Journal articles: '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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Schwartz, Zachary H. "Psychiatric Skepticism in Medical Education: Why We Need Philosophy." Academic Psychiatry 43, no. 4 (March 19, 2019): 461–63. http://dx.doi.org/10.1007/s40596-019-01049-3.

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Kartika, Mega Rianita, Fitriana Fitriana, and Farida Yuliaty. "ETHICS, EDUCATION LEVEL, AND PROFESSIONAL SKEPTICISM ON AUDIT QUALITY." Jurnal Riset Akuntansi Kontemporer 13, no. 1 (April 25, 2021): 32–36. http://dx.doi.org/10.23969/jrak.v13i1.3814.

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In the implementation of government financial management, audit process is carried out by the inspectorate with the purpose to produce a quality audit. One of the indicators is the inspection report is submitted on time, however in the last 3 years the reports submitted by the Inspectorate of West Java Province have been late. The purpose of study was to determine the influence of ethics, education level, and professional skepticism on audit quality in the Inspectorate of West Java Province. This study conducted with a total 70 auditors with descriptive and verificative research method. Data collection using questionnaires and was analized by multiple linear regression. This study used multiple linear regression analysis. The results show that ethics, education level, and professional skepticism has an influence on quality audits both partially and simultaneously.

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Callcut, Daniel. "The Value of Teaching Moral Skepticism." Teaching Philosophy 29, no. 3 (2006): 223–35. http://dx.doi.org/10.5840/teachphil200629330.

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Fall, Modou, Serigne Amadou Ndiaye, and Mayoro Diop. "Chemistry in Senegal: Between Skepticism and Hope." Chemistry International 40, no. 3 (July 1, 2018): 18–26. http://dx.doi.org/10.1515/ci-2018-0307.

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Abstract In Senegal, the education and university system is characterized by the dominance of arts and humanities over science and technology. The practice of chemistry is relatively important regionally in universities (for both education and research), as well as in the industries—although with a strong contrast between these two areas. Will the dynamism of chemical associations and the recent discovery of gas and oil enable a change in the chemical sector in Senegal? Senegal is a country in West Africa with 15.3 million inhabitants where the practice of chemistry is quite established. In this article, we present the current state of chemical education, research, and industry, without forgetting, of course, the chemical associations that have become increasingly active in recent years.

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Lee. "Skepticism about Modern Art." Journal of Aesthetic Education 54, no. 1 (2020): 35. http://dx.doi.org/10.5406/jaesteduc.54.1.0035.

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Greenhill, Jenenne, Janet Noreen Richards, Sarah Mahoney, Narelle Campbell, and Lucie Walters. "Transformative Learning in Medical Education." Journal of Transformative Education 16, no. 1 (August 31, 2017): 58–75. http://dx.doi.org/10.1177/1541344617715710.

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This longitudinal study followed the clinical learning journey of 20 medical students over 4 years, from the beginning of their clinical immersion, through one of the three different clinical placement models: block rotation, longitudinal integrated clerkship, or community- and hospital-integrated learning, and then into Year 4 and the intern year postgraduation. This study explored how these different contexts can influence the process of transformative learning. The results identified six well-defined changes to their ways of seeing the world which participants described as insights shaped by their clinical training. These themes were self-awareness, patient centeredness, systems thinking, self-care, clinical skepticism, and understanding diversity. Further analysis explored how changes in worldview can be instrumental, communicative, and emancipatory. This study demonstrates that context matters and that longitudinal models of clinical education may facilitate emancipatory learning.

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Danilovic, Mirceta. "Problems and possibilities of using telephone technology in education." Zbornik Instituta za pedagoska istrazivanja, no. 34 (2002): 133–40. http://dx.doi.org/10.2298/zipi0204133d.

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The paper explores the possibilities of using telephone technology in educational process. It is emphasized how valuable audio-teleconference and tutorial teaching are by means of telephone technology but skepticism is also expressed concerning the possibilities of using this type of technology in our educational system. The causes for such skepticism are mostly to be found in our economic conditions, inadequacy of material sources and technical problems i.e. underdeveloped telephone networks. Telephone technology is not suitable for work with a whole class. It is primarily intended for one-to-one teaching, in the USA most often called 'tutorship'. Accordingly, 'telephone tutorship' is the most widespread form of telephone application in the teaching process. When it is being accomplished, a student (user) has only to have a telephone at home or that public phone network is operating and he/she can communicate with his/her 'tutor', (teacher). 'A tutor' can be at home and communicate with his/her students or at a local learning center wherefrom he/she can communicate with a student. Students can also be at their local learning center or at home.

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Rudiak-Gould, Peter. "Cross-Cultural Insights into Climate Change Skepticism." Bulletin of the American Meteorological Society 94, no. 11 (November 1, 2013): 1707–13. http://dx.doi.org/10.1175/bams-d-12-00129.1.

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With an eye toward developing more effective climate change education, social scientists have attempted to diagnose the reasons for lingering public skepticism of anthropogenic climate change. But rarely is the question addressed with the benefit of cross-cultural research. Geographer Simon Donner has demonstrated the utility of such an approach: drawing on a vast ethnographic and historical record, it is possible to surmise to what extent anthropogenic climate change skepticism stems from panhuman cognitive habits versus culturally and historically specific circumstances, with deep consequences back at home for climate education and citizen–climatologist dialogue. While building from this method, this article departs from Donner's reading of the ethnographic record as demonstrating a cross-culturally pervasive human intuition that the weather is beyond human influence, arguing instead for the role of culturally specific commitments such as the distinction between nature and society, “just world” belief, faith in progress, and system justification. Various climate change communication strategies based upon these alternate reasons for skepticism are suggested, and ultimately it is argued that the ideologically fraught nature of these beliefs takes the matter beyond the realm of “science education” into the arena of democratic dialogue.

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Greene, Richard. "A Critical Introduction to Skepticism, by Allan Hazlett." Teaching Philosophy 38, no. 2 (2015): 243–46. http://dx.doi.org/10.5840/teachphil201538237.

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Pahz, James A. "Alternative Healing and Health Education." International Quarterly of Community Health Education 17, no. 4 (January 1998): 417–22. http://dx.doi.org/10.2190/aen4-pcty-l5m6-jvuy.

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As new and unorthodox methods of health care become increasingly popular, more and more stories appear in magazines, television, and even professional journals. Advocates of alternative healing appear as conference speakers for lay and professional groups alike—including health educators. Such therapies appeal to a public eager to take control of their own health and bodies. Via the Internet, new ideas and treatments can spread through the population incredibly fast. The abundance of new healing techniques coupled with an interested audience and the wonders of mass communication present a challenge to the health educator. The author believes health educators need to be aware of trends in popular culture and new forms of alternative health care. Health educators should have the insight, by virtue of their training, to distinguish real from fantasy, science from pseudoscience. They need to become health information specialists and competent in operating the latest technology. Most importantly, health educators need to remain objective and keep an open mind coupled with a healthy degree of skepticism.

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Ecklund, Elaine Howard, Christopher P. Scheitle, Jared Peifer, and Daniel Bolger. "Examining Links Between Religion, Evolution Views, and Climate Change Skepticism." Environment and Behavior 49, no. 9 (October 26, 2016): 985–1006. http://dx.doi.org/10.1177/0013916516674246.

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Recent media portrayals link climate change skepticism to evolution skepticism, often as part of a larger “antiscience” tendency related to membership in conservative religious groups. Using national survey data, we examine the link between evolution skepticism and climate change skepticism, and consider religion’s association with both. Our analysis shows a modest association between the two forms of skepticism along with some shared predictors, such as political conservatism, a lack of confidence in science, and lower levels of education. Evangelical Protestants also show more skepticism toward both evolution and climate change compared with the religiously unaffiliated. On the whole, however, religion has a much stronger and clearer association with evolution skepticism than with climate change skepticism. Results contribute to scholarly discussions on how different science issues may or may not interact, the role of religion in shaping perceptions of science, and how science policy makers might better channel their efforts to address environmental care and climate change in particular.

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D’Aquila, Jill M., and Kim Capriotti. "The SEC’s Case against California Micro Devices: A Lesson in Using Professional Skepticism and Obtaining Sufficient Appropriate Evidence." Issues in Accounting Education 26, no. 1 (February 1, 2011): 145–54. http://dx.doi.org/10.2308/iace.2011.26.1.145.

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ABSTRACT: This instructional case involves charges by the Securities and Exchange Commission (SEC) against Michael Marrie, an audit partner, and Brian Berry, a manager, for recklessly failing to comply with auditing standards relating to three areas: a $12 million write-off of accounts receivable, confirmation of accounts receivable, and sales returns and allowances. The SEC believed Michael and Brian did not exercise due professional care, nor did they employ an adequate level of professional skepticism when performing the audit. The SEC also believed that there was insufficient appropriate evidence to express an opinion. This case addresses the following auditing content: Generally Accepted Auditing Standards, professional skepticism, analytical procedures, estimates, fraud risks, confirmation of accounts receivable, and work papers.

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Gerber, John M. "Farmer participation in research: A model for adaptive research and education." American Journal of Alternative Agriculture 7, no. 3 (September 1992): 118–21. http://dx.doi.org/10.1017/s0889189300004628.

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AbstractMany farmers view with skepticism the dominant agricultural research and extension education model, in which new knowledge on f arming practices is developed by researchers and delivered through extension programs. The participatory research and education model is designed to support a shared vision of research and education as a learning process among partners working in community. The participatory model is offered as a way to achieve better communication and enhanced cooperation among farmers, researchers and extension educators.

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Braun, Robert L., and H. Lynn Stallworth. "If You Need Love, Get a Puppy: A Case Study on Professional Skepticism and Auditor Independence." Issues in Accounting Education 24, no. 2 (May 1, 2009): 237–52. http://dx.doi.org/10.2308/iace.2009.24.2.237.

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ABSTRACT: The purpose of this teaching case is to expand students' understanding of the concepts of professional skepticism and independence. The case is based on an actual incident and illustrates the exercise of professional skepticism by a staff auditor who finds himself in the uncomfortable situation of accusing a friend of fraud. The case demonstrates the difficult personal and professional choices that auditors must sometimes make. In analyzing the case, students consider auditor independence rules, as well as the concepts of independence in appearance and independence in mental attitude. Students are asked to identify the types of audit evidence and internal controls needed to detect and prevent the fraud, and to consider the appropriate audit response to an adverse situation.

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Preston, Teresa. "A Look Back: What Kappan readers have learned about learning." Phi Delta Kappan 100, no. 4 (November 26, 2018): 5–7. http://dx.doi.org/10.1177/0031721718815665.

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This exploration of Phi Delta Kappan’s archives shows how the magazine has explored education research and science across its 100 volumes. Articles have advocated better research and a stronger connection between research and practice, while celebrating strides that have been made. Kappan has also presented multiple perspectives on the value of neuroscience to education, with some authors recommending a brain-based approach and others expressing skepticism about how the research is being interpreted and applied.

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Aisenberg, Gabriel M., and Gus W. Krucke. "Medical Education: Knowledge, Skepticism, and the Central Role of the Individual Patient." Consultant 60, no. 1 (January 2020): 12–14. http://dx.doi.org/10.25270/con.2020.01.00002.

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Green, R. "Essay - Wacky electoral skepticism." IEEE Potentials 23, no. 4 (October 2004): 44–45. http://dx.doi.org/10.1109/mp.2004.1343231.

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Duarte, Bryan J. "The subjectivity offalse hopeand the possibility forcritical hopeamong novice teachers." Policy Futures in Education 17, no. 8 (October 24, 2018): 924–44. http://dx.doi.org/10.1177/1478210318806134.

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The current neoliberal policy regime that has dictated school reform policies such as standardized testing and performance accountability challenges the professional values of teachers. As a result, they become policy subjects who either accept or resist the neoliberal agenda. Given the high turnover of novice teachers in schools governed by neoliberal policies, this study sought to understand first-year teachers’ feelings of efficacy and career decisions. This paper applies Duncan-Andrade’s (2009) theoretical concepts of false and critical hope to the narrative experiences of three first-year teachers working in high-poverty schools. The findings indicate that teachers’ ideologies may match the false hope of equal opportunity and hard work that are embedded in the neoliberal policy regime. Additionally, first-year teachers may also develop some skepticism of the polices they are forced to implement. However, if they are unsure how to express their skepticism, they may experience hopelessness over time. This paper argues that critical hope presents an opportunity for teachers, administrators, and students to confront neoliberal policies that contradict their vision of schooling and provide a less prescriptive, more universal education. Additionally, it reveals insights into how policy regimes impact the experiences and identities of novice teachers.

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Brewer, C. D. "Strategies for Teaching Kant’s Metaphysics and Hume’s Skepticism in Survey Courses." Teaching Philosophy 41, no. 1 (2018): 1–19. http://dx.doi.org/10.5840/teachphil201831281.

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Teaching Kant’s metaphysics to undergraduates in a survey course can be quite challenging. Specifically, it can be daunting to motivate interest in Kant’s project and present his system in an accessible way in a short amount of time. Furthermore, comprehending some of the important features of his requires some understanding of Hume’s skepticism. Unfortunately, students often misunderstand the extent and relevance of Hume’s skepticism. Here, I offer three strategies for presenting Kant’s metaphysics as a response to Hume. First, I describe an exercise for presenting the problem of induction in a way that resonates with many students. Next, I provide a way of generating interest in Kant’s project so students are motivated to understand his position. Finally, I explain a game I use to bolster interest in Kant’s project and explain some of the more challenging aspects of the First Analogy.

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Miller, Steven A. E. "A contemporary course on the introduction to computational fluid dynamics." International Journal of Mechanical Engineering Education 48, no. 4 (April 8, 2019): 315–34. http://dx.doi.org/10.1177/0306419019838880.

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The University of Florida Department of Mechanical and Aerospace Engineering recently created a new senior technical elective in the field of computational fluid dynamics. The main objectives of the class are learning the process of computational fluid dynamics, skepticism, a course project that uses a popular commercial solver, and a course project that involves programming a simplified computational fluid dynamics code. The course covers introductory material, history, grid generation, numerics, equations of motion, boundary conditions, solvers, turbulence models, visualization, and a number of special topics. Skepticism is enforced throughout the course and forces students to justify the validity of their approach and question numerically generated results. Students in the class undertake a course project to predict a fundamental flow-field and compare predictions with excellent measurements from the open literature. They must also create a simplified computational fluid dynamics code to predict turbulent boundary layer flow. Students have integrated these lessons within student groups across the University of Florida. The emphasis of the course is on skepticism and increasing integration with the curriculum and student group activities. We present the class philosophy for teaching undergraduate computational fluid dynamics and the outcomes of the newly developed course.

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Frank, Jeff. "Stanley Cavell and the Questioning of the Foregone." Conversations: The Journal of Cavellian Studies, no. 5 (February 27, 2018): 4–17. http://dx.doi.org/10.18192/cjcs.v0i5.2402.

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This paper makes the case that Stanley Cavell’s thinking on conversion, eveloped in “Normal and Natural” in The Claim of Reason, offers resources that can be used to develop a politics that acknowledges the importance of learning from the voice of skepticism instead of seeking to silence the skeptic through the pursuit of policies and practices that promise a type of certainty that will forever silence skepticism. I develop this case from my position as a teacher educator who knows very well the desire to silence skepticism in the form of finding a way of teaching future teachers so that I/we can be certain that they will be effective and engaging educators after graduation. Giving up the belief that we can achieve certainty when it comes to teacher preparation does not consign us to hopelessness, but it does suggest that teacher educators may have more to learn from listening to the voice of skepticism than is suggested by current discourses in teacher education. Though I write from the position of a teacher educator and my examples are drawn from the work of teacher education, the main goal of this paper is to develop a reading of “Normal and Natural” that may help us appreciate new dimensions of the political implications of Cavell’s work.

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Follmer, D. Jake, Rayne A. Sperling, and Hoi K. Suen. "The Role of MTurk in Education Research: Advantages, Issues, and Future Directions." Educational Researcher 46, no. 6 (August 2017): 329–34. http://dx.doi.org/10.3102/0013189x17725519.

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The advent of online platforms such as Amazon’s Mechanical Turk (MTurk) has expanded considerably researchers’ options for collecting research data. Many researchers, however, express understandable skepticism of the viability of using platforms such as MTurk. In this article, we provide a background on the use of MTurk as a mechanism for collecting research data. We then review what is currently known about the advantages and issues associated with using MTurk and highlight important areas for future research. We conclude by discussing implications of the use of crowdsourcing platforms such as MTurk for education research.

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Garlikov, Rick. "Further Reflections on Moral Education: A Response to Strike." education policy analysis archives 1 (November 22, 1993): 14. http://dx.doi.org/10.14507/epaa.v1n14.1993.

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While moral discourse is in need of much help, there is a solution which is not dependent on Kenneth Strike's remedy of understanding or building character, as such, and which teaches moral reasoning without promoting particular moral values or character traits. Further, contrary to Strike's claim, moral skepticism is not the main problem with moral debate today, which often features diametrically opposed, absolutely certain, dogmatic assertions by all sides. The author teaches ethics courses, and has found among students from a variety of ages and socio-economic backgrounds that the understanding of certain topics in ethics is necessary and often sufficient for promoting more reflective and responsible behavior, and for promoting discourse that has a greater chance to resolve differences.

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Agustina, Fauzia, Nurkholis Nurkholis, and Mohamad Rusydi. "Auditors’ professional skepticism and fraud detection." International Journal of Research in Business and Social Science (2147- 4478) 10, no. 4 (June 14, 2021): 275–87. http://dx.doi.org/10.20525/ijrbs.v10i4.1214.

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This study aims to examine the effect of competence, independence, experience, and audit time pressure on fraud detection by using the mediation of professional skepticism in the context of internal auditors for the public sector. The research data were obtained through a survey questionnaire on 173 auditors of the Inspectorate General of the Ministry of Education and Culture. The analysis technique in this study used Partial Least Square (PLS). The results showed that competence, independence and audit time pressure had no effect on the ability to detect fraud. Meanwhile, the auditor's experience and professional skepticism had a positive effect on fraud detection. The application of professional skepticism was proven as a mediating variable in the effect of competence, independence, experience and audit time pressure on fraud detection. Auditors’ competence, independence, and experience had a positive effect on professional skepticism and audit time pressure had a negative effect on professional skepticism. The results of this study provide an input that the importance of applying professional skepticism could improve fraud detection.

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Farag, Magdy S., and Rafik Z. Elias. "The relationship between accounting students’ personality, professional skepticism and anticipatory socialization." Accounting Education 25, no. 2 (February 12, 2016): 124–38. http://dx.doi.org/10.1080/09639284.2015.1118639.

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Nasution, Shabrina Tri Asti. "Determinants of Audit Quality with Auditor's Professionalism Skepticism as a Mediating Variable in Public Accounting Firm (KAP) Medan City." International Journal of Research and Review 8, no. 9 (September 16, 2021): 102–14. http://dx.doi.org/10.52403/ijrr.20210915.

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The purpose of this study is to detect factors that encourage an increase in auditor professionalism skepticism so that they are able to produce quality audits. It is realized that audit quality comes from a good audit process and the auditor puts forward a good attitude of professional skepticism. The results of this study indicate that the experience and competence of auditors can increase the attitude of skepticism of auditor professionalism and audit quality. In addition, the skepticism of the auditor's professionalism is able to mediate the experience of the auditor and the competence of the auditor affects the quality of the audit. For KAP, especially in the city of Medan, it has an obligation to provide an equal portion of audit assignments to all auditors and provide opportunities for auditors to improve their abilities by attending education and training from both formal and non-formal educational institutions. Keywords: Experience, Competence, Skepticism, Audit Quality.

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Wright, Jake. "The truth, but not yet: avoiding naïve skepticism via explicit communication of metadisciplinary aims." Teaching in Higher Education 24, no. 3 (February 20, 2019): 361–77. http://dx.doi.org/10.1080/13562517.2018.1544552.

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Gregory, Kristen H., Mark M. Diacopoulos, Angela Branyon, and Brandon M. Butler. "From Skepticism to Scholarship: Learning and Living Self-Study Research in a Doctoral Seminar." Studying Teacher Education 13, no. 3 (August 21, 2017): 257–74. http://dx.doi.org/10.1080/17425964.2017.1365702.

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Wivagg, Dan. "Lies, Skepticism and Science." American Biology Teacher 50, no. 2 (February 1, 1988): 74. http://dx.doi.org/10.2307/4448649.

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Moyaert, Marianne. "A “Babelish” World (Genesis 11: 1–9) and its Challenge to Cultural-Linguistic Theory." Horizons 36, no. 2 (2009): 215–34. http://dx.doi.org/10.1017/s0360966900006368.

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ABSTRACTAfter decades of optimism, interreligious dialogue is now confronted with a considerable amount of skepticism. In theology, this skepticism is primarily being fed by the cultural-linguistic theory of religion. This theory seems to be in keeping with what the Babel narrative has always said: people belonging to different “language” communities can do no more than babble at one another. The author asks, first of all, whether the story of Babel indeed affirms the cultural-linguistic argument for the end of interreligious dialogue. After showing that there are theological and exegetical reasons to doubt the classical interpretation of the Babel narrative, the author demonstrates how a renewed hermeneutic of this story actually challenges the cultural-linguistic discourse concerning the incommensurability of religions. Indeed, she argues, ultimately, the Babel story is not a narrative about the end of communication, but about its beginning.

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Player, Grace D., Victoria S. Gill, and Gerald Campano. ""Beyond the Barriers": Listening to Immigrant Youth to Transform Higher Education." LEARNing Landscapes 10, no. 1 (October 1, 2016): 215–34. http://dx.doi.org/10.36510/learnland.v10i1.730.

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This article explores the ways a university-based research team learned with and from immigrant youth as they collaboratively inquired into issues surrounding access to higher education. Through a close look at the youth’s research, including their discussions and written texts, we examine their desires for higher education and their responses to visiting our campus. We found that the students began to develop both a sense of belonging to higher education and a healthy skepticism of its admissions practices and institutional representation. They were also able to conceptualize their identities, at least in part, as assets to the college application process. From this study, we draw implications for fostering more equitable university-community partnerships.

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Kruegler, Christopher, and Patricia Parkman. "Identifying Alternatives to Political Violence: An Educational Imperative." Harvard Educational Review 55, no. 1 (April 1, 1985): 109–18. http://dx.doi.org/10.17763/haer.55.1.v20w3230684m30h6.

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Despite its current threat to the world's survival, organized political violence continues to be the ultimate political recourse. Chistopher Kruegler and Patricia Parkman argue that this is so because of a widespread yet erroneous belief in its efficacy, and because nonviolent sanctions remain underdeveloped in the face of skepticism about their effectiveness. The authors document the largely unrecognized history of nonviolent action and suggest its potential power to resolve today's conflicts. In conclusion, they call for greater efforts by educators to research and teach alternatives to political violence and present specific directions which these efforts might take.

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Zambon, Oliver, and Thomas Aechtner. "VAISHNAVISM, ANTIEVOLUTIONISM, AND AMBIGUITIES: REVISITING ISKCON'S DARWIN-SKEPTICISM." Zygon® 53, no. 1 (February 12, 2018): 67–94. http://dx.doi.org/10.1111/zygo.12395.

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Shim, Sungok Serena. "Celebrating the healthy skepticism that moves the field forward." Educational Psychology 40, no. 10 (November 3, 2020): 1187–89. http://dx.doi.org/10.1080/01443410.2020.1832359.

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Carrig, Joseph. "Liberal Impediments to Liberal Education: The Assent to Locke." Review of Politics 63, no. 1 (2001): 41–76. http://dx.doi.org/10.1017/s0034670500030515.

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Some Thoughts Concerning Education, Locke's treatise on education, has yet to be fully integrated with his more familiar political and philosophical works. On the surface, there seems to be some tension between Locke's advice on how best to educate the young, and his prescriptions for political legitimacy. The emphasis on consent in the Second Treatise of Government seems to require a parallel emphasis on freedom of thought, but it is the possibility of precisely this sort of freedom that Locke calls into question with a theory of education grounded in the external inculcation of mental habits that control behavior throughout life. This surface tension, however, is dispelled by Locke's theory of knowledge, as it is expressed in the Essay Concerning Human Understanding. The Essay's skepticism with regard to an objective and public knowledge makes clear, first, that education is reducible to indoctrination, and second, that liberty therefore requires the rejection or fundamental reconstitution of what has been learned.

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Bharthur, Sanjay Parthasarathy. "Journalism Education in India: Quest for Professionalism or Incremental Responses." Journalism & Mass Communication Educator 72, no. 3 (August 23, 2017): 285–96. http://dx.doi.org/10.1177/1077695817719136.

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Journalism education in India is framed in the higher education system, comprising of programs in the universities, both government-supported and media-backed private institutions, as well as in-service and short-term courses offered by press associations and other organizations. They are offered at different levels from certificate to diploma to both undergraduates and postgraduates. Due to requirements of the media industry, there is a constant friction about the need to balance the academic and professional aspects in the curriculum. This has led to skepticism in the past about the relevance of formal journalism education. However, with globalization and growth of the media sector, there is an enhanced need for professionals. Many big media groups have launched journalism programs. Institutional and professional aspects of the programs in India and issues pertaining to curriculum, responses, and critique have been factored in this article.

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Loomis, Steven, and Jake Rodriguez. "Sympathy for Warranted Certainty: Universals and the Institution of Education." Journal of Education and Christian Belief 9, no. 1 (March 2005): 47–70. http://dx.doi.org/10.1177/205699710500900106.

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THERE IS MUCH that human beings are, and should be, uncertain about, but this should not include the most basic truths of reality. The effects of postmodern epistemology have widened the sphere of uncertainty in many domains of knowledge, and intellectual uncertainty and excessive skepticism are pervasive in academic circles (both Christian and non-Christian). Such thinking tends to sanction the kind of pragmatic decision making that legitimizes a view of human beings (and moral principles) as mere interchangeable parts with varying utility. This essay offers a critique of obscurant uncertainty and draws attention to the incremental marginalization of God-based knowledge. It calls for the grounding of educational philosophy in a realist conception of truth given that God, our knowledge of Him, and his knowledge of us are an excellent basis by which to ground human institutions (including the institution of education).

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Nurkholis, Nurkholis. "PENGARUH PENDIDIKAN, PELATIHAN, DAN PENGALAMAN TERHADAP SKEPTISISME PROFESIONAL AUDITOR." EKUITAS (Jurnal Ekonomi dan Keuangan) 4, no. 2 (August 1, 2020): 246–65. http://dx.doi.org/10.24034/j25485024.y2020.v4.i2.4376.

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Professional skepticism is needed by auditors to detect indications of audit fraud and risk. This study aims to examine the effect of education, training, and experience on auditor professional skepticism. This research is based on the theory of cognitive dissonance. The object of this study is the auditor who works at the Public Accounting Firm in Indonesia. Data were collected through a questionnaire and processed using multiple linear regression analysis methods. The test results show that education and experience have a significant positive effect on the level of professional skepticism of auditors. On the other hand, training does not affect the level of auditor professional skepticism. This research provides advice on the development of HR in Public Accounting Firm and curriculum development in educational institutions related to efforts to introduce and add insight to accounting students regarding the importance of applying professional skepticism.Skeptisisme profesional diperlukan oleh auditor untuk mendeteksi indikasi kecurangan dan risiko audit. Penelitian ini bertujuan untuk menguji pengaruh pendidikan, pelatihan, dan pengalaman terhadap skeptisisme profesional auditor. Penelitian ini didasarkan pada teori disonansi kognitif. Objek penelitian ini adalah auditor yang bekerja pada Kantor Akuntan Publik di Indonesia. Data dikumpulkan melalui kuesioner dan diolah menggunakan metode analisis regresi linear berganda. Hasil pengujian menunjukkan bahwa pendidikan dan pengalaman berpengaruh positif signifikan terhadap tingkat skeptisisme profesional pada auditor. Sedangkan pelatihan tidak berpengaruh terhadap tingkat skeptisisme professional auditor. Penelitian ini memberikan saran terhadap pengembangan SDM di KAP dan pengembangan kurikulum di lembaga pendidikan terkait dengan usaha memperkenalkan dan menambah wawasan kepada mahasiswa akuntansi mengenai pentingnya penerapan skeptisisme profesional.

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Singh, Raj Kishor. "A Review on Historical Aspects of Critical Pedagogy." SMART MOVES JOURNAL IJELLH 9, no. 1 (January 29, 2021): 33–50. http://dx.doi.org/10.24113/ijellh.v9i1.10876.

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This paper makes a review of inventory and application of critical pedagogy in education sector, in particular, and also in general practices of critical thinking, skepticism, decision making process, etc. Critical pedagogy as a concept originated and developed in academia, for development of critical mind of learners. Education broadens the students’ views of reality. Education is transformative, bringing all kinds of changes in human mind, as well as in the society and the nation. Education makes students critical and skeptical on the issues which are frequent in their daily life. Therefore, all kinds of social, cultural, economical and political issues are solved by critical mind of the learners. Education must be democratic in nature and system. People in power make education system in their own favour, dominating the powerless people. Therefore, education is political. Those who participate in critical pedagogy resist the constraints that those in power impose on them. Critical pedagogy can be applied in all faculties and subjects like music, economics, mathematics, sociology, political science, English language teaching, English literature teaching, and so on. Teachers also must be qualified with the critical pedagogy approach. They must be confident with the knowledge and skills for applying Freire’s methods of teaching effectively in the classroom. They must be critical thinkers, self-reflective, culturally conscious for the pedagogical situation to enhance students’ understanding of the world. The major purpose of this review is to point out the effectiveness of critical pedagogy in education and in general. After teachers’ role in critical pedagogy, knowledge of the language and of the world, consciousness or ‘conscientization’, power resistance, value judgments, perception of reality and truth, empowerment, transformation, decision making skills, critical thinking, skepticism, negotiation, problem posing and solving, and many other aspects of learning in critical pedagogy are explained in this review paper.

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Behrent, Megan. "Reclaiming Our Freedom to Teach: Education Reform in the Obama Era." Harvard Educational Review 79, no. 2 (June 30, 2009): 240–46. http://dx.doi.org/10.17763/haer.79.2.lx22x02678137153.

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High school teacher Megan Behrent reflects on the impact of Obama's election on the students in her high school classroom. Obliged to temper her students' joyful exuberance on the morning of November 5, 2008, Behrent found that the election fervor highlighted for her the ways that schooling under NCLB has constrained both educators and students, taking away teachers' freedom to teach and students' freedom to learn. In this essay, she examines the many ways in which the high-stakes testing industry punishes public school students and teachers, continually disenfranchising those who struggle to learn without adequate resources. While Obama's election may bring hope to learners of all ages, Behrent advises skepticism toward the changes education secretary Arne Duncan might bring, and she calls on teachers, families, and unions to collaborate in demanding the freedom to nurture true learning.

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Journal articles on the topic 'Skepticism. Education Education'

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