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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.
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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.
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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.
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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.
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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.
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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.
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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
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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.
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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.
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Pritchard, Duncan. "Philosophy in Prisons." Teaching Philosophy 42, no. 3 (2019): 247–63. http://dx.doi.org/10.5840/teachphil201985108.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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Farahani, Mohsen Farmahini. "The Study on Challenges of Teaching Philosophy for Children." Procedia - Social and Behavioral Sciences 116 (February 2014): 2141–45. http://dx.doi.org/10.1016/j.sbspro.2014.01.534.
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Karivets, Ihor. "Problem-Based Teaching of Philosophy (on the Example of Lviv National Polytech)." Filosofiya osvity. Philosophy of Education 22, no. 1 (June 12, 2018): 180–98. http://dx.doi.org/10.31874/2309-1606-2018-22-1-180-198.
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The reform of higher education continues in Ukraine more than a year; however it does not pay much attention to the changes in the teaching of philosophy. In the article the author investigates different technologies of the problem-based teaching of philosophy and its methods, substantiates the necessity of introducing such technologies in the teaching of philosophy and also shows the specifics of the application of such technologies during the teaching of philosophy at the Lviv National Polytechnic University. Any problem-based education is searching and cognition of unknown. It is based on mental, volitional, and emotional activity, but, above all, it requires to be interested in the subject of study. The author stresses that problem-based education can be practiced in small student groups, which have the sufficient level of interest and motivation to study philosophy. Also, the author introduces his own classification of problem solving tasks in teaching of philosophy, which will help to apply educational material in accordance with the level of students, for example: 1) problematic situations that contribute to the formulation of new concepts (they help to generalize all previous knowledge and extract from it a new one); 2) historical and philosophical problematic situations - these are situations based on historical and philosophical material, when students compare the solution of some philosophical problem in the philosophy of a certain epoch, compare the approaches of different philosophers; 3) developmental problematic situations which help students to understand the logic of defining some philosophical concept, to understand one or another philosopher and his methods of creating concepts.
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Khasawneh, Omar M., Ruba M. Miqdadi, and Abdulhakeem Y. Hijazi. "Implementing Pragmatism And John Deweys Educational Philosophy In Jordanian Public Schools." Journal of International Education Research (JIER) 10, no. 1 (March 3, 2014): 37–54. http://dx.doi.org/10.19030/jier.v10i1.8465.
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The teachings and writings of John Dewey, an American philosopher and educator, offer insightful influences on contemporary education, not only in the United States but also worldwide. His philosophy of education, commonly referred to as Pragmatism, focused on learning by doing as an alternative to rote knowledge and strict teaching. The purpose of this study is to investigate the extent to which this philosophical thought is implemented in Jordanian public schools according to Jordanian teachers. Both quantitative and qualitative methods were employed in this study. The findings reveal that Jordanian teachers believe Pragmatism is implemented in Jordan to a moderate degree.
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Pavlovskij, A. I. "Philosophy in mass education system: Teaching as a mimetic practice." Education and science journal 24, no. 3 (March 16, 2022): 78–103. http://dx.doi.org/10.17853/1994-5639-2022-3-78-103.
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Introduction. The article tackles the problem of changing the role and place of philosophy in the mass education system. Today, mass education is closely connected with pragmatisation and technologisation; and these two processes spawn a concern whether it is useful to study philosophy, and, as a consequence, an aspiration to transform the understanding of teaching itself.Aim. The aim of the present paper was to reconceptualise the bespoke teaching experience within the framework of personalised academic tracks launched in the University of Tyumen in an attempt to address the problem.Methodology and research methods. The theoretical part of the research lays out the foundation of philosophy teaching as a mimetic practice based on a methodology, which is developed through the following concepts: the dichotomy of E. Giddens’ practical and discursive consciousness, M. Polanyi’s tacit knowledge, E. Mach’s economy of thought, and C. Wulf’s mimesis. This was a starting point of a philosophy teaching practice that was tested on a batch of students, approximately a quarter of which agreed to take an anonymous survey about the process and the results of the joined work.Results and scientific novelty. A draft of a conceptual foundation of mass philosophy teaching in the current context is laid out. At the core of the process, there is a mimetic transfer of tacit knowledge, ensuring a skill to philosophise. This process presupposes an interaction of four actors: a teacher, a student, a text and a group of students. The lecture is a demonstration of a personal philosophic style, and the Socratic seminar is a joint practice with an unpredictable finale. In this practice, there is a system, where the teacher is an inquiring moderator launching the student’s personal search, the text provides a connection with a philosophic tradition, and the group – with the everyday life. The survey showed that this approach is effective: students like the process, they understand the connection of the philosophical ideas with the real life, and they track the level of their own understanding of philosophical texts.Practical significance. The research results may be useful for other philosophy teachers who on the basis of this study may adjust their teaching practices to a mass philosophy course delivered in the current conditions; and for further development of the theory, first and foremost, in terms of formulating the philosophical content being used.
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Van Dyk, Tricia. "Teaching Moral Philosophy through Literature Circles." Teaching Philosophy 42, no. 3 (2019): 265–78. http://dx.doi.org/10.5840/teachphil201987109.
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How do you effectively teach moral philosophy to classes of twenty to thirty-five students who come from diverse national, ethnic, religious, linguistic, and educational backgrounds, and most of whom have little or no interest in philosophy? In seeking ways to create a course that is relevant, practical, and engaging, I hit upon the idea of adapting literature circles to the study of moral philosophies. In this paper, I contextualize the need for an approach that promotes individual student responsibility within a teamwork context, introduce the appropriateness and adaptability of the literature circles concept in a philosophy classroom, and uncover the theoretical structure underneath the strategy in order to make it more adaptable to other classrooms and courses.
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Dong, Na, and Yueling Wang. "A Study of British and American Literature Teaching Based on KUD Pattern." Yixin Publisher 1, no. 5 (November 30, 2023): 87–93. http://dx.doi.org/10.59825/jet.2023.1.5.87.
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The changes in the demands of foreign language talents caused by the development of the times are in contradiction with the unchanged teaching pattern of British and American literature teaching, which causes this course to be marginalized gradually and leads to the decreased sense of fulfillment of both students and teachers. However, in the New Arts construction and the course philosophy construction, the importance of this course is explicitly highlighted. Therefore, the course of foreign literature for English majors needs reformation urgently. KUD pattern is important part of Concept-Based Curriculum and Instruction and contends setting teaching objectives of three levels: K (knowledge), U (understanding), and D (doing) to govern the whole teaching plan. KUD pattern can grant foreign literature course for English majors clear teaching objectives, enabling the teaching experiences centered on students and contributing to the course philosophy teaching and evaluation.
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Fulmer, Russell. "Teaching Moral Philosophy in the Behavioral Sciences: An Efficacy Study." Journal of Educational and Developmental Psychology 8, no. 2 (June 15, 2018): 62. http://dx.doi.org/10.5539/jedp.v8n2p62.
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Normative ethics is the philosophical basis for the American Psychological Association’s (2010) Ethical Principles of Psychologists and Code of Conduct, the applied ethics by which the psychology profession is governed. Concerned with the theories that help to determine right and wrong, normative ethics is an indispensable yet ostensibly inaccessible realm of study for clinical psychologists. This article presents a comprehensible exercise that professors and supervisors versed in normative ethics can administer to students and clinicians in training to help them clarify and articulate their beliefs. Results are presented that support the efficacy of the exercise in terms of increased normative awareness, heightened self-knowledge, and broadened worldviews. Implications for the utility of the exercise in the clinical psychology and health fields at large are also discussed.
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Omodan, Bunmi Isaiah. "Transformative Pedagogy as a Decolonised Teaching Philosophy." Journal of Educational and Social Research 12, no. 3 (May 5, 2022): 70. http://dx.doi.org/10.36941/jesr-2022-0067.
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Observations and experiences confirm that most university instructors and lecturers have migrated from traditional teaching, but many teaching styles are not transformative. That is, university classrooms are still within "teach and go" without concerted consideration to the future products of classroom stakeholders. This study examined transformative pedagogy as a teaching philosophy that increases critical epistemology towards students' transformation. This theoretical paper adopted the theory of decoloniality, located within transformative world view and designed with conceptual analysis as a means to interpret the assumptions of transformation in the university classroom. The study argued that collaborative knowledge construction enhances professional trust between the lecturer and the students, encouraging freedom that could be regarded as social and academic support for students towards transformation. Therefore, the study concludes that transformative pedagogy laced with humanity, collectivism, grouping, and unity of purpose in generating knowledge is a decolonised teaching philosophy. The study, therefore, recommends that collaborative knowledge construction, professional trust and relationships, freedom within the classroom, social and academic support for students are dimensions of transformative pedagogy, therefore, should be practised by university lecturers and/or instructors.
Received: 4 January 2022 / Accepted: 5 March 2022 / Published: 5 May 2022
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Scott, Sue M., Donna M. Chovanec, and Beth Young. "Philosophy-in-Action in University Teaching." Canadian Journal of Higher Education 24, no. 3 (December 31, 1994): 1–25. http://dx.doi.org/10.47678/cjhe.v24i3.183253.
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Fourteen professors expressed their "traditional," "humanist," and "critical" philosophies about teaching and learning when they engaged in dialogue with us and each other. The relationship between their philosophy of teaching and their practice in the classroom is the research question. Four themes that elaborate these philosophies-in-action emerged from a grounded-theory approach to data analysis. One theme, "Expert vs. Co-learner" describes these professors' views of themselves as teachers. A second theme, "The Relationship of Comfort to Critique, " outlines some of the tensions that arise from attempting to create a comfortable classroom environment while also encouraging critical thought. "Learning for Change, " the third theme, is about the differing forms of change in the learner that these professors seek as evidence that learning is taking place. Finally, in the section called "Coping with Constraints, " our study participants identify institutional issues that have made it difficult for them to enact their particular teaching-learning philosophies in university classes.
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Sumardani, D., and C. C. Dujali. "Teaching Philosophy Statement for Physics Teachers: Let’s Think About." Jurnal Pendidikan IPA Indonesia 10, no. 3 (September 29, 2021): 325–35. http://dx.doi.org/10.15294/jpii.v10i3.28571.
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The statement of teaching philosophy reflects on teachers’ growth and dedication to achieve the goal and values. Concerning philosophy, physics is the most fundamental science discipline which has profound philosophical implications. This article aims to discuss the importance of the teaching philosophy statement (TPS) for sustaining the teaching-learning process in the classroom. Moreover, it also includes the authors’ TPS in teaching physics. This academic paper employs the systematic literature review and narrative literature review to explain scholarly opinion regarding teaching philosophy among physics and natural sciences philosophers. Three educational implications have been discussed. First, educators need to realize that not every student wants to be a physicist, and teachers need to manage this problem. More often, the physics teachers also have to think about addressing students with different abilities in the classroom. Second, as the facilitator of the learning outcomes, the teachers must possess good character and value-laden attributes necessary for teaching. Finally, the researchers of this study provide the TPS for physics, “Let Us Think About,” and philosophical implications in teaching physics. The term of teaching philosophy may vary based on the expert who writes it and its application in the classroom (i.e., philosophy in science teaching, philosophy of physics, philosophy of science in teaching, teaching philosophy, teaching statement, and teaching philosophy statement). However, the teaching philosophy statement is the most common phrase since Beatty et al. explain the concept in the early 21st century. In addition, the finding indicates that TPS is important for developing teachers’ way of thinking in the classroom setting.
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Long, Jude. "Teaching Adults: Insights from Educational Philosophy." Journal of Christian Education os-53, no. 1 (May 2010): 49–60. http://dx.doi.org/10.1177/2056997110os-5300106.
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Theological education has much to learn from recent research and thinking in educational philosophy. Like higher education generally, theological education has had an overemphasis on objective knowledge usually communicated through the preferred method of the lecture. Research into adult education, however, reveals the importance of a holistic approach to educating adults, the use of different teaching and learning styles, development of a community of learning and the personal authenticity of the educator. Various educators such as Mezirow, Vella and Palmer offer significant insights that can assist in the development of a teaching approach for theology. For adults, teaching and learning is an integral part of the Christian life. This may occur in a wide variety of settings ranging from the church service (where the tool of choice tends to be the sermon), small bible study groups, short courses run by churches and organisation, and of course formal theological education. As a theological educator, I became concerned a number of years ago about the teaching methods being used in theological education and have recently completed a research project exploring how to teach and learn more effectively. One aspect of that research was to determine what insights could be drawn from educational philosophy that would impact how to teach theology. This article will draw together these insights and their implications for theological education.
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Lobanova, Nina I. "University Philosophy today: Teacher’s perspective." Alma mater. Vestnik Vysshey Shkoly, no. 10 (October 2023): 66–70. http://dx.doi.org/10.20339/am.10-23.066.
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The article is devoted to the analysis of the current situation in the field of teaching philosophy in non-core (non-philosophical) areas of study. The article consists of two parts. The first part is a brief overview of the transformations that philosophy teaching has undergone in the post-Soviet period: in addition to analyzing the substantive and methodological transformations of the university philosophy course, changes in attitudes and educational practices used by teachers to introduce students to philosophical knowledge, various strategies for teaching philosophy are also considered. The second part examines the work programs regulating the teaching of this discipline, assesses the degree of their methodological and substantive innovation (compared with the previous Soviet period).
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Doronina, Svetlana. "Philosophical discussions with children: problems and prospects." Socium i vlast, no. 3 (September 2022): 83–94. http://dx.doi.org/10.22394/1996-0522-2022-3-83-94.
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Introduction. The article presents the results of the philosophical discussion with high school students, considers the problems and prospects for conducting classes in philosophy with children, and proposes original teaching methods that repre- sent a synthesis of philosophical, pedagogical and research approaches. The purpose of the article is to demonstrate the relevance of the ideas, methods and approaches of philosophy with children in the context of modern philosophical, pedagogical and research problems. Research methods are based on the theoretical principles of hermeneutic-phenomenological and psychoanalytic approaches to the interpretation and structural-semiotic analysis of linguistic state- ments. The scientific novelty of the research lies in devel- oping the author’s approach to holding philosophi- cal discussions with schoolchildren, which carries out the synthesis of philosophical-pedagogical and research teaching methods. Results and conclusions. As a result of the study, a conclusion is made about the relevance and demand for such classes of philosophy with children related to interdisciplinary trajectories of its development, the search for effective teaching strategies focused on the comprehensive develop- ment of children and their involvement in research activities.
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Şahan, Hasan Hüseyin. "The relationship of prospective teachers' educational philosophy and life-long learning tendencies to their teaching-learning process competencies." Pegem Eğitim ve Öğretim Dergisi 10, no. 4 (November 7, 2020): 1325–67. http://dx.doi.org/10.14527/pegegog.2020.040.
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The purpose of this study is to determine the relationship between prospective teachers' tendencies towards educational philosophy and lifelong learning and their teaching-learning process competencies. The study used the descriptive model to determine the current situation and adopted a predictive correlational design to find out the extent to which educational philosophy and lifelong learning tendencies predict teaching-learning process competencies. The study group consisted of 238 prospective teachers. The data were obtained using three scales, namely "Educational Philosophy Tendencies Scale", "Lifelong Learning Tendencies Scale" and "Teaching-Learning Process Competencies Scale". The study revealed that prospective teachers adopted more the philosophy of progressivism and reconstructionism, and their lifelong learning and teaching-learning process competencies were at a high level. The gender variable was effective only in the essentialism dimension in terms of the educational philosophy tendencies. While it was effective in lifelong learning tendencies, it had no effect in teaching-learning process competencies. The branch variable, on the other hand, was effective in all dimensions of educational philosophy tendencies except for perennialism. It was determined that the tendencies towards educational philosophies alone are not predictors of the teaching-learning process competencies. When, however, lifelong learning tendencies and educational philosophies are taken into account together, they predict the teaching-learning process competencies.
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Norris, Trevor. "Philosophical Questions about Teaching Philosophy: What's at Stake in High School Philosophy Education?" Philosophical Inquiry in Education 23, no. 1 (July 7, 2020): 62–72. http://dx.doi.org/10.7202/1070366ar.
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What is at stake in high school philosophy education, and why? Why is it a good idea to teach philosophy at this level? This essay seeks to address some issues that arose in revising the Ontario grade 12 philosophy curriculum documents, significant insights from philosophy teacher education, and some early results of recent research funded by the federal Social Sciences and Humanities Research Council (SSHRC) in Canada. These three topics include curricular disputes, stories of transformation from philosophy student to philosophy teacher, and preliminary research findings. All underscore the importance and complexity of philosophy education, as well as its challenges and benefits, including the cross-curricular benefits philosophy education imparts to the study of other subject areas. Collectively, these serve as a springboard for asking some larger and broader philosophical questions about the teaching and learning of philosophy, and they demonstrate that this is a promising new area of study and of teaching for philosophers of education. I will raise some questions about philosophy that will help frame the next stage in the SSHRC research into the teaching and learning of philosophy in Ontario, and which I contend are new and fundamental questions to ask about philosophy itself.
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Safriyani, Rizka, and Ali Mustofa. "Promoting Philosophy for Children (P4C) in teaching Reading." English Teaching Journal : A Journal of English Literature, Language and Education 9, no. 2 (December 13, 2021): 120. http://dx.doi.org/10.25273/etj.v9i2.10948.
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Philosophy for Children is an educational approach that emphasizes philosophical inquiry as a central component of the learning process. Critical thinking is cultivated through the use of reasoned moves to construct arguments. This study aims to look into how fairy tales can teach students about philosophy while also teaching them to read. This qualitative study is based on a case study at one of Surabaya's primary schools. As part of the research, two teachers participated. The data was gathered through interviews and document analysis. The findings showed that the students in the study used their own experiences to speculate and hypothesize about the activities of fictional characters. Implications and suggestions were also made
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Muthanna, Abdulghani. "Higher Teacher Education: Raising Awareness toward Constructing Teaching Philosophy Statements." ATHENS JOURNAL OF EDUCATION 9, no. 2 (January 4, 2022): 225–36. http://dx.doi.org/10.30958/aje.9-2-3.
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This article focuses on exploring whether teacher educators and teacher students at higher teacher education programs have constructed their teaching philosophy statements, how they implement such philosophy statements, and how they develop and evaluate the contents of the teaching materials related to the courses they are instructing. By following the qualitative case study methodology, the author employed semi-structured interviews with twenty teacher educators and fifteen teacher students from one state higher education institution in Yemen. With the employment of thematic network analysis techniques, the findings report on the lack of awareness concerning the teaching philosophy statements construction, the random process of designing and evaluating teaching materials, and the lack of teaching aids for realizing the teaching philosophies of those with developed teaching statements. For practical implementation, university leaders and administrators are recommended to establish a program that focuses on the professional development of the teaching faculty with a focus on highlighting and providing useful knowledge on the ‘teaching philosophy statements’ construction and ‘materials design and evaluation’ processes. Keywords: teaching philosophy, teacher education, higher education, curriculum design, Yemen
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Ongaro, Edoardo. "The teaching of philosophy in public administration programmes." Teaching Public Administration 37, no. 2 (March 28, 2019): 135–46. http://dx.doi.org/10.1177/0144739419837310.
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Public administration can be considered as an applied, interdisciplinary field, whose study demands the contribution of a range of disciplines, including political science, management, law, sociology and others. The article argues that the disciplines of public administration should also include philosophy, not as a discipline (philosophy is not a discipline in the sense modern sciences are; rather, at the roots of philosophy are key questions: what there is (ontology); who we are (philosophy of the mind); how to live well (ethics); how to live well together (political philosophy) and so on) but as the foundation of all the other disciplines studying public administration, from political science (whose roots are in political philosophy), to management and sociology (whose underpinnings are in ontological conceptions of the individual and society), to law (whose roots are in the philosophy of law) and so on. If philosophy is foundational to public administration, then two key questions arise: in researching public administration, what is the contribution of philosophy to advancing our understanding of public administration? And in the teaching of public administration, what is the place of philosophy in the curricula of public administration programmes? The article, after briefly reviewing the philosophical foundations of public administration, aims to discuss the latter question about the contribution of philosophy to educational and training programmes in the field of public administration, and the place of philosophy in public administration education curricula.
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Rochman, Saepul, Kelik Wardiono, and Arief Budiono. "Mazhab Filsafat Hukum Islam: Urgensi Pengajaran Di Perguruan Tinggi Di Indonesia." JHR (Jurnal Hukum Replik) 9, no. 2 (October 2, 2021): 138. http://dx.doi.org/10.31000/jhr.v9i2.4908.
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This study aims to compare the teaching of the philosophy of law in Universities in Indonesia. The approach used in this article is a comparative study. The results of this study indicate that in general the teaching of legal philosophy in Indonesia is dominated by the content of the European-Western legal philosophy. This study also finds that the schools of Islamic legal philosophy comprehensively discuss aspects of ontology, epistemology, legal sources and methodologies, and legal axiology through various themes that are also studied by Western European legal philosophy without separating but placing them in certain parts. In this regard, it is necessary to add a school of Islamic legal philosophy as part of the disciplines taught by law faculties in Indonesia, especially to treat equally between the Faculty of Islamic Law and the Faculty of Western Philosophy of Law, moreover, Islamic Law is part of the Indonesian legal system.Keywords: Law, School, Teaching, University, Philosophy
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Wirth, Günter. "Paul Hofmann, die Berliner Universität und seine neue Humanitätsphilosophie." Zeitschrift für Religions- und Geistesgeschichte 61, no. 4 (2009): 356–71. http://dx.doi.org/10.1163/157007309789346506.
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AbstractIn light of the upcoming anniversary of the Berlin University, this study of the philosopher Paul Hofmann analyzes his precarious position as lecturer at the Friedrich-Wilhelms-University, which was abruptly terminated in 1938 because of his Jewish ancestry and his anti-Nazi position. After years of inner migration, Hofmann resumed teaching as Ordinarius and with new impulses in 1945. At the core of his philosophy was the philosophy of humanity that developed from different positions in his major work “Sinn und Geschichte.” He provided his philosophy with new accents after 1945, while already suffering from severe illness. The study is based on extensive archival material.
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Mourelatos, Alexander P. D. "Gregory Vlastos and the Study and Teaching of Ancient Greek Philosophy." Philosophical Inquiry 39, no. 3 (2015): 2–7. http://dx.doi.org/10.5840/philinquiry2015393/431.
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Alotaibi, Badr, and Emad Alzahrani. "Obstacles of Teaching Philosophy for Secondary School Students in the Kingdom of Saudi Arabia." Dirasat: Human and Social Sciences 49, no. 6 (December 30, 2022): 132–47. http://dx.doi.org/10.35516/hum.v49i6:.3996.
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This study aims to explore cultural and pedagogical obstacles that abstain philosophy teaching at secondary schools according to the perspectives of the teachers who teach philosophical and critical thinking courses in the Kingdom of Saudi Arabia (KSA). For achieving the study objectives, the researcher followed a descriptive- survey method with a study population of (200) teachers, male and female, who was teaching the skills of philosophical and critical thinking course. The study most important results achieved by the study included; finding a set of cultural and pedagogical obstacles to abstain the teaching of philosophy at secondary schools foregrounding the ambiguity of philosophy concepts among the community individuals, besides the absence of professional preparation for the teachers of such courses in the stage of pre-service in teaching. The study was concluded with a set of recommendations includes; urging local media to introduce positive content in regard to philosophy, urging the seminars of philosophy spread in KSA to introduce periodical lectures and symposia simplifies the concept of philosophy to the community in collaboration with the Ministry of Education, introducing of levels-training-courses in regard to the skills of philosophical and critical thinking to teachers in partnership with the private national institutions, finally the study recommends inaugurating of philosophical departments at Saudi universities to support the movement of philosophy in general and support the movement of philosophy education in KSA.
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Shi, Zhaoli, and Tao Kang. "The educational philosophy of “Learning-Oriented Teaching” in the analects and its insights for contemporary times." Trans/Form/Ação 45, spe2 (2022): 157–68. http://dx.doi.org/10.1590/0101-3173.2022.v45esp2.p157.
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Abstract: In the study of ancient Chinese educational philosophy, some scholars believe that the main reason why traditional Chinese educational philosophy attaches importance to teaching rather than learning lies in Confucianism. This statement is unacceptable. If we take a careful and further study of the educational philosophy and practices of Confucianism, especially Confucius, the master of Confucianism, we will come to an opposite conclusion that Confucius attaches great importance to learning. It can be said that the characteristic of Confucius’s educational philosophy theory is “learning-oriented teaching”. This paper explores the manifestation of Confucius’s philosophy of both learning and teaching in the Analects, the reasons for its formation and its contemporary significance.
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Nuradin, G., E. Kuandykov, and G. Musabekov. "New Realities of Teaching Philosophy in Teacher Training University." Adam alemi 486 (December 15, 2020): 42–51. http://dx.doi.org/10.48010/2020.4/1999-5849.04.
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The proposed scientific article is devoted to the effective aspects of modern philosophy teaching in secondary and higher pedagogical educational institutions of the country. The authors for many years work in Taraz state pedagogical University as a result of studying the subject “Philosophy” offer future teachers a system of quality humane education, formed from the spheres of philosophy of education, pedagogical philosophy, philosophical anthropology, philosophy of culture, ethnography. The article reveals the philosophy of teacher training with a philosophical justification of pedagogy. The main goal is to develop the discipline of philosophy, which directly contributes to the implementation of pedagogical University students in favorable conditions of professional and social adaptation to their profession. When mastering their profession, the student is faced with positive and negative consequences of the future profession. One of the most common problems in our study was that the student in any situation in contact with the real sides of his profession in the course of pedagogical practice, was able to skillfully overcome their emotions and humanely respond to emerging problems with a philosophical view. Positive skills, formed through the study of the subject of philosophy, help the student of the pedagogical University to develop the path from theory to practice through pedagogical praxiology, to optimize the negative moments, to overcome difficulties, to help them in mastering their profession.
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Hoban, Garry. "Using a Reflective Framework to Study Teaching-learning Relationships." Reflective Practice 1, no. 2 (June 2000): 165–82. http://dx.doi.org/10.1080/713693148.
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Puzatykh, A. N. "FEATURES OF THE PHILOSOPHY-BASED LANGUAGE TEACHING." Educational Psychology in Polycultural Space 59, no. 3 (2022): 116–23. http://dx.doi.org/10.24888/2073-8439-2022-59-3-116-123.
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As a unique approach in modern teaching methodology, philosophy-based language teaching (PBLT) engages students in a dialogue-based discussion of philosophical questions in English. This study aims to highlight practical ways to use the philosophy-based language teaching approach. At the same time, the key point is the redistribution of the roles of both language learners and teachers in the process of conducting English classes. The article presents the following practical recommendations for implementing this approach in English classes: firstly, the English language curriculum can be developed using the principles of the PBLT approach; secondly, speaking of language skills, developers of teaching materials should include philosophical questions that are related to the daily life of students in tasks before and after reading a text (or watching a video). The article notes that this approach has a positive effect on the development of writing and speaking skills, and also increases students’ readiness to communicate in English. In conclusion, we note that the discussion of not very difficult philosophical issues in English classes can motivate students to take an active part in the discussion. This is especially true if the philosophical questions are about real-life problems that students face on a daily basis. The use of this approach not only encourages students to develop critical thinking, but also facilitates class discussion and increases motivation to learn the language.
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Lobeeva, V. M. "Teaching philosophy at a Technical University: the inconsistency of modern realities and possibility of digital methods." Alma mater. Vestnik Vysshey Shkoly, no. 4 (April 2021): 11–14. http://dx.doi.org/10.20339/am.04-21.011.
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Examined are modern problems of teaching philosophy at a technical university. The author shows that there is a pronounced contradiction between the goals and the current conditions of teaching philosophy, which makes it difficult to fully realize the potential of philosophy as an academic discipline. The thesis is formulated that the use of teaching methods based on digital technologies can help to overcome this contradiction to a certain extent. The author gives examples of using digital methods from her own teaching practice and proves their effectiveness as additional methodological tools. The necessity of increasing the number of classroom hours devoted to the study of philosophy is also emphasized.
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Newton, Sarah E., Margaret Harris, and Laura Pittiglio. "Constructivist Philosophy and Nursing Student Medication Calculations." Research and Theory for Nursing Practice 27, no. 2 (2013): 88–94. http://dx.doi.org/10.1891/1541-6577.27.2.88.
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Prelicensure nursing students often have difficulty performing medication calculations (MCs). Faculty at one baccalaureate nursing program wanted to use nursing theory to guide the development of a teaching–learning approach related to MC’s. Finding little theory related to the topic of MCs, a constructivist-based teaching–learning approach was used instead. The purpose of the study was to assess whether nursing students who received an MC review class that used a teaching–learning approach based on constructivist philosophy had better results on an MC examination than students who received their review via traditional teaching–learning methods. The study participants consisted of two cohorts of first-semester junior-level nursing students from one university-based school of nursing in the Midwestern United States. The results indicated that students in the simulation review class had higher mean scores on an MC examination than students who received their review via more traditional means. Teaching–learning strategies related to MCs based on constructivist philosophy have the potential to improve student learning outcomes, but more research is needed before middle-range theory related to this critically important area of nursing education can be developed.
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Ashurov, Asim, and Zaur Rashidov. "The essence of philosophical anthropology: Max Scheler's role in the formation of philosophical anthropology as a school." Metafizika Journal 7, no. 1 (March 15, 2024): 91–111. http://dx.doi.org/10.33864/2617-751x.2024.v7.i1.91-111.
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"Philosophical anthropology" is a special and extremely comprehensive branch of the history of world science and modern philosophical thought in general. Philosophical anthropology is an important branch of Western philosophical and social thought. Philosophical anthropology, which took its historical roots from ancient Greek philosophy, existed in the later periods of the history of philosophy, acquired a new meaning in German classical philosophy, and became a special trend in the history of philosophy starting from the beginning of the 20th century, is also, in general, a new philosophy of man. It is a philosophical teaching that includes the results of various systems of knowledge about the nature and existence of man in the 20th century Western Europe, mainly in German-language philosophy. In a broader sense, philosophical anthropology is a scientific system consisting of a set of philosophical ideas, concepts, and teachings that focus on man and aim to study him. Philosophical anthropology, which emerged in the late 1920s as a result of Max Scheler's philosophical teaching and was considered a new direction in the history of thought, developed as a branch of non-classical philosophy.
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Bastos, Feliciano Moreira. "A problemática da reforma do ensino da filosofia em Angola." Revista Ágora Filosófica 24, no. 2 (May 23, 2024): 90–114. http://dx.doi.org/10.25247/p1982-999x.2024.v24n2.p90-114.
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This work is a logical result of the discussions that took place in 1991 in the context of the formation of the new political mentality in Angola. The discussions discussed above continued in the academy based on the reflections entitled “Process of reforming the teaching of Philosophy in Angola: some epistemological and methodical aspects”, and as a response, the article by Professor Muanamoni Matumona “The teaching of Philosophy in Angola” appeared. It was an imperative need to develop reforms in the teaching of philosophy due to the spirit of social changes existing in the country. This meant the restructuring and construction of a new model and paradigm of education and teaching, in which Philosophy was integrated. Our analysis focuses on understanding the reform process at three crucial moments: The teaching of philosophy in the post-colonial era and the current moment. With this simple theoretical contribution, we take as our main reference the intention of interacting, implicitly, two issues that title it: epistemology and methodology, without losing sight of the accentuated treatment of the theoretical foundations of the teaching and study of philosophy in Angola.
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Burmistrov, Sergey Leonidovich. "Paul Deussen as a Philosopher." Philosophy of Religion: Analytic Researches 5, no. 1 (2021): 47–67. http://dx.doi.org/10.21146/2587-683x-2021-5-1-47-67.
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Paul Deussen (1845–1919) as a philosopher followed Arthur Schopenhauer and in his main philosophical work “The Elements of Metaphysics” developed the teaching of the universal Will that reveals itself in living beings as organs of the body and instincts and in human being – as personal will. Intellect is the highest form of the Will but it can free itself – temporarily in esthetic contemplation and totally in overcoming the Will by the Will itself. Deussen’s interest to the philosophy of Schopenhauer influenced his interests in Oriental studies. He analyzed Indian philosophy in comparison with the European one. He discovered nonrandom similarities between philosophical teachings formed in these cultures that, in his opinion, testified to the principal unity of laws of philosophical thought that do not depend on the cultural affiliation of a thinker. Basing on this, he put the problem of possibility and ways of comparative study of philosophy. In his interpretation of Indian philosophy he reproduced and developed the ideas of German Romanticists who searched new ways of cultural development beyond the sphere of Western civilization. Deussen’s interests in Indian philosophy were in fact the continuation of his general philosophical interests. But they are demanded also today inasmuch as philosophical comparative studies offer the challenge for that intercultural philosophy having as it is also religious dimension which was worked on by Paul Deussen as one among the earliest scholars.
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Dombayci, Mehmet Ali. "A Study into Philosophical Anthropology of the Teaching of Philosophy in Turkey." Anthropologist 18, no. 2 (September 2014): 315–24. http://dx.doi.org/10.1080/09720073.2014.11891549.
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Yuriev, R. A. "The study of Aristotle in the Aristotelian Society in the 1970s as an indicator of the special historico-philosophical style of British Philosophy." Siberian Journal of Philosophy 21, no. 2 (December 21, 2023): 133–43. http://dx.doi.org/10.25205/2541-7517-2023-21-2-133-143.
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The article aims to present the study of Aristotle’s teaching on consciousness and soul conducted by the well-known contemporary scholar of ancient philosophy, Jonathan Barnes, as an example of a certain historical-philosophical style that emerged within British analytic philosophy as a whole and within the Aristotelian Society in particular during 1970-1980s. It is shown that the development of the historical-philosophical style within the Aristotelian Society at this time continues the tradition of slow reception of ideas from continental philosophy, which was noted already in the early period of Society emergence and development. This is explained by certain theoretical isolation that had developed by this time in British philosophy, which had its imprint on historical-philosophical studies and is expressed in the application of conceptual analysis and the inclusion of its results into the modern philosophical context. Although Barnes considers Aristotle’s teaching on consciousness and soul through the prism of contemporary versions of physicalism and dualism, the question of what role the Aristotelian teaching plays for them remains unanswered. The author puts forward the thesis that in this case, J. Barnes’s analysis of the Aristotelian problem of consciousness and soul appears less productive than the previously developed approaches in scholasticism and phenomenology in the continental history of philosophy.
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DJIJIAN, Robert, and Hasmik HOVHANNISYAN. "Axioms of Philosophy in Aristotle’s Metaphysics." WISDOM 16, no. 3 (December 28, 2020): 7–17. http://dx.doi.org/10.24234/wisdom.v16i3.395.
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The goal of this article is to study Aristotle’s concept of philosophical principles. Metaphysics required from a philosopher to reveal the axioms of his teaching. It declared the law of contradiction as the most certain of all principles and axioms. This article proves that Aristotelian definition of truth makes it necessary to accept the ontological formulations of all the three main laws of thought as axioms of first philosophy. This article points out the absence of any reference in Metaphysics on Categorias and vice versa. This circumstance questions if could Aristotle be the author of the both works? Authors of this article underline that the modern trend of meta-philosophical studies requires investigating the possibility of building the system of axiomatic philosophy.
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Anh, Pham Phuong. "Francis Bacon’s Ideal Social Model Through the Work “New Atlantis”: Historical Value and Contemporary Significance." International Journal of Religion 5, no. 10 (July 18, 2024): 4231–40. http://dx.doi.org/10.61707/1497fr06.
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Francis Bacon (1561-1626) was an English empiricist philosopher who laid the groundwork for British empiricism and paved the way for modern experimental science. In his pioneering spirit of new thought and philosophy, his ideas on the ideal social model through the work "New Atlantis" in particular, and his philosophical thoughts in general, are among the invaluable theoretical legacies for the development of humanity. Clarifying Francis Bacon's perspective on the ideal social model through the study of the work "New Atlantis" and drawing historical significance, contributes significantly to the research and teaching of the history of philosophy in general and the history of Western philosophy in particular, for both lecturers and students studying political theory.
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Blake, John. "Aligning Teaching Philosophy Statements with Practice: An Evidence-Based Approach Using Retrospective Think-Aloud Protocols." Education Sciences 14, no. 7 (July 22, 2024): 795. http://dx.doi.org/10.3390/educsci14070795.
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Teaching philosophy statements are often declarations of beliefs interspersed with descriptions and metaphors. The disjuncture between the stated philosophy and actual teaching has been raised by numerous academics. This case study addresses the neglected area of grounding teaching philosophies on actual teacher behaviour rather than on espoused beliefs. This study includes a replicable framework for teachers to create evidence-based teaching philosophy statements through a systematic investigation of their actual teaching practices. A retrospective think-aloud protocol was used to recount a lesson. Using a transcript of the recount, the teacher’s actions were identified, extracted, and justified following pre-determined protocols. References to theoretical and empirical studies supporting or contradicting the justifications were checked in the research literature. To counteract potential self-bias, colleagues’ views on the reasons selected were surveyed. The discrepancy between the teacher’s justification of actions and the peers’ perspectives revealed hitherto hidden idiosyncrasies and underlying values.
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Al Sheikh, Hanan Muneer. "Achieving sustainability in the philosophy of art teaching and learning." Cypriot Journal of Educational Sciences 17, no. 11 (November 30, 2022): 4100–4113. http://dx.doi.org/10.18844/cjes.v17i11.8057.
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The significant development in the diversity of knowledge sources is an essential starting point for the development of teaching and learning methods in the higher education sector. Necessarily, this rapid development requires the development of planning and operational education strategies to provide learners with mechanisms and tools of thinking that enable them to follow the processes of research, analysis, criticism, evaluation and communication in a way that helps them to sustain their knowledge. This study adopted the selective and analytical approaches of ideas and theories of philosophy and pedagogy, aiming to induce results and recommendations for the development of teaching and learning processes. Specifically, in the field of philosophy of art, using the phenomenological approach emphasises the active and structured human presence. Thus, three main pillars were identified: obtaining knowledge; the will to knowledge – learner; and knowledge management – teacher. The study concluded with several methods and techniques that related to the processes of teaching, guidance and evaluation of the philosophy of art in the higher education sector. Keywords: Applied art, higher education, philosophy of art, teaching methods, learning methods, sustainable learning.
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Owuondo, Joseph. "Integrating Philosophical Teaching into Kenya’s Educational Curriculum." International Journal of Research and Innovation in Social Science VII, no. XII (2023): 243–50. http://dx.doi.org/10.47772/ijriss.2023.7012020.
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This research explores the integration of philosophy into Kenya’s educational curriculum, aiming to discern its potential benefits, and impact on critical thinking and problem-solving skills, and provide actionable recommendations for policy changes and curriculum development. Employing the Literature Review method, the study conducts a thorough examination of scholarly works by esteemed philosophers, educators, and researchers in the field. The findings underscore the multifaceted advantages, including the development of critical thinking skills, enhancement of ethical reasoning, cultural awareness, and tolerance among the students. The paper offers recommendations that encompass the integration of an inclusive curriculum design, teachers’ professional development, an assessment and evaluation framework, and collaboration with philosophical institutions. These recommendations are collectively used to develop a comprehensive strategy for successful philosophy integration into the education curriculum in Kenya. In conclusion, this research asserts that embedding philosophy into the educational fabric can foster a generation of critically thinking, ethically conscious individuals, contributing to a more enlightened and harmonious society. The paper serves as a valuable resource for policymakers, educators, and researchers committed to advancing the discourse on the transformative power of philosophy in education.
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Widmer, Elisabeth, and Henriikka Hannula. "Contextualist Approach to Teaching Antisemitism in Philosophy Class." Journal of Didactics of Philosophy 6, no. 1 (July 5, 2022): 1–20. http://dx.doi.org/10.46586/jdph.2022.9733.
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This paper argues for a ‘contextualist’ approach to teaching antisemitism in philosophy class. The traditional ‘systematic’ approach emphasizes recognizing and dismantling antisemitic aspects in canonical philosophical texts. The introduced contextualist approach broadens the perspective, treating philosophy as a continuous debate embedded in cultural realities. It focuses on historical controversies rather than isolated arguments, includes the voice and the perspectives of the oppressed, and so has the potential to broaden traditional philosophical canons. In the second half of the paper, we provide a case study of the contextualist approach, applying it to the ‘Berlin antisemitism controversy’ of 1879/80. We argue that the contextualist approach is particularly valuable when dealing with antisemitism as it teaches students to analyze arguments within the socio-political landscape and to identify antisemitic elements. The students thereby acquire the skills to discern antisemitic argumentation in other contexts as well. We suggest that this approach could be used to teach other debates in the history of philosophy, especially those tackling race, sex, and gender issues.
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Mensah, Farouq Sessah, and Douglas Darko Agyei. "Philosophy of teaching, teaching style and ICT use: a qualitative study of the perspectives of high school mathematics teachers." African Journal of Educational Studies in Mathematics and Sciences 15, no. 1 (June 15, 2019): 1–13. http://dx.doi.org/10.4314/ajesms.v15i1.1.
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This study is a response to findings that have shown the importance of teachers’ philosophy, teaching styles and ICT use in impacting student learning outcomes. The study adopted an exploratory case design to explore the philosophical foundations, teaching styles and the levels of ICT use of six high school mathematics teachers in Ghana. Data for the study was collected using semi-structured interviews. The study found that the high school teachers used mainly the teacher-centred teaching approaches in which they dominate classroom instruction by disseminating knowledge to their learners. In spite of its perceived potentials, the study also reported low usages of ICT in instructional delivery among the teachers. Interestingly, the philosophy of teaching reported in the study by the teachers resonates with their current teaching style and ICT usage levels; the study found that the high school mathematics teachers hugely subscribed to the absolutist philosophical views of teaching mathematics which takes root in teacher-dominated teaching approaches. Consequently, the study reiterates that if teachers hold philosophical views that support the absolutist school of thought, they are likely to use delivery strategies which do not support ICT use but position the teacher to assume a central role in the instructional processes.