Auswahl der wissenschaftlichen Literatur zum Thema „Arts – study and teaching – philosophy“
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Zeitschriftenartikel zum Thema "Arts – study and teaching – philosophy"
Dong, Na, und Yueling Wang. „A Study of British and American Literature Teaching Based on KUD Pattern“. Yixin Publisher 1, Nr. 5 (30.11.2023): 87–93. http://dx.doi.org/10.59825/jet.2023.1.5.87.
Der volle Inhalt der QuelleAlotaibi, Badr, und Emad Alzahrani. „Obstacles of Teaching Philosophy for Secondary School Students in the Kingdom of Saudi Arabia“. Dirasat: Human and Social Sciences 49, Nr. 6 (30.12.2022): 132–47. http://dx.doi.org/10.35516/hum.v49i6:.3996.
Der volle Inhalt der QuelleMuhammad Sutoyo. „PRACTICING VALUES OF PHILOSOPHICAL SUFISM IN THE PENCAK SILAT OF BROTHERHOOD FAITHFUL HEART OF TERATE“. European Journal for Philosophy of Religion 15, Nr. 1 (16.03.2023): 1–18. http://dx.doi.org/10.24204/ejpr.2023.4110.
Der volle Inhalt der QuelleChâteau, Dominique. „Etienne Souriau : a dialogue between ontology and aesthetics“. Aisthesis. Pratiche, linguaggi e saperi dell’estetico 15, Nr. 2 (06.02.2023): 5–13. http://dx.doi.org/10.36253/aisthesis-13913.
Der volle Inhalt der QuelleZheng, Jie. „BECI System of Business English Reading and Writing“. Journal of Law and Sustainable Development 12, Nr. 1 (19.01.2024): e2655. http://dx.doi.org/10.55908/sdgs.v12i1.2655.
Der volle Inhalt der QuelleUllah, Kaleem, Javed Mustafa und Sareer Badshah. „Gender-wise Perception of Graduate and Undergraduate Students about the Quality of Teaching: A Study of Islamia College, Peshawar“. Liberal Arts and Social Sciences International Journal (LASSIJ) 1, Nr. 1 (31.12.2017): 10–19. http://dx.doi.org/10.47264/idea.lassij/1.1.2.
Der volle Inhalt der QuelleRodny-Gumede, Ylva. „A teaching philosophy of journalism education in the global South: A South African case study“. Journalism 19, Nr. 6 (30.06.2016): 747–61. http://dx.doi.org/10.1177/1464884916657516.
Der volle Inhalt der QuelleShine, Laura, und Scott Hessels. „Extreme environments: An educational framework for arts-based field research“. Social Science Information 60, Nr. 4 (11.11.2021): 583–609. http://dx.doi.org/10.1177/05390184211054295.
Der volle Inhalt der QuelleLee, Irene Eunyoung. „A Case Study of Experience-Based Liberal Arts Curriculum Converging Music Listening and Philosophical Thinking“. Korean Association of General Education 17, Nr. 6 (31.12.2023): 207–19. http://dx.doi.org/10.46392/kjge.2023.17.6.207.
Der volle Inhalt der QuelleKyrylenko, Kateryna, Viktoriia Stratiuk, Liudmyla Boiko, Olesia Beniuk und Olena Kunderevich. „USAGE OF THE MOODLE PLATFORM FOR THE PURPOSE OF FORMATION OF COMMUNICATIVE COMPETENCE IN THE PROCESS OF TEACHING THE PHILOSOPHY COURSE IN HIGHER EDUCATION INSTITUTIONS“. Psychological and Pedagogical Problems of Modern School, Nr. 2(6) (21.12.2021): 59–72. http://dx.doi.org/10.31499/2706-6258.2(6).2021.247531.
Der volle Inhalt der QuelleDissertationen zum Thema "Arts – study and teaching – philosophy"
Hood, Emily Jean. „Creative Matter: Exploring the Co-Creative Nature of Things“. Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1404623/.
Der volle Inhalt der QuelleDodson, Susan W. „An examination of the sources and practice of art as transformation : a case study of Peter London's philosophy and teaching process /“. free to MU campus, to others for purchase, 1998. http://wwwlib.umi.com/cr/mo/fullcit?p9924880.
Der volle Inhalt der QuelleSilva, Luis Fernando Lima e. „Dimensões curriculares do ensino de filosofia: uma interlocução com a arte“. Pontifícia Universidade Católica de São Paulo, 2017. https://tede2.pucsp.br/handle/handle/20587.
Der volle Inhalt der QuelleMade available in DSpace on 2017-11-09T11:21:06Z (GMT). No. of bitstreams: 1 Luis Fernando Lima e Silva.pdf: 1714700 bytes, checksum: 99c243ae918a1ceffa24a8363b3a2bf2 (MD5) Previous issue date: 2017-10-24
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The present research has as central focus the teaching of Philosophy in interlocution with Art. This study aims to investigate the curricular dimension of the discipline of Philosophy throughout history, as well as the potential of the object of Art and its formative character in Philosophy. The understanding of Art as a communicative, perceptive and reflexive resource in the educational process in Philosophy is emphasized as presupposing in this dimension, being this one conceived in a dialogical way and having the teacher as an important mediator of that process. In this bias, the hypothesis is assumed that the treatment given to the object of Art in the classroom can exceed the usual sense of illustration or sensitization and characterizes the teaching of Philosophy supported in the interlocution of knowledge. The reflections developed on the meaning of Art in the teaching of Philosophy, have repercussions on an exploratory process on the role of didactic book in the process of interlocution of knowledge. The investigations were carried out having as object the didactic book Filosofia: experiência do pensamento (2014), since it contains subsidies for a critical reading on the interlocution between Art and Philosophy, given its differentiated structure in the presentation of the philosophical problems that brings a considerable number of pieces of Art used in the formative process in Philosophy. The analysis has as premise that the didactic material reflects educational intentionalities and it i still an instrument that subsidizes teaching practices. Finally, the research recognizes the place of aesthetics as a language that provides knowledge through art, not only restricted to the contemplation or apprehension of beauty, but rather as an important element in the process of building philosophical knowledge
A presente pesquisa tem como foco central o ensino de Filosofia em interlocução com a Arte. Este estudo se propõe a investigar a dimensão curricular da disciplina de Filosofia ao longo da história, assim como o potencial do objeto de Arte e seu caráter formador em Filosofia. Enfatiza-se como pressuposto nessa dimensão a compreensão da Arte como recurso comunicativo, perceptivo e reflexivo no processo educativo em Filosofia, sendo este concebido de modo dialógico e tendo o professor como importante mediador de tal processo. Neste viés, assume-se a hipótese de que o tratamento dado ao objeto de Arte em sala de aula pode ultrapassar o sentido usual de ilustração ou sensibilização e caracteriza o ensino de Filosofia respaldado na interlocução de saberes. As reflexões desenvolvidas sobre o significado da Arte no ensino de Filosofia, repercutem em um processo exploratório sobre o papel do livro didático no processo de interlocução de saberes. As investigações foram realizadas tendo como objeto o livro didático Filosofia: experiência do pensamento (2014), por conter subsídios para uma leitura crítica sobre a interlocução entre Arte e Filosofia, dada sua estrutura diferenciada na apresentação das problemáticas filosóficas que traz um número considerável de peças de Arte utilizadas no processo formativo em Filosofia. As análises têm como premissa que o material didático reflete intencionalidades educativas e ainda é um instrumento que subsidia práticas de ensino. Por fim, a pesquisa reconhece o lugar da estética enquanto linguagem que propicia um conhecimento por meio da Arte, não restrito à contemplação ou à apreensão do belo, mas sim, como um elemento importante no processo de construção de saberes filosóficos
Johanek, Cynthia L. „A contextualist research paradigm for rhetoric and composition“. Virtual Press, 1998. http://liblink.bsu.edu/uhtbin/catkey/1115713.
Der volle Inhalt der QuelleDepartment of English
Barnes, James L. „An international study of curricular organizers for the study of technology“. Diss., Virginia Tech, 1987. http://hdl.handle.net/10919/37284.
Der volle Inhalt der QuelleEd. D.
Savoie, Alain. „Le désintéressement comme valeur de base de l'art et de son enseignement : Bergson contre Nietzsche“. Thesis, McGill University, 2000. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=36770.
Der volle Inhalt der QuelleIn order to philosophically illustrate and support my position, I use the aesthetic thoughts of Bergson and Nietzsche and put them in opposition. This is because they exemplify two opposite conceptions of morality that currently permeate society. Bergson's concept of aesthetics depends upon a stance of disinterest. Nietzsche's is utilitarian. The first exemplifies a humanist orientation that supports an altruistic morality and an aesthetics that puts emphasis on perception. This ethical position actually emerges from an active consciousness, a personal mode of being. On the other hand, Nietzsche's stance is a precursor to one strand of postmodern thought that may be described as a pragmatism oriented towards the achievement of power. This attitude excludes any possible form of disinterestedness. Indeed, Nietzscheism espouses a "noble egoism" and an impersonal mode of being that breeds a narcissistic and immature form of artistic creation. This is a creation that becomes a glorification and edification of oneself, albeit an impersonal self. This is a narcissistic attitude that finds an echo in some trends of contemporary art.
In regard to contemporary art, I argue that Nietzsche's influence may be seen in a deviant utilitarian morality that results in a scientistic and anti-aesthetic artistic current. This is a nihilistic trend evident in the work of artists such as Marcel Duchamp. As an alternative, I propose a Bergsonian "ethico-aesthetic" conception of art, inspired and encompassed by disinterestedness as a mature pedagogical value. From this perspective, instead of a neutral attitude, we maintain a more empathic position toward life and art. This altruistic morality produces a responsible and sensible art---concerned with the creation of common grounds. This suggests a need for a form of creation that unfolds from what Bergson could term a "mysterious" sentiment of obligation to bear witness to beauty, in all its forms, as a precisely non-utilitarian and disinterested experience of perception.
Higgins-Linder, Melissa M. „Case Study of the Columbus Museum of Art's Teaching for Creativity Summer Institute“. Kent State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=kent1499353441955593.
Der volle Inhalt der QuelleSpičanović, Vladimir. „Beyond the anti-aesthetic“. Thesis, McGill University, 1998. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=20473.
Der volle Inhalt der QuelleMercader, Victor. „Study of the ethical values of college students“. [Tampa, Fla] : University of South Florida, 2006. http://purl.fcla.edu/usf/dc/et/SFE0001545.
Der volle Inhalt der QuelleBelluigi, Dina Zoe. „Excavating the 'critique' : an investigation into disjunctions between the espoused and the practiced within a Fine Art studio practice curriculum“. Thesis, Rhodes University, 2008. http://hdl.handle.net/10962/d1003413.
Der volle Inhalt der QuelleBücher zum Thema "Arts – study and teaching – philosophy"
Fabius, Jeroen. Theory, arts, practices. Arnhem: ArtEZ Press, 2017.
Den vollen Inhalt der Quelle findenArtist-teacher: A philosophy for creating and teaching. Bristol, UK: Intellect, 2010.
Den vollen Inhalt der Quelle findenLutters, Jeroen. Teaching objects: Studies in art-based learning. Arnhem: ArtEZ Press, 2015.
Den vollen Inhalt der Quelle findenEisner, Elliot W. Reimagining schools: The selected works of Elliot Eisner. London: RoutledgeFalmer, 2005.
Den vollen Inhalt der Quelle finden1963-, Vorst Claudia, Hrsg. Ästhetisches Lernen: Fachdidaktische Grundfragen und praxisorientierte Konzepte im interdisziplinären Kontext von Lehrerbildung und Schule. Frankfurt am Main: P. Lang, 2008.
Den vollen Inhalt der Quelle findenFeldman, Edmund Burke. Philosophy of art education. Upper Saddle River, N.J: Prentice-Hall, 1996.
Den vollen Inhalt der Quelle findenJain, Elenor. Das Prinzip Leben: Lebensphilosophie und ästhetische Erziehung. Frankfurt am Main: Peter Lang, 1993.
Den vollen Inhalt der Quelle findenMollenhauer, Klaus. Umwege: Über Bildung, Kunst und Interaktion. Weinheim: Juventa, 1986.
Den vollen Inhalt der Quelle findenRichmond, Stuart. Landscapes of aesthetic education. Newcastle upon Tyne: Cambridge Scholars, 2009.
Den vollen Inhalt der Quelle findenVarto, Juha. Basics of artistic research: Ontological, epistemological and historical justifications. Helsinki: University of Art and Design Helsinki, 2009.
Den vollen Inhalt der Quelle findenBuchteile zum Thema "Arts – study and teaching – philosophy"
Zazzali, Peter. „The Entrepreneurial Actor: A Study of Training Programs in Anglophone Countries Abroad“. In New Directions in Teaching Theatre Arts, 175–90. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-89767-7_11.
Der volle Inhalt der QuelleDionne, Rich. „Problem-Based Learning and Studio Instruction in Theatre Technology: A Case Study“. In New Directions in Teaching Theatre Arts, 251–68. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-89767-7_15.
Der volle Inhalt der QuelleGrabiner, Judith V. „The Role of Mathematics in Liberal Arts Education“. In International Handbook of Research in History, Philosophy and Science Teaching, 793–836. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-7654-8_25.
Der volle Inhalt der QuelleTempleton, Shane, und Donald R. Bear. „Word Study, Research to Practice: Spelling, Phonics, Meaning“. In Handbook of Research on Teaching the English Language Arts, 206–31. Fourth edition. | New York : Routledge, 2018.: Routledge, 2017. http://dx.doi.org/10.4324/9781315650555-9.
Der volle Inhalt der QuelleHiralaal, Anita, Refilwe Matebane und Kathleen Pithouse-Morgan. „Learning Through Enacting Arts-Informed Self-Study Research with Critical Friends“. In Teaching, Learning, and Enacting of Self-Study Methodology, 295–312. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-8105-7_26.
Der volle Inhalt der QuelleKinsella, Claire, Linda K. Kaye und Dave Putwain. „Can Arts-Based Education Help Re-Engage Excluded Learners? A Case Study of an Arts-Based Programme Aimed at Enhancing Educational Engagement“. In Creative Education, Teaching and Learning, 290–306. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137402141_27.
Der volle Inhalt der QuelleEdge, Christi U., und Elsie L. Olan. „Reading, Literacy, and English Language Arts Teacher Education“. In International Handbook of Self-Study of Teaching and Teacher Education Practices, 779–821. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-13-6880-6_27.
Der volle Inhalt der QuelleKelemen, Jozef, und Peter Mikulecký. „Changing philosophy of teaching artificial intelligence a case study“. In Artificial Intelligence in Higher Education, 71–81. Berlin, Heidelberg: Springer Berlin Heidelberg, 1990. http://dx.doi.org/10.1007/3-540-52952-7_9.
Der volle Inhalt der QuelleŽonca, Milan. „Menaḥem ben Jacob Shalem and the Study of Philosophy in Late Medieval Prague“. In Studying the Arts in Late Medieval Bohemia, 27–47. Turnhout: Brepols Publishers, 2021. http://dx.doi.org/10.1484/m.sa-eb.5.122631.
Der volle Inhalt der QuelleKosnik, Clare, und Clive Beck. „The Impact of a Preservice Teacher Education Program on Language Arts Teaching Practices“. In Making a Difference in Teacher Education Through Self-Study, 243–59. Dordrecht: Springer Netherlands, 2005. http://dx.doi.org/10.1007/1-4020-3528-4_15.
Der volle Inhalt der QuelleKonferenzberichte zum Thema "Arts – study and teaching – philosophy"
Schumann, William. „BLACK MOUNTAIN COLLEGE SEMESTER: (RE) LEARNING EXPERIMENTATION IN ARTS AND CULTURE EDUCATION“. In 2024 SoRes Paris –International Conference on Interdisciplinary Research in Social Sciences, 11-12 January. Global Research & Development Services, 2024. http://dx.doi.org/10.20319/icssh.2024.0102.
Der volle Inhalt der QuelleMarculescu, Corina. „INSPIRE, CONNECT, PERSUADE: MIX TECHNOLOGY AND ART IN TEACHING PRESENTATION SKILLS“. In eLSE 2013. Carol I National Defence University Publishing House, 2013. http://dx.doi.org/10.12753/2066-026x-13-011.
Der volle Inhalt der QuelleLi, Jianling. „Explorations of PE Teaching Method Based on Human-oriented Philosophy“. In 3rd International Conference on Management Science, Education Technology, Arts, Social Science and Economics. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/msetasse-15.2015.141.
Der volle Inhalt der QuelleHe, Shuqing. „Beauty and Art in the Oriental Philosophy. An Aesthetic Study in the Traditional Chinese Philosophy“. In 3rd International Conference on Arts, Design and Contemporary Education (ICADCE 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icadce-17.2017.20.
Der volle Inhalt der QuelleWijaksono, Prayogi, Martono und Awal Putra Suprianto. „Cultural Study: Ghumah Baghi Philosophy of Besemah Ethnic Society“. In International Joint Conference on Arts and Humanities (IJCAH 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201201.112.
Der volle Inhalt der QuelleGorodnova, Natalia. „SOCIAL MARKETING AS THE BASIS OF THE MODERN PHILOSOPHY OF TEACHING ECONOMIC DISCIPLINES“. In 6th SGEM International Multidisciplinary Scientific Conferences on SOCIAL SCIENCES and ARTS Proceedings. STEF92 Technology, 2019. http://dx.doi.org/10.5593/sgemsocial2019v/1.1/s03.044.
Der volle Inhalt der QuelleJin, Lijing. „A Preliminary Analysis of the Teaching Reform of Marxist Philosophy in Colleges and Universities“. In 2018 4th International Conference on Economics, Social Science, Arts, Education and Management Engineering (ESSAEME 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/essaeme-18.2018.93.
Der volle Inhalt der QuelleZhang, Xiaoyu. „A Study of Cultural Philosophy in the Reform of College English Teaching“. In 2018 4th International Conference on Education Technology, Management and Humanities Science (ETMHS 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/etmhs-18.2018.41.
Der volle Inhalt der Quelle„A Study on Cultural Philosophy in the Reform of College English Teaching“. In 2018 International Conference on Social Sciences, Education and Management. Francis Academic Press, 2018. http://dx.doi.org/10.25236/socsem.2018.26.
Der volle Inhalt der Quelle„A Study on Cultural Philosophy in the Reform of College English Teaching“. In 2019 International Conference on Advanced Education, Service and Management. The Academy of Engineering and Education (AEE), 2019. http://dx.doi.org/10.35532/jsss.v3.018.
Der volle Inhalt der QuelleBerichte der Organisationen zum Thema "Arts – study and teaching – philosophy"
Abdula, Andrii I., Halyna A. Baluta, Nadiia P. Kozachenko und Darja A. Kassim. Peculiarities of using of the Moodle test tools in philosophy teaching. [б. в.], Juli 2020. http://dx.doi.org/10.31812/123456789/3867.
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