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Articles 1 - 3 of 3
Full-Text Articles in Education
Learning By Doing: College Students Promoting Children’S Philosophical Inquiry In Schools, Margaret Gichuru, Lin Lin, Mecke E. Nagel
Learning By Doing: College Students Promoting Children’S Philosophical Inquiry In Schools, Margaret Gichuru, Lin Lin, Mecke E. Nagel
The SUNY Journal of the Scholarship of Engagement: JoSE
This focus group study explores the perceptions and experiences of college students working within an applied learning program during the COVID-19 pandemic. The program engages children from prekindergarten to sixth grade in local schools and early childhood education centers. The college students serve as teaching assistants in the SG Program hosted by an academic department in a northeastern university and lead philosophical inquiries as they read picture books. Informed by philosophical inquiry with children and the applied learning principles as the research framework, this focus group study invites five teaching assistants to three one-hour in-depth semi-structured interviews. The analysis of …
Submitting Plans With Open Hands, G. Allen, Office Of Communications & Marketing
Submitting Plans With Open Hands, G. Allen, Office Of Communications & Marketing
Press Releases
There’s a truth God has taught me throughout college and I’m sure will continue to teach me as I get older. Two passages of wisdom the Lord has used in service of continually reminding me of this lesson are Proverbs 16:9 – “The heart of a man plans his way but the Lord establishes his steps.” – and James 4:14-15, “Come now, you who say, ‘Today or tomorrow we will go into such and such a town and spend a year there and trade and make a profit’– yet you do not know what tomorrow will bring. What is your …
Teaching Philosophy As A Pedagogic Practice-Ing: Are You The Type Of Person That Says, “Everything Happens For A Reason”?, Valerie Oved Giovanini Ph.D.
Teaching Philosophy As A Pedagogic Practice-Ing: Are You The Type Of Person That Says, “Everything Happens For A Reason”?, Valerie Oved Giovanini Ph.D.
Artizein: Arts and Teaching Journal
In this paper, I discuss a classroom activity that was intended to create an environment attentive enough for students to scrutinize whether their touted beliefs matched their implicit assumptions. Drawing upon Emmanuel Levinas’s ethics of the face-to-face relation, Carol A. Taylor’s posthuman orientations for pedagogical practice-ings, and Bickel’s and Fisher’s emergent theory of art-care, I explore my pedagogical approach in teaching philosophy to explain how affective encounters in communitas between teacher and learners can expand personal understandings and imagine new meaningful possibilities together. These affective encounters serve an ethic of concern where each is capable of a unique response and …