본 연구는 논리학 및 수리논리학의 토대 개념인 동일성 원리에 대한 역사적인 논쟁들의 교육학적 함의를 도출하는 것이다. 이때 필자가 사용할 중심 방법은 구조-구성주의 인식론이다. 따라서 필자는 구조-구성주의 인식론의 관점에서 동일성 원리에 대한 핵심 논쟁들을 역사-비판적으로 재구성함으로써, 필자가 지속적으로 논변해 온 구조-구성주의 교수학습이론의 확고한 토대를 제공하고자 한다. 이를 위해 본고는 동일성 원리에 대한 역사발생학적 탐구와 정신발생학적 탐구를 종합한다. 구체적인 내용은 피아제의 발생학적 인식론의 관점에서 논리적 개념들 및 공리화에 대한 프레게-러셀의 선험주의적 논리주의와 비트겐슈타인의 회의론적 유명론을 동시에 비판하면서, 구조-구성주의 인식론 및 이것의 교육학적 함의를 (...) 도출하는 것이다. 본고의 최종 결론은 이것이다. 논리적 법칙 또는 공리들은 초인적인 논리학자의 선험적인 직관에 의해서 구성된 것도 아니고, 유명론적 입장의 순수 기호게임으로 환원되는 것도 아니라, 정신 발달과 함께 발달되는 주체와 대상의 상호작용의 결과물, 즉 조작적 구조들의 형식화에 근거한다. 따라서 논리학적 개념들뿐만 아니라, 모든 일반적인 개념을 교육할 때, 교사는 실체와 술어, 개념과 판단, 판단과 추론 사이에 성립되는 미시적 상호의존성과 순환성뿐만 아니라, 이들 전체들 사이에 성립하는 거시적 상호의 존성과 순환성을 동시에 고려해야 한다. (shrink)

Foreign Language Enjoyment, as the most prevalent positive emotion predicting L2 learners' academic performance and well-being, and a critical factor contributing to the creation of positive micro-institutions, has received remarkable scholarly attention across the globe in the past eight years. Despite the fact that FLE is the most extensively investigated positive emotion and extant research has yielded rich and invaluable findings, it is far from being adequately studied, leaving vast lacunas to be explored. Therefore, this conceptual review article is written (...) to familiarize language education researchers, practitioners, instructors, and learners with the current status of FLE research and its potential applications in L2 education, and suggest potential avenues for future research. To this aim, by making a diachronical and synchronical delineation of extant literature with regard to the conceptualization and theorization of FLE, and the methodology of FLE research, we argue that it is incumbent on researchers to make a new line of enquiry into the actualization of the ascertained affordances of FLE and its transmission in the microsystem of the classroom. Subsequently, by drawing on the broaden-and-build theory and the control-value theory, we highlight the significance of conducting FLE research with theoretical triangulation and methodological diversity to validate the data and minimum bias. Next, while highlighting the critical role of FLE in L2 education, we suggest some pedagogical implications with the hope of enlightening the practice of key stakeholders such as instructors, teacher educators, and teacher recruiters. In the end, the limitations of existing literature are explicated, and avenues for future studies on FLE in L2 education domain are put forward for interested researchers. (shrink)

The point of departure of this article is that hospitality in education has not been theorized in terms of emotion and affect, partly because its law have been discussed in ways that have not paid much attention to the role of emotion and affect. The analysis broadens our understanding of the ethics and politics of hospitality by considering it as a spatial and affective relational practice. In particular, concepts from affect theory such as the notion of affective atmospheres and atmospheric (...) walls are discussed to highlight the notion of affective hospitality. It is argued that a greater awareness of the micro-politics of hospitality in its everyday enactment in various educational settings can show educators how specific practices of hospitality work to produce affective spaces in which the socio-historical context of privilege may be interrupted. The paper concludes with a discussion of the ethical, political and pedagogical implications of affective hospitality. (shrink)

Moral exemplar studies of computer and engineering professionals have led ethics teachers to expand their pedagogical aims beyond moral reasoning to include the skills of moral expertise. This paper frames this expanded moral curriculum in a psychologically informed virtue ethics. Moral psychology provides a description of character distributed across personality traits, integration of moral value into the self system, and moral skill sets. All of these elements play out on the stage of a social surround called a moral ecology. (...) Expanding the practical and professional curriculum to cover the skills and competencies of moral expertise converts the classroom into a laboratory where students practice moral expertise under the guidance of their teachers. The good news is that this expanded pedagogical approach can be realized without revolutionizing existing methods of teaching ethics. What is required, instead, is a redeployment of existing pedagogical tools such as cases, professional codes, decision-making frameworks, and ethics tests. This essay begins with a summary of virtue ethics and informs this with recent research in moral psychology. After identifying pedagogical means for teaching ethics, it shows how these can be redeployed to meet a broader, skills based agenda. Finally, short module profiles offer concrete examples of the shape this redeployed pedagogical agenda would take in the practical and professional ethics classroom. (shrink)

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 (...) Confronter. Notably, each of these subject positions was underscored by a prevalent discourse of teachers working as a Guide on the Side. These findings suggest that social studies teachers’ pedagogical imaginings of engaging students with social media content and in the analysis of current social and political movements for justice are significantly informed by dominant discourses of teacher “neutrality.”. (shrink)

This paper focuses on the intersections between Jacques Derrida’s thinking of teletechnology, virtualisation, mondialisation and the role that education and the ‘university to come’ can play in coping with the changing landscapes of our increasingly digitised world. This analysis also addresses what I call the pragmatist critique of Derrida, which accuses deconstruction of being incapable of offering any prescriptive norms for how we can actually achieve systemic political change and what those changes should look like beyond a vague or unrealistic (...) utopian hope for an undefinable, unanticipatable ‘event’ to come. I argue, in contrast, that Derrida’s thinking on teletechnology provides one of many examples of the practical implications of deconstruction and can help explain Derrida’s account of how the politico-economic outside functions and conditions the university. Moreover, I explain Derrida’s argument that the ‘how’ of interrupting or breaking the vicious cycle of technoeconomic power structures cannot be solved by a mere list of preprogramed objectives and thus must necessarily be left open to uncertainty, further determination and the possibility of the unknown. At the same time, however, this resistance to preprogramed objectives does not entail an outright rejection of political resistance or education about the power structures at work within various domains of life. (shrink)

In traditional Chinese philosophy, silence occupies a pivotal position by not being merely treated as the absence of speech, but also as the transcendence of it. Silence in early Confuciani...

Digital change is one of the most critical factors influencing social change in most societies. The Digital Evaluation Index 2017 (Chakravorti & Chaturvedi, 2017) showed based on 60 national economies that almost no digitally indifferent societies exist anymore. However, different speeds of development and, above all, different attitudes towards the challenges and opportunities of digitization can be observed. Primarily industrially, highly developed nations are also digitally highly developed. However, a "trust deficit" is prevalent in those nations as well; that is, (...) there is a rather reserved attitude on the side of policymakers and the population towards digital development. This "trust deficit" points to a changing attitude towards media and thus towards social change as a whole. According to the mediatization theory (Krotz, 2009), "digitization" can be understood as a factor of social change brought about by media-technical progress. This media-driven change is pedagogically and ethically relevant. Digitization does not only influence the ways we engage with one another (online vs. offline) but, more importantly, seems to influence the attitudes and feelings we have towards engaging with one another and also the attitudes and feelings towards how we engage with one another. Phenomena like cyberbullying, hate speech, digital addiction are examples of behaviors that are (seemingly) made possible through digitization. These negative examples might be considered to show the downsides of digitization, though, at the same time, the way these examples are portrayed generates a fear-based attitude around digitization that contributes to the "trust deficit." German teachers – as several international studies, especially the ICILS studies (cf. Fraillon et al. 2014; Fraillon et al. 2019), have shown – are rather critical and restorative media users. Research shows that ethically sound knowledge and easy use tools for reviewing and normatively evaluating media offerings and practices can have a positive impact on educational institutions (Marci-Boehncke & Vogel 2018). The interdisciplinary German research project DigitalDialog21 aims to contribute to a comprehensive evaluation of current and future technologies, practices, and ways of thinking of digital change. The task of an ethical reconstruction of the "trust deficit" is to make the attitudes of the population accessible and processable via a digital assessment of ethics (Rath, 2003). This task will set the theoretical framework for comprehensive digital literacy. One pedagogical goal of the project is to develop practical tools that help to arrive at a concrete, well-founded evaluation of digital offers at the individual level. (shrink)

This article draws from the work of scholars in Critical Whiteness Studies to provide a nuanced analysis of ‘white shame’ in anti-racist education. In particular, it is argued that antiracist politics and pedagogy can be enriched by recognizing the affective and political complexities emerging from white shame and shaming. The purpose is to suggest that white shame has different manifestations depending on context and subject/group, and that those manifestations are related to feelings about white privilege, white ignorance, white fragility, and (...) white complicity. The author uses examples of white shame to discuss the pedagogical principles that inform the development of strategies for anti-racist education, emphasizing how educators can capitalize on teachable racial moments in the classroom that: move beyond white students’ tendency to default to shame; and, move beyond white students’ affective investments to racial inequality, while critically equipping white students to explore responsible ways of inhabiting their whiteness. (shrink)

This publication is an article 2, expanding on the topic, outlined in article 1, published earlier in “Philosophical thoughts” (1019, No. 1). The author considers the constitutional prerequisites of the anthropological anti-Utopia of the Third Reich, the main principles of which were deduced from the folk-political and folk-cultural versions of the German philosophical anthropology completed with ideological statements of the industrialism. The functional potential of the human ideals is regarded. These ideals are canonized in the ideology of the national-socialism with (...) the symbolic representation as Leader, Worker and Soldier as practical persons are conceptualized as antipodes, which in the further myth creations of the national-socialism are concretized and became the features of heroes. The idea and realities of the folk educational state are analyzed including the chronological and topological characteristics of this anti-utopia with the practically unrestricted life-time and the dialectic of the European idea with paradox prescribing to it the Nordic origin. The significance of sacral meaning of the Third Reich is clarified in the categorical schemes of the political romantic. The consequences of intentional primitivism of the world view culture of the youth are detected in the landscapes of the anthropological anti-utopia with the transforming of the normal student into “the political soldier” and recognition of the masculine community as a structuring model of society. The anti-human intentionality of biological reduction of the new world view, which is founded on the myth of the origin and the race theory, is unveiled as a distinction between a “worse” and “non- worse” life what makes this anti-utopia a repressive one and legitimates the crime practices of the re-education and liquidation. (shrink)

This contribution is derived from a more extensive 2018 PhD study in which the contested nature of the discourses on reconciliation is explored. It provides a conceptual analysis of how reconciliation is understood in the Kairos Document. Regarded as an outstanding example of a theological response to the problem of apartheid, what is often overlooked is the tension implicit in its approach which, in turn, has serious implications for how matters of social justice are understood and acted upon. Here, (...) the need for political, economic and cultural liberation is emphasised. It is assumed that social justice can only follow upon liberation, and that reconciliation is only possible on the basis of following justice. In this contribution, I contend that those who take this approach are confronted with the danger of self-secularisation, of reducing the Christian confession to nothing more than an example of religious affiliation that may be tolerated as long as its particular claims are not foregrounded. The obvious danger, as may be the case with the Kairos Document, is one of being socially relevant without having anything distinct to offer. This, in turn, has serious implications for how its history and significance are approached pedagogically. (shrink)

We examine the emergence of the ‘postfeminist’ sensibility from feminist theory and praxis, and its relation and relevance to education. Analytical frameworks such as postfeminism and intersectionality have given equal weight to recognition-based struggles, such as those based on sexual, racial, class-based, gender-related identities. We follow Nancy Fraser’s argument that these identity-based movements have been co-opted by neoliberal politicians and bureaucratic policy-makers, and become a divide and rule strategy, neglecting the subjugating power of capital. Beginning with third-wave feminism’s emphasis on (...) individual identity, women’s struggles have been become a part of the greater parisitic neoliberal project. We consider the implications of this docile and domesticated feminism for the education of women. (shrink)

This essay considers the ethical implications of engaging in a pedagogy of discomfort, using as a point of departure Butler's reflections on ethical violence and norms. The author shows how this attempt is full of tensions that cannot, if ever, be easily resolved. To address these tensions, the author first offers a brief overview of the notion of pedagogy of discomfort and discusses its relevance with Foucault's idea of ‘ethic of discomfort’ and the promise of ‘safe classroom.’ Then, he (...) focuses on Butler's account of ethical violence and norms to show how the subject's constitution and regulation are inextricably linked to violence in several ways. In the final part of the paper, the author turns more specifically to the ways in which a pedagogy of discomfort might entail ethical violence, suggesting how the turn to a nonviolent ethics might become possible or whether the ethical resonances of that challenge will always entail a degree of ambivalence. (shrink)

This chapter discusses Guattari's ecosophy, placing his work within the extant literature on environmental education and science and technology studies; defining key terms and examining ecosophy as a philosophy radical and encompassing enough to make intelligible the dynamic connections between various fields of existence. It then offers a ‘reading’ of two different pedagogical strategies that have achieved a wide following in the last few decades: direct instruction, and critical pedagogy. Reading these pedagogies through ecosophy allows us to name more (...) fully the troubling assumptions and lacunae of these pedagogical strategies. The chapter also explores connections between individuals, communities, practices, and the nonhuman (material) world. Finally, the chapter argues not only that education is a matter of connection to people and communities, but also that education involves an exploration and reimagining of our connections to things, processes, and living systems. (shrink)

Guattari's ecosophy has implications for many types of pedagogy practiced in the school. While Guattari never explicitly advocated the educational use of ecosophy, I explore in this article how it can be used as a lens to ‘read’ pedagogy in nuanced ways, highlighting oppressive premises and practices. I first discuss Guattari's ecosophy, defining key terms and advocating ecosophy as a philosophy that calls attention to the interactions and ‘parts’ of assemblages of existence—a philosophy radical and encompassing enough to make (...) intelligible the dynamic connections between various fields of existence, trajectories into the new, and trajectories more destructive in nature. I then offer a ‘reading’ of two different pedagogical strategies that have achieved a wide following in the last few decades: direct instruction, and critical pedagogy. Reading these pedagogies through ecosophy allows us to name more fully the troubling assumptions and lacunae to be found within them. (shrink)

This paper attempts to reinterpret asylum theory (1954) propounded by Ortwin Henssler (1923–2017) as a free-space theory of education, as a way of grasping the problematic nature of ‘pedagogical protection.’ The theoretical potential of Henssler’s thought has been more appreciated, accepted, and developed in Japan than in his native Germany. First, I outline Henssler’s theory of asylum and show how his theory has been received and developed in Japan, especially in the fields of historical researches. Secondly, I discuss the (...) possibility of reading Henssler’s thought of asylum as a theory of ‘pedagogical protection.’ Thirdly, I consider whether it is possible to interpret ‘free space’ in education based on the model of asylum. Finally, I delineate some prospects for and challenges involved in connecting the theory of asylum to the theory of education. (shrink)

On taking power the coalition government embarked on what many commentators believe is a radical programme of public policy reform. Under Michael Gove, education policy has become totemic to those arguing that Britain?s classrooms are mired in academic mediocrity and behavioural failure. One policy response by the government has been to propose fast-tracking ex-armed services personnel into schools in England as teachers, especially in inner-city areas. This paper examines the educational and pedagogical merits of this proposal and the underlying (...) beliefs that underpin it. Based on a critical evaluation of the literature, it argues that rather than representing a genuinely radical and innovative attempt to tackle educational underachievement, the Troops to Teachers initiative is deeply reactionary. One, based on discredited pedagogical philosophies which fail to address what the educational community believes a ?good? education is, devalues teaching as a profession and ignores the socio-economic factors that primarily determine academic performance. (shrink)

This paper is a conceptual analysis in methodology. The purpose it fulfils is that of analysing the critical and dialogic pedagogy of Paulo Freire, to arrive at implications of Freire’s philosophy...

Dialectics of Pedagogy: Implications of Paulo Freire's Philosophy of Transformative Education.

The present study assessed the language teachers' pedagogical beliefs and orientations in integrating technology in the online classroom and its effect on students' motivation and engagement. It utilized a cross-sectional correlational research survey. The study respondents were the randomly sampled 205 language teachers (μ= 437, n= 205) and 317 language students (μ= 1800, n= 317) of select higher educational institutions in the Philippines. The study results revealed that respondents hold positive pedagogical beliefs and orientations using technology-based teaching in (...) their language classroom. Test of difference showed that female teachers manifested a firmer belief in student-centered online language teaching than their male counterparts. However, the utilization and attitude towards technology in the language classroom is favorably associated with the male teachers. As to students' level of language learning motivation and engagement, it was found out that male and female students have high level of language learning engagement. Further, the test of relationship showed that the higher the teachers' belief in utilizing student-centered teaching to integrate technology in the language classroom, the higher the students are motivated and engaged in learning. In like manner, it was also revealed that teacher-centered belief is negatively correlated to student’s motivation and engagement in online language learning. In this regard, the pedagogical assumptions that hold EFL teachers positively to integrate technology in the language classroom. This study generally offers implications for enhancing language teacher's digital literacy to promote motivating, fruitful, and engaging language lessons for 21ts century learning. (shrink)

The Routledge Classic Edition of Daniels’ influential 2001 text _Vygotsky and Pedagogy_ explores the growing interest in Vygotsky and the pedagogic implications of the body of work that is developing under the influence of his theories. With a new preface from Harry Daniels this book explores the growing interest in Vygotsky and the pedagogic implications of the body of work that is developing under the influence of his theories. It provides an overview of the ways in which the (...) original writing has been extended and identifies areas for future development. The author considers how these developments are creating new and important possibilities for the practices of teaching and learning in school and beyond, and illustrates how Vygotskian theory can be applied in the classroom. The book is intended for students and academics in education and the social sciences and will be of interest to all those who wish to develop an analysis of pedagogic practice within and beyond the field of education. (shrink)

This essay begins with the premise that Italo Calvino’s Memos serve as a fundamentally educational proposition. Each of his lectures can be regarded as a substantive proposal, encouraging a revaluation of our contemporary world through unconventional forms of knowledge, especially considering the challenges posed by the new millennium. The essay’s central objective is to further the intellectual movement initiated by Calvino, but with a specific focus on theorizing education. It aims not to simply apply Calvino’s principles and insights to education (...) or provide a pedagogical analysis but rather to actively engage with them, fostering educational-philosophical reflections centred around the concept of “lightness”, as identified by the Italian writer. Key questions emerge from this exploration: How can “lightness” be considered an educational quality? Can it serve as a valuable guide for navigating the complexities of contemporary education? Can the notion of “lightness” inspire the creation of new pedagogical languages that resist the instrumentalizing tendencies in education? The essay proceeds to elucidate Calvino’s primary theses on “lightness” while also examining the potential for a productive dialogue between Calvino and Richard Rorty’s ideas on irony, both in public and private dimensions. It illustrates how ironic practices, such as sarcasm, satire, and wit, conveyed through artistic expressions, can embody the essence of “lightness” that Calvino encourages. Ultimately, the essay concludes by reflecting on the pedagogical implications of embracing “lightness” in education, particularly in the affirmative/post-critical and Arendtian sense, as a means of bequeathing a world that genuinely belongs to future generations. (shrink)

Pedagogical Peculiarities: Conversations at the edge of university teaching and learning explores the peculiarities characterising university teaching cultures through a consideration of the implications, tensions and impacts associated with academic development in higher education. This is achieved through a series of deliberative dialogues, involving experts in pedagogy and academics working within specific disciplinary and institutional contexts. The chapters provide an important and currently missing critique of the peculiarity of teaching practice and the idealisation of teaching excellence in higher (...) education. As a result, the volume's major contribution lies in the advancement of a unique discourse of pedagogy in higher education, comprised of multiple contexts. Ultimately Pedagogical Peculiarity's distinctiveness lies in its articulation of different pedagogical identities. These emanate from, and are characterized by different teaching and learning environments, across different institutions and sectors. This, in turn, serves to illuminate the current contexts and challenges across higher education as they relate and respond to ideology, values, policy and changes in the organization of the sector. In essence, Pedagogical Peculiarities explores what it means to be a contemporary academic. (shrink)

Punk Pedagogies: Music, Culture and Learning brings together a collection of international authors to explore the possibilities, practices and implications that emerge from the union of punk and pedagogy. The punk ethos--a notoriously evasive and multifaceted beast--offers unique applications in music education and beyond, and this volume presents a breadth of interdisciplinary perspectives to challenge current thinking on how, why and where the subculture influences teaching and learning. As (punk) educators and artists, contributing authors grapple with punk's historicity, its (...) pervasiveness, its (dis)functionality and its messiness, making Punk Pedagogies relevant and motivating to both instructors and students with proven pedagogical practices. (shrink)

본 연구는 “교육학적 추론을 위한 베이지언 모델”의 형식적 타당성 및 이 모델이 갖는 교육학적 함의와 인식론적 함의에 대해 비판적으로 검토한다.BR 베이즈주의 학습이론가들에 따르면, 교육학적 목표를 가장 잘 성취하기 위해서는 “정확한 가설”(h)에 대한 학습자의 믿음을 최대화하는 “데이터”(d)를 교사가 선택해야 한다. 달리 말하면, 학생이 추측하는 문제의 가설(개념)이 교사가 목표로 하는 바로 그 가설(개념)에 최대로 가까워지게 하는 예시를 교사가 학생에게 제공해야 한다. 이를 위해서는 교사가 생산하는 “데이터의 분포”(p teacher (d｜h))가 “가설(h)에 대한 학습자의 사후 믿음”(p learner (h｜d))을 최대화하는 데이터들을 중심으로 균등하게 분포되어야 할 것이다. (...) 학생은 처음부터 문제의 개념을 소유하고 있지 않다. 학생은 교사가 제공하는 예시를 통해서 비로소 개념을 구성해야 하는 위치에 있다. 이를 위해서 우선 교사는 학생의 인지 상태를 알고 있어야 한다. 즉 학생이 어떤 데이터를 접하게 될 때, 어떤 개념을 상상할 것이라고 교사는 예측해야 한다. 결국 교사는 “p teacher (d｜h)” 와 “p learner (h｜d)”, 양자 모두를 알아야 한다. 이러한 맥락에서 교사가 활용할 수 있는 모델이 아래와 같은 방정식이다.BR 이것이 베이지언 학습이론가들이 지지하는 “교육학적 추론 모델”이다. 그들에 따르면, 이 방정식의 해는 문제의 개념(가설)을 가장 잘 전달하게 할 예시 선택을 가능하게 하는 대안이다. 그런데 이 모델이 구체적 교육 현장에서 어떻게 적용될 수 있는가를 보기 위해서, 또한 이 모델이 가지는 논리-형식적 타당성 및 교육-인식론적 함의를 이해하기 위해서, 필자는 베이지언 이론가들이 제시하는 많은 예시들 중에서 가장 단순한 예시인 “선 게임 이론”(theory of line game)을 분석하고자 한다.BR. (shrink)

First and foremost, this paper concerns the combination of classical propositional logic with a relevant implication. The proposed combination is simple and transparent from a proof theoretic point of view and at the same time extremely useful for relating formal logic to natural language sentences. A specific system will be presented and studied, also from a semantic point of view. The last sections of the paper contain more general considerations on combining classical propositional logic with a relevant logic that has (...) all classical theorems as theorems. (shrink)

A crucial component of any education, dialogue is viewed by many social justice educators as their primary means towards rectifying social inequalities. Yet the extent to which the particular educational practices they recommend meet the needs or interests of their students who face systemic disadvantage remains unclear. This essay examines claims for and against dialogical pedagogy for increasing social justice. While conceding that dialogue is necessary for developing praxis as a student and participant in society, the essay argues that the (...) prescriptive tone of some educators committed to social justice undermines their capacity for dealing concretely with the needs and interests of those they intend to better serve. The conclusion is drawn that educators committed to increasing equality must develop pedagogical attitudes informed by various educational implications of structural injustice as well as by the specific contexts in which they serve as teachers of both particular skills and content. (shrink)

Schools—their curriculum and pedagogy—assume the middle-class child as the norm, effectively rendering other childhoods and life-worlds as being deficient. Shifting away from this assumption, and acknowledging diversity, is usually understood as requiring an ‘attitudinal’ shift on the part of teachers. Teachers are usually held ‘guilty’ of having negative attitudes towards children of the poor. Explanations for the pedagogy generally then refer to these attitudes, and ‘corrective action’ then attends to an attitudinal change. The idea of ‘multiple childhoods’ is gaining influence (...) in the teacher education curricula as providing an alternative normative framework that can enable teachers to work with, and retain, diversity. Some recent research into the manifestation of ‘difference’ in the primary school classroom indicates that differences are experienced by teachers as learning difficulty issues that need a curricular and pedagogic response. The child’s home culture, home support for schooling and home socialization seem to enter into the pedagogy in more ways than can be addressed by changing the ‘teachers’ attitudes’. ‘Educability’ is a central concept for teachers who engage with and try to address the learning requirements of children, particularly those from underprivileged backgrounds. Four studies on teachers’ experiences of ‘difference’ are drawn upon to engage with and to evolve an understanding of the specific implications of for pedagogy and educational aims. (shrink)

Spiritual pedagogy (SP) as a new educational theory aims to apply cultural and spiritual values in classroom practices. It has been the focus of research in different fields such as counselling, management, and science in the past decades. However, its application in second/foreign language research and practice has been widely overlooked by L2 researchers, to date. To fill this gap, the present study made an effort to provide a theoretical analysis of the conceptualizations, scientific background, benefits, and practical techniques to (...) implement SP in the context of L2 education. In so doing, this paper suggests a number of practices through which SP can be integrated into L2 education among which positive psychology (PP) was more highlighted. Additionally, some practical implications were provided for EFL teachers, teacher trainers, students, curriculum designers, and researchers to enhance their knowledge of spirituality and education. In the end, different suggestions for future research were presented to move this research domain forward. (shrink)

There is proposed the analysis of conceptual foundations in researching of Poles’ national character on materials of Julian Leopold Ochorowicz (1850-1917) scientific heritage connected with philosophical and pedagogical implications of his ideas. Ochorowicz’s contribution to interdisciplinary approach on Poles’ national character is emphasizing. The heuristically potential of this approach is explicated using reconstruction and systemizing of his views, which had played a significant role in determining intentionality in discussions on the matter «What philosophy do Poles need?” for the (...) successful self-statement in their national being. Critically evaluating of this experience there is combined with verifying of his theoretical assumptions that should be actual also in Ukrainian social and cultural contexts. Ochorowicz belongs to the group of outstanding Polish scholars with wide scientific interests and original achievements. This article presents his research on history perceived as a collective psychological process. In Poland, Ochorowicz should be regarded as a precursor of psychohistory. An important role in his conception is played by the theory of the so-called residual symptoms, on the basis of which he developed the concept of Poles’ national character with its educational implications. The question about the rudiments of our national character sharpens in border situations, in which those traits, previously presented in a declarative form, are verified. The strength of a nation is encoded in the irreal sphere, i.e. in the sphere of values around which people group themselves. (shrink)

Performed not only within the interdisciplinary field of gender studies, feminist pedagogy since the 1980s has drawn attention to the significance of power differentials (gender, race, class, etc.), one’s location, and diversity of personal experience as crucial factors weaved into the practices of teaching, education, and knowledge production in general. Contemporary feminist theory has put a special emphasis on the redefinition of matter as agential, non-inert, and always already entangled with meaning1 on the one hand, and on the importance of (...) doing away with the central position of the human subject while simultaneously focusing on the relations between human and nonhuman (both organic and inorganic), on the other. This repudiation of anthropocentrism constitutes one of the main premises of feminist posthumanism, where the emergence of subjects and objects is always already intertwined with meaning and knowledge production as well as their ethical implications.3 In this regard, it is worth asking what potentials may arise through thinking the course of life (implied in the idea of currere), the subject of which is not only nonhuman, but also forms the imploded knot of the living and non-living. Despite a great volume of feminist scholarship dealing with the question of non-anthropocentric ethics and the nonhuman, one may still be tempted to ask how all of this theorizing matters for nonhumans who are also “big like us” (Hird, 2009, p. 21); how it may affect the situation of actual nonhuman animals, the lives of whom, more often than not, appear today as “bare life” in the Agambenian sense? The inquiry is neither new nor easy to respond to. (shrink)

This article is an attempt to understand ethical theory not just as a set of well-developed philosophical perspectives but as a range of moral capacities that human beings more or less grow into over the course of their lives. To this end, we explore the connection between formal ethical theories and stage developmental psychologies, showing how individuals mature morally, regarding their duties, responsibilities, ideals, goals, values, and interests. The primary method is to extract from the writings of Kohlberg and his (...) students the cues that help to flesh out a developmental picture of a wide range of ethical perspectives. Thus, developmental psychology benefits from gaining a broader understanding of “morality” and “ethics,” and ethical theory benefits from a richer understanding of how moral maturity arises from youthful beginnings in juvenile and adolescent thinking. Results of this study offer insight into the difficulty of teaching ethics and a refined ability to assess moral maturity in business activity. (shrink)

In the context of the increasingly transnational organization of society, culture, and communication, this article develops a conceptualization of the global common as a basic condition of interrelation and shared experience, and describes contemporary political efforts to fully democratize this condition. The article demonstrates the implications for curriculum and teaching of this project, describing in particular the importance of fundamentally challenging the interpellation of students as subjects of the nation, and the necessity for new and radically collaborative forms of (...) political and pedagogical authority that can more powerfully realize the imaginative potential of educators and students alike as global democratic actors. In this effort, familiar progressive educational ideas (e.g. the importance of the continuity of the curriculum, and the meaning and purpose of experimentalism) are interrogated and rearticulated. The article concludes with a discussion of the unique ways in which education can contribute to constructing a democratic society in the global era, and how the central aspects of such a pedagogy in common can also suggest essential principles for the organization of social movements in this context. (shrink)

This essay reconceptualizes fanaticism as an activity that does not rely on the condemnation of ‘fanatical’ acts as a priori ‘irrational.’ Rather, it theorizes fanaticism as a method of ethical and political critique against a regime of representation. It also argues that it is crucial to understand fanaticism through an approach that does not set up a dichotomy between affect and reason, disavowing the ‘irrational’ behavior of fanatics. Drawing on affect theory and particularly the entanglement of feeling-thinking, this paper emphasizes (...) that fanaticism is better understood within a framework that takes seriously the role of affects. Such a conceptual framework has important pedagogical implications for how to address fanaticism in education. This essay suggests that it is crucial to invent pedagogical strategies that are rooted in a reconceptualized notion of fanaticism that pays attention to its ethical, political and affective dimensions. (shrink)

Discoveries in social psychology pose important questions for philosophical pedagogy. For example, social psychologists have identified several error-producing biases that are commonly impediments to critical thinking. Recent evidence suggests that the most effective way of improving students’ critical thinking is to address these biases explicitly and metacognitively. Biases that produce errors in thinking are not the only psychological features relevant to philosophical pedagogy. Additionally, experimental philosophers have applied the methods of social psychology to uncover various influences on philosophical intuitions. This (...) research may naturally lead an instructor to wonder if research in experimental philosophy ought to change our teaching methods. We argue that the discoveries of experimental philosophy need not change pedagogies that use a Socratic methodology. We provide paradigmatic examples of pedagogical techniques that justify different approaches that include the insights of social psychology and meet generally accepted outcomes for introductory philosophy courses. (shrink)

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

This article discusses the idea of intra-generational education. Drawing on Braidotti’s nomadic subject and Barad’s conception of agency, we consider what intra-generational education might look like ontologically, in the light of critical posthumanism, in terms of natureculture world, nomadism and a vibrant indeterminacy of knowing subjects. In order to explore the idea of intra-generationalism and its pedagogical implications, we introduce four concepts: homelessness, agelessness, playfulness and wakefulness. These may appear improbable in the context of education policy-making today, but (...) they are born of theorising our practices in the age-transgressive field of Philosophy with Children. We argue that these concepts help to reconfigure intra-generational relations, ways of being and becoming. They express the longing, corporeality and visionary epistemology of nomadic enquiry. These inventions express a non-hierarchical philosophy of immanence. We draw some tentative conclusions about educational practices more generally. (shrink)

This essay is a discussion of effective teaching in the science‐and‐religion classroom. I begin by introducing Alfred North Whitehead's three stages of learning—romance, discipline, and generalization—and consider their implications for powerful pedagogy in science and religion. Following Whitehead's three principles, I develop a number of additional heuristics that deal with active, visual, narrative, cooperative, and dialogical learning styles. Finally, I present twelve guidelines for how to use e‐mail and class‐based listserves to achieve some of these outcomes.

This paper investigates the unique educational relevancy of Walter Benjamin’s radio broadcasts. While much has been written about Benjamin’s approach to both children’s literature and children’s theatre, his own pedagogical practice as a radio pedagogue remains largely marginalized in these discussions. In order to address this gap in the literature, I focus on the implications of shifting from the largely visual world of children to the auditory world of radio. Through a careful reading of the radio scripts, I (...) argue that a perceptual alteration unique to the sonic medium of radio jumpstarts historical thinking in children. The following pedagogical principles which I extract from the radio broadcasts support and enhance this mode of historical materialist education. In conclusion, the article argues for the ongoing relevancy of Benjamin for thinking through the pedagogical implications of new information technologies within a postmodern era such as podcasts. (shrink)

This paper assesses teachers’ and students’ self-perception as global citizens in the context of Alfred North Whitehead Process Philosophy. The aim of the paper is to identify the potential for global citizenship within pedagogy and learning. One hundred students and 50 teachers from Peaceland College of Education, Enugu, in Nigeria, were selected systematically and examined on their belief that an action in situ could pose global consequences or benefits. Respondents were also assessed on other dimensions of globalization. Results showed that (...) although more teachers believed themselves to be global citizens, there was little tendency to stimulate students in this regard. Students conversely exhibited their potential for global citizenship by listening more to foreign media than their teachers. For students, however, knowledge of current affairs and interaction with foreigners were significant determinants of self-perception as global citizens; for teachers, it was the motivation to teach and the level of education. The study concludes that adopting process philosophy in schools has much promise for skills, values, attitudes and dispositions needed to live in a global society. (shrink)