Responsibilist approaches to virtue epistemology examine the epistemic significance of intellectual virtues like curiosity, attentiveness, intellectual humility, open-mindedness, intellectual ...courage, and intellectual tenacity. On one way of thinking about these traits, they are the deep personal qualities or character traits of a good thinker or learner. Given the intimate connection between intellectual virtues and good thinking and learning, responsibilist virtue epistemology appears ripe for application to educational theory and practice. At a minimum, growth in intellectual virtues seems like a worthy educational aim. But is such an aim realistic? There are at least three objections to thinking that it is. In this paper, I defend the enterprise of educating for growth in intellectual virtues against each of these objections. I conclude that if pursued in the right way, intellectual character growth is a worthy and realistic educational aim-one that justifies rethinking some fundamental educational priorities and practices.
Background: Substantial research highlights the differences between scientific and technological knowledge. Considering that learning is heavily focused on the acquisition of knowledge, it is ...important to examine the individual and systematic implications of these types of knowledge.
Purpose: The purpose of this study was to examine the impact on overall educational performance as a result of engaging with technology subjects at post-primary level.
Sample: A five year cohort study was designed to gather longitudinal data from a total sample of 1761 pupils' grades from the Irish Leaving Certificate examination. The sample was distributed across four schools.
Design and methods: Grades from the Irish Leaving Certificate were selected because the examination is considered high stakes as it serves as the country's primary mechanism for matriculation into third-level education. Individual examinations are designed externally to schools by a government body ensuring the validity of each examination in capturing the holistic interpretation subject syllabi. Finally, a points system is used to score each examination facilitating comparisons between subjects.
Results: The results show that pupils who study the technology subjects are statistically significantly less likely to perform well overall in comparison to pupils who study science and mathematics subjects. They also show that for pupils who study the technology subjects, those subjects are statistically significantly likely to be their best performing subjects.
Conclusions: Due to the array of variables impacting subject selection, a definitive causal explanation cannot be deduced from the data for these results. However, it is possible to infer that the variance in knowledge types between the science and technology subjects has an impact on the results. A case is made that a compulsory technological component should be incorporated into educational curricula to provide a comprehensive and general education and to facilitate the holistic development of pupils.
Drawing from campus-based research projects sponsored by the AAC&U and the Center for Urban Education at the University of Southern California, "From Equity Talk to Equity Walk" provides practical ...guidance on the design and application of campus change strategies for achieving equitable outcomes. The authors offer advice on how to build an equity-minded campus culture, align strategic priorities and institutional missions to advance equity, understand equity-minded data analysis, develop campus strategies for making excellence inclusive, and move from a first-generation equity educator to an equity-minded practitioner. Central concepts and key points are illustrated through campus examples. The book was also produced by the Center for Urban Education at the University of Southern California.
Summary Parents of children suffering from recurrent respiratory infections can be persuaded by advertisements to pressure their family physicians and pediatricians for “immune-stimulating ...enhancements”. However, the evidence base behind these immune stimulants is usually lacking. Often there is no peer-reviewed studies available that support claims made by “immune-booster” supplements. In this review, we critically analyze most of the marketed immuno-active drugs (including vitamin preparations, dietary supplements, homeopathic remedies, Ecchinacea, bacterial lysates, and probiotics) and identify the necessity to exclude an immunodeficiency in every child suffering from recurrent respiratory tract infections.
Explores, explicates, and encourages critical qualitative research that engages the arts and born-digital scholarship; and offers options for understanding neoliberalism, revealing its impact on ...communities, and resisting it as ideology, practice, and law. While this book focuses on neoliberalism within the realm of public education, the implications extend to many other areas of public life.
Many educational practices are based upon philosophical ideas about what it means to be human, including particular subjectivities and identities such as the rational person, the autonomous ...individual, or the democratic citizen. This book asks what might happen to the ways in which we educate if we treat the question as to what it means to be human as a radically open question; a question that can only be answered by engaging in education rather than as a question that needs to be answered theoretically before we can educate. The book provides a different way to understand and approach education, one which focuses on the ways in which human beings come into the world as unique individuals through responsible responses to what and who is other and different. This book raises important questions about pedagogy, community and educational responsibility, and helps educators of children and adults alike to understand what truly democratic education entails. The following chapters are included: (1) Against Learning; (2) Coming into Presence; (3) The Community of Those Who Have Nothing in Common; (4) How Difficult Should Education Be?; (5) The Architecture of Education; and (6) Education and the Democratic Person. This book also contains an Epilogue: A Pedagogy of Interruption.
Neste artigo, defendo a necessidade de se reconectar com a questão da finalidade na educação, principalmente à luz da tendência recente de focalizar as discussões na área quase exclusivamente na ...mensuração e na comparação de resultados educacionais. Primeiramente, argumento por que a questão da finalidade deve sempre ter um lugar na discussão educacional. Depois, exploro alguns motivos pelos quais essa questão parece ter desaparecido da agenda educacional. A parte central do artigo é uma proposta para se tratar da questão da finalidade na educação - ou seja, a que diz a respeito ao que constitui uma boa educação - de uma forma sistemática. A questão da finalidade é complexa e, ao deliberar sobre ela, devemos fazer uma distinção entre as três funções da educação a que me refiro: qualificação, socialização e subjetivação. Na parte final do artigo, dou exemplos de como essa proposta pode ajudar a fazer perguntas mais precisas sobre a finalidade e a orientação dos processos e práticas educacionais.
Desarrollo humano VI Carmona Legaz, Ana Josefa; Martínez Castro, Sonia María
2019., 2019
eBook
Desarrollo Humano VI: “Retos educativos del profesorado en el siglo XXI”, forma parte de la colección Desarrollo Personal. Este libro es fruto del trabajo de un equipo de investigación ...multidisciplinar nacional e internacional de distintos profesionales que, pretenden ofrecer al lector una visión heterogénea sobre los actuales desafíos en el ámbito de la educación, con el objetivo de fortalecer y construir una sociedad cada vez más humana, en la que el desempeño docente se convierte en herramienta clave. Testo dell'editore
Charles-Ange Laisant (1841-1920), injustement oublié aujourd’hui, est un important mathématicien français qui était aussi anarchiste. Il nous laisse en outre une œuvre de pédagogue et de philosophe ...de l’éducation dont témoignent les deux écrits ici réunis. Ils sont longuement remis en contexte et présentés par Normand Baillargeon. Le premier texte est une contribution à l’enseignement et à la vulgarisation des mathématiques (Initiation mathématique) ; le deuxième, une réflexion sur la nature et les fins de l’éducation menée dans une perspective libertaire (L’éducation de demain). Ces écrits intéresseront tout particulièrement les mathématiciens et les didacticiens des mathématiques, mais aussi toutes les personnes curieuses de l’histoire des mathématiques, de l’histoire de l’éducation ou de celle de l’anarchisme.
A recurring theme in many places concerns the nurturing and maintenance of a civil society that is committed to justice, to human fulfilment and a community that actively pursues the good of all its ...members. The creation of a civil society where there is respect for persons and a concern for the good of others is an important social aim and though it is not the sole responsibility of educational institutions, they have a crucial role to play in its development. It also evident that the creation of a civil society includes the family and the wider community and so in order to understand how a civil society is to be fostered, we need to understand relationality, a central concept in both the Western and Eastern understandings of human nature. If we reflect on contemporary education in both the East and the West, an important question to consider is the extent to which education measures up to developing in young people a sense of their responsibilities to one another, their families and to the wider community. In short the question of how well we are developing humane persons who are able to relate to one another and build a civil society. This article argues that there needs to be a rebalancing of the aims of education to include the development of those values and dispositions that will foster a civil society.
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