Relevant bibliographies by topics / Education – Philosophy

Academic literature on the topic 'Education – Philosophy'

Author: Grafiati
Published: 4 June 2021
Last updated: 29 July 2024

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Journal articles on the topic "Education – Philosophy"

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Muttaqin, Ali. "Implikasi Aliran Filsafat Pendidikan dalam Pengembangan Kurikulum Pendidikan Islam." DINAMIKA : Jurnal Kajian Pendidikan dan Keislaman 1, no. 1 (February 3, 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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Mardonov, Ravshan. "Eastern Philosophy Of Education And Educational Policy: Features And Priorities." American Journal of Social Science and Education Innovations 03, no. 02 (February 28, 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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Do Carmo da Silva, Dom Virgílio. "John Dewey’s Thought of Civic Education in ‘Democracy and Education’." Diálogos 1 (November 17, 2016): 117–24. http://dx.doi.org/10.53930/27892182.dialogos.1.116.

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To draw a relation between philosophy and education is not an easy task. However, such task is doable when this relation is approached through a philosopher or, even better, a philosopher from the field of education. Such approach is considered more specific and thus, deeper because it is possible to gauge the relation by looking for its relevance. Bearing this idea in mind, I would like to present John Dewey’s view of the relation between philosophy and education. Such relation is discussed mostly in his opus ‘Democracy and Education’, which particularly highlights civic education.
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Marks, Joel. "Teaching Philosophy, Being a Philosopher." Teaching Philosophy 16, no. 2 (1993): 99–104. http://dx.doi.org/10.5840/teachphil199316220.

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Chun, Chongyoon. "Ricoeur’s dialogism and philosophy education : - Philosophy education for pre-service philosophy teachers -." Korean Journal of Rhetoric 36 (December 31, 2019): 239–64. http://dx.doi.org/10.31325/kjr.2019.12.36.239.

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NEWSOME, GEORGE L. "EDUCATIONAL PHILOSOPHY AND THE EDUCATIONAL PHILOSOPHER." Educational Theory 9, no. 2 (April 2, 2007): 97–104. http://dx.doi.org/10.1111/j.1741-5446.1959.tb01254.x.

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D'souza, Mario O. "Philosophy, philosophy of education, and the education of teachers." Interchange 23, no. 3 (September 1992): 255–64. http://dx.doi.org/10.1007/bf01450186.

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VOLKOVA, SVETLANA. "LANGUAGE, COMMUNICATION AND PHILOSOPHY OF EDUCATION." Studia Humanitatis 21, no. 4 (December 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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Honcharenko, Olga. "Philosophy and Philosophical Education in Kazimierz Twardowski’s Interpretation." Filosofiya osvity. Philosophy of Education 18, no. 1 (June 24, 2016): 221–37. http://dx.doi.org/10.31874/2309-1606-2016-18-1-221-237.

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Philosophy determination, its place and purpose in human life and society is the eternal philosophical problem. In this paper the reader is suggested to analyze the attempt of its solving by outstanding Polish philosopher Kazimierz Twardowski. Free from the extremes of metaphysics and minimalism, Kazimierz Twardowski’s philosophy has not only created the conditions for philosophical culture development, but has also brought up a pleiad of philosophically educated scientists. What are the peculiarities of Kazimierz Twardowski’s philosophy? On the bases of philosophical papers analysis, scientific and historical definition of the concept of philosophy has been carried out. It is proved, that the scientific concept of philosophy, as one of the components of polylogue manifestation of the human spirit, dissolves in historical concept of philosophy. Such philosophy understandingbrought the philosopher to the conclusion about vital human and social necessity in philosophy. If a man and society do not feel the necessity in philosophy, due to the lack of their spiritual culture, this necessity should be grown. Therefore, the care about philosophical education was one of the main goals of Twardowski’s life. The scientist interpreted philosophical education as a part of general education. He determined philosophy studies as a way of life and a school of thinking. Due to this, Twardowski believed that method studying as natural means of knowledge and self-cognition is a humane act promoting creating man’s own view of the world. Special understanding of the philosophy and the background of its development – philosophical education by talented scientist and teacher – encourages reflection on the problems in the field of Ukrainian philosophy. Philosophical and pedagogical understanding of Twardowski’s experience is relevant in the context of increasing complexity of modern relationships between a man and society.
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Das, Rolla. "Sundar Sarukkai on Indian Higher Education: Quality, Excellence in Neoliberal Times." Tattva - Journal of Philosophy 10, no. 1 (January 1, 2018): 89–93. http://dx.doi.org/10.12726/tjp.19.6.

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Sundar Sarukkai is a philosopher and is currently associated with the National Institute of Advanced Studies, Bangalore as a Professor of Philosophy. His research interests range from philosophy of science, philosophy of mathematics, postmodernism, phenomenology to philosophy of art. A critical philosopher whocan, with élan, and a certain sense of analytical rigour, transverse the philosophical terrains between the Western and Indian traditions. He has authored several books, such as Translating the World: Science and Language (2002), Philosophy of Symmetry (2004) and Indian Philosophy and Philosophy of Science (2005). Hehas earned his doctoral degree from Purdue University, USA following which he has been associated with several institutes such as Indian Institute of Advanced Studies, Manipal University and National Institute of Advanced Studies, Bangalore. He has been the Founder-Director, Manipal Centre for Philosophy and Humanities, Manipal University, Manipal. He can be reached at sarukkai@nias.iisc.ernet.in
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Dissertations / Theses on the topic "Education – Philosophy"

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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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Башлак, Ірина Анатоліївна, Ирина Анатольевна Башлак, and 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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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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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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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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gallego, brady s. "COUNTER-PROPAGANDA EDUCATION: A CRITICAL POSTMODERN PHILOSOPHY OF EDUCATION." CSUSB ScholarWorks, 2015. https://scholarworks.lib.csusb.edu/etd/127.

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Philosophy of education not only forms the background for curriculum construction and pedagogy but there is a connection between epistemology and education within the economic power structure of society in the United States (Aronowitz & Giroux, 1993/1991, p. 88). Public education in the United States often functions as a propaganda delivery system which conserves the economic power structure by use of a conservative and objectivist philosophy of education which instrumentalizes education into vocational preparation, compliance to a governing ideology and uncritical acceptance of knowledge as absolute truth (Aronowitz & Giroux, p. 22). This project aims to construct a philosophy of education which could transform the education system into a counter-propaganda institution with the potential to transform the power structure of society. A critical postmodern philosophy of education which synthesized critical and postmodern philosophies of education would emphasize epistemological skepticism, counter-propaganda knowledge construction and social transformation (Aronowitz & Giroux, p.22). In addition, the project contains a literature review of critical theory, postmodern theory and critical postmodern theory on education as well as theory on a critical postmodern philosophy of history education, philosophy of correctional education and ideas for the implementation of the philosophy of education into specific pedagogical and curricular practices. Attached to this manuscript is a PowerPoint presentation focused on stimulating discussion of this philosophy of education.
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JUNIOR, CARLOS MONTEIRO. "PHILOSOPHY, RHETORIC AND EDUCATION IN ISOCRATES." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2016. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=27940@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO
COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
PROGRAMA DE SUPORTE À PÓS-GRADUAÇÃO DE INSTS. DE ENSINO
A presente tese pretende analisar o modo como a educação filosófica era identificada, pensada e discutida na Atenas do século IV a.C., especificamente em sua interseção com a retórica. Para isso, optamos por utilizar os textos e o pensamento de Isócrates como principal referência, destacando neles os movimentos existentes de identificação da filosofia e de sua educação. Um dos objetivos centrais desta tese é destacar a importância de Isócrates nesse processo de formação da filosofia grega, ressaltando o grande valor dos textos desse autor na análise arqueológica da educação filosófica. A partir desse tema, chegaremos a uma discussão sobre o papel do filósofo na formação dos cidadãos, tema que se tornou bastante frequente nas universidades brasileiras nas últimas décadas após a obrigação legal que inseriu a disciplina filosofia na Educação Básica em todo o país. Acreditamos que analisar esse período embrionário da filosofia, no qual ela foi pensada como um instrumento imprescindível para a formação cívica dos cidadãos, pode estimular reflexões e inquietações acerca do papel dado ao pensamento filosófico na formação dos jovens atualmente, mesmo que sejam outros os valores propostos e o contexto cultural em questão.
This thesis aims to analyze how the philosophical education was identified, considered and discussed in IV century BC Athens, specifically at its intersection with the rhetoric. For this, we chose to use the texts and the thought of Isocrates as the main reference, highlighting the flows identification of philosophy and their education. A central objective of this thesis is to underline the importance of Isocrates in this formation process of Greek philosophy, emphasizing the great value of the texts of this author in the archaeological analysis of philosophical education. From this issue, we will come to a discussion of the philosopher s role in the education of citizens, an issue that has become quite common in Brazilian universities in recent decades after the legal obligation that entered the philosophy discipline in basic education throughout the country. We believe that analyzing this embryonic period of philosophy, in which it was conceived as an essential tool for civic education of citizens, can stimulate reflections and concerns about the role given to philosophical thought in the formation of young people today, even if the values and cultural context in question are others.
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Bitters, Todd Aaron. "The Philosophy of Richard Rorty Interpreted as a Literary Philosophy of Education." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1403973904.

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Books on the topic "Education – Philosophy"

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Bulgakova, Irina, and 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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Peter, Preece, and University of Exeter. School of Education., eds. Philosophy and education. Exeter: University of Exeter, School of Education, 1987.

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

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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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Korte, Russell, Mani Mina, Stephen Frezza, and David A. Nordquest. Philosophy and Engineering Education. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-79207-6.

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Heywood, John, William Grimson, Jerry W. Gravander, Gregory Bassett, and John Krupczak. Philosophy and Engineering Education. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-03761-0.

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Chesky, Nataly Z., and Mark R. Wolfmeyer. Philosophy of STEM Education. New York: Palgrave Macmillan US, 2015. http://dx.doi.org/10.1057/9781137535467.

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Derry, Jan. Vygotsky, Philosophy and Education. Oxford: John Wiley & Sons Ltd, 2013. http://dx.doi.org/10.1002/9781118368732.

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Wain, Kenneth. Philosophy of lifelong education. London: Croom Helm, 1987.

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Anirban, Ganguli, and Jadavpur University. Centre for Sri Aurobindo Studies, eds. Education: Philosophy and practice. New Delhi: Published by Decent Books in association with Centre for Sri Aurobindo Studies, Jadavpur University, Kolkata, 2011.

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Book chapters on the topic "Education – Philosophy"

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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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Wilson, John. "Education." In Philosophy and Practical Education, 6–18. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003291251-2.

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Brody, Howard, Zahra Meghani, and Kimberley Greenwald. "Medical Education." In Philosophy and Medicine, 191–222. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-90-481-3049-8_10.

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Conference papers on the topic "Education – Philosophy"

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Semenova, E. V. "PHILOSOPHY OF ENVIRONMENTAL EDUCATION." In Духовно-нравственное образование и патриотическое воспитание: традиции и перспективы. Воронеж: Воронежский государственный лесотехнический университет им. Г.Ф. Морозова, 2023. http://dx.doi.org/10.58168/smepu2023_51-55.

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Czarnocha, Bronislaw, Maria Bicudo, and Paul Ernest. "Philosophy of Mathematics Education." In The 14th International Congress on Mathematical Education. WORLD SCIENTIFIC, 2024. http://dx.doi.org/10.1142/9789811287152_0080.

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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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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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Grebeshev, Igor, and 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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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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Bezerra de Aguiar, Ana Cecília, and Fernanda Castelo Branco Araujo. "Tax education as an instrument of social change." In XXVI World Congress of Philosophy of Law and Social Philosophy. Initia Via, 2015. http://dx.doi.org/10.17931/ivr2013_wg165_02.

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Luna, Diego. "Is it possible to have an egological model of legal education?" In XXVI World Congress of Philosophy of Law and Social Philosophy. Initia Via, 2015. http://dx.doi.org/10.17931/ivr2013_wg165_01.

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Romanenko, Inna B. "Paradigmatic Approach In Philosophy Of Education." In RPTSS 2017 International Conference on Research Paradigms Transformation in Social Sciences. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.02.130.

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McGrann, Roy T. R. "Philosophy of technology in engineering education." In 2008 IEEE Frontiers in Education Conference (FIE). IEEE, 2008. http://dx.doi.org/10.1109/fie.2008.4720598.

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Reports on the topic "Education – Philosophy"

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Savater, Fernando. Education and Citizenship in the Global Era. Inter-American Development Bank, October 2003. http://dx.doi.org/10.18235/0007949.

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Шестопалова (Бондар), Катерина Миколаївна, and 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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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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Komba, Aneth, and Richard Shukia. An Analysis of the Basic Education Curriculum in Tanzania: The Integration, Scope, and Sequence of 21st Century Skills. Research on Improving Systems of Education (RISE), February 2023. http://dx.doi.org/10.35489/bsg-rise-wp_2023/129.

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This study generated evidence on whether or not the basic education curriculum is geared towards developing problem-solving, collaboration, creativity, and critical thinking skills among those who graduate from the basic education system. It was informed by a mixed methodology research approach. The data were collected using interviews and documentary review. The findings reveal that the intention to promote 21st century skills through the basic education system in Tanzania is clear, as it is stated in various policy documents, including the Education for Self-Reliance philosophy, the 2014 Education and Training Policy and the National Curriculum Framework for Basic and Teacher Education. Furthermore, these skills are clearly reflected in every curriculum and syllabus document, yet those who graduate from the basic and advanced secondary levels are claimed to lack these skills. This suggests a variation between the enacted and the intended curriculum. We conclude that certain system elements are weak, and hence threaten the effective implementation of the curriculum. These weak system elements include limited finance, a teacher shortage, and the lack of a teacher continuous professional development programme. This research suggests that due consideration should be given to provision of the resources required for the successful implementation of the curriculum. These include, allocation of sufficient funds, the employment of more teachers and the provision of regular continuous professional development for teachers as a way to strengthen the system elements that we identified.
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Lyzanchuk, Vasyl. STUDENTS EVALUATE THE TEACHING OF THE ACADEMIC SUBJECT. Ivan Franko National University of Lviv, March 2024. http://dx.doi.org/10.30970/vjo.2024.54-55.12159.

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The article reveals and characterizes the methodological features of teaching the discipline «Intellectual and Psychological Foundations of Mass Media Functioning» on the third year of the Faculty of Journalism at Ivan Franko National University of Lviv. The focus is on the principles, functions, and standards of journalistic creativity during the full-scale war of the Russian Federation against Ukraine. As the Russian genocidal, terrorist, and ecocidal war has posed acute challenges to the education and upbringing of student youth. A young person is called not only to acquire knowledge but to receive them simultaneously with comprehensive national, civic, and moral-spiritual upbringing. Teaching and educating students, the future journalists, on Ukrainian-centric, nation-building principles ensure a sense of unity between current socio-political processes and historical past, and open an intellectual window to Ukraine’s future. The teaching of the course ‘Intellectual-Psychological Foundations of Mass Media Functioning’ (lectures and practical classes, creative written assignments) is grounded in the philosophy of national education and upbringing, aimed at shaping a citizen-patriot and a knight, as only such a citizen is capable of selfless service to their own people, heroic struggle for freedom, and the united Ukrainian national state. The article presents student creative works, the aim of which is to develop historical national memory in students, promote the ideals of spiritual unity and integrity of Ukrainian identity, nurture the life-sustaining values of the Ukrainian language and culture, perpetuate the symbols of statehood, and strengthen the moral dignity and greatness of Ukrainian heroism. A methodology for assessing students’ pedagogical-professional competence and the fairness of teachers who deliver lectures and conduct practical classes has been summarized. The survey questions allow students to express their attitudes towards the content, methods, and forms of the educational process, which involves the application of experience from European and American countries, but the main emphasis is on the application of Ukrainian ethnopedagogy. Its defining ideas are democracy, populism, and patriotism, enriched with a distinct nation-building potential, which instills among students a unique culture of genuine Ukrainian history, the Ukrainian language and literature, national culture, and high journalistic professionalism. Key words: educator, student, journalism, education, patriotism, competence, national consciousness, Russian-Ukrainian war, professionalism.
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Gregory, Scott. A life of leadership, a call to do better: A hermeneutic inquiry into the lived experience of an educator - Raw Data. Fort Hays State University Scholars Repository, 2023. http://dx.doi.org/10.58809/qphb1840.

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Eliciting lived experiences, we seek to identify those experiences that have shaped the lived practice of a career and desire to answer: (1) How have experiences informed a career? (2) What does the lived educational experiences of an educator portend for the future of education? This inquiry incorporates the lived past experiences of the co-authors. Additionally, we seek to offer a path forward for the future of the profession that we love and have been grateful to experience. This data was part of a hermeneutic inquiry research project involving myself and my father, Dr. Leonard L. Gregory. The data was recorded utilizing a phone recording and then setting up a zoom meeting whereby the audio was converted onto a word document. From there, the data was uploaded into Dedoose where it was stored and coded for initial themes. The journal entries that I made were from a personal print copy journal. I utilized this journal after the initial round of recordings with my father. I used it to jot down questions that I had from the previous meeting, and we utilized it to make notations of thoughts that we both had afterwards from the meetings we had. The text Conducting Hermeneutic Research: From philosophy to Practice by Nancy J. Moules, et al., was a key influence and outlines the use of my data according to hermeneutic standards.
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van der Steina, Aija, Agita Lūse, Liene Rācene, Nadežda Pazuhina, and 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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Abdula, Andrii I., Halyna A. Baluta, Nadiia P. Kozachenko, and Darja A. Kassim. Peculiarities of using of the Moodle test tools in philosophy teaching. [б. в.], July 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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Fedorenko, Elena H., Vladyslav Ye Velychko, Svitlana O. Omelchenko, and Vladimir I. Zaselskiy. Learning free software using cloud services. [б. в.], July 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., and 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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