Results for 'reading educational reform with ANT, fluid spaces, and ambivalences'

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  1.  13
    (1 other version)Reading Educational Reform with Actor‐Network Theory: Fluid Spaces, Otherings, and Ambivalences.Tara Fenwick - 1991 - In Tara Fenwick & Richard Edwards (eds.), Researching Education Through Actor-Network Theory. Wiley-Blackwell. pp. 97–116.
    This chapter contains sections titled: Introduction ANT, After‐ANT, and Educational Reform Network Readings and Educational Reform A First Reading of Reform: Extending the Network Re‐thinking the Reading: Centrality and Otherness A Second Reading: Mobilizing and Sustaining Reform Re‐reading Reform: Fluid Spaces and Ambivalent Belongings Conclusion Notes References.
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  2.  96
    Introduction: Reclaiming and Renewing Actor Network Theory for Educational Research.Tara Fenwick & Richard Edwards - 2011 - Educational Philosophy and Theory 43 (S1):1-14.
    In considering two extended examples of educational reform efforts, this discussion traces relations that become visible through analytic approaches associated with actor‐network theory . The strategy here is to present multiple readings of the two examples. The first reading adopts an ANT approach to follow ways that all actors—human and non‐human entities, including the entity that is taken to be ‘educational reform’—are performed into being through the play of linkages among heterogeneous elements. Then, further (...)
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  3.  36
    From Within the Belly of the Beast: Rethinking the Concept of the 'Educational Marketplace' in the Popular Discourse of Education Reform.Scott Ellison - 2012 - Educational Studies: A Jrnl of the American Educ. Studies Assoc 48 (2):119-136.
    The task of this article is to carry out a synthetic analysis of the concept of the educational marketplace as it is used in the popular discourse of education reform so as to unpack what has become a commonsensical idea in American politics. It is a conceptual framework that has opened an ever-expanding sovereign space in the American state for the colonization of a public institution by the private sphere by means of public policy. The results of this (...)
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  4.  6
    Ideology And Educational Reform: Themes And Theories In Public Education.David C. Paris - 1995 - Westview Press.
    Ten years of educational reform have not brought dramatic improvements. In Ideology and Educational Reform, David Paris traces the underlying ideological problems that make genuine reform difficult. These include different and often conflicting beliefs concerning the proper role of public education as well as the public's natural ambivalence about schools as government agencies.Paris describes three major themes in public education—common school, human capital, and clientelism. He critically evaluates current policies and proposed reforms associated with (...)
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  5.  42
    Educational Equity in Poor Urban Contexts – Exploring Issues of Place/Space and Young People's Identity and Agency.Carlo Raffo - 2011 - British Journal of Educational Studies 59 (1):1-19.
    An enduring concern for educational policy in many affluent countries is the endemic nature of educational inequalities that are predominately located in poor urban contexts. Given the inabilities of school reform per se to deal with these inequalities, the paper focuses on issues of scarcity and spatial processes that are implicated in the formation of young people's educational identities – identities that then mediate the conversion of educational resources into educational attainments or achievements.
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  6.  11
    Democracy and the Intersection of Religion and Traditions: The Reading of John Dewey's Understanding of Democracy and Education.Rosa Bruno-Jofré, James Scott Johnston & Gonzalo Jover - 2010 - McGill Queens University Press.
    How are ideas about education and democracy configured and reconfigured as they travel? Democracy and the Intersection of Religion looks at the work of John Dewey, the renowned philosopher, psychologist, and educational reformer, and the ways in which his educational ideas and democratic ideals have been configured and reconfigured, adopted, and interpreted in different historical and cultural spaces.
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  7.  44
    Facing ambivalence in education: a strange(r's) hope?Niclas Månsson & Elisabet Langmann - 2011 - Ethics and Education 6 (1):15 - 25.
    This article explores how our understanding of ambivalence would shift if we saw it as an inherent and essential part of the ordinary work of education. Following Bauman's sociology of the stranger and Derrida's deconstructions of hospitality, the article unfolds in three parts. In the first part we discuss the preconditions of modern education which since the Enlightenment has been guided by the postulate that there is and ought to be a rational order in the social world. In the second (...)
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  8.  7
    Reclaiming Quickness of Thought: Reading Calvino in the Context of Digital School Education.Samira Alirezabeigi & Sara Magaraggia - 2024 - Studies in Philosophy and Education 43 (4):361-375.
    Calvino’s reflection on _quickness_ brings the reader through a zig-zag journey without a predefined destination, crossing the history of literature in order to think about writing and the relationship between physical speed and speed of mind. To discuss _quickness_ as a virtue, Calvino refers to the potentiality of human reasoning and typifies different styles of thought. Elaborating on _quickness_ as a quality and a virtue in the contemporary societal and more particularly educational context which is conceptualized as “accelerated time” (...)
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  9.  85
    Agents of Reform?: Children’s Literature and Philosophy.Karen L. McGavock - 2007 - Philosophia 35 (2):129-143.
    Children’s literature was first published in the eighteenth century at a time when the philosophical ideas of Jean-Jacques Rousseau on education and childhood were being discussed. Ironically, however, the first generation of children’s literature (by Maria Edgeworth et al) was incongruous with Rousseau’s ideas since the works were didactic, constraining and demanded passive acceptance from their readers. This instigated a deficit or reductionist model to represent childhood and children’s literature as simple and uncomplicated and led to children’s literature being (...)
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  10.  92
    Breve storia dell'etica.Sergio Cremaschi - 2012 - Roma RM, Italia: Carocci.
    The book reconstructs the history of Western ethics. The approach chosen focuses the endless dialectic of moral codes, or different kinds of ethos, moral doctrines that are preached in order to bring about a reform of existing ethos, and ethical theories that have taken shape in the context of controversies about the ethos and moral doctrines as means of justifying or reforming moral doctrines. Such dialectic is what is meant here by the phrase ‘moral traditions’, taken as a name (...)
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  11.  34
    A history of american music education (review).Sondra Wieland Howe - 2008 - Journal of Aesthetic Education 42 (4):pp. 115-120.
    In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:A History of American Music EducationSondra Wieland HoweA History of American Music Education, 3rd edition, by Michael L. Mark and Charles L. Gary. Lanham, MD: Rowman and Littlefield Education, 2007, 500 pp., $95.00 cloth, $44.95 paper.Mark and Gary's editions of A History of American Music Education are indispensable reading for every music education student, practicing professional music educator, and the general reader who is interested in the (...)
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  12.  47
    On reviewing: A response to Mary Ann Stankiewicz.Ralph Alexander Smith - 2005 - Journal of Aesthetic Education 39 (1):93-99.
    In lieu of an abstract, here is a brief excerpt of the content:On Reviewing: A Response to Mary Ann StankiewiczRalph A. Smith, Professor EmeritusI very much appreciate the positive comments made by Mary Ann Stankiewicz in her review published in Studies in Art Education of my Readings in Discipline-Based Art Education: A Literature of Educational Reform.1 I was gratified to read that she believes the volume is a comprehensive and valuable guide that all art educators should own as (...)
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  13.  9
    Key Competencies in Transnational Educational Space: the Definition and Implementation.Lyudmyla Gorbunova - 2016 - Filosofiya osvity Philosophy of Education 19 (2):97-117.
    The article deals with the most important factors which shape challenges for educational policy and directions of its reformation in transnational educational space. In context of global society formation educational policies of developed countries demonstrates experiences of development and implementation of transversal (transferable, transcultural) competencies as key competencies of the 21st century in order to generate collective nous, peace, social justice and sustainable economic development. As one of the main goals of key competencies development considered promotion (...)
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  14.  15
    Encountering education in the global: the selected works of Fazal Rizvi.Fazal Rizvi - 2014 - London: Routledge.
    In the World Library of Educationalists, international experts compile career-long collections of what they judge to be their finest pieces extracts from books, key articles, salient research findings, major theoretical and practical contributions so the world can read them in a single manageable volume. Readers will be able to follow the themes and strands and see how their work contributes to the development of the field. This volume brings together the selected works of Fazal Rizvi.Born in India, Fazal Rizvi has (...)
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  15.  59
    (1 other version)Endgame: Reading, writing, talking (and perhaps thinking) in a faculty of education.Jorge Larrosa - 2010 - Educational Philosophy and Theory 42 (5-6):683-703.
    The article offers a conversation with the ghost of the madman ‘Jacotot/rancière’: one of the possible dialogues between the ignorant schoolmaster and my own perplexities in what I feel to be an endgame. Is there any point at the present time, in the declining mercantilist university, in pondering once again the issue of the place of philosophy in institutions responsible for training people who will work in the sphere of education? ‘We’ knew the old words, so the article goes, (...)
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  16. Professional Decision-Making in Research : The Validity of a New Measure.Michael D. Mumford, Alison L. Antes, Kari A. Baldwin, Jillon S. Vander Wal, Raymond C. Tait, John T. Chibnall & James M. DuBois - 2016 - Science and Engineering Ethics 22 (2):391-416.
    In this paper, we report on the development and validity of the Professional Decision-Making in Research measure, a vignette-based test that examines decision-making strategies used by investigators when confronted with challenging situations in the context of empirical research. The PDR was administered online with a battery of validity measures to a group of NIH-funded researchers and research trainees who were diverse in terms of age, years of experience, types of research, and race. The PDR demonstrated adequate reliability and (...)
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  17.  9
    Reform(ing) education: the Jena-plan as a concept for a child-centred school.Ralf Koerrenz - 2020 - Paderborn: Verlag Ferdinand Schöningh, Brill Deutschland.
    School as counter-public" is the hermeneutic key with which Ralf Koerrenz interprets the school model of the Jena Plan. Similar to the Dalton-Plan or the Winnetka-Plan, the Jena Plan is one of the most important concepts of alternative schools developed in the first half of the 20th century as part of the international movement for alternative education, the?World Education Fellowship?. 0Peter Petersen's "Jena Plan" concept must be understood from his educational philosophical foundations. The didactic levels of action at (...)
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  18.  11
    Education of a Civil Servant's Daughter: Readings from Monica Chanda's Memoirs.Malavika Karlekar - 2000 - Feminist Review 65 (1):127-144.
    Nineteenth-century Bengal was a period of change, conflict and accommodation both among the bhadralok – literally translated to mean the gentle folk, the middle classes – as well as between them and the British rulers. The world view of the bhadralok and its search for a new paradigm had its material basis in changes in existing land relations, the emergence of the market and of urban spaces as well as the spread of education and literacy. Often changes in familial patterns, (...)
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  19. Education After Auschwitz.Theodor W. Adorno - 2020 - Філософія Освіти 25 (2):82-99.
    The Ukrainian translation of the work of the German neo-Marxist philosopher Theodor Adorno "Education after Auschwitz" is dedicated to the 75th anniversary of the liberation of prisoners of the Nazi concentration camp Auschwitz. In this work, which Theodor Adorno read as a report on Hesse Radio on April 18, 1966, the previous theme of special importance – the cultivation of a new, anti-ideological education in post-totalitarian society as a means of humanistic educational influence on this society – was continued. (...)
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  20.  19
    On Study: Giorgio Agamben and Educational Potentiality.Tyson E. Lewis - 2013 - New York: Routledge.
    In an educational landscape dominated by discourses and practices of learning, standardized testing, and the pressure to succeed, what space and time remain for studying? In this book, Tyson E. Lewis argues that studying is a distinctive educational experience with its own temporal, spatial, methodological, aesthetic, and phenomenological dimensions. Unlike learning, which presents the actualization of a student’s "potential" in recognizable and measurable forms, study emphasizes the experience of potentiality, freed from predetermined outcomes. Studying suspends and interrupts (...)
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  21.  26
    (1 other version)Education Under the Heel of Caesar: Reading UK Higher Education Reform through Shakespeare's Antony and Cleopatra.Sophie Ward - 2012 - Journal of Philosophy of Education 46 (4):619-630.
    UK higher education reform (BIS, ) has been presented as a common-sense movement towards efficiency. This article will argue that, in reality, the marketisation of higher education is a movement towards negative freedom, defined after Berlin () as unrestricted choice. Using Shakespeare's Antony and Cleopatra as a means to explore the relationship between rationality and sensibility, it considers how negative freedom may undermine human connectivity and debase our relationships. In so doing, this article challenges the idea that importing the (...)
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  22.  20
    From Psychology Management Innovation and Education Reform in the Digital Age: Role of Disruptive Technologies.Lin Bao & Tian Xu - 2022 - Frontiers in Psychology 13.
    In the main body of colleges and universities, the effect of college teaching psychology management is an important standard to test the quality of college teaching psychology management and its effects on the development of college teaching psychology management. However, the psychology management system used by traditional colleges and universities is challenging to meet the needs of the innovation of the new talent training model of higher vocational education. The construction of the new micro-level teaching organization inevitably requires the psychology (...)
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  23.  38
    Authority, Reading, Reflexivity: Pierre Bourdieu and the Aesthetic Judgment of Kant.Alex Martin & Koenraad Geldof - 1997 - Diacritics 27 (1):20-43.
    In lieu of an abstract, here is a brief excerpt of the content:Authority, Reading, Reflexivity: Pierre Bourdieu and the Aesthetic Judgment of KantKoenraad Geldof (bio)Translated by Alex Martin (bio)1. AuthorityFor some time now, Pierre Bourdieu has been a true author 1 —a producer, in other words, of an impressive number of theoretical and analytical discourses in a wide variety of research fields. 2 Whether in anthropology or ethnology, in the sociology of institutions or of the structure and workings of (...)
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  24.  20
    On the Verge of Tears: The Ambivalent Spaces of Emotions and Testimonies.Marie Hållander - 2019 - Studies in Philosophy and Education 38 (5):467-480.
    This article discusses the relation between emotions and testimony, by asking the questions: What do emotions do? Are emotions possible and desirable starting points for teaching difficult and complex subjects such as injustice and historical wounds? This article explores the 2015 image and testimony of Alan Kurdi, lying on a beach of the Mediterranean Sea and the immense emotional response it elicited from the media. By critiquing emotions based on testimonies in teaching, by primarily following Ahmed and Todd, this article (...)
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  25.  23
    Philosophy as an Educational Project: Transcribing the Belarusian Experience.Anatoly I. Zelenkov - 2020 - Russian Journal of Philosophical Sciences 63 (10):38-58.
    The articles considers philosophy as an educational project. The institutionalization of philosophy is connected with the process of formation and development of the classical university as well as with the transformation of its socio-cultural status. Special attention is paid to the analysis of the essential ambivalence of philosophy and its influence to the basic priorities of philosophical education. It is emphasized that the tasks of reforming and modernizing academic philosophical programs initiate the development of variable models and (...)
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  26.  56
    How space-number associations may be created in preliterate children: six distinct mechanisms.Hans-Christoph Nuerk, Katarzyna Patro, Ulrike Cress, Ulrike Schild, Claudia K. Friedrich & Silke M. Göbel - 2015 - Frontiers in Psychology 6:126810.
    The directionality of space-number association (SNA) is shaped by cultural experiences. It usually follows the culturally dominant reading direction. Smaller numbers are generally associated with the starting side for reading (left side in Western cultures), while larger numbers are associated with the right endpoint side. However, SNAs consistent with cultural reading directions are present before children can actually read and write. Therefore, these SNAs cannot only be shaped by the direction of children’s own (...)/writing behavior. We propose six distinct processes – one biological and five cultural/educational – underlying directional SNAs before formal reading acquisition: (i) Brain lateralization, (ii) Monitoring adult reading behavior, (iii) Pretend reading and writing, and rudimentary reading and writing skills, (iv) Dominant attentional directional preferences in a society, not directly related to reading direction, (v) Direct spatial-numerical learning, (vi) Other spatial-directional processes independent of reading direction. In this mini-review, we will differentiate between these processes, elaborate when in development they might emerge, discuss how they may create the SNAs observed in preliterate children and propose how they can be studied in the future. (shrink)
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  27.  33
    Activating Built Pedagogy: A genealogical exploration of educational space at the University of Auckland Epsom Campus and Business School.Kirsten Locke - 2015 - Educational Philosophy and Theory 47 (6):596-607.
    Inspired by a new teaching initiative that involved a redesign of conventional classroom spaces at the University of Auckland’s Epsom Campus, this article considers the relationship between architecture, the built environment and education. It characterises the teaching space of the Epsom Campus as the embodiment of educational policy following its inception in the early 1970s. Heralded as a modernist work of architecture juxtaposing material and textural combinations, the Epsom Campus emerged as a metaphorical vanguard of teaching pedagogy that stood (...)
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  28.  51
    Taking up space: Museum exploration in the twenty-first century.Tiffany Sutton - 2007 - Journal of Aesthetic Education 41 (4):87-100.
    In lieu of an abstract, here is a brief excerpt of the content:Taking Up Space:Museum Exploration in the Twenty-First CenturyTiffany Sutton (bio)Museums have become a crucible for questions of the role that traditional art and art history should play in contemporary art. Friedrich Nietzsche argued in the nineteenth century that museums can be no more than mausoleums for effete (fine) art.1 Over the course of the twentieth century, however, curators dispelled such blanket pessimism by showing that what keeps historical art (...)
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  29.  9
    Students, places, and identities in English and the arts: creative spaces in education.David Stevens & Karen Lockney (eds.) - 2018 - New York: Routledge, Taylor & Francis Group.
    Cover -- Half Title -- Title Page -- Copyright Page -- Table of contents -- Contributors -- Introduction -- 1 From place to planet: The role of the language arts in reading environmental identities from the UK to New Zealand -- From here to there -- Cockney translation -- Environmental identities -- Environmental knowledge -- Conclusion: moving from place to planet -- Notes -- References -- 2 Connecting community through film in ITE English -- Introduction -- The place of (...)
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  30.  35
    Utopian spaces and the promise of education: a conceptual analysis.Gerald Argenton - 2019 - Educational Philosophy and Theory 51 (3):310-321.
    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 (sixteenth century onward), with particular emphasis on the influence of print technology (...)
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  31.  32
    The Space and Role of Discussion in University Studies in the Context of Socrates’ Philosophy of Education.Vaida Asakavičiūtė, Ilona Valantinaitė & Živilė Sederavičiūtė-Pačiauskienė - 2023 - Filosofija. Sociologija 34 (3).
    This article analyses the role of discussion in university studies in the context of Socrates’ philosophy of education. The article begins with a discussion of the relevance and continuity of Socrates’ ideas on philosophical education in the contemporary educational space and highlights the importance of Socratic discussion in university studies. It is argued that discussion contributes to the development of one of the most essential skills of the 21st century, i.e. critical thinking, which encompasses the totality of analytical, (...)
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  32. Capitalmud, or Akyn's Song about the Nibelungs, paradigms and simulacra.Valentin Grinko - manuscript
    ...If, in some places, backward science determines the remaining period by the lack of optimism only by the number 123456789, then our progressive science expands it to 987654321, which is eight times more advanced than theirs. However, due to the inherent caution of scientists, both sides do not specify the measuring unit of reference — year, day, hour or minute are meant. Leonid Leonov. Collected Op. in ten volumes. Volume ten. M.: IHL, 1984, p.583. -/- The modern men being as (...)
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  33.  12
    Europe’s Places and Spaces: Claudio Magris Between East and West.Anastasija Gjurčinova - 2022 - The European Legacy 27 (7-8):708-725.
    This article analyses the central themes in the works of Claudio Magris through a critical reading of Danube, A Different Sea, Microcosms, Utopia e disincanto [Utopia and disenchantment], Blindly, Journeying, and Alfabeti [Alphabets]. Magris’s work, be it his fiction or essays, abounds with descriptions and narrations of spaces and places, which become central to his world-view as an author. These spaces and places, located primarily in Central Europe and in the surroundings of his own city, Trieste, inspired his (...)
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  34.  29
    Tracing Lines: On the Educational Significance of Drawing.Nancy Vansieleghem - 2021 - Studies in Philosophy and Education 40 (3):275-285.
    In 1865, the Brussels educational reformer Pierre Temples advocated to take drawing as the cornerstone of education. He criticized that education was modelled on conventions and grammatical rules in order to learn to read and write, this way ignoring the potential of drawing to create new concepts. This paper is also concerned with the significance of drawing in the realm of education. However, not to elaborate on its added value for education, but to discuss the mode of thinking (...)
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  35.  14
    Educing Ivan Illich: reform, contingency and disestablishment.John Baldacchino - 2020 - New York: Peter Lang.
    More than a book about Illich, this is a conversation with Illich's work as we enter the third decade of the 21st century, just under twenty years after his passing, and almost fifty years since his Deschooling Society was first published. As Illich is beatified and demonised in equal measure, Educing Ivan Illich chooses to focus on the relationship between reform, contingency and disestablishment. As reform stands for a plurality of reiterations that seek effective forms of accordance, (...)
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  36.  45
    Experience or interpretation: “What you see is not what you read”.Klaus Ottmann - 2007 - Journal of Aesthetic Education 41 (2):13-17.
    In lieu of an abstract, here is a brief excerpt of the content:Experience or Interpretation:"What You See Is Not What You Read"Klaus OttmannMuseums of modern and contemporary art are growing at an unprecedented rate. New museums are being founded and existing ones are expanding exhibition spaces and acquiring more and more works of art. Concurrently, cultural institutions compete with a growing number of art fairs, biennials, galleries, and public collection spaces.Since the 1980s the focus of museums increasingly has been (...)
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  37.  7
    A post-foundational ontology for a democratic instrumentality of education.Abdellatif Atif & Noel Fitzpatrick - forthcoming - Educational Philosophy and Theory.
    Education theory has been exhibiting a renewed rejection of education’s instrumentality to political and economic influences against a policy trend that implicitly considers education a mere pragmatic tool. This paper suggests an ontological investigation that goes beyond normatively supporting or rejecting the instrumentality of education. It looks at instrumental relationships as a form of prosthesis supplementing the ontological incompleteness of its involved subjects. This incompleteness is argued for through Laclau and Mouffe’s understanding of antagonism and Bernard Stiegler’s philosophy of technics. (...)
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  38.  18
    Pacific Academic Migrants: Re-shaping Spaces in Dynamic Times.Kabini Sanga & Martyn Reynolds - 2021 - Studies in Social Justice 14 (2):496-504.
    In a chronically migrant world, the academy is no exception. Academic migrants, who shift to another space and another world view, feature in the educational landscape of every continent. However, a global lens may not be useful in understanding their experiences, nor in seeking to support them in their endeavours. This dispatch discusses ways of understanding the intersections of space, movement and world view derived from Pacific thinking of various sources. The discussion is grounded in the activities of Leadership (...)
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  39.  34
    Looking a Trojan Horse in the Mouth: Problematizing Philosophy for/with children's Hope for Social Reform Through the History of Race and Education in the Us.Jonathan Wurtz - 2024 - Childhood and Philosophy 20:01-27.
    Many P4/WC practitioners and theorists privilege the school as a space for thinking and practicing philosophy for/with children. Despite its coercive nature, thinkers such as Jana Mohr Lone, David Kennedy, and Nancy Vansieleghem argue that P4C is a Trojan horse intended to reform the education system from within. I argue, however, that the Trojan horse argument requires us to internalize an incomplete and historically decontextualized understanding of public schools that in turn can reify histories of white supremacy within (...)
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  40.  26
    Seeing through a glass, darkly? Towards an educational iconomy of the digital screen.Wiebe Koopal & Joris Vlieghe - 2022 - Educational Philosophy and Theory 54 (1):61-70.
    This paper attempts to reassess the educational affordances of digital screens, at a time when their educational impact has become incontournable, but is also increasingly growing suspicion. To bypass the redundancies of overly critical theoretical approaches, the paper foregrounds the subjectifying potentialities of the screen’s elusive technological ‘plasticity’. After the introduction, in which some pedagogical misgivings about the digital screen are addressed, we turn to Marie-José Mondzain’s historico-philosophical genealogy of iconoclasm. Trying to make sense of the aesthetic-political ambivalence (...)
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  41.  82
    The Aesthetic Classroom and the Beautiful Game.Bradley Baurain - 2010 - Journal of Aesthetic Education 44 (2):50.
    In lieu of an abstract, here is a brief excerpt of the content:The Aesthetic Classroom and the Beautiful GameBradley Baurain (bio)IntroductionSoccer fans will not be surprised that understanding "the beautiful game" can contribute to understandings of teaching and learning. After all, at least one theorist sees "the nature of all social life" to be reflected in soccer: "The unfolding match between team-mates and opponents [illustrates] … the interdependency of human beings, and the 'flexible lattice-work of tensions' generated through their social (...)
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  42. Ever Since the World Began: A Reading & Interview with Masha Tupitsyn.Masha Tupitsyn & The Editors - 2013 - Continent 3 (1):7-12.
    "Ever Since This World Began" from Love Dog (Penny-Ante Editions, 2013) by Masha Tupitsyn continent. The audio-essay you've recorded yourself reading for continent. , “Ever Since the World Began,” is a compelling entrance into your new multi-media book, Love Dog (Success and Failure) , because it speaks to the very form of the book itself: vacillating and finding the long way around the question of love by using different genres and media. In your discussion of the face, one of (...)
     
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  43.  9
    Developments in educational psychology.Kevin Wheldall (ed.) - 2010 - New York: Routledge.
    Review comment on the first edition "Wheldall asks himself and his readers what has transpired within the field of educational psychology ... and what its relevance actually is for teaching, learning and education. As such it is a 'must read' for all educational psychologists, students of educational psychology, teachers and teacher trainers." Professor Paul Kirschner, Open Universiteit, British Journal of Educational Technology What is the relevance of educational psychology in the twenty first century? In this (...)
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  44.  73
    Empowering Our Military Conscience: Transforming Just War Theory and Military Moral Education.Roger Wertheimer (ed.) - 2010 - Ashgate.
    Responding to increasing global anxiety over the ethics education of military personnel, this volume illustrates the depth, rigour and critical acuity of Professional Military Ethics Education (PMEE) with contributions by distinguished ethical theorists. It refreshes our thinking about the axioms of just war orthodoxy, the intellectual and political history of just war theorizing, and the justice of recent military doctrines and ventures. The volume also explores a neglected moral dimension of warfare, jus ante bellum (the ethics of pre-war practices) (...)
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  45.  10
    Reading 1 Corinthians with philosophically educated women.Nathan John Barnes - 2014 - Eugene, Oregon: Pickwick Publications.
    A history of research -- Educated women in the ancient world -- Women in philosophy -- Corinth and its philosophers -- Patronage and philosophically educated women -- Marriage, family, and worship in 1 Corinthians -- Self-sufficiency in Paul and the popular philosophers -- Summary of conclusions.
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  46.  29
    Making minds less well educated than our own.Roger C. Schank - 2004 - Mahwah, N.J.: Lawrence Erlbaum.
    In the author's words: "This book is an honest attempt to understand what it means to be educated in today's world." His argument is this: No matter how important science and technology seem to industry or government or indeed to the daily life of people, as a society we believe that those educated in literature, history, and other humanities are in some way better informed, more knowing, and somehow more worthy of the descriptor "well educated." This 19th-century conception of the (...)
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  47.  41
    Media education in Hong Kong schools: possibilities and challenges.Chi-kim Cheung - 2004 - Educational Studies 30 (1):33-51.
    In Hong Kong, media education is not a new initiative. With the recent education reform, curricular space will undergo significant changes. Instead of having fixed subject boundaries, key learning areas will be introduced. As such, media education will find much more space for negotiating a place in the reformed curriculum. This study aims to look at how media education is implemented in schools in Hong Kong and the content and pedagogy of the media education curriculum against the background (...)
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  48.  7
    Mediated education in early modern travel stories: How travel stories contribute to children’s empirical learning.Feike Dietz - 2019 - Science in Context 32 (2):193-212.
    ArgumentLinking up with recent studies on the experience of space and place in modern youth literature, this article analyzes how the “journey” as a narrative line and motif transformed Dutch early modern travel books for children from classical teaching instruments into explorative knowledge places. In the popular seventeenth-century Glorious and Fortunate Journey to the Holy Land, young readers were invited to travel within the book, which was presented as a place that covers material pages to observe as well as (...)
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    International models, trends and concepts of the philosophy of education in the context of sustainable social development under global institutional transformation conditions.Viktor Zinchenko - 2019 - Cхід 1:72–81.
    At the turn of the Millennium, the issue of education, especially higher education, its role in state formation and impact on the life of society acquired particular relevance and became a subject of research of not only teachers and historians but also economists, political analysts, psychologists, social scientists and, above all, philosophers (which gave rise to a variety of models and trends in the philosophy of education). In the meantime, there is some lack of fundamental integrative studies into comprehensive (...)-managerial and socio-historical, socio-economic and state-political experiences of some developed countries in the implementation of these philosophical and educational paradigms, trends, models and reforming/modernization concepts of higher education and science, to be examined with consideration for similar challenges faced by education and science in Ukraine. Nearly every developed country has wide experience in building up a system of higher education. Results of reviewing such experience may contribute to the development and enrichment of the domestic educational system, afford an opportunity to avoid repeating mistakes and offer new approaches to solving a range of problems in this field. Based on the above, we also believe that it is impossible to pretend to develop a strategy for educational and scientific modernization reforms that deal with challenges of educational and scientific institution of society in management of scientific and educational space (which applies to both a social component of the philosophy of education and the field of educational management) without analyzing the existing models, schools, trends and their classification in the modern philosophy of education. (shrink)
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  50.  15
    Rethinking Music Education and Social Change by Alexandra Kertz-Welzel (review).Graça Mota - 2023 - Philosophy of Music Education Review 31 (1):99-104.
    In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Rethinking Music Education and Social Change by Alexandra Kertz-WelzelGraça MotaAlexandra Kertz-Welzel, Rethinking Music Education and Social Change (Oxford: Oxford University Press, 2022)I began to read this book shortly after the invasion of Ukraine by the Russian troops. Amidst this most terrible and brutal context, reading and re-reading the book that Alexandra Kertz-Welzel offers was both a blessing and an intense exercise of food for thought. A (...)
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