Relevant bibliographies by topics / Skepticism. Education Education

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

Academic literature on the topic 'Skepticism. Education Education'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Skepticism. Education Education"

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Lynch, Tony. "SKEPTICISM ABOUT EDUCATION." Educational Theory 43, no. 4 (September 1993): 391–409. http://dx.doi.org/10.1111/j.1741-5446.1993.00391.x.

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ALPERT, JOSEPH S. "Loss of Skepticism in Medical Education." Archives of Internal Medicine 149, no. 12 (December 1, 1989): 2637. http://dx.doi.org/10.1001/archinte.1989.00390120009002.

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Alpert, J. S. "Loss of skepticism in medical education." Archives of Internal Medicine 149, no. 12 (December 1, 1989): 2637–38. http://dx.doi.org/10.1001/archinte.149.12.2637.

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Tubb, Arthur, and Michael N. Forster. "Hegel and Skepticism." British Journal of Educational Studies 39, no. 2 (May 1991): 230. http://dx.doi.org/10.2307/3120933.

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Wians, William. "Shakespeare’s Tragic Skepticism." Teaching Philosophy 27, no. 3 (2004): 294–96. http://dx.doi.org/10.5840/teachphil200427336.

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KWAK, DUCK‐JOO. "Skepticism and Education: In search of another filial tie of philosophy to education." Educational Philosophy and Theory 44, no. 5 (January 2012): 535–45. http://dx.doi.org/10.1111/j.1469-5812.2010.00721.x.

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Kartal, Osman Yılmaz. "Analysis of Alienation in Informal Education: Media Skepticism and Spiral of Silence in the Network Society." International Journal of Higher Education 7, no. 4 (August 3, 2018): 110. http://dx.doi.org/10.5430/ijhe.v7n4p110.

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In the study, the alienation in the network society is investigated. Facebook, which is highly effective among network community applications, has been examined as an informal learning tool. In this context, the topic of learning is "political, social, religious, cultural contents that society is sensitive". The research was conducted with the participation of university students who are members of the network society. Spiral of silence (SoS) was taken into account as a sign of alienation. It has been examined whether the media skepticism is effective in solving the problem of alienation. In this context, the relationship between spiral of silence and media skepticism has been investigated. As a result of the research, it was understood that young adults who are university students are in the spiral of silence in sharing about "political, social, religious, cultural contents, society is sensitive" and therefore alienation exists. In the context of media skepticism, participants' skepticism to others' posts is high, skepticism to self posts is low. While there is a significant, negative and low level of correlation between spiral of silence and skepticism to others posts, there is no significant relationship between spiral of silence and skepticism to self posts. There is a potential for skepticism to others' posts to be effective in resolving alienation in network society.
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Fatmawati, Dewi, Arizona Mustikarini, and Inneke Puspita Fransiska. "Does Accounting Education Affect Professional Skepticism and Audit Judgment?" Jurnal Pengurusan 52 (2018): 221–33. http://dx.doi.org/10.17576/pengurusan-2018-52-18.

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Deswanto, Vero. "ASSESSING EXPERIENCE, EDUCATION, PROFESSIONAL SKEPTICISM AUDITORS IN DETECTING FRAUD." ACCRUALS (Accounting Research Journal of Sutaatmadja) 4, no. 01 (April 22, 2020): 96–103. http://dx.doi.org/10.35310/accruals.v4i01.358.

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Fraud is an act of fraud with a mechanism of action that is planned and carried out individually, in groups or in collaboration with other parties. The auditor profession is responsible for fraud detection. Increased emphasis on the grading system is needed in connection with detection. This research was conducted at the Inspectorate General of the Ministry of Finance by conducting a survey of 82 auditors. The data analysis technique used is multiple linear regression analysis that is processed using the Smart-PLS tool. Hypothesis testing results show that experience, education, and professional skepticism have a positive effect on auditor perceptions in detecting fraud. Test results and statistical data analysis concluded that the auditor's experience showed a positive effect on the auditor's perception in detecting fraud even though it was not significant, the auditor's education variable showed a positive and significant effect on the auditor's perception in detecting fraud, and the professional skeptic variable had a positive effect on the auditor's perception in detecting cheating and its influence is significant.
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Andrews, James R. "“Wise skepticism”: On the education of a young critic." Communication Education 38, no. 3 (July 1989): 178–83. http://dx.doi.org/10.1080/03634528909378753.

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Dissertations / Theses on the topic "Skepticism. Education Education"

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Törnqvist, Tibblin Gustav. "The Employment of Doctrine within the Academic Education of Swedish Officers." Thesis, Försvarshögskolan, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:fhs:diva-7492.

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Doctrines are by nature dogmatic and academic education is by nature skeptic. As the two perspectivesare opposites to each other it would be plausible to assume that the nature of their contradictionwould exist between doctrines and military academic education. Though no research has been madeon how or to what extent these contradictions exist.This thesis aims therefore to investigate the relation between Swedish doctrines and military academiceducation from dogmatic and skeptical perspectives. Consequently, explaining to what extentthey correspond to one another and how they can be compared. The result reveals that Swedish doctrines generally correspond to military academic education to alow degree, where deviations may range from very low to moderate. The analysis further displaysstrong multifaceted dissonance in their correspondence to one another, but also within Swedish doctrinesand military academic education separately.
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Njiru, Henry Muriithi. "Eco-Techno-Cosmopolitanism: Education, Inner Transformation and Practice in the Contemporary U.S. Eco-Disaster Novel." Miami University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=miami1429560750.

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Melson, Gerald K. "Analysis of Underclass Black Male Skepticism of Educational, Business and Governmental Organizations in Cincinnati, Ohio, 2000-2004." University of Cincinnati / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1214945187.

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Books on the topic "Skepticism. Education Education"

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Wider das Vergessen des sokratischen Nichtwissens: Der Bildungsbeitrag Platons und seine Marginalisierung bei Plotin, Augustin, Eckhart und Luther sowie im reformatorischen Schulwesen : eine historisch-systematische Untersuchung zur Grundlegung eines sokratisch-skeptischen Bildungskonzeptes. Marburg: Tectum, 2007.

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Becoming a catechist: Ways to outfox teenage skepticism. Mahwah, N.J: Paulist Press, 1992.

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Sextus. Against the grammarians (Adversus mathematicos I). Oxford: Clarendon Press, 1998.

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Studien zu didaktischen Leitvorstellungen in den Traditionen von Skepsis und Rhetorik. Würzburg: Königshausen & Neumann, 2004.

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Sextus. Gegen die Dogmatiker =: Adversus mathematicos libri 7-11. Sankt Augustin: Academia Verlag, 1998.

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Brighouse, Harry, and David Schmidtz. Debating Education. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780199300945.001.0001.

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Debating Education puts two leading scholars in conversation with each other on the subject of education—specifically, what role, if any, markets should play in policy reform. Each advances nuanced arguments and responds to the other, presenting contrasting views on education as a public good. One author argues on behalf of a market-driven approach, making the case that educational opportunities do not need to be equal in order to be good. The ideal of education is not equally preparing students to win a race but maximally preparing each student to make a contribution. The other focuses on inequality, particularly the unequal distribution of rewards. The argument is that justice requires prioritizing the prospects of the bottom 30 percent of the population, whose life prospects are much worse than justice would demand, given the current wealth of society. The moral imperative of education should be to improve this group’s range of opportunities. This part of the book expresses serious skepticism that market mechanisms are capable of this task, due to imperfections in educational markets, a lack of appropriate regulations, political influence, and other systemic obstacles.
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Hoffmann, George. Montaigne’s Education. Edited by Philippe Desan. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780190215330.013.3.

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In spite of Montaigne’s dismissal of his schooling as a “failure,” significant features of his thought can be traced to his humanist education. Not only did he acquire literacy in French at school, but also he picked up a comic outlook from the plays of Terence in which he acted. Further, George Buchanan exposed the young Montaigne to Reformation ideas. Later, Marc-Antoine Muret’s Julius Caesar would school Montaigne in displaying confidence in the face of fortune’s vicissitudes, an attitude that he would incorporate into the “heroic” skepticism of the Essays. More generally, he adopted images, language, and postures from the stage as a way of understanding the life as a comédie humaine. Montaigne, however, preferred to award a determining influence for his adult character to the infancy he spent in a rural village.
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Millgram, Elijah. The Persistence of Moral Skepticism and the Limits of Moral Education. Oxford University Press, 2009. http://dx.doi.org/10.1093/oxfordhb/9780195312881.003.0015.

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Fogelin, Robert J. Part One. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190673505.003.0002.

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The Dialogues begins with a discussion about the proper religious education of Pamphilus, a pupil of Cleanthes. In rejecting Cleanthes’ idea that our natural faculties of reason can provide the basis of religion, Philo, Demea, and Hume speak as one, laying out skeptical challenges. This calls for an analysis of skepticism, both rustic and urbane; an examination of Hume’s work in the Treatise and Enquiry shows him to be, like the urbane Pyrrhonist, accepting of common-life reason and experience but wary of abstruse philosophizing. In subsequent parts of the Dialogues, Cleanthes must put forward an empirically based theology. If he does so successfully, he wins; if he can make no progress in this regard, he loses.
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Jackson, Steven F. Teaching with Technology: Active Learning in International Studies. Oxford University Press, 2017. http://dx.doi.org/10.1093/acrefore/9780190846626.013.317.

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The adoption of new technologies in instruction will change the nature of instruction itself. There are four broad categories of the potential benefits of technology in higher education: off-loading; enhanced resources; enriched conventional class lecture/discussion; and outreach through distance education. Other college and university administrators have seen technology as either a money-saving or money-making tool for their institutions. The technologies most commonly associated with pedagogy include desktop software, internet-mediated communications, World Wide Web pages, distance education courseware, internet access to statistical databases, Geographic Information Systems (GIS), cellphone and personal digital assistant applications, and classroom response systems (CRS). There has been a modest and somewhat sporadic literature on teaching with technology in international studies, much of which follows the development of new technologies, such as personal computers, the World Wide Web, and courseware development. The three major themes in the scholarship on technology in teaching and learning in international studies include technology-based enthusiasm/experimentation, comparative studies, and skepticism. However, some of the challenges to scholarship in teaching and learning with technology: the use of technology has become so pervasive, accepted, and easy that few teacher-scholars bother to write in scholarly journals about the act; weak structure of incentives for studying the use of technology in teaching and learning; and technological instability and discontinuity. Nevertheless, there are some technologies and trends that may appear in the future international relations course. These include podcasting, Real Simple Syndication (RSS) Feeds, Twittering, and Wikipeda and Google Books.
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Book chapters on the topic "Skepticism. Education Education"

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Hazlett, Allan. "The Civic Virtues of Skepticism, Intellectual Humility, and Intellectual Criticism." In Intellectual Virtues and Education, 71–92. New York : Routledge, 2016. | Series: Routledge studies in contemporary philosophy ; 75: Routledge, 2015. http://dx.doi.org/10.4324/9781315714127-5.

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Glazewski, Krista. "Toward Understanding the Practice and Potential of Educational Technologies on Our Campuses: Should We Be Skeptics First?" In Contemporary Technologies in Education, 31–49. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-89680-9_3.

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Haji, Ishtiyaque, and Stefaan E. Cuypers. "Skepticism about Autonomy and Responsibility as Educational Aims — What Next?" In Agency, Freedom, and Moral Responsibility, 251–68. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137414953_17.

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Figueroa, Sandy. "Living with the Skeptics: A Personal Journey." In Developing Educational Technology at an Urban Community College, 163–67. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-17038-7_14.

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Standish, Paul. "Skepticism, Acknowledgment, and the Ownership of Learning." In Stanley Cavell and the Education of Grownups, 73–87. Fordham University Press, 2012. http://dx.doi.org/10.5422/fordham/9780823234738.003.0005.

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Taylor III, Robert Lee. "Community College Perceptions of Online Education." In Critical Examinations of Distance Education Transformation across Disciplines, 237–59. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-6555-2.ch012.

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When a college's faculty, staff, or students perceive distance learning negatively, the implementation of distance learning can be adversely affected. This chapter addresses the perceptions of community college educators regarding the increased frequency of distance learning at their institution. It explores the current literature on distance education. Key components such as instructor skepticism, ethics, faculty development, and evaluation methods are the crux of the information. Research has been conducted in many different areas and about many different perceptions and points which are examined.
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Geher, Glenn, Rosemarie Sokol-Chang, Jennifer Waldo, David Sloan Wilson, and Hadassah Mativetsky. "Evolutionary Studies in Higher Education." In Darwin's Roadmap to the Curriculum, 13–28. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190624965.003.0002.

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The field of Evolutionary Studies (EvoS) stands at a significant junction. On one hand, the field has demonstrated the ability to serve as a model for a truly interdisciplinary approach to higher education. That said, evolutionary approaches outside certain areas of biology proper have been often met with skepticism and academic mistrust. In 3 discrete sections, this chapter seeks to demonstrate that EvoS provides a powerful academic framework that effectively integrates many academic areas and enhances educational outcomes in these areas. Further, the chapter seeks to demonstrate the broad reach of EvoS in terms of student success, partly by summarizing outcomes of a recent National Science Foundation grant. The final section addresses controversies in the field of EvoS. This section seeks to show how developing a sophisticated understanding of the different facets of these issues may serve a conciliatory and progressive role in the future.
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Detterman, Robin, Jenny Ventura, Lihi Rosenthal, and Ken Berrick. "Leadership and Strategic Planning." In Unconditional Education. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190886516.003.0013.

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Researchers within the field of organizational development have made a concerted effort to distinguish between two types of change organizations experience: first-order change, in which individual parameters shift but the system itself stays firmly in its place, and second-order change, in which the system itself undergoes meaningful transformation (Watzlawick, Weakland, & Fisch, 1974). The unconditional education (UE) approach shares the four common features of complex, or second-order, change: …change that involves multiple processes and tools being introduced to multifaceted human service systems, thereby requiring a certain level of trial and error to determine how the intervention best “fits” within each adoptive organization; change that involves a shift in stakeholders’ work roles and responsibilities, including how individuals coordinate and communicate; change that introduces new skills and knowledge; and change that requires a fundamental paradigm shift that may conflict with prevailing values and norms, including shifts in how participants are supposed understand and think about their work (Bryk, 2016; Waters & Grubb, 2004). … Acknowledging the complexity that exists in change initiatives is often the first step in understanding how to promote their successful implementation (Bryk, 2016; Waters & Grubb, 2004). Chapters 5, 6, and 7 have introduced the framework behind the UE model and its core principles of practice. This chapter will explore some of the essential strategies that promote successful implementation within a wide range of school and district settings, including (1) the role of leadership in initiating complex change, (2) the common developmental stages that begin UE transformation, and (3) the financial drivers capable of sustaining change over time. Initiating a complex change process requires an intentional approach. Successful implementation of UE hinges on the ability of leaders to inspire a unified vision across all stakeholders while simultaneously connecting this vision to concrete actions that create a clear path forward. Rather than assuming an overwhelmingly positive response, successful UE leaders anticipate skepticism and resistance. They celebrate early adopters, but also make plans to ensure the voices of dissenters are included in decision-making.
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"PHILOSOPHY AS THE EDUCATION OF GROWNUPS: STANLEY CAVELL AND SKEPTICISM." In Reading Cavell, 129–40. Routledge, 2006. http://dx.doi.org/10.4324/9780203597149-13.

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"In Quest of a More Perfect Union Through a Double-Vision Perspective of Hope and Skepticism." In Conflicting Paradigms in Adult Literacy Education, 281–310. Routledge, 2013. http://dx.doi.org/10.4324/9781410611857-15.

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Conference papers on the topic "Skepticism. Education Education"

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Ely, Robert, David Yopp, and Anne E. Adams. "Domain appropriateness and skepticism in viable argumentation." In 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. PMENA, 2020. http://dx.doi.org/10.51272/pmena.42.2020-156.

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Rath, Matthias, and Malte Delere. "MEDIA SKEPTICISM AS A PREJUDICE - ATTITUDES OF GERMAN PROSPECTIVE TEACHERS TOWARDS DIGITAL MEDIA." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.1582.

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Hockberger, William A. "The Quadrimaran Reexamined." In SNAME 13th International Conference on Fast Sea Transportation. SNAME, 2015. http://dx.doi.org/10.5957/fast-2015-026.

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The Quadrimaran was invented in France in the mid-1980s by Daniel Tollet. It was an inspired design and a radical departure from traditional ship design by a man from outside the marine industry unconstrained by industry technical practices and education. Technical experts could see it would entail more structure and subsystems than other high-performance vessels, but its promise was that those penalties would be more than offset by its claimed low power and fuel consumption. A prototype/demonstrator, Alexander, was built in 1990 and operated for five years carrying and impressing many hundreds of riders. Alexander performed beautifully and appeared to bear out what was claimed. Contracts for several Quadrimarans of different sizes came quickly, especially considering how conservative an industry this is. That was significantly due to Tollet's personal charisma and skill in selling riders on the dream of carrying passengers and freight over the water fast and in comfort, yet economically. Great skepticism prevailed in some quarters, especially among naval architects knowledgeable about AMVs (advanced marine vehicles) and early-stage whole-ship design. At technical meetings, one Quadrimaran principal would comment, for example, "Why would you carry freight across the Atlantic at 38 knots on 230,000 horsepower (a reference to the planned Fastship Atlantic TG-770) when you could do it at 60 knots on only 65,000 horsepower?" Listeners would ask how this could be possible, and he would assert again that the Quadrimaran could do it, but would decline to explain. Respected technical people were working with Tollet and his company and becoming convinced of the Quadrimaran's merit. Along with the contracts came engineers with experience in ship detail design and construction (very different from early-stage whole-ship design), or responsibilities for assessing and approving ships for service. Others were with engine and equipment suppliers. Their opinion that there was something unique and special about the Quadrimaran gave it credibility and influenced more people to accept the major claims made for it. Some dismissed the most extreme claims but still accepted the idea that the Quadrimaran was capable of unusually high performance - considerably less than was being claimed, perhaps, but high nevertheless. In hindsight it is clear the skeptics were right. Results never met expectations, nor could they have. In reality, the Quadrimaran has aspects that inherently prevent it from achieving the characteristics and performance its inventor believed attainable. It cannot be built in a commercially useful size and actually perform as intended. Why this is so will be explained. A crucial fact in the Quadrimaran's history is that Daniel Tollet and his close associates believed strongly that naval architects and engineers who had been immersed in working with the existing ship types would be unable to give the Quadrimaran the very different treatment they believed it required. (Their own educations and professional work were nontechnical.) Such people were excluded from the development of Quadrimaran designs, and the belated discovery of many fundamental technical problems can be attributed to this. The company Tollet established had a number of names over the years, and other associated entities were created at times for various purposes. In this paper they are referred to collectively as QIH (Quadrimaran International Holdings) so as not to confuse things unnecessarily. In 2004 QuadTech Marine LLC was established and acquired the Quadrimaran patent (US Patent No. 5,191,849) and related intellectual property from QIH. QuadTech laid out an extensive R&D program to close gaps in the technical background and address identified issues. In the process, additional information on earlier QIH projects and products was obtained and studied, which brought to light problems that significantly compromised the Quadrimaran's prospective performance and utility. The resulting much-reduced set of potential uses and users led the company to effectively stop pursuing Quadrimaran projects after 2009. (Note: The author was Chief Technology Officer for QuadTech Marine during 2006-9, studying the Quadrimaran and planning the R&D.)
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Reamon, Derek T., and Sheri D. Sheppard. "The Role of Simulation Software in an Ideal Learning Environment." In ASME 1997 Design Engineering Technical Conferences. American Society of Mechanical Engineers, 1997. http://dx.doi.org/10.1115/detc97/dtm-3891.

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Abstract For years, computers have promised to revolutionize education. Educators crave and skeptics demand justification for the large outlay of resources required to introduce information technology into the curriculum. Engineering educators have drawn upon the work of education theorists, computer scientists and communication experts to explore the effectiveness of this promising technology in their curricula. This paper analyzes three pairs of students using various solution techniques to solve a mechanical engineering design problem. We will focus on the use of a computer-based simulation tool and its effect on the students’ process of solving the problem. We will use two learning theories to explore the learning environment and draw conclusions about the effectiveness of the computer simulation for teaching engineering.
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