Open Access. Powered by Scholars. Published by Universities.®

Education Commons™

Open Access. Powered by Scholars. Published by Universities.®

2015

Philosophy

Institution
Keyword
Publication
Publication Type
File Type

Articles 61 - 64 of 64

Full-Text Articles in Education

La Educación Experiencial Como Propuesta Constructivista Para La Enseñanza De Valores Sociales A Estudiantes En El Contexto Escolar, Edwin García Hinestrosa Jan 2015

La Educación Experiencial Como Propuesta Constructivista Para La Enseñanza De Valores Sociales A Estudiantes En El Contexto Escolar, Edwin García Hinestrosa

Filosofía y Letras

No abstract provided.

Go to article

Role Tension In The Academy: A Philosophical Inquiry Into Faculty Teaching And Research, Nicholas Michaud Jan 2015

Role Tension In The Academy: A Philosophical Inquiry Into Faculty Teaching And Research, Nicholas Michaud

UNF Graduate Theses and Dissertations

This dissertation seeks to understand the conjunction of faculty roles as teachers and as researchers. This understanding is pursued through philosophical analysis. Discourse ethics, in particular, is used as a framework by which to best understand the roles played by faculty and if the roles of teacher and researcher are, in fact, commensurable. The purpose of the work is two-fold: 1) to develop a construct that may be used by future researchers to better understand the roles played by faculty, and 2) to suggest a best-construct that enables future researchers to propose how actual lived roles should be instantiated in …

Go to article

Pedagogy For A Wicked World: The Value And Hazards Of A Transdisciplinary, Dialogue-Driven, Community Engagged Classroom Model, Danielle Lake Dec 2014

Pedagogy For A Wicked World: The Value And Hazards Of A Transdisciplinary, Dialogue-Driven, Community Engagged Classroom Model, Danielle Lake

Danielle L Lake

This presentation provides a number of strategies for instructors interested in a more participatory, transdisciplinary, and experiential educational model in order to foster real-world change around our high-stakes, complex public problems. By utilizing soft system’s thinking in addition to a feminist pragmatist methodology students can successfully collaborate with community partners and integrate across their disciplinary expertise in order to co-develop and implement action-plans with community stakeholders. Given the value of this work, but also the challenges, this session also highlights the potential pitfalls of working to prepare students for a messy, iterative process of collaboratively learning-by-doing in a “wicked” world.

Go to article

Dewey Addams, And Beyond: A Context-Sensitive, Dialogue-Driven, Action-Based Pedagogy For Preparing Students To Confront Local Wicked Problems, Danielle Lake Dec 2014

Dewey Addams, And Beyond: A Context-Sensitive, Dialogue-Driven, Action-Based Pedagogy For Preparing Students To Confront Local Wicked Problems, Danielle Lake

Danielle L Lake

Traditional, theoretical pedagogical practices based in disciplinary expertise generally fail to prepare students for high-stakes, public problems. In contrast, “Wicked Problems of Sustainability” is an undergraduate course designed to provide students with the opportunity to redress complex, local problems through an experiential, community-engaged model. By implementing pedagogy developed through the integration of a feminist pragmatist framework with the literature on wicked problems, this course offers opportunities to impact real problems, develop skills, and foster virtues necessary for tackling public problems. Given the value of this work, but also the difficulties, this article highlights the potential pitfalls of community work on …

Go to article

First Prev