This paper focuses on learning that takes place outside formal classrooms within groups or teams. Based on the conceptual framework of informal learning, adult learning and lifelong learning, it investigates how two contrasting groups of adult learners in Vietnam, Mekong doctors and Hanoi hairdressers, learn, interact, and collaborate through their informal learning experiences in the workplace. These are two ‘co-present groups’ or two ‘complex systems’. For Vietnamese learners, the challenges of Confucian heritage culture, or the lack of (...) awareness of cultural differences, created obstacles to collaboration and participation. The contribution to this Special Issue argues that co-present group learning applies well to non-Western Confucius-based cultures and other countries with similar values, despite this lack of awareness of cultural differences. (shrink)

The 4.0 industrial revolution, driven by advancements in artificial intelligence, demands that people innovate their thinking, acquire new experiences, and adapt to emerging professions. Consequently, countries are actively reforming their education systems to cultivate creative capacities and foster adaptability to innovation. Educational programs must provide learners with new professional experiences and ensure equal access to education. John Dewey articulated these principles in his educational philosophy. Today, Dewey’s philosophy and pragmatism continue to influence global education profoundly. However, the international context (...) requires countries to develop educational philosophies aligned with worldwide educational goals. This article employs the dialectical materialist method, incorporating comprehensive and historical principles, to argue that education should focus on learners’ experiences and foster democratic education. The study emphasizes Dewey’s focus on practical applications, student engagement, and social responsibility as vital for educational reform. In Vietnam, educational reform based on Dewey’s principles is essential for improving educational quality, meeting labor market demands, and promoting well-rounded individuals who can contribute to socioeconomic progress. The study suggests that integrating Dewey’s educational philosophy can significantly enhance Vietnam’s efforts to modernize its education system and address contemporary needs. (shrink)

In the current study, the orthographic knowledge required for writing Chinese characters was assessed among participants with L1 Vietnamese background who learn Chinese as a foreign language. A total of 42 undergraduates were recruited. They were invited to participate in a delayed Chinese character copying task consisting of 32 characters. Their Chinese character reading abilities were also obtained using a character naming task. All the tests were conducted online during the pandemic in 2021. Results indicated that the participants’ accuracy (...) in the copying task was affected by the familiarity of the characters and the number of strokes of the characters. These effects minimized as reading performance increased. In the inter-stroke interval analysis, results indicated a significant boundary effect where ISIs between orthographic units were longer than ISIs within orthographic units, showing the participants’ tendency to chunk Chinese characters into functional units when they write. Only high achievers in the reading task demonstrated the use of both large and small grain-size units in writing, while the low achievers only used small grain-size units in their writing. We suggest that the delayed copying task incorporated with handwriting measures is an effective method to assess orthographic knowledge of L2 Chinese learners. (shrink)

Educational philosophy helps to orient the educational development process of each country and develop the capacity of each individual in society. In the educational history of each country, there is always a process of preserving and transferring social heritages. The educational system prepares the next generation to enter society and imparts ideas, values, and beliefs that will shape young people’s thinking and behavior for the rest of their lives. Therefore, this article wishes to clearly and vividly clarify the importance of (...) studying Pragmatism’s educational philosophy to realize its present influence. At the same time, it is crucial to deeply understand the educational process of Pragmatism to derive meaning and clarify the primary function of educating Vietnamese people in the context of current global integration. The article uses the materialist dialectic method with broad and specific historical principles to evaluate Vietnamese education with opportunities and challenges in the current integration process by studying Pragmatism’s philosophical education. The article found that the theory of education by Pragmatism clarifies the role of social educational institutions – schools in the educational process. In parallel, it is a teacher with educational methods and programs that are the basis for educating learners to become comprehensive citizens in the future. And students are the goal and the product that the educational philosophy needs to implement. Research results, the article clarifies the need to develop an educational philosophy for Vietnamese people to build comprehensively in the socialist orientation in the current globalization context. (shrink)

In Vague Language, Elasticity Theory and the Use of 'Some', Nguyet Nhu Le and Grace Qiao Zhang present the first comprehensive study of the word 'some', focusing on its elasticity. In particular, they consider how 'some' is both a quantifier and a qualifier, has positive or negative meanings, and has local and global interpretations. They show that the word is used across a meaning continuum and can be used to convey a range of states, including approximation, uncertainty, politeness, and evasion. (...) Finally, they demonstrate that the functions of 'some' are also multi-directional and non-categorical, consisting of four major functions (right amount of information, mitigation, withholding information, and discourse management). Based on naturally-occurring classroom data of L1 (American English) and L2 (Chinese- and Vietnamese-speaking learners of English) speakers, Vague Language shows that L2 speakers used 'some' more than L1 speakers and explores the significance of this, particularly taking account of speakers' language ability and cultural backgrounds. While this book focuses on the single word 'some', the authors' discussion has important implications for language studies more generally, as they call for a rethinking of our approaches to language study and more attention to its elasticity. (shrink)

In the first of these prospective representations, I am using a sort of hollowedout upright box in the turnstile that represents belief ; below I will use a filled-in upright box to represent knowledge. I suspect that the second way I am imagining writing it - by putting the content believed in a thinly framed box (knowledge by contrast having something more, a heavy frame) - would have some advantages – for example when we consider some of the other phenomena (...) we might want to find latent in this material, e.g. action, acting together. It is a defect of all of the whole setup that the representation of atomic unembedded knowledge attributions does not bring out the fact that the one who makes them is committed to the proposition, i.e., that knowledge is ‘factive’. (shrink)

Aims and Scope -/- The Vietnamese Social Sciences and Humanities at a Fork in the Road, utilizing an object-oriented structured database on the productivity of Vietnamese researchers, seeks to provide a comprehensive overview of the development of Social Sciences and Humanities in Vietnam from 2008 to 2018. -/- Quan-Hoang Vuong (Ph.D., Université Libre de Bruxelles) is the director of Centre for Interdisciplinary Social Research, Phenikaa University in Hanoi, Vietnam. He is chairman of the Vietnam chapter of the European (...) Association of Science Editors and serves in the NAFOSTED Scientific Council on Basic Research in the Social Sciences and Humanities (2019-2021). Dr. Vuong has published more than 120 academic articles, and book chapters in about 50 refereed journals and books by such publishers as Elsevier, Inderscience, Nature Publishing Group, Springer, Praeger, Wiley, World Scientific, etc. -/- Trung Tran is an Associate Professor of Mathematics Education and works at Vietnam Academy for Ethnic Minorities. He is a member of the Vietnam chapter of The European Association of Science Editors (EASE), a leader of the Vietnamese Science Editors (VSE) Team, and a chairman of Editor's Board of Journal of Ethnic Minorities Research (ISSN: 0866-773X). (shrink)

Under one of the last remaining single-party communist regimes, Vietnam’s in-progress transition is a hybrid between post-Soviet reforms and Chinese authoritarian compromise. This chapter provides a brief account of the historical events and cultural attributes that have shaped the current political and economic configuration of the country, a coverage of globalization and entrepreneurial endeavours in relation to trade liberalization, an analysis of growing consumerist tendencies and the solidification of a circle of economic elites, an overview of Vietnamese foreign trade, (...) with a focus on the Association of Southeast Asian Nations (ASEAN) and China as significant partners, and a macroeconomic assessment of the country. (shrink)

Moral virtue is, for Aristotle, a state to which an agent’s motivation is central. For anyone interested in Aristotle’s account of moral development this invites reflection on two questions: how is it that virtuous motivational dispositions are established? And what contribution do the moral learner’s existing motivational states make to the success of her habituation? I argue that views which demand that the learner act with virtuous motives if she is to acquire virtuous dispositions misconstrue the nature and structure of (...) the habituation process, but also obscure Aristotle’s crucial insight that the very practice of virtuous actions affords a certain discovery and can be transformative of an agent’s motivational states. Drawing attention, in Aristotle’s account, to an asymmetry between the agential perspective and the observation of others, I consider what the agential perspective affords the learner, and offer a novel interpretation of the role a learner’s existing motives play in her habituation. (shrink)

The approach to empower learners as the subject in the use of AI is in line with the United Nations Educational, Scientific and Cultural Organization (UNESCO)’s AI and Education Guidance for Policy-Makers and is pursued in recognition of the three paradigmatic shifts in the use of AI in educational setting. To strengthen the role of learners as leaders in the use of AI, this article uses the idea of the acting person from Karol Wojtyla. The concept of the (...) acting person focuses on moral responsibility founded in human consciousness and conducted through human actions. The moral act of an acting person leads to responsible use that requires the commitment to the common good. In the first part, I will describe the history and development of AI technologies. In the second part, I will discuss the idea of the acting person and the AI as an acting machine. In the last part, I will present an analysis of the importance of grounding educational policy on the use of AI in learners’ ethical role as the acting person. (shrink)

Abstract Buddhist egology concurs with the Husserlian claim that the enipirical ego is ?constituted?. The Buddhist ?deconstruction? of the ego will not, however, pace Husserl, permit the pronoun ?I? to refer to a purported extra?linguistic entity. The insights here distilled from the unique mode of self?reference functional within the Vietnamese language secure for us an unmistakable confirmation of the Buddhist thesis and have profound consequences for the philosophical problems surrounding the existence and nature of the self and the existence (...) of other minds. (shrink)

In this paper I discuss three different ways in which we can refer to those we teach: as learner, as student or as speaker. My interest is not in any aspect of teaching but in the question whether there can be such a thing as emancipatory education. Working with ideas from Jacques Rancière I offer the suggestion that emancipatory education can be characterised as education which starts from the assumption that all students can speak. It starts from the assumption, in (...) other words, that students neither lack a capacity for speech, nor that they are producing noise. The idea of the student as a speaker is not offered as an empirical fact but as a different starting point for emancipatory education, one that positions equality at the beginning of education, not at its end. (shrink)

Learner Voice, Learner Choice offers fresh, forward-thinking supports for teachers creating an empowered, student-centered classroom. Learner agency is a major topic in today's schools, but what does it mean in practice, and how do these practices give students skills and opportunities they will need to thrive as citizens, parents, and workers in our ever-shifting climate? Showcasing authentic activities and classrooms, this book is full of diverse instructional experiences that will motivate your students to take an agile, adaptable role in their (...) own learning. This wealth of pedagogical ideas-from specific to open-ended, low-tech to digital, self-expressive to collaborative, creative to critical-will help you discover the transformative effects of providing students with ownership, agency, and choice in their learning journeys. (shrink)

(2001). Autonomous Learners and the Learning Society: systematic perspectives on the practice of teaching in Higher Education. Educational Philosophy and Theory: Vol. 33, No. 3-4, pp. 381-395.

A work of Vietnamese art crossed a million-dollar mark in the international art market in early 2017. The event was reluctantly seen as a sign of maturity from the Vietnamese art amidst the many existing problems. Even though the Vietnamese media has discussed the issues enthusiastically, there is a lack of literature from the Vietnamese academics examining the subject, and even rarer in from the market perspective. This paper aims to contribute an insightful perspective on the (...) Vietnamese art market, and hesitantly the Vietnamese art as well, through the lens of fake, forgery and copy artworks. 35 cases of fake, forgery and copy paintings were found on the news and from the experts' wisdom. Through the examples, we argue that the Vietnamese art market is a temporary reaction to the immaturely rising of the Vietnamese art and the economy. Therefore, the art market is unable to function healthily unless the Vietnamese art and the economy developed. (shrink)

This chapter contains sections titled: Learner Student Speaker Coda Notes References.

Every year, the Vietnamese people reportedly burned about 50,000 tons of joss papers, which took the form of not only bank notes, but iPhones, cars, clothes, even housekeepers, in hope of pleasing the dead. The practice was mistakenly attributed to traditional Buddhist teachings but originated in fact from China, which most Vietnamese were not aware of. In other aspects of life, there were many similar examples of Vietnamese so ready and comfortable with adding new norms, values, and (...) beliefs, even contradictory ones, to their culture. This phenomenon, dubbed “cultural additivity”, prompted us to study the co-existence, interaction, and influences among core values and norms of the Three Teachings –Confucianism, Buddhism, and Taoism–as shown through Vietnamese folktales. By applying Bayesian logistic regression, we evaluated the possibility of whether the key message of a story was dominated by a religion (dependent variables), as affected by the appearance of values and anti-values pertaining to the Three Teachings in the story (independent variables). Our main findings included the existence of the cultural additivity of Confucian and Taoist values. More specifically, empirical results showed that the interaction or addition of the values of Taoism and Confucianism in folktales together helped predict whether the key message of a story was about Confucianism, β{VT ⋅ VC} = 0.86. Meanwhile, there was no such statistical tendency for Buddhism. The results lead to a number of important implications. First, this showed the dominance of Confucianism because the fact that Confucian and Taoist values appeared together in a story led to the story’s key message dominated by Confucianism. Thus, it presented the evidence of Confucian dominance and against liberal interpretations of the concept of the Common Roots of Three Religions (“tam giáo đồng nguyên”) as religious unification or unicity. Second, the concept of “cultural additivity” could help explain many interesting socio-cultural phenomena, namely the absence of religious intolerance and extremism in the Vietnamese society, outrageous cases of sophistry in education, the low productivity in creative endeavors like science and technology, the misleading branding strategy in business. We are aware that our results are only preliminary and more studies, both theoretical and empirical, must be carried out to give a full account of the explanatory reach of “cultural additivity”. (shrink)

Ao dai is a typical long dress of Viet Nam used to be worn by both men and women of the Viet and other ethnic peoples. In her shaping and development history, Viet Nam became a place that converged various cultural flows such as the Vietnamese indigenous culture and that of the Chinese, Champa and Indian etc. To the end of the 19th century, especially the 20th, Viet Nam continued to be influenced by the French culture and the American (...) ways of living. The acceptance of cultures from various nationalities and communities from the North to South, East to West made it possible for the Vietnamese fashion designers to harmonize all into an Ao dai for the Vietnamese women. This article will synthesize and analyze three renovation movements of Ao dai in the 20th century. It also discusses about these processes and introduces typical innovators whose contribution has created the Ao dai as it is today, a traditional dress that represents history of the Vietnamese culture, aesthetic sense, art and vitality. (shrink)

Since 2019, Vietnam has witnessed a "reincarnation movement" characterized by the creation of new cultural products infused with folklore, encompassing various mediums like photography, cinema, and music.

Online discussion forums are an essential and standard setup in online courses to facilitate interactions among learners. However, learners’ inadequate participation in online discussion forums is a long-standing challenge, which necessitates instructor intervention and the design consideration of online learning platforms. This research proposes and studies the role of mandatory participation, i.e., learners’ participation in online course forums by instructors’ requirements, in fostering their voluntary participation and boosting their learning performance. This novel effect link between mandatory participation (...) and voluntary participation has not been assessed in previous research. An empirical study is conducted using a large-scale dataset of 27,767 learners from a leading massive open online course platform in China. The findings indicate that besides its direct effect on learning performance, learners’ mandatory participation has a significant positive effect on their voluntary participation in online course forums, enhancing learning performance. Moreover, the effect of mandatory participation on voluntary participation varies across learner groups, being more prominent for early registrants than late registrants and part-time learners than full-time learners. This research contributes to the online learning literature by introducing mandatory participation as a viable approach to foster voluntary participation and boost learning performance through enhanced voluntary participation. It provides evidence on the effectiveness of the novel design feature of MOOC platforms that enables and facilitates the mandatory participation mechanism in online learning. (shrink)

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abstract: Taking a cue from Carilyn Chen's book about the Americanization of Taiwanese immigrant Buddhists, Getting Saved in America: Taiwanese Immigration and Religious Experience (2009), this essay narrates the process by which Vietnamese Catholics are "Americanized." Compared with the Taiwanese Buddhists, Vietnamese Catholics had the advantage of being members of a global Church, were from the beginning incorporated into the American Catholic Church, thereby enjoying the many benefits that this institutional incorporation brought with it, and were cared for (...) pastorally by their own clergy. On the other hand, because of their obligation to strict adherence to the legal structures of the Catholic Church, Vietnamese American Catholics were not free to innovate institutionally as they saw fit, as were their Buddhist counterparts. The essay ends with observations on the Americanization of Vietnamese American Buddhists. (shrink)

The primary purpose of this study is to identify differences in at­tainment of learning outcomes for ethics courses delivered using two distinct teaching approaches. The first approach uses a case based method in the context of applied moral issues within medical practice. The second approach surveys moral theories in the context of applied moral issues. Significant differences are found in the attainment of learner outcomes between the two groups. In particular, attainment of outcomes related to moral decision-making is higher in (...) those students who take the course with a case based method. In contrast, attainment of outcomes related to personal beliefs about applied moral issues is higher in those students who take an introductory ethics course surveying moral theories in the context of applied issues. Neither of these results is especially surprising. What may be surprising, however, is that students in the case-based course do not appear attain learner outcomes with regard to applied moral issues despite studying those issues in detail. Finally, the assessment tool developed and refined through this study may be of use for assessment in a variety of ethics courses. (shrink)

Because learners' perceptions of classroom justice are highly influential on their academic performance, recognizing personal and interpersonal factors that may modify these perceptions seems necessary. Notwithstanding this necessity, a scant number of inquiries have focused on the role of interpersonal factors such as credibility and immediacy in learners' perceptions of classroom justice. In fact, the function of these factors has been overlooked by previous studies. Furthermore, no theoretical review has been performed in this area. To make a stride (...) toward narrowing this lacuna, this theoretical review intends to clarify the role of two interpersonal factors, namely immediacy and credibility, in EFL learners' perceptions of classroom justice. To accomplish this, the previous inquiries were meticulously reviewed. The findings of the review disclosed that EFL learners' perceptions of classroom justice can be considerably influenced by teacher immediacy and credibility. The findings' implications are further discussed. (shrink)

Why do learners fail to seek help, when doing so would be beneficial? Principles of rational decision suggest that seeking help is not an optimal action if its costs are greater than its expected b...

People draw subtle distinctions in the normative domain. But it remains unclear exactly what gives rise to such distinctions. On one prominent approach, emotion systems trigger non-utilitarian judgments. The main alternative, inspired by Chomskyan linguistics, suggests that moral distinctions derive from an innate moral grammar. In this article, we draw on Bayesian learning theory to develop a rational learning account. We argue that the ‘size principle’, which is implicated in word learning, can also explain how children would use scant and (...) equivocal evidence to interpret candidate rules as applying more narrowly than utilitarian rules. (shrink)

The annotated dataset is an essential requirement to develop an artificial intelligence system effectively and expect the generalization of the predictive models and to avoid overfitting. Lack of the training data is a big barrier so that AI systems can broaden in several domains which have no or missing training data. Building these datasets is a tedious and expensive task and depends on the domains and languages. This is especially a big challenge for low-resource languages. In this paper, we experiment (...) and evaluate many various approaches on sentiment analysis problems so that they can still obtain high performances under limited training data. This paper uses the preprocessing techniques to clean and normalize the data and generate the new samples from the limited training dataset based on many text augmentation techniques such as lexicon substitution, sentence shuffling, back translation, syntax-tree transformation, and embedding mixup. Several experiments have been performed for both well-known machine learning-based classifiers and deep learning models. We compare, analyze, and evaluate the results to indicate the advantage and disadvantage points of the techniques for each approach. The experimental results show that the data augmentation techniques enhance the accuracy of the predictive models; this promises that smart systems can be applied widely in several domains under limited training data. (shrink)

While the most prevalent means to measure the effectiveness of research ethics and integrity training formats is using learners’ self-assessment, there is a need for reliable and feasible self-assessment tools to evaluate the level of understanding. The aim of the study was to design a reliable tool and test its accuracy in various training contexts. The current study utilized a design-based research (DBR) approach. Data were collected from 401 participants in training sessions and ten experts were involved in tool (...) evaluation. The results indicate that in the context of research ethics and integrity learners can quite accurately (more than 80%) evaluate their level of understanding with the designed self-reflection form. The research revealed that participants who assessed themselves to have higher levels of understanding or who used the tool several times were more likely to provide well-elaborated descriptions of their learning that matched their indicated level of understanding. (shrink)

ABSTRACT: This article investigates the experience of individual learners who have been allocated learning support in the further education system in England. The particular focus is on interviewees’ constructions of their emotional and psychic experiences. Through the adoption of a psycho-social perspective, learners’ tendency to ‘idealise’ their learning support workers is understood as a strategy for coping with the anxiety generated by a range of previous experiences. The implications for policy-makers are discussed.

The purpose of this study is to examine differences in attainment of learning outcomes between students who take a class in an online format as compared to students who take a similar class in a traditional classroom setting. While on the face of it the online learners appear to attain these outcomes to a higher degree, when we control for withdrawal rates between the two groups, as well as demographic differences related to age and class standing, we see that (...) online learners no longer outperform classroom learners. We conclude that learner outcome attainment for the two delivery formats is similar for students who are more mature and/or are experienced college students. Inexperienced college freshmen, in contrast, better attain learner outcomes in a traditional classroom setting. (shrink)

Recent work in folk metaethics finds a correlation between perceived consensus about a moral claim and meta-ethical judgments about whether the claim is universally or only relatively true. We argue that consensus can provide evidence for meta-normative claims, such as whether a claim is universally true. We then report several experiments indicating that people use consensus to make inferences about whether a claim is universally true. This suggests that people's beliefs about relativism and universalism are partly guided by evidence-based reasoning. (...) In a final study, we show that the rejection of universalism does not generate a simple subjectivism but is associated with a more moderate relativism on which highly atypical positions are regarded as mistaken. (shrink)

This paper focuses on the process of language acquisition in childhood. Departing from accounts—such as that of Jean Piaget, which considers cognitive development as the main condition of language acquisition—Taylor shows how deeply our linguistic capacity is rooted in a prior socio-affective realm of social spaces or communion. Beyond Taylor, the question arises as to whether one can identify different normative consequences for pedagogical practices, as well as for the status of childhood in social theory. The implications of Taylor’s language (...) theory for the relation between human and world will be suggested by connecting the intrinsic dimensions of linguistic communication to the theory of resonance.Ce commentaire traite du processus d’acquisition du langage pendant l’enfance. À la différence de Jean Piaget, qui considère le développement cognitif comme la principale condition permettant l’acquisition du langage, Taylor montre combien notre capacité linguistique est ancrée dans un espace socio-affectif, ou une communion, qui lui est antérieur. Au-delà de Taylor, cette différence soulève la question de ses conséquences normatives sur les pratiques pédagogiques ainsi que sur le statut de l’enfance dans la théorie sociale. En reliant les dimensions intrinsèques de la communication langagière à la théorie de la résonance, je proposerai certaines implications de la théorie du langage de Taylor pour la relation de l’être humain au monde. (shrink)

Amazon Book Review Series of “Wild Wise Weird”.

This educators’ introduction to semiotics describes a communications phenomenon that has permeated and influenced learner attitudes, behaviors and cognition in any learning environment but especially formal mediated learning environments. Relevant semiotic theory is meaningfully integrated into each chapter.

This study examined changes in the structural relationship among learner-centred classes perceived by Korean junior high school students, attitudes during class and academic achievement. A linear change model was identified as optimal, showing a steady increase over time for each parameter. The higher the initial value for learner-centred classes, the higher both the initial value and rate of change was for attitudes during class and academic achievement. The initial values for attitudes during class also had a significant effect on initial (...) values of academic achievement, suggesting that attitudes are important in increasing academic achievement. The rate of change of both learner-centred classes and attitudes during class significantly influenced the rate of change of academic achievement. (shrink)