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Relevant bibliographies by topics / Naturalism. Education

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Academic literature on the topic 'Naturalism. Education'

Author: Grafiati

Published: 4 June 2021

Last updated: 18 February 2022

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Journal articles on the topic "Naturalism. Education"

1

Evers., Colin W. "Naturalism and philosophy of education." Educational Philosophy and Theory 19, no. 2 (January 1987): 11–21. http://dx.doi.org/10.1111/j.1469-5812.1987.tb00002.x.

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Rottschaefer, William A. "MYTHIC RELIGIOUS NATURALISM." Zygon® 42, no. 2 (June 22, 2007): 369–408. http://dx.doi.org/10.1111/j.1467-9744.2007.00369.x.

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Hardwick, Charley D. "Religious Naturalism Today." Zygon® 38, no. 1 (March 2003): 111–16. http://dx.doi.org/10.1111/1467-9744.00483.

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Robbins, J. Wesley. "Broken‐Backed Naturalism." Zygon® 32, no. 4 (December 1997): 585–92. http://dx.doi.org/10.1111/0591-2385.00113.

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Lambert, Eric. "Naturalism and the Human Condition." Teaching Philosophy 26, no. 1 (2003): 97–100. http://dx.doi.org/10.5840/teachphil200326111.

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Stone, Jerome A. "Varieties of Religious Naturalism." Zygon® 38, no. 1 (March 2003): 89–93. http://dx.doi.org/10.1111/1467-9744.00480.

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Byl, John. "Naturalism, Theism and Objective Knowledge." Journal of Interdisciplinary Studies 14, no. 1 (2002): 69–90. http://dx.doi.org/10.5840/jis2002141/24.

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This essay proposes that various forms of relativism and naturalism are self-refuting. The rational defense of any worldview requires the prior acceptance of the existence of other rational minds, mental causation and free will, an objective language, and objective logical and rational standards, A worldview is self-refuting if its defense necessarily presumes entities that are explicitly denied by the worldview. In contrast, theism provides the epistemic and metaphysical basis to fully account for our diverse knowledge. Liberal arts education is in a crisis due to the fragmentation of knowledge and loss of purpose caused by the combined action of pragmatic deconstruction and scientific reductionism Only by regaining a full appreciation of the depth and comprehension of the Christian worldview can we recapture the cohesive unity in diversity of a genuine liberal arts education.

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Mahner, Martin. "The Role of Metaphysical Naturalism in Science." Science & Education 21, no. 10 (November 20, 2011): 1437–59. http://dx.doi.org/10.1007/s11191-011-9421-9.

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Milosavljevic, Boris. "Dimitrije Matic: Hegelianism and Naturalism." Theoria, Beograd 58, no. 1 (2015): 103–51. http://dx.doi.org/10.2298/theo1501103m.

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Dimitrije Matic (1821-1884) was a philosopher, jurist, professor of public law at the Belgrade Lyceum and politician. He served as Serbia?s Minister of Education and Church Affairs, acting Foreign Minister, Speaker of the Parliament, and member of the State Council. He was president of the Serbian Society of Letters and member of the Serbian Learned Society. Matic belonged to Serbian liberal-minded intellectual circles. He believed that the rule of force was unacceptable and that governments should promote and support popular education. Matic studied philosophy and law in Serbia (Kragujevac, Belgrade), Germany (Berlin, Heidelberg) and France (Paris), and received his doctorial degree in philosophy in Leipzig. In Berlin Matic embraced Hegel?s speculative philosophy and theory of state (philosophy of law). Among his professors were Georg Andreas Gabler (Hegel`s immediate successor), Otto Friedrich Gruppe, Wilhelm Vatke etc. In Halle he listened to another Hegelian, Johann Eduard Erdmann. He had the opportunity to attend Friedrich Schelling?s lectures on the philosophy of mythology. If the Right Hegelians developed Hegel?s philosophy along the lines they considered to be in accordance with Christian theology, and the Left Hegelians laid the emphasis on the anti-Christian tendencies of Hegel?s system and pushed it in the direction of materialism and socialism, Matic would be closer to the first. Actually, he was mostly influenced by his professor Karl Ludwig Michelet, with whom he established a lifelong friendship. Matic?s doctorial thesis (Dissertatio de via qua Fichtii, Schellingii, Hegeliique philosophia e speculativa investigatione Kantiana exculta sit) addressed the question of how the philosophy of Fichte, Schelling and Hegel developed from Kantian speculative thought. The paper deals with the question whether Matic took a shift from Hegelianism to Positivism (Naturalism) in the 1860s, which is a claim that was taken for granted in the Yugoslav (Serbian) Marxist histories of Serbian philosophy after the Second World War and Communist revolution. In fact, it is rooted in Milan Kujundzic-Aberdar?s (1842-1893) periodization of the Serbian philosophical literature. Kujundzic, professor of Philosophy at the Belgrade Great School, classified Matic?s Science of Education into the latest period of natural philosophy. In order to answer the question, the paper looks into the evolution of Matic?s philosophical, legal and political views. Matic followed Hegelian philosophy in his: Short Review (according to Hegel?s ? Psychology in Encyclopaedia of the Philosophical Sciences); Principles of Rational [Vernunftrecht] State Law [Staatslehre] according to Heinrich Zepfel?s book on the philosophy of law (Grunds?tze des allgemeinen und des konstitutionell-monarchischen Staatsrechts and Hegel?s Philosophy of Law) and History of Philosophy (according to Albert Schwegler?s History of Philosophy). There is nothing in Matic?s Science of Education that would corroborate the claim that he shifted from Hegelianism to Positivism. Though he had to attune his views to the changed, anti- Hegelian, intellectual climate and influences on academic life, he remained a Hegelian. The paper deals with the reasons why the Marxist histories of Serbian philosophy insisted on his alleged conversion.

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Klemm, David E. "RELIGIOUS NATURALISM OR THEOLOGICAL HUMANISM?" Zygon® 42, no. 2 (June 22, 2007): 357–68. http://dx.doi.org/10.1111/j.1467-9744.2007.00357.x.

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Dissertations / Theses on the topic "Naturalism. Education"

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Walters, Timothy. "Empathy for education : a naturalist utilitarian argument." Thesis, University of Bath, 2016. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.675741.

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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 transcendent quality. These same ideas have become popular among people of the Western world and are foundational to the worldview of secularism. Accessing whether, and to what extent, individuals explicitly agree or disagree with ideas of disenchantment inherent within secularism may help to better understand relationships between cultural, educational, and spiritual beliefs, and the underlying presumptions of psychological science. A measure of 30 items in length was created in order to evaluate the extent to which individuals agree with statements about some of the foundational assumptions of secularism as it relates to naturalism. A random sample of online participants (N=395) completed the items through an online survey platform. A 1-factor model provided sufficient statistical fit for the data, suggesting that items appeared to support the idea that this measure addresses attitudes of secularism, however no claims on the validity of the measure in the current study can be made. Suggestions for future study are provided.

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Väkevä, L. (Lauri). "Kasvatuksen taide ja taidekasvatus:estetiikan ja taidekasvatuksen merkitys John Deweyn naturalistisessa pragmatismissa." Doctoral thesis, Oulun yliopisto, 2004. http://urn.fi/urn:isbn:9514273109.

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Abstract John Dewey has been widely accepted as a modern classic in educational philosophy. Dewey's general philosophy has gained new interest lately, as well. This interest reflects both a need to find alternatives for analytic and continental philosophies, as well as a need for a naturalistic critique of the modernist presuppositions of Cartesian and transcendental philosophies. Dewey's reconstructive philosophy has encouraged the approach of this study. The reconstructive approach combines the synchronic and diachronic analyses of philosophical concepts with a pragmatist critique that trusts in the power of philosophy to guide human practice. The possibility of such pragmatist critique explains the central role of pedagogy in Dewey's philosophy: Dewey saw pedagogy as a social laboratory where philosophical concepts are tested for their pragmatic potential in enhancing democratic cultural formation. The present study is guided by the central idea that the naturalistic outlook of Dewey's mature philosophy can serve as a thematic framework for contemporary philosophies of art and music. Recent readings of Dewey's work suggest important links between his pedagogy and aesthetics. If Dewey's later philosophy is examined systematically, it becomes clear that his concept of (a)esthetic experience has an important summative function; it unifies his ideas concerning epistemology, ontology, and moral theory in a "soft" naturalistic anthropologic-pedagogical perspective. Dewey finds the core of existence in the process of human growth where experience is continually transformed into culture through communicative practice. Ideally, human growth involves both an immediate, aesthetic dimension, as well as a mediated, instrumental dimension. An important function of art is to bring out the aesthetic moments of growth. With this thesis in mind, Dewey radically extends his concept of art to comprise all cultural practices that balance their means with their ends. Art educates as it is worked out in means-ends-praxis, that is, in social practice that aims both at mediate and immediate good. In the framework of Dewey's naturalistic pragmatism, art education has two crucial functions: (1) to work out the possibilities of aesthetic expression and perception in a pragmatic process of learning by doing; and 2) to point out the paradigmatic moments of meaning making in the best of art. To the philosophers of music education, Dewey's philosophy can open up a new critical horizon where both aesthetic and praxial outlooks can meet in the experimental terms of naturalistic pragmatism
Tiivistelmä John Deweyn asema pedagogiikan klassikkona on tunnustettu jo vuosikymmeniä. Myös Deweyn laajempi filosofia on saanut osakseen uutta kiinnostusta. Tämä kiinnostus liittyy sekä vaihtoehtojen hakemiseen analyyttiselle ja mannermaiselle filosofialle että modernin filosofian kartesiolaisten ja transsendentaalisten lähtökohtien naturalistiseen kritiikkiin. Deweyn filosofialle ominainen rekonstruktiivinen lähestymistapa on innoittanut käsillä olevaa tutkimusta. Rekonstruktiivinen lähestymistapa edellyttää filosofisten käsitysten synkronisen ja diakronisen analyysin ohella pragmatistista kritiikkiä, johon liittyy luottamus filosofian voimaan ohjata inhimillisiä käytäntöjä. Pragmatistisen kritiikin mahdollisuus selittää pedagogiikan keskeisen aseman Deweyn filosofiassa. Deweylle kasvatus on laboratorio, joka tarjoaa mahdollisuuden koetella filosofisten käsitysten pragmatistista toimivuutta demokraattisen kulttuurin rakennusaineina. Tämän tutkimuksen temaattisena johtolankana toimii ajatus Deweyn myöhäiskauden naturalistisen pragmatismin soveltuvuudesta oman aikamme taide- ja musiikkikasvatusfilosofiseksi tarkastelutavaksi. Uudemmassa Dewey-tutkimuksessa onkin tuotu esiin Deweyn estetiikkaan ja pedagogiikan välisiä yhtymäkohtia. Tarkasteltaessa Deweyn myöhäiskauden filosofiaa kokonaisuutena, mikä on tämän työn tavoitteena, on lisäksi helppo huomata, että esteettisen kokemuksen käsitteellä on tärkeä asema hänen tiedonfilosofiansa, ontologiansa ja moraalifilosofiansa täydentäjänä. Deweylle inhimillisen eksistenssin ytimessä on kasvuprosessi, jossa kokemuksesta muovataan demokraattista kulttuuria kommunikatiivisessa toiminnassa. Tähän pragmatistiseen merkityksen tuoton prosessiin (ja siihen liittyvään pedagogiseen projektiin) liittyy parhaimmillaan esteettinen ulottuvuus. Kasvu sulkee sisäänsä sekä välineellisiä että välittömästi koettuja momentteja. Taiteen tärkeänä tehtävänä on tuoda esiin kasvuprosessiin liittyviä esteettisiä momentteja osana pragmaattista merkityksen tuottoa. Taide käsittääkin Deweylla kaiken kulttuurisen toiminnan, johon liittyy keinojen ja päämäärien välinen tasapaino. Kasvattavana toimintana taide on means-ends-praksista, keinonsa ja päämääränsä tasapainottavaa yhteiskunnallista käytäntöä, joka pyrkii samanaikaisesti sekä välilliseen että välittömään hyvään. Taidekasvatukselle jäsentyy Deweyn naturalistisessa pragmatismissa kaksi päätehtävää: (1) harjoituttaa esteettisen ilmaisun ja havainnon mahdollisuuksia pragmaattisessa tekemällä oppimisessa ja (2) osoittaa taiteissa kulminoituvia inhimillisen merkityksentuoton paradigmaattisia momentteja. Musiikkikasvatusfilosofeille Deweyn filosofia voi avata uuden kriittisen horisontin, jossa sekä perinteinen esteettinen näkökulma että uudempi praksiaalinen näkökulma voivat kohdata toisensa naturalistisen pragmatismin eksperimentaalisessa viitekehyksessä

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Mitchell, Kathleen Marie. "Significant life experiences of naturalists." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2808.

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This research study addressed a current topic of interest in the environmental education community: How can people of non-European origin be recruited into the field of outdoor and environmental education?

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Delgado, Arce Bianca Marisa, and Lopez Hilary Michelle García. "Percepciones de directores de II.EE públicas de Lima Metropolitana sobre la gestión del riesgo ante desastres naturales o pandemias." Universidad Peruana de Ciencias Aplicadas (UPC), 2021. http://hdl.handle.net/10757/657013.

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Durante el 2020, se vivió una crisis sanitaria atendida desde diversos frentes. En ese escenario, el rol de las escuelas fue fundamental y principalmente el de los directores por su impacto en la comunidad educativa. La presente investigación busca conocer sus perspectivas porque, según Uribe (2007), ellos son fundamentales para la comunicación y participación de la comunidad. Barragán (2014) señala también que la participación de los directivos construye una cultura preventiva. Por ende, el objetivo de esta investigación es conocer sus percepciones acerca de la gestión del riesgo en espacios educativos. Para esto, se realizó un estudio cualitativo, a partir de cinco entrevistas semiestructuradas realizadas a directivos de escuelas públicas. Los resultados nos señalan que la definición de la GR no es homogénea. Asimismo, se identificó que la gestión del riesgo fue altamente influenciada por las necesidades emocionales de la comunidad. También se identificó que como directivos su desafío fue el encontrar herramientas para motivar, lo cual se conecta con declaraciones en las que comentan que las necesidades no se limitaban a los aspectos materiales y que demanda en el rol del directivo abordar las relaciones interpersonales. Considerando los resultados, es fundamental, pensar en que la gestión del riesgo de los directivos necesita una visión integral y no solo enfocada en la determinación de acciones concretas asociadas a la gestión de elementos materiales.
All throughout 2020, the entire world experienced a sanitary crisis, which was controlled through different tactics. In this scenario, we can highlight the work of schools, primarily of the headmasters because of their direct impact in the guidance of teachers, families and students. This research is focused on getting to know their different perspectives because as Uribe states (2007), they are who activate the communication system and who promote an active role in the community. Barragán (2014) highlights that the participation of the headmaster allows us to build a preventive culture. Taking the previous points into consideration, the objective of this research is to know their point of view regarding risk management (RM) inside schools. This is why we worked on a qualitative study which started by interviewing 5 public school directors. The results show us that the definition of risk management is heterogeneous. Likewise, it was identified that RM was highly influenced by societal emotional needs. It was also let to know that as directives their challenge was to find tools that helped the community get motivated, which is connected with declarations that state that the necessities were not limited to material aspects and that it is demanded from the headmaster to address interpersonal relationships. Considering the results, it is fundamental to think that the director’s risk management needs a comprehensive vision that is not only focused on the determination of specific actions associated with the management of materialistic elements.
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Mallqui, Trejo Milagros Mercedes. "Efecto de los desastres naturales sobre la generación de resultados educativos." Bachelor's thesis, Universidad Peruana de Ciencias Aplicadas (UPC), 2019. http://hdl.handle.net/10757/631699.

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Una de las preocupaciones que mayormente tienen los países en vías de desarrollo es el efecto de los desastres naturales sobre la educación. Por este motivo, la presente investigación realiza un análisis del efecto de los desastres naturales: Heladas e inundaciones, sobre la generación de resultados educativos, medido como puntaje de pruebas estandarizadas de matemática y lenguaje. Además, se analiza si la tipología de estos desastres podría implicar resultados diferenciados. Para ello, se aplica un modelo de efectos aleatorios con una base de datos panel disponible del estudio Young Lives (Niños del Milenio). En efecto, el estudio confirma la hipótesis de que los desastres naturales evaluados influyen en los resultados educativos por el lado de riqueza del hogar y estado de salud del estudiante.
One of the concerns that developing countries have mostly is the effect of natural disasters on education. Therefore, the present investigation carries out an analysis of the effect of natural disasters: Frost and floods, on the generation of educational results, measured as a standardized math and language test score. Furthermore, whether the typology of these disasters could imply differentiated results. For this, a random effects model is applied with a panel database available from the Young Lives study. Hence, the study confirms the hypothesis that the natural disasters evaluated influence educational outcomes on the side of household wealth and student health status.
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Encinas, Ramírez Irma. "En torno a la enseñanza de las ciencias naturales." Pontificia Universidad Católica del Perú, 2013. http://repositorio.pucp.edu.pe/index/handle/123456789/117174.

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Tsuruda, Maria Amalia Longo. "O valor heurístico das nuvens para o curso de história da educação." Universidade de São Paulo, 2007. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-09112007-102121/.

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Esta tese visa a mostrar que a comédia As Nuvens de Aristófanes (423 a.C.) possui um valor heurístico para os alunos de graduação de Pedagogia, isto é, que a obra possibilita um trabalho de cotejo de textos para a formação de um quadro complexo da educação ateniense da época. Compõe-se de duas partes, a primeira dedicada ao estudo da peça e de suas possíveis relações com o ensino da filosofia em Atenas e a segunda dedicada ao relato do trabalho com alunos, desenvolvido durante duas experiências com o Curso Experimental. A metodologia utilizada baseia-se em três pilares, a pesquisa bibliográfica, a análise textual e a aplicação experimental em sala de aula. A avaliação final do trabalho mostra que As Nuvens possui um caráter altamente heurístico e que a sua aplicação em sala de aula apresenta resultados altamente satisfatórios.
The aim of this thesis is to show that the comedy Clouds (423 b. C.) by Aristophanes has a heuristic value to the graduation students in Education, i. e., that this play allows a text comparative work in order to form a complex scene of the Athenian education at Aristophanes time. It consists of two parts, the first one shows the play study and its possible relations with the philosophy teaching at Athens and the second one is the report of the work whit graduation students, during two Experimental Course. The methodology used is founded in three cornerstones, the bibliographical research, the textual analysis and the experimental application in class. The conclusive evaluation of this work shows that The Clouds has a highly heuristic character and the use in classrooms has highly satisfactory results.

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Sànchez, Busqués Sònia. "Disseny instruccional de software educatiu. Impacte dels ajuts de naturalesa metacognitiva sobre l'aprenentatge." Doctoral thesis, Universitat Autònoma de Barcelona, 2002. http://hdl.handle.net/10803/4739.

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Aquesta recerca ha pretès estudiar, analitzar i revisar els diferents enfocaments d'estudi, els treballs i investigacions, i les seves aportacions al món educatiu en referència als tres eixos teòrics que configuren el treball:

· Informàtica al servei de l'educació com a facilitadora de processos d'aprenentatge.
· Construcció de coneixement condicional o estratègic.
· Disseny instruccional d'entorn d'aprenentatge hipermedials.

Conceptes i enfocaments a partir dels quals iniciar propostes de canvi vers una nova concepció en la construcció de coneixement en entorn multimedia.

L'objectiu corresponent a la part de recerca empírica pretén bàsicament explorar a través d'un disseny experimental comparatiu, si l'ús d'un format textual, a partir d'una documentació electrònica en forma de programa hipermedia és més efectiva que una documentació impresa en l'aprenentatge del contingut treballat, la vida i obra de Mario Benedetti, per part d'usuaris novells en el contingut.

Alhora que analitzar com diferents tipologies d'ajudes pedagògiques en format de preguntes de diferent demanda cognitiva (literals, inferencials i metacognitives) inserides en el material hipermedial afavorien un aprenentatge més estratègic de la temàtica.

Es desitjava saber, també, si existien diferencies en el tipus d'estratègies emprades durant l'estudi del mateix i conèixer les percepcions, en quan a les percepcions, en quan a l'atribució de dificultats per resoldre la tasca i la representació gràfica que en fan del mateix.
This research has wanted to study, to analyse and to revise the different focuses of study, works and investigations and its contributions in the educational world in reference to the three theoretical axes that configure the work.

· Computer science to service of the education like due of learning processes.
· Construction of conditional or strategic knowledge.
· Instructional design of environments of learning hypermedia.

Concepts and focuses starting from those with which to begin proposals of change toward a new conception in the construction of knowledge in environments multimedia.

The objective corresponding to the part of empiric research seeks basically to explore through a comparative experimental design, if the use of a textual format, starting from an electronic documentation, in form of program hipermedia, is more effective than a printed documentation in the learning of the worked content, the life and production of Mario Benedetti, with novice users in the content.

At the same time that we analyse as three types of pedagogic help in format of questions of different cognitive demands (reproductive, inferencials and metacognition) include them in the web favors a learning more strategic of the thematic.

We was wanted to know, also, if differences existed in the type of strategies used during the study of the content and to know the perceptions of the attribution of difficulties to solve with success the task and the graphic representation that they make of the topic.

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Delorme, Shannon. "The Unitarian physiologist : science and religion in the life and work of William Benjamin Carpenter (1813-1885)." Thesis, University of Oxford, 2016. https://ora.ox.ac.uk/objects/uuid:5372009d-0c43-4a8d-81ea-b5bddcd17c8d.

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This thesis provides the first comprehensive study of an eminent but oft-overlooked Victorian polymath, with the overarching aims of assessing his contributions to nineteenth-century intellectual life and of exploring the mutual relations between science and religion in his work. One of the towering figures of the Victorian scientific establishment, William Carpenter (1813-1885), F.R.S, was a famous physiologist and public figure. He is most remembered for his concept of 'unconscious cerebration' which contributed to the emergence of the disciplines of neurology and modern psychology, but Carpenter was also noted amongst his peers for his evolutionary approach to the study of the unicellular marine invertebrates known as the foraminifera. As a lifelong practicing Unitarian, Carpenter's outspoken support for evolutionary theory made him an exemplary advocate of the compatibility between rational thought and Christian belief amidst the Victorian debate about science and religion. As the Registrar of the University of London during its formative years, Carpenter also had a nationwide impact on the fortunes of scientific education and secondary education as a whole. Finally, as a populariser of science and public moralist, "Dr. Carpenter" was also well known to the Victorian public as one of the most outspoken critics of spiritualism, alleged paranormal phenomena, and superstition more generally. Nevertheless, no systematic study of Carpenter's work had until now been carried out, and the commonly held view that he lacked originality as a scientist had not been fully questioned. The current study therefore aims to review Carpenter's achievements and trace his intellectual legacy. As an intellectual biography, it argues that focusing on the now lesser-known members of the British intelligentsia can shine new light on the context of the professionalization of science in Victorian Britain. In its focus on science and religion, this thesis argues that a deeper understanding of Carpenter's Unitarianism must feature at the heart of any endeavour to analyse his work. Previous references to Carpenter either bypassed Unitarianism and its nineteenth-century transformations, or reduced Unitarian thought to certain core tenets that fell short of uncovering Carpenter's philosophical pursuits. Carpenter's Unitarianism is still often equated with the rationalism and mortalism that defined late eighteenth-century Unitarianism, and this failure to recognise how much Carpenter's own faith had departed from earlier strands of Unitarian belief has led to some misinterpretations of his motives. The current thesis therefore offers fresh interpretations of Carpenter's work, based on new archival material and recent historical studies of the shifting priorities shaping the more romantic and emotional spirituality of nineteenth-century Unitarianism. Taking an integrative approach to Carpenter's various projects makes it possible to show how seminal many of his ideas were, and how his Unitarianism, both in its social and spiritual dimensions, influenced his professional, political and intellectual choices. The biographical angle taken in this thesis also makes it possible to uncover a degree of epistemological coherence underpinning Carpenter's thought, and to argue that Carpenter's efforts to transcend conflicting viewpoints partook of his wider social and metaphysical aims.

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Books on the topic "Naturalism. Education"

1

Calpe, Enrique Belenguer. El naturalismo pedagógico. Madrid: Síntesis Educación, 2004.

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Reason in the balance: The case against naturalism in science, law & education. Downers Grove, Ill: InterVarsity Press, 1995.

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San da xue pai jiao yu zhe xue si xiang gai lun. Taibei Shi: Wen jing chu ban she, 1985.

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Mþäättänen, Pentti. Action and experience: A naturalistic approach to cognition. Helsinki: Suomalainen Tiedeakatemia, 1993.

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Hardie, D. Dare M. A Passion for Nature: 19th-century Naturalism in the Circle of Charles Alexander Johns. Penzance, Cornwall, UK: Patten Press, 2008.

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Naturalistic inquiry for library science: Methods and applications for research, evaluation, and teaching. New York: Greenwood Press, 1990.

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Volkmar, Emily. Exploring environmental education as a naturalist. Bellingham, WA: Huxley College of Environmental Studies, 1999.

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The fetish room: The education of a naturalist. London: Profile Books, 2011.

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König, René. Schriften. Opladen: Leske + Budrich, 1998.

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Busot, J. Aurelio. El método naturalista y la investigación educacional. Maracaibo: Universidad del Zulia, Facultad de Humanidades y Educación, 1991.

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Book chapters on the topic "Naturalism. Education"

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Mahner, Martin. "Science, Naturalism, and Education." In Encyclopedia of Educational Philosophy and Theory, 1–6. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-287-532-7_37-1.

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Mahner, Martin. "Science, Naturalism, and Education." In Encyclopedia of Educational Philosophy and Theory, 2082–87. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-287-588-4_37.

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Olssen, Mark. "Globalisation, Neoliberalism and Laissez-Faire: The Retreat from Naturalism." In Globalisation, Comparative Education and Policy Research, 121–40. Dordrecht: Springer Netherlands, 2020. http://dx.doi.org/10.1007/978-94-024-1751-7_8.

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Niaz, Mansoor. "Conclusions: From Empiricism to Historicism to Naturalism and Beyond." In Chemistry Education and Contributions from History and Philosophy of Science, 201–11. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-26248-2_8.

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Watt, Ted. "The naturalist-in-residence." In Education in Times of Environmental Crises, 55–64. First published 2016. | New York : Routledge, 2016.: Routledge, 2016. http://dx.doi.org/10.4324/9781315671970-8.

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Manivannan, Shyamala. "Naturalism." In Nursing Education and Quality Assurance in Nursing Colleges, 19. Jaypee Brothers Medical Publishers (P) Ltd., 2016. http://dx.doi.org/10.5005/jp/books/12876_5.

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"The Education of the Virgin and the Shaping of Early Naturalism." In The Young Velázquez: The Education of the Virgin Restored. Yale University Art Gallery, 2014. http://dx.doi.org/10.37862/aaeportal.00167.007.

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"Naturalism." In Encyclopedia of Educational Philosophy and Theory, 1507. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-287-588-4_100674.

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"Emergentist Naturalism." In Encyclopedia of Educational Philosophy and Theory, 714. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-287-588-4_100337.

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Ryan, Alan. "Staunchly Modern, Nonbourgeois Liberalism." In The Making of Modern Liberalism. Princeton University Press, 2012. http://dx.doi.org/10.23943/princeton/9780691148403.003.0024.

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This chapter examines John Dewey's liberalism, arguing that his social and political theory expressed the self-understanding of modern society—“modern” being no more precise in its denotation than “postmodernist,” but certainly meaning at different times both the society that lived off and built on the scientific revolution of the seventeenth century and the society that came into existence with the capitalist Industrial Revolution of the eighteenth and nineteenth centuries. After expounding on Dewey's views on the demands of modernity, the chapter considers his belief in the need for industrial democracy as a complement to political democracy. It also discusses postmodernist bourgeois liberalism, Dewey's views on idealism and naturalism, his Democracy and Education and its references to freedom and equality, and the impact of World War I on Dewey's poise. Finally, it describes Dewey's non-Marxian radicalism and argues that Dewey was a philosopher rather than a political activist.

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Conference papers on the topic "Naturalism. Education"

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Daidong, Qiu. "Naturalism: The Epistemological Characteristics of Laozi’s Management Philosophy." In 2020 4th International Seminar on Education, Management and Social Sciences (ISEMSS 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200826.180.

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Shi, Long. "Study on Naturalism in The Red Badge of Courage." In Proceedings of the 3rd International Conference on Art Studies: Science, Experience, Education (ICASSEE 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icassee-19.2019.18.

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Zhang, Xinyu. "The Embodiment of Symbolism, Realism and Naturalism in The Grapes of Wrath." In Proceedings of the 2nd International Conference on Social Science, Public Health and Education (SSPHE 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/ssphe-18.2019.9.

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Li, Yongxue, and Chengxu Ye. "An Ass Struggling between Idealism and Naturalism. A New Interpretation of qThe Assq by D. H. Lawrence." In 2016 3rd International Conference on Education, Language, Art and Inter-cultural Communication (ICELAIC 2016). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icelaic-16.2017.76.

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Nurhafizah, Nurhafizah. "Development of Naturalist Intelligence of Children in Kindergarten." In International Conference of Early Childhood Education (ICECE 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icece-17.2018.5.

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Latifah, Choirunnisa Nurul, and Iis Prasetyo. "Effectiveness of Educational Game for the Intelligence of Early Childhood Naturalist." In Proceedings of the International Conference on Special and Inclusive Education (ICSIE 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icsie-18.2019.56.

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Bayani Abbasy, Majid, Miguel Arturo Corrales Ureña, Róger León Brenes, and Mayra Loaiza Berrocal. "How IoT (Internet of Things) Can Shape Education." In I Congreso Internacional de Ciencias Exactas y Naturales. Universidad Nacional, 2019. http://dx.doi.org/10.15359/cicen.1.76.

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Este documento se centra en la investigación relacionada con varios beneficios del e-learning en el sistema educativo inteligente. Este artículo presenta un análisis teórico. La aplicación de la tecnología de Internet de las cosas (IoT) como un fenómeno prevalente está creciendo y desarrollándose rápidamente en el mundo de la computación ubicua y digital. Una de las aplicaciones más visibles del IoT como conceptos emergentes, es la educación y el sistema de aprendizaje. IoT debido a sus ramas exclusivas, como la conectividad permanente entre las cosas (receptores IP), está cambiando el esquema actual del e-learning y la versión anterior del sistema de aprendizaje. Se desarrolla un modelo teórico multidimensional del sistema de aprendizaje inteligente para analizar cómo el IoT puede actualizar radicalmente el sistema de aprendizaje mediante la participación del elemento de inteligencia en la estructura de aprendizaje electrónico. Este trabajo finalmente describe los mayores impactos del uso del IoT en la plataforma de e-learning. La inteligencia, la cadena conectada, el acceso ilimitado en línea al aula (plataforma) más grande del mundo, son elementos destacados entre otros componentes que están configurando los enfoques reales de aprendizaje electrónico en una forma novedosa, eficiente, de alto rendimiento, en tiempo real e inteligente. La conclusión se puede utilizar como tema central para el estudio futuro de los investigadores.

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Makarskaitė-Petkevičienė, Rita. "STUDENTS’ NATURAL SCIENCE CONTEST: TASK ANALYSIS IN THE ASPECT OF KNOWLEDGE AND UNDERSTANDING." In 3rd International Baltic Symposium on Science and Technology Education (BalticSTE2019). Scientia Socialis Ltd., 2019. http://dx.doi.org/10.33225/balticste/2019.119.

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National contest “Lithuanian naturalist” 1st -2nd form students’ team (15) performed task (from animate nature and people’s living environment sphere) analysis was carried out. The attention was paid to students’ natural science knowledge and understanding. The research was grounded on the attitude that this contest as a non-formal education form is an effective device because it contributes to natural science education quality in primary school: 1) develops primary school students’ natural science literacy; 2) makes possibilities for teachers to reflect on their experience and proposes ideas for the education process improvement; 3) for students – future primary school teachers – provides a possibility to acquire new experience (task creation, conducting theoretical and practical parts of the contest, preparation of evaluation instructions, students’ work evaluation). Keywords: natural science knowledge, natural science contest, primary school students, pre-service teachers.

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Damayanti, Anita, Makruf Akbar, and Yufiarti Yufiarti. "The Interaction Effect of Learning Methods and Naturalist Intelligence Toward Children’s Art Creativity." In First International Conference on Technology and Educational Science. EAI, 2019. http://dx.doi.org/10.4108/eai.21-11-2018.2282278.

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Espinoza Guerrero, Manuel, and Majid Bayani. "Implementation of a Mini-cloud E-learning Supplementary Tool by Using free Tier AWS." In I Congreso Internacional de Ciencias Exactas y Naturales. Universidad Nacional, 2019. http://dx.doi.org/10.15359/cicen.1.79.

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Las técnicas de e-learning han mejorado el rendimiento en el sistema educativo moderno. Falta un sistema degestión de e-learning efectivo y de bajo costo, y las herramientas podría tener un impacto negativo en elrendimiento educativo. La incorporación de tecnologías en línea en el proceso de aprendizaje puede cubriresta desventaja. El sistema de nube de Amazon Web Service es una de las últimas tecnologías que ofrecengrandes volúmenes de servicios en las plataformas de aprendizaje electrónico. Accesando la capa gratuita deAWS, el sistema de gestión de aprendizaje (un Moodle con MYSQL), el alojamiento de archivos y losservicios de gestión de contenido se consideran herramientas complementarias que son viables mediante eluso de la plataforma AWS. Una explicación concisa relacionada con el diseño de la metodología se presentaen el documento junto con las ventajas del sistema que se detallan en la sección de conclusión. A pesar de quetodavía existen varios riesgos asociados con la implantación de la nube, debido a las potenciales ventajas,como el costo bajo o gratuito, el alto rendimiento en tiempo real y el diseño seguro superan los riesgos ydesafíos.

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