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Journal articles on the topic 'Pedagogical epistemology'
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Eun, Eunsuk. "The Epistemology of Geometry and Its Pedagogical Implication." Journal of The Society of Philosophical Studies 65 (April 30, 2022): 191–245. http://dx.doi.org/10.26839/ps65.6.
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Sousa, Tairone Lima de, and André Ferrer Pinto Martins. "Gaston Bachelard e a educação: por uma pedagogia da formação." Cadernos de Pesquisa 27, no. 1 (August 7, 2020): 401. http://dx.doi.org/10.18764/2178-2229.v27n1p401-430.
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ResumoA epistemologia de Gaston Bachelard critica as formas tradicionais de ensino ao entender a educação com o sentido de formação, defendendo uma formação permanente dos sujeitos. Esse sentido de formação, no pensamento bachelardiano, percorre as duas vertentes da sua obra – a científi ca e a poética – ressaltando a impreterível necessidade da vivência do real e do irreal para a formação do sujeito. É por um processo copioso de desiludir-se, retifi car os erros e afastar os obstáculos que Bachelard entende a formação permanente do homem, que nunca se apresenta a priori objetivo, mas com um passado de erros retifi cados. Nesse contexto, o presente trabalho tem como objetivo avaliar as contribuições da epistemologia de Gaston Bachelard para o campo da educação, destacando a ideia de uma pedagogia científi ca no ensino como fundamento para o desenvolvimento e a formação de um novo espírito científi co, contrapondo-se às formas tradicionais de ensino. Para tanto, situamos o pensamento de Gaston Bachelard dentro do contexto acadêmico-fi losófi co-cultural francês, apontando os principais conceitos de sua epistemologia, e analisamos as contribuições do pensamento bachelardiano para o campo da educação, sinalizando o porquê da necessidade de uma pedagogia nova no ensino, defendida pelo autor. Esse estudo parte do pressuposto de que a epistemologia de Gaston Bachelard tem um “fundo pedagógico” ainda pouco explorado, expresso quando o autor destaca o “aspecto pedagógico” que as noções científi cas carregam. É uma pesquisa de natureza teórica sobre a obra do fi lósofo francês, assumindo a forma de uma pesquisa bibliográfi ca.Palavras-chave: Gaston Bachelard. Pedagogia Científica. Formação.Gas ton Bachelard and education: for a pedagogy of formationAbstractThe epistemology of Gaston Bachelard criticizes the traditional forms of teaching by understanding education as formation, defending a permanent formation of the subjects. This sense of formation in bachelardian thought runs along the two strands of his work - scientific and poetic - emphasizing the imperative need to experience the real and the unreal for the formation of the subject. It is by a copious process of disillusion, rectification of errors, and removal of obstacles that Bachelard understands the permanent formation of man, which never presents itself a priori objective, but with a past of rectified errors. In this context, the present work aims to evaluate the contributions of Gaston Bachelard’s epistemology to the field of education, highlighting the idea of a scientific pedagogy in teaching as a foundation for the development and the formation of a new scientific spirit, opposing to the traditional forms of teaching. To this end, we situate Gaston Bachelard’s thought within the French academic-philosophical-cultural context, pointing out the main concepts of his epistemology, and analyzing the contributions of bachelardian thought to the field of education, indicating the need for a new pedagogy in the teaching, defended by the author. This study assumes that the epistemology of Gaston Bachelard has a “pedagogical background” still unexplored, expressed when the author highlights the “pedagogical aspect” that scientific notions encompass. It is a theoretical research on the work of the French philosopher, taking the form of a bibliographical research.Keywords: Gaston Bachelard. Scientific pedagogy. Formation.Gaston Bachelard y la educación: por una pedagogía de la formaciónResumenLa epistemología de Gaston Bachelard critica las formas tradicionales de enseñanza al entender la educación como formación y defender la formación permanente de los sujetos. Ese sentido de formación, en el pensamiento bachelerdiano, presenta las dos vertientes de su obra (poética y científica) destacándose la indiscutible necesidad de la vivencia, de lo real y lo irreal, para la formación del individuo. Bachelard entiende la formación permanente del hombre como un proceso de mucha desilusión, rectificación de errores y superación obstáculos, en el que nunca se presenta el objetivo a priori. En este sentido, el presente trabajo tiene como objetivo general investigar las contribuciones de la epistemología de Gaston Bachelard en el campo de la educación, resaltando la idea de una pedagogía científica como fundamento del proceso de enseñanza para la formación y desarrollo de un nuevo espíritu científico, en contra parte a las formas tradicionales de enseñanza. Entre los objetivos específicos está ubicar la línea de pensamiento de Gaston Bachelard en el contexto académico-filosófico-cultural francés e investigar los conceptos principales de la epistemología de Gaston Bachelard analizando sus contribuciones en el campo de la educación, además de esclarecer el porqué de la necesidad de una pedagogía nueva que el autor defiende. Este trabajo está fundamentado en que la epistemología de Gaston Bachelard tiene un “fondo pedagógico” que todavía no fue suficientemente investigado, lo que queda claro cuando el autor expone el “aspecto pedagógico” del conocimiento científico. Es una investigación de tipo teórica sobre la obra del filósofo francés, por lo que puede ser considerada una revisión bibliográfica.Palabras clave: Gaston Bachelard. Pedagogía Científica. Formación.
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Feitosa, Pedro Walisson Gomes, Jolouise Ramos Correia, Thailine Francis Leite, Rodrigo Silva Nascimento, Vitor Lucas Daves de Moraes Oliveira, and Cicero Lucas Gomes Ramalho. "Registros Epistêmicos, Práticas e Saberes: Experiências de um Encontro Pedagógico Realizado pelo Observatório Maria Parteira / Epistemic Records, Practices and Knowledge: Experiences of a Pedagogical Meeting Held by the Maria Midwife Observatory." ID on line. Revista de psicologia 16, no. 61 (July 31, 2022): 204–9. http://dx.doi.org/10.14295/idonline.v16i61.3523.
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Resumo: Este trabalho tem por objetivo apresentar as experiências do I Círculo de Saberes – Colhendo a cura e as tradições caririenses, desenvolvido pelo Observatório de Práticas Culturais em Saúde, junto ao projeto Raízes da Cura e o coletivo Urucongo de artes, discutindo sobre o ofício das meizinheiras e o uso de plantas medicinais. Com participação de meizinheiras, estudantes e professores, o encontro remoto proporcionou a construção de aprendizados e respeito à epistemologia em saúde popular.Palavras-chave: Saúde coletiva; Epistemologia; Práticas culturais; Saúde popular. Abstract: This work aims to present the experiences of the I Círculo de Saberes – Colhendo a cura e as traditions Caririenses, developed by the Observatory of Cultural Practices in Health, together with the Raízes da Cura project and the Urucongo arts collective, discussing the craft of meizinheiras and the use of medicinal plants. With the participation of meizinheiras, students and teachers, the remote meeting provided the construction of learning and respect for epistemology in popular health.Keywords: Collective health; Epistemology; Cultural practices; People's health.
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Sobczak, Sławomir. "Max Scheler’s Epistemology of Values as the Basis for Pedagogical Thinking." Annales Universitatis Mariae Curie-Skłodowska, sectio J, Paedagogia-Psychologia 30, no. 3 (February 2, 2018): 17. http://dx.doi.org/10.17951/j.2017.30.3.17.
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Vujisic-Zivkovic, Natasa. "The role of pedagogical historiography in forming pedagogical knowledge." Zbornik Instituta za pedagoska istrazivanja 40, no. 2 (2008): 257–73. http://dx.doi.org/10.2298/zipi0802257v.
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This paper discuses the role of pedagogical historiography in forming pedagogical knowledge, both from the aspect of history and from the aspect of the present status of this discipline. Our aim is to observe the problems of pedagogical historiography, as a scientific and teaching discipline, in the context of forming of pedagogical knowledge. The process of transformation of heuristic function of the history of pedagogy is analyzed - from the traditional approach which emphasizes its role in forming pedagogical culture to the orientation of historical research and education in pedagogy towards theoretical and professional knowledge. The development of history of pedagogy as a scientific discipline is mostly observed through three phases: the first, focused on research of the development of pedagogical ideas and/or school system, lasted until the 1960s, when it was replaced by social history of education, while today it is mostly spoken about the 'cultural history of education'. The evolution of pedagogical historiography is also followed by the changes in its relation towards theory and practice of education, which is especially dealt with in this paper. In the conditions of radical changes in epistemology of social sciences and university reform, pedagogical historiography faces the question of its own relevance.
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Blomberg, Doug. "An “Epistemology” of Teaching." Philosophia Reformata 64, no. 1 (December 17, 1999): 1–14. http://dx.doi.org/10.1163/22116117-90000571.
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When parents see their children’s problems as opportunities to build the relationship instead of as a negative, burdensome irritation, it totally changes the nature of parent-child interaction.... When a child comes to them with a problem ... their paradigm is, “Here is a great opportunity for me to really help my child and to invest in our relationship.”... [S]trong bonds of love and trust are created as children sense the value parents give to their problems and to them as individuals (Covey 1989: 203). Many of us will know the scenario: sitting peacefully in a chair after a hard day’s work, reading a novel and listening to some music, when in comes a teenager with a tale to tell, perhaps a burden to share. Our relaxed restfulness is interrupted, a problem is presented: how do we respond? Parents such as Covey describes focus on building the bonds of trust: they choose to know the situation as ethically-qualified; they are responsive to the “pedagogical moment” (Van Manen 1991). While entering empathically into their child’s concerns, they continue to attend to the norms of faithfulness that obtain in such a situation with a special force.
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Carley, Robert. "Riotous Epistemology: Open Referentiality and Reconfigured Temporalities in AK Thompson’s Black Bloc, White Riot." Theory in Action 14, no. 1 (January 31, 2021): 71–84. http://dx.doi.org/10.3798/tia.1937-0237.2105.
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This paper suggests that AK Thompson’s text be viewed through the twin lenses of what I describe as “open referentiality” and “reconfigured temporalities” in order to broadly understand the pedagogical and epistemological contributions of his work. I argue that Thompson’s work, at the pedagogical level, provides several reference points through which readers are invited to consider how theories, concepts, and the traditions that they are embedded in can be reinterpreted in the context of contemporary forms of social struggle, protest, demonstrations, and direct action. I connect the pedagogical aspects of Thompson’s work to their epistemological underpinnings arguing that Thompson’s work produces a phenomenology of thought and action that, taken in consort with his pedagogical invitation to reconsider aspects of radical and critical traditions, provides a riot in the epistemological frameworks that settle or partition (radical and critical) traditions of thought. I explore this idea by discussing how Black Bloc White Riot provided a means for me to rethink the contributions of Antonio Gramsci to contemporary social movement studies. [Article copies available for a fee from The Transformative Studies Institute. E-mail address: journal@transformativestudies.org Website: http://www.transformativestudies.org ©2021 by The Transformative Studies Institute. All rights reserved.] KEYWORDS: AK Thompson, Black Bloc White Riot, Critical Theory, Radical Theory, Direct Action, Antonio Gramsci.
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Hyslop-Margison, Emery J. "The Failure of Critical Thinking: Considering Virtue Epistemology as a Pedagogical Alternative." Philosophy of Education 59 (2003): 319–26. http://dx.doi.org/10.47925/2003.319.
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Luft, Eric v. d. "The Pedagogical Primacy of Language in Mental Imagery: Pictorialism vs. Descriptionalism." Journal of Aesthetic Education 56, no. 3 (October 1, 2022): 1–24. http://dx.doi.org/10.5406/15437809.56.3.01.
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Abstract This paper argues for the primacy of language over vision as a means of communication. Words convey information more clearly, accurately, reliably, and profoundly than images do. Images by themselves give only impressions; they do not denote, unless accompanied by some sort or level of description. Also, any visual image, whether physical or mental, unless it is eidetic, must involve some degree of interpretation, interpolation, or description for it to be capable of conveying information, having meaning, or even being intelligible. Pictorialism is the theory that mental imagery is visual, while descriptionalism holds that mental imagery is nonvisual. As an epistemology, pictorialism supports representationalism as a philosophy of art. The poverty and limitations of representational theories of art militate against pictorialism. Descriptionalism as an epistemology supports several versions of symbolist theories of art. The richness and versatility of symbolic interpretations of art works support descriptionalism. Pictorialism fails the test of consistency unless eidetic imagery exists. Any pictorialism that claims support from noneidetic imagery or invokes the photographic fallacy is in fact a crypto- or quasi-descriptionalism. Since the photographic fallacy denies eidetic imagery, it is invalid and misbegotten as a defense of pictorialism. The interplay between the richness of visual images and the precision of verbal descriptions is a key element in developing a comprehensive pedagogy of aesthetics.
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Heikkinen, Hannu L. T. "Developing pedagogical practices under umbrellas of different colours." Eesti Haridusteaduste Ajakiri. Estonian Journal of Education 7, no. 2 (November 1, 2019): 23–39. http://dx.doi.org/10.12697/eha.2019.7.2.02b.
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The aim of this article is to introduce different ways to conceptualise approaches aimed at improving practices by combining practitioners’ professional work and research. In historical terms, the oldest of these approaches is action research which was introduced in the 1940’s. Thereafter, approaches combining practical work with academic aspirations have been conceptualised in a number of ways, such as design research, translational research, developmental work research (DWR) and practitioner research, and their numerous versions and combinations. Secondly, the purpose of this paper is, from a philosophical and theoretical perspective, to examine the relationship between theoretical and practical aims of research by integrating Aristotle’s classical views on epistemology with the theory of knowledge and human interests of Jürgen Habermas. The methodological approach of this article is a theoretical and philosophical analysis of the literature.
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Jacobson, Michael J., Hyo-Jeong So, Timothy Teo, June Lee, Suneeta Pathak, and Hans Lossman. "Epistemology and learning: Impact on pedagogical practices and technology use in Singapore schools." Computers & Education 55, no. 4 (December 2010): 1694–706. http://dx.doi.org/10.1016/j.compedu.2010.07.014.
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Luitel, Bal Chandra, and Niroj Dahal. "Conceptualising Transformative Praxis." Journal of Transformative Praxis 1, no. 1 (October 3, 2020): 1–8. http://dx.doi.org/10.3126/jrtp.v1i1.31756.
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Transformative praxis covers a wide range of scholarly pursuits for social change via reflexive research and practice. Praxis is used to raise the consciousness of researchers, participants and social actors through a constant embracing of a critical stance toward text, discourse, and the lifeworld. A host of images are used to conceptualise the notion of transformative praxis as epistemology, theory, methodology, professional development, genres and logics, and empowerment. Transformative praxis as epistemology refers to multiple ways of knowing embedded in critiquing, reconceptualizing self, and envisioning; whereas transformative praxis as theory is informed by the critical scholarship of strengths and limitations of theories, philosophies, and perspectives as a means for social change. Our ideas of transformative praxis as methodology are embedded in the commitments of researchers and practitioners to engage in the process of holistic meaning making. Reflexive engagement of researchers and practitioners in the lifeworld contributes to the conceptualisation of transformative praxis as professional development. Transformative praxis as empowerment draws upon the ongoing discourse of an emancipatory interest that emphasises autonomy, responsibility, and criticality. The articles in this issue focus on developing cosmologically responsible educational processes, deviance as pedagogical action, holistic learning, and pedagogical change through multiparadigmatic research processes.
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Girault, Bénédicte. "From Didactics to the Epistemology of History A Shared Reflexivity." Annales (English ed.) 70, no. 01 (March 2015): 199–209. http://dx.doi.org/10.1017/s2398568200001084.
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Abstract Behind the complex issue of the relationship between the professionalization of teacher training and the spaces where academic and disciplinary knowledge is produced lie questions about the very nature of historical research. This paper suggests that the reflexive practices of professional historians and of those who teach history can be a meeting ground for scientific, didactic, and pedagogical questions that concern secondary schools and universities alike. In terms of the training of future history teachers, this implies combining the acquisition of historical knowledge and a personal, hands-on experience of researching and writing history from the very beginning of the learning process.
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Vieira, Camila Kuhn, Carine Nascimento da Silva, Bibiana Medeiros Araujo, and Vaneza Cauduro Peranzoni. "A Teacher knowledge as a student: socialization practices by pedagogical reflection." International Journal for Innovation Education and Research 8, no. 1 (January 31, 2020): 205–12. http://dx.doi.org/10.31686/ijier.vol8.iss1.2151.
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The teaching knowledge starts from the premise of reflection and dialogue of the practices experienced by the teacher. Thus, the objective of this research is to analyze the main discussions of the research project ‘Teaching Knowledge of Students of the Pedagogy Course - PARFOR (National Program for Basic Education Teacher Training). The method adopted was through dialogued workshops, with a total of four workshops with themes and discussions about teaching knowledge, entitled as: ‘The teaching practice in the classroom’; ‘I woman, I academic’; ‘Pleasure and Suffering in teaching practice’; ‘The academic life’. The new epistemology of knowledge leads the teacher to reflect in a critical perspective to find a solution, but also to learn new knowledge and transmit in their work / school context.
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Shipovalova, L. V., and R. I. Gallyamov. "Intellectual Virtues in Education: Digital Challenges." Vysshee Obrazovanie v Rossii = Higher Education in Russia 31, no. 10 (October 19, 2022): 56–68. http://dx.doi.org/10.31992/0869-3617-2022-31-10-56-68.
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The study discusses the issue arising at the intersection of the virtue epistemology, the philosophy of education, and the contemporary philosophy of technology. Education turns out to be a field of application of the virtue epistemology, and attention to digital technologies gives it an expanded character. From an epistemological point of view, it is obvious that intellectual virtues have advantages in the field of education, concretizing its goals, justifying the acquisition of knowledge, endowing educational practices with value meaning. However, from a pedagogical point of view, there are doubts on the possibility of including intellectual virtues in specific educational strategies. The hypothesis is that it is precisely because of the interaction of digital technologies and intellectual virtues that the latter can become a distinct concern in education. In the first section, we analyze the intellectual virtues in relation to education and explicate the issue. In the second, we clarify the approach of the virtue epistemology to the education by including digital technologies in these practices. We demonstrate that the action of digital technologies provokes the “breaking” of intellectual virtues, which makes it necessary and concrete to move towards them. We relate the understanding of such provocative action with not only instrumental, but also social character of technologies. As a result, we expand the virtue epistemology, which does not consider this aspect, by referring to the critical theory of technology and offer the basis for improving specific educational strategies.
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Galante, Peter, and Kevin W. Tharp. "Preparing Student Sojourners for Cultural Immersion in Multiple User Virtual Environments." International Journal of Social and Organizational Dynamics in IT 2, no. 3 (July 2012): 48–58. http://dx.doi.org/10.4018/ijsodit.2012070104.
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This paper examines the results of student reflections of their interactions in Second Life (SL) which were prompted by required class related activities. The research methodology used was qualitative meta-analysis based on a grounded theory approach. A theoretical framework based in a constructivist epistemology was used to examine cultural and pedagogical implications of introducing students to a virtual environment as part of a classroom experience. Data was gathered from two different populations, one consisting of undergraduate students utilizing SL as a pedagogical tool for learning visual literacy elements in an introductory photo class, the other consisting of graduate students in a Learning Technology course exploring SL to understand its potential for teaching and training. Examination of student reflections revealed remarkably similar results between groups with respect to their immersion into the SL environment and related culture. Analysis of the student reflections provide insight into pedagogical preparations that should be considered before introducing students into a Multiple User Virtual Environment (MUVE).
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Kuby, Candace R., and Rebecca C. Christ. "Productive Aporias and Inten(t/s)ionalities of Paradigming: Spacetimematterings in an Introductory Qualitative Research Course." Qualitative Inquiry 24, no. 4 (February 5, 2017): 293–304. http://dx.doi.org/10.1177/1077800416684870.
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We seek to illustrate the inten(t/s)ional ways we tried to create spaces for thinking about paradigms as polyphonic and proliferating. We also share the joyful tensions of this work (hence, inten(t/s)ionalities) and specific pedagogical practices that we believe created a space for students to lean into and explore paradigms not only as a thing but also as a doing—paradigming. Our focus is to discuss (a) how some of Barad’s posthumanist theoretical concepts (e.g., ethico-onto-epistemology and intra-action) became pedagogical inspiration, and (b) through a diffractive reading of data with Barad’s concept of spacetimemattering, we were able to explore what was produced in the course. As we read posthumanist theory, the concepts not only shaped our methodology (i.e., diffractive analysis) but also became pedagogy. A posthumanist paradigm shaped our pedagogical practices as we believe that students are (becoming) qualitative inquirers through a knowing/being/doing in a material world of humans and nonhumans intra-acting.
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ALKOUATLI, CLAIRE. "Muslim Educators’ Pedagogies: Tools for Self, Social, and Spiritual Transformation." Harvard Educational Review 92, no. 1 (March 1, 2022): 107–33. http://dx.doi.org/10.17763/1943-5045-92.1.107.
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In this interpretive research study, Claire Alkouatli inquires into the pedagogical activities Sunni Muslim educators employ in sites of Islamic education that are often marginalized by stereotypes, misperceptions, and charges of anachronism and indoctrination. She invited thirty-five Muslim Canadian educators to share their perspectives on their pedagogies around teaching Islam to children and youth. Her thematic analysis of participants’ variegated descriptions coalesced into a three-theme pedagogical typology. Distinct from mainstream secular pedagogies at the levels of ontology, epistemology, and developmental psychology, Islamic pedagogies are situated within a wider conceptual paradigm. Recognizing their qualities of holism and “double cultural relevance,” they are functionally significant in teachers’ repertoires for helping young Muslims think across paradigms and may contribute to both sociocultural continuity and more equal inter-epistemic interaction in heterogeneous societies.
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Luthfi, Khabibi Muhammad. "PENERAPAN USHUL AN-NAHW DALAM PENYUSUNAN MATERI PEMBELAJARAN NAHW PEDAGOGIS." LiNGUA: Jurnal Ilmu Bahasa dan Sastra 11, no. 2 (December 29, 2016): 88. http://dx.doi.org/10.18860/ling.v11i2.3594.
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The study of Arabic syntax and the foundation is essentially in the Arab world there is a group that reconstruct the foundation in order to prepare syntactic and group developing pedagogical syntax essentially Arab and foundation combined with Western linguistics, but do not link it with language learning. This article would describe the concept of syntax as a basic foundation of Arabic linguistics epistemology that could be the basis of linguistic pedagogical education in Arabic. Furthermore, this article would identify its application in the preparation of teaching materials for students of pedagogical syntax Indonesia. While the study of Arabic syntax and essentially foundation in Indonesia, many educational institutions Arabic ignore their correlation. Based on linguistic approach to educational and library data analyzed by the text of discourse found that the basic foundation of Arabic syntax is the sama', qiyas, ijma', ta'lil, ta'wil, istihsan 'amil and istishhab. The application of the basic foundation of syntax as the basis for the preparation of learning materials is a pedagogical syntactic analysis of the basic foundations of syntax in generating syntax, allowance rules of syntax, classification of syntactic descriptive elements, comparing element with Indonesian and Arabic syntax and arrrange the teaching materials.
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Cifuentes, José Carlos, and Lucimar Donizete Gusmão. "Epistemology and rationality of intuition and imagination in the field of mathematics." Revista Pesquisa Qualitativa 8, no. 18 (October 7, 2020): 503–23. http://dx.doi.org/10.33361/rpq.2020.v.8.n.18.342.
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This paper aims to contribute to the clarification of the role of mathematical intuition and imagination in the constitution of mathematical knowledge, evidencing its epistemological and procedural characteristics. For that, an "epistemology of intuition and imagination" in the field of mathematics is outlined (suggested) emphasizing the need to adopt a dynamic conception of mathematics. In this context, intuition and imagination present themselves as forms of mathematical experience that give access, through paths that are not purely logical, to mathematical knowledge. Its epistemological and rationality characteristics, a rational of a non-logical nature, are highlighted by several examples, resources for moving the ideas involved. The epistemological study of intuition and imagination also allows highlighting its ontology, constituted of more relations than objects. From the pedagogical point of view, we discuss the formative character of philosophical studies involving intuition and imagination, mainly related to creativity in mathematics. Keywords: Mathematical knowledge; Mathematical experience; Epistemology of intuition and imagination; Creativity in mathematics.
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Jenkins, Simon. "The deconstruction and reconstruction of sports coaching: An interview with Professor Robyn Jones." International Journal of Sports Science & Coaching 12, no. 4 (August 2017): 413–20. http://dx.doi.org/10.1177/1747954117718019.
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Robyn Jones is arguably the world’s leading researcher and scholar in the microsociology of sports coaching. Viewing coaching as a ‘complex socio-pedagogical process’ he has drawn especially from Erving Goffman’s work on stigma, interaction and impression management, in addition to educational perspectives such as Nel Noddings’ feminist ethic of care. This article and the accompanying commentaries from Robyn’s current and past doctoral students, as well as some colleagues from academia, is focused on the ontology, epistemology and methodology of research in sports coaching.
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Oppong, Seth. "Indigenizing Knowledge for Development: Epistemological and Pedagogical Approaches." Africanus: Journal of Development Studies 43, no. 2 (March 10, 2017): 34–50. http://dx.doi.org/10.25159/0304-615x/2300.
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Possessing endogenous knowledge can help Africans formulate practical solutions to our problems that best fit our circumstances to improve our livelihood. Endogenous knowledge can be considered as knowledge about the people, by the people and for the people. This suggests that economic progress is most likely to occur in societies that succeed in linking their knowledge base to innovation systems. But can Africans create such indigenous knowledge? This paper outlines an approach that suggests modification in the current epistemology and pedagogy applied in teaching, learning and research. It is being proposed here that the African scholar should adopt a problem-oriented approach in conducting research as opposed to the current method-oriented approach that prevents the African from examining pertinent African problems. Pedagogy should also change from single-loop learning in which assumptions underlying western theories and concepts are not examined to double-loop learning. In addition, there is the need to revise the training of the next generation of African scholars and modes of knowledge dissemination. The African scholar must be educated on how to apply critical theory to screen imported knowledge. African universities should also rely less on publications in the so-called international journals as the criterion for staff promotion and rather rely more on publications in domestic journals, staff contribution to solving African problems and the number of postgraduates successfully supervised. The journey to creating indigenous knowledge will be long. As such, a ‘front’ should be nurtured to clear the path.
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Mutiono, Mutiono, Sarwititi Sarwoprasodjo, Sudarsono Soedomo, and Heri Budianto. "Komunikasi Pedagogis Pendidikan Tinggi Kehutanan dalam Perspektif Kritis." Jurnal Komunikasi Pembangunan 16, no. 2 (March 24, 2019): 172–85. http://dx.doi.org/10.46937/16201825630.
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The emergence of various forest resources problem in Indonesia, pragmatically could not be launched from the processes that occured in higher education. As a manifestation of development communication events, pedagogical communication that occurs in forestry education was important to be observed. This paper aims to explain the facts that occured in the teaching and learning process at the selected Faculty of Forestry, including to explain epistemology that form those facts. The research paradigm is a critical paradigm in qualitative research. Samples were taken purposively by conducting classroom observations, in-depth interviews with students and lecturer, desk study and conducting Focus Group Discussion. The results of this research show that there are facts which lead to the ineffectiveness of pedagogical communication. There are at least 8 issues that became the impetus for the occurrence of such ineffectiveness. The situation has made the message construction thus was not carried but only administrative issues answered in ongoing pedagogical communication. It makes a silent culture increasingly wide spread and inquiries that build students awareness of being not able to grow.
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Laffin, Marcos, and Sonia Maria da Silva Gomes. "Formação do professor de contabilidade: O tema em debate." education policy analysis archives 24 (July 25, 2016): 77. http://dx.doi.org/10.14507/epaa.24.2372.
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The objective of this paper is to present the results of research that examined articles published in journals, whose subject matter was the accounting professors’ pedagogical training within the Stricto Sensu postgraduate degree in accounting in Brazil. Thus, the research problem was to recognize and discuss the articles’ contributions to the pedagogical training. The methodology was exploratory and the procedures involved a literature research with qualitative approach to content analysis. Based on Sacristan (1995), Brandão (2002), Santos Neto (2004), and Laffin (2005), the article presents a discussion about teaching and arguments from these authors about the need for principles in pedagogical training for accounting professors in the Stricto Sensu postgraduate program. It appears that under the Stricto Sensu postgraduate programs in accounting the teachers’ training does not assume an expression of working appropriation to teach. On the one hand, intellectual production, as a way to respond to the external evaluation, is emphasized; on the other, the ground work, under the aegis of teaching epistemology, is subsumed to the production to carry out their work.
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Jorge, Juliana Macedo Balthazar, and Vânia de Fátima Matias de Souza. "DIÁLOGOS E REFLEXÕES ACERCA DAS CONTRIBUIÇÕES DA PSICOLOGIA HISTÓRICO-CULTURAL E DA PEDAGOGIA HISTÓRICO-CRÍTICA PARA A EDUCAÇÃO INFANTIL." COLLOQUIUM HUMANARUM 17, no. 1 (May 26, 2020): 75–92. http://dx.doi.org/10.5747/ch.2020.v17.h459.
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The present study aims to bring into light reflective dialogues over child development from the contributions brought by cultural-historical psychology and critical-historical pedagogy in the field of early child education. The bibliographic-analytical research supports its analyses in the epistemology of the dialectical-historical materialism when the human development conditioned to the real circumstances of existence is understood. The thematic categories found in the analyzes were the periodization of child development and the organization of its teaching practices, which restated that the historical totality permeated by the conditions of life and education are determining factors for psychic development. As consequence, it was possible to conclude that the pedagogical treatment based on the theoretical matrices presented for early child education, proposes a break of the naturalist conception, emphasizing the need for pedagogical intentionality based on the periodization of development.
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Paula, Érico Lopes Pinheiro de, and Natália Messina. "Reflexões sobre a Geografia escolar e a educação popular." Cadernos CIMEAC 6, no. 1 (July 27, 2016): 117. http://dx.doi.org/10.18554/cimeac.v6i1.1756.
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Delineado a partir de um exercício de sala de aula aplicado a alunos de instituição particular urbana no município de Aracaju-SE, este ensaio abarca questões referentes aos instrumentos e às formas em que a avaliação se apresenta no cotidiano escolar. Conferindo ênfase a Geografia escolar, foi desenvolvido um panorama relacionado as tendências pedagógicas, inspirações filosóficas e práticas educativas desenvolvidas ao longo da história. Preceitos da Epistemologia Genética e da linguagem compõe os elementos que auxiliaram a compreensão da relação do desenvolvimento humano às praticas escolares. Ao final, enfatizamos que o contexto neoconservador-liberal pode limitar a ação e consciência sobre o processo de ensino – especialmente no que tange à educação popular – e, com os indícios encontrados, amplifica-se a necessidade do desenvolvimento de um trabalho contextualizado,reflexivo e crítico. Com a análise desenvolvida, deixamos sugerido que exercícios escolares como esse distanciam-se da efetiva educação popular, conforme referências nas quais acreditamos.Palavras-chave: Epistemologia Genética; Ensino de Geografia; Educação Popular; Políticas Públicas em Educação; Ensino Fundamental. ABSTRACT: Outlined from an exercise class applied to urban private school students in the city of Aracaju-SE, this paper covers issues relating to the instruments and the ways in which the evaluation is presented in everyday school life. An emphasis school Geography, developed an overview related pedagogical trends, philosophical inspirations and educational practices developed throughout history. Precepts of Genetic Epistemology and language make up the elements that helped the understanding of the relationship of human development to school practices. Finally, we emphasize that the neoconservadorliberal context can limit the action and awareness of the teaching process - especially with regard to public education - and thefound evidence, amplifies the need of developing a contextualized, reflective and critical work. With the developed analysis suggested that we leave school exercises such distancing is effective popular education, as references in which we believe.Keywords: Genetic Epistemology; Geography Education; Popular Education; Public Policies in Education; Elementary School.
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Ravindran, Aisha, Jing Li, and Steve Marshall. "Learning Ethnography Through Doing Ethnography: Two Student—Researchers’ Insights." International Journal of Qualitative Methods 19 (January 1, 2020): 160940692095129. http://dx.doi.org/10.1177/1609406920951295.
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In this article, we present the accounts of the field experiences and challenges of two graduate student-researchers practising ethnographic methodology, conducting fieldwork, and writing up “post-modern” ethnographies that are both creative and “integrative”. We describe the complexities and tensions when two student-researchers negotiated many issues in the field and “behind the desk” as they transformed the texts: epistemology and ontology, reflexivity and auto-ethnography, and writing researchers and participants in and out of accounts. We conclude with a discussion on pedagogical implications, and consider the value of learning ethnography through doing ethnography.
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Flores, Miriam Liset, and Aníbal Roque Bar. "Train to research. Epistemological and pedagogical approaches to the educational field in Education Sciences." Praxis Educativa 25, no. 1 (January 1, 2021): 1–23. http://dx.doi.org/10.19137/praxiseducativa-2021-250110.
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The article aims to reconstruct the formative-disciplinary practices that occur in the territories for disciplinary research in Education Sciences undergraduate course. For the development of the work, we position ourselves in a qualitative methodology, specifically in the case studies. In this sense, the cases selected for this study were two teams from the subjects General Didactics and History of Argentine Education, which were reconstructed from in-depth interviews with directors, researchers, undergraduate and graduate students. We fully identified three formative territories for disciplinary research: the field, the office, and the extra-institutional territories, in each of which diverse pedagogical links were configured according to the limits imposed by the epistemology of the discipline. Although each formative territory has singular connotations, there is a dialectic among them that feeds back, communicates and constitutes them.
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Strickland, Beth, and Emily Lawrence. "What's your epistemology?: Quiz design as a pedagogical tool in library & information science doctoral education." Proceedings of the Association for Information Science and Technology 52, no. 1 (January 2015): 1–3. http://dx.doi.org/10.1002/pra2.2015.145052010080.
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Bulat-Guzun, Ana. "Evaluarea progresului studenților în demersul bazat pe competențe." Revistă de Ştiinţe Socio-Umane = Journal of Social and Human Sciences 46, no. 3 (2020): 37–46. http://dx.doi.org/10.46727/jshs.2020.v46.i3.p37-46.
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The assessment is an action of knowledge about some phenomena, results of an activity, status and functionality of a system. It is realized with a distinct purpose, based on some criteria suitable to fixed objectives, in order to adopt a decision which will improve this entity. Skills paradigm is marked by an epistemological dissolution: the passing from a positivist epistemology of knowledge to a epistemology of complexity. So, assessment in Skills paradigm becomes complex, because the skill involves a series of operations: mobilization of adequate resources, verifying the relevance of these resources, their efficient transmission, contextual approach, checking the correctness of the result and so on. In this new pedagogical context specific rules will lead the design of the evaluation: focus on skills development and not strict rendering of knowledge; integration of different notions and skills already developed; fixation on complex situations integrated into families of situations. The use of criteria in skills evaluation through complex situations has multiple advantages: correct marks, capitalizing on the positive points of students, identifying students in situations of academic failure.
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Bahls, Patrick. "The Impact of Incorporating Indigenous and Other Nontraditional Ways of Mathematical Knowing into a University-Level Geometry Course." InSight: A Journal of Scholarly Teaching 17 (July 1, 2022): 15–27. http://dx.doi.org/10.46504/17202201ba.
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During the Fall 2021 semester, the author taught a university-level geometry course into which they incorporated texts and discussions on mathematics and mathematical epistemology from outside of the “Western” tradition typically centered in college math curricula. Analysis of student survey responses and students’ reflections on their work offer some evidence that even minimal engagement with these nontraditional perspectives, facilitated intentionally, led to increases in students’ appreciation of other epistemic traditions. Though the smallness of the sample size prohibits drawing broader conclusions, the significance of some findings suggests a critical need for further study of these pedagogical practices.
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Rusydi, Muhammad. "Communicative Arabic and Structure of Its Philosophical Teaching." Langkawi: Journal of The Association for Arabic and English 4, no. 1 (June 8, 2018): 46. http://dx.doi.org/10.31332/lkw.v4i1.764.
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This article orients to expose the philosophical frame of communicative Arabic teaching. Communicative Arabic teaching has a strong philosophical framework because this modern teaching approach directs the Arabic language to its original position as a tool to communicate. In this context, the ontology dealing with the essence of Arabic teaching as a pedagogical reality, the epistemology dealing with its procedural framework and the ontology dealing with its value framework see that communicative Arabic teaching should be developed with a suitable educational philosophy reinforcing the Arabic to its functional-communicative framework. This article, finally, presents an alternative analysis to perceive communicative Arabic teaching.
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Brooks, Ann K. "Agential Realism in a Community-Based Organization in Mexico: An Ethico-Onto-Epistemology of Emancipatory Learning." Adult Education Quarterly 69, no. 1 (December 6, 2018): 42–59. http://dx.doi.org/10.1177/0741713618815579.
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This article shares the findings of a qualitative study of a community-based organization in Mexico and the emancipatory pedagogy practiced there in a time characterized by a changing global economic order, conflict and war, corruption and geographic displacement. To make sense of the transnational philosophical fusion and the pedagogical practices in the organization, I draw on Karen Barad’s ideas to propose an ethico-onto-epistemology of emancipatory learning to uncover power in spaces of self/knowledge that are outside the binaries of critical-theoretical practice. It suggests an understanding of emancipatory learning that is relational, embodied, ethical, and emergent.
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Ko, Kevin E. "The Anatomical Perspective: Epistemology and Ethics in a Colonial Missionary Clinic." Comparative Studies in Society and History 58, no. 1 (January 2016): 211–41. http://dx.doi.org/10.1017/s0010417515000626.
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AbstractFor Dutch Calvinist missionaries in Central Java, two events bookended the radically transformative decade of the 1890s. The first, at the start of the decade, was the severing of relations with a charismatic Javanese leader named Sadrach, a decision that marked a redoubled commitment to suppress local Christian syncretism and to promote Calvinist orthodoxy in its stead. The second, at the decade's end, was the establishment of a modern clinic to serve as the flagship institution of a reformulated and reinvigorated missionary project. This article considers how these two seemingly disparate events are related. It suggests that much of what was troubling to missionaries about Sadrach and his indigenous Christian movement involved their understandings and uses of the body. I then consider how the mission attempted to use modern clinical experience and the anatomical perspective to address a range of ethical and epistemological problems posed by Sadrach and his followers' understandings of the body. The modern clinic would serve as a key pedagogical and disciplinary tool for the reordering of a vocabulary and syntax of bodies and souls, a grammar of religious and social expression.
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Brown, Ken, Viola Larionova, Natalia Stepanova, and Vic Lally. "Re-imagining the Pedagogical Paradigm Within a Technology Mediated Learning Environment." Open Education Studies 1, no. 1 (November 1, 2019): 138–45. http://dx.doi.org/10.1515/edu-2019-0009.
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AbstractTraditional didactic pedagogies employed within the culture of the Russian higher education system precluded students’ engagement with problems which were described as generating dissonances in learning cognition. Addressing issues of dissonance within the higher education learning sphere requires re-imagining the educational culture. Re-imagining provides an opportunity to promote new approaches to learning through alternative affordances; one such affordance is technology mediated learning.Pedagogical re-design within an alternative learning paradigm requires deep understanding of the problems associated with the previous paradigm. Re-imagined pedagogical scope for exploration of the professional, learning, cultural, institutional and technical aspects expand the knowledge base beyond the didactic towards an engaging student-centered ethos using open education and gamification.To address issues of learning, culture, technology, and institution, a convergent mixed methods design using student questionnaires and academic interviews alongside performance observations was employed. The research study examined the re-imagining of the educational culture to promote new approaches to learning through the affordances of technology mediated learning within a constructivist, critical realism epistemology using thematic analysis.The re-imagined pedagogical design within a technology mediated learning environment demonstrates a cultural shift towards an engaging and supportive educational experience. The lessons learned may be applied in other higher educational contexts.
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Mutekwe, E., A. Ndofirepi, C. Maphosa, N. Wadesango, and S. Machingambi. "A SWOT Analysis of the Rise and Pedagogical Implications of the Social Constructivist Epistemology in Educational Practice." Anthropologist 15, no. 1 (January 2013): 53–65. http://dx.doi.org/10.1080/09720073.2013.11891292.
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Grittner, Alison, and The Social Justice Learning Collaborative. "Sensory Arts-Based Storytelling as Critical Reflection: Tales From an Online Graduate Social Work Classroom." LEARNing Landscapes 14, no. 1 (June 24, 2021): 125–42. http://dx.doi.org/10.36510/learnland.v14i1.1050.
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Drawing upon Heron and Reason’s (1997) participatory inquiry paradigm and extended epistemology, this article explores how six Master of Social Work (MSW) students engaged in sensory arts-based critical reflection concerning their social location, identities, social justice, and social policy. We share our process for creating sensory arts-based stories, the stories themselves, and pedagogical reflections. We elucidate how sensory arts-based storytelling allows learners to draw upon their strengths, unique perspectives, and experiences in the world, generating transformative understandings of social justice. Sensory arts-based storytelling holds potential as an interdisciplinary mode of critical reflection, generating inclusive learning environments oriented towards social change.
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Siebert, Horst. "Der Konstruktivismus – viel Lärm um nichts? Eine erkenntnistheoretische Kontroverse und ihre Folgen." Zeitschrift für Religions- und Geistesgeschichte 58, no. 1 (2006): 49–61. http://dx.doi.org/10.1163/157007306775310008.
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AbstractThe constructionism is an epistemology that is discussed in several social and educational disciplines. The key thesis is that the human world is based on perception and is a construction of a reality that lies outside of the knowing subject. Everything that can be known of this external reality is created by the observer. The following article describes the tradition of this epistemological position of skepticism and the different perspectives and ,,schools" of this constructionist paradigm. Some unsolved questions are discussed, and it is asked whether this paradigm is really new and innovative. The last section concerns the reception of these ideas within the educational sciences and pedagogical practice.
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Attridge, Harold W. "Ambiguous Signs, an Anonymous Character, Unanswerable Riddles: The Role of the Unknown in Johannine Epistemology." New Testament Studies 65, no. 3 (May 2, 2019): 267–88. http://dx.doi.org/10.1017/s0028688519000031.
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While the Gospel of John makes some forceful and explicit claims about the identity of Jesus and the character of his mission, it also invites readers into a deepened appreciation of its claims. Part of its strategy for doing so is to exploit ambiguity and to point to what the readers do not know. The article explores three examples of this pedagogical strategy: the deliberately hidden identity of the Beloved Disciple; the initial deeds of Jesus, labelled ‘signs’, which, however, do not in any direct and obvious way ‘signify’ anything, as the later works do; and the question debated by the crowds in Jerusalem, of where Jesus is from. In each case recognition of the unknown can be the first step towards discovering Truth.
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Voznyuk, A., A. Dubasenyuk, and V. Kopetchuk. "TYPES OF A HIGHER EDUCATION TEACHER’S PERSONALITY ORIENTATIONS AND SCIENTIFIC AND PEDAGOGICAL ACTIVITY." Pedagogical education: theory and practice. Psychology. Pedagogy 2, no. 36 (2021): 18–24. http://dx.doi.org/10.28925/2311-2409.2021.362.
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The proposed article analyzes the types of personality and scientific-professional orientation of higher education institutions teachers, characterized by a high level of competence and creative productivity. The relevance of this study stems from the fact that teachers’ scientific and pedagogical activities are connected with their creative developmentandprofessionalself-improvement. Therefore, theobjectives of thearticle are tostudythepersonality and psychological characteristics of the relevant cohort of high school teachers, the leading types of personality orientationandscientificandpedagogicalactivitiesoftheseteachers. Inaddition, animportanttaskofourresearch is to analyze the relevant types in the context of systems research, which allows to deepen the understanding of this scientific problem. With the help of Yu.A. Urmantsev’s general systems theory the systematic correlation of the main categories of pedagogy in the context of the scientific orientation of the teacher is clarified. It is shown that the personality-oriented, subjective orientation of the teacher is realized in the context of the interaction of epistemological and axiological ways of mastering the world by man and humanity. Acmeological orientation is realized in the system-functional plane of interaction of epistemology and praxeology. Creative innovation orientation is realized in the focus of combination of axiological and praxeological ways of mastering the world by a man.
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Gerdzhikova, Nina. "Learning by Design as a Pragmatic Approach for Improving the Professional Teachers’ Education." Vocational Education 24, no. 3 (June 24, 2021): 235–45. http://dx.doi.org/10.53656/voc22-302ucen.
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Pedagogical education is an important part of the higher education system in Bulgaria. Despite efforts to modernize this system over the past twenty years, there have been changes in the macro-frame of the system, only. On a micro level, such as curricula, curriculum content, teaching methods, stereotypical solutions are supported. There is therefore a need to reform traditional pedagogical education. One way is to change epistemology and teaching methods in undergraduate teacher programs. In the article, a specific example of student learning through an environmental education scenario is described. This will be done in the following steps: – a brief theoretical description of learning by design; – a description of the teaching and learning process through design in the specific example; – a description of ways and means of communication in the learning process. The report is one of the first steps towards conceptualizing research within an interdisciplinary project of the University in Plovdiv, related to the use of "green technologies" in people's daily lives. The article should therefore be regarded as a plan for carrying out the next activities in the project.
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Ralston, Kevin. "‘Sociologists Shouldn’t Have to Study Statistics’: Epistemology and Anxiety of Statistics in Sociology Students." Sociological Research Online 25, no. 2 (December 19, 2019): 219–35. http://dx.doi.org/10.1177/1360780419888927.
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Worry about learning maths and statistics has been widely researched internationally but very little of this work has focussed on sociology. It is well documented that sociology students can be reluctant to engage with statistical methods. This article provides an exploration of the relationship between anxiety of statistics and its antecedents in sociology students. The analyses presented are based upon data collected from over 30 universities in the UK and is the most comprehensive sample of its type. The primary aim of this article is to analyse whether the perceived epistemological legitimacy of statistics, among sociology students, is associated with reported statistics anxiety. The results show that epistemological legitimacy is highly associated with reported statistics anxiety. Confidence in maths is also strongly associated with statistics anxiety. The implications of acknowledging these and other pedagogical issues in teaching quantitative research methods are complex and layered. Measures capturing whether students accept the epistemological legitimacy of statistical methods should be routinely incorporated in research examining statistics anxiety.
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Hadjistassou, Stella Kyprou. "The Epistemology of Skill and Knowledge Development to Teach Portuguese in a Virtual Learning Environment." International Journal of Virtual and Personal Learning Environments 7, no. 1 (January 2017): 12–29. http://dx.doi.org/10.4018/ijvple.2017010102.
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This article explores the underlying processes involved as two experienced Portuguese as a foreign language instructors, who are novices to 3D technologies, became immersed in the epistemology of teaching in a 3D context. The two instructors undertook a challenging initiative to develop and deliver two sections of oral Portuguese in a 3D environment. Through the contingent support of a European community of practitioners, the two instructors explored how the game-based elements and other semiotic resources of SL could be used to enact affordances for the development of goal-oriented tasks, collaborative activities, and interactions in order to guide students in building their oral proficiency in Portuguese. The skill and knowledge development were examined with the trajectories of Compton's framework and epistemological theory where teaching in virtual contexts is contingent upon the construction of technological, pedagogical, and evaluation skills.
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Arthur, Peter, Confidence Gbolo Sanka, and Philomena Abaka. "The Textuality of “Anansesεm”: A Pedagogical and Ideological Resource in Traditional Human Relations among the Akans in Ghana." Advances in Language and Literary Studies 12, no. 4 (August 31, 2021): 35. http://dx.doi.org/10.7575/aiac.alls.v.12n.4.p.35.
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“Anansesεm”, far from being just a tradional source of entertainment for the youth in Ghana, as the uninitiated would believe it, is a serious Akan discursive approach to providing the social philosophy that guides their life. This investigation is done using ethnographic and structural analysis approaches that pair characters in “anansesεm” to create a binary or coding system and this system helps to interpret the social ideologies inherent in the text. Through such interpretations, it is seen that the framing of the “anansesεm” text gives us a dual function for Ananse__ an art and a character. The Akans combine both functions as a huge pedagogical and ideological resource for training the youth and for socializing the adults. The paper also unpacks the epistemology of the Akan social order as a function of good thinking on the part of the individual members and this is a prerequisite for a peaceful society.
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Lopes, Eduarda Da Silva, Fabiane De Andrade Leite, and Erica Do Espirito Santo Hermel. "Experimentation in bachelor’s education programs in biological sciences: a look from Fleckian epistemology." ACTIO: Docência em Ciências 6, no. 3 (November 18, 2021): 1. http://dx.doi.org/10.3895/actio.v6n3.13782.
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This investigation consists of an epistemological analysis based on Ludwik Fleck’s assumptions, which had as object of investigation nine Pedagogical Projects of Courses (PPC) offering a Bachelor’s degree in Biological Sciences by Federal Universities in Southern Brazil. The aim of this research is to identify the development of Thought Styles on Experimentation in the PPCs of certified teacher education with a major in Biology. To identify Thought Styles, we performed the discussions based on the following Experimentation conceptions: Investigative (the most prevalent), Empiricist-inductivist (second prevalent), Demonstrative and Deductivist-rationalist (absent). With a focus on the analysis of mandatory referentials, it was possible to discuss, based on the excerpts obtained during the analyses of the nine PPCs, the following categories: Thought Styles and Thought Collectives, as proposed by Fleck, passing through the Thought Nuances, to ultimately find proximities in regard to the investigative thinking style, present in the most PPCs examined. Based on the results, we clearly identified that among the different Collectives (Institutions) examined, a Thought Collective is under development, oriented by the same investigative style considered for Experimentation, strengthening the understandings about it in order to provide an education of quality to future teachers in the area of sciences.
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Aberšek, Boris, and Metka Kordigel Aberšek. "DOES INTELIGENT E-LEARNING TOOLS NEED MORE PEDAGOGICAL METHODOLOGY OR ICT." Problems of Education in the 21st Century 37, no. 1 (December 15, 2011): 9–17. http://dx.doi.org/10.33225/pec/11.37.09.
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Evolution in computer and other information communication technologies have made also possibilities to develop intelligente computer-aided learning tools for enhanced learning. Today, most researchers in the field of educational technology seem to be preoccupied with either heuristic, the development of Artificial Intelligence application, or the epistemology, philosophy concerned with the nature and scope (limitations) of knowledge and representation or varius learning theories such as constructivism and conectionism by computer program. The enthusiasm to develop technologicall advanced learning tools resulted in technologies with limited application. The need to develop simple computer-based tools to assist instruction and demonstrate its impressiveness to enhance learning is most important, but those tools desperetly need to be designed with epistemological (didactical) knowledge and integrated into a pedagogical framework. The paper presents researc connected with the design and use of an interactive computer-aided learning tool for enhanced learning and the impact of an interactive computer-aided e-learning tool on students learning achievement. The study was motivated by the need to evaluate the use and effectiveness of computer-aided learning applications as they are used in the instructional environment. The mayor research questions that guided this study are: Does the e-learning tool have a measurable effect on students learning? And what is the impact of the e-learning tool usage on students’ performance? The results of the study proof the impact of usage e-learning tools on students’ performance at knowledge assessment. While using the prepared e-learning tool, the score and the time of complete interactive session were measured. Key words: education, ICT, intelligente learning tools.
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Yavorsky, Dmitry R. "Religion as the “art of being an object”: Some modern cryptotheological approaches." Issues of Theology 3, no. 4 (2021): 553–63. http://dx.doi.org/10.21638/spbu28.2021.408.
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In the article, the author proceeds from the assumption that the obsession with the subject status, characteristic of the New European man, devalued the “art of being an object”. The article deals with intellectual strategies for the rehabilitation of the “object” status: the social grammar of Eugen Rosenstock-Huessy and the cybernetic epistemology of Gregory Bateson. Rosenstock-Huessy draws attention to the fact that in speech acts the speaker appears not only as the subject-source of speech, but also as the object to which the listener’s reaction is directed. Moreover, the condition for the formation of the subject of speech is the listener’s object position. This statement captures a wide range of interpretations: from psychological and pedagogical to theological. Bateson criticizes Cartesian epistemology, which, without reflexive grounds, places a person in the position of a subject, thinking, acting, that is ultimately controlling, and ignores or critically treats the position of the object. However, such epistemology gives an incomplete picture of the cognitive or practically transformative act, since it does not register the moments when the cognizing and acting subject receives feedback from the known or transformed reality — becomes an object. The “art of being an object” is proposed as an essential characteristic of religion as such. In fact, a religious situation (at least in theistic religions) is a situation of being in a complex subject-object relationship with the Absolute, where a person, as a rule, does not control the situation, but voluntarily or forcibly becomes the object of influence, control. At the same time, a religious person is not indifferent to the field of a certain power he finds himself in, therefore he is forced to use art or the “gift of discerning spirits”. In the article’s conclusion, secular forms of object behavior are criticized.
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Dutra, Marlene de Alencar, Edith Maria Batista Ferreira, and Jacques Therrien. "A ESCRITA COMO ATO REFLEXIVO: o ensaio como dispositivo pedagógico na formação docente." Cadernos de Pesquisa 26, no. 2 (July 22, 2019): 9. http://dx.doi.org/10.18764/2178-2229.v26n2p9-28.
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O ensaio como dispositivo pedagógico na formação docente se constitui objeto de estudo deste artigo. De natureza qualitativa, objetivou-se nesta pesquisa analisar a escrita reflexiva do ensaio como dispositivo pedagógico e suas contribuições para a formação docente, ancorando-se na epistemologia da práxis. A pesquisa empírica aportada nos caminhos da multirreferencialidade e da bricolagem científica se apresenta a partir da investigação desenvolvida em uma turma de um curso de Doutorado em Educação de uma universidade pública. Foram analisados 63 (sessenta e três) ensaios produzidos e entregues no estudo das cinco primeiras temáticas da disciplina Teorias e Abordagens Investigativas sobre Formação, Didática e Trabalho Docente, semestre 2017.1, buscando-se garimpar pistas que apontassem a escrita do ensaio como relevante dispositivo pedagógico para a construção do pensamento reflexivo. Os resultados evidenciaram que a escrita reflexiva explorada em sua máxima potencialidade é um dispositivo pedagógico fundamental para o desenvolvimento de habilidades necessárias para a produção da tese. Esta, por sua vez, ao exigir um pensamento próprio, originalidade, criatividade e aprofundamento teórico, tem no ensaio um exercício imprescindível para a construção do pensamento autônomo.Palavras-chave: Dispositivo pedagógico. Formação docente. Ensaio. Escrita reflexiva. Bricolagem científica.WRITING AS A REFLECTIVE ACT: the essay as a pedagogical device in teacher trainingAbstractThe essay as a pedagogical device in teacher training constitutes the object of study of this article.Of a qualitative nature, this study aimed to analyze the reflexive writing of the essay as a pedagogical device and its contributions to teacher training, anchoring itself in the epistemology of praxis. The empirical research provided in the paths of multireferentiality and scientific bricolage (DIY) is presented from the research developed in a class of a Doctoral Course in Education of a public university. Sixty-three (63) essays were produced and delivered in the study of the first five themes of the subject Theories and Investigative Approaches on Training, Didactics and Teaching, semester 2017.1, seeking to collect clues that indicated the writing of the essay as a relevant pedagogical device for the construction of reflective thinking. . The results evidenced that the reflexive writing explored in its maximum potentiality is a fundamental pedagogical device for the development of the necessary skills for the production of the thesis. This, in turn, requires an own thought, originality, creativity and theoretical deepening, and has in the essay an indispensable exercise for the construction of autonomous thought.Keywords: Pedagogical device. Teacher training. Reflective writing. Essay. Scientific bricolage.LA ESCRITURA COMO ACTO REFLEXIVO: el ensayo como dispositivo pedagógico en la formación docenteResumen El ensayo como dispositivo pedagógico en la formación docente se constituye objeto de estudio de ese artículo. De naturaleza cualitativa, se objetivó en esa investigación analizar la escritura reflexiva del ensayo como dispositivo pedagógico y sus contribuciones para la formación docente, se apoyando en la epistemología de la praxis. La investigación empírica basada en los caminos de la multireferencialidad y del bricolaje científico se presenta a partir de la investigación desarrollada junto a una clase de un curso de Doctorado en Educación de una universidad pública. Se analizaron 63 ensayos producidos y entregados en el estudio de las cinco primeras temáticas de la asignatura Teorías y Abordajes Investigativos sobre Formación, Didáctica y Trabajo Docente, semestre 2017.1, buscando pistas que apuntan la escritura del ensayo como un dispositivo pedagógico relevante para la construcción del pensamiento reflexivo. Los resultados evidenciaron que la escritura reflexiva explotada en su potencialidad máxima es un dispositivo pedagógico fundamental para el desarrollo de habilidades necesarias para la producción de la tesis. Esta, por su vez, al exigir un pensamiento propio, originalidad, creatividad y profundización teórica, el ensayo se convierte en un ejercicio imprescindible para la construcción del pensamiento autónomo.Palabras clave: Dispositivo pedagógico. Formación docente. Ensayo. Escritura reflexiva. Bricolaje científico.
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Salazar S., Luz. "Los significados de apropiación pedagógica de TIC para profesores formadores de docentes." GACETA DE PEDAGOGÍA, no. 38 (December 1, 2019): 137–72. http://dx.doi.org/10.56219/rgp.vi38.772.
Full textAbstract:
El artículo resume la investigación realizada sobre los significados de la apropiación pedagógica de las tecnologías de información y comunicación (TIC), para una muestra representativa de profesores formadores de docentes de la Universidad Pedagógica Experimental Libertador, Instituto Pedagógico de Caracas (UPEL-IPC), desde el abordaje de la problemática de las demandas de incorporación de TIC en su labor educadora. Se articula la epistemología fenomenológica hermenéutica de Heidegger, con una ruta metodológica cualitativa de la investigación, fundamentada en los postulados de este filósofo, a partir de la metáfora de un viaje a la comprensión del fenómeno de la apropiación de TIC y su incidencia en el ser profesional docente. La interpretación de los significados de apropiación pedagógica de TIC para profesores formadores de docentes de la UPEL-IPC, devela fases en el tránsito de uso, adopción y apropiación de estas tecnologías, vinculadas con el preguntar por el sentido del ser docente en el siglo XXI.
ABSTRACT
The research presents the meanings of the pedagogical appropriation of information and communication technologies (ICT), for a representative sample of teacher-training professors of the Libertador Experimental Pedagogical University, Caracas Pedagogical Institute (UPEL-IPC), from the approach to the problem of incorporation of ICT by teachers in their educational work. Heidegger's phenomenological phenomenological epistemology is articulated, with a qualitative methodological path of research based on the postulates of this philosopher, based on the metaphor of a trip to the understanding of the phenomenon of the appropriation of ICT and its impact on the professional being teacher. The interpretation of the meanings of ICT pedagogical appropriation for teacher-training teachers of the UPEL-IPC, reveals phases in the transit of use, adoption and appropriation of these technologies, linked to asking about the meaning of being a teacher in the 21st century.
Key Words: Meanings of ICT Pedagogical Appropriation, Hermeneutical Phenomenological Analysis, Being an Appropriate ICT Teacher.
RÉSUMÉ
La recherche présente les significations de l'appropriation pédagogique des technologies de l'information et de la communication (TIC), pour un échantillon représentatif de professeurs de formation des enseignants de l'Université pédagogique expérimentale Libertador, Institut pédagogique de Caracas (UPEL-IPC), de l'approche au problème de l'incorporation des TIC par les enseignants dans leur travail éducatif. L'épistémologie phénoménologique de Heidegger s'articule, avec un parcours méthodologique qualitatif de recherche basé sur les postulats de ce philosophe, de la métaphore d'un voyage à la compréhension du phénomène d'appropriation des TIC et de son incidence dans Être un enseignant professionnel. L'interprétation des significations de l'appropriation pédagogique des TIC pour les enseignants-formateurs de l'UPEL-IPC, révèle des phases de transit d'utilisation, d'adoption et d'appropriation de ces technologies, liées à une interrogation sur le sens d'être enseignant au 21e siècle.
Mots clés: significations de l'appropriation pédagogique des TIC, analyse phénoménologique herméneutique, dimensions de l'être enseignant des TIC approprié.
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Da Rocha, Ana Angelita. "O QUE DOREEN DIRIA SOBRE NÓS? UM ENSAIO SOBRE A PEDAGOGIA DA ESPERANÇA." GEOgraphia 19, no. 40 (October 5, 2017): 21. http://dx.doi.org/10.22409/geographia.v19i40.1192.
Full textAbstract:
Resumo:Este ensaio investe na análise da produção bibliográfica de Doreen Massey, com atenção focada nos títulos dirigidos aos cursos para o segmento do Ensino Superior, ministrados ou organizados por ela nas décadas de 1990-2000, na Open University (em Milton Keynes, Reino Unido). A aproximação a esses trabalhos – ainda sem tradução para o português – procura inventariar os aspectos pedagógicos nas construções epistemológicas da autora. O estudo da face pedagógica de Massey, ao considerar seus textos didáticos, busca um painel de ações, recursos e metodologias para uma possível adoção dos conteúdos da Geografia passíveis de serem inseridos na Educação Básica. Portanto, não se trata de uma incorporação vertical da academia para a escola, mas um estudo cujo inventário de procedimentos possa ser inspirador para a epistemologia escolar, considerando a potencialidade da concepção espacial desenvolvida pela a autora (MASSEY, 1995, 2004, 2006, 2008).Palavras-chave: Doreen Massey, Espaço, Ensino de Geografia. Abstract: This essay invests in the analysis of Doreen Massey's bibliographic production, with attention to the titles directed to Higher Education courses, taught or organized by her in the decades of 1990-2000, at the Open University (in Milton Keynes, UK). The approach to these works - without translation into Portuguese - seeks to set pedagogical aspects down in the author 's epistemological constructions. The study of the pedagogical bias of Massey provides a set of actions, resources and methodologies for a possible syllabus of Geography that can be adopted in elementary education. Therefore, it is not a vertical incorporation of the academy into the school, but a study whose inventory of procedures can be inspiring for school epistemology, considering the possibilities of the spatial conception (MASSEY, 1995, 2004, 2006, 2008).Keywords: Doreen Massey, Space, Geography Education. Resumén: Este ensayo realiza um análisis de la producción bibliográfica de Doreen Massey, con la atención enfocada en los títulos dirigidos a los cursos para el segmento de la Enseñanza Superior, impartidos o organizados por ella en las décadas de 1990-2000, en la Open University (en Milton Keynes, Reino Unido). La aproximación a esos trabajos - aún sin traducción al portugués - busca inventariar los aspectos pedagógicos en las construcciones epistemológicas de la autora. El estudio de la cara pedagógica de Massey, al considerar sus textos didácticos, busca un panel de acciones, recursos y metodologías para una posible adopción de los contenidos de la Geografía pasibles de ser adoptados en la Educación Básica. Por lo tanto, no se trata de una incorporación vertical del ámbito académico a la escuela, sino un estudio cuyo inventario de procedimientos puede ser inspirador para la epistemología escolar, considerando la potencialidad de la concepción espacial desarrollada por la autora (MASSEY, 1995, 2004, 2006, 2008).Palabras-clave: Doreen Massey, Espacio, Enseñanza de Geografía.