RESUMEN:Este artículo presenta el pensamiento de Michel Montaigne como camino para interpretar aspectos de la formación docente contemporánea. En primer lugar se caracterizan las nociones de ensayo y de experiencia; se analizan las relaciones entre ellas; y se las discute como ejes de una propuesta formativa basada en una exploración seria de la propia vida. Luego, se presentan dos desafíos identificados por Russell : por una parte, si bien han pasado 12 años escolarizados, al momento de comenzar con sus prácticas (...) profesionales los alumnos de carreras de pedagogía tienen dificultades en explicar de qué se trata enseñar. Por otro lado, los profesores que dictan cursos de pedagogía suelen no ser los mismos que acompañan a los alumnos en sus primeras experiencias docentes. Esto tendería a crear una ruptura entre la educación que se recibe como alumno y la que se imparte como docente de práctica profesional. El artículo concluye proponiendo la posibilidad de implementar un ensayo de posición pedagógica. Éste constituiría una estrategia formativa por sí misma que permitiría, tanto a profesores experimentados como a novicios, visibilizar, articular y discutir los argumentos fundamentales desde los cuales orientan su tarea cotidiana como educadores. ABSTRACT:This paper presents Michel Montaigne´s thought as a way of interpreting some aspects of contemporary teacher education. First, it characterizes the notions of experiment and experience, analyzes their relationship, and discusses them as guidelines for an educational project based on the serious consideration of personal life. From this point of view, the paper continues presents two challenges identified by Russell. First, the claim that when beginning their training, education students have difficulty in articulating what teaching is about. Second, the assertion that university course professors are usually not the same people that guide students through their practicum. The paper concludes by proposing the possibility of a pedagogical position experiment. This would be an educational experience as such, that would allow both experienced and novice teachers to manifest, discuss, and articulate the basic assumptions by which they guide their daily work. (shrink)

A book for primary teachers and those training to teach in primary schools on how to develop positive socially-aware teaching that offers deep learning across different curriculum subjects.

Academics and professionals working with young women face a series of paradoxes. Over the last 20 years, the lives of young women in the UK and Europe have been transformed. They have gained considerable freedom and independence, but at the very same time, new, less tangible forms of constraint and subordination now play a defining role in the formation of their everyday subjectivities and identities. Young women have come to exemplify the pervasive sensibility of self-responsibility and self-organisation. This new ‘gender (...) regime’ demands both conceptualisation and practical response, drawing on educational research, social and cultural theory, and contemporary feminist thought. Within the overarching theme of pedagogical responses to these trends, through work in schools and within young women’s online and face-to-face communities, this book interrogates the field of sexuality and its visualisation across new and old media in the context of often predictable and endemic ‘moral panics’ about teenage pregnancy rates, sexually transmitted diseases, and internet pornography. In exploring how girls and young women respond to increasing expectations of them as the vanguard of economic, social, and cultural change, contributors to this volume interrogate the ways in which social and educational aspiration interact with young women’s developing and embodied identities. This book was originally published as a special issue of _Pedagogy, Culture and Society. _. (shrink)

Second/foreign language teaching has been found as one of the most emotional professions worldwide. To generate optimal academic outcomes and run an effective education, teachers and students’ emotions and feelings must be positively cared for. Given the significance of emotions in L2 education, many studies have followed positive psychology and examined various positive constructs. Nevertheless, love, as a PP variable, has been ignored in education due to its cultural/religious sensitivities. Trying to dispel the myths, recently, a new trend called a (...) “loving pedagogy” has started to find itself a place in second language acquisition research and practice. Yet, proposing a model of its application and an agenda for its research has been overlooked by scholars in this domain. Motivated by this lacuna, this research article provided the conceptualization, definitions, research bases, practical models, and implications of a loving pedagogy for SLA practitioners and future researchers. (shrink)

Pedagogy, power and practice ethics: clinical teaching in psychiatric/mental health settings Often, baccalaureate nursing students initially approach a psychiatric mental health practicum with uncertainty, and even fear. They may feel unprepared for the myriad complex practice situations encountered. In addition, memories of personal painful life events may be vicariously evoked through learning about and listening to the experiences of those diagnosed with mental disorders. When faced with such challenging situations, nursing students often seek counsel from the clinical and/or classroom faculty. (...) Pedagogic boundaries may begin to blur in the face of student distress. For the nurse educator, several questions arise: Should a nurse educator provide counseling to students? How does one best negotiate the boundaries between ‘counselor’, and ‘caring educator’? What are the limits of a caring and professional pedagogic relation? What different knowledges provide guidance and to what differential consequences for ethical pedagogic relationships? This paper offers a comparative analysis of three philosophical stances to examine differences in key assumptions, pedagogic positioning, relationships of power/knowledge, and consequences for professional ethical pedagogic practices. While definitive answers are difficult, the authors pose several questions for consideration in discerning how best to proceed and under what particular conditions. (shrink)

A Pedagogy of Purpose offers a completely fresh take on key problems in the education system. Gary Keogh argues that the education system has lost its way; it has become mechanistic, vapid, driven by an obsession with dubious measurements and led by a very narrow understanding of what it means to succeed. It has lost its sense of purpose. Using many real classroom examples, Keogh provides a new way forward, demonstrating how insights from classical philosophy can have a positive influence (...) on crucial issues in education like student behaviour, assessment, attendance, the quality of teaching and learning, and perhaps most importantly, the mental health of students and teachers. (shrink)

This paper informs about a specific German concept in Pedagogy, the concept of “tact”.Following an initial discussion of the particularities of the concept of (socio-) pedagogical tact, including its ethical and moral self-positioning and current demands for its operationality (1); will come the presentation of an empirical examination of the opportunities and limits to the feasibility of meeting these demands, based on a current example from the field of social work: ‘integrated family support’ (2); finally, options for further (...) investigation of the potential effects of ‘socio-pedagogical tact’ will be identified (3). (shrink)

Many defences of multiculturalist educational initiatives conjoin a‘liberal’ or ‘radical’ moral/political view—that education should endeavour to treat students with respect, and that respecting non-dominant,‘marginalised’ students requires protecting them from the hegemonic domination of the dominant culture—with what appears to be an equally radical epistemological view, according to which respecting minority students and cultures requires respecting their culturally specific epistemologies, which in turn requires refraining from imposing upon them a dominating hegemonic epistemology concerning the nature of truth, rational justification, and so (...) on. In this paper I argue (1) that this‘radical’ epistemological position is fatally flawed; and (2) that, if true, it would undermine, rather than undergird, the favoured moral l political view. I argue, that is, that proponents of‘radical’ pedagogy would do better to reject the associated‘radical’ epistemological view in favour of a more traditional,‘conservative’ one. (shrink)

If knowledge is socially constructed, then students' discursive attachments should be eminently malleable. Students' radical openness to change, however, is not the defining characteristic of a university classroom. Instead, learners appear to desire coherence of knowledge over revelations of contingency, and pedagogical acts that disrupt existing formations are as likely to produce reactionary responses as revolutionary reorganizations of the self. In this article Chris McMillan argues that neither the constructivist nor the social constructionist readings of critical pedagogy are able (...) to account for this fixity of knowledge. In response he contends that Slavoj Žižek's Lacanian-inspired theory of subjectivity and of the Real can effectively respond to the limitations of these approaches by insisting upon the pedagogical value of the lack within subjectivity. A Žižekian conception of subjectivity is able to respond to this lacuna by positing the negativity of the subject as the agent of transformation and to produce a “pedagogy of the impossible” that evokes the moments of impossibility within discourse embodied by the subject qua the Lacanian Real. (shrink)

This book aims to show how a meta-theory of critical realism can be applied to research about pedagogy in the changing landscape of higher education in England. It introduces some of the key ideas of critical realism, and its potential to clarify complex issues that arise in research. This book draws on a critical realist study of structure/agency interactions in three contrasting higher education institutions. Seven case studies of lecturers, over the three universities, are considered to explore the interplay of (...) global, national and institutional structures and processes in their everyday working lives and the extent of their agency in these settings. Conceptual approaches to pedagogy are developed through an application of critical realism to the nature of knowledge, human agency and structure-agency interactions against the changing landscape in higher education at global, national and institutional levels. The book offers a way out of the current malaise in educational research which appears to be stuck between empiricist reductionism and hermeneutic interpretive positions. Highlighting the importance of ontological analyses, this book explores a realist approach to learning, pedagogy and knowledge in English higher education and will be of interest to students, scholars and practitioners working in education, critical realism and philosophy more generally. (shrink)

This research drew on the authors’ long experience in the implementation of the “_Hikmah_ Pedagogy” which is based on the Philosophy for Children’s teaching method. Specifically, the study examined the influence of the pedagogy on the participants’ perceptions of and feelings about their thinking and reasoning skills. The sample comprised 188 Malaysian and international students from an international secondary school in Malaysia. This consisted of students in four Grade levels, ranging from Grades 7 to 10. An instrument named “_Hikmah_ Feedback (...) Survey - HFS” was employed for data collection. The findings were supportive of the positive influence of the pedagogy on students’ abilities to think and reason better after experiencing the programme. Furthermore, the participants demonstrated a considerable improvement in their cognitive and social-communicative skills, as evidenced in the scores obtained for the post-programme’s test. This affirms the fact that the _ḥikmah_ pedagogy is highly recommended in Malaysia’s march towards its Vision 2020 developmental goals. Implications of the study were discussed and suggestions were proposed to educators and stakeholders in secondary school education. (shrink)

The conflicts arising between the pedagogical preferences of the fields of instructional design and technology (IDT) and social foundations of education are substantial. This conflict is primarily one of pedagogical values separating the Social Foundations with its emphasis on critical and creative thinking and the presumption of value and theory neutrality inherent in IDT. This is a serious issue because, increasingly, educators use IDT models to translate Social Foundations courses with social justice and equity outcomes into online formats. (...) Much is lost. This article offers a discussion of the theoretical grounding of IDT (task-analysis) versus social foundations in regards to implications for the instructional social organization of online social foundations classrooms. This article uses the notion of signature pedagogy to describe sociocultural literacies as a basic tenet in social foundations of education. By doing so, it is demonstrated how these important theoretical positions are currently playing out in online instruction and space, to extend their relevance by introducing newer concepts such as Digital Cartesianism and copresence, and to provide a concrete example of what these concerns look like in the current push towards digital formats. In the current context of the use of electronic, social, communication, and mobile technologies in education, we find a new site to continue challenging the assumed neutrality of the technological model for education. (shrink)

Nursing work increasingly demands forms of expertise that complement specialist knowledge. In child and family nursing, this need arises when nurses work in partnership with parents of young children at risk. Partnership means working with parents in respectful, negotiated and empowering ways. Existing partnership literature emphasises communicative and relational skills, but this paper focuses on nurses’ capacities to facilitate parents’ learning. Referring to data from home visiting, day‐stay and specialist toddler clinic services in Sydney, a pedagogical framework is presented. (...) Analysis shows how nurses notice aspects of children, parents and parent–child interactions as a catalyst for building on parents’ strengths, enhancing guided chance or challenging unhelpful constructs. Prior research shows the latter can be a sticking point in partnership, but this paper reveals diverse ways in which challenges are folded into learning process that position parents as agents of positive change. Noticing is dependent on embodied and communicative expertise, conceptualised in terms of sensory and reported channels. The framework offers a new view of partnership as mind‐expanding for the parent and specifies the nurse's role in facilitating this process. (shrink)

While environmentalism is often associated with different non-governmental organizations, agencies, movements, institutions, and grassroots groups, one of the least understood types of environmentalism is so-called radical activism. This article will argue that the label of radicalism or even terrorism attached to some forms of environmental activism precludes learning about the causes of environmental crises. Based on the work of Paulo Freire in critical pedagogy and eco-pedagogy, this article supports the position that learning about social and political framing of “radicalism” as (...) well as the issues that drive this “radical” action help the development of critical thinking and ethical judgment in students. By analyzing student reflection essays on the film If a Tree Falls: A Story of the Earth Liberation Front, this article draws lessons in ecological citizenship and critical thinking. (shrink)

The aim of this article is to contribute to the outlining of the philosophical and epistemological status of post-critical pedagogy in the light of the body of scholarship (both positive and negative) that has, in the last few years, already grown in relation to this theoretical project. The article invites readers to follow its authors on a stroll in ‘Post-Criticalland’. Moreover, the article raises the question of whether post-critique is a new paradigm or merely a different attitude within the critical (...) tradition. The authors conclude by arguing for a principle of complementarity and for practices of diplomatic negotiation, on the grounds that post-critique should not be construed as dependent on critique but as complementary to it and as deserving a time and space of its own. (shrink)

This paper provides a review of Reconstructing ‘Education' through Mindful Attention: Positioning the Mind at the Center of Curriculum and Pedagogy by Oren Ergas. The review examines the central argument of the book, namely that present educational theory and practice avoids substantial self-inquiry, paying lip service to reflective practice but stopping short of any real encounter with the complex dynamics of the self. In Ergas’ bold inquiry, we are invited to attend and to see for ourselves by considering perspectives (...) and practices rooted in contemplative traditions. The educational context becomes clear as attention to the self entails formation of the self. However, I argue that it is not clear why contemplative traditions are best placed to engage in such formation. I suggest that a central problem with the book is the conflation here of education and socialisation, and that more systematic treatment of educational questions might obviate some of the troubling issues around the failures of what is called the inner curriculum. (shrink)

By considering the position of education as a pharmakon, highlighting its potential positive and negative effects on societies by its technical unfolding, the article proposes to explore the political and pedagogical role that public and collective performances can have within the public sphere as political devices for promoting and enacting radical democracy. To this end, it analyzes a contemporary collaborative artistic practice, the performance ‘Un Violador en Tu Camino’ (‘A rapist in your path’) by the feminist collective LASTESIS from (...) Chile, through two main philosophical perspectives: Bernard Stiegler (1952 – 2020), and his approach to technology, to art, and education in human societies; and Oliver Marchart, coming from his conceptualization of art and activism through the notion of conflictual aesthetics. (shrink)

The present study assessed the language teachers' pedagogical beliefs and orientations in integrating technology in the online classroom and its effect on students' motivation and engagement. It utilized a cross-sectional correlational research survey. The study respondents were the randomly sampled 205 language teachers (μ= 437, n= 205) and 317 language students (μ= 1800, n= 317) of select higher educational institutions in the Philippines. The study results revealed that respondents hold positive pedagogical beliefs and orientations using technology-based teaching in (...) their language classroom. Test of difference showed that female teachers manifested a firmer belief in student-centered online language teaching than their male counterparts. However, the utilization and attitude towards technology in the language classroom is favorably associated with the male teachers. As to students' level of language learning motivation and engagement, it was found out that male and female students have high level of language learning engagement. Further, the test of relationship showed that the higher the teachers' belief in utilizing student-centered teaching to integrate technology in the language classroom, the higher the students are motivated and engaged in learning. In like manner, it was also revealed that teacher-centered belief is negatively correlated to student’s motivation and engagement in online language learning. In this regard, the pedagogical assumptions that hold EFL teachers positively to integrate technology in the language classroom. This study generally offers implications for enhancing language teacher's digital literacy to promote motivating, fruitful, and engaging language lessons for 21ts century learning. (shrink)

The phenomenological tradition developed sophisticated techniques to draw attention to pre-theoretic or pre-reflective experience. This article examines how one of the most famous, Heidegger’s ‘broken tool’, might work in a pedagogical context. I contend that it can be highly effective there, fleshing out his vision of teaching as ‘letting learn’ with a distinctive educational method. At the same time, that context suggests fundamental changes to the standard reading of the ‘broken tool’, shifting the focus towards what I call ‘information (...) tools’. My conclusions link to recent research stressing disruption in the learning process, and I close by contrasting my position with ‘bricolage’ theories and work by Applebaum and others. (shrink)

The significance of educational research is today predicated on its ability to engage with the ecological, economic, and political challenges of the anthropocene, for where we might take seriously education’s commitment to the future necessitates a sustained encounter with the implications and questions raised in the wake of ‘our’ mutated planetary ecology. To repeat in the image of those educational practices, models and patterns of thinking that have contributed to the contemporary ecological crisis of the planet falls gravely short of (...) apprehending what it might entail to live in the contemporary moment. Yet further, where education is intimate to teleology, it is today clear that the image of the future posited educationally has fallen out of synch with the ‘outside thought’ of ecocatastrophe, or rather, our being ‘thought’ from the inhuman perspective of a planet destined to go on without us. Educationally, this threat poses a quite remarkable opportunity, for where human thought might be doomed to extinction, the question of how and where we might think assumes urgency. In this vein, this essay explores the wisdom that ‘we’ are and will be thought from perspectives alien to human desire becomes a catalyst for how educational research might be rethought otherwise in a more-than-human world. (shrink)

In September 2014, students and Hong Kong citizens took to the streets demanding universal suffrage. Cell phones and video cameras in hand, amateur student filmmakers were some of the first to capture the police tear-gassing young people that brought the city to its feet. Young people were positioning themselves as storytellers and knowledge producers on the streets. How has this restructured hierarchy of knowledge production often found in university education in Hong Kong? How too has being active participants and/or (...) passive observers of the events of the Umbrella Movement translated into a pedagogy of experience in student’s daily lives, and how has this knowledge returned to the classroom? Specifically, I am interested in ways that young women who are not Cantonese first-language speakers understand their role in the movement and the kinds of knowledge they produced. Through interviews with these diverse students, and visual data from the footage they shot during the protests, we gain a rare g... (shrink)

On the background of recent concerns regarding online education in times of pandemic and a growing pedagogical divide in terms of unequal access to skilled teachers, we consider it timely to open a debate surrounding the use of social robots in education fulfilling a role that is anchored in the institution of pedagogs in Antiquity and which was somewhat left aside from contemporary inquiries: the pedagogical role of supporting and complementing the teaching activity. We develop our conceptual philosophical (...) contribution to this debate around the following question: Is the use of social robots in primary and lower secondary education an intervention that can contribute positively to bridging the pedagogical divide? We offer a moderate-positive answer to this question within the normative framework of Aristotelian virtue ethics. Namely, we argue that social robots in the form of collaborative robots (cobots) can be co-designed as pedagogical enabling devices to provide support to children for acquiring intellectual virtues necessary in the educational process and thus contribute to solving part of the pedagogical divide. (shrink)

A belief that high school students have the cognitive ability to analyze and assess moral choices and should be encouraged to do so but have rarely been helped to do so was the motivation for developing Exploring Bioethics, a six-module curriculum and teacher guide for grades nine through twelve on ethical issues in the life sciences. A multidisciplinary team of bioethicists, science educators, curriculum designers, scientists, and high school biology teachers worked together on the curriculum under a contract between the (...) National Institutes of Health and Education Development Center, a nonprofit research and development organization with a long history of innovation in science education. At the NIH, the Department of Bioethics within the Clinical Center and the Office of Science Education within the Office of the Director guided the project.Our overarching goal for Exploring Bioethics was to introduce students to bioethics as a field of inquiry and to enable them to develop ethical reasoning skills so they could move beyond “gut reactions” to more nuanced positions. (shrink)

Spiritual pedagogy (SP) as a new educational theory aims to apply cultural and spiritual values in classroom practices. It has been the focus of research in different fields such as counselling, management, and science in the past decades. However, its application in second/foreign language research and practice has been widely overlooked by L2 researchers, to date. To fill this gap, the present study made an effort to provide a theoretical analysis of the conceptualizations, scientific background, benefits, and practical techniques to (...) implement SP in the context of L2 education. In so doing, this paper suggests a number of practices through which SP can be integrated into L2 education among which positive psychology (PP) was more highlighted. Additionally, some practical implications were provided for EFL teachers, teacher trainers, students, curriculum designers, and researchers to enhance their knowledge of spirituality and education. In the end, different suggestions for future research were presented to move this research domain forward. (shrink)

Performed not only within the interdisciplinary field of gender studies, feminist pedagogy since the 1980s has drawn attention to the significance of power differentials (gender, race, class, etc.), one’s location, and diversity of personal experience as crucial factors weaved into the practices of teaching, education, and knowledge production in general. Contemporary feminist theory has put a special emphasis on the redefinition of matter as agential, non-inert, and always already entangled with meaning1 on the one hand, and on the importance of (...) doing away with the central position of the human subject while simultaneously focusing on the relations between human and nonhuman (both organic and inorganic), on the other. This repudiation of anthropocentrism constitutes one of the main premises of feminist posthumanism, where the emergence of subjects and objects is always already intertwined with meaning and knowledge production as well as their ethical implications.3 In this regard, it is worth asking what potentials may arise through thinking the course of life (implied in the idea of currere), the subject of which is not only nonhuman, but also forms the imploded knot of the living and non-living. Despite a great volume of feminist scholarship dealing with the question of non-anthropocentric ethics and the nonhuman, one may still be tempted to ask how all of this theorizing matters for nonhumans who are also “big like us” (Hird, 2009, p. 21); how it may affect the situation of actual nonhuman animals, the lives of whom, more often than not, appear today as “bare life” in the Agambenian sense? The inquiry is neither new nor easy to respond to. (shrink)

To examine Heidegger's pedagogy is to be invited into a particular era and cultural reality—starting in Weimar Germany and progressing into the rise and fall of the Third Reich. In his attempt to reform the German university in a strictly hierarchical, authoritarian and nationalistic mold, Heidegger addressed one group of students and professors and not another. The petit‐bourgeois student and the future philosophers he invited with his ‘logic of recruitment’ into the corps of instructors, would share his coded language with (...) its built‐in taboos and censorship. The result was a rhetoric of absolute self‐reference and a semiotic of pure propaganda, based on the evocation of the ancient Greeks in which the philosopher meant to project all that was properly Germanic. Heidegger's rhetoric is exclusionary; its politics and its philosophy are interpenetrating. His lecture courses grew increasingly poeticized, and thus mired in ambiguity, evasion, elision, avoidance, grandiloquence. Parallels are drawn in this essay between Heidegger and our time. Is Heidegger's insistence on autocratic controls within the German university comparable to the corporate positions taken today by some educators? How does the shifting relation between disciplines affect the role of the specialist? How might the sciences morales or humanities, along with the much maligned ‘humanism’, be redefined morally and holistically? (shrink)

This paper elaborates a typology of universities in which each university is characteristically associated with diverse missions, different ways of producing knowledge and contrasting pedagogical configurations. Four university forms are identified, analysed and illustrated, namely the expert university, the non-elite university, the entrepreneurial university and the revolutionary university. It is suggested that the typology and the analysis of university forms offered here provide insight into the current positioning of universities in relation to the wider world and have potential (...) in prompting new forms of university for the twenty-first century. The paper further advances another possible university for the future, namely the complex university. The complex university is part of and respectful of diverse ecosystems. It creates new frameworks to understand the world and, in that way, supports social transformations. (shrink)

Critical pedagogy speaks of teachers as liberating and transformative intellectuals.Yet their voice is absent from its discourse.The emancipatory action research, described in this article, created a dialogue between teachers and the ideas concerning oppression and liberation found in Neo-Marxist pedagogies. It strongly suggests that teachers can contribute to the further development of these ideas. It indicates that Critical Theory’s perceptions of the totality of oppression were largely accepted by these teachers after their own inner-reflective processes.Yet, the teachers rejected the dyadic (...) perception of oppressors and oppressed, and that of the ‘victimization’ of the subject, as they perceived such an approach to weaken the subject and exempt him/her from the struggle for liberation. They also highlighted the problematic aspects of positive utopia, which many of the critical pedagogies share, and offered a modest, yet intellectually rich perception of the struggle for liberation. As opposed to the static positive utopia that many of Neo-Marxist pedagogies offer, they suggested a dynamic and subjective perception of liberation; one that is neither restricted by the past nor by locality. This research suggests that teachers could well make a valuable contribution to the formation of a new counter-education. And that the development of a new pedagogical language in education could benefit by being done with them rather than for them. (shrink)

Over the past few years we have seen an increasing number of legal proceedings related to inappropriately implemented technology. At the same time career paths have diverged from the foundation of statistics out to Data Scientist, Machine Learning and AI. All of these new branches being fundamentally branches of statistics and mathematics. This has meant that formal training has struggled to keep up with what is required in the plethora of new roles. Mathematics as a taught subject is still based (...) in decades old teaching specifications and has not been updated centrally as a curriculum to include new technologies, coding or ethics. This subject area is firmly split between ICT and Mathematics in secondary school, continuing on to be split between Computer Science and Mathematics at University. As we move forwards with technology we see these once seperate fields becoming increasingly intertwined. We propose that existing provision for concepts such as ethics and societal responsibility in analysis currently exist but have not been incorporated into the mainstream curriculum of School or University. This is partially due to the split between fields in an educational setting but also the speed with which education is able to keep up with Industry and its requirements. Principles and frameworks of socially responsible modelling beginning at school level means that ethics and real-life modelling are introduced much earlier than normal. Integrating these concepts with philosophical principles of society and politics ensures a suitable background for future modellers and users of technology to draw on. Modelling is currently undertaken in technical sciences at University but the Subject Benchmark Statements are not current (Subject Benchmark Statements describe the nature of study and the academic standards expected of graduates in specific subject areas. They show what graduates might reasonably be expected to know, do and understand at the end of their studies). Even in 2019 the UK did not yet have Benchmark Statements that discuss the learning to be done in Higher Education around AI and advanced Machine Learning. Where there is provision for AI and Data Science within degree courses ethics is not generally highlighted as a key concept. As such there can be a lack of focus on the teaching of modelling or ethics as specific skills. The skills required to use a basic statistical model, for example would not be sufficient to start from scratch and build an ethical model reflecting real-world scenarios with which to inform policy or organisational decision making. This is a skill in itself and includes such aspects as awareness of data quality, ethics, user implementation problems, context and an understanding of the environment that the model is being created in. As the field of analytics has progressed so quickly in the last decade modules such as those covering AI have simply been bolted on to Maths or Computing degrees rather than being fully detailed as key areas of study or driving new, more integrated courses of study. This paper posits that gaps at primary, secondary and tertiary educational levels need to be addressed. Implementing and integrating key concepts from school level is essential so that areas such as assumptions, caveats, quality assurance and answering the right questions with constructive challenge become a cultural fixture. This not only helps developers of technology but users of rapidly developing technology also. In addition, leadership and soft skills as part of this education will ensure that a cultural shift can take place and promote continuous improvement in analysis within organisations. The addition of key concepts throughout the educational system and the updating of potentially outdated curriculums is key to ensuring a functional society. A society where every citizen is a user of tech and those that develop it can be ethical and socially responsible in its development. (shrink)

This paper consists of a detailed analysis of how the participants in a debate build their emotional position during the interaction and how such a position is strongly related to the conclusion they defend. In this case study, teenage Mexican, students, arguing about access to drinking water, display extensive discursive work on the emotional tonality given to the issue. Plantin’s methodological tools are adopted to follow two alternative emotional framings produced by disagreeing students, starting from a common, highly negative, thymic (...) tonality. Through the analysis of four parameters we describe how the emotional dimension of schematization is argumentatively relevant. In authentic discourse, it is impossible to separate emotion from reason. The conclusion section discusses the implications for the design of argumentation-based pedagogical activities. (shrink)

For ecofeminists within academic contexts, the classroom is another "contested terrain "where transformative eco-cultural work should be integrated. In our case, we are a part of communication studies and try to adopt ecofeminist insight as a position for questioning dominant discourses and practices. To do this, we "incorporate popular culture as a serious object of politics and analysis" (Giroux 1997, 148). It is our hope that popular culture can be used as an ecofeminist tool for interrupting hegemonic power relations and (...) encouraging critical-relational consciousness. This paper reports an exploratory effort aimed at combining ecofeminist critiques with popular culture to employ an ecofeminist pedagogy. It begins with an ecofeminist critique of the "animal-industrial-complex" (Noske 1989). In this critique, discursive moral agents are situated within the anthropocentric and androcentric culture (Payne 1994). It then articulates an ecofeminist teaching philosophy and describes how that philosophy was applied in one case using an episode from a prime time television cartoon. Finally, it draws conclusions about what is accomplished through this exploratory case. (shrink)

Jesus of Nazareth, like Socrates, left nothing behind written by himself. Yet, the records of his teaching indicate a rich interest in dialogic pedagogy, reflected in his use of the parable, primarily an oral genre, as a dialogic provocation. Working at the interface of pedagogy, theology and philosophy, this article explores the parable of the Good Samaritan from the perspective of dialogic pedagogy. It employs an analytical approach termed diacognition, developed from the notions of dialogue, position and cognition, to analyse (...) the moves within the parable and the teaching situation in which it is located. The article explores how Jesus engages the dialogue of and around the parable to position and reposition his interlocutor, provoking a re-cognition of what it means to love one’s neighbour. It concludes by reflecting on the implications of this analysis for the relation of meaning to knowing and doing. (shrink)

The way in which educators choose to engage with learners and to offer opportunities to share knowledge of both the physical world and the world of ideas is an ongoing area of international research interest but remains diffuse and difficult to systematise. This idiosyncratic quality underscores the privileged position of teachers as creative professionals. By exploring Claude Lévi-Strauss’s conception of how and for what purpose we share knowledge within society, this paper explores the relationship between perceptions of teachers’ professional role (...) and the challenges they face working within formal education systems. The artisan quality of teachers’ practice, gained through experience, association and personal commitment, makes possible a visualisation of teacher professionalism as bricolage that, when read alongside theories of teacher agency, generates an affirmative picture of how teacher professionalism may be reframed as creative and responsive rather than homogenous and mechanistic. (shrink)

This article aims to analyze how the so-called ‘pedagogy of work’ attempts to answer the challenges of unemployment and job insecurity characterizing the labor market in contemporary society. The authors reflect on the concepts of nihilist pedagogies and the ‘end of work’ by distinguishing two approaches: an active and a passive nihilist pedagogy. The passive approach, based on resignation, is opposed to an active attitude in which labor pedagogy offers tools to address current challenges. The authors support the idea that (...) pedagogy as a human-improving science cannot adopt the position of passive nihilism in interpreting work in contemporary society. To better understand the dynamics related to job insecurity and corrective solutions by pedagogy, the authors analyzed the thoughts of three contemporary philosophers: Zygmunt Bauman, Jeremy Rifkin, and Dominique Méda. These authors redefined the concept of work in connection with the transformations because of globalization, the advent of new communication technologies, and digital work. These changes have redefined not only the concept of work but also the models of work pedagogy in the Western world: capitalism and Marxism. Considering the current challenges, the pedagogy of work needs to be rethought, starting from the problem of employability and focusing on the new occupations in demand in the Internet age. By integrating ideas on interpreting work from the theories of Bauman, Rifkin, and Méda, it is possible to propose a pedagogy of work in the age of change and to outline possible values of education inspired by it. (shrink)

Higher education institutions are legally bound to provide equal educational opportunities for diverse learners, traditionally materialized as individualized accommodations. This paper contends that despite the growing interest and scholarship in implementing more inclusive pedagogy enabling access to education for all students, those efforts still fall short of systematically addressing intersecting, oppressive, and anti-ableist practices in the classrooms. I argue, that in order to develop a truly inclusive, equitable, socially just and transformative pedagogy and teaching practices, we need a theory that (...) posits disability in the context of learning and development, the theory that integrates disability into human development in a manner that overcomes dichotomized and reductionist perspectives of disability and individualistic notions of learning. Drawing on my research on teaching and institutional practices for a student diagnosed with autism, analyzed through the lens of Critical Disability Studies in conjunction with Vygotsky’s theory of defectology and recent advances in cultural-historical activity theory, especially the Transformative Activist Stance, this paper offers steps toward integrating these approaches into a transformative pedagogy framework for inclusive, equitable, and anti-ableist pedagogy for all learners. (shrink)

Among the topics discussed in Thomas Kuhn'sThe Structure of Scientific Revolutions, those of education, training, and pedagogy are apt to seem the least compelling. Certainly, the earliest debates aboutStructurefocused on other, more controversial, matters: incommensurability, meaning change, the rationality of theory choice, normal science—the list goes on. Over the past two decades, however, a growing concern among historians and sociologists of science with the nature of scientific apprenticeship has stimulated greater appreciation of the importance of questions of teaching and learning (...) to the philosophical position sketched inStructure. This paper seeks to develop further our understanding of these issues as they bear on Kuhn's theory of science. (shrink)

Drawing from the lived experience of educators, this book explores the concept of a pedagogy of kindness through practical applications and strategies for teaching in higher education. Conversational in tone, narrative-based and rich with practical stories, ideas, and strategies, this book provides guidance to help educators shape their teaching. It covers all aspects of teaching in higher education, including curriculum design, delivery, marking and feedback. Each chapter describes a specific perspective on practical applications of kindness, including authentic strategies used to (...) increase positivity and connection in teaching and learning. Through a series of case studies, it provides relatable examples that educators can apply to their practices as they navigate a dynamic and rewarding teaching environment. This book will help educators who are keen to bring the joy back to their teaching, who want to connect with their students, and to see learning come alive again in higher education. (shrink)

Summary Applied Gestalt theory in the tradition of Gestalt psychology on the one hand and Gestalt pedagogy in the tradition of Gestalt therapy on the other hand are two different ways of thinking about education. Gestalt pedagogy proves to be compatible in many ways with current positions in education studies, in particular those of phenomenological pedagogy, dialogical pedagogy and theories of meaningful learning. All three approaches could provide a common ground for the two Gestalt traditions – not only for bringing (...) them into relation, but also for strengthening their theoretical frameworks and thus enriching education studies. (shrink)

This article delves into the multifaceted nature of pedagogy, examining its role as both a practical pursuit and an academic discipline concerned with education and upbringing. Positioned within the context of modernity, the overarching objective of pedagogy is framed as the cultivation of a free subject in communities of free people, emphasizing emancipation and participation. A key challenge is navigating the tension between purposes and facts, a core issue in human science pedagogy (Geisteswissenschaftliche Pädagogik). The authors propose a contextualized approach (...) to knowledge, introducing the concept of ‘situated knowledge’, emphasizing its directional aspect (‘purpose’) and the need for an understanding of the present reality (‘facts’). They highlight the significance of this approach in practice, in collective practice-development and in research. Situated knowledge is not certain knowledge, but the process of creating situated knowledge serves as an invitation to self-activity, encouraging the exercise and development of pedagogical tact. (shrink)

While previous research has extensively explored the ways writers project themselves into discourse and engage with readers across various written genres, limited attention has been given to understanding how university lecturers express their stance, i.e., expression of positioning and commitment towards propositions and students. To address this gap, this study proposes a functional framework for analyzing stance features in academic lectures using 160 lecture transcripts from four broad disciplinary divisions: arts and humanities, social sciences, physical sciences, and medical sciences. (...) The analysis focuses on the extent and manner in which lecturers position themselves in discourse to steer students towards their intended interpretations. The findings indicate that lecturers, regardless of their disciplinary background, express their stance through seven distinct functions, including evaluating their level of commitment, posing questions, interacting with the audience, indicating obligations, emphasizing topics, initiating discourse, and previewing exam-related content. The findings have significant pedagogical implications, especially for educators and EAP practitioners seeking to improve lecture comprehension and engagement among students. Understanding how lecturers use language to interact with students and structure academic discourse can empower teachers to adopt similar stances for guiding students in engaging with course materials. (shrink)

This chapter uses Marx’s credit theory in Comments on James Mill and Freire’s theory of the banking model of education from Pedagogy of the Oppressed to argue that the confluence of massive student debt and structures of “banking” pedagogy in contemporary American higher education places many university students in a unique position of dehumanization. The material limitations brought about by the loan are compounded by the social limitations of a resulting push toward productivity in education. Students with loan debt are (...) driven in the direction of business and pre-professional majors and away from the humanities and other fields which would facilitate students’ abilities to critically question the dehumanizing aspects of their situation. (shrink)

Capacity building in social science research methods is positioned by research councils as crucial to global competitiveness. The pedagogies involved, however, remain under-researched and the pedagogical culture under-developed. This paper builds upon recent thematic reviews of the literature to report new research that shifts the focus from individual experiences of research methods teaching to empirical evidence from a study crossing research methods, disciplines and nations. A dialogic, expert panel method was used, engaging international experts to examine teaching and learning (...) practices in advanced social research methods. Experts, perspectives demonstrated strong thematic commonalities across quantitative, qualitative and mixed methods domains in terms of pedagogy, by connecting learners to research, giving direct and immersive experiences of research practice and promoting reflexivity. This paper argues that through analysis of expert responses to the distinct pedagogic challenges of the methods classroom, the principles and illustrative examples generated can form the knowledge and understanding required to enhance pedagogic culture and practice. (shrink)

Higher education policy and manpower training fail to meet the requirement of rapidly-changing society and employers' expectation in Taiwan, resulting in the great gap between university education and employment. Students employability is also what all higher education institutions should focus whether a high degree of student learning outcomes can represent a high degree of students employability or not, this still unclarified. This study aims to explore the relationships among pedagogy for employability, problem-based teaching mode, absorptive capacity and student employability in (...) higher education institutions (HEIs). In terms of analyzing a total sample of 553 undergraduates from 12 Taiwanese HEIs by using structural equation model (SEM), the results show that the influences of pedagogy for employability and problem-based teaching mode on absorptive capacity and student employability are statistically positive significant. Based on the findings, specific suggestions and managerial implications for HEIs, curriculum and instruction planning, and future research are provided. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Divine Repentance or Pedagogy?On the Rhetoric of Divine Repentance in 1 Samuel, Exodus, and Genesis*Israel McGrewCommitment both to the philosophical understanding of God as transcendent and immutable (as implied by reason as well as passages of Scripture) and to the inerrancy of Scripture can be a challenging position to hold. Since Scripture refers to God as repenting of things he intended to do, said he intended to do, or (...) even did, Scripture sometimes portrays God as incommensurate with both itself and what seems philosophically necessary. One might opt for holding to biblical literalism in happy defiance of the philosophers—what has Athens to do with Jerusalem?!—but Tertullian himself would reject positing a mutable God: one who grows, changes his mind, or is even surprised. Alternatively, one might hold to the deity's transcendence and explain Scripture's discussions of God's repentance as mere poetic anthropomorphism.Neither approach adequately engages Scripture, but each contains some correct instinct and some shortcoming. For the latter perspective, dismissing Scripture's anthropomorphism as mere poetic flourish for unsophisticated minds fails to recognize Scripture's sophisticated rhetoric. To put the same thing positively, Scripture itself points us to the transcendent deity who, nevertheless, is not bound by his transcendence but reveals himself, however [End Page 1161] philosophically shocking that ontological bridging may be, let alone its means. For the former perspective, this fideistic approach to Scripture is a failure to understand it and is therefore devoted to an unsophisticated (if sometimes edifying) misunderstanding of a sophisticated text.In this article, I will treat three challenging episodes where God is represented as changing his mind regarding nothing less than the economy of salvation: God's regretting making Saul king (1 Sam 15), God's decision to destroy Israel on account of the idolatry of the golden calf (Exod 32–33), and God's decision to destroy humanity in the flood (Gen 6). In each of these passages, the omniscient narrator refers to God's repenting () from his plan of action (Gen 6:6; Exod 32:14; 1 Sam 15:35), and in 1 Sam 15:11, God himself tells Samuel, "I regret that I have made Saul King." I will treat these passages in reverse order, as 1 Samuel gives us the clearest cues in how to understand the pedagogical purposes in divine repentance in Scripture, and as the implications for how we understand these stories become increasingly profound as we read backward in Scripture. But first, I will frame my approach in contrast with another treatment of this conundrum.It should come as no surprise that this issue has already been treated by a theologically interested Old Testament scholar. In his Ecclesial Exegesis: A Synthesis of Ancient and Modern Approaches to Scripture, Gregory Vall addresses these texts with St. Augustine's and St. Thomas's concerns at the forefront.1 Vall develops a three-step approach, going from the Fathers of the patristic era (method A), to critical evaluation of the text (method B), and finally to a synthesis (method C). This method C is not exactly a "method" for Vall, and the sequence is more logical than sequential, as Vall more elegantly integrates the second and third in his discussion and ultimately seeks a more organic approach than the Hegelian synthesis seemingly implied by the discussion of method C. Still, Vall points to Augustine and Aquinas to begin with the premise of divine impassibility to establish that the language of change in God's will is metaphorical, and to Augustine and Chrysostom to explain this metaphorical rhetoric in terms of the condescension of divine pedagogy.2I agree with Vall (and Augustine, Chrysostom, and Dei Verbum) that the [End Page 1162] language of divine repentance must be understood in terms of the divine pedagogy. But I understand some of the key pedagogical strategies and points differently from Vall. Generally speaking, I further wonder whether the A-B-C framework might guide us to allow the tradition's philosophical concerns—which are certainly not alien to the text—to focus the inquiry in advance such that we then neglect the texts' priorities and the richness of the condescension of this pedagogy... (shrink)

How a community constructs the notion of childhood and the child is fundamentally implicated in the practices and policies of that community. This article explores the positioning of the child in historical, contemporary and emerging trends in the provision and practices of Australian early childhood education and care. It argues that if left uncontested, emerging contemporary constructions have the potential to normalise policies, practices and pedagogies derived from a commercialised view of childhood. Drawing on the experiences and practices of (...) early childhood pedagogues and policy actors both in Australia and overseas the authors posit an alternative construction of the child as citizen and the possibility of the early childhood field as a site for the practice of democracy. (shrink)