Relevant bibliographies by topics / Education. Metaphysics. Education

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Education. Metaphysics. Education'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Education. Metaphysics. Education"

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ALLEN, R. T. "Metaphysics in Education." Journal of Philosophy of Education 23, no. 2 (1989): 159–69. http://dx.doi.org/10.1111/j.1467-9752.1989.tb00204.x.

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Cruickshank, Justin. "Solidarity, critique and techno-science: Evaluating Rorty’s pragmatism, Freire’s critical pedagogy and Vattimo’s philosophical hermeneutics." Human Affairs 30, no. 4 (2020): 577–86. http://dx.doi.org/10.1515/humaff-2020-0051.

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AbstractThe critique of metaphysics can often entail a critique of liberalism. Rorty sought a revolutionary paradigm shift in philosophy and the broader humanities, by linking the rejection of metaphysics to a justification for liberal democracy and reformism. He believed that the recognition of socio-historical contingency concerning interpretations of fundamental values and of truth, combined with a humanities education, would create a sense of solidarity that would motivate reforms. Freire argues that a dialogic form of education is as important as the humanities’ content. For Freire, peopl
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Hreha, Steve R. "Plato's Metaphysics of Education (Samuel Scolnicov)." Paideusis 4, no. 2 (2020): 42–43. http://dx.doi.org/10.7202/1073384ar.

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Gustafson, Donald. "Metaphysics." Teaching Philosophy 8, no. 3 (1985): 264–65. http://dx.doi.org/10.5840/teachphil19858371.

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McKenzie, David. "Metaphysics." Teaching Philosophy 9, no. 1 (1986): 84–87. http://dx.doi.org/10.5840/teachphil19869113.

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Patton,, Michael F. "Metaphysics." Teaching Philosophy 15, no. 2 (1992): 192–94. http://dx.doi.org/10.5840/teachphil199215225.

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Kane, Robert. "Metaphysics." Teaching Philosophy 15, no. 2 (1992): 188–90. http://dx.doi.org/10.5840/teachphil199215230.

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Verran, Helen. "Metaphysics and learning." Learning Inquiry 1, no. 1 (2007): 31–39. http://dx.doi.org/10.1007/s11519-007-0003-3.

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Irzik, Gürol. "Probabilistic Metaphysics." Teaching Philosophy 9, no. 2 (1986): 178–80. http://dx.doi.org/10.5840/teachphil19869227.

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Givvin, Joseph. "Cowboy Metaphysics." Teaching Philosophy 23, no. 1 (2000): 85–87. http://dx.doi.org/10.5840/teachphil200023111.

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Dissertations / Theses on the topic "Education. Metaphysics. Education"

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Leetch, Amanda. "Weaving Meaning| Terrapsychological Inquiry and the Historic Industrial Placefield of Lowell Massachusetts." Thesis, Prescott College, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10689196.

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<p> Places are expressive, dynamic, and responsive beings voicing themselves at different scales of emergence. Placefields are the sites of research at the complex nexus of peoples, cultures, geography, experience, mythology, and place history in terrapsychology. Children are open and receptive to these expressive qualities of place, understanding these place emanations through the context provided to them by place-based educators and other adults. This four-month study at Lowell National Historical Park utilized terrapsychological inquiry to explore youth connection to the historic industrial
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Berner, Ashley Rogers. "Metaphysics in educational theory : educational philosophy and teacher training in England (1839-1944)." Thesis, University of Oxford, 2007. http://ora.ox.ac.uk/objects/uuid:f604b518-5ea3-4e29-98b9-cecbe3c78843.

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In 1839 the English Parliament first disbursed funds for the formal education of teachers. Between 1839 and the McNair Report in 1944 the institutional shape and the intellectual resources upon which teacher training rested changed profoundly. The centre of teacher training moved from theologically-based colleges to university departments of education; the primary source for understanding education shifted from theology to psychology. These changes altered the ways in which educators contemplated the nature of the child, the role of the teacher and the aim of education itself. This thesis prob
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Rothrock, Brad. "Authenticity, meaning, and the quest for God: Philosophical theology for Catholic religious and theological education today." Thesis, Boston College, 2014. http://hdl.handle.net/2345/bc-ir:104047.

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Thesis advisor: Thomas Groome<br>Western culture idealizes the quest for authenticity as a significant life project. This culture of authenticity is characterized by the understanding that it is important for each person to search for their unique life expression and purpose, even as larger social, political, religious, and other such frameworks are generally suspected of being in conflict with or in opposition to the truly authentic. Further, the forces of secularism and pluralism have allowed for a wide dissemination of varied and often conflicting views about what constitutes an authentic w
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Jones, Conner Douglas. "Secularism: A Measure of Explicit Agreement With Assumptions of Secularism (MEAAS)." BYU ScholarsArchive, 2021. https://scholarsarchive.byu.edu/etd/9225.

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Values are inherent within cultures, relationships, and many other systems, however, little study has been done on the extent to which individuals may explicitly agree with the metaphysical assumptions that much of psychological science relies upon. Psychological science, which uses scientific methodology, is a trusted source of knowledge for many students. Scientific methodology is conceptually linked to assumptions of naturalism, which makes claims about the truth of reality. These naturalistic assumptions pertain to ideas of disenchantment, which describe the world as free from any transcen
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Thompson, Alison. "The Higher Learning." Miami University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=miami1452180306.

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Djombe, Thomas. "Le concept de monde chez Nietzsche : « L’interprétation du monde et les formes du pessimisme »." Thesis, Paris Est, 2009. http://www.theses.fr/2009PEST0063.

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Pour Nietzsche, les Grecs interprètent le monde en fonction d’une représentation enrichissante, qui permet ainsi à la volonté de se déployer sous le prisme du concept de force, comme détermination absolue tant de l’homme que des dieux. Leur vie s’y manifeste dans ce cas à partir du pessimisme de la force. Par contre, l’optimisme rationaliste qui recherche une interprétation intelligible ou idéaliste du monde aboutit à un fondement théorique, logique et moral de la vie, représentation appauvrissante, qui lui donne plutôt une forme décadente, rabougrie. Ainsi, le rationalisme finit par se transf
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Ervin, Jeremy Alan. "Effects of student ontological position on cognition of human origins." Columbus, Ohio : Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1061402311.

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Thesis (Ph. D.)--Ohio State University, 2003.<br>Title from first page of PDF file. Document formatted into pages; contains xiv, 131 p.; also includes graphics. Includes abstract and vita. Advisor: David L. Haury, College of Education. Includes bibliographical references (p. 97-104).
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Begum, Taslima. "A postcolonial critique of industrial design : a critical evaluation of the relationship of culture and hegemony to design practice and education since the late 20th century." Thesis, University of Plymouth, 2015. http://hdl.handle.net/10026.1/3410.

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This thesis specifically focuses on the professional practices and training of Western industrial designers using postcolonial theory to inform working practices in a complex global ecology. It investigates the culturally hegemonic construction of design solutions in man-made products. By adopting key ideas from postcolonial and cultural studies as a lens to evaluate fields of industrial design discourse, practice and pedagogy, the work proceeds from the premise that design is not intrinsic to a product but the result of a myriad different forces and factors acting on it externally including h
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Briney, Carol E. "My Journey with Prisoners: Perceptions, Observations and Opinions." Kent State University Liberal Studies Essays / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=kent1373151648.

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La, Follette Tavia. "Sites of Passage: Art as Action in Egypt and the US-- Creating an Autoethnography Through Performance Writing, Revolution, and Social Practice." Antioch University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1365450771.

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Books on the topic "Education. Metaphysics. Education"

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Scolnicov, Samuel. Plato's metaphysics of education. Routledge, 1988.

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George, Allan. Modes of learning: Whitehead's metaphysics and the stages of education. State University of New York Press, 2012.

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Jiao yu cun zai lun: Jiao yu ke xue de xing er shang xue ji chu yan jiu. Wuhan da xue chu ban she, 2013.

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Maria Nazaré de Camargo Pacheco Amaral. Dilthey, um conceito de vida e uma pedagogia. Editora Perspectiva, 1987.

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Arcilla, René Vincente. For the love of perfection: Richard Rorty and liberal education. Routledge, 1995.

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For the love of perfection: Richard Rorty and liberal education. Routledge, 1995.

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Thomson, Iain D. Heidegger on ontotheology: Technology and the politics of education. Cambridge University Press, 2005.

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Olbrycht, Katarzyna. Prawda, dobro i piękno w wychowaniu człowieka jako osoby. Wydawn. Uniwersytetu Śląskiego, 2000.

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1983-, Faschilli Claudio, Greco Ciro 1983-, and Vico Giambattista 1668-1744, eds. Metafisica e metodo. Bompiani, 2008.

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Vico, Giambattista. Il metodo degli studi del nostro tempo. Nuova Italia, 1993.

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Book chapters on the topic "Education. Metaphysics. Education"

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Higgins, Marc. "Unsettling Metaphysics in Science Education." In Unsettling Responsibility in Science Education. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-61299-3_1.

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AbstractThe purpose of this chapter is to introduce the relation between Western modern science and Indigenous ways-of-knowing-in-being as it manifests within spaces of science education: as simultaneously co-constitutive and othering. In turn, unsettling science education is presented as a double(d) approach to address the ways in which settler colonial logics linger and lurk within sedimented and stratified knowledge-practices. As a more nascent approach to the question of Indigenous science within science education, this is expanded upon by drawing from decolonizing and post-colonial approaches. Further, drawing across the two, deconstruction is highlighted as a (meta-)methodological approach to bear witness to the ways in which settler coloniality often manifests as absent presences and to (re)open the space of response within science education towards Indigenous ways-of-knowing-in-being.
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Grandy, Richard E. "Constructivisms and Objectivity: Disentangling Metaphysics from Pedagogy." In Constructivism in Science Education. Springer Netherlands, 1998. http://dx.doi.org/10.1007/978-94-011-5032-3_7.

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Lamont, John. "Fall and Rise of Aristotelian Metaphysics in the Philosophy of Science." In Science, Worldviews and Education. Springer Netherlands, 2007. http://dx.doi.org/10.1007/978-90-481-2779-5_11.

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Magrini, James M., and Elias Schwieler. "At the Limit of Metaphysics." In Heidegger on Literature, Poetry, and Education After the “Turn”. Routledge, 2017. http://dx.doi.org/10.4324/9781315296531-5.

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Higgins, Marc. "Towards Being Wounded by Thought: Indigenous Metaphysics Is (Still) Waiting in the Wings of Science Education." In Unsettling Responsibility in Science Education. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-61299-3_8.

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AbstractThe purpose of this concluding chapter is to summarize and synthesize of the book, highlighting the ways in which Indigenous science is (yet-)to-come within science education. Following a short musing on conclusions, (fore)closure, and the importance of being wounded by thought, each chapter is revisited to (re)articulate the significance of their contributions with the triple(d) understanding of to-come explored within the book in mind: (a) Indigenous science, in the context of science education, has not yet (wholly) arrived; (b) where and how science education might be (re)opened towards hospitably receiving Indigenous science; and (c) the types of deconstructive practices that support this work. The chapter, and in turn the book, ends with an affirmative message that the potentiality of Indigenous ways-of-living-with-Nature in science education remains, even if not fully actualized; thus, an invitation to continue labouring the space of responsiveness towards Indigenous science.
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Tubbs, Nigel. "Metaphysical Education." In Philosophy and Modern Liberal Arts Education. Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137358929_6.

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Corby, Paschal M. "Educating for Moral Formation: The Primacy of Metaphysical Realism." In Encyclopedia of Teacher Education. Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-1179-6_140-1.

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Laverty, Megan Jane. "Iris Murdoch as Educator." In Reading Iris Murdoch's Metaphysics as a Guide to Morals. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-18967-9_9.

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Huggler, Jørgen. "The Educative Process and Its Relation to Truth, Knowledge, Culture and Critique: Epistemological and Metaphysical Premises for Formation." In Rethinking Ethical-Political Education. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-49524-4_16.

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Taber, Keith S. "Conceptual Frameworks, Metaphysical Commitments and Worldviews: The Challenge of Reflecting the Relationships Between Science and Religion in Science Education." In Science Education for Diversity. Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-4563-6_8.

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Conference papers on the topic "Education. Metaphysics. Education"

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Belov, Vladimir, and Julia Karagod. "Florensky and Kant - the Metaphysics of Faith vs the Metaphysics of Reason." In 2nd International Conference on Contemporary Education, Social Sciences and Humanities (ICCESSH 2017). Atlantis Press, 2017. http://dx.doi.org/10.2991/iccessh-17.2017.19.

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Shi, Feng, and Jiang Bian. "The Internal Logic of Capital Metaphysics." In 2020 International Conference on Social Science, Economics and Education Research (SSEER 2020). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200801.048.

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Kralik, Roman, and Tibor Mahrik. "METAPHYSICS AS A BASE FOR IMPROVING CRITICAL THINKING." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.2130.

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"Book Review of “Technology vs. Ecology” by Robert A. Schultz [Abstract]." In InSITE 2018: Informing Science + IT Education Conferences: La Verne California. Informing Science Institute, 2018. http://dx.doi.org/10.28945/4039.

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Aim/Purpose: To provide a summary of Technology vs. Ecology, especially outlining how a "wild animal" (aka hunter-gatherer) became the putative "master of the world" Background: Schultz is Professor Emeritus of Information Technology and has published numerous books and articles on: ethics and IT; ecology and IT; and database design Methodology: Standard research techniques utilizing material from refereed articles and books Findings: Humans are not superior and need to become a species among species in order to avoid near-term species extinction. Future Research: A rewrite of the book: new bo
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Tereshchenko, Natalia, and Tatiana Shatunova. "The Social as Human: on the Question of Negative Metaphysics of the Social." In 2nd International Conference on Contemporary Education, Social Sciences and Humanities (ICCESSH 2017). Atlantis Press, 2017. http://dx.doi.org/10.2991/iccessh-17.2017.274.

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Zarkasyi, Hamid, Jarman Arroisi, Muhammad Taqiyuddin, and Mohammad Salim. "Reading Al-Attas’ Analysis on God’s Revelation as Scientific Metaphysics." In Proceedings of the 2nd International Conference on Language, Literature and Education, ICLLE 2019, 22-23 August, Padang, West Sumatra, Indonesia. EAI, 2019. http://dx.doi.org/10.4108/eai.19-7-2019.2289500.

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Kirabaev, Nur. "Beyond Classical Metaphysics: How to Consider the New Ontology of Man." In 6th International Conference on Contemporary Education, Social Sciences and Humanities. (Philosophy of Being Human as the Core of Interdisciplinary Research) (ICCESSH 2021). Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210902.015.

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Ndona, Yakobus, Johannes Jefria Gultom, Budi Ali Mukmin, and Arief Wahyudi. "A Transcendental Symbol: Metaphysical Dimension of Peo Jawawawo – An Instrument for the Development of National Unity." In Unimed International Conference on Economics Education and Social Science. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0009494803140318.

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Kadyrov, Argen. "M. Heidegger’s Non-Metaphysical Humanism and Chingiz Aitmatov’s Spiritual Humanism." In 5th International Conference on Contemporary Education, Social Sciences and Humanities - Philosophy of Being Human as the Core of Interdisciplinary Research (ICCESSH 2020). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200901.006.

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Yang, Qun. "Revisiting the Metaphysical Verses of Wei and Jin Dynasties: The Combination of Philosophical Discourse and Literary Discourse." In 6th International Conference on Social Science, Education and Humanities Research (SSEHR 2017). Atlantis Press, 2018. http://dx.doi.org/10.2991/ssehr-17.2018.20.

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