Results for 'Pedagogy'

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  1. Rhetoric and Pedagogy.Rhetoric as Pedagogy - 2009 - In Andrea A. Lunsford, Kirt H. Wilson & Rosa A. Eberly, SAGE Handbook of Rhetorical Studies. SAGE.
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  2.  26
    Ecohumanism, democratic culture and activist pedagogy: Attending to what the known demands of us.Nimrod Aloni & Wiel Veugelers - 2024 - Educational Philosophy and Theory 56 (6):592-604.
    In two different occasions in the twentieth century John Dewey and Maxine Greene stressed the point that educators should attend to ‘what the known demands of us’. Following this dictum, from a critical perspective and with a constructive pedagogical spirit, in this paper we portray a new paradigm for values education that addresses the major challenges to the sustainable futures of young people in the third decade of the twenty first century as well as proposing transformative and empowering educational strategies. (...)
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  3. Democratic education: Aligning curriculum, pedagogy, assessment and school governance.Gilbert Burgh - 2003 - In Philip Cam, Philosophy, democracy and education. pp. 101–120.
    Matthew Lipman claims that the community of inquiry is an exemplar of democracy in action. To many proponents the community of inquiry is considered invaluable for achieving desirable social and political ends through education for democracy. But what sort of democracy should we be educating for? In this paper I outline three models of democracy: the liberal model, which emphasises rights and duties, and draws upon pre-political assumptions about freedom; communitarianism, which focuses on identity and participation in the creation of (...)
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  4.  31
    On the public pedagogy of conspiracy: An EPAT collective project.Michael A. Peters, Nesta Devine, Peter Roberts, Sean Sturm, Sharon Rider, Andrew Gibbons, Fazal Rizvi & James Dunagan - 2022 - Educational Philosophy and Theory 54 (14):2409-2421.
    What is it about conspiracies that make them so attractive and easy to believe yet difficult to debunk? Is the epistemological process of debunking the best or only pedagogy for dislodging conspiracies? Are all conspiracies irrational and/or unverifiable? To what extent, if at all, do today’s social media conspiracies differ from conspiracies in the past?
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  5.  53
    Learning to question: a pedagogy of liberation.Paulo Freire - 1989 - New York: Continuum. Edited by Antonio Faundez.
    Discusses the role of education in liberating the oppressed people of the Third World.
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  6.  33
    Walter Benjamin in the Age of Post-critical Pedagogy.Itay Snir - 2021 - Studies in Philosophy and Education 40 (2):201-217.
    Post-critical pedagogy, which offers a significant alternative to the dominant trends in contemporary philosophy of education, objects to seeing education as instrumental to other ends: it attempts to conceive of education as autotelic, namely as having intrinsic value. While there are good reasons for accepting the post-critical reservations with the instrumentalization of education, I argue that its autonomy is equally problematic, as it risks turning the philosophy of education—perhaps education itself—into a privileged activity, out of touch with the most (...)
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  7. Responding to climate change ‘controversy’ in schools: Philosophy for Children, place-responsive pedagogies & Critical Indigenous Pedagogy.Jennifer Bleazby, Simone Thornton, Gilbert Burgh & Mary Graham - 2023 - Educational Philosophy and Theory 55 (10):1096–1108.
    Despite the scientific consensus, climate change continues to be socially and politically controversial. Consequently, teachers may worry about accusations of political indoctrination if they teach climate change in their classrooms. Research shows that many teachers are using the ‘teaching the controversy’ approach to teach climate change, essentially allowing students to make up their own mind about climate change. Drawing on some philosophical literature about indoctrination and controversial issues, we argue that such an approach is inappropriate and, given the escalating crisis (...)
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  8. Lectures on pedagogy (1803).Immanuel Kant - 2007 - In Anthropology, history, and education. New York: Cambridge University Press.
     
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  9. The origins of the spacetime Metric: Bell’s Lorentzian Pedagogy and its significance in general relativity.Harvey R. Brown & Oliver Pooley - 2001 - In Craig Callender & Nick Huggett, Physics Meets Philosophy at the Planck Scale: Contemporary Theories in Quantum Gravity. Cambridge University Press. pp. 256--72.
    The purpose of this paper is to evaluate the `Lorentzian Pedagogy' defended by J.S. Bell in his essay ``How to teach special relativity'', and to explore its consistency with Einstein's thinking from 1905 to 1952. Some remarks are also made in this context on Weyl's philosophy of relativity and his 1918 gauge theory. Finally, it is argued that the Lorentzian pedagogy---which stresses the important connection between kinematics and dynamics---clarifies the role of rods and clocks in general relativity.
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  10.  90
    Rethinking emancipation with Freire and Rancière: A plea for a thing-centred pedagogy.Joris Vlieghe - 2018 - Educational Philosophy and Theory 50 (10):917-927.
    In this article, I critically engage with a vital assumption behind the work of Paulo Freire, and more generally behind any critical pedagogy, viz. the belief that education is fundamentally about emancipation. My main goal is to conceive of a contemporary critical pedagogy which stays true to the original inspiration of Freire’s work, but which at the same time takes it in a new direction. More precisely, I confront Freire with Jacques Rancière. Not only is the latter’s work (...)
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  11. Resisting the Binary Divide in Higher Education: The Role of Critical Pedagogy.Alya Khan - 2018 - Journal for Critical Education Policy Studies 16 (1):30-58.
    The article explores the landscape in higher education in which old binary divisions are officially denied yet have been reinvigorated through a mix of conservative and neo-liberal policies. Efforts to resist such pressures can happen at different levels, including, in this case, module design and classroom practice. The rationale for such resistance is considered in relationship to the authors’ political and moral standpoints. Debates within higher education policy circles are invariably reduced to a series of oppositions: theory and practice; training (...)
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  12.  54
    Chinese ecological pedagogy: humanity, nature, and education in the modern world.Ruyu Hung - 2019 - Educational Philosophy and Theory 51 (11):1073-1079.
    Volume 51, Issue 11, October 2019, Page 1073-1079.
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  13.  44
    Child Psychology and Pedagogy: The Sorbonne Lectures 1949-1952.Maurice Merleau-Ponty - 2010 - Northwestern University Press.
    Maurice Merleau-Ponty is one of the few major phenomenologists to engage extensively with empirical research in the sciences, and the only one to examine child psychology with rigor and in such depth.
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  14. E-ducating the gaze: the idea of a poor pedagogy.Jan Masschelein - 2010 - Ethics and Education 5 (1):43-53.
    Educating the gaze is easily understood as becoming conscious about what is 'really' happening in the world and becoming aware of the way our gaze is itself bound to a perspective and particular position. However, the paper explores a different idea. It understands educating the gaze not in the sense of 'educare' (teaching) but of 'e-ducere' as leading out, reaching out. E-ducating the gaze is not about getting at a liberated or critical view, but about liberating or displacing our view. (...)
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  15.  5
    The Impact of Janusz Korczak on Pedagogy in Israel.Shewach Eden - 1997 - Dialogue and Universalism 7 (9):153-163.
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  16.  22
    Positioning an Agenda on a Loving Pedagogy in Second Language Acquisition: Conceptualization, Practice, and Research.Yongliang Wang, Ali Derakhshan & Ziwen Pan - 2022 - Frontiers in Psychology 13.
    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 (...)
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  17.  35
    Heidegger’s Conversational Pedagogy.Katherine Davies - 2022 - Research in Phenomenology 52 (3):399-424.
    Between 1944 and 1954, Heidegger wrote five dialogues – or conversations – that stage philosophical discussions. I argue these texts develop a yet unacknowledged Heideggerian pedagogy of conversation. From the characters he conjures to the topics of their discussions, Heidegger underscores the importance of teaching and learning differently in each conversation and shapes his own pedagogical sensibility. Each text uniquely elaborates a particular element of his pedagogy, including the importance of attending to attunement, making mistakes, coming together in (...)
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  18. Diversity Is Not Enough: The Importance of Inclusive Pedagogy.Melissa Jacquart, Rebecca Scott, Kevin Hermberg & Stephen Bloch-Schulman - 2019 - Teaching Philosophy 42 (2):107-139.
    In philosophy, much attention has rightly been paid to the need to diversify teaching with regard to who teaches, who is taught, and which authors and questions are the focus of study. Less attention, however, has been paid to inclusive pedagogy—the teaching methods that are used, and how they can make or fail to make classes as accessible as possible to the diverse students who enter them. By drawing on experiences from our own teaching as well as research on (...)
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  19.  24
    Symposium Introduction: Exploring the Transformative Possibilities and the Limits of Pedagogy in an Unjust World.Rebecca M. Taylor & Nassim Noroozi - 2023 - Educational Theory 73 (4):490-495.
    Nassim Noroozi proposes a juxtaposition of pedagogy with and a characterization of it as justice. The term pedagogical here is not limited to “the educational,” nor is pedagogy limited to the methods of teaching. At the same time, the term justice will not be framed in terms of liberal conceptual grounds. Noroozi defines pedagogy as an arrangement of meaning so that it becomes impossible not to see injustice. Noroozi argues that “pedagogy-as-justice” concerns itself with exposing injustice (...)
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  20.  78
    Geophilosophy, education and the pedagogy of the concept.Michael A. Peters - 2004 - Educational Philosophy and Theory 36 (3):217–226.
  21.  84
    Pragmatism as a pedagogy of communicative action.Gert Biesta - 1995 - Studies in Philosophy and Education 13 (3):273-290.
  22.  19
    Ideas for Mapping Lifeworld and Everyday Life in Practical Social Pedagogy.Xavier Úcar - 2023 - Educational Theory 73 (4):593-614.
    Since the 1970s, the concepts of “lifeworld” and “everyday life” have been part of the discourse of social pedagogy and social and educational work in general. Xavier Úcar's objective in this article is to generate and communicate socio-pedagogical knowledge that helps social pedagogues to build socio-educational relationships that are more effective, more sustainable, more satisfactory, and ultimately richer in terms of both experiences and learning for participants. A conceptually oriented, nonsystematic analysis procedure was used to conduct this research. The (...)
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  23.  32
    Hope and education beyond critique. Towards pedagogy with a lower case ‘p’.Bianca Thoilliez - 2019 - Ethics and Education 14 (4):453-466.
    ABSTRACTFor Rorty, any attempt to articulate a theory of truth as such is of no interest. This implies that although it may be meaningful to differentiate the truths from the falsehoods, it is pointless to say what the property of goodness is in the things we believe are good to do. Rorty points out that our no longer understanding Philosophy – with the capital ‘P’–as the framing of normative notions would make room for a post-philosophical culture where the philosophers’ activity (...)
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  24.  15
    A history of the pedagogy of voluntary attention: Exploring the epistemological potential of the pathological.Anders Kruse Ljungdalh - 2016 - Journal of Theoretical and Philosophical Psychology 36 (3):158-174.
  25.  45
    The Psychology and Pedagogy of Reading.Margaret Floy Washburn - 1908 - Philosophical Review 17:668.
  26.  81
    Persuasion and Pedagogy.Margaret Watkins - 2008 - Teaching Philosophy 31 (4):311-331.
    Recent moral philosophy emphasizes both the particularity of ethical contexts and the complexity of human character, but the usual abstract examples make it difficult to communicate to students the importance of this particularity and complexity. Extended study of a literary text in ethics classes can help overcome this obstacle and enrich our students’ understanding and practice of mature ethical reflection. Jane Austen’s Persuasion is an ideal text for this kind of effort. Persuasion augments the resources for ethical reflection that students (...)
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  27.  12
    Teaching Without Thinking: Negative Evaluations of Rote Pedagogy.Ilona Bass, Cristian Espinoza, Elizabeth Bonawitz & Tomer D. Ullman - 2024 - Cognitive Science 48 (6):e13470.
    When people make decisions, they act in a way that is either automatic (“rote”), or more thoughtful (“reflective”). But do people notice when others are behaving in a rote way, and do they care? We examine the detection of rote behavior and its consequences in U.S. adults, focusing specifically on pedagogy and learning. We establish repetitiveness as a cue for rote behavior (Experiment 1), and find that rote people are seen as worse teachers (Experiment 2). We also find that (...)
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  28. A ψ is just a ψ? Pedagogy, Practice, and the Reconstitution of General Relativity, 1942–1975.D. Kaiser, B. E. & L. J. - 1998 - Studies in History and Philosophy of Science Part B: Studies in History and Philosophy of Modern Physics 29 (3):321-338.
  29.  79
    Fostering Wisdom in the Classroom, Part 1: A General Theory of Wisdom Pedagogy.Brian Bruya & Monika Ardelt - 2018 - Teaching Philosophy 41 (3):239-253.
    This article reviews the literature on theories of wisdom pedagogy and abstracts out a single theory of how to foster wisdom in formal education. The fundamental methods of wisdom education are found to be: challenge beliefs; prompt the articulation of values; encourage self-development; encourage self-reflection; and groom the moral emotions. These five methods of wisdom pedagogy rest on two facilitating methods: read narrative or didactic texts and foster a community of inquiry. This article is companion to two further (...)
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  30.  18
    Armageddon and pedagogy of terror.Morimichi Kato - 2019 - Educational Philosophy and Theory 52 (8):836-837.
    Volume 52, Issue 8, July 2020, Page 836-837.
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  31. Everyday Scientific Imagination: A Qualitative Study of the Uses, Norms, and Pedagogy of Imagination in Science.Michael Stuart - 2019 - Science & Education 28 (6-7):711-730.
    Imagination is necessary for scientific practice, yet there are no in vivo sociological studies on the ways that imagination is taught, thought of, or evaluated by scientists. This article begins to remedy this by presenting the results of a qualitative study performed on two systems biology laboratories. I found that the more advanced a participant was in their scientific career, the more they valued imagination. Further, positive attitudes toward imagination were primarily due to the perceived role of imagination in problem-solving. (...)
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  32.  14
    Arendt and Augustine: a pedagogy of desiring and thinking for politics.Mark Aloysius - 2024 - New York, NY: Routledge.
    This book addresses a lacuna in scholarship concerning Hannah Arendt's Augustinian heritage that has predominantly focused on her early work. It de-canonises the sources that political theology has appealed to by shifting the interpretive focus to her mature treatment in The Life of the Mind. Arendt's initial criticism of Augustinian desiring is that it generates worldlessness. In her later works, Arendt develops a more nuanced reading of the movements of thinking, desiring, and loving in her engagement with Augustine. This study (...)
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  33. Going beyond the theory/practice divide in early childhood education: introducing an intra-active pedagogy.Hillevi Lenz-Taguchi - 2010 - New York: Routledge.
    Going beyond the theory/practice and discourse/matter divides -- Learning and becoming in an onto-epistemology -- The tool of pedagogical documentation -- An intra-active pedagogy and its dual movements -- Transgressing binary practices in early childhood teacher education -- The hybrid-writing-process: going beyond the theory/practice divide in academic writing -- An ethics of immanence and potentialities for early childhood education.
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  34. "The Master's Student Learning Outcomes and Assessment Methods: An Alternative Perspective on Pedagogy".Mark J. Boone - 2021 - In Benedict S. B. Chan & Victor C. M. Chan, Whole Person Education in East Asian Universities: Perspectives from Philosophy and Beyond. Routledge.
    Although current educational priorities tend to avoid strong moral positions, one of the world's most venerable yet persistently influential moral traditions not only lays out a number of major moral principles but also incorporates them into its pedagogy. Confucius teaches us about the importance of seeking knowledge, learning how to learn, applying ancient wisdom to contemporary situations, valuing virtue over material gain, following the Golden Rule, and living by our principles. He also has ways of assessing his own students' (...)
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  35.  63
    The passional pedagogy of Gilles Deleuze.John R. Morss - 2000 - Educational Philosophy and Theory 32 (2):185–200.
  36.  41
    Poststructuralism, Philosophy, Pedagogy.James Marshall (ed.) - 2004 - Kluwer Academic Publishers.
    This book provides an historical and a conceptual background to post-structuralism, and in part to post-modernism, for readers entering the discussions on post-structuralism. It does not attempt to be at the cutting edge of these debates nor to be advancing research in these areas. It does however look at the educational implications of the ideas discussed. The intention behind this collection was to provide a sound introduction to the key positions of a number of French poststructuralist thinkers who are being (...)
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  37.  51
    The Japanese Preschool's Pedagogy of Feeling: Cultural Strategies for Supporting Young Children's Emotional Development.Akiko Hayashi, Mayumi Karasawa & Joseph Tobin - 2009 - Ethos: Journal of the Society for Psychological Anthropology 37 (1):32-49.
  38.  65
    The Socratic Pedagogy of Sor Juana Inés de la Cruz.Sergio Gallegos-Ordorica & Adriana Clavel-Vázquez - 2023 - In Karen Detlefsen & Lisa Shapiro, The Routledge Handbook of Women and Early Modern European Philosophy. Routledge. pp. 479-492.
  39. Whiteness and critical pedagogy.Ricky Lee Allen - 2004 - Educational Philosophy and Theory 36 (2):121–136.
  40.  31
    Freire 2.0: Pedagogy of the digitally oppressed.Antony Farag, Luke Greeley & Andrew Swindell - 2022 - Educational Philosophy and Theory 54 (13):2214-2227.
    This paper reinvents Freire’s concepts of ‘banking education’ and ‘literacy’ within the context of the exponential growth of digital instruction in the 21st century. We argue that digital learning (i.e. online or technology enhanced) undoubtedly increases access to education globally, but also can intensify some of the worst problems described in Freire’s banking model. Accordingly, we draw from postdigital theory to scrutinize the specific structures and functions of common digital Learning Management Systems (LMSs) used by schools (i.e. Blackboard and Google (...)
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  41.  38
    Mixed methods and bioethics pedagogy: Suggestions for future research.Paul Brodwin - 2008 - American Journal of Bioethics 8 (4):17 – 19.
  42.  95
    Music and Pedagogy in the Platonic City.Sophie Bourgault - 2012 - Journal of Aesthetic Education 46 (1):59-72.
    The gods, however, took pity on the human race, born to suffer as it was, and gave it relief in the form of religious festivals to serve as periods of rest from its labors. They gave us the Muses, with Apollo their leader, and Dionysus; by having these gods to share their holidays, men were to be made whole again . . .That Plato1 regarded music as an extremely powerful means to cultivate morality and good citizenship is well-known.2 In the (...)
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  43. (1 other version)Paulo Freire's Last Laugh: Rethinking critical pedagogy's funny bone through Jacques Rancière.Tyson Edward Lewis - 2010 - Educational Philosophy and Theory 42 (5):635-648.
    In several enigmatic passages, Paulo Freire describes the pedagogy of the oppressed as a ‘pedagogy of laughter’. The inclusion of laughter alongside problem‐posing dialogue might strike some as ambiguous, considering that the global exploitation of the poor is no laughing matter. And yet, laughter seems to be an important aspect of the pedagogy of the oppressed. In this paper, I examine the role of laughter in Freire's critical pedagogy through a series of questions: Are all forms (...)
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  44. Heidegger Teaching: An analysis and interpretation of pedagogy.Dawn C. Riley - 2011 - Educational Philosophy and Theory 43 (8):797-815.
    German philosopher Martin Heidegger stirred educators when in 1951 he claimed teaching is more difficult than learning because teachers must ‘learn to let learn’. However in the main he left the aphorism unexplained as part of a brief four-paragraph, less than two-page set of observations concerning the relationship of teaching to learning; and concluded at the end of those observations that to become a teacher is an ‘exalted matter’. This paper investigates both of Heidegger's claims, interpreting letting learn in the (...)
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  45. Being White, Being Good: White Complicity, White Moral Responsibility, and Social Justice Pedagogy.Barbara Applebaum - 2010 - Lexington Books.
    Being White, Being Good focuses on white complicity and white complicity pedagogy. It examines the shifts in our conceptualization of the subject, language and moral responsibility that are required for understanding white complicity and draws out implications for social justice pedagogy.
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  46.  30
    Examining Elementary Social Studies Preservice Teachers’ Dispositional Thinking about Museum Pedagogy.Janie Hubbard & Oluseyi Matthew Odebiyi - 2021 - Journal of Social Studies Research 45 (4):227-239.
    Evidence is limited on how elementary social studies preservice teachers make sense of museum settings and the use of museum artifacts for instruction, especially while consumed with learning how to teach. This study explored 81 elementary preservice teachers’ dispositional thinking toward museum pedagogy in a teacher education program. Objectives were to determine an overall dispositional thinking profile and also investigate possible distinct dimensions. The study employed descriptive and exploratory factor analysis (EFA) to establish systematically reliable factor solutions representing a (...)
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  47.  22
    Hermeneutics, nursing and a pedagogy of the encounter.José Ricardo de Carvalho Mesquita Ayres - 2019 - Nursing Philosophy 20 (3):e12258.
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  48.  57
    Writing the self: Wittgenstein, confession and pedagogy.Michael Peters - 2000 - Journal of Philosophy of Education 34 (2):353–368.
    In this paper I investigate ‘the confessional’ as an aspect of Wittgenstein's style both as a mode of philosophising and as a mode of ‘writing the self’, tied explicitly to pedagogical practices. There are strong links between Wittgenstein's confessional mode of philosophising and his life—for him philosophy is a way of life —and interesting theoretical connections between confessional practices and pedagogy, usefully explored in the writings of the French philosopher, Michel Foucault. The Investigations provides a basis and springboard for (...)
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  49.  23
    Healing the Cartesian wound: Towards a re-membering pedagogy in theological education in South Africa.Curtis R. Love - 2022 - HTS Theological Studies 78 (4):8.
    A decolonial practice and understanding of education (whether theological or otherwise) requires engaging, subverting, deposing and reimagining a whole ecology of imaginaries, practices, structures, institutionalities, traditions, power asymmetries etc.: a task that is far beyond the capacities of any individual, community or even generation. Cognisant of this reality, the article foregrounds the question of pedagogy in theological education (but only as an integral part of the colonial/decolonial ecology of education) and argues that in so far as our pedagogies in (...)
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  50.  27
    Education for Critical Community and the Pedagogy of Asylum: Two Responses to the Crisis Of University Education.Leszek Koczanowicz & Rafał Włodarczyk - 2021 - Studies in Philosophy and Education 41 (2):191-209.
    The current heated debate on the deteriorating status of the university raises a range of pertinent questions, including: What role can the humanities play in culture today in the face of the crisis of higher education? To answer this question, the authors begin by problematizing the relationship between culture, the humanities, and education. In the second part of the paper, they examine the changing role of the humanities in conjunction with the understandings of culture, and outline three salient ways in (...)
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