Journal articles: 'Philosophy educators'

1

Hare, William. "Why Philosophy for Educators?" International Journal of Applied Philosophy 21, no. 2 (2007): 149–59. http://dx.doi.org/10.5840/ijap20072122.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Wang, Victor C. X., and Linda Sarbo. "Philosophy, Role of Adult Educators, and Learning." Journal of Transformative Education 2, no. 3 (July 2004): 204–14. http://dx.doi.org/10.1177/1541344604265105.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Alexander, Patricia A., P. Karen Murphy, and Bradford S. Woods. "Educators' Perceptions of Philosophy, Psychology, and Education1." Educational Forum 61, no. 2 (June 30, 1997): 172–86. http://dx.doi.org/10.1080/00131729709335248.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

O’Donoghue, Linda A. "Moving Onward: Reflections and Re-interpretations of the Reggio Approach." Journal of Childhood Studies 36, no. 1 (April 30, 2011): 20–25. http://dx.doi.org/10.18357/jcs.v36i1.15135.

Full text

Abstract:

This article offers an insight into teaching and learning from various interviews I conducted with educators about their journey with the philosophy of Reggio Emilia. Many early childhood educators in North America are captivated by the philosophical fundamentals of Reggio Emilia. Emerging from Reggio Emilia, Italy after the destruction of WWII, this approach embraces several key principles that guide the educator. These include: the importance of teachers as researchers, documenters, observers and listeners; the environment as the "third educator," and the image of the capable, competent child (Edwards, Gandini & Forman, 1998).

APA, Harvard, Vancouver, ISO, and other styles

5

Fullinwider, Robert K. "Philosophy, casuistry, and moral development." Theory and Research in Education 8, no. 2 (July 2010): 173–85. http://dx.doi.org/10.1177/1477878510368625.

Full text

Abstract:

Moral educators have little to learn from the moral theories in which philosophers routinely trade. These theories — including those by Slote, Hume, and Kant — leave behind the concrete world in which the moral educator labors. As interesting as they may be, they merely devise alternative routes to the same destination — to the main general features of morality as we know it. It is not so much these general features but the particular forms of moral life under which children and their tutors live that give specificity to duties and rights, content to virtues, and shape to purpose. To navigate successfully through this stuff of moral life, the developing youth needs not only a good heart but a casuistical temper.

APA, Harvard, Vancouver, ISO, and other styles

6

Laundon, Melinda, Abby Cathcart, and Dominique A. Greer. "Teaching Philosophy Statements." Journal of Management Education 44, no. 5 (July 27, 2020): 577–87. http://dx.doi.org/10.1177/1052562920942289.

Full text

Abstract:

Teaching philosophy statements articulate educators’ beliefs about what makes learning happen. They can be powerful tools in identifying assumptions about teaching, articulating our values as educators, and connecting to a community within and across disciplines. Teaching philosophy statements are often an integral part of job applications, promotion and tenure processes, teaching development, and teaching awards. By developing a philosophy and discussing it with colleagues, educators can improve their practice through the process of reflection, dialogue, and engagement with scholarship of learning and teaching. The recipients of the 2020 JME Lasting Impact Award are companion articles “Philosophy rediscovered: Exploring the connections between teaching philosophies, educational philosophies, and philosophy” and “Finding our roots: An exercise for creating a personal teaching philosophy statement” by Beatty et al. These articles have had a profound and sustained impact on management education and other disciplines by furthering understandings of teaching philosophies and their connection to effective teaching and learning. Analysis of subsequent teaching philosophy statement research identifies three strands of inquiry: how to develop a teaching philosophy, the role of teaching philosophies in graduate education, and the relationship between teaching philosophies and continuous professional development. The impact of the papers and areas for future research are canvassed.

APA, Harvard, Vancouver, ISO, and other styles

7

Hansen, David T. "CosmopolitanismasEducation: A Philosophy for Educators in Our Time." Religious Education 112, no. 3 (April 20, 2017): 207–16. http://dx.doi.org/10.1080/00344087.2017.1308180.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Burns, David P. "Normative Analysis and Moral Education: How May We Judge?" Paideusis 17, no. 2 (October 21, 2020): 17–26. http://dx.doi.org/10.7202/1072427ar.

Full text

Abstract:

The viability of philosophy of education as a distinct and valued field of inquiry in educational research is under significant threat. While the debate over the proper role and value of philosophy of education continues, courses and faculty positions in philosophy of education become increasingly rare. I advance the view that this situation requires philosophers of education find new ways to bring their work to practicing educators. I propose a particular kind of normative analysis, within the context of moral education, as one way to bring valuable philosophic work to the daily practice of teaching. It is argued that the use of normative criteria, comprised of certain key characteristics for moral education, can serve not only as valuable analytic tools but may also draw practicing educators into conversations that generally take place between philosophers of education in the academy.

APA, Harvard, Vancouver, ISO, and other styles

9

Hamami, Yacin, and Rebecca Lea Morris. "Philosophy of mathematical practice: a primer for mathematics educators." ZDM 52, no. 6 (May 6, 2020): 1113–26. http://dx.doi.org/10.1007/s11858-020-01159-5.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

Aloni, Nimrod. "The fundamental commitments of educators." Ethics and Education 3, no. 2 (October 2008): 149–59. http://dx.doi.org/10.1080/17449640802410528.

Full text

APA, Harvard, Vancouver, ISO, and other styles

11

Bruzgelevičienė, Ramutė. "The Tendencies of Future Educators’ Identification with an Educational Paradigm." Pedagogika 109, no. 1 (March 26, 2013): 49–56. http://dx.doi.org/10.15823/p.2013.1833.

Full text

Abstract:

The article focuses on the tendencies of future educators’ identification with an educational paradigm recognizable during educational philosophy studies at BA level. The article is founded on the analyses of scientific literature discussing correlation between educational philosophy and an educational paradigm as well as on the data from the empirical study, i.e. students’ argumentative essays on educational philosophy. The empirical study was performed at the Faculty of Lithuanian Philology and Social Communication Institute of Lithuanian University of Educational Sciences. Qualitative research method has been applied in the study along with the qualitative analyses of argumentative essays as well as SOLO taxonomy as a means of assessing the complexity of learning. The Research Question: to what extent can teaching of educational philosophy influence the future educators’ identification with an educational paradigm? Object: The tendencies of future educators’ identification with an educational paradigm. Goal: to highlight the tendencies of students’ identification with an educational paradigm determined by educational philosophy studies. The objectives: 1. To define the idea of identification with philosophical conceptions of education; 2. To justify the importance of identification with a philosophical conception of education; 3. To highlight, on the basis of empirical study, the tendencies among students as future educators towards identification with philosophical conceptions of education. The following conclusions are drawn in the article: As educational paradigms are considered to be variations of answers to the main questions of educational philosophy, the direct correlation between educational philosophy and educational paradigm is obvious. Therefore, by identifying themselves with an educational philosophy, educators also identify themselves with an educational paradigm. The subject of Educational Philosophy, taught at undergraduate level at Lithuanian University of Educational Sciences, has an effect on future educators’ identification with educational paradigms. Therefore, it is important for the lecturers to have a purposeful educational philosophy course program centering on cognition of educational paradigms and to adopt educational strategies oriented towards a student’s individuality. Future educators identify themselves with philosophical conceptions of education by comparing new knowledge to their present experience, such as professional teaching activities (in extramural studies) or school learning/teaching experience (in full-time studies). Therefore, there is a clear tendency that more extramural students than full-time students identify themselves with a classical educational paradigm, whereas more full-time students than extramural students identify themselves with a liberal educational paradigm. The qualitative analyses of educational philosophy course students’ final argumentative essays shows that nearly a half (48.06 percent) of the students who are making efforts to identify themselves with a philosophical conception of education have either reached or are approaching the third level of internalization of philosophical concepts of education, which is when they are acquiring individual believes and determination to act in accordance to these concepts and when the complete identity is developing. The subject of Educational Philosophy at BA level may positively influence the numbers of teachers adopting the free educational paradigm when teaching at school.

APA, Harvard, Vancouver, ISO, and other styles

12

Hansen, David. "Cosmopolitanism as a Philosophy for Life in Our Time." Encounters in Theory and History of Education 14 (November 3, 2013): 35–47. http://dx.doi.org/10.24908/eoe-ese-rse.v14i0.5036.

Full text

Abstract:

Educators the world over struggle with contemporary conditions that militate against their vocation. Endless top-down accountability measures, rapid economic turns and inequality in supportive resources, a torrent of consumerist media stimuli that distract educational focus, and other forces require educators to work that much harder to sustain serious educational values. In this article, I put forward a cultural and ethical vision of cosmopolitanism as an orientation that can help educators in their work. This vision pivots around teachers and students learning to fuse reflective openness to new people, ideas, values and practices with reflective loyalty to local commitments and ways of life. This orientation mirrors how the school can become a cosmopolitan canopy. The school can become a place in which all participants develop ethical strength and perspective in order to respond thoughtfully and actively, rather than react passively, to today’s pressures.

APA, Harvard, Vancouver, ISO, and other styles

13

Demozzi, Silvia, and Luca Zanetti. "philosophy and childhood: theory and practice: presentation." childhood & philosophy 16, no. 36 (August 24, 2020): 01–05. http://dx.doi.org/10.12957/childphilo.2020.53101.

Full text

Abstract:

A concern with children doing philosophy is inseparable from a preoccupation with childhood and asks for a redefinition of childhood itself. This exploration is at least one fundamental dimension of the group of philosophers and educators who presented their work and experience at the Conference “Philosophy and Childhood: Theory and Practice. A Conference on the Pedagogical and Philosophical Foundations of Philosophical Practices with Children” that took place at Bologna University, from December 3 to 5, 2018. This present dossier was born from the need to foster and deepen the theoretical and practical value of the philosophy for children (P4C) movement, which includes the more classical philosophy for children program and many other forms inspired by it. We could affirm that for these educators and philosophers it is at least as important to bring children to philosophy as it is to bring philosophical thinking to children and childhood.

APA, Harvard, Vancouver, ISO, and other styles

14

McAdoo, Nick. "AESTHETICS AND THE INSULARITY OF ARTS EDUCATORS." British Journal of Aesthetics 30, no. 1 (1990): 14–23. http://dx.doi.org/10.1093/bjaesthetics/30.1.14.

Full text

APA, Harvard, Vancouver, ISO, and other styles

15

Stolz, Steven A. "Nietzsche on Aesthetics, Educators and Education." Studies in Philosophy and Education 36, no. 6 (July 7, 2016): 683–95. http://dx.doi.org/10.1007/s11217-016-9529-0.

Full text

APA, Harvard, Vancouver, ISO, and other styles

16

Alam, Syamsu, and Roslina Alam. "THE EFFECT OF PERSONAL ETHICAL PHILOSOPHY, INTERNAL LOCUS OF CONTROL AND ACADEMIC CULTURE ON PROFESSIONAL COMPETENCE OF ACCOUNTANT EDUCATORS IN PRIVATE UNIVERSITIES IN MAKASSAR." JARES (Journal of Academic Research and Sciences) 4, no. 1 (March 31, 2019): 13–27. http://dx.doi.org/10.35457/jares.v4i1.692.

Full text

Abstract:

This research aims at (1) exploring individual aspects of accountant educators in shaping professional accountants, and (2) situational aspects utilized by accountant educators as the media in shaping professional accountants in Makassar The independent variable of this research included Personal Ethical Philosophy, Internal Locus of Control, and Academic Culture, while the dependent variable was the Professional Competence of Accountant Educators (Y). The units of analysis, as well as the respondents, were 132 accountant educators in Makassar. To determine the sample, Simple Proportional Sampling with minimal respondent by Taro Yamane was utilized. Data analysis deployed multiple linear regression with error tolerance (α) of 5%. The result shows that Personal Ethical Philosophy significantly affected professional competence, with the t-calculated of 2.085. Internal Locus of Control also significantly affected professional competence, with the t-calculated of 2.158. Academic culture, with the t-calculated of 2.146, also significantly affected the professional competence of accountant educators.

APA, Harvard, Vancouver, ISO, and other styles

17

Zahrebniuk, Yulia, Liudmyla Veremiuk, Ilona Boichevska, and Anna Ivanchuk. "THE PROGRAM “PHILOSOPHY FOR CHILDREN”: POSITIVE EXPERIENCE OF THE USA." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 28, 2021): 817–28. http://dx.doi.org/10.17770/sie2021vol2.6140.

Full text

Abstract:

Thе article deals with the peculiarities of theprogram “Philosophy for children” and possibility of its introduction at both junior schools and the lyceums in Ukraine. The aim of the article is to show the positive attitude of American educators to the program. The results of the research show that logical reasoning and intellectual creativity are not mutually exclusive, and can be formed within a single program. The authors claim that “Philosophy for children” program is undoubtedly relevant and needs not only active development but also promotion and dissemination among representatives of the academic philosophical community, educators, representatives of the relevant institutions of state power and general public.

APA, Harvard, Vancouver, ISO, and other styles

18

Kawalilak, Colleen, and Janet Groen. "Dialogue and reflection – perspectives from two adult educators." Reflective Practice 20, no. 6 (November 2, 2019): 777–89. http://dx.doi.org/10.1080/14623943.2019.1685961.

Full text

APA, Harvard, Vancouver, ISO, and other styles

19

Basile, Carole, Flo Olson, and Sally Nathenson-MejL´a. "Problem-based learning: Reflective coaching for teacher educators." Reflective Practice 4, no. 3 (October 2003): 291–302. http://dx.doi.org/10.1080/1462394032000112200.

Full text

APA, Harvard, Vancouver, ISO, and other styles

20

Van Ryn, Ann, and Edgar Burns. "Ancient natural philosophy: A resource for environmental education." Australian Journal of Environmental Education 36, no. 1 (January 15, 2020): 81–89. http://dx.doi.org/10.1017/aee.2019.28.

Full text

Abstract:

AbstractStudying humankind’s relationship to the earth involves broad and deep questions for students as today’s educators explore changing teaching methods. This article highlights benefits of a multidisciplinary approach to environmental education, drawing upon ancient natural philosophy as a coherent conceptual resource. The Greek philosopher Plotinus is introduced to show the application of ancient natural philosophy across all fields and on all levels of knowledge under a common banner. The significance of ancient natural philosophy is its conception of overall unity. This is the key. Unity is implicit in interrelationships between parts to whole on all levels of existence. From such a perspective, all life forms and other entities in the natural world can be understood as interrelated — just as James Lovelock demonstrated in describing the homeostatic state of natural processes on earth. On a similar reasoning, the diversity in people, societies and places can be appreciated physically and sociologically as belonging to one world. Several studies are cited to explore this overlap between ancient natural philosophy and honouring the connection and dependence of humanity on the fragility of the earth’s ecosystem.

APA, Harvard, Vancouver, ISO, and other styles

21

Tucker, Elizabeth M., and Daniel A. Stout. "Teaching Ethics: The Moral Development of Educators." Journal of Mass Media Ethics 14, no. 2 (June 1999): 107–18. http://dx.doi.org/10.1207/s15327728jmme1402_4.

Full text

APA, Harvard, Vancouver, ISO, and other styles

22

Felicilda-Reynaldo, Rhea Faye D., and Rose Utley. "Reflections of Evidence-Based Practice in Nurse Educators’ Teaching Philosophy Statements." Nursing Education Perspectives 36, no. 2 (March 2015): 89–95. http://dx.doi.org/10.5480/13-1176.

Full text

APA, Harvard, Vancouver, ISO, and other styles

23

Oehrle, Elizabeth. "Education Through Music: Towards A South African Approach." British Journal of Music Education 10, no. 3 (November 1993): 255–61. http://dx.doi.org/10.1017/s0265051700001790.

Full text

Abstract:

Music making in Africa has been, and is, an essential aspect of living. The philosophy and process of music making in South African schools bares no relevance to this idea. The present situation is that South African music educators are propagating western music education methods, while so-called ‘western’ music educators are turning to Africa to find answers to their perplexing problems. This paradoxical situation highlights the importance of evolving a philosophy and process of intercultural education through music for South Africa which draws upon research into music making in Africa.

APA, Harvard, Vancouver, ISO, and other styles

24

McHatton, Patricia Alvarez, Audra K. Parker, and Roseanne K. Vallice. "Critically reflective practitioners: exploring our intentions as teacher educators." Reflective Practice 14, no. 3 (June 2013): 392–405. http://dx.doi.org/10.1080/14623943.2013.767235.

Full text

APA, Harvard, Vancouver, ISO, and other styles

25

Larson, Karl L. "Physical Educators Teaching Health." Journal of School Health 73, no. 8 (October 2003): 291–92. http://dx.doi.org/10.1111/j.1746-1561.2003.tb06583.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

26

Sumich, Luke. "The Ormiston Philosophy: A Changing Education Paradigm." LEARNing Landscapes 12, no. 1 (May 31, 2019): 39–45. http://dx.doi.org/10.36510/learnland.v12i1.977.

Full text

Abstract:

Luke Sumich is one of the founders of Ormiston Junior College in Auckland, New Zealand. In this interview, he describes how the school came into being and the philosophy behind its personalized approach to education. He explains the views of the students and their parents as well as the challenges and hurdles encountered since the inception of the school. He concludes by offering advice for educators interested in innovative systems change.

APA, Harvard, Vancouver, ISO, and other styles

27

GOKCEKUS, SAMIN. "Elizabeth Hamilton's Scottish Associationism: Early Nineteenth-Century Philosophy of Mind." Journal of the American Philosophical Association 5, no. 3 (2019): 267–85. http://dx.doi.org/10.1017/apa.2019.2.

Full text

Abstract:

AbstractThis article compares early nineteenth-century English and Scottish theories of the mind and the way that it develops to findings in today's developmental psychology and neuroscience through a close observation of the work of Elizabeth Hamilton (1756–1816). Hamilton was a Scottish writer and philosopher who produced three pedagogical works in her lifetime, consisting of her carefully formulated philosophy of mind and practical suggestions to caretakers and educators. Although Hamilton has received relatively little attention in modern philosophical literature, her understanding of the mind and the way it develops—based on her nuanced understanding of associationism and Scottish faculty psychology—is overwhelmingly supported by empirical findings today. In addition to utilizing Hamilton's work for the sake of understanding early nineteenth-century philosophy of mind, I argue that a large portion of Hamilton's work should be used to inform future research programs, early caregiving guides, and educational methods.

APA, Harvard, Vancouver, ISO, and other styles

28

El-Hani, Charbel N. "Kampourakis, K. (ed.) (2013): The Philosophy of Biology: A Companion for Educators." Science & Education 23, no. 6 (May 16, 2014): 1381–402. http://dx.doi.org/10.1007/s11191-014-9699-5.

Full text

APA, Harvard, Vancouver, ISO, and other styles

29

Gilmour, John C., and E. F. Kaelin. "An Aesthetics for Art Educators." Journal of Aesthetics and Art Criticism 49, no. 2 (1991): 177. http://dx.doi.org/10.2307/431712.

Full text

APA, Harvard, Vancouver, ISO, and other styles

30

Moore, Mary Elizabeth. "Dewey, Russell, Whitehead: Philosophers as Educators. By Brian P. Hendley." Modern Schoolman 64, no. 3 (1987): 222–25. http://dx.doi.org/10.5840/schoolman198764352.

Full text

APA, Harvard, Vancouver, ISO, and other styles

31

Reimer, Bennett. "Should there be a universal philosophy of music education?" International Journal of Music Education os-29, no. 1 (May 1997): 4–21. http://dx.doi.org/10.1177/025576149702900103.

Full text

Abstract:

The four themes of the Conference focus on the universal dimension of music, claiming that music speaks universally to all generations, times, cultures, and nations. if that is the case, it should also be the case that a universal philosophy of music education – a coherent system of beliefs about the nature and value of music and its role in education and in life, applicable to all generations, times, cultures, and nations – should exist or can exist or does exist. However, no such universal philosophy has been articulated and has been recognized by the world's music educators to be universally acceptable. In fact, many would claim that a universally persuasive philosophy is unlikely if not undesirable. Lacking such a philosophy, claims for the universality of music have no firm foundation. Yet the intuition that there is, indeed, a universal dimension of music and of music education remains persuasive or at least attractive. Is it possible to identify universally accepted values of music and the teaching and learning of music? Would it be useful for the international community of music educators if attempts were made to do so? This paper will argue that it would be extremely useful to make such an attempt, and will suggest some of the strategies by which the attempt might prove fruitful.

APA, Harvard, Vancouver, ISO, and other styles

32

Frank, Jeff, and Megan Laverty. "Introduction: exploring Cora Diamond’s significances for education and educators." Ethics and Education 16, no. 1 (January 2, 2021): 1–19. http://dx.doi.org/10.1080/17449642.2020.1864586.

Full text

APA, Harvard, Vancouver, ISO, and other styles

33

Lamarine, Roland J. "Environmental Preservation Strategies for Educators." Journal of School Health 60, no. 5 (May 1990): 227–28. http://dx.doi.org/10.1111/j.1746-1561.1990.tb05921.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

34

Henderson, Karla A. "Ecofeminism and Experiential Education." Journal of Experiential Education 20, no. 3 (December 1997): 130–33. http://dx.doi.org/10.1177/105382599702000304.

Full text

Abstract:

Many experiential activities take place in the outdoors. Just because the outdoors is an educational tool does not mean that educators have any less responsibility for environmental issues. The intersection between social and environmental concerns provides an important philosophical underpinning for the work that experiential educators do. In this essay, I will demonstrate how a philosophy such as ecofeminism might influence the actions of individuals toward one another and toward the environment.

APA, Harvard, Vancouver, ISO, and other styles

35

Danforth, Scot, and William C. Rhodes. "Deconstructing Disability: A Philosophy for Inclusion." Remedial and Special Education 18, no. 6 (November 1997): 357–66. http://dx.doi.org/10.1177/074193259701800605.

Full text

Abstract:

This article offers derrida's deconstruction as a philosophy and practical strategy that challenges the assumed, factual nature of "disability" as a construct explaining human differences. The appeal of deconstruction lies in the contradictory philosophy currently articulated by the inclusion movement, a philosophy that simultaneously supports the disability construct as objective reality while calling for students "with disabilities" to be placed in educational settings designed for students considered nondisabled. This article proposes deconstruction as one coherent philosophical orientation for inclusion, an approach that critiques the political and moral hierarchy of ability and disability. A deconstructionist critique of disability is explained and demonstrated. Practical suggestions for the utilization of deconstruction by special educators are outlined.

APA, Harvard, Vancouver, ISO, and other styles

36

Bailey, Megan. "1. Ritualized Relief and the Misapplication of Dewey in Service-Learning." Philosophy and Theory in Higher Education 3, no. 1 (January 1, 2021): 1–20. http://dx.doi.org/10.3726/ptihe012021.0001.

Full text

Abstract:

Abstract: This article investigates the way that service-learning educators make use of John Dewey’s philosophy of education. A hermeneutical analysis of service-learning literature demonstrates that in establishing Dewey as a theoretical framework, service-learning educators separate learning from service in their thinking, teaching, and writing. Thus, this article considers the effect of distancing learning from service on students’ assumptions of community and the communities served via service-learning. When service-learning educators ignore the bedrock of their theoretical foundation, service-learning practices have the potential to perpetuate ritualized relief, or a routinization of response to community need that harms communities served and students’ server mindsets.

APA, Harvard, Vancouver, ISO, and other styles

37

Witte, Kelly S. "Coaching Philosophy: A Systematic Approach for Development." Journal of Coaching Education 3, no. 2 (August 2010): 40–49. http://dx.doi.org/10.1123/jce.3.2.40.

Full text

Abstract:

The main purpose of this article is to present a student-centered learning approach for developing a working coaching philosophy. The strategy provided is appropriate for coaching educators to use with students as well as practicing coaches to reflect on their own development through personal experience and practice. It stems from the constructivist approach to learning and guides the reader or student through an active process of recollection, reflection, and critical thinking. During this progression, a personal construct of understanding is created from impact moments that have occurred to-date involving their sport and/or coaching experiences which shape their own philosophy.

APA, Harvard, Vancouver, ISO, and other styles

38

Mansur, Rosichin. "PERKENALAN DENGAN ALIRAN FILSAFAT PENDIDIDKAN." Thufuli : Jurnal Ilmiah Pendidikan Islam Anak Usia Dini 2, no. 2 (November 27, 2020): 37. http://dx.doi.org/10.33474/thufuli.v2i2.9158.

Full text

Abstract:

The schools of educational philosophy believe in their views for development and change. The flow of philosophy makes the world of education more advanced and quality. The views of progressivism, perennialism, essentialism, constructionism andconstructivism are projected in educators, students, curriculum, principles of education and learning. Early Childhood Islamic Education (PIAUD) is one of the media for actualizing the views of educational philosophical schools that are relevantto local culture. so that many schools of philosophy can be adopted.

APA, Harvard, Vancouver, ISO, and other styles

39

Vásquez-Miranda, Alba Eugenia. "Teaching Philosophy Statement and Ideological Becoming." CULTURA EDUCACIÓN Y SOCIEDAD 12, no. 1 (February 10, 2021): 311–22. http://dx.doi.org/10.17981/cultedusoc.12.1.2021.20.

Full text

Abstract:

The writing of a teaching philosophy statement can be interpreted as a dynamic component in the development of the teacher’s system of ideas, their ideological self. In this article of reflection, I examine the exercise of reflection and personal growth that the development of a personal educational philosophy promotes according to some writing guidelines available. Through a documentary method, I argue the assumptions of the beliefs in question to interpret them under bakhtinian concepts of heteroglossia and ideological becoming. The examination of heteroglossia in the text of a TPS increases the awareness of individual teaching activity connected to broader social, cultural, and political practices built through writing. These considerations are intended to connect the activities of educators with the possibility of more democratic societies.

APA, Harvard, Vancouver, ISO, and other styles

40

Vásquez-Miranda, Alba Eugenia. "Teaching Philosophy Statement and Ideological Becoming." CULTURA EDUCACIÓN Y SOCIEDAD 12, no. 1 (February 10, 2021): 311–22. http://dx.doi.org/10.17981/cultedusoc.11.2.2021.20.

Full text

Abstract:

The writing of a teaching philosophy statement can be interpreted as a dynamic component in the development of the teacher’s system of ideas, their ideological self. In this article of reflection, I examine the exercise of reflection and personal growth that the development of a personal educational philosophy promotes according to some writing guidelines available. Through a documentary method, I argue the assumptions of the beliefs in question to interpret them under bakhtinian concepts of heteroglossia and ideological becoming. The examination of heteroglossia in the text of a TPS increases the awareness of individual teaching activity connected to broader social, cultural, and political practices built through writing. These considerations are intended to connect the activities of educators with the possibility of more democratic societies.

APA, Harvard, Vancouver, ISO, and other styles

41

Estrada Jones, Paula. "Value Creating Education Philosophy and the Womanist Discourses of African American Women Educators." Journal of Interdisciplinary Studies in Education 9, SI (July 16, 2020): 102–13. http://dx.doi.org/10.32674/jise.v9isi.1865.

Full text

Abstract:

The paper documents the initiative of two African American women educators who have utilized these theoretical approaches to solve the educational challenges in their respective communities. Marva Collins and Corla Hawkins decided to build schools in their own communities after realizing that the public schools were not equipped to educate minorities. The story of these two women demonstrates that individuals can address systemic injustices in their communities. Collins and Hawkins were not wealthy. What they possessed was a passion for helping others. Their example can inspire more individuals to take steps using liberating philosophies, like value-creating education and womanist approaches in education, to transform the state of education in their communities.

APA, Harvard, Vancouver, ISO, and other styles

42

Adkins, Mary Rose. "Choral Conducting: Philosophy and Practice, and: A Handbook for Beginning Choral Educators (review)." Notes 61, no. 4 (2005): 1023–25. http://dx.doi.org/10.1353/not.2005.0044.

Full text

APA, Harvard, Vancouver, ISO, and other styles

43

Msila, Vuyisile. "Memory, Educators and Pedagogy: Viewing Cry Freedom - Unearthing Biko’s Philosophy in the Classroom." Journal of Sociology and Social Anthropology 3, no. 2 (December 2012): 163–71. http://dx.doi.org/10.1080/09766634.2012.11885576.

Full text

APA, Harvard, Vancouver, ISO, and other styles

44

Nyswander, Dorothy B. "Public Health Education: Sources, Growth and Operational Philosophy." International Quarterly of Community Health Education 25, no. 1 (April 2005): 5–18. http://dx.doi.org/10.2190/d584-7361-6380-6692.

Full text

Abstract:

An historical overview of public health education: its sources, development and operational philosophy. The contributions of many disciplines, particularly social science, and key individuals such as Lewin are traced through the past half century. The emergence of health education as a “helping profession” and the expansion of its focus to broader “marketplaces” of change are highlighted. The state of the art today is reviewed and the functions of health educators described with emphasis on “obtaining people's participation” in programs to bring about change. Problems still existing, particularly professional training, are addressed.

APA, Harvard, Vancouver, ISO, and other styles

45

Wallace, Michele D., Janice K. Doney, Charna M. Mintz-Resudek, and Rachel S. F. Tarbox. "TRAINING EDUCATORS TO IMPLEMENT FUNCTIONAL ANALYSES." Journal of Applied Behavior Analysis 37, no. 1 (March 2004): 89–92. http://dx.doi.org/10.1901/jaba.2004.37-89.

Full text

APA, Harvard, Vancouver, ISO, and other styles

46

Oehrle, Elizabeth. "Challenges in Music Education Facing the New South Africa." British Journal of Music Education 15, no. 2 (July 1998): 149–54. http://dx.doi.org/10.1017/s0265051700009293.

Full text

Abstract:

South Africa is undergoing dynamic changes affecting all aspects of life, and legacies of the previous regime have a bearing on these changes. Music educators informal institutions face many challenges. Music-making in the informal sector is extensive, ongoing and relevant. Today, one of the greatest challenges for music educators in the formal sector is to realise the importance and value of developing a philosophy and process of music education that emanates and evolves from musics and musical practices existing in southern Africa.

APA, Harvard, Vancouver, ISO, and other styles

47

Collado-Ruano, Javier, Mario Madroñero-Morillo, and Freddy Álvarez-González. "Training Transdisciplinary Educators: Intercultural Learning and Regenerative Practices in Ecuador." Studies in Philosophy and Education 38, no. 2 (February 27, 2019): 177–94. http://dx.doi.org/10.1007/s11217-019-09652-5.

Full text

APA, Harvard, Vancouver, ISO, and other styles

48

Hunt, Shelby. "Understanding marketing’s philosophy debates." Journal of Historical Research in Marketing 6, no. 3 (August 18, 2014): 351–78. http://dx.doi.org/10.1108/jhrm-04-2013-0020.

Full text

Abstract:

Purpose – The purpose of this article is to chronicle the publication events in the 1980s and 1990s that framed the development of the series of controversies in marketing that are known as the “philosophy debates”. Design/methodology/approach – The article uses a participant’s retrospective approach. Findings – The article finds that seven publication events are key to understanding marketing’s philosophy debates. The seven are the publication of the “little green book” by Grid, Inc. in 1976; the philosophy of science panel discussion held at the Winter American Marketing Association Educators’ Conference in 1982; the special issue of the Journal of Marketing on marketing theory in 1983; three articles on the “critical relativist perspective” by the Journal of Consumer Research in 1986 and 1988; the “blue book” by South-Western in 1991; a trilogy of articles on truth, positivism and objectivity in the Journal of Marketing and the Journal of Consumer Research in 1990-1993; and an article on “rethinking marketing” in the European Journal of Marketing in 1994. Originality/value – Chronicling the key publication events enables readers to understand what the debates were about and provides readers a starting point for further investigating the issues in the debates.

APA, Harvard, Vancouver, ISO, and other styles

49

Jeon, Mookyong. "Incorporating Feminism Into Rehabilitation Counselor Education." Rehabilitation Research, Policy, and Education 29, no. 1 (2015): 47–58. http://dx.doi.org/10.1891/2168-6653.29.1.47.

Full text

Abstract:

Purpose:The author describes how rehabilitation counselor educators can incorporate the feminist perspective in teaching rehabilitation counselors-in-training by exploring history, core values, and training methods of feminism.Method:Based on a literature review, the author compares philosophy and concepts of rehabilitation counseling and feminism, reviews the models of feminist supervision, and explores its applicability to rehabilitation counseling.Results:Feminism coincides with the philosophy of rehabilitation counseling in that both share similar perspectives that emphasize equity and justice. When incorporating feminism, the philosophical and conceptual tenets of rehabilitation counseling can be effectively trained through the practices of the rehabilitation counselor such as empowerment and advocacy for clients. Specifically, as a method to disseminate the core values of rehabilitation counseling, feminist supervision provides a structured model to train rehabilitation counselors-in-training.Conclusions:The feminist approach can be incorporated as a viable training method for rehabilitation counselor educators in that feminism provides a useful framework in which not only to view gender, power, and diversity issues but also to train philosophy and core values of rehabilitation counseling.

APA, Harvard, Vancouver, ISO, and other styles

50

Gottlieb, Laurie N., and Bruce Gottlieb. "Strengths-Based Nursing: A Process for Implementing a Philosophy Into Practice." Journal of Family Nursing 23, no. 3 (July 23, 2017): 319–40. http://dx.doi.org/10.1177/1074840717717731.

Full text

Abstract:

Strengths-Based Nursing (SBN) is both a philosophy and value-driven approach that can guide clinicians, educators, manager/leaders, and researchers. SBN is rooted in principles of person/family centered care, empowerment, relational care, and innate health and healing. SBN is family nursing yet not all family nursing models are strengths-based. The challenge is how to translate a philosophy to change practice. In this article, we describe a process of implementation that has organically evolved of a multi-layered and multi-pronged approach that involves patients and families, clinicians, educators, leaders, managers, and researchers as well as key stakeholders including union leaders, opinion leaders, and policy makers from both nursing and other disciplines. There are two phases to the implementation process, namely, Phase 1: pre-commitment/pre-adoption and Phase 2: adoption. Each phase consists of distinct steps with accompanying strategies. These phases occur both sequentially and concurrently. Facilitating factors that enable the implementation process include values which align, readiness to accept SBN, curiosity–courage–commitment on the part of early adopters, a critical mass of early adopters, and making SBN approach both relevant and context specific.

APA, Harvard, Vancouver, ISO, and other styles

Journal articles on the topic 'Philosophy educators'

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles