Relevant bibliographies by topics / Philosophy - study and teaching

Contents

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

Academic literature on the topic 'Philosophy - study and teaching'

Author: Grafiati
Published: 4 June 2021
Last updated: 31 July 2024

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

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Philosophy - study and teaching.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Philosophy - study and teaching"

1

Andreas, Otto Mart, and Danny Philipe Bukidz. "Creativity and Innovation in Philosophy Learning: A Literature Study." Indonesian Journal of Advanced Research 2, no. 4 (April 30, 2023): 269–84. http://dx.doi.org/10.55927/ijar.v2i4.3783.

Full text
Abstract:
This research is a literature study that aims to dig up information related to creativity and innovation in teaching philosophy. Philosophy is a scientific discipline that requires critical and creative thinking, but teaching philosophy often feels monotonous and boring for some students. Therefore, this research wants to find various creative and innovative strategies that can be applied in teaching philosophy to make it more attractive and motivating for students. The method used in this research is literature study by collecting and analyzing various journal articles, books, and information sources related to creativity and innovation in teaching philosophy. The results of this study are expected to contribute to the development of more creative and innovative philosophy teaching strategies and to motivate students to learn philosophy better.
APA, Harvard, Vancouver, ISO, and other styles
2

Aslan, Serkan. "Investigating the relation between educational philosophies adopted by prospective teachers and their teaching-learning conceptions." Pegem Eğitim ve Öğretim Dergisi 8, no. 2 (February 6, 2018): 307–26. http://dx.doi.org/10.14527/pegegog.2018.013.

Full text
Abstract:
The present study aims investigating the relation between educational philosophies adopted by prospective teachers and their teaching-learning conceptions. In the study, relational screening model was used. In the study, simple random sampling method was used. The study included 431 prospective teachers studying in divisions of elementary school teaching, science, social studies, Turkish, preschool, English, psychological consultancy and guidance and computer teaching. The data in the study were collected by using the scale of teaching- learning conceptions and the scale of philosophic preference assessment. Descriptive statistics, multi-linear regression analysis and Pearson product moment correlation analysis took place in data analyses. As a result, it was seen that the prospective teachers responded as “I agree” to the contemporary educational philosophy dimension of the educational philosophy that they adopted while they responded as “I agree in part” to the traditional educational philosophy and as “I agree” to the constructive sub-dimension of the teaching-learning conceptions’ scale and as “I agree in part” to the traditional sub-dimension. It was determined that there is a relation at low and moderate levels in the directions of positive and negative between the scores of the prospective teachers in the educational philosophy they adopted and their scores in teaching-learning conceptions while sub-dimensions of traditional and contemporary educational philosophies of the scale of philosophic preference assessment that they adopted has a significant relation with the teaching-learning conceptions.
APA, Harvard, Vancouver, ISO, and other styles
3

Pence, Gregory. "Case Study in the Ethics of Teaching Philosophy." Teaching Philosophy 18, no. 2 (1995): 165–66. http://dx.doi.org/10.5840/teachphil199518224.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

AF, Sunday. "Teaching Philosophy by Pictorial Representations: The ‘Divergent’ Example." Philosophy International Journal 7, no. 1 (January 4, 2024): 1–8. http://dx.doi.org/10.23880/phij-16000318.

Full text
Abstract:
Teaching philosophy at pre-tertiary levels faces some fundamental challenges, including the misconception that philosophy is an abstract and esoteric field of study. This mind-set hinders teaching philosophy at all levels, particularly in the pre-tertiary stage. Nonetheless, philosophy holds significant cognitive values when taught to children. Therefore, it is crucial to find ways to simplify the process of learning philosophy, especially when children are in their formative years and have a greater capacity for learning. Children possess qualities necessary for engaging with philosophy, such as curiosity. Leveraging these qualities makes it less daunting to introduce philosophy at pre-tertiary levels. Additionally, children have a visual and imaginative mind, enabling them to quickly grasp ideas and concepts through the use of modern technology. Integrating pictures, movies, and cartoons into philosophy education can enhance comprehension. For example, the movie “Divergent” contains philosophical themes that aid in understanding Plato’s concept of societal stratification. This article seeks to compare “Divergent” with Plato’s “The Republic” in terms of society’s hierarchical structure. Its objective is to demonstrate the value of movies and visual aids in teaching and learning philosophy, while also advocating for sensitivity to the underlying class dynamics in contemporary society
APA, Harvard, Vancouver, ISO, and other styles
5

Risteski, Ice B. "A New Guitar Teaching Philosophy." Acta Universitaria 18, no. 1 (April 1, 2008): 33–49. http://dx.doi.org/10.15174/au.2008.155.

Full text
Abstract:
In this present work it is given an opinion for a new approach to guitar teaching philosophy in a sufficiently sophisticated way, which surpasses up to now all known looks. With a goal to shed light on this important topic, this work will introduce a new guitar teaching philosophy on the virtue of musical-aesthetical knowledge of classical guitar music. With the intention to better understand this approach, emphasis is made throughout the prismof the guitar experience and from the viewpoint of new needs of classical guitar study.
APA, Harvard, Vancouver, ISO, and other styles
6

Pritchard, Duncan. "Philosophy in Prisons." Teaching Philosophy 42, no. 3 (2019): 247–63. http://dx.doi.org/10.5840/teachphil201985108.

Full text
Abstract:
This paper describes a pilot study devoted to developing the teaching of philosophy within prison education in Scotland. The study paired the CoPI (community of philosophical inquiry) approach to learning and teaching with a set of educational resources created around a high-profile MOOC (massive open online course) that introduced students to core topics in philosophy. The primary goal of the study was to determine the extent to which the teaching of philosophy in prisons in this specific manner could enhance the intellectual virtues, and thereby the intellectual character, of the students. The results that were collected suggested that the project generated significant success on this front. In addition, the study had a further consequence, which had not been anticipated, in that it also helped the students to develop important personal and interpersonal skills, and thereby also enhanced their character more generally.
APA, Harvard, Vancouver, ISO, and other styles
7

Fominykh, Elena Aleksandrovna. "Schematization in Teaching Philosophy to Students With Non-Philosophy Majors." Development of education, no. 3 (9) (September 24, 2020): 66–70. http://dx.doi.org/10.31483/r-86224.

Full text
Abstract:
The problem of using schemes and schematization for teaching philosophy is discussed in the article. The purpose of the article is to analyze methodical aspects of schematization when teaching philosophy to students with non-philosophy majors. Methods of research. During the study, the analysis of study guides containing schemes and tables was carried out. Some problems of schematization, its strengths and weaknesses are defined. Work with schemes at classes and independent work is considered. Special attention was paid to methodical recommendations on schematization. Based on the results of the study, conclusions were made about difficulty of using schemes when teaching philosophy. It is outlined that schematization can simplify a philosophical problem so far as to distort it, but it can also foster learning new educational material. Analysis of study guides containing schemes and tables presents a substantial difference between them as well as variations of applying them in learning process. Schematization can be used for systematizing learning materials, development of critical thinking, seeking and implementing solutions. The author emphasizes effectiveness of supplying schemes and critical analysis, making schemes by students at individual and group work. It is concluded that schematization is taken as an effective method of teaching philosophy to students with non-philosophy majors.
APA, Harvard, Vancouver, ISO, and other styles
8

Li, Jianying. "Study on Ecological College English Teaching." International Journal for Innovation Education and Research 2, no. 12 (December 31, 2014): 113–19. http://dx.doi.org/10.31686/ijier.vol2.iss12.290.

Full text
Abstract:
Classroom ecology refers to the classroom activities which are guided by educational philosophy of ecology. It promotes eco-classroom teaching and the full development of nature so as to make the classroom become truly holistic and sustainable and healthy ecosystems. This article aims to analyze the present status of college English teaching and research, providing suggestions for improving the quality of college English teaching.
APA, Harvard, Vancouver, ISO, and other styles
9

Portelli, John. "Teaching Philosophy of Education: The "Discussion - Case Study Approach"." Paideusis 4, no. 1 (November 16, 2020): 25–31. http://dx.doi.org/10.7202/1073392ar.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Isidori, Emanuele, Javier López Frías, and Rafael Ramos Echazarreta. "Teaching Sport Philosophy Online: A Case Study in Italy." Procedia - Social and Behavioral Sciences 186 (May 2015): 932–38. http://dx.doi.org/10.1016/j.sbspro.2015.04.025.

Full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Philosophy - study and teaching"

1

林志明 and Chi-ming Lam. "Engaging children in doing philosophy to promote an open society." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B45551777.

Full text
Abstract:
Karl Popper developed a falsificationist epistemology in which knowledge grows through falsifying, or criticizing, our theories. Since criticism plays such a vital role in Popper’s falsificationist methodology, it seems natural to envisage his heuristic as a helpful resource for developing critical thinking. However, there is much controversy in the literature over the feasibility and utility of his falsificationism as a heuristic. This study argued that Popper’s falsificationism is justified on the grounds that it not only solves, theoretically, the problem of the bounds of reason in the form of comprehensively critical rationalism, but influences, practically, the research work of scientists from diverse fields. It also found that there is cause for cautious optimism about the effectiveness of falsification as a strategy for solving scientific problems. Popper’s falsificationist epistemology carries profound political and educational implications. On a political level, it is necessary to establish and maintain an open society by fostering five core values, viz. freedom, tolerance, respect, rationalism, and equalitarianism, as well as three crucial practices, viz. democracy, state interventionism, and piecemeal social engineering. On an educational level, the overriding aim is to nurture in children the requisite abilities, skills, and dispositions characteristic of critical thinking for full participation in an open democratic society. In order to achieve Popper’s educational ideal, this study proposed implementing Matthew Lipman’s Philosophy for Children (commonly known as P4C) programme in schools, arguing that the programme can fulfil the requirements of Popper’s educational ideal through using community of inquiry as methodology of teaching, philosophy as subject matter for inquiry, logic as both means and ends of inquiry, and Socrates as a model teacher for inquiry. The present study then conducted an experiment to assess the effectiveness of Lipman’s P4C programme in promoting Hong Kong children’s critical thinking. Forty-two Secondary 1 students volunteered for the experiment, from whom 28 students were randomly selected and randomly assigned to two groups of 14 each: one receiving P4C lessons and the other receiving English lessons. The students who were taught P4C were found to perform better in the reasoning test than those who were not, to be capable of discussing philosophical problems in a competent way, and to have a very positive attitude towards doing philosophy in the classroom. It was also found that P4C played a major role in developing the students’ critical thinking. Considering that the construction of children by adults as incompetent in the sense of lacking reason, maturity, or independence reinforces the traditional structure of adult authority over children in society, it runs counter to the goal of fostering critical thinking in children. As a way to return justice to childhood and to effectively promote critical thinking in children, the present study suggested reconstructing the concept of childhood, highlighting the importance of establishing a coherent public policy on promotion of agency in children and also the importance of empowering them to participate actively in research, legal, and educational institutions.
published_or_final_version
Education
Doctoral
Doctor of Philosophy
APA, Harvard, Vancouver, ISO, and other styles
2

Kibirige, Geoffrey. "Philosophy for children and McPeck's critique of the concept of generic and transferable thinking skills." Thesis, McGill University, 1992. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=61304.

Full text
Abstract:
This thesis attempts to apply McPeck's critique (one which contests the teaching of critical thinking by using lists of skills assumed to be generic; or applicable to all subjects) to Lipman's program, the "Philosophy for Children".
The hidden question is: "Can Lipman's program withstand McPeck's critique?" Is there anything that can be salvaged? Though McPeck's critique undermines Lipman's claims regarding the use of generic thinking skills as a means of educating a critical thinker, this thesis suggests that the skills that Lipman calls "generic" seem to exist. In addition it is suggested that what is needed is to find out what impedes their transference.
This thesis suggests that McPeck's reflections and critique should send us to prepetual inquiry which is the very heart of "Philosophy for Children" where Lipman's program should be viewed simply as a resting place out of which to jump on to better answers.
APA, Harvard, Vancouver, ISO, and other styles
3

張壽安 and So-an Chang. "The development of the Hui-Chou school of Confucian philosophy in the mid-Ch'ing period." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1986. http://hub.hku.hk/bib/B31230581.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Fallona, Catherine Ann 1968. "Manner in teaching: A study in moral virtue." Diss., The University of Arizona, 1998. http://hdl.handle.net/10150/288891.

Full text
Abstract:
There is a growing interest in the study of the moral qualities of teachers. Many studies emphasize empirical techniques without attention to the philosophical features of moral conduct or focus on the philosophical features without connections to the actual conduct of teachers. This dissertation combines philosophical and empirical inquiry to study the moral conduct of teachers. Using Fenstermacher's distinction among teaching method, style, and manner, the technical and personality characteristics of teachers are distinguished from teacher conduct that expresses moral virtue. This conduct is known as the manner of the teacher. This dissertation investigates how manner may be made explicit, as a philosophical concept and an object of empirical inquiry. The philosophical part examines the conceptual nature of moral action in the classroom, using an Aristotelian ethics as the framework for analysis. The empirical part is a case study of three classroom teachers, whose moral conduct is examined using the Aristotelian framework. This dual philosophical/empirical approach permits inquirers to observe and analyze selected moral dimensions of teaching, then draw conclusions about how the teachers express moral virtue. The empirical part is a qualitative study of three teachers, each interviewed and observed over a one year period. Case studies illustrating the teachers' expressions of moral virtue were developed, followed by a cross-case analysis that revealed common and distinct elements in the teachers' manner. The cross-case analysis suggests that the teachers express virtues in similar ways according to the Aristotelian framework and in particular ways according to their individual style. Further, teachers express more than one virtue simultaneously. The main conclusion one may draw from this study is that it is possible to systematically observe and describe manner in teaching. Suggestions for further research include (1) situations in which the expression of one virtue appears to conflict with another, (2) the difficulties of analyzing the intellectual virtues, and (3) clarifying the relationship between manner and teachers' context, content, and students. A significant implication of this study is that it is possible to attend to manner in ways that permit the development of moral virtue in teaching.
APA, Harvard, Vancouver, ISO, and other styles
5

Kulevski, Branko. "Education and the Hellenistic schools of philosophy : a critical re-interpretation of the pedagogical history of the Athenian schools of philosophy and their representatives." Thesis, The University of Sydney, 1988. http://hdl.handle.net/2123/11815.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Kamaluddin, Latif. "A study of the teaching of Baba Sawan Singh in the Gurmat Siddhant." Thesis, University of Stirling, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.292561.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Daniel, Sheri. "A layered conceptual model of factors critical to the architectural design laboratory." Virtual Press, 1988. http://liblink.bsu.edu/uhtbin/catkey/543772.

Full text
Abstract:
In the pluralistic community of architectural education, the pedagogical paradigm has traditionally viewed the design laboratory as the integrating environment, where the student transforms the discrete parameters of architecture into an architectural form. With curriculum structure defining the parameters to which a student is exposed, the tendency is to direct the student through an additive and linear progression. The problem exists to develop a conceptual model that unifies the discrete fragments into a connected educational experience, insuring within the design laboratory the necessary balance between intellectual, professional and self-actualization concerns. The ultimate goal of the conceptual model, is to capture the essence of communication, that is the transfer of meaning, in the unique condition of the architectural design laboratory. The proposed method of inquiry for developing the model is of an interdisciplinary, comparative analytic process, to assess the full scope of factors pertinent to the design lab at any one moment in time.
Department of Architecture
APA, Harvard, Vancouver, ISO, and other styles
8

Kyle, Judy A. "Investigating philosophical discussion with children as co-researchers : a case story of doing educative research using collaborative philosophical inquiry." Thesis, McGill University, 2000. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=36776.

Full text
Abstract:
This thesis is about an investigation of how children with philosophical experience use philosophical discussion as a way of doing research. A Lawrence Stenhouse description of 'research' as "systematic and sustained enquiry made public" (Bridges 1996, p. 2) served as my starting point for what to count as 'research'. As an interpretive case story of children participating in research as co-researchers, this research is about how I engaged in an after-school Discussion Research Group co-research project with seventeen volunteer students from my Philosophy for Children classes. Our co-research was a methodological experiment in merging genres of research (Anderson, 1989) in which we adapted and combined Philosophy for Children and qualitative research techniques in a philosophical exploration of philosophical discussion. Bringing together the children's philosophical expertise and my interest in the use of qualitative research methodologies, I explored how and whether 'to do philosophy' is 'to do research'.
Using an open and systematic inquiry approach, I answer the dissertation research question in three ways: by demonstration, by surfacing philosophical inquiry research acts and by conceptual investigation. In a set of co-researching stories, I use document and verbatim transcribed data obtained from audio and video tapes of forty-eight co-research sessions to demonstrate the co-researcher children at work using their own voices. Using these data I surface philosophical inquiry research acts by identifying philosophical inquiry 'moves' the children use in the research context. And I present a conceptual investigation of research roles as a way of answering how the philosophical work the children co-researchers do can be seen as 'doing research'.
This investigation offers a textured portrayal of children using philosophical discussion as a way of doing research. It presents their work as a complex and comprehensive account of 'philosophical discussion'. It uses children's verbatim data to surface the philosophical in research thereby supporting my assertion that to do philosophy is to do research. It presents a conceptual refinement of a variety of research roles. And it presents a viable example of how philosophical and qualitative research methodologies can work together for mutual benefit.
APA, Harvard, Vancouver, ISO, and other styles
9

Rocha, Samuel D. "Education, Study, and the Person." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1280945814.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Jay, Joelle K. "Matters of reflection in quality teaching : a study of teachers' reflection in the contexts of their professional lives /." Thesis, Connect to this title online; UW restricted, 2001. http://hdl.handle.net/1773/7917.

Full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Philosophy - study and teaching"

1

Warburton, Nigel. Philosophy: The essential study guide. London: Routledge, 2004.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Seech, Zachary. Writing philosophy papers. 5th ed. Belmont, CA: Wadsworth, 2009.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

1942-, Kasachkoff Tziporah, ed. In the Socratic tradition: Essays on teaching philosophy. Lanham, Md: Rowman & Littlefield, 1998.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Helmut, Girndt, ed. Philosophen über das Lehren und Lernen der Philosophie. Sankt Augustin: Academia Verlag, 1996.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Feldman, Edmund Burke. Philosophy of art education. Upper Saddle River, N.J: Prentice-Hall, 1996.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Engel, S. Morris. The study of philosophy: An introduction. 6th ed. Lanham, Md: Rowman & Littlefield Publishers, 2007.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Warburton, Nigel. Philosophy: The basics. 2nd ed. London: Routledge, 1995.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Boole, Mary Everest. Philosophy & fun of algebra. London: C. W. Daniel, 1990.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Boole, Mary Everest. Philosophy & fun of algebra. London: C. W. Daniel, 1990.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Warburton, Nigel. Philosophy: The basics. 2nd ed. New York: Routledge, 1995.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Philosophy - study and teaching"

1

Kelemen, Jozef, and Peter Mikulecký. "Changing philosophy of teaching artificial intelligence a case study." In Artificial Intelligence in Higher Education, 71–81. Berlin, Heidelberg: Springer Berlin Heidelberg, 1990. http://dx.doi.org/10.1007/3-540-52952-7_9.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Olesko, Kathryn M. "Science Education in the Historical Study of the Sciences." In International Handbook of Research in History, Philosophy and Science Teaching, 1965–90. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-7654-8_60.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Matthews, Michael R. "Pendulum Motion: A Case Study in How History and Philosophy Can Contribute to Science Education." In International Handbook of Research in History, Philosophy and Science Teaching, 19–56. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-7654-8_2.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Wang, Xiurong, and Jian Zhang. "Study on Higher Vocational Hotel Management Teaching Reform Based on People-Oriented Management Philosophy." In Lecture Notes in Electrical Engineering, 437–44. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-35567-7_53.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Reichenberger, Andrea. "A Case Study in Diversifying History and Philosophy of Physics: Teaching Émilie Du Châtelet’s, Luise Lange and Grete Hermann." In Women in the History of Philosophy and Sciences, 151–62. Cham: Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-39630-4_10.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Ackerberg-Hastings, Amy. "Mathematics in Astronomy at Harvard College Before 1839 as a Case Study for Teaching Historical Writing in Mathematics Courses." In Annals of the Canadian Society for History and Philosophy of Mathematics/ Société canadienne d’histoire et de philosophie des mathématiques, 75–94. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-95201-3_5.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Tang, Fang. "Study on the Strategy of Integrating Traditional Music Culture into Vocal Music Teaching in Universities." In Proceedings of The 7th International Conference on Contemporary Education, Social Sciences and Humanities (Philosophy of Being Human as the Core of Interdisciplinary Research) (ICCESSH 2022), 314–19. Paris: Atlantis Press SARL, 2023. http://dx.doi.org/10.2991/978-2-494069-43-5_35.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Woodruff, Robert B. "Teaching Philosophy." In Marketing, Technology and Customer Commitment in the New Economy, 306. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-11779-9_113.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Wilson, Elizabeth J. "Teaching Philosophy." In Developments in Marketing Science: Proceedings of the Academy of Marketing Science, 81. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-11882-6_29.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Giese, Joan L. "Teaching philosophy." In New Meanings for Marketing in a New Millennium, 239. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-11927-4_76.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Philosophy - study and teaching"

1

de Queiroz, Cileda, and Silva Coutinho. "Teaching statistics in elementary and high school and teacher training." In Joint ICMI/IASE Study: Teaching Statistics in School Mathematics. International Association for Statistical Education, 2008. http://dx.doi.org/10.52041/srap.08407.

Full text
Abstract:
The focus of the reflections presented here is the teacher’s point of view on the teaching and learning of statistical concepts. This paper reports the research efforts carried out recently by our group with converging results. We identified that teachers have difficulty in teaching topics related to statistics, particularly when some analysis of the data is required. Teacher discourse shows they favor the philosophy of Exploratory Data Analysis (EDA), but in practice, they restrict their work, according to the results of our study, to a more technical approach that emphasizes the use of algorithms. This research suggests the need for initial and continued training in statistics for mathematics teachers.
APA, Harvard, Vancouver, ISO, and other styles
2

Sosniuk, O. P., and I. V. Ostapenko. "Media literacy and media competence: basic approaches to study, development, teaching and diagnostics." In HISTORY, POLITICAL SCIENCE, PHILOSOPHY AND SOCIOLOGY: EUROPEAN DEVELOPMENT DIRECTION. Baltija Publishing, 2021. http://dx.doi.org/10.30525/978-9934-26-120-6-18.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Zhang, Xiaoyu. "A Study of Cultural Philosophy in the Reform of College English Teaching." In 2018 4th International Conference on Education Technology, Management and Humanities Science (ETMHS 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/etmhs-18.2018.41.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

"A Study on Cultural Philosophy in the Reform of College English Teaching." In 2018 International Conference on Social Sciences, Education and Management. Francis Academic Press, 2018. http://dx.doi.org/10.25236/socsem.2018.26.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

"A Study on Cultural Philosophy in the Reform of College English Teaching." In 2019 International Conference on Advanced Education, Service and Management. The Academy of Engineering and Education (AEE), 2019. http://dx.doi.org/10.35532/jsss.v3.018.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Маслаков, А. С. "Kant's Philosophy as the basis for the construction of the course "Philosophy"." In Современное социально-гуманитарное образование: векторы развития в год науки и технологий: материалы VI международной конференции (г. Москва, МПГУ, 22–23 апреля 2021 г.). Crossref, 2021. http://dx.doi.org/10.37492/etno.2021.69.84.062.

Full text
Abstract:
в современных условиях перед преподавателем философии возникает проблема отбора учебного материала. Автор предлагает один из возможных вариантов решения проблемы – изучение теоретических положений философии на основании конкретного философского учения с активным привлечением источников. Это требует качественно иного подхода и со стороны преподавателя, и со стороны студента. В качестве примера предлагается философия Канта в ее гносеологическом аспекте. in modern conditions, the teacher of philosophy faces the problem of selecting educational material. The author offers one of the possible solutions to the problem – the study of the theoretical provisions of philosophy based on a specific philosophical teaching with the active involvement of sources. This requires a qualitatively different approach on the part of both the teacher and the student. As an example, we propose Kant's philosophy in its epistemological aspect.
APA, Harvard, Vancouver, ISO, and other styles
7

Song, Haiyan, Yao Ma, and Si Chen. "Applied Study on Match Tactics Technology Teaching Philosophy to Selective Volleyball Course of Universities." In 2nd International Conference on Management Science and Industrial Engineering (MSIE 2013). Paris, France: Atlantis Press, 2013. http://dx.doi.org/10.2991/msie-13.2013.136.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Kamynin, V. D., and N. V. Kozykina. "Interdisciplinarity - the Basis for the Study and Teaching of International Relations." In International Scientific Conference on Philosophy of Education, Law and Science in the Era of Globalization (PELSEG 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200723.042.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Князев, В. Н. "The Study of Philosophy as a Factor in the Formation of Critical Thinking." 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.2020.72.11.019.

Full text
Abstract:
в статье рассматривается проблема формирования критического мышления в процессе обучения философии. Подчеркивается, что сама природа философского знания такова, что оно (знание) личностно ориентировано и может быть охарактеризовано как «сознание вслух» (М.К. Мамардашвили). Задача преподавателя философии состоит в создании условий для раскрытия душевных и интеллектуальных качеств студентов в векторе формирования креативности, самостоятельности мышления, толерантности и критичности. the article considers the problem of the formation of critical thinking in the process of teaching philosophy. It is emphasized that the very nature of philosophical knowledge is such that it (knowledge) is personally oriented and can be characterized as “consciousness out loud” (M.K. Mamardashvili). The task of the teacher of philosophy is to create the conditions for the disclosure of the spiritual and intellectual qualities of students in the vector of the formation of creativity, independent thinking, tolerance, and criticality.
APA, Harvard, Vancouver, ISO, and other styles
10

Lakhvich, Todar. "ONE CHEMISTRY - TWO MEANINGS. SCIENCE AND EDUCATION: COMPARATIVE ANALYSIS OF THE ROLES, PRESENTATION AND APPLICATIONS." In 3rd International Baltic Symposium on Science and Technology Education (BalticSTE2019). Scientia Socialis Ltd., 2019. http://dx.doi.org/10.33225/balticste/2019.104.

Full text
Abstract:
The comparative analysis of different meanings of Chemistry is carried out, taking in account philosophical, didactic, psychological and socio-cultural aspects. The issue is discussed in terms of the concurrent existence of two different subsystems referred both to Science and Education which can be found in presentations of chemistry knowledge. The study overviews researcher’s findings made in the field of Science Philosophy and Chemistry Didactics. Theoretical study based on profound concepts from Science and Chemistry philosophy as well on few empiric researches carried out by researcher in the field of Chemistry Didactics. Keywords: beautility, chemical object, chemistry education, modelling in science, visualization-based teaching.
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Philosophy - study and teaching"

1

Abdula, Andrii I., Halyna A. Baluta, Nadiia P. Kozachenko, and Darja A. Kassim. Peculiarities of using of the Moodle test tools in philosophy teaching. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3867.

Full text
Abstract:
The paper considers the role of philosophy and philosophical disciplines as the means of forming general cultural competences, in particular, in the development of critical thinking. The article emphasizes that the process of forming over-subject and soft skills, which, as a rule, include also critical thinking, gets much more complicated under the conditions of the reduction in the volume of philosophical courses. The paper grounds that one of the ways to “return” philosophy to educational programmes can be the implementation of training, using the e-learning environment, especially Moodle. In addition, authors point to the expediency of using this system and, in general, e-learning as an instrument for collaborating students to the world’s educational community and for developing their lifelong learning skills. The article specifies the features of providing electronic support in philosophy teaching, to which the following belongs: the difficulty of parametrizing the learning outcomes; plurality of approaches; communicative philosophy. The paper highlights the types of activities that can be implemented by tools of Moodle. The use of the following Moodle test tasks is considered as an example: test control in the flipped class, control of work with primary sources, control of self-study, test implementation of interim thematic control. The authors conclude that the Moodle system can be used as a tools of online support for the philosophy course, but it is impossible to transfer to the virtual space all the study of this discipline, because it has a significant worldview load. Forms of training, directly related to communication, are integral part of the methodology of teaching philosophy as philosophy itself is discursive, dialogical, communicative and pluralistic. Nevertheless, taking into account features of the discipline, it is possible to provide not only the evaluation function of the test control, but also to realize a number of educational functions: updating the basic knowledge, memorization, activating the cognitive interest, developing the ability to reason and the simpler ones but not less important, – the skill of getting information and familiarization with it.
APA, Harvard, Vancouver, ISO, and other styles
2

Goss, John R., and III. Teaching at the United States Army War College. Philosophy, Practice, and Resources AY 2000. Fort Belvoir, VA: Defense Technical Information Center, January 2000. http://dx.doi.org/10.21236/ada376297.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Morrow, Rudy. A study of the speech philosophy of Alexander Campbell and the application of that philosophy. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2185.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Heuer, Sarah. A case study method for teaching bioethics. Ames (Iowa): Iowa State University, January 2008. http://dx.doi.org/10.31274/cc-20240624-14.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Vlasova, E. V. The use of visual images in the study of Philosophy (pictorial method). SIB-Expertise, November 2021. http://dx.doi.org/10.12731/er0504.22112021.

Full text
Abstract:
Книга представляет собой учебно-методическое пособие, которое знакомит преподавателей философии с основными принципами и приёмами использования оригинальной авторской методики, позволяющей активизировать образное мышление студентов в процессе изучения курсов философии и истории философии.Издание предназначено для студентов медицинских и фармацевтических вузов, а также для тех, кто интересуется философией. Русское издание получило в 2013 гриф ФИРО, имеет три золотые медали международных книжных выставок. Русская книга выдержала 4 издания. Перевод выполнен носителем языка.
APA, Harvard, Vancouver, ISO, and other styles
6

Clayton, Jessica Ridgway, Leslie Davis Burns, Lorynn Divita, and Sheng Lu. Case Study Teaching Method: Bringing Concepts to Life. Ames (Iowa): Iowa State University. Library, January 2019. http://dx.doi.org/10.31274/itaa.8294.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Cannon, Edmund. Producing teaching material in PowerPoint (Video case study). Bristol, UK: The Economics Network, July 2020. http://dx.doi.org/10.53593/n3314a.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Ray, Suparna. Case study from a Graduate Teaching Assistant workshop. Bristol, UK: The Economics Network, December 2012. http://dx.doi.org/10.53593/n2275a.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Gehri, Suzanne B. Study War Once More: Teaching Vietnam at Air University. Fort Belvoir, VA: Defense Technical Information Center, November 1985. http://dx.doi.org/10.21236/ada164827.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Girardi, Gherardo. Extended Case Study: Teaching and learning economics through cinema. Bristol, UK: The Economics Network, February 2008. http://dx.doi.org/10.53593/n178a.

Full text
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Philosophy - study and teaching' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography