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Articles 1 - 6 of 6
Full-Text Articles in Education
Music Education, Aesthetics, And The Measure Of Academic Achievement, Karl Madden, David Orenstein, Alexei Oulanov, Yelena Novitskaya, Ida Bazan, Thomas Ostrowski, Min Hyung Ahn
Music Education, Aesthetics, And The Measure Of Academic Achievement, Karl Madden, David Orenstein, Alexei Oulanov, Yelena Novitskaya, Ida Bazan, Thomas Ostrowski, Min Hyung Ahn
Publications and Research
Grades and test scores are the traditional measurement of academic achievement. Quantitative improvements on standardized scores in Math/Science/Language are highly-coveted outcomes for meeting accreditation standards required for institutional program funding. Music and the Fine Arts, difficult to assess by traditional academic achievement measurement, and often devalued as so-called “luxury” subjects, struggle for necessary funding. Showing measureable collateral value to other academic subjects—such as math—in order to justify music program funding is dubious. To objectify the purpose of music education in terms of its influence on other subjects is to overlook aesthetic value. The scholarly literature recognizes an historical tendency to …
El Pasado Lingüístico Colonial Y Las Lenguas De Instrucción En La Educación Filipina, David Sánchez-Jiménez
El Pasado Lingüístico Colonial Y Las Lenguas De Instrucción En La Educación Filipina, David Sánchez-Jiménez
Publications and Research
No abstract provided.
An African-Centered Approach To Land Education, Salvotore Engel-Dimauro, Karanja Keita Carroll
An African-Centered Approach To Land Education, Salvotore Engel-Dimauro, Karanja Keita Carroll
Publications and Research
Approaches to environmental education which are engaging with place and critical pedagogy have not yet broadly engaged with the African world and insights from Africana Studies and Geography. An African-centered approach facilitates people's reconnection to places and ecosystems in ways that do not reduce places to objects of conquest and things to be exploited for profitability and individual gain. Such an approach offers effective critiques of settler coloniser perspectives on the environment and deeper understandings of the relationship between worldview and ecologically sensitised education. Through examples from Africana Studies and Geography, this article provides an introduction to how an African-centered …
Disciplinarity And Trandisciplinarity In The Study Of Knowledge, Jay H. Bernstein
Disciplinarity And Trandisciplinarity In The Study Of Knowledge, Jay H. Bernstein
Publications and Research
Scholarly inquiry about the nature and significance of knowledge has been shaped by disciplinary traditions and priorities that define “knowledge” differently and result in disconnected literatures. In the mid to late twentieth century, library science educator Jesse Shera sought to bridge the conceptual gap between epistemological and sociological approaches to knowledge in proposing a new discipline he called social epistemology. Around the same time, long-term projects by the economist Fritz Machlup and the physical chemist turned philosopher of science Michael Polanyi did not merely combine existing disciplinary approaches but transcended conventional frameworks for conceptualizing knowledge. These scholars can be viewed …
Review: Digital Humanities Pedagogy: Practices, Principles, And Politics, Stephen Brier
Review: Digital Humanities Pedagogy: Practices, Principles, And Politics, Stephen Brier
Publications and Research
Review of Digital Humanities Pedagogy: Practices, Principles, and Politics, edited by Brett D. Hirsch, multiple authored collection of articles on the theory as well as the practices and principles of the digital humanities and how DH can and has begun to reshape pedagogy in college teaching and learning.
Another Colonialist Tool?, Aaron Barlow
Another Colonialist Tool?, Aaron Barlow
Publications and Research
"the student enrolled in an xMOOC, I believe, is in much the same position as both the student before the teaching machine and the colonized individual. She or he is forced to deal with foreign assumptions having little to do with the reality of the learner or the colonized."