Thematische Bibliographien / Education philosphy

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Auswahl der wissenschaftlichen Literatur zum Thema „Education philosphy“

Autor: Grafiati

Veröffentlicht am 4. Juni 2021

Zuletzt aktualisiert am 20. Februar 2023

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Zeitschriftenartikel zum Thema "Education philosphy"

Ai Phu, Le. „Dialectical Relationship Between 4Hs (Study-Ask-Understand-Act) and 4Ts (Resonsibility for Oneself, Responsibility for Family, Responsibility for Society, Responsibility for Nature) in Setting an Open Education“. Tập san Khoa học và kỹ thuật trường Đại học Bình Dương 1, Nr. 1 (03.05.2019): 4–15. http://dx.doi.org/10.25073/1859-4336/bdujst.351.

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Philosophy of education sets out a guideline to an educational system and/or institution. By the philosophy of education, a direction of the educational system and institution is identified. And the philosophy of education itself brings in a basis to define principles of realization as well as to keep all institutional activities in alignment with the philosophy of education. Thus, the philosphy of education is so important and indispensable to an educational system and institution. Moreover, it is the reciprocal relationship between the educational philosphy and its principles which forms up institutional activities in line with the direction set by the educational philosophy. As one of the early tertiary institutions of Binh Duong Province, Binh Duong University provided the province in particular and the country in genral with around 40,000 bachelors, engineers and masters during its 20-year function. One of the factors to account for the school’s success lies in its educational philosphy and follow-up principles upon the basis of 4Hs (study-ask-understand-act) in the process to create responsible citizens of 4Ts (resonsibility for oneself, responsibility for family, responsibility for society, responsibility for nature) towards the open world. As one of the early tertiary institutions of Binh Duong Province, Binh Duong University provided the province in particular and the country in genral with around 40,000 bachelors, engineers and masters during its 20-year function.

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SATO, Tomihiko. „Perspectives for Philosphy of Physical Education“. Journal of the Philosophy of Sport and Physical Education 28, Nr. 1 (2006): 1–10. http://dx.doi.org/10.9772/jpspe1979.28.1.

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Downing, Mike. „Comment: a philosphy of landscape education?“ Planning Outlook 29, Nr. 1 (Januar 1986): 1–3. http://dx.doi.org/10.1080/00320718608711756.

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Zamarian, Agnieszka. „About death at school? Education and teaching majors in the face of humanistic-oriented death education as an element of school education – attitude and selected differentiating factors“. Studia z Teorii Wychowania XI, Nr. 4(33) (31.12.2020): 303–22. http://dx.doi.org/10.5604/01.3001.0014.6568.

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The paper deals with the topic of education for the mature reception of the phenomenon of death and its place in school education from the perspective of the conception of Hannelore Wass. It presents the results of research on the attitude of education and teaching majors to humanistic-oriented death educationa as an element of school education and selected factors differentiating it. Data was collected using author’s tool with confirmed, satisfactory psychomeric properties. The conducted analyzes indicates that respondents, depending on their religiosity, personal educational philosphy, experience of contact with a dying person and a chosen field of study, to a greater or lesser extent, recognize the need to implement humanistic-oriented death education in the school environment. These results may become the theoretical basis for projects on making educators and teachers better prepared for executing death education.

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Mardonov, Ravshan. „Eastern Philosophy Of Education And Educational Policy: Features And Priorities“. American Journal of Social Science and Education Innovations 03, Nr. 02 (28.02.2021): 288–94. http://dx.doi.org/10.37547/tajssei/volume03issue02-46.

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Based on the study of philosophical and pedagogical literature, the article analyzes the features of the philosophy of education, the educational system and educational policy of Eastern countries, using the example of Japan and China. The conclusion is substantiated that the western and eastern systems of education coexist in addition to each other. The East needs knowledge and information. The West needs wisdom and education.

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Fadlan, Fadlan. „KONSEP PEMBANGUNAN EKONOMI BERBASIS ISLAM (Sebuah Upaya Pembangunan Ekonomi Indonesia yang Adil, Makmur, dan Sejahtera)“. AL-IHKAM: Jurnal Hukum & Pranata Sosial 5, Nr. 2 (21.07.2012): 257–74. http://dx.doi.org/10.19105/al-lhkam.v5i2.293.

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Abstract: Islam anticipates economic developmen, however it still consider as a part of the development of human being as the greatest one. The essence is that human being enables to control the economic environment as well as to improve the life quality. There are four basic Islamic teachings dealing with the philosphy of Islamic economic development: tawhîd, rubûbiyah, khalîfah and tazkiyah. The principle of tauhîd is to prevent a concentrated economy power. khalîfah principle is to guard against environmet damage and to protect natural sources conservation. The principle of tazkiyah to prohibit social imbalance and to realize equality and justice. Accordingly, it can give shape to a continuity development. The concept of continuity development is essentially the implementation of the principle of rubûbiyah, it is the priciple of education, maintenance, and continuity to the perfectness, as the principle of divinity (ilahi). Hence, if the four principles are realized in the Indonesian economic development, government will easily create the nation’s ambition, a prosperous and justice nation. Key Words: ekonomi Islam, homo economicus, dan pembangunan ekonomi

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Haddad, Samir. „Educação e Filosofia“. Cadernos Nietzsche 43, Nr. 3 (September 2022): 145–64. http://dx.doi.org/10.1590/2316-82422022v4303sh.

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Resumo O trabalho busca problematizar as relações entre filosofia, educação, escola e ensino. Dividiremos a nossa abordagem em três questões balizadoras: as relações da filosofia com a cidade, a atividade de professor e a filosofia e a filosofia como disciplina no sistema escolar, questões que se entrecruzam, se justapõem e se confundem. Cremos que essas reflexões devem apontar os caminhos para nossa reflexão futura.

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Muttaqin, Ali. „Implikasi Aliran Filsafat Pendidikan dalam Pengembangan Kurikulum Pendidikan Islam“. DINAMIKA : Jurnal Kajian Pendidikan dan Keislaman 1, Nr. 1 (03.02.2017): 67–92. http://dx.doi.org/10.32764/dinamika.v1i1.105.

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Islamic education phenomenon with its kinds and shapes has good philosophic evidence. Philosophy of education is application of philosophyc ideas in education which has essential values to aim the purpose and the performance of Islamic education. Generally, the tendencies in philosophy had created the typology of Islamic education philosophy. Its tendencies influenced the development Islamic education curriculum. This paper tries to explain the tendency of education philosophy which influenced Islamic education curriculum.Keyword : Philosophy , Islamic education curriculum

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VOLKOVA, SVETLANA. „LANGUAGE, COMMUNICATION AND PHILOSOPHY OF EDUCATION“. Studia Humanitatis 21, Nr. 4 (Dezember 2021): 4–9. http://dx.doi.org/10.15393/j12.art.2021.3781.

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The author argues that understanding crisis phenomena in an education system, as well as conditions of upgrading this system, is connected with development of a philosophy of education focused on such categories as language and communication. The heuristic and productive nature of theory of communicative action and hermeneutics is shown while comprehending the specific nature of learning environment where a pedagogical interaction between a teacher and students is carried out. Taking into account the ideas of J. Habermas, H. G. Gadamer and L. Wittgenstein, it is shown that education is a process of human development if it is organised as a process of searching for and generating meanings by the students. This educational process model corresponding to essential human need for self-understanding and self-expression.

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ASHILOVA, MADINA, ALIBEK BEGALINOV und KALIMASH BEGALINOVA. „PHILOSOPHY OF EDUCATION AND PEDAGOGY: SUBJECT STATUS“. Studia Humanitatis 16, Nr. 3 (Dezember 2020): 4–8. http://dx.doi.org/10.15393/j12.art.2020.3581.

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The article deals with the features of the relationship between pedagogy and philosophy of education in the historical and genetic aspect. Various facets of their interaction caused by ideological and methodological approaches to the educational process are shown. Attention is drawn to the fact that the feature that distinguishes the philosophy of education from pedagogy is a holistic vision of education, the study of its problems in the most generalized and conceptual form. Various scientific approaches to pedagogy and philosophy of education are revealed, among which the situation developed within the framework of Soviet science is of particular interest, when pedagogy was understood as a “testing ground” for the application and approbation of philosophical ideas. Summarizing all the approaches, the authors come to the conclusion that the analysis of the education from the perspective of philosophy requires the recourse to pedagogy as a science, which explores the problems of education at a deep level, and from the perspective of pedagogy – the recourse to the philosophy of education, acting as a universal, conceptual, methodological, and ideological scientific knowledge.

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Dissertationen zum Thema "Education philosphy"

Fisher, Kath, of Western Sydney Hawkesbury University und Faculty of Social Inquiry. „A wealth of notions : reflective engagement in the emancipatory teaching and learning of economics“. THESIS_FSI_SEL_Fisher_K.xml, 2000. http://handle.uws.edu.au:8081/1959.7/429.

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The thesis investigates activism in the context of an empowering teaching of economics in two educational settings: TAFE and university. The chosen research methodology is critical action research and the thesis is framed as an emergent process, incorporating critical reflection on the researcher's own assumptions from the outset.The study showed that critical reflection requires a continual process of critical questioning to explore and undercover deeply held assumptions and beliefs. A key finding is the significance of relationship within an atmosphere of openness and trust in enhancing critical reflection. A significant finding was the emergent distinction between 'critical reflection' and 'critical reflexivity' and a significant implication from investigating the process of reflexivity is that an important role for activism may be that of the 'relexive inquirer', the person who assists the deeper reflection, with no agenda other than to explore, to understand and to reveal deeper meanings. Activism may well offer empowerment of a very different kind - the freedom to experience the world free of materialist desire, valuing the building of communities through connectedness with others and the environment
Doctor of Philosophy (PhD)

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Shimray, David Luiyainao. „Educational philosophy in India compared and contrasted with Christian philosophy of education“. Theological Research Exchange Network (TREN), 2005. http://www.tren.com.

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Long, Jonathan C. „Spiritual education in an educational context“. Thesis, University of Oxford, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.286649.

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Harvey, Blane L. „Rationality, education, and educational research“. Thesis, McGill University, 2002. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=33899.

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This thesis expands upon the discussions of Martha Nussbaum (1991) regarding scientific and Aristotelian conceptions of rationality and how each treats issues of moral reasoning and moral education. It posits that this scientific rationality provides an inherently flawed and limiting conception of the practical reasoner, and that its prevalence within the field of education, as well as in educational research has had damaging effects upon students and educators alike. Thus, it advocates the adoption of an Aristotelian view of reason, one which characterizes the person of practical reason as one who possesses a rich awareness of detail, emotion, context and complexity. Further, it examines the current and potential roles that educational researchers play in either the affirmation or questioning of these conceptions of rationality, and in turn, how these researchers affect change in education, and in society in general.

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Башлак, Ірина Анатоліївна, Ирина Анатольевна Башлак und Iryna Anatoliivna Bashlak. „Philosophy of education“. Thesis, Sumy State University, 2015. http://essuir.sumdu.edu.ua/handle/123456789/40000.

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Across Europe, university life is changing at an unprecedented rate. As a result practically all European universities face these changes and problems which are common to them What is the role of the university today? Should national universities provide learning opportunities regardless of economic and social needs of the country, as well as the problems that the state poses and solves? Or universities should be centers of applied knowledge, being engaged in business, taking the mission of meeting economic and social demands? These two questions represent two extreme positions, which are constantly being discussed at the Conference of European Rectors (CRE) / Association of European Universities, as well as at forums for the European Association of Research institute (EAIR) and the British Society for the study of problems of higher education (SHRE). Society often makes different and often conflicting requirements for universities, though in public education reform programs they are presented as priorities of state educational policy in the form of a plain language. All modern European societies are pluralistic, in varying degrees and the task of the university is to balance the requirements of the state, and other interested persons (natural or legal).

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Gardner, Jan Maria. „Assessment of effective implementation of respirator programs in industry in NSW“. Thesis, View thesis, 2002. http://handle.uws.edu.au:8081/1959.7/781.

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In spite of the substantial repository of literature about respirators, little is known about the practicalities of their use. The focus of this research was about the practical aspects of using respirators in New South Wales workplaces. Two self-administered postal surveys were used to assess the level of implementation of respirator programs in 1996 and 2001. After five years, six elements improved. The most improvement was seen in the area of documentation including written procedures, keeping training records, recording respirator tasks, and maintenance records. The second survey investigated respirator maintenance and found little automated cleaning. Thorough washing was scarce with more than 50% of organisations relying on moist towelettes. For the third portion of the research methodology 485 used, half facepiece reusable respirators from 36 different sites were examined to determine the most common respirator defects. Maintenance and cleaning procedures were primitive and probably inadequate. Disinfection or sanitisation was common practice indicating concern about infectious diseases. The 2001 survey found that physical inspection of respirators in the workplace usually checked for the common types of defects found in the examination of used respirators. Weight, breathing resistance, heat and tightness were reported as causes of discomfort. The key outcomes from the research were that respirator programs were poorly implemented in a group of organisations that were expected to have more expertise than most and that the most common defects could be corrected by good respirator cleaning programs.

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Aakre, Bjørn Magne. „Philosophy of education in Norway“. 名古屋大学大学院教育発達科学研究科技術・職業教育学研究室, 2009. http://hdl.handle.net/2237/12379.

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Nakagawa, Yoshiharu. „Eastern philosophy and holistic education“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0027/NQ50065.pdf.

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Nanji, Shamas 1951. „Al-Fârâbi's philosophy of education“. Thesis, McGill University, 1989. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=55628.

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Bourassa, Gregory N. „An autonomist biopolitics of education| Reframing educational life in the age of neoliberal multiculturalism“. Thesis, The University of Utah, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10162741.

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Building upon an emerging literature of educational biopolitics, this dissertation develops and thinks through some concepts to explore the prevailing forms of educational life (constituted bíos) that schools commonly promote in the service of constituted power and, alternatively, the kinds of educational life (constituent bíos) that call constituted power into question and portend new possibilities and alternative arrangements of being. In considering the kinds of life that schools typically allow and disallow, this philosophical dissertation poses the following educational problem: schools have long celebrated and reproduced a limited and corrosive formulation of educational life (constituted bíos) while foreclosing constituent forms. Moreover, the emergent social, political and epistemological strengths of students marginalized in the configuration of constituted power—the component parts of constituent bíos —are routinely deemed inferior in schools and often regarded as a contaminating threat that must be eliminated. Using the concepts of constituent and constituted bíos as units of analysis, this study explores how progressive and critical educational approaches, such as culturally relevant teaching and resistance theory, also fail to account for and appreciate constituent forms of educational life. In order to offer a more nuanced understanding of the relation between forms of life and schools, this study offers an autonomist biopolitics of education. With this orientation, constituent bíos is recognized as the foundational and constitutive motor to which schools are constantly reacting and attempting to “deal with.” Such a perspective might help educators be more attuned and responsive to the constituent dimensions of social ontology.

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Bücher zum Thema "Education philosphy"

Philosophical and sociological percpectives [sic] on education. Delhi: Shipra Publications, 2002.

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Making sense of education: An introduction to the philosphy and theory of education and teaching. London: RoutledgeFalmer, 2002.

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Jacques Ardoino, pédagogue au fil du temps. Paris: Téraèdre, 2010.

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Metafizika lichnosti v russkoĭ filosofii XX veka. Moskva: Rossiĭskiĭ universitet druzhby narodov, 2008.

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Noddings, Nel. Philosophy of education. Boulder, Colo: Westview Press, 1995.

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Bulgakova, Irina, und T. Dyagileva. Philosophy of education. ru: INFRA-M Academic Publishing LLC., 2023. http://dx.doi.org/10.12737/1859641.

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The monograph is devoted to the philosophical problems of upbringing and education. The solution to the problems of the systemic crisis in the field of education and upbringing lies in changing the type of thinking of a modern teacher. The author highlights such sections as ontology and anthropology of education. The models of hermeneutics, phenomenology, existentialism, pragmatism and postmodernism education are studied in detail. An approach corresponding to the post-nonclassical type of rationality is proposed. An attempt is being made to overcome mechanistic, biologizing and sociologizing extremes in understanding the nature of education. The philosophy of education, according to the author, is a meta-theoretical concept that can become the basis for a systematic study of education and modernization of pedagogy, a source of pedagogical creativity. It can be useful to anyone who deals with the problems of methodology of humanitarian knowledge and problems of creativity in the field of pedagogy. It may be of interest to philosophers, anthropologists, psychologists, educators, historians of Russian philosophy.

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D'Souza, Mario Osbert. Philosophy, philosophy of education, and the education of teachers. [Dordrecht, Netherlands]: Kluwer Academic Publishers, 1992.

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Lipskiy, Boris, Stanislav Gusev, Grigoriy Tul'chinskiy und Boris Markov. Fundamentals of Philosophy. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1014627.

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"The textbook consists of five sections, each of which is devoted to one of the fundamental areas of philosophical knowledge. The first section describes the problem of the emergence of philosophy as a field of scientific knowledge and its main objectives; the second identifies the problems of the knowability of the world and examines the main forms of organization of knowledge; the third section is devoted to the problem of man and his place in the world; the fourth section concerns the analysis of social relations from family to political; the fifth section discusses the main ideas of the philosophy of history. It is designed for the level of basic training of students of secondary vocational education institutions, written in simple language, includes numerous examples from history, mythology, ethnography and art. Each section contains individual and group questions and tasks focused on both self-control and checking the depth of understanding of the educational material. Meets the requirements of the federal state educational standards of secondary vocational education of the latest generation. For students and teachers, as well as anyone interested in philosophy."

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Popova, Anna. Philosophy of law. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/978600.

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Textbook is universal in nature, is short and at the same time the perfection of the supply of educational material. Consistently and logically set out the philosophical and legal doctrine, the study of the relationship of legal and economic postulates in the explanation of legal reality and legal reality. Prepared taking into account experience of teaching of philosophy of law students studying in the direction of training 40.04.01 "Law", in accordance with the requirements of Federal state educational standards of higher education of the last generation. For students of humanitarian directions of training, graduate students in training 40.04.01 Jurisprudence, graduates, teachers of law schools and faculties, as well as anyone interested in the philosophy of law.

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For education: Towards critical educational inquiry. Buckingham [England]: Open University Press, 1995.

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Buchteile zum Thema "Education philosphy"

Pols, Wouter, und Joop Berding. „Philosophy of Education: Towards a Practical Philosophy of Educational Practice“. In Applied Philosophy for Health Professions Education, 9–21. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-1512-3_2.

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Trifonas, Peter Pericles. „Deconstruction, Philosophy, Education“. In Encyclopedia of Educational Philosophy and Theory, 1–6. Singapore: Springer Singapore, 2015. http://dx.doi.org/10.1007/978-981-287-532-7_302-1.

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Trifonas, Peter Pericles. „Deconstruction, Philosophy, Education“. In Encyclopedia of Educational Philosophy and Theory, 382–86. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-287-588-4_302.

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Bhatt, Siddheshwar Rameshwar. „Philosophy and Education“. In Philosophical Foundations of Education, 1–15. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-0442-2_1.

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Zaman, Mujadad. „Islamic Education: Philosophy“. In Springer International Handbooks of Education, 1–15. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-53620-0_2-1.

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Zaman, Mujadad. „Islamic Education: Philosophy“. In International Handbooks of Religion and Education, 61–75. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-64683-1_2.

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Burbules, Nicholas C. „Philosophy of Education“. In International Handbook of Philosophy of Education, 1417–27. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-72761-5_98.

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Brezinka, Wolfgang. „Philosophy of Education“. In Philosophy and Education, 167–207. Dordrecht: Springer Netherlands, 1992. http://dx.doi.org/10.1007/978-94-011-2586-4_5.

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Rocha, Samuel D. „Philosophy of Education“. In The Syllabus as Curriculum, 58–59. New York, NY : Routledge, 2020. | Series: Studies in curriculum theory series: Routledge, 2020. http://dx.doi.org/10.4324/9780429027901-6.

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Chazan, Barry. „What Is “Philosophy of Education”?“ In Principles and Pedagogies in Jewish Education, 5–12. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-83925-3_2.

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AbstractPhilosophy of education refers to the systematic process of understanding and explicating key concepts related to educational practice. Analytic philosophy of education is a contemporary approach to this task and is the technique used in this book to explain key educational concepts.

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Konferenzberichte zum Thema "Education philosphy"

Счастливцев, Р. А. „Philosophy of education in post-modern society“. In Современное социально-гуманитарное образование: векторы развития в год науки и технологий: материалы VI международной конференции (г. Москва, МПГУ, 22–23 апреля 2021 г.). Crossref, 2021. http://dx.doi.org/10.37492/etno.2021.25.73.064.

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в статье рассматриваются институциональные и идейные трансформации системы образования в пост-современном обществе. Данные изменения, прежде всего, связываются с информационными процессами в современном обществе. Сфера образования понимается в связи с этим, как информационно-образовательная среда. Пересматриваются некоторые фундаментальные классической концепции личности. На процесс современного образования оказывают непосредственное влияние такие характеристики пост-современного общества, как глобализация, нелинейность и неопределенность, риск, медиальность. the article examines the institutional and ideological transformations of the education system in post-modern society. These changes are primarily associated with information processes in modern society. In this regard, the sphere of education is understood as an information and educational environment. Some fundamental classical concepts of personality are revised. It is pointed out that the process of modern education is directly influenced by such characteristics of post-modern society as globalization, nonlinearity and uncertainty, risk, mediality.

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Udovkina, T. V., I. YU Rojba und O. F. Lobazova. „Cultural and educational tourism in spiritual and moral education youth“. In Scientific dialogue: Questions of philosophy, sociology, history, political science. ЦНК МОАН, 2020. http://dx.doi.org/10.18411/spc-01-02-2020-03.

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Kasozi, Joseph Amooti, und Mmabaledi Seeletso. „Developing an Indigenous Graduate Research Supervision Culture in an Open and Distance e-Learning Environment. Lessons from an ODeL Programme“. In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.425.

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Most students in the Master’s in Education- Educational Leadership (MEdEL) at a medium sized Open and distance e-learning institution have successfully completed their programme within the stipulated five years with the average being two to three years. It is postulated that this could be because the supervision of their research is anchored on the philosophy of ubuntu which is an indigenous education philosophy that is gaining traction among African scholars. The aim of this study was to investigate whether the philosophy of ubuntu guides MEdEL students and supervisors in developing the research dissertation. The research objectives were; an analysis the extent to which MEdEL students and supervisors are aware of Ubuntu as an educational philosophy, the extent to which MEdEL research supervisors adhere to the guiding principles of ubuntu when they supervise student dissertations and, recommendations on how ubuntu principles can be incorporated in the research supervision of graduate students in an Open and Distance electronic Learning (ODeL) environment. A mixed methods approach was used in the design, collection and analysis of data using an online questionnaire for students and supervisees, face to face and written interviews of supervisors, and the analysis of literature and key documents associated with the supervision of dissertations. Key data sources included graduate and current students of the MEdEL; research supervisors and literature on ubuntu as an educational philosophy.

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Гаранина, Ольга Денисовна. „THE PLACE OF PHILOSOPHY IN MODERN ENGINEERING EDUCATION: THE PROBLEM OF THE STATUS OF THE ACADEMIC DISCIPLINE“. In Наука. Исследования. Практика: сборник избранных статей по материалам Международной научной конференции (Санкт-Петербург, Август 2020). Crossref, 2020. http://dx.doi.org/10.37539/srp292.2020.36.57.008.

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В статье представлены результаты исследования места философии как учебной дисциплины в современном отечественном инженерном образовании. Охарактеризована тенденция понижения статуса философии в учебном процессе, определены причины, способствующие развертыванию этой тенденции. Обоснована ограниченность компетентностного подхода в достижении целей современного образования. The article presents the results of research on the place of philosophy as an academic discipline in modern Russian engineering education. The trend to downgrade the status of philosophy in the educational process has been described, and the reasons for the deployment of this trend have been identified. The limitedness of the competence-based approach in achieving the goals of modern education has been substantiated.

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Yu, Xufeng. „Philosophy Education and the Innovation of Contemporary Chinese Philosophy“. In Proceedings of the 2018 2nd International Conference on Economic Development and Education Management (ICEDEM 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icedem-18.2018.14.

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Zhu, Xia, Fangqin Xu und Zhongyun Jiang. „Study on Engineering Educational Accreditation Based on Outcome Based Education philosophy“. In 7th International Conference on Humanities and Social Science Research (ICHSSR 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210519.239.

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Clara de Melo, Anaína. „Teaching law in basic education: research method“. In XXVI World Congress of Philosophy of Law and Social Philosophy. Initia Via, 2015. http://dx.doi.org/10.17931/ivr2013_wg165_03.

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V'yunov, P. N. „Educational management as a strategy for the development of education: historical aspect“. In Scientific dialogue: Questions of philosophy, sociology, history, political science. ЦНК МОАН, 2020. http://dx.doi.org/10.18411/spc-01-06-2020-09.

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Guryanova, Anna Victorovna. „THE DESTINY OF PHILOSOPHY IN THE DIGITAL AGE“. In Russian science: actual researches and developments. Samara State University of Economics, 2020. http://dx.doi.org/10.46554/russian.science-2020.03-1-431/436.

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Philosophy and Humanities, their place and role in the society and culture of the digital epoch are analyzed in the article. The position of philosophy in the modern educational system is considered. The typical setting of nowadays for the formation of a "one-dimensional person" - a narrow-profiled specialist - is criticized. The forecasts for the future of humanitarian education and philosophy of the leading theoreticians and experts of the digital era are cited. It’s concluded that the role of philosophy in the digital age is to create the new life-affirming meanings and preserve previous worldview standards that have confirmed their validity and effectiveness throughout history.

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Grebeshev, Igor, und Sergey Nizhnikov. „Sergey Hessen's Philosophy of Education“. In 2016 International Conference on Contemporary Education, Social Sciences and Humanities. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/iccessh-16.2016.1.

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Berichte der Organisationen zum Thema "Education philosphy"

Шестопалова (Бондар), Катерина Миколаївна, und Олена Петрівна Шестопалова. Support of Inclusive Education in Kryvyi Rig. Padua, Italy, 2019. http://dx.doi.org/10.31812/123456789/3234.

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An analysis of the system of training, the implementation of a pilot project "SUPPORT OF INCLUSIVE EDUCATION IN KRYVYI RIG". The team that worked in project by GIZ (Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ) GmbH) create strategy for training teachers that include 6 modules: 1) regulatory and legislative framework for inclusive education; 2) inclusion ethics and philosophy; universal design and reasonable accommodation of educational space; 3) support team: interdisciplinary interation; algorithm of provision of psycho-pedagogical, corrective and development services; 4) individualization of the educational process; 5) competences of the teacher in inclusive education: strategies of teaching in inclusive education, method of collaborative learning, integration of technology into the discipline teaching methods, peculiarities of formation of mathematical concepts in children with special needs, difficulties with reading mastering and correction of dyslexia in children with special educational needs, correction and development of sense side of reading, development of intelligence of a child with SEN with the help of kinesiology methods, cooperation of teacher, psychologist and parents of a child with special educational needs, five levels can be associated with parents engagement; 6) work with children with behavior problems; resource room as the method of a child specific sensor needs satisfaction.

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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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The paper considers the role of philosophy and philosophical disciplines as the means of forming general cultural competences, in particular, in the development of critical thinking. The article emphasizes that the process of forming over-subject and soft skills, which, as a rule, include also critical thinking, gets much more complicated under the conditions of the reduction in the volume of philosophical courses. The paper grounds that one of the ways to “return” philosophy to educational programmes can be the implementation of training, using the e-learning environment, especially Moodle. In addition, authors point to the expediency of using this system and, in general, e-learning as an instrument for collaborating students to the world’s educational community and for developing their lifelong learning skills. The article specifies the features of providing electronic support in philosophy teaching, to which the following belongs: the difficulty of parametrizing the learning outcomes; plurality of approaches; communicative philosophy. The paper highlights the types of activities that can be implemented by tools of Moodle. The use of the following Moodle test tasks is considered as an example: test control in the flipped class, control of work with primary sources, control of self-study, test implementation of interim thematic control. The authors conclude that the Moodle system can be used as a tools of online support for the philosophy course, but it is impossible to transfer to the virtual space all the study of this discipline, because it has a significant worldview load. Forms of training, directly related to communication, are integral part of the methodology of teaching philosophy as philosophy itself is discursive, dialogical, communicative and pluralistic. Nevertheless, taking into account features of the discipline, it is possible to provide not only the evaluation function of the test control, but also to realize a number of educational functions: updating the basic knowledge, memorization, activating the cognitive interest, developing the ability to reason and the simpler ones but not less important, – the skill of getting information and familiarization with it.

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Burnett, Cathy. Scoping the field of literacy research: how might a range of research be valuable to primary teachers? Sheffield Hallam University, 2022. http://dx.doi.org/10.7190/shu-working-papers/2201.

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Literacy research has an important role to play in helping to shape educational policy and practice. The field of literacy research however is difficult to navigate as literacy has been understood and researched in many different ways. It encompasses work from psychology, sociology, philosophy and neuroscience, literary theory, media and literacy studies, and methodologies include a range of qualitative, quantitative and mixed methods approaches. In mapping this complex field, I draw on a systematic ‘scoping survey’ of a sample of peerreviewed articles featuring literacy research relevant to literacy education for children aged 5-11. Studies were deemed relevant if they: addressed literacy pedagogies and interventions; and/or provided pertinent insights (e.g. into children’s experiences of literacy); and/or offered implications for the range and scope of literacy education. The results of this survey are important in two ways. Firstly they help to articulate the range of literacy research and the varied ways that such research might speak to literacy education. Secondly they challenge easy distinctions between paradigms in literacy research. Recognising this complexity and heterogeneity matters given the history of relationships between literacy policy and practice in countries such as England, where polarised debate has often erased the subtle differences of perspective and confluence of interest that this survey illuminates. Based on the results of this survey I argue that an inclusive approach to literacy research is needed in educational contexts. Otherwise alternative and/or complementary ways of supporting children’s literacy learning may be missed, as will important possibilities for literacy education and children’s current and future lives.

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Fedorenko, Elena H., Vladyslav Ye Velychko, Svitlana O. Omelchenko und Vladimir I. Zaselskiy. Learning free software using cloud services. [б. в.], Juli 2020. http://dx.doi.org/10.31812/123456789/3886.

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The article deals with the use of cloud technology services in the study of free software. Free software is a social phenomenon based on the philosophy of freedom and the right to intellectual creative activity. To date, a significant number of software products have been created that are licensed under free software and not used in educational activities. The conducted research revealed the factors promoting and hindering the use of free software in educational activities. Conducted questionnaires, analysis of open data, research of scientists made it possible to conclude on the expediency of using free software in educational activities. Cloud technology is not only a modern trend of effective use of information and communication technologies in professional activity, but also a proven tool for educational activities. To get acquainted with the free software, the use of cloud technologies has been helpful, which is the goal of our research.

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Maksimenko, L. A., und G. V. Gornova. Candidate's exam in the discipline "History and philosophy of science" : a textbook for organizing independent educational and research work on an abstract on the history of medicine. OFERNIO, November 2020. http://dx.doi.org/10.12731/ofernio.2020.24680.

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van der Steina, Aija, Agita Lūse, Liene Rācene, Nadežda Pazuhina und Diāna Popova. Mindful Tourism Services for People with Mental Impairment. Situation Scan: Latvia, 2021. Institute of Philosophy and Sociology of the University of Latvia, September 2021. http://dx.doi.org/10.22364/mtspmi.2021.

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The report is part of the EU Erasmus + funded project “Mindful tourism services for mentally disordered people” (MindTour). The project aims to promote and support tourism entrepreneurs to value mentally disordered clients and their families as persons and customers and help them design mindful tourism services accessible for mentally disordered people. The project is implemented in cooperation with Estonian, Belgian and Latvian higher education institutions – University of Tartu, Pärnu College (Estonia), Thomas More Mechelen-Antwerpen (Belgium), University of Latvia (Latvia), as well as leisure and tourism service providers - Pärnu Museum (Estonia), Museum Dr Guislain (Belgium) and SIA Zeit Hotel (Latvia). This report reveals the current situation in the use and accessibility of tourism services for people with mental impairment in Latvia. Researchers of the Institute of Philosophy and Sociology of the University of Latvia Agita Lūse, Liene Rācene, Diāna Popova, Nadezhda Pazuhina and Aija van der Steina researched in the autumn and spring semesters of the academic year 2020/2021, using both secondary data sources and gathering primary data through interviews with social service providers and tourism service providers, as well as participant observation and mapping of services, involving people with GRT in the consumption of tourism services.

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