese policymakers, education leaders, educational researchers and teachers in order to adjust their policies and/or action plans; thus, enhancing the performance and impacts of educational research in the future. (shrink)

The relationship between education and teaching is outlined. Categorial (universal) conceptions of education and of teaching are introduced and the distinction between categorial concepts and particular conceptions of education and teaching are explained. Attention is given to the categorial concept of teaching and how particular conceptions relate to it. An outline of the following chapters is presented.

In recent years, different places in the world have witnessed demands for the decolonization of education. Nevertheless, it is not completely clear how this ought to be carried out. There are various factors that influence what such decolonization may entail, including the geographical place for decolonization and the discipline being decolonized. This requires a specific analysis of each context. In this article, I wish to make a proposal for how to carry out the decolonization of philosophy teaching (...) at the university level in the African context, with a special focus on South Africa. I propose that more African philosophy be included in the curricula, as well as the integration of teaching and assessing methods that reflect African culture. Further, I argue that those seeking for decolonization ought to try to pursue it incrementally, given that it is the best strategy to achieve decolonization. (shrink)