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Summary In this study, the age-old distinction between decision method and criterion of rightness, commonly employed in normative ethics, was used to attain a detailed understanding of inter- and intrapersonal variety in students' moral reasoning. A total of 24 Swedish students, 12–15 years of age, were interviewed. Inter- and intrapersonal varieties in and between the two dimensions of moral reasoning were found, constituting six novel forms of varieties. We describe several explanations proposed within the field of social-cognitive domain theory, and argue that these do not suffice to explain all the found forms of varieties in students' moral reasoning. Some limitations of the present study are discussed, and some suggestions for future research are given.
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  1. added 2020-08-21
    What Philosophers Say About Philosophy.Ulrich De Balbian - manuscript
    Hundreds of short, one sentence descriptions of what famous philosophers say philosophy is or is about. Useful for children, pupils, interested in philosophy.
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  2. added 2020-08-01
    Cognitive Skills in Philosophy.Steven James Bartlett - 1978-1979 - Aitia 6 (3):12-21.
    Two fundamentally distinct approaches to the teaching of philosophy are contrasted: On the one hand, there is the “information-oriented” approach which has dominated classrooms and which emphasizes the understanding of historically important philosophical works. On the other hand, there is the “cognitive skills” approach. The two approaches may be distinguished under the headings of ‘knowing that’ as opposed to ‘knowing how’. This paper describes and discusses four perspectives relating to the teaching of cognitive skills: (i) the discovery-oriented approach, (ii) Piagetian (...)
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  3. added 2020-07-31
    Коли і хто вперше прочитав у КиєвоМогилянському колегіумі повний богословський курс?Maksym Yaremenko - 2019 - Kyivan Academy 16 (1):11-30.
    Про викладання богослов’я в Києві йшлося вже в піонерських наукових дослідженнях історії Могилянської академії першої половини XIX ст. Практично відразу присутність теологічного курсу в навчальній програмі пов’язували зі статусом «латинських шкіл». На кінець XIX ст., здавалося, питання часу появи повного богословського курсу в Києві було остаточно вирішено. Втім, висновки дослідників підважує інформація з проповіді, виголошеної в Батурині у 1697 р. Цей голос «із середини» могилянської професорської корпорації дає змогу передатувати запровадження повних теологічних студій в колегіумі. Піонером чотирирічного богослов’я був не (...)
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  4. added 2020-07-31
    Philosophy as Conceptual Therapy.Steven James Bartlett - 1983 - Educational Resources Information Center (ED 224 402):1-9.
    The author distinguishes between the “information-oriented” approach of conservative, traditional philosophy, and an approach to philosophy as “conceptual therapy.” The former emphasizes scholarship, textual explication and criticism, and, in general, a knowledge of the views of traditional thinkers. Philosophy as conceptual therapy, on the other hand, seeks an improvement of intellectual skills, and fosters a therapy for concepts and, by inference, a therapy for thinkers. The major concern of the paper is to argue that the traditional information-oriented approach to philosophy (...)
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  5. added 2020-06-01
    The Atheist and the Agnostic.Brent Silby - manuscript
    This Socratic dialogue pitched at introductory philosophy students examines the question of God's existence from atheist and agnostic perspectives.
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  6. added 2020-05-26
    Philosophy and Ethics: Year 11 General.Stephan John Millett & Alan Tapper - 2015 - Cengage.
    This is a textbook for Philosophy in schools, designed for students in the 13-16 age groups. The chapters discuss work and community; laws and rights; critical reasoning; science and technology; persons; ultimate reality; friendship; rights and fairness; the good life.
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  7. added 2020-05-03
    Mehr Öffentlichkeit wagen. Wie(so) über Wahrheit reden?Romy Jaster - forthcoming - In Claus Breisbart & Georg Brun (eds.), Mit Philosophie die Welt verändern. Berlin: Schwabe.
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  8. added 2020-05-02
    Youth Philosophy Conferences and the Development of Adolescent Social Skills.Jane Gatley, Elliott Woodhouse & Joshua Forstenzer - 2020 - Precollege Philosophy and Public Practice 1 (2):107-125.
    In this paper we present an empirical case study into the effects of attending a philosophy conference on social skill development in 15- to 18-year-old students. We focus on the impact that the conference had on their communication skills, sociability, cooperation and teamwork skills, self-confidence, determination, social responsibility, and empathy. These are social skills previously studied in 2017 by Siddiqui et al. who found student development in these areas as a result of Philosophy for Children (P4C) sessions in primary schools. (...)
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  9. added 2020-04-30
    The Relationship Between GHRM Practices and Organizational Performance "Case Study: Gaza University".Ibraheem A. M. Aburahma, Youssef M. Abu Amuna & Abedallh M. Aqel - 2020 - International Journal of Academic Management Science Research (IJAMSR) 4 (4):1-8.
    This study aimed to identify the relationship between green human resource management practices and organizational performance. The case study conducted on Gaza University employees in Palestine. The sample of the study was complete census (100) employees using questionnaire as a main tool for primary data collection. Descriptive and quantitative approach used in this article. The general results of the study showed that there is a statistically significant relationship between GHRM practices and organizational performance. According to static analysis, there is no (...)
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  10. added 2020-04-29
    Matthew Lipman: Testimonies and Homages.David Kennedy & Walter Kohan - 2010 - Childhood and Philosophy 6 (12):167-210.
    We lead off this issue of Childhood and Philosophy with a collection of testimonies, homages, and brief memoirs offered from around the world in response to the death of the founder of Philosophy for Children, Matthew Lipman on December 26, 2010, at the age of 87. To characterize Lipman as “founder” is completely accurate, but barely evokes the role he played in conceiving, giving birth to, and nurturing this curriculum cum pedagogy that became a movement, and which has taken root (...)
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  11. added 2020-04-29
    Philosophy for Children in China:: A Late Preliminary Anti-Report.David Kennedy & Walter Kohan - 2002 - Analytic Teaching and Philosophical Praxis 22 (1):37-49.
    At the very least, even though Chinese schools do not look very different from those in the West, China offers an opportunity for Philosophy for Children to question its basis, its methodology, its aims. It seems to be expressing a different cultural voice, and to be disposed to the kind of dialogue we are more used to claiming than practicing. Both Kunming and Shanghai provide, in their own ways, formidable contexts: the deep, strong and disciplined educators of Railway Station School (...)
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  12. added 2020-04-29
    Filosofía de la educación: a la busca de nuevos sentidos.Walter Kohan - 1998 - Educação E Filosofia 12:91-121.
    La filosofía de la educación ocupa un lugar paradójico en el campo de los saberes. Diversas producciones teóricas - de filósofos y pedagogos - convergen en señalar este carácter problemático. Siendo un área temática propia de la filosofía, resulta un espacio en general poco disputado entre los filósofos, como si la educación no estuviera entre las grandes preocupaciones filosóficas de nuestro tiempo. Por el contrario, suelen ser pedagogos quienes llevan a cabo investigaciones y publicaciones en el área y, más aún, (...)
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  13. added 2020-04-28
    Socrates in the Schools From Scotland to Texas: Replicating a Study on the Effects of a Philosophy for Children Program.Frank Fair, Lory E. Haas, Carol Gardoski, Daphne Johnson, Debra Price & Olena Leipnik - 2015 - Journal of Philosophy in Schools 2 (1).
    In this article we report the findings of a randomised control clinical trial that assessed the impact of a Philosophy for Children program and replicated a previous study conducted in Scotland by Topping and Trickey. A Cognitive Abilities Test was administered as a pretest and a posttest to randomly selected experimental groups and control groups. The students in the experimental group engaged in philosophy lessons in a setting of structured, collaborative inquiry in their language arts classes for one hour per (...)
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  14. added 2020-04-16
    The Broad Nature and Importance of Public Philosophy.Brian J. Collins - 2020 - Precollege Philosophy and Public Practice 2:72-87.
    Many professional philosophers are hesitant about “public philosophy”—unsure about what it is and how it’s done, and downright pessimistic about whether it is an important and valuable philosophical practice. In response to this hesitancy and in support of public philosophy, I argue that most of these philosophers already find at least one form of public philosophy important and valuable for the discipline and profession: teaching. I offer and defend a broad conception of public philosophy in order support this controversial claim. (...)
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  15. added 2020-04-13
    Philosophy in Higher Education: A Study of J. H. Newman’s The Idea of a University.Marial Corona - 2019 - Madrid, Spain: Apeiron Ediciones.
    The current state of Universities and proposals for its future inspire dozens of books and articles every year, and Newman’s Idea of a University, although not a guidebook, continues to be a source of reflection for many after 150 years. In this dissertation, articulated in four chapters, the author explores Newman’s Idea paying special attention to his understanding of philosophy and the role he gives it in University education. Particular highlights of this work are the analysis of the fundamental building (...)
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  16. added 2020-04-11
    Australian Research Into the Benefits of Philosophy for Children.Stephan John Millett, Alan Tapper & Rosie Scholl - 2019 - In Gilbert Burgh & Simone Thornton (eds.), Philosophical Inquiry with Children. Abingdon, UK: Routledge. pp. 199-214.
  17. added 2020-04-11
    Philosophy and the Curriculum.Monica Bini, Alan Tapper, Peter Ellerton, Stephan John Millett & Sue Knight - 2019 - In Gilbert Burgh & Simone Thornton (eds.), Philosophical Inquiry with Children. Abingdon, UK: Routledge. pp. 156-171.
    Philosophy in schools in Australia dates back to the 1980s and is rooted in the Philosophy for Children curriculum and pedagogy. Seeing potential for educational change, Australian advocates were quick to develop new classroom resources and innovative programs that have proved influential in educational practice throughout Australia and internationally. Behind their contributions lie key philosophical and educational discussions and controversies which have shaped attempts to introduce philosophy in schools and embed it in state and national curricula. Drawing together a wide (...)
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  18. added 2020-04-11
    Australian Research Into the Benefits of Philosophy for Children.Stephan John Millett - 2019 - In Gilbert Burgh & Simone Thornton (eds.), Philosophical Inquiry with Children. Abingdon, UK: Routledge. pp. 199-214.
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  19. added 2020-04-10
    Philosophy and Ethics: Year 11 ATAR, Year 12 General.Stephan John Millett & Alan Tapper - 2015 - Cengage.
    This is a textbook for secondary school students in Philosophy. It contains chapters on: critical reasoning; reasons and persons; action; mind and body; science; people and societies; culture; explanation and interpretation; aesthetics; language. It was written for students in the Western Australian school system, but can be used in other school systems.
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  20. added 2020-04-10
    Philosophy and Ethics: Resource for Year 12 ATAR.Stephan John Millett & Alan Tapper - 2015 - Cengage.
    This is a textbook for secondary school students in Philosophy. It contains chapters on: critical reasoning; justice and the good society; liberalism, democracy and republicanism; ethics and society; society and social sciences; ideas of God; religious and mystical experience; the meaning of life; moral theory; issues of life and death. It was written for students in the Western Australian school system, but can be used in other school systems.
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  21. added 2020-04-10
    Philosophy and Ethics: A Resource for Year 11 General.Tapper Alan & Stephan John Millett - 2008 - Perth, Australia: Impact Publishing.
  22. added 2020-03-27
    Mapping Identity Prejudice: Locations of Epistemic Injustice in Philosophy for/with Children.Peter Paul Ejera Elicor - 2020 - Childhood and Philosophy 16 (1):1-25.
    This article aims to map the locations of identity prejudice that occurs in the context of a Community of Inquiry. My claim is that epistemic injustice, which usually originates from seemingly ‘minor’ cases of identity prejudice, can potentially leak into the actual practice of P4wC. Drawing from Fricker, the various forms of epistemic injustice are made explicit when epistemic practices are framed within concrete social circumstances where power, privilege and authority intersect, which is observable in school settings. In connection, despite (...)
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  23. added 2020-03-25
    Filosofia: ciências humanas e suas tecnologias.Kherian Gracher & Tiago Cfer - 2015 - São Paulo: Editora Poliedro.
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  24. added 2020-02-16
    Diálogos que nossos alunos podem ler.Gisele Dalva Secco - 2015 - Porto Alegre: Sci Books.
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  25. added 2020-02-16
    Filosofia no Ensino Médio: distinções preliminares para uma didática mínima da lógica.Gisele Dalva Secco - 2013 - Controvérsia 9 (2):89-102.
    O texto fornece distinções conceituais engendradas desde uma perspectiva para o ensino de filosofia que contempla, em seu horizonte, o projeto a construção de uma didática mínima da lógica para o ensino médio. Após a apresentação de alguns aspectos positivos da referida perspectiva são indicadas duas maneiras usuais de compreender e praticar o ensino de lógica. O objetivo central do texto é mostrar como, desde a perspectiva inicialmente esboçada, os esclarecimentos conceituais propostos podem sugerir caminhos interdisciplinares para a didática da (...)
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  26. added 2020-02-05
    Philosophy in Education: Questioning and Dialog in K-12 Classrooms.Jana Mohr Lone & Michael D. Burroughs - 2016 - Rowman & Littlefield Publishers.
    Philosophy in Education: Questioning and Dialog in K-12 Classrooms is a textbook in the fields of pre-college philosophy and philosophy of education, intended for philosophers and philosophy students, K-12 classroom teachers, administrators and educators, policymakers, and pre-college practitioners of all kinds.
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  27. added 2020-02-05
    Philosophy in Education: Questioning and Dialogue in Schools.Jana Mohr Lone & Michael D. Burroughs - 2015 - Rowman & Littlefield Publishers.
    Philosophy in Education: Questioning and Dialogue in Schools is intended for philosophers and philosophy students, precollege classroom teachers, administrators and educators, policymakers, and pre-college practitioners of all kinds. This text book offers a wealth of practical resources and lesson plans for use in precollege classrooms, as well as consideration of many of the broader educational, social, and political topics in the field.
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  28. added 2020-02-05
    Philosophy and Education: Introducing Philosophy to Young People.Jana Mohr Lone & Roberta Israeloff (eds.) - 2012 - Cambridge Scholars Press.
    Are children natural philosophers? They are curious about the mysteries of the human experience and about questions such as the meaning and purpose of being alive and whether we can know anything at all. Pre-college philosophy takes as a starting point young people's inherent interest in large questions about the human condition. Philosophy and Education: Introducing Philosophy to Young People seeks to illuminate the ways in which philosophy can strengthen and deepen pre-college education.
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  29. added 2020-02-05
    Recent Texts in Pre-College Philosophy.Jana Mohr Lone - 2011 - Teaching Philosophy 34 (1):51-67.
    This is an exciting time for people working in pre-college philosophy in the United States, as the last decade has seen slow but steady growth in the field. As the field develops, there is an expanding need for high-quality resources in a variety of areas: (1) for philosophers and other philosophy educators working with teachers, graduate and undergraduate students, and other adults to train skilled pre-college philosophy teachers; (2) for philosophy educators teaching philosophy in K–12 classrooms; and (3) for pre-college (...)
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  30. added 2020-02-03
    A Snapshot of Educational Research in 2019.Anh-Duc Hoang - manuscript
    2019 is a year witnessing the explosion of many high-tech applications in learning and teaching with integrated multimedia technologies (virtual reality - VR, augmented reality - AR), group and team collaboration technology, class organization, class management, and school ... It is indisputable that the application of new technology generates more interest in the learning and collaboration process. However, we are seemingly fraught with intractable problems within the transformation of a VUCA world (volatility - fragility, uncertainty, uncertainty, complexity - complexity, ambiguity (...)
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  31. added 2020-01-15
    Resisting the 'View From Nowhere': Positionality in Philosophy for/with Children Research.Peter Paul Elicor - 2020 - Philosophia International Journal of Philosophy (Philippines) 1 (21):10-33.
    While Philosophy for/with Children (P4wC) provides a better alternative to the usual ‘banking’ model of education, questions have been raised regarding its applicability in non-western contexts. Despite its adherence to the ideals of democratic dialogue, not all members of a Community of Inquiry (COI) will be disposed to participate in the inquiry, not because they are incapable of doing so, but because they are positioned inferiorly within the group thereby affecting their efforts to speak out on topics that are meaningful (...)
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  32. added 2019-12-29
    Stumbling on a Chance to Make a Difference—Life of an Academic Entrepreneur in an Emerging Economy.Quan-Hoang Vuong - manuscript
    As I am now approaching 50 years old, I think I should reflect on my works and pass on what I have learned. When I published my first academic article in 1997 as a graduate student, little did I know about how the academic publishing world would change the course of my life as well as others.
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  33. added 2019-10-15
    The Application of Proprioception to Doing Philosophy with Children.Maria daVenza Tillmanns - 2019 - Социум И Власть 4 (78):62-68.
    This paper focuses on creating a paradigm shift; looking at how philosophy for and with children can inform philosophy, instead of having philosophy inform philosophy for and with children. My work in doing philosophy with children has shown me the limitations to trying to understand their way of doing philosophy through the lens of how adults understand philosophy and the influence western philosophy has had on the perception of what kids do when they are involved in philosophical group discussions. The (...)
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  34. added 2019-09-24
    Dialogic Listening: How Music May Help Us Become Better Philosophers.Pablo Muruzábal Lamberti - 2019 - Praxis y Saber 23 (10):253-272.
    This paper is about dialogic listening as a precondition for meaningful engagement in Socratic dialogues and for music. In order to arrive at a better understanding of what constitutes dialogic listening in the context of educational philosophical dialogues, I first shed light on the practice of philosophy teaching based on Nelson & Heckmann’s neo-Socratic paradigm and link this practice to Plato’s dialogues. I then argue that the activity of listening to an interlocutor during Socratic dialogues on the one hand, and (...)
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  35. added 2019-09-19
    6,23; 13,16 Apropiarse de un texto.Félix García Moriyón, Débora Barba López, Coral Parra Alonso & Lucía Sainz Benítez de Lugo - 2007 - Diálogo Filosófico 69:455-478.
    El comentario de texto es una práctica habitual en la enseñanza de la filosofía y de otras disciplinas. En general, los modelos existentes se centran en la comprensión del texto y del contexto del autor y la época, pero menos en la apropiación dialogada por parte del lector de los problemas a los que el texto hace frente. Basados en las aportaciones de algunas de las corrientes hermenéuticas más significativas del siglo XX, los autores fundamentan y exponen un modelo de (...)
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  36. added 2019-09-18
    Do Ensino de Filosofia ao Filosofar: Reflexões Sobre o Conceito de Ação em Hannah Arendt.Edvan Tito Carneiro Guerra - 2018 - Saberes 18 (3):59-75.
    O objetivo deste artigo é discutir aspectos do ensino de Filosofia na educação básica à luz do conceito de ação firmado no capítulo V de ACondição Humana de Hannah Arendt, identificado na revelação do agente através do discurso e da ação. Sugerimos a reflexão do conceito de ação como consciência motivadora para o ensino de Filosofia, investindo em políticas educacionais que consideram a diversidade como um elemento favorável para a construção do conhecimento entre professores e alunos. Estamos aqui em um (...)
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  37. added 2019-09-12
    O Ensino De Filosofia como Problema Filosófico: revendo Alejandro Cerletti.Sandro Rinaldi Feliciano - 2019 - Curitiba, PR, Brasil: Editora Multifoco.
    O ensino de filosofia é hoje feito de diversas formas (práticas), sendo as três principais (ou bases), a histórica, a temática e a criação conceitual. No entanto parece muito mais plausível e até saudável uma combinação entre duas destas formas, ou até as três, mas isto não elimina a problemática das perguntas: "qual é a melhor forma?", ou "qual é a mais certa?" ou ainda "qual é a mais eficaz ou a mais eficiente?", na medida em que estas combinações em (...)
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  38. added 2019-08-26
    Existentially Dope.Devon Johnson - 2019 - The Philosophers' Magazine 86:36-43.
  39. added 2019-08-09
    Filosofia como "Produto" ou como "Processo"?Emanuel Isaque Cordeiro da Silva - manuscript
    FILOSOFIA COMO PRODUTO OU COMO PROCESSO? -/- PHILOSOPHY AS A PRODUCT OR AS A PROCESS? -/- Por: Emanuel Isaque Cordeiro da Silva – IFPE-BJ, CAP-UFPE e UFRPE. E-mails: eisaque335@gmail.com e eics@discente.ifpe.edu.br WhatsApp: (82)9.8143-8399. -/- -/- PREMISSA -/- Nos trabalhos anteriores, na área filosófica, trabalhei a importância da filosofia no ensino médio e a responsabilidade pedagógica do professor. Doravante, compartilho agora da experiência daqueles que já se debruçaram sobre aquelas questões, acrescentando outras indagações: "Que fins pretendo alcançar com meu curso de (...)
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  40. added 2019-08-09
    Reflexões sobre a Metodologia do Ensino de Filosofia.Emanuel Isaque Cordeiro da Silva - manuscript
    REFLEXÃO SOBRE A METODOLOGIA DO ENSINO DE FILOSOFIA -/- -/- REFLECTION ON THE METHODOLOGY OF PHILOSOPHY TEACHING -/- -/- Por: Emanuel Isaque Cordeiro da Silva – IFPE-BJ, CAP-UFPE e UFRPE. E-mails: eisaque335@gmail.com e eics@discente.ifpe.edu.br. WhatsApp: (82)9.8143-8399. -/- -/- -/- Etimologicamente, a palavra método é constituída pelos termos gregos metá, "por meio de", e hodós, "caminho". O método é, portanto, um "caminho por meio do qual" chegamos a um fim, atingimos determinado objetivo. -/- Vejamos qual é o desafio para o professor (...)
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  41. added 2019-08-08
    Rethinking Consensus in the Community of Philosophical Inquiry: A Research Agenda.Kei Nishiyama - 2019 - Childhood and Philosophy 15:83-97.
    In Philosophy for Children (P4C), consensus-making is often regarded as something that needs to be avoided. P4C scholars believe that consensus-making would dismiss P4C’s ideals, such as freedom, inclusiveness, and diversity. This paper aims to counteract such assumptions, arguing that P4C scholars tend to focus on a narrow, or universal, concept of “consensus” and dismiss various forms of consensus, especially what Niemeyer and Dryzek (2007) call meta-consensus. Meta-consensus does not search for universal consensus, but focuses on the process by which (...)
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  42. added 2019-07-15
    Filosofia Sem Filósofos: análise de conceitos como método e conteúdo para o ensino médio.Daniel Durante Pereira Alves - 2012 - Filosofia No Ensino Médio: Desafios E Perspectivas.
    Este artigo propõe a adoção do método da análise de conceitos conforme apresentada por John Wilson, como metodologia pedagógica e principal conteúdo para a disciplina de filosofia no ensino médio.
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  43. added 2019-07-04
    Philosophy for A2: Unit 4: Philosophical Problems, 2008 Aqa Syllabus.Michael Lacewing - 2009 - Routledge.
    Philosophy for A2: Unit 4 is the definitive textbook for students of the current AQA Advanced Level syllabus for philosophy. Structured very closely around the AQA specifications for Unit 4: Philosophical Problems, Michael Lacewing helps students to engage with and understand the arguments of the five key texts: Hume's An Enquiry Concerning Human Understanding Plato's The Republic Mill's On Liberty Descartes' Meditations Nietzsche's Beyond Good and Evil . All chapters are helpfully subdivided into short digestible passages, and include: quiz questions (...)
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  44. added 2019-06-22
    Ecosocial Citizenship Education: Facilitating Interconnective, Deliberative Practice and Corrective Methodology for Epistemic Accountability.Gilbert Burgh & Simone Thornton - 2019 - Childhood and Philosophy 15:1-20.
    According to Val Plumwood (1995), liberal-democracy is an authoritarian political system that protects privilege but fails to protect nature. A major obstacle, she says, is radical inequality, which has become increasingly far-reaching under liberal-democracy; an indicator of ‘the capacity of its privileged groups to distribute social goods upwards and to create rigidities which hinder the democratic correctiveness of social institutions’ (p. 134). This cautionary tale has repercussions for education, especially civics and citizenship education. To address this, we explore the potential (...)
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  45. added 2019-06-17
    Introduzir à filosofia: A filosofia E o problema da sua definição.António Pedro Mesquita - 1995 - Philosophica 6:91-103.
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  46. added 2019-06-12
    Від «додаткових класів» до «народного училища». Світський освітній заклад у Харкові 1775–1789 рр.Volodymyr Masliychuk - 2016 - Kyivan Academy 13:228-247.
    Історія виникнення світських навчальних закладів, поява нової, світської освіти потребує детального дослідження. Створення у Харкові «додаткових класів» 1768 р. — одна з перших спроб на шляху до світської школи на Слобожанщині. Від початку вона залежала від світської влади і мала широку палітру предметів, утримувала сиротинець. Однак протягом другої половини 1770-х рр. заклад набув і мілітарних рис, чому сприяв директор Іван Колбек, хоча й зберіг «класи» малювання та співів, власну структуру, принципи функціонування та матеріальне забезпечення. На відміну від багатьох інших світських (...)
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  47. added 2019-06-10
    Should Philosophy Replace Religious Education? A Reply to Brenda Watson: Larvor Reply to Watson.Brendan Larvor - 2005 - Think 4 (10):31-33.
    In Issue 7 of Think, Brendan Larvor criticised the Archbishop of Canterbury, Rowan Williams, for suggesting that atheism and humanism ought not to be taught in schools alongside the religious faiths. In Issue 9, Brenda Watson defended the Archbishop's view. Here, Larvor replies to Watson. The numbers below refer to numbered points in Watson's piece.
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  48. added 2019-06-05
    Ethics in Education: Philosophical Tracings and Clearings.Elena K. Theodoropoulou, Didier Moreau & Christiane Gohier (eds.) - 2018 - Rhodes: Laboratory of Research on Practical and Applied Philosophy, University of the Aegean.
  49. added 2019-05-20
    Can Schools Teach Citizenship?Michael Merry - 2020 - Discourse 41 (1):124-138.
    In this essay I question the liberal faith in the efficacy and morality of citizenship education (CE) as it has been traditionally (and is still) practiced in most public state schools. In challenging institutionalized faith in CE, I also challenge liberal understandings of what it means to be a citizen, and how the social and political world of citizens is constituted. I interrogate CE as defended in the liberal tradition, with particular attention to Gutmann’s ‘conscious social reproduction’. I argue that (...)
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  50. added 2019-05-06
    Sporen van en naar filosofie en filosoferen in het Vlaamse secundair onderwijs.Griet Galle - 2018 - Algemeen Nederlands Tijdschrift voor Wijsbegeerte 110 (1):113-137.
    Traces of and tracks towards philosophy and philosophizing in Flemish secondary education At present philosophy has only a minor place in the Flemish secondary education curriculum. In the first part of the article, I defend the view that philosophy deserves a place as an autonomous subject in the final two years of secondary school. I sketch the content of such a philosophy course and I propose a didactical model for this course. The second part of the article discusses social tendencies (...)
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