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.  40
    On Education and Writing: Toward an Integrated Pedagogy.Ryan Wasser - 2023 - The Peerless Review 1.
    There is a troubling trend in contemporary writing pedagogy to construe classical approaches to writing instruction "as fixed, static entities . . . produced by asymmetrical power relations that . . . reinforce oppressive or stereotypical attitudes and ideologies" (Mutnick and Lamos 25). In place of the classical tradition, progressive educators, following the lead of Paulo Freire, have championed student-centered approaches to education, in effect developing students in the service of themselves as opposed to in the service of knowledge (...)
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  4.  7
    Professional dialogues in the early years: rediscovering early years pedagogy and principles.Mary Wild - 2018 - St Albans: Critical Publishing. Edited by Elise Alexander, Mary Briggs, Catharine Gilson, Gillian Lake, Helena Mitchell & Nick Swarbrick.
    This book provides early years teacher educators with critical guidance to explore the enduring philosophies and principles of early years' pedagogy and to creatively interpret and communicate these to those they are training to be teachers and professionals. It is framed by a principle of continued professional dialogue as integral to, and essential for, effective practice. It: is designed to promote discussion around key themes rather than promote simple solutions to particular challenges foregrounds principles, values and ethics as a (...)
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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. Lectures on pedagogy (1803).Immanuel Kant - 2007 - In Anthropology, history, and education. New York: Cambridge University Press.
     
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  7.  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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  8. 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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  9.  17
    Solidarity, critique and techno-science: Evaluating Rorty’s pragmatism, Freire’s critical pedagogy and Vattimo’s philosophical hermeneutics.Justin Cruickshank - 2019 - Human Affairs 30 (4):577-586.
    The critique of metaphysics can often entail a critique of liberalism. Rorty sought a revolutionary paradigm shift in philosophy and the broader humanities, by linking the rejection of metaphysics to a justification for liberal democracy and reformism. He believed that the recognition of socio-historical contingency concerning interpretations of fundamental values and of truth, combined with a humanities education, would create a sense of solidarity that would motivate reforms. Freire argues that a dialogic form of education is as important as the (...)
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  10. 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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  11.  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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  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.  5
    The Impact of Janusz Korczak on Pedagogy in Israel.Shewach Eden - 1997 - Dialogue and Universalism 7 (9):153-163.
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  15.  24
    Exclusionary practices of English language teaching departments in Turkey: radical pedagogy, British colonialism and neoliberalism.Eser Ordem - 2022 - Educational Philosophy and Theory 54 (2):170-182.
    This study problematizes English language teaching departments in Turkey that have ignored the importance of radical pedagogy, the history of British colonialism and neoliberalism in the curriculum because Orientalist, Occidentalist and neoliberal discourses have led to the exclusion of critical discourses in ELT in Turkey. Therefore, the possible reasons for the absence of some curricular topics present a complicated structural problem. Exclusionary practices of ELT departments can be ascribed to Turkey’s political regimes that have reinforced both nation-state ideology and (...)
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  16.  35
    Thinking and Writing Together: Institutional Pedagogy and Félix Guattari.Edward Thornton - 2023 - Deleuze and Guattari Studies 17 (2):252-268.
    Institutional pedagogy is a radical educational practice that began in France in the first half of the twentieth century. It aims to transform the material context of learning in order to empower students to collectively take responsibility for their own lives. As an analysis of the effects of this practice on the work of Félix Guattari, the purpose of this article is twofold. First, it aims to describe the theoretical and practical cross-pollination that occurred between the two movements of (...)
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  17. 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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  18.  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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  19.  84
    Pragmatism as a pedagogy of communicative action.Gert Biesta - 1995 - Studies in Philosophy and Education 13 (3):273-290.
  20.  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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  21. 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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  22.  20
    Unprepared humanities: A pedagogy (forced) online.Houman Harouni - 2021 - Journal of Philosophy of Education 55 (4-5):633-648.
    Journal of Philosophy of Education, EarlyView.
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  23.  45
    The Psychology and Pedagogy of Reading.Margaret Floy Washburn - 1908 - Philosophical Review 17:668.
  24.  49
    Art’s False “Ease”: Form, Meaning and a Problematic Pedagogy.John Baldacchino - 2013 - Studies in Philosophy and Education 33 (4):433-450.
    This paper argues that in foregoing the questions that emerge from the dialectical relationship between form and meaning, an intrinsic fallacy mistakes the relationship between the arts and education for a simplistic mechanism of signification—a false “ease”—where empty forms are supposedly given meaning by ethical and aesthetic givens as if the pedagogy of art were analogous to an empty room that was (or still needs to be) inhabited. Art’s false “ease” presents a tautology that presumes the relationship between the (...)
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  25. 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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  26.  41
    Going Beyond the Data: Using Testimonies to Humanize Pedagogy on Black Health.Keisha S. Ray - 2021 - Journal of Medical Humanities 42 (4):725-735.
    When health professions learners’ primary pedagogical experience of Black people and how they become patients is through statistics, it becomes very easy for learners to think of Black people as data points rather than as individuals whose health is often at the mercy of racist institutions. When the human dimension of Black people’s health is ignored, specifically the ways that poor health affects individual wellbeing, one of the barriers to proper health for Black patients is how to be seen and (...)
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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.  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.
  30.  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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  31.  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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  32.  27
    PWOL as Situated Pedagogy: Adapting Hadot’s Model for Today’s Classroom.Gaia Ferrari & Samantha Dragar - 2021 - American Association of Philosophy Teachers Studies in Pedagogy 6:123-140.
    This article pursues the goal of articulating a pedagogical paradigm of philosophy as a way of life that can effectively re-invigorate the teaching of philosophy in today’s academic world. This re-invigoration should take direct inspiration from Hadot’s hermeneutical framework of how to live philosophically, while still recognizing the intrinsic limitations that his model presents when applied to the modern educational practices of academia. In particular, we maintain that a literal application of Hadot’s model would require we turn the teaching of (...)
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  33.  12
    Aesthetics, politics, pedagogy and Tagore: a transcultural philosophy of education.Ranjan Ghosh - 2017 - London, United Kingdom: Palgrave-Macmillan.
    This book provides a radical rethinking of the prominent Indian thinker Rabindranath Tagore, exploring how his philosophy of education relates to the ideas of Western theorists such as Kant, Plato and Aristotle. Tagore's thoughts on pedagogy, university and formal education are subjected to a fascinating critique within Ghosh's transcultural framework, referencing a wide range of thinkers across varying time periods, places, and cultures, and developing a greater sensitivity to other traditions, languages, and forms of thinking and writing. The book (...)
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  34.  10
    Fröbel's pedagogy of kindergarten and play: modifications in Germany and the United States.Helge Wasmuth - 2020 - New York, NY: Routledge.
    This text provides a comprehensive analysis of historical archives, letters, and primary sources to offer unique insight into how Fröbel's pedagogy of kindergarten and play has been understood, interpreted, and modified throughout history and in particular, as a consequence of it's adoption in the US. Tracing the development, modification, and global spread of the kindergarten movement, this volume demonstrates the far-reaching impacts of Fröbel's work, and asks how far contemporary understandings of the kindergarten pedagogy reflect the educationalist's original (...)
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  35.  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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  36.  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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  37. 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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  38.  78
    Geophilosophy, education and the pedagogy of the concept.Michael A. Peters - 2004 - Educational Philosophy and Theory 36 (3):217–226.
  39.  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.
  40.  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.
  41.  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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  42. Whiteness and critical pedagogy.Ricky Lee Allen - 2004 - Educational Philosophy and Theory 36 (2):121–136.
  43.  38
    Mixed methods and bioethics pedagogy: Suggestions for future research.Paul Brodwin - 2008 - American Journal of Bioethics 8 (4):17 – 19.
  44.  18
    Schooling the Eye and Hand: Performative Methods of Research and Pedagogy in the Making and Knowing Project.Tillmann Taape, Pamela H. Smith & Tianna Helena Uchacz - 2020 - Berichte Zur Wissenschaftsgeschichte 43 (3):323-340.
    What are historians doing in the laboratory? Looking back over six years of collaborative work, researchers of the Making and Knowing Project at Columbia University discuss their experience with hands‐on reconstruction as a historical method. This work engages practical forms of knowledge—from pigment‐making to metal casting—recorded in the BnF Ms. Fr. 640, an anonymous French manuscript compiled in the later sixteenth century. Bodily encounters with materials and processes of the past offer insights into the material and mental worlds of early (...)
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  45.  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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  46. (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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  47. 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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  48. "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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  49.  29
    Lessons from a master: Montaigne’s pedagogy of conversation.Kevin Williams & Patrick Williams - 2017 - Educational Philosophy and Theory 49 (3):253-263.
    There remains much to be learned from searching exploration of the great authors who have meditated on education. Montaigne is one such thinker and this essay endeavors to draw together the strands of his pedagogy and to demonstrate how they gain purchase in the business of teaching and learning. The article also proposes to supplement his vision with practical examples from fiction and autobiography. Perhaps the most striking theme is the need to be able to decentre from the comfort (...)
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  50. 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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