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The Aims of Education and Other Essays
... Apesar de os cursos superiores de Química no Brasil seguirem as diretrizes do CNE (Brasil, 2002), em 2024 ocorreu a inclusão de conteúdos da Filosofia da Química no ENADE pelo INEP 1 , o que significa um importante marco legal para este campo disciplinar emergente na década de 1990 (Ribeiro, 2014 (Habermas, 1982;Deleuze, 1999;Whitehead, 1967;Khun, 1966;Bachelard, 2009, Tanner & Tanner, 1995Marcelo, 1999;Bernstein, 1990;Tyler, 1974;Bourdieu, 2004), entre outros. ...
... Do ponto de vista epistemológico, Schummer (1998Schummer ( , 1999 (Whitehead, 1967). Os conceitos químicos ganham sentido em sua narrativa e seus contextos, não são essenciais. ...
A inclusão da Filosofia da Química, campo disciplinar emergente nos anos 1990, como item de avaliação no Enade pelo Inep, consolida o reconhecimento da importância que esta área possui para a Educação Química brasileira. Logo, é um tempo necessário para pensar contribuições deste marco epistemológico para o sistema pedagógico da Química, nomeadamente a Formação, Didática, Currículo e a Pesquisa. Para tal, explicitamos o debate da Filosofia da Química e aproximamos com a literatura em Educação Química para identificar problemas e questões genuínas da práxis Química. O conceito de Práxis é retirado das construções teóricas de Habermas e sua teoria dos interesses humanos básicos, que possibilitam pensar o interesse técnico, prático e emancipatório e suas adaptações ao currículo. No cruzamento das literaturas identificaram-se paradoxos, conflitos teóricos, falsos problemas, descrevendo um quadro de tensões e antinomias inscrita na práxis Química e ainda buscando descrever padrões didáticos da química inscrita na transmissão da própria História e Filosofia da Química. Um objetivo subjacente e condutor da pesquisa é encontrar novas perspectivas e visões sobre a práxis química e, por fim, uma construção de uma agenda renovada para a Educação Química. Finaliza por propor a formação de dois campos disciplinares novos, a Sociologia da Química e Filosofia da Educação Química, como necessários para fazer frente aos desafios de integrar uma dimensão crítica e emancipatória à formação Química e uma agenda renovada para a Educação Química inspirada por sua inscrição filosófica.
... Μια μετατροπή που είναι πιθανό ότι θα μπορέσει να προσεγγίσει τους μαθητές ως νέους και όχι ως μελλοντικούς πολίτες και να τους διδάξει «ικανότητες». Τρόπους και τεχνικές χρήσης των γνώσεων σε παρεμβάσεις που τροποποιούν τον καθημερινό τους «κόσμο» και όχι «αδρανείς» για την καθημερινότητά τους γνώσεις, με τις οποίες θα αναπαραστήσουν τον κόσμο τους όταν στο μέλλον γίνουν πολίτες (Whitehead, 1929)· με την ελπίδα ότι θα προλάβουμε ως κοινωνίες ανθρώπων να δημιουργήσουμε συνθήκες αξιοπρεπούς επιβίωσης πάνω στον πλανήτη, που αποσταθεροποιούμε συστηματικά και απρόβλεπτα, λόγω και της έλλειψης κατάλληλων ικανοτήτων. ...
... 322-323). Περιλαμβάνει επίσης και τις τεχνικές που επιτρέπουν στις γνώσεις που μαθαίνουμε να εφαρμοστούν αποτελεσματικά στην πράξη (Whitehead, 1929)· είναι δηλαδή συνιστώσα και των «ικανοτήτων» που αποκτούμε μέσω της εκπαίδευσης. Και αν η ανθρωπότητα αντιμετωπίζει σοβαρές απειλές (από την πυρηνική απειλή μέχρι την υπερθέρμανση του πλανήτη), εξαιτίας επιλογών ενσωματωμένων στις Τεχνολογίες, δεν είναι οι Τεχνολογίες που τις προκάλεσαν και τις συντηρούν· είναι οι ανθρώπινες επιλογές. ...
Από τα τέλη της δεκαετίας του 1980 άρχισε να γίνεται αποδεκτό ότι οι στόχοι της γενικής Εκπαίδευσης στις Φυσικές Επιστήμες (ΦΕ) πρέπει να μετασχηματιστούν. Η αλλαγή του διεθνούς οικονομικού τοπίου, η αλματώδης ανάπτυξη των κάθε μορφής Τεχνολογιών (Τ), παράλληλα με τα τότε διαφαινόμενα ζητήματα προστασίας του περιβάλλοντος, έδειχναν ότι δεν αρκεί οι ΦΕ να προσεγγίζονται μόνον ως «γνώση» που μας επιτρέπει να «κατανοούμε» τη «φύση». Με κάποιον τρόπο θα έπρεπε όλοι οι πολίτες να μυηθούν στη λογική ότι οι ΦΕ σε συνεργασία με τις Τ συγκροτούσαν πανίσχυρα εργαλεία καθημερινής παρέμβασης και στη «φύση» και στις κοινωνίες. Αυτή η μύηση ονομάστηκε «Επιστημονικός Γραμματισμός» (ΕΓ) και επιχειρήθηκε με διάφορους τρόπους που δεν έχουν περιλάβει ουσιαστικά την αξιοποίηση του εκπαιδευτικού εργαστηρίου. Πού και με ποια μορφή τοποθετείται εντός της εκπαίδευσης το εργαστήριο των ΦΕ, μετά από τέσσερεις σχεδόν δεκαετίες;
... Entre los nuevos fenómenos que se harán visibles destaca la ausencia escolar de medios didácticos útiles para llevar a cabo un trabajo profundizado y sistemático (Whitehead, 1949;Bosch & Gascón, 1994) que requiere rigor, precisión, paciencia y reflexión. En consecuencia, desde la perspectiva que proporciona el PPP (junto con el PDA, como contra-PDR) se hará claramente visible que la modalidad de estudio vigente en las instituciones escolares se aleja de los fines que propugna el PDA, esto es, del compromiso desinteresado por hacer una única cosa realmente bien hecha por el placer de hacerla bien. ...
... Desde el PPP se pretende responder al fenómeno de la expulsión escolar de los alumnos eliminando aquellos aspectos disciplinares que, por su dureza y exigencia, se supone, puedan alejar a los alumnos de la vida escolar. Así, de acuerdo con sus fines educativos, el PPP reniega del trabajo profundizado (Whitehead, 1949) que demanda rigor, precisión, paciencia y autodisciplina, característico del PDA, que es considerado por la nueva cultura como un trabajo rutinario y aburrido. ...
... Историја филозофије нас обавештава да су, од најранијег периода развоја, филозофске рефлексије биле упућене на геометрију и геометријске слике, фигуре и релације -довољно је присетити се познатих примера питагорејске филозофије или Платонове Академије у којој је познавање геометрије био предуслов за проучавање филозофских проблема. Савремени енглески филозоф и математичар Алфред Н. Вајтхед (Alfred N. Whitehead) више пута је истицао да је проучавање геометрије делотворан пут ка учењу, разумевању и усвајању апстрактних појмова (Whitehead, 1967). Геометрија и геометријске (и геометризоване) визуелне и графичке репрезентације имају изузетан посреднички потенцијал јер су и саме апстрактне у великој мери: иако геометријске слике и фигуре имају одређене сличности са познатим објектима свакодневног искуства, оне су доведене до нивоа пречишћених, уопштених облика, који не могу да се сретну у свакидашњем искуству. ...
... Посебно је погодна и позната играчка -танграм, састављена од малих геометријских панела различитих облика и димензија, са задатком стварања различитих слика. Те играчке активирају везе између активности шака, очију и мозга, изузетно важне у развоју виших психичких функција и подстичу визуелно-моторичку синхронизацију (Whitehead, 1967;Prinz, 2013;Radman, 2013). Поред тога, подстичу ученичко стваралачко и дивергентно мишљење и комбинаторику, а, доведене у смислену и релевантну везу са наставним темама и јединицама, могу да буду аналогије за разумевање филозофских концепција о структури универзума и за проучавање сазнајне вредности геометрије у нашем разумевању света. ...
How to bring abstract philosophical concepts and their relations in proximity with everyday, concrete pupils' experience and spontaneous concepts? What factors can effectively and meaningfully mediate between usual perception and experience and abstract philosophical concepts, especially in the initial stages of teaching and learning, when pupils are introduced to philosophical problems? In accordance with these questions, the paper examines the meaning and possibilities of applying iconic tools or visual and graphic representations in the teaching of philosophy as intermediate elements that can connect complex, abstract philosophical concepts and theories with everyday experience and with the domain of phenomena and objects given in the immediate perception. First, the general theoretical foundations are explored, then possible directions of application, then a characteristic and valuable example already designed and adopted in teaching practice, and finally concluding considerations and proposals are made. The paper focuses on two specific groups of iconic tools: geometric (and geometrized) visuals and graphics and comics as a visual-graphic representation: we explore the foundations of their value in teaching and learning. Our conclusion is that iconic tools in teaching philosophy, if they are applied in a pedagogically and psychologically justified manner, if meaningful, relevant and aligned with the objectives of philosophy teaching and curriculum, have a great potential as an important intermediate factor for the gradual movement towards higher levels of abstraction, while preserving the transfer between philosophy and other subjects, as well as between philosophy and pupils' life experiences. In addition, their application can deepen crosscurricular connections, as well as a more intensive integration of teaching philosophy with key competencies and cross-curricular competencies.
... Some learn best by listening, some have to observe every step, while others have to do it to learn it. The fact is that individuals need all three modalities to truly commit information to memory: visual, auditory, and kinesthetic (Whitehead, 1960). A little nervousness before a test is normal and can help sharpen your mind and focus your attention. ...
The major aim of this research study is to explore the relationship between test anxiety and academic achievement of secondary school students. A sample of 350 students was randomly selected from different schools from Kottayam district. Data were collected by using the Test Anxiety Scale (TAS) developed by the investigators. It was found there is a negligible positive correlation between Test anxiety and Academic Achievement of secondary school students. Though the relationship is positive, any increase or decrease in the scores of Academic achievements will be followed by the increase or decrease in the Test anxiety.
... Креативність є актуалізація потенційності, а процес актуалізації -це і є подія досвіду. Таким чином, об'єкти, що розглядаються самі по собі, пасивні, проте розглянуті в сукупності, вони виявляються носіями креативності, що рухає світ [7]. ...
... This issue has been well documented in the problem-solving literature, wherein learners seemingly learn a problem type's solution strategy, but are unable to apply it to novel, analogous problems (Corral et al., 2023;Mayer, 1998;Mayer et al., 1995). This phenomenon is known as the inert knowledge problem (Whitehead, 1929) and has been posited to be the primary impediment to the transfer of learning (Corral & Kurtz, 2024). ...
We report six experiments that examine how two essential components of a category-learning paradigm, training and feedback, can be manipulated to maximize learning and transfer of real-world, complex concepts. Some subjects learned through classification and were asked to classify hypothetical experiment scenarios as either true or non-true experiments; others learned through observation, wherein these same scenarios were presented along with the corresponding category label. Additionally, some subjects were presented correct-answer feedback (the category label), whereas others were presented explanation feedback (the correct answer and a detailed explanation). For classification training, this feedback was presented after each classification judgment; for observation training this feedback was presented simultaneously with the hypothetical experiment. After the learning phase, subjects completed a posttest that included one task that involved classifying novel hypothetical scenarios and another task comprising multiple-choice questions about novel scenarios, in which subjects had to specify the issue with the scenario or indicate how it could be fixed. The posttest either occurred immediately after the learning phase (Experiments 1–2), 10 min later (Experiments 3–4), two days later (Experiment 5), or one week later (Experiment 6). Explanation feedback generally led to better learning and transfer than correct-answer feedback. However, although subjects showed clear evidence of learning and transfer, posttest performance did not differ between classification and observation training. Critically, various learning theories and principles (e.g., retrieval practice, generation, active learning) predict a classification advantage. Our results thus call into question the extent to which such theories and principles extend to the transfer of learning.
... Tämä kaavamainen käsitys ei kuvasta matematiikkaa eikä siihen perustuvaa oppiainetta kovin hyvin. Whitehead (1929) luonnehtii tällaista matemaattista tietoa jähmeäksi tiedoksi (inert ideas), joka on pikemminkin haitallista kuin syvällistä. Hän toteaa, että tällainen kaavamainen matemaattinen tieto on lähes kelvotonta sovellusten kannalta. ...
The articulation of research questions has not received as much attention in qualitative methodology literature as the other parts of the research design. The standard approaches to the interplay of theory use with posing research questions have focused on researchers’ reflexivity and problematization of previous theories. In this article I put forward an argument on how the development of research questions in qualitative research can lead to theorizing by proposing a methodological framework for remedying the drawbacks of these approaches. I suggest three modes of theory use (testing, refining and developing) which, through their intersection with three types of research objectives (exploration, refining and explanation) lead to four types of advancing research questions each of which is related to a particular cluster of sampling schemes. An additional part of the argument is that abduction frames both the first two types which are oriented to exploration as well as the last two which concern explanation.
... Tämä kaavamainen käsitys ei kuvasta matematiikkaa eikä siihen perustuvaa oppiainetta kovin hyvin. Whitehead (1929) luonnehtii tällaista matemaattista tietoa jähmeäksi tiedoksi (inert ideas), joka on pikemminkin haitallista kuin syvällistä. Hän toteaa, että tällainen kaavamainen matemaattinen tieto on lähes kelvotonta sovellusten kannalta. ...
Artikkelissa tarkastellaan kokemusta koskevan tieteellisen tiedon mahdollisuutta. Ei ole itsestään selvää, mitä kokemus tai kokemuksellisuus on. Olkoonpa kokemus millaista tahansa, tieto siitä on välitettävä kielen avulla; eri kielet näkevät asiat kuitenkin monin tavoin. Suurin ongelma on se, että kokemus on subjektiivista, mutta tieteen ideaali objektiivisuus. Tähän münchhausenilaiseen ongelmaan on kirjallisuudessa tarjottu ratkaisuksi reliabiliteetin ja validiteetin käsitteitä. Tieteellisen tiedon objektiivisuuden mittana pidetään sen reliabiliteettia ja validiteettia, luotettavuutta ja pätevyyttä. Artikkelissa pohditaan näiden käsitteiden soveltamista kokemusta koskevaan tietoon ja sen hankkimiseen. Johtopäätöksenä esitetään, että vaikka näiden ihanteiden perimmäisen luonteen ymmärtämisessä on vielä paljon työtä, niitä ei pidä heittää kokonaan menemään, sillä tieteellisen tiedon luotettavuuden ja pätevyyden varmistaminen on olennaisesti myös tutkimusetiikan varmistamista.
... Successful knowledge transfer is not just the flow of valuable knowledge from pillar to post; rather it is far more complex and difficult. This is because i) knowledge is intangible and involves causal ambiguity owing to the greater degree of codification, specificity, and complexity that can hinder efficient knowledge transfer, known as viscosity (Reed & DeFilippi, 1990;Szulanski, 1996); ii) it is also tacit and is submerged in the behavior, attitude, and actions of an individual and his or her adherence to a specific contextual setting (Nonaka & Takeuchi, 1995); iii) it is built over time, after months and years of experience, thus, it cannot be facilely coded and remains usually implicit (Song et al., 2003); and iv) it is not easily deployable and redeemable at all times (Whitehead, 1929). Therefore, the role of an individual's competencies in effectively removing barriers to knowledge-sharing becomes relevant. ...
Is organizational performance likely to improve when an organization employs acolytes (i.e., individuals with considerable experience of working with high-reputation industry leaders)? Firms with able, motivated, and opportunity�-seeking acolytes are likely to benefit more in terms of unobtrusive access to quality knowledge and improved performance. Through a detailed qualitative treatment, this work identifies high-reputation leaders, acolytes and 312 beauty salons that employed acolytes. An analysis of lagged survey responses of 286 senior managers at these beauty salons showed that the performance of salons
improves, when acolytes high in knowledge-sharing competencies–i.e., ability, motivation, and opportunity-seeking–are employed. In line with social learning theory, acolytes acquire and display knowledge-sharing competencies due to their association and work experience with industry greats. This study found that these knowledge-sharing competencies help acolytes overcome the barriers to
knowledge-sharing and make knowledge more deployable and redeemable for better performance. We also found that with high homophily between acolytes and fellow employees, knowledge-sharing competencies of acolytes work better and more knowledge is received by the firms.
... In addition to positioning the focus on learning content meaningfully, embodied teaching emphasizes guiding children to a robust understanding of the content from multiple perspectives and solving real-life mathematical issues with embodied design rather than just instilling them with fixed knowledge in a traditional manner [58]. In the "Garbage is not just garbage" activity in the second semester, children tried to make orange detergent essential oil with the following steps (see Figure 4) by peeling the orange skin into small pieces, putting these into a glass bottle, and soaking them in 95-degree alcohol for seven days. ...
Embodied design is a theory-to-practice and pedagogical framework and emphasizes the role of embodied and situated activity. Since embodiment has a powerful impact on young children’s learning, implementing embodied deign in kindergartens is essential and beneficial to their future mathematical learning and performance. Therefore, this qualitative study aimed to develop a professional learning community composed of eight kindergarten teachers and university teacher educators (researchers) and to co-construct a professional development model for curriculum design and instructional implementation of embodied design in mathematics. Accordingly, the main research objectives were to obtain a sustainable professional development model and summarize principles of embodied mathematics curriculum design and strategies for embodied instructional activities, which can be used both in practical settings (i.e., kindergarten and preschool) and early childhood teacher education programs in higher education. Data were gathered through participative observations, including PD meetings and classroom observations, in-depth and follow-up interviews, teachers’ lesson design and reflection notes, and children’s learning profiles, and then were analyzed qualitatively using a descriptive and explanatory approach with replication logic. Based on the data collection and analysis, two major sections of the findings and discussion were included in this report, which were as follows: first, a sustainable “task design professional development model” was generated for collaboratively future improvements of both in-service and pre-service teacher training programs in higher education; second, two principles of embodied mathematics curriculum design and two effective embodied teaching strategies were proposed to promote kindergarten teachers’ professional knowledge and capabilities and their young children’s mathematics learning capabilities.
... In the concept of the service university, where the university is at the service of social progress, knowledge is socially useful knowledge. Whitehead, who theorized this concept in The Aims of Education and Other Essays (Whitehead, 1929), develops the idea that general culture and science must marry action in order to bring about social progress together. For Whitehead, the symbiosis between theory and practice, of which the university is the receptacle, is a primary condition for innovation and social progress. ...
Ultimately, the fundamental issues of educational sciences remain economic and societal. The interactions between
“business” culture, “professional” culture and training are part of this. This contribution is a reflection resulting
from a longitudinal empirical research entitled: “Professionalization of an establishment in the social and medico-social
field: a French monograph after the law 2002-02 of January 02, 2002”. Three concepts were used: “making sense”
(Weick, 1995); the “strategic paradigm” (Jonhson, 1987); and “cultures of action” (Sorel & Wittorski, 2005; Barbier,
2010; Ardouin, 2015)
... Whitehead's rhythm of education is a way of describing the natural stages of learning [15]. We begin with the stage of romance, or "excitement consequent on the transition from bare facts to first realisations of the import of their unexplored relationships" [15, p. 18]. ...
... Interestingly, some of the trainees indicated that the Trio model also touched their personal lives, referring to situations and experiences outside the academic context that were brought up in the courses. Such impressions resonate with Whitehead's (1929) classic book The Aims of Education and Other Essays, in which meaningful learning is characterized in terms of day-to-day situational scenarios that the learner can use to understand reality by appying general theoretical concepts. ...
Studies investigating coherence in teacher preparation often attempt to achieve comprehensive coherence across all components of training to optimize the educational process. Nevertheless, the pursuit of intense coherence presents notable challenges. To address these challenges, we propose the concept of portion coherence, exemplified by the Trio model, which guides pre-service teachers in integrating theories into their practices. Through a mixed-method study, we compared pre-service teachers’ perceptions of the importance and relevance of introductory courses at the semester’s outset and conclusion. While both groups reported a reduction in perceived importance, the intervention group noted a significantly smaller decline in perceived relevance compared to the control group. This suggests that models of portion coherence may enhance the perceived relevance of educational courses, while the perceived relevance of introductory education courses may serve as an indicator of cross-course coherence.
... Obviously, traditional teaching method can no longer meet the needs of modern society. Whitehead, an outstanding educator in the 20th century, put forward the philosophy of process and believed that we should attach importance to the process of education [2]. In China, compared with the previous "target teaching" and "final performance assessment", teachers are increasingly required to focus on the process-based teaching. ...
Background
Process-based teaching is a new education model. SPARK case database is a free medical imaging case database. This manuscript aimed to explore the application of the process-based teaching based on SPARK case database in the practice teaching of radiology in the musculoskeletal system.
Methods
117 third year medical students were included. They were divided into Group A, B, C and D according to the curriculum arrangement. Group A and B attended the experimental class at the same time, A was the experimental group, B was the control group. Group C and D attended experimental classes at the same time, C was the experimental group, D was the control group. The experimental group used SPARK case database, while the control group used traditional teaching model for learning. The four groups of students were respectively tested after the theoretical class, before the experimental class, after the experimental class, and one week after the experimental class to compare the results. Finally, all students used SPARK case database to study, and were tested one month after the experimental class to compare their differences.
Results
The scores after the theoretical class of Group A and B were (100.0 ± 25.4), (101.0 ± 23.8)(t=-0.160, P > 0.05), Group C and D were (94.7 ± 23.7), (92.1 ± 18.6)(t = 0.467, P > 0.05). The scores of Group A and B before and after the experimental class and one week after the experimental class were respectively (84.1 ± 17.4), (72.1 ± 21.3)(t = 2.363, P < 0.05), (107.6 ± 14.3), (102.1 ± 18.0)(t = 1.292, P > 0.05), (89.7 ± 24.3), (66.6 ± 23.2)(t = 3.706, P < 0.05). The scores of Group C and D were (94.0 ± 17.3), (72.8 ± 25.5)(t = 3.755, P < 0.05), (107.3 ± 20.3), (93.1 ± 20.9)(t = 2.652, P < 0.05), (100.3 ± 19.7), (77.2 ± 24.0)(t = 4.039, P < 0.05). The scores of Group A and B for one month after the experimental class were (86.6 ± 28.8), (84.5 ± 24.0)(t = 0.297, P > 0.05), and Group C and D were (95.7 ± 20.3), (91.7 ± 23.0)(t = 0.699, P > 0.05).
Conclusions
The process-based teaching based on SPARK case database could improve the radiology practice ability of the musculoskeletal system of students.
The aim of the study is to examine the relationship between "wisdom", "mindfulness", and "religiosity" in university students. The research consists of three parts -apart from the introduction and conclusion-: theoretical framework, method, findings and comments. In the first part, research variables are introduced using one of the qualitative research designs, document analysis. In the second part, information is given about the model and method of the research, measurement tools, data collection, and analysis processes. In the third part, the findings showing the relationships between the demographic qualifications of the participants and the research variables, and the interpretations of the findings are given. Among the quantitative research methods, the questionnaire technique and relational survey model were used in the practice dimension of the study. A total of 584 undergraduate students aged 18-45, including 187 men and 397 women from Sakarya University, participated in the research. The questionnaire distributed to the participants consisted of a "Personal Information Form" which includes demographic-psycho-social characteristics, "San Diego Wisdom Scale", "Mindful Attention Awareness Scale", and "Ok Religious Attitude Scale". The study results indicated that the wisdom levels of the participants are significantly positively correlated with their mindfulness qualities. It was also determined that there was a significant positive correlation between wisdom and religiosity. While the mindfulness levels of university students explained about 11.4% of their wisdom characteristics, their level of religiosity explained 1.1% of their wisdom. On the other hand, no significant correlation was found between mindfulness and religiosity. According to the research findings, the sub-dimensions of wisdom differed significantly according to gender, while conditions such as age, class of education, and growing up in a large family did not show a significant relationship. Participants who stated that they meditated achieved a higher level of wisdom.
The static-process framework developed in Chap. 2 distinguished static thinking and process thinking according to five basic orientations: abstract/context, closed/open, isolating/relational; passive/generative; and one/multi-dimensional. This chapter applies the static-process framework to develop a process metaphysics of positive peace, elucidating theories and practices of peace through a clear articulation of the process epistemology and process ontology, and corresponding values. It draws on Reardon’s (Betty A. Reardon: A Pioneer in Education for Peace and Human Rights. Springer International, [1989] 2015) outline of a paradigm of/for peace to evaluate the ways that process metaphysics aligns with, underpins and advances positive peace. This approach aspires to a vision of peace that addresses all forms of violence, including the less visible cultural and structural forms of violence. This includes and transcends the aims of negative peace, the absence of direct forms of violence, nesting negative peace within its more transformative vision and addressing the conditions that give rise to such violence. The aim of positive peace assumes a process epistemology of provisional realism, moving beyond both positivism and relativism by treating truth as an asymptote, polyphonic and always-in-process. Peaceful imaginaries find support in process ontologies, emphasising the participatory and emergent nature of life at every scale in a universe comprising part-wholes that together can co-create violence or peace.
In the vast history of ideas, there exists a dynamic tension between a narrow focus on things as separate and unchanging (static thinking), and a broader focus on their relational and always-changing contexts (process thinking). Drawing from process philosophy, this book develops a “nested” approach to these two modes of thought, iteratively bringing static perspectives into relational-process contexts, positing this “static-process framework” as a key to reimagining peaceful and sustainable futures. This chapter elaborates the practice of process thinking, articulating conceptualises tensions between two modes of thought—“static thinking” and “process thinking”—which co-exist in almost every area of human life. This chapter demonstrates the philosophical consistency and coherency of this tool, and establishes the primacy of process in enabling balanced thinking. It goes on to examine the correlation between this framework and contemporary theoretical propositions in neuroscience regarding different functions of the brain’s hemispheres, using this as an analogy to illustrate the relationship between static thinking and process thinking (McGilchrist’s extensive review of the latest research in neuroscience indicates a potential biologically evolved foundation to the philosophy and practice of the theory of process and static thinking developed and applied in this book. Some scientists critique research into left and right brains and the linking of biological patterns to social sciences. To avoid such distractions from my argument I treat the left and right brain as an analogy with the hint of embodied reality). Linking understandings of the two modes of thought with philosophies of peace education, cultivating “process literacy” is proposed as essential to learning for peace. Examples of static and process education practices illustrate the application of the static-process framework. These practices are then evaluated from a dual peace and process perspective, with a view to learning for peace. This chapter establishes process thinking as a balanced mode of thought for peace, and lays the conceptual foundations for the book chapters to follow.
In an era marked by climate breakdown and global inequality, Reimagining Peace Through Process Philosophy develops a positive image of the future, and a co-creative path towards that vision inspired by process philosophy. This first chapter provides an orientation to the field of process philosophy, also known as “process thought” and “process metaphysics.” It distinguishes: (1) the practice of process thinking, as a mode of thought that emphasises contexts, relationships and participation; (2) the metaphysics of process thinking, the view of “things” not as static but as relational-processes, activating a narrative of cosmological and community participation; and (3) the applications of process thinking, such as in ecological economics, complex systems theory and in addressing issues such as the “global systemic crisis.” This chapter starts to sketch a positive image of the future, connecting peace theorists’ aspirations for “positive peace,” “peace with justice,” and “peace systems,” with process philosophers’ visions of “ecological civilization.”
All'inizio del XX secolo la ridefinizione delle categorie di spazio e di tempo si riflette in una configurazione nuova dell'attualità del soggetto conoscente sia in termini di percezione che di reazione al contesto che lo circonda. Emerge il valore di una prospettiva fenomenologica che apre il campo alla pluralità delle culture e dei punti di vista e alla funzione determinante dei linguaggi simbolici. Nelle scienze dell'educazione i concetti di percezione, esperienza, progettazione e interazione si arricchiscono con un'idea nuova di temporalità: il ritmo che influisce sulle forme, sui contenuti e sui linguaggi della riflessione pedagogica. Il concetto di ritmo include completamente la dimensione musicale, quella artistica e insieme una idea formale di struttura che lo associa alle forme del linguaggio matematico e quindi per elezione al-l'ipotesi di procedure innovative per la didattica della matematica.
The book takes up the UNESCO (1972) assertion that there is a fundamental aim for the education of the peoples of the world: It is to educate complete human beings in all their dimensions, such that they participate in the human story.
The book examines the aims and purposes of education as conceived by scholars, international and national authorities, international pedagogies, early childhood educators, and representative schools. It reviews the concepts of human nature most commonly assumed in educational theory and practice: Mind, body, self, senses, spirit, intelligence(s), and creativity. It explores the most common concepts of human learning from the perspective of principles of learning. An intermission sums the argument of the first four chapters, and prepares for the holistic paradigm to be developed.
The argument of the book is then presented in terms of a holistic paradigm: Whole child, holistic learning, holistic education and holistic principle. Each concept is developed and linked. The holistic language of the paradigm presents an ideological, theoretical and practical principle from which the intents and practices of educational systems and local centres may be conceived. It offers a holistic principle as the ontological principle of the human universe. A concept of human education needs to take this into account in framing its purposes and praxis.
The book reviews the concepts and language of the international education landscape, such that a fundamental holistic purpose for the education of the world’s peoples may be proposed and agreed. This holistic purpose applies not only to education systems and local agencies for children’s learning. It is fundamental to the way the human world works. In a contemporary age of diversity and pluralism, of the seeming insurmountable difficulty of achieving international and national cohesion, the book draws together 800 voices in a chorus, to offer a vision and method for the future of education and the world.
The curriculum is a complex concept central to educational debates. Over the years, the role of knowledge in the curriculum has, like a pendulum, shifted between two extremes, from highly visible to virtually invisible knowledge elements. In this chapter, we consider the lessons learned from both extremes, proposing a knowledge-rich curriculum as the soundest way forward to both effectively acquire knowledge and complex cognitive skills in school, but also as a crucial lever to achieve equitable opportunities for all students. In understanding how a knowledge-rich curriculum can enhance learning, three overarching principles are discussed: (1) content-richness, (2) coherence, and (3) clarity. These principles are illustrated through practical examples from schools and educators who have effectively implemented knowledge-rich curricula, and combined with insights from relevant research on curriculum studies.
Nearly all teachers and other stakeholders in education pursue a common aim: we want the students whom we teach and guide during their formative years to think deeply about what we teach them. We want them to be able to go beyond their current experiences and have a deep understanding of the world.
É consenso que falta diálogo entre a filosofia e a química, o que tem impactado o ensino dessa ciência. Esse descompasso representa uma lacuna em termos pedagógicos, visto que a filosofia da química é um importante fundamento para guiar e subsidiar práticas educacionais. Como forma de entrelaçar química e filosofia, destacamos a abordagem da estética no ensino, fortemente marcada por elementos visuais e linguísticos. Nesse sentido, o presente estudo tem como objetivo compreender como o juízo estético tem sido abordado na química. Para isso, conduzimos um levantamento bibliográfico, de caráter exploratório, cujo corpus é constituído por revistas especializadas em filosofia da química e em periódicos centrados na educação química, a fim de articular ambas as áreas. Para a análise, seguimos princípios da Análise de Conteúdo de Bardin e adotamos as visões de estética discutidas por Immanuel Kant e Alfred North Whitehead. Como categorias, temos: 1) A importância do juízo estético na química; 2) A experiência estética na comunicação e na linguagem química; 3) Juízo estético nas representações químicas; 4) Química e arte: uma via para a estética no ensino de química; 5) A percepção da beleza em propostas e práticas de ensino. Embora a estética venha ganhando força no âmbito educacional, as contribuições no campo da filosofia da química têm sido mais significativas, necessitando articulação com ensino. Diversos aspectos e conhecimentos são apontados como promissores para abordar a interseção química-estética, como simetria, representações moleculares, mudanças de coloração, metáforas e analogias. Assim, o apelo estético na química tem se manifestado mais em seus objetos e símbolos do que na experiência que podem causar no indivíduo. No mais, a química encontra-se diretamente atrelada à arte nos trabalhos analisados, algo que deve ser ainda mais explorado em práticas educacionais, principalmente no nível básico. Esperamos que as reflexões aqui apresentadas contribuam tanto para práticas que considerem o aspecto estético da química com intencionalidade pedagógica e epistemológica quanto para o fortalecimento da química enquanto ciência, uma vez que o juízo estético também influencia na produção de seu conhecimento.
Incorporating interdisciplinarity has been said to foster the lifelong competencies needed for the increasingly complex workforce. However, its implementation into higher education is marred with difficulties since it fundamentally clashes with the disciplinary values that organise university settings. Through examples of local interdisciplinary initiatives, this chapter conceptually explores how current endeavours are unable to address the dilemmas students and teachers face in pursuing interdisciplinarity from a Singaporean context and thus argues for a need to recognise the role of identity in learning interdisciplinarity. Key to this approach is the acknowledgement and reconceptualisation of interdisciplinarity as a social practice, specifically as the process of learning how to identify, manage, and apply appropriate ways of knowledge accordingly to one’s sociocultural context. This otherwise contrasts existing perspectives which are mainly concerned with the breadth and depth of disciplinary knowledge attained. To better support interdisciplinary efforts, it is recommended that identity is utilised as both a theoretical lens and methodological tool. Altogether, this chapter believes that attempts to bridge professional practice with higher education should not be conflated with the design of specific teaching approaches or curriculum but focus on removing the barriers students and teachers face in attaining their personal interdisciplinary agendas.
The term “higher education” refers to learning in post-secondary institutions such as universities and colleges. Its purpose is to explore the world of knowledge, foster reflective capacity, train the workforce, prepare for a career, and promote personal and regional development. Universities try to achieve this by combining applied research and educating a new generation of citizens and leaders.
Another purpose of higher education is to promote personal development such as epistemological growth, tolerance of uncertainty, moral reasoning, empathy, emotional intelligence, and the capacity for reflection. However, studies of the changes in these traits during higher education have yielded mixed results. On the one hand, graduate students have been reported to have higher levels of epistemological development than undergraduate students. Moral reasoning scores increase during college, nursing, physical therapy, and pharmacy education but not in computer science and medical students. Similarly, most cross-sectional and longitudinal studies of medical students and residents found a decline in empathy test scores.
A statement describing higher education institutions should include their context and function. The context refers to the academic freedom of the faculty, funding, and the stakeholders to whom it is accountable. The function of a higher education institution refers to its mission and goals. The wording of a mission statement is intentionally vague to ensure consistency between different departments. Therefore, it does not define specific teaching programs. Implementing such programs requires their translation into learning objectives that define the expectations from of the graduate. The more detailed these are, the more targeted the teaching and the assessment of its outcomes can be. By analogy, travelers in an unfamiliar country need a large-scale map to know where they are going (institutional goals) and a detailed topographical map to understand how to get there (learning objectives).
Over the past thirty years, the Algebra Project has worked with a diversity of stakeholders (parents, university partners, administrators, teachers, and their students) to raise the floor of math literacy for the most under-served students in US school systems. In the course of this work, we have come to recognize a glass ceiling that the most under-served students and their teachers must contend with. It has blocked access to topics that have historically been considered advanced, but which actually are accessible to students at the levels of Algebra I and Geometry. It has fuelled community debates around how much math is too much math for some students and not enough for others. In this article, we will examine a few examples from Algebra I and Geometry, which clearly show this accessibility. These examples demonstrate that an appropriate floor for math literacy in the 21 st century needs to be reconstructed to account for the gap between what could be taught and what is taught in secondary mathematics. RESUMO Nos últimos trinta anos, o Projecto Álgebra trabalhou com uma diversidade de partes interessadas (pais, parceiros universitários, administradores, professores e seus alunos) para elevar o nível de alfabetização matemática para os alunos menos atendidos nos sistemas escolares dos EUA. No decorrer deste trabalho, chegamos a reconhecer um teto de vidro com o qual os alunos mais carentes e seus professores têm de lidar. Ele bloqueou o acesso a tópicos historicamente considerados avançados, mas que na verdade são acessíveis aos alunos dos níveis de Álgebra I e Geometria. Ele alimentou debates na comunidade sobre o quanto a matemática é matemática demais para alguns alunos e insuficiente para outros. Neste artigo, examinaremos alguns exemplos de Álgebra I e Geometria que mostram claramente essa acessibilidade. Esses exemplos demonstram que um piso apropriado para a alfabetização matemática no século 21 o precisa ser reconstruído para dar conta da lacuna entre o que poderia ser ensinado e o que é ensinado na matemática secundária. Palavras-chave: alfabetização matemática, acessibilidade, álgebra, geometria, cálculo RESUMEN Durante los últimos treinta años, el Proyecto Álgebra ha trabajado con una diversidad de partes interesadas (padres, socios universitarios, administradores, maestros y sus estudiantes) para elevar el nivel de alfabetización matemática para los estudiantes más desatendidos en los sistemas escolares de EE. UU. En el curso de este trabajo, hemos llegado a reconocer un techo de cristal con el que deben lidiar los estudiantes más desatendidos y sus maestros. Ha bloqueado el acceso a temas que históricamente se han considerado avanzados, pero que en realidad son accesibles para los estudiantes en los niveles de Álgebra I y Geometría. Ha alimentado debates comunitarios sobre cuántas matemáticas son demasiadas para algunos estudiantes e insuficientes para otros. En este artículo, examinaremos algunos ejemplos de Álgebra I y Geometría, que muestran claramente esta accesibilidad. Estos ejemplos demuestran que es necesario reconstruir un piso apropiado para la alfabetización matemática en el siglo XXI para tener en cuenta la brecha entre lo que se podría enseñar y lo que se enseña en matemáticas secundarias.
This chapter offers the question of What are Humans Learning for? or Why are Humans Learning? Aspects of Purpose, as a key consideration are canvassed as are many other elements proposed by various theorists as the what, the how, and when Humans learn but baulk at the Why. This Chapter also develops and offers the book’s definition of Human Learning.
As a reaction to the compartmentalized way in which the foreign language and grammar in particular are usually treated in foreign language coursebooks and syllabi generally, I propose sensitizing English language teachers to unification possibilities, which would involve the joint treatment of apparently disparate phenomena on the basis of content, thus modifying instruction sequencing. My proposal is based on the perception of grammar as cognitively determined (Bielak & Pawlak 2013; Langacker 2008) and, thus, semantically driven, dynamic (Larsen-Freeman 2003) and motivated (Calfoglou 2017) and makes use of the dynamics of ideational frameworks (Burgess 1994).
The title inspired by Bertrand Russell’s and Alfred North Whitehead’s seminal "Principia Mathematica", the philosophical enterprise "Principia Ontologia" can be described as a genealogically-cognizant, structurally-conscious, and phenomenologically-competent fundamental ontological inquiry. It is designed to answer the question Martin Heidegger’s 1927 tour de force "Being and Time" intended to but—owing to various reasons—fall short of answering. The question—standing at the core of Heideggerian oeuvre, both before and after "die Kehre"—the project is keen on catalyzing an acumen into is concerned with the truth of Being and its meaning. The latter is something enterprise metaphorically describes—à la Cicero’s ethical writings—as a "summum bonum" of ontological investigation. An investigation that began in fifth-century BCE Greece where sagacious pre-Socratic philosophers—such as Parmenides and Heraclitus—summoned enough courage and open-mindedness to ask "What is Being?". Thanks to their bravery, pre-Socratic thinkers commenced the precise inquiry the tradition great British process philosopher safely characterized as footnotes to Plato couldn’t help but forget, Heidegger revived, and principia ontologia intends to take to a higher, more inclusive and encompassing level. Appreciating the fact that, as Heidegger underscored, "the essence of Being is never conclusively sayable"—an acumen that, in lieu of an end, is exclusively the beginning of authentically fundamental ontological inquiry—the enterprise employs different terms in the interest of pointing towards the same summum bonum that principia ontologia, besides "Being", also describes as Ursprung; Urphanomen; Primordial Clearing/Ground/Unconcealment, not to mention other terms, all meant to encourage advancement towards the truth the Messkirch-born ontologist—in his essay, titled "The Origin of the Work of Art"—disclosed as "unconcealment of Beings (Being)", where "Beings can be as beings only if they stand within and stand out within what is cleared in this clearing. Only this clearing grants and guarantees to us humans a passage to those beings that we ourselves are not, and access to the being that we ourselves are. Thanks to this clearing, beings are unconcealed" (Heidegger, M. 1929)."
From the outset, "Sein und Zeit" declares that the question concerning ontological summum bonum, "today been forgotten", nonetheless, the "question we are touching upon is not just a n y question. It is one which provided a stimulus for the researches of Plato and Aristotle, only to subside from then on as a theme for actual investigation" (Heidegger, M. 1927). Rather than just "any" inquiry, the foregoing, by account of Heidegger, has begun "the ek-sistence of historical man" who through "asking: what are beings?" facilitated disclosure of Primordial Aletheia "for the first time". In light of the latter's immense philosophical significance, according to principia ontologia, only deepened fundamental ontological inquiry that marries original contemplation, investigation, and research with the meticulous, careful, and patient integration of numerous invaluable breakthroughs of pre-modern, modern, and post-modern epochs can facilitate progress towards the truth of Being. Exclusively the enterprise that preserves noteworthy advancements, acumens, and realizations while simultaneously negating numerous partial viewpoints, inaccurate conclusions, and misguided observations of each major epoch can defend itself from myriad enemies of ontological advancement. Anything less than the preceding will inescapably yield to what the German thinker delineated as "the path of metaphysics" where oblivion of Being reigns supreme, permitting throngs of beings to obscure the very unconcealment that permits these beings to arise in the first place. Fortunately, principia ontologia is exactly such enterprise that, on grounds of its chosen modus operandi, can "supersede", à la Hegel, its predecessors, including—the greatest influence upon the project—Heideggerian fundamental ontology, the terminology of which the enterprise utilizes in its every undertaking, ranging from deepening Heidegger’s investigation of death to rescuing Heideggerian-animal ontology from erroneous criticisms to unveiling the genealogical roots, structural make-up, and farther reaches of an uncommon entity whose essence lies in its existence to disclosing hidden patterns governing phenomena that inescapably influence Being-in-the-world, not to mention to other missions genealogically-conscious project is keen on fulfilling on its way to an insight into the meaning of Being.
Besides the Messkirch-born ontologist’s body of work acting as an indispensable substratum, from which principia ontologia intends to facilitate an acumen into the truth of Being and its meaning, the enterprise has been profoundly influenced by Husserlian phenomenology, Derridean deconstruction, and Wilber’s integral meta-theory, to say nothing of a host of other Western intellectuals the project does not discuss as explicitly, comprehensively, and intensely as Heidegger, Husserl, Derrida, and Wilber, yet whose shadow falls on the text's every page. Via the careful utilization of selected methodology, namely, "principal ontological triad", materialized in the form of phenomenology, structuralism, and genealogy, the project will not only provide a rigorous analysis of its forerunners’ contributions—tapping into their strengths while evading their weaknesses—but more importantly, principia ontologia, if successful, will save fundamental ontological inquiry as a whole in the post-post modern epoch, where in spite of tradition’s invaluable accomplishments, the question of Being has been left unanswered and, more often than not, forgotten, or worse still, abandoned as unanswerable at best or nonsensical at worst. By unconcealing that "If the power of the intellect in the field of inquiry into the nothing and into Being is thus shattered, then the destiny of the reign of “logic” in philosophy is thereby decided. The idea of “logic” itself disintegrates in the turbulence of a more original questioning". (Heidegger, M. 1929), the Messkirch-born ontologist—in "What Is Metaphysics?"—was able to achieve the ostensibly impossible mission of catalyzing an insight into Nothing. Likewise, if the reign of numerous valid but incomplete perspectives is permitted to disintegrate in the turbulence of a more original philosophizing, while as Schopenhauer accentuated, the tendency of taking the limits of one’s vision as the limits of the world is overcome, akin to Heidegger attaining what previously was deemed unattainable, principia ontologia can also access what each and every genealogically, phenomenologically, and structurally incompetent standpoint, theory, and methodology—across pre-modern, modern, and post-modern epochs—felt obliged to give upon as inaccessible.
Penelitian ini bertujuan untuk mengidentifikasi relevansi perspektif kultural N.J.C. Geise sebagai model pedagogi dalam lembaga pendidikan Katolik di Jawa Barat, merumuskan model pedagogi kultural Geise untuk proses belajar mengajar, dan memberi rekomendasi tentang ciri khas profil lulusan lembaga pendidikan Katolik yang sesuai dengan konteks kultur Jawa Barat. Penelitian ini menggunakan metode kualitatif dengan desain grounded theory, melibatkan observasi lapangan, wawancara mendalam, dan studi literatur. Pengumpulan data dilakukan dari Maret hingga September 2023, mencakup wawancara dengan tokoh terkait Geise, observasi di Yayasan Mardi Yuana, Bogor dan Yayasan UNPAR, serta analisis literatur. Hasil penelitian menunjukkan bahwa perspektif kultural Geise sangat relevan dengan model pedagogi di lembaga pendidikan Katolik di Jawa Barat. Geise menekankan pentingnya pendidikan yang selaras dengan kondisi sosial-kultural setempat, memperhatikan orang miskin dan pinggiran, mengangkat kesetaraan martabat manusia, dan berfokus pada pelayanan kemanusiaan. Penelitian ini berkontribusi pada penawaran model pedagogi yang mengintegrasikan nilai-nilai kearifan lokal dalam pendidikan, serta memberikan panduan untuk membentuk profil lulusan yang pluralis, adaptif, dan transformatif.
Whitehead's views on language are closely tied up with his views on perception. Unlike the modern philosophical analysts with their appeal to everyday experience, he believes that the world of perceived objects only gives us an abstract picture of the physical world. The subject-predicate form of expression, its linguistic counterpart, is considered by Whitehead to be a high abstraction coined to deal with such situations. Language, he points out, was designed to express such clear-cut concepts as "green leaf" and "round ball" (Process and Reality or PR, p.234). Nevertheless, as he readily admits, the abstract system of concepts embedded in ordinary language has proved itself to be of great pragmatic value in enabling us to come to grips with our common-sense world. For Whitehead, then, as with Bergson, ordinary language merely gives us a useful abstract for the purpose of life, and cannot therefore by its very nature grasp the dynamic character of events. He traces the tendency to rely on ordinary language as a criterion for fact back to the Greeks; pointing out that excessive trust in common forms of language vitiated the philosophy and physics of the Greeks as well as that of the Middle Ages. Author discussed the language and philosophy and nature of philosophy. And also the three main stages (Romance-Precision-Generalization) Whitehead uses for education will be applied to his notion of language. Introduction: As language has such a marked interest for philosophers nowadays, it is worth noting the manner in which Whitehead's views on this topic diverge from the current approach with its emphasis on ordinary usage. Whitehead believes that in the sort of philosophy in which he is interested (which has for its task the bringing together of the world of psychological experience and physical nature into one system) the meaning of common words and phrases has to be stretched and given a wider generality.
In an education everything depends on teachers and pupils. We are discovering that in schools you cannot do without genius, genius of character, genius of insight, and genius of intellectual enthusiasm. Authorities who want successful schools must see to it that the conditions in the teaching profession are such that genius can thrive (Whitehead, 1948, pp. 127). Alfred North Whitehead was a great mathematician, philosopher, metaphysician and educationist. His views on teaching are very relevant in modern era of 21 st century. Alfred North Whitehead's idea was that the student learns in a rhythm of three stages (romance-precision-generalization). Teaching is a rhythmic occasion, not a skill and that in a living world; none of our educational goals can claim any position of ideal completeness (Greshman, 1988). Teaching which ignores the rhythm of life is relinquishing a pedagogical tool which can make the difference between the student's suffering through an imposed routine and transfiguring that routine into an experience of fruition. A rhythm is a "conveyance of difference within a framework of repetition" (Whitehead, 1929, pp.17). In this paper author discussed the teacher's role in three stages of learning (romance-precision-generalization) and with suggestions for what Whitehead has to offer teachers today.
Alfred North Whitehead was a 20 th century philosopher. He was British mathematician also. He is best known for his philosophical and mathematical works. His landmark books are Process and Reality (1929a) and Principia Mathematica (collaborative work with Bertrand Russell
Laboratory studies using a reception paradigm have found that memory items sharing similar entities and relations with a working memory cue (surface matches) are easier to retrieve than items sharing only a system of abstract relations (structural matches). However, the naturalistic approach has contended that the observed supremacy of superficial similarity could have originated in a shallow processing of somewhat inconsequential stories, as well as in the inadvertent inclusion of structural similarity during the construction of surface matches. We addressed the question of which kind of similarity dominates retrieval through a hybrid paradigm that combines the ecological validity of the naturalistic production paradigm with the experimental control of the reception paradigm. In Experiment 1 we presented participants with a target story that maintained either superficial or structural similarities with two popular movies that had received a careful processing prior to the experimental session. Experiment 2 replicated the same procedure with highly viralized public events. In line with traditional laboratory results, surface matches were significantly better retrieved than structural matches, confirming the supremacy of superficial similarities during retrieval.
This study argues that religious education is uniquely positioned to resist and transcend contemporary dialectics of wonder that serve to diminish, commodify, or instrumentalize the place of wonder in society today. Wonder is traditionally characterized by a sense of importance that accompanies our encounters with mystery. In a world less comfortable with interiority and less willing to accept the sense of ignorance true wonder presupposes, the contemplative element of wonder has largely evaporated, to be replaced by a more fleeting (Schinkel in Stud Philos Educ 39(5):479–492, 2019, 481) and less challenging ‘curiosity’. Curiosity favours mastery over mystery; it elides the puzzlement or contemplation inherent in traditional understandings of wonder. In pedagogical settings, curiosity is increasingly advanced at a catalyst that motivates and directs the inquiry of the learner. However, educational literature continues to note a worrying absence of any kind of wonder in classrooms today (Jirout et al. in Front Psychol 13:875161, 2022. https://doi.org/10.3389/fpsyg.2022.875161 ). This study will suggest that the advancement of wonder as curiosity in education only reinforces the very sense of apathy it is designed to counteract in its students. If wonder is recast as curiosity—a ‘skill’ that leads reliably to the ‘right answer’—students will inevitably find quicker, more efficient means to arrive at the required information. Religious education is uniquely equipped to supplement inquisitive curiosity with a more contemplative wonder that eschews easy answers. In doing so, it would equip students to grapple with what modern society has become so adept at evading: the “stubborn there-ness” (Arendt in Medina J, Wood D (eds) Truth: engagements across philosophical traditions. Blackwell Publishing, London, 2005, p. 310) of mystery that characterizes the most meaningful questions of our existence.
Immense, all-encompassing bush fires. Paralyzing floods. The global pandemic. The seemingly endless stream of disasters that beset us may be rationalized in terms of the move from the benign Holocene wherein human civilization flourished, to the malign Anthropocene, through which we are creating the conditions for our own extinction. Education and its research sit in the middle of this epochal shift. Scientific investigation establishes and verifies what has happened in the past, including the patterns and rhythms that may continue. However, education, as defined by learning in the present is also concerned with the future, especially in terms of the proven facts of climate change and collectively working out what to do about them. Subsequently, this chapter will argue that a new science of educational research is required to shift pedagogy, the curriculum, and educational practice from its current settings to ones that will provoke meaningful change in the Anthropocene. This new science of educational research will be based on a re-evaluation of time in educational research from the work of Alfred North Whitehead, Gilles Deleuze, Gilbert Simondon, Stanislaw Lem and Philip K. Dick. In general, this theorization of a new science of time in educational research sees a shift from phenomenologically based notions of temporality to materially embodied concepts of time that simultaneously inhabit ‘more-than-human’ worlds.
O presente artigo aborda relações entre educação popular e enfrentamento ao racismo a partir de uma experiência de assessoria jurídica universitária popular. Problematizamos aqui algumas encruzilhadas da educação jurídica popular de base freireana, vivenciadas no acompanhamento do Fórum de Artistas Pretes da Paraíba por parte do Núcleo de Extensão Popular Flor de Mandacaru (UFPB). Do ponto de vista metodológico, empreendemos uma sistematização de experiência a partir de pesquisa-participante. O marco teórico da pesquisa transita no campo de estudos sobre as relações raciais e a crítica antirracista ao direito em diálogo com o aporte freireano que se expressa em alguns estudos sobre assessoria jurídica popular.
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