Academic literature on the topic 'Philosophical skills'
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Journal articles on the topic "Philosophical skills"
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Marcus, Russell. "Scaffolding for Fine Philosophical Skills." American Association of Philosophy Teachers Studies in Pedagogy 5 (2019): 34–67. http://dx.doi.org/10.5840/aaptstudies201912642.
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Philosophy students often struggle to master the complex skills needed to succeed in their work, especially in writing thesis-driven essays. Research over the past forty years on instructional scaffolding, both generally and as applied in philosophy, has helped teachers to refine both instruction and assignment design to improve students’ performance on complex philosophical tasks. This essay reviews the fundamentals of scaffolding in order to motivate and support some innovative in-class exercises and writing assignments that can help students develop even finer-grained skills. These skills are useful both intrinsically and for their transfer to longer-form essays, to other philosophical work, and to the general academic and intellectual development of our students.
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Bridges, David. "Transferable skills: A philosophical perspective." Studies in Higher Education 18, no. 1 (1993): 43–51. http://dx.doi.org/10.1080/03075079312331382448.
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Stanley V. Kleppinger. "Practical and Philosophical Reflections Regarding Aural Skills Assessment." Indiana Theory Review 33, no. 1-2 (2017): 153. http://dx.doi.org/10.2979/inditheorevi.33.1-2.06.
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Pecheransky, I. P. "Report «FUTURE WORK SKILLS 2020» lifelong education goals (philosophical-pedagogical notes)." Lifelong education: the XXI century 13, no. 1 (2016): 14–22. http://dx.doi.org/10.15393/j5.art.2016.3046.
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Worley, Emma, and Peter Worley. "teaching critical thinking and metacognitive skills through philosophical enquiry. A practitioner's report on experiments in the classroom." childhood & philosophy 15 (December 30, 2019): 01–34. http://dx.doi.org/10.12957/childphilo.2019.46229.
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Although expert consensus states that critical thinking (CT) is essential to enquiry, it doesn’t necessarily follow that by practicing enquiry children are developing CT skills. Philosophy with children programmes around the world aim to develop CT dispositions and skills through a community of enquiry, and this study compared the impact of the explicit teaching of CT skills during an enquiry, to The Philosophy Foundation's philosophical enquiry (PhiE) method alone (which had no explicit teaching of CT skills). Philosophy with children is also said to improve metacognitive (MC) skills but there is little research into this claim. Following observable problems with ensuring genuine metacognition was happening in PhiE sessions - on a reasonably strong understanding of what metacognition is – a method has been developed and trialed in this study to bring together, in mutual support, the development of critical thinking and metacognitive skills. Based on the work of Peter Worley and Ellen Fridland (KCL)The Philosophy Foundation ran an experimental study with King's College London in Autumn 2017 and Autumn 2018 to compare the impact of teaching CT skills and MC skills against classes which just have philosophical enquiry. The approach developed and used for the study employs the explicit teaching of some CT and MC skills within the context of a philosophical enquiry (as opposed to stand-alone teaching of these skills) and yields some positive findings both qualitative and quantitative. Both studies took place over one term (12 weeks) and a control and intervention group were used in each study. This report focuses on the second year of the study, with 220 ten and eleven-year-old children involved in eight classes across three state schools in South East London. Although there were limitations to the study the results indicate that the explicit teaching of these skills during a philosophical enquiry can help children use CT and MC skills more successfully than philosophical enquiry alone.
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Matviienko, I. S. "МИСТЕЦТВО МИСЛИТИ ЛОГІЧНО ТА ОСОБЛИВОСТІ ФІЛОСОФСЬКОЇ АРГУМЕНТАЦІЇ". HUMANITARIAN STUDIOS: PEDAGOGICS, PSYCHOLOGY, PHILOSOPHY 12, № 1 (2021): 112–18. http://dx.doi.org/10.31548/hspedagog2021.01.112.
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Argumentation, as an assemblage of proofs in defense of the stated positions is always present in philosophical dispute, and the extent to which you are conclusive in this dispute depends on your skills of argumentation. That is why this article is devoted to the examination of philosophical argumentation and its use of formal logics.
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Turner, Stephen. "Philosophical Argument and Wicked Problems." Philosophy of the Social Sciences 48, no. 1 (2017): 71–79. http://dx.doi.org/10.1177/0048393117740842.
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This comment on Frodeman and Briggle’s Socrates Tenured raises questions about the project of applying philosophy or philosophical skills to wicked problems such as terrorism. By definition, these problems cannot be solved by appeal to principles, but involve conflicting values and goals. The societal problems to which the book refers are of this kind. The argument of the book vacillates between recognizing this and asserting some sort of special disciplinary authority for philosophy in the face of these problems. Examples illustrate the dilemma.
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Melikyan, Lilit. "Philosophical Foundations of Second Language Acquisition." WISDOM 1, no. 6 (2016): 125. http://dx.doi.org/10.24234/wisdom.v1i6.72.
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The following article attempts at shedding light on the role of metacognitive practices in second language acquisition, in particular, the role of critical thinking skills as a boosting factor for the language learning process. The article suggests using some psychological-methodological mechanisms that aim at promoting critical thinking in language learning thus attaching worth attention to the role of metacognitive practices in the field.
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Lu, Chunxia, and Rosukhon Swatevacharkul. "An Analysis of Critical Thinking from the Philosophical, Reflective, Cognitive and Cultural Perspective." English Language and Literature Studies 10, no. 4 (2020): 70. http://dx.doi.org/10.5539/ells.v10n4p70.
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In English as a foreign language context, to cultivate language learners’ critical thinking skills has become a part of the education goal. In China, great efforts have been made in order to increase Chinese college students’ critical thinking skills, but their critical thinking skills are not satisfying. As to the reasons, lack of sufficient and comprehensive understanding of critical thinking skills is supposed to be one of the reasons. Thus, this paper proposed to analyze critical thinking skills from the philosophical, reflective, cognitive, cultural perspectives hopefully to enhance understanding of critical thinking skills in Chinese EFL context.
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Tillmanns, Maria. "Does Developing Moral Thinking Skills Lead to Moral Action?" International Journal of Philosophical Practice 7, no. 1 (2021): 104–11. http://dx.doi.org/10.5840/ijpp2021718.
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This paper explores the relationship between thinking and acting morally. Can we transfer critical thinking skills to real life situations? Philosophical practice with clients as well as with school children creates a context for not only being a critical and reflective thinker but also a self -critical thinker and self -reflective thinker. In his book On Dialogue, David Bohm explores the notion of proprioception of thinking; focusing on thinking as a movement. The tacit, concrete process of thinking informs our actions in a way that rational thinking by itself cannot. We can try to impose rational thinking on our tacit, concrete process of thinking but knowing how to be just abstractly, for example, does not necessarily make us act justly in the moment. Philosophical practice puts us in touch with our own tacit, concrete process of thinking. Through dialogue (Bohm, Buber) we become more than skilled rational thinkers ; we become skilled thinking beings.
Dissertations / Theses on the topic "Philosophical skills"
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Fisher, Robert. "Philosophy for children : fostering communities of philosophical enquiry and reflection in primary and secondary schools." Thesis, Brunel University, 1996. http://bura.brunel.ac.uk/handle/2438/4375.
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The publications in these two volumes reflect the author's work over the past ten years in the development of teaching thinking through philosophical enquiry in primary and secondary schools. Philosophy as an essential aspect of education for all young people was first considered in the US by Professor Lipman in the early 1970s, and is now established in more than thirty countries around the world. The publications presented here represent key documents in the author's involvement in the development of a curriculum for teaching thinking through philosophical enquiry in UK schools. The publications are organised under two themes relating to teaching thinking and philosophical enquiry which are seen as vital elements of children's learning, and are presented as a contribution to curriculum development in schools, including the developing of pedagogic methods and teaching materials, and as a contribution to the professional development of teachers. Fifteen sole-author publications are included, comprising two books, excerpts from four books, and nine published papers. In addition to the publications this volume contains the author's commentary which provides an introduction to the publications and an assessment of their significance.
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Murrow, Rodney C. "Music theory textbooks in the United States, 1941-1992 : philosophical trends in written skills /." Full-text version available from OU Domain via ProQuest Digital Dissertations, 1995.
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Leach, Brent Tyler. "Critical Thinking Skills as Related to University Students Gender and Academic Discipline." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etd/1251.
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For a number of years the educational community has recognized the importance of teaching critical thinking skills to all students; however, a shift in educational pedagogy and philosophy has occurred. Through recent legislation the funding of educational institutions that demonstrate competencies and gains from standardized test scores has been mandated. Although performance measurement regarding the effectiveness of learning environments is useful, students must learn critical thinking skills to compete globally, problem solve effectively, self-actualize, preserve democracy, and promote human rights. The relationship between content and critical thinking presents a unique challenge in American education. This study examined the shift in focus from critical thinking to standards-based assessment in American education and focused on data garnered and analyzed from The California Critical Thinking Skills Test (CCTST).
The purpose of this study was to determine if there were differences in the 5 dimensions of critical thinking based on colleges and gender based upon 1,455 graduating seniors for the 2009-2010 academic year on the (CCTST). This study used descriptive and inferential statistics to analyze data.
In this quantitative study, data from the (CCTST) were gathered and distributed to the researcher for compilation and statistical analysis. Findings from this study indicate that gender and major college of study significantly influence the means on the dimensions of the CCTST. This study provides information regarding critical thinking skills in a higher education setting and is useful for higher education practitioners in facilitating the development of critical thinking skills. The results of this study add to the body of knowledge regarding critical thinking.
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Collett, Gale A. "How Social Emotional Development Skills Gained in High Quality Public School Prekindergarten Impact Kindergarten Academic Readiness." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etd/1237.
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Longitudinal research has demonstrated that children’s emotional and social skills are linked to their early academic achievement (Wentzel & Asher, 1995). Children who have difficulty paying attention, following directions, getting along with others, and controlling negative emotions like anger and distress do not do as well in school (Arnokl et al., 1999; McClelland et al., 2000). Academic achievement in the early years of schooling appears to be built on a firm foundation of children’s social emotional skills (Ladd, Kochenderfer, & Coleman, 1997; O’Neil et al., 1997). Higher quality prekindergarten programs are associated with the early years of schooling and more positive academic outcomes in children (Burchinal et al., 2000).
Investments in early childhood programs by state and federal governments have been made with a goal of improving school readiness for low income children. These investments are based on findings that show a link between program quality and children’s academic outcomes. Studies of model programs show that intensive early childhood services can improve children’s cognitive, 2 academic, and social skills with gains maintained into adulthood (Burchinal, Kainz, & Cai, in press).
The purpose of this study was to create knowledge that indicates the influence of the social emotional skills children gain by completing prekindergarten. Schools in Sevier County, Tennessee that have prekindergarten classrooms in place were chosen for this study because kindergarten is the next experience children will have after pre-k. Kindergarten teachers in the schools chosen were purposefully selected as participants. Kindergarten teachers have the opportunity to make comparisons of differences in academic readiness of students who have completed prekindergarten and the students who have not been in a school environment. Kindergarten teachers may be able to conclude from classroom observation of the 2 groups if there is a difference in academic readiness.
Home environments with strong parental involvement were most kindergarten teachers’ first choice for early learning and kindergarten preparation. Teachers realization that a strong home environment is not available to all children encouraged them to appreciate having a high quality public school prekindergarten as an alternative. Kindergarten teachers overall perceptions about the readiness of children who enter their classroom after completing prekindergarten were positive.
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Cuevas, Rebecca Frost. "TURKISH TO GO: TEACHING INTELLECTUAL SKILLS ONLINE." CSUSB ScholarWorks, 2014. https://scholarworks.lib.csusb.edu/etd/111.
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This project explores research-based methods for creating an e-learning resource to teach an intellectual skill. Intellectual skills are one of the five domains of learning defined by Robert M. Gagné. The intellectual skill taught via the e-learning resource is the rules of Turkish vowel harmony, a fundamental phonological feature of the Turkish language. The purpose of the e-learning resource is to provide novice learners with a set of tools and strategies with which to approach the future study of Turkish.
A literature review was conducted in three areas: Gagné’s instructional design theories, Turkish language learning, and best practices for the design of multimedia e-learning. Two rapid prototypes in the form of Moodle course sites were developed. Guidance for improving the prototypes was sought from experts in instructional design, usability, and computer software. The resulting finished e-learning product is a nine-topic Moodle course based on Gagné’s nine events of instruction.
The main Moodle course content teaches the rules of Turkish vowel harmony as an intellectual skill which has been broken down into discriminations (the Turkish vowels), concepts (the Turkish vowel groups) and rules (Turkish vowel harmony). Higher order rules are taught in the form of exceptions to the rules of Turkish vowel harmony found in foreign loan-words in Turkish. Practice is provided in applying the rules of Turkish vowel harmony as a set of word attack skills for approaching Turkish language artifacts found online and in the environment. A comprehensive list of resources relating to learning Turkish, learning about the Turkish language, and learning about learning Turkish, is provided to facilitate future extension and application of what was learned in this course.
Each lesson is presented in the form of a Moodle book. Each lesson is followed by an ungraded assessment in the form of an Adobe® PDF quiz. The quizzes and accompanying answer keys are designed to provide guided practice, feedback, and self-assessment to help students extend and apply the lesson material. All lessons were beta-tested to ensure usability and reduction of extraneous cognitive load.
The project resulted in the development of a Best Practices Checklist for designing e-learning resources to teach intellectual skills. The Best Practices Checklist, which can be found in Appendix B, was used to develop the outline for e-learning resources to teach intellectual skills in other subject areas and was found to be an effective rapid prototyping and instructional design tool. Insight was gained into the significance of prior knowledge for teaching intellectual skills, and on how to calibrate cognitive load in e-learning design relative to the learner’s prior knowledge of the subject matter being taught.
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Corcelles, Seuba Mariona. "Construir la veu filosòfica mitjançant l'escriptura col·laborativa: una comunitat d'aprenentatge de la Filosofia a Batxillerat." Doctoral thesis, Universitat Ramon Llull, 2010. http://hdl.handle.net/10803/9276.
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L'objectiu de la recerca és mostrar com, mitjançant l'escriptura col·laborativa, els<br/>estudiants de filosofia de 1r de Batxillerat aprenen a desenvolupar les competències<br/>filosòfiques de problematitzar, conceptualitzar i argumentar, les quals hem anomenat<br/>"veu filosòfica".<br/>És un estudi descriptiu i exploratori, amb un disseny d'anàlisi de cas que combina les<br/>metodologies quantitativa i qualitativa. Se situa en el context natural de l'aula.<br/>Aquest context s'ha organitzat com a comunitat d'aprenentatge i pretén esdevenir un<br/>context dialògic i multivocal combinant la interacció entre iguals i l'ensenyament de<br/>l'escriptura per elaborar textos argumentatius filosòfics.<br/>L'estudi analitza, d'una banda, la qualitat filosòfica dels textos individuals i conjunts<br/>elaborats per quatre equips al llarg de la intervenció (curs 08-09), i d'altra banda, la<br/>qualitat filosòfica dels processos d'escriptura col·laborativa de dos equips en cinc<br/>sessions per publicar un text filosòfic a la revista de l'institut. Per últim, també analitza<br/>les percepcions pel que fa al context d'ensenyament i d'aprenentatge dels 48 estudiants i<br/>el professor que han participat en la intervenció.<br/>Els resultats mostren que hi ha millores en la qualitat filosòfica dels escrits dels<br/>estudiants, especialment els individuals. Quant a l'anàlisi de la qualitat filosòfica dels<br/>processos d'escriptura col·laborativa, s'observen les dificultats dels estudiants per<br/>passar del nivell abstracte al concret i com l'escriptura col·laborativa permet concretar i<br/>reformular les idees per construir coneixement en l'àmbit de la filosofia. Per últim, les<br/>percepcions dels estudiants i del professor aporten valoracions positives que reforcen<br/>aquest context educatiu i a la vegada elements per millorar-lo.<br>El objetivo de la investigación es mostrar cómo, mediante la escritura colaborativa,<br/>los estudiantes de filosofía de 1º de Bachillerato aprenden a desarrollar las competencias<br/>filosóficas de problematizar, conceptualizar, y argumentar, que hemos llamado como<br/>"voz filosófica".<br/>Es un estudio descriptivo y exploratorio basado en un diseño de análisis de caso que<br/>combina metodología cuantitativa y cualitativa. Se sitúa en el contexto natural del aula.<br/>Este contexto se ha organizado como comunidad de aprendizaje y pretende potenciar<br/>un contexto dialógico y multivocal combinando la interacción entre iguales y la<br/>enseñanza de la escritura para elaborar textos argumentativos filosóficos.<br/>El estudio analiza por un lado, la calidad filosófica de los textos individuales y<br/>conjuntos elaborados por cuatro equipos a lo largo de la intervención (curso 08-09), y<br/>por otro lado, la calidad filosófica de los procesos de escritura colaborativa de dos<br/>equipos a lo largo de cinco sesiones para publicar un texto filosófico en la revista del<br/>instituto. Por último, el estudio también analiza las percepciones respecto al contexto de<br/>enseñanza y de aprendizaje de los 48 estudiantes y el profesor que han participado en la<br/>intervención.<br/>Los resultados muestran que hay mejoras en la calidad filosófica de los escritos de<br/>los estudiantes, especialmente los individuales. En el análisis de la calidad filosófica de<br/>los procesos de escritura colaborativa, se observan las dificultades de los estudiantes<br/>para pasar del nivel abstracto al concreto y cómo la escritura colaborativa permite<br/>concretar y reformular las ideas para construir conocimiento en el ámbito de la filosofía.<br/>Por último, las percepciones de los estudiantes y del profesor aportan valoraciones<br/>positivas que refuerzan este contexto educativo y a la vez elementos para mejorarlo.<br>The aim of this research is to study how through collaborative writing philosophy<br/>students in High School learn to develop philosophical skills (to ask questions, to<br/>conceptualize, and to argue). These skills we have termed as "philosophical voice."<br/>It is a descriptive and exploratory study based on case analysis. It combines<br/>quantitative and qualitative methodology and it is situated in the natural classroom<br/>context.<br/>This educational setting is organized as a community of learning and aims to<br/>promote a dialogic and multivocal educational context through the combination of peer<br/>interaction and the teaching of writing to develop philosophical argumentative texts.<br/>The study analyzes one the one hand, philosophical quality of individual and group<br/>texts elaborated by four teams over the academic course intervention. On the other<br/>hand, it analyzes the collaborative writing process quality of two teams over five<br/>sessions to publish a philosophical text in the High School's Journal. Finally, the study<br/>also examines the perceptions of the learning context of 48 students and a teacher who<br/>participated in the intervention.<br/>The results show, first, that there are improvements in the quality of the<br/>philosophical writings of the students, especially the individual text. Moreover, the<br/>analysis of the collaborative writing process show the students' difficulties in moving<br/>from abstract to concrete level and how writing can helps to reformulate the ideas into<br/>practice and to build knowledge in the field of Philosophy. Finally, perceptions of<br/>students and teacher provide positive feedback to reinforce the educational context and,<br/>at the same time, elements for his improvement.
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Wertz, Monnie Huston. "Epistemological Developmental Level and Critical Skill Thinking Level in Undergraduate University Students." Scholar Commons, 2019. https://scholarcommons.usf.edu/etd/7986.
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Epistemological development and its relationship to critical thinking has been postulated in educational psychology since the 1970’s. By empirically examining epistemological development in relationship to thinking critically, a richer understanding of overall student development and instructional needs could be achieved. By taking into account a student’s epistemological development, issues unique to these stages could inform how to most effectively work with students to promote critical thinking development.
The purpose of this study was to explore the potential relationship between collegiate epistemological development and critical thinking skills by examining differences in critical thinking skills at different levels of epistemological development. The hypothesis of the study was that students reporting an epistemological level of either Absolutist or Evaluativist would have higher critical thinking scores than students reporting a Multiplist level. The instruments employed were the Cornell Critical Thinking Test (CCTT) and the Kuhn epistemological instrument. The study population of 157 students was taken from a medium-sized private institution in the southeastern United States.
The data indicated that the majority of the study population, 87%, identified as the Multiplist level of epistemological development, according to Kuhn’s definitions. Overall critical thinking scores for the sample was lower than expected but still within reported ranges. Analysis of variance tests were performed on the data and failed to indicate a statistically significant relationship in overall epistemological developmental level and four of the five individual epistemological judgement domains. This finding was not anticipated, challenges current theoretical understanding of this relationship, and indicates a need for further investigation of the nature of the relationship between critical thinking and epistemological development in the higher educational setting.
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Boney, Kathryn. "Beyond the Skilled Application of Know-How: Pedagogical Reasoning as Phronesis in Highly Competent Teachers." Scholar Commons, 2014. https://scholarcommons.usf.edu/etd/4989.
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Given the teacher-as-technician view and the instrumentalist values that pervade professional schools, practices, and policy decisions (Kinsella & Pitman, 2012a; Zeichner, 2012) with regard to teacher qualification, evidence-based practices, and scripted curricula, there is growing concern that something of fundamental importance and moral significance is missing from the vision of what it means to be a professional, particularly in the field of education. In order to articulate teacher practical knowledge in a way that reflects the complexities of practice, a framework that captures the complexity of teaching practice and helps to define the type of knowledge beyond content and technique, which enables teachers to make practically wise decisions is needed. The purpose of this study was to explore and describe the practical reasoning of highly competent teachers as it is revealed through meaning making about their experiences of pedagogical reasoning. The aim of this study was to provide an interpretive description of teacher pedagogical reasoning, then utilize the construct of professional phronesis as a framework for understanding the dimension of teacher knowledge involved in judgment (Coulter & Wiens, 2002; Kinsella, 2012).
In order to develop a detailed, multi-perspectival account of the constructs of pedagogical reasoning and professional phronesis, I employed an interpretive phenomenological case study design (Smith et al. 2009) to examine the experiences of three participants. Analysis of the data revealed the pedagogical reasoning of the participants as a knowledge that continuously develops over time through a corpus of instructional experiences including: purposeful professional
development, problem solving and reflection. The pedagogical reasoning of the participants was also found to operate as an instructional decision-making process that occurs in two modes: in deliberate planning and preparation for instruction, and spontaneously as they engage in instruction. Finally, the pedagogical reasoning of the participants was characterized by an orientation towards achieving multiple goals at once. All participants acknowledged the content of her discipline as an established goal; however, they described their decision-making in terms of goals for both themselves as practitioners regarding their role in student learning, as well as goals for student outcomes that extended beyond the development of student content knowledge. Professional/personal and instructional goals are tied to the identities of the individual participants and reflect how the unique dispositions of the participants influences the factors they consider in making instructional decisions, regardless of operational mode. Finally, all participants discussed a personal paradigmatic shift in focus from an early-career focus on content delivery to a focus on the needs of individual students and the necessity of developing relationships with students in order to achieve their personal/professional goals and goals for student growth. These themes regarding the experience of pedagogical reasoning reflected the six features of professional phronesis outlined by Kinsella and Pitman (2012b), which suggests that phronesis is a viable construct within the practice knowledge of highly competent teachers.
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Zimbiti, Clementine T. "Challenges faced by student teachers of Nyadire Teachers' College in engaging pupils in philosophical inquiry and feasible solutions." Thesis, 2016. http://hdl.handle.net/10500/24833.
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Philosophical inquiry as a pedagogical approach develops higher order thinking and problem solving skills. Inquiry-based learning is an important approach for sustainable development, considering the fact that today’s societies has to deal with everyday challenges. Philosophical inquiry is a powerful educational approach that has cognitive, social and practical benefits. This study examined the challenges faced by the Nyadire Teachers’ College (NTC) student teachers in Mashonaland East Province in Zimbabwe in engaging pupils in philosophical inquiry and ways of overcoming them. The study employed the qualitative design because of its focus on participants’ perceptions and actions. The researcher viewed participants as reflective beings whose actions were influenced by their thoughts. The study sample comprised forty student teachers on campus who had just completed their Teaching Practice (TP), eight student teachers on TP and ten lecturers from various departments. The data were collected through individual interviews, focus group discussions, non-participant observation of lessons and document analysis. The evidence from literature indicates that philosophical discourse and pedagogy develop learners’ ability to be responsible and accountable for their actions. It has also indicated teachers’ inability to introduce children to thoughtful discussion as one of the barriers to the use of philosophical inquiry as a pedagogy. The findings of the study indicated that NTC student teachers lacked skills and dispositions to engage pupils in philosophical inquiry. This was attributed to lack of critical pedagogy in teacher education at NTC. The findings also indicated that there were challenges in practicing schools. The study established knowledge and competence gaps amongst NTC student teachers as one of the challenges. The study suggested that NTC teacher education should expose student teachers to theory and practice of critical pedagogy. It also suggested in-service education on mentoring for teachers in schools, as mentoring demands more skills and knowledge than mere teaching.<br>Educational Studies<br>D. Ed. (Philosophy of Education)
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Saunders, Jane E. "Between surfaces a psychodynamic approach to cultural identity, cultural difference and reconciliation in Australia /." 2006. http://wallaby.vu.edu.au/adt-VVUT/public/adt-VVUT20071129.092250/index.html.
Full textBooks on the topic "Philosophical skills"
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Fotieva, Irina, Tamara Semilet, Elena Lukashevich, and Vladimir Vitvinchuk. Russian journalism today: social mission and professional skills. INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1044192.
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This monograph is the search for answers to the questions that confront contemporary Russian journalism social and cultural situation of modernity. The authors analyze the correlation of proper and existing in the implementation of the social mission of journalism, the journalism education system, the use of media technologies, the field of journalistic ethics, language and communicative practices of the public sphere, the social effects produced by the media. 
 As the main characteristics of the modern state of Russian journalism finds confrontation and the confrontation of philosophical positions and methodological studies; in the field of journalism education — the confrontation of the instrumental-pragmatic and humanitarian paradigms; in the creation of modern media — focus on creativity or technology; tolerance or ethics in media communication; definition of leadership in the formation of public opinion and the ignition of problem areas.
 Attempts a comprehensive comprehension of the actual problems of modern Russian media: axiological foundations and the social role of journalism; the criteria of journalistic skills and professional ethics; perspectives of media education, language problems of modern communication and success factors of verbal interaction in the media.
 Designed for teachers of University departments and faculties of journalism and other Humanities, students in related disciplines and all interested in data range of issues.
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1937-, White Patricia, and University of London. Institute of Education., eds. Personal and social education: Philosophical perspectives. Kogan Page in association with the Institute of Education, University of London, 1989.
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Personal and Social Education: Philosophical Perspectives (Bedford Way Series). Kogan Page, 1989.
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W, Kenney Janet, ed. Philosophical and theoretical perspectives for advanced nursing practice. 2nd ed. Jones and Bartlett, 1999.
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Lai, Karyn, and Wai Wai Chiu. Skill and Mastery: Philosophical Stories from the Zhuangzi. Rowman & Littlefield Publishers, Incorporated, 2019.
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Skill and Mastery: Philosophical Stories from the Zhuangzi. Rowman & Littlefield Publishers, Incorporated, 2019.
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Lai, Karyn, and Wai Wai Chiu. Skill and Mastery: Philosophical Stories from the Zhuangzi. Rowman & Littlefield Publishers, Incorporated, 2019.
Find full textBook chapters on the topic "Philosophical skills"
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Vähämaa, Miika. "Psychological Reflection, Thought and Imagination as Epistemic Skills." In Philosophical Studies Series. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-18266-3_10.
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Auriac-Peyronnet, Emmanuèle, and Marie-France Daniel. "Impact of Regular Philosophical Discussion on Argumentative Skills." In Studies In Writing. Springer Netherlands, 2005. http://dx.doi.org/10.1007/978-1-4020-2739-0_20.
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Grundherr, Michael von. "Moral Argumentation Skills and Aggressive Behavior. Implications for Philosophical Ethics." In Dual-Process Theories in Moral Psychology. Springer Fachmedien Wiesbaden, 2016. http://dx.doi.org/10.1007/978-3-658-12053-5_6.
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Josephs, Herbert. "Diderot and the Dramatization of Philosophical Thought." In Skill and Education: Reflection and Experience. Springer London, 1992. http://dx.doi.org/10.1007/978-1-4471-1983-8_19.
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Este, Robert A. "The Necessity of Conceptual Skill Enhancement to Address Philosophical Challenges of New Science : Background and Implications." In Unifying Themes in Complex Systems VII. Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-18003-3_7.
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"Philosophical discussion." In The Philosophy Skills Book. Continuum International Publishing Group, 2012. http://dx.doi.org/10.5040/9781350934269.ch-004.
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"Paraphrasing philosophical texts." In The Philosophy Skills Book. Continuum International Publishing Group, 2012. http://dx.doi.org/10.5040/9781350934269.ch-024.
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"Raising philosophical questions." In The Philosophy Skills Book. Continuum International Publishing Group, 2012. http://dx.doi.org/10.5040/9781350934269.ch-001.
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"Understanding philosophical claims." In The Philosophy Skills Book. Continuum International Publishing Group, 2012. http://dx.doi.org/10.5040/9781350934269.ch-012.
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"Evaluating philosophical claims." In The Philosophy Skills Book. Continuum International Publishing Group, 2012. http://dx.doi.org/10.5040/9781350934269.ch-013.
Full textConference papers on the topic "Philosophical skills"
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Korte, Russell, and Karl Smith. "Special session - developing engineering student's philosophical inquiry skills." In 2009 39th IEEE Frontiers in Education Conference (FIE). IEEE, 2009. http://dx.doi.org/10.1109/fie.2009.5350522.
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Zakareya Ahmad, Samah. "PHILOSOPHICAL CHAIRS TO DEVELOP EGYPTIAN EFL STUDENTS' SPEAKING SKILLS." In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.1063.
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A Banks, David. "Structured Inquiry for Masters Students: A `Philosophical` Approach." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2439.
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Feedback from three Masters courses in which students were required to produce assessments in the form of a ‘balanced argument’ suggested that a significant number of students found this to be an extremely difficult task. It would appear that they had not previously developed the ability to present a balanced and critical view of a topic, instead being more used to presenting a single, uncritical view that typically supported their own view of the issue at hand. Given the rapid growth and availability of information in general the ability to critically reflect on the value of data, information or argument is a skill that increasingly needs to be developed in order that sensible interpretations are applied to that information. This paper outlines an approach based upon the work of two philosophers that will be tested in future versions of the courses to help students explore and develop these skills.
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Михайлова, Л. Б. "Religious Studies as an Attribute of Professional Competence of a Modern Teacher." In Современное образование: векторы развития. Роль социально-гуманитарного знания в подготовке педагога: материалы V международной конференции (г. Москва, МПГУ, 27 апреля – 25 мая 2020 г.). Crossref, 2020. http://dx.doi.org/10.37492/etno.2020.25.38.061.
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статья посвящена проблеме формирования религиоведческой компетентности в системе государственного высшего педагогического образования. Автор обосновывает приоритетность религиоведческого подхода к изучению религии в светских школах и вузах в условиях современного постсекулярного общества. В качестве оптимальной дисциплины, формирующей профессиональные навыки работы в поликонфессиональной аудитории, рассматривается философское религиоведение с элементами теологического знания. the article is devoted to the problem of formation of religious competence in public higher teacher education. This paper substantiates the priority of religious studies approach in teaching religions at secular schools and in institutions of higher education in today’s postsecular world. Philosophical religious studies with the elements of theological knowledge are considered as the discipline which forms professional skills in multiconfessional society.
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KASPERIŪNIENĖ, Judita, and Sigitas DAUKILAS. "RECEIVING THROUGH GIVING: SCIENTIFIC MEMOS OF WEB BASED LEARNING." In Rural Development 2015. Aleksandras Stulginskis University, 2015. http://dx.doi.org/10.15544/rd.2015.104.
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In this article the author has offered constructivist grounded theory scientific memos of professors and their students self-regulated learning in social networks. Memos were written following posthuman philosophical tradition seeking to clarify the processes emerging when human web residents having meaningful and valuable real-world experiences navigated in virtual settings. One-to-one semi-structured interviews were conducted with 5 professors and instructors and 12 their students from four different universities in two main Lithuanian towns. The grounded theory data still lack saturation and at this stage the substantive grounded theory named Receiving through giving showed the complicated process of collective sharing. Empirical data indicated the vibratory flow of sharing: the respondents demand to receive from the experts and withdrawal while presenting personal knowledge and skills. The oscillation of motivation for sharing depended on the strength of net activities. The differences in sharing nature were observed: professors and instructors protected their data and purposively managed the networked time, while students expressed openness and knowledge grab from various channels with low selection. The author treated social network as a thing controlled by the respondents and as a companion species influencing its occupier’s goals and desires, raising the questions about the researcher’s role either as an observer or active participant of the net processes.
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"South Africa’s Quest for Smart Cities: Privacy Concerns of Digital Natives of Cape Town, South Africa." In InSITE 2018: Informing Science + IT Education Conferences: La Verne California. Informing Science Institute, 2018. http://dx.doi.org/10.28945/4071.
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Aim/Purpose: [This Proceedings paper was revised and published in the 2018 issue of the Interdisciplinary Journal of e-Skills and Lifelong Learning, Volume 14] The objective of this study is to investigate the impact of awareness, perceived benefits, types of data collected and perceived control on the privacy concerns of digital natives living in what is considered the smart city of Cape Town, South Africa. Background: Smart city projects have been known to bring benefits such as sustainable economic development to cities. However one may wonder what and how certain factors influence the privacy concerns that come along with the implementation of smart cities particularly in the African context. In a time when information can be easily transferred, accessed and even shared, it is no surprise that people may have inclinations to be very protective of their personal information. Methodology: The study is quantitative in nature. Data has been collected using an online survey and analysed statistically. Contribution: This study contributes to scientific literature by detailing the impact of specific factors on the privacy concerns of citizens living in an African city Findings: The findings reveal that the more impersonal data is collected by the Smart City of Cape Town, the lower the privacy concerns of the digital natives. The findings also show that higher the need of the digital natives to be aware of the security measure put in place by the city, the higher their privacy concerns Recommendations for Practitioners: Practitioners (i.e. policy makers) should ensure that it is a legal requirement to have security measures in place to protect the privacy of the citizens while col-lecting data within the smart city of Cape Town. These regulations should be made public to appease any apprehensions from its citizens towards smart city implementations. Less personal data should also be collected on the citizens. Recommendation for Researchers: Researchers should further investigate issues related to privacy concerns in the context of African developing countries as they have unique cultural and philosophical perspectives that might influence how people perceive privacy. Impact on Society: Cities are becoming “smarter” and in developing world context like Africa, privacy issues might not have as a strong influence as is the case in the developing world. Future Research: Further qualitative studies should be conducted to better understand issues related to perceived benefits, perceived control, awareness of how data is collected and level of privacy concerns of digital natives in developing countries.
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Canina, Marita. "Biodesign: Overcoming Disciplinary Barriers." In ASME 2008 9th Biennial Conference on Engineering Systems Design and Analysis. ASMEDC, 2008. http://dx.doi.org/10.1115/esda2008-59458.
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A new discipline has been introduced into today’s multicultural scientific context — Biodesign. Behind the main philosophical concept of Biodesign is the human body; considered a psycho-biological unicum. Research activities aim at developing artificial devices which can be fully integrated into the human body, or rather into the prosthetic human being. During the last decade, the interest of design research and the study of solutions specifically focused on the human being gave rise to a number of disciplines characterized by the prefix “bio”, which comes from the Greek word for life. This prefix may refer to various thematic areas such as: engineering, medicine, architecture, physics and chemistry. These areas can be considered as already well-established disciplines. This means that these sectors have already reached certain solutions that led them to concentrate their efforts on an in-depth study of the human-being, in order to tackle what could be called the “bio” problem. Each discipline, therefore, performs research proposes new solutions, and discusses possible future scenarios in the light of its own particular philosophy. In design along with the other disciplines, a significant movement towards of renewal has been developing with human beings; with their bodies as the hub. The biodesigner, in an attempt to solve the medical-biological problems involved, makes use of industrial design methods, sharing their experience with interdisciplinary teams. Biodesign should not be considered merely design applied to medicine. It may indeed be more clearly defined as an entirely new discipline; whose use of an interdisciplinary approach and close cooperation with the medical-biological sciences are essential to its objective. Biodesign one of the most interesting fields of research currently under way, aimed at innovative application of biorobotic devices, that involves the design and use of new technology, such as MEMS and bioMEMS. This paper gives the research results that were developed in cooperation with two Faculties: Design and Engineering. The main research objective is to identify the intervention area and the role of industrial design in the micro (MEMS) and nanotechnology applications. In particular it’s fundamental in biorobotics to determine both the methodology and the right instruments needed. This paper is divided into two conceptual parts; the first is theoretical and the second is application driven. In the introductory analytical part, theoretical basis are put in order to show the importance of designer cooperation in the micro-technologies study and in their innovative applications. Designers can make cooperation amongst experts easier, co-ordinating design process’ among several research fields and skills. In the first part; problems, complexities, application fields and design methodologies connected to biorobotic devices are highlighted. The second part of the research is developed with the methodology defined by C. Fryling as “through (o by)”. This methodology is a research approach done throughout projects and lead by experience. One case history is used to demostrate such an approach.