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... The civic function of communion is to transform the experience of diversity as a threat into diversity as an integral and generative aspect of collective life. Diversity within unity is sustained through genuine dialogue and empathetic deliberation (Bethel, 1989;Dewey, 1916Dewey, , 1927Garrison, 2010;Garrison, Hickman & Ikeda, 2014;Ikeda, 2004Ikeda, , 2010. We educate to cultivate communion so that in response to diverse perspectives we might seek common ground rather than resort to conflict; so that together we might re-imagine who we collectively are, and who we might become, beyond our differences (Green, 2008). ...
... Social inquiry is the capacity to learn with, from and for diverse othersto construct knowledge in a respectful, consensual and purposeful manner. Committed to a democratic social ethic, John Dewey (1910Dewey ( , 1916Dewey ( , 1939 envisioned and evolved deliberation as an inclusive, contextually responsive, imaginative and conciliatory approach to social inquiry. Rather than attempt to determine the course of collective action or to resolve social disputes via debate, Dewey worked to ensure free and full consideration of diverse, often conflicting, perspectives as necessary to yield authentic consensus-acts of creative compromise through which multiple positions could be included and represented with integrity. ...
In times of deep crisis, the most powerful critical contemplative pedagogy available to us is that of supporting all children and youth in learning to teach and teaching to learn as a primary path toward self-realization, social inquiry and civic contribution. This vital opportunity should be made accessible to all students, regardless of perceived academic ability, especially to those whose access to voice and to power is limited. In this essay integrating critical, progressive, contemplative and holistic perspectives across time and cultures, I trace the development of a transformative educational philosophy that I will refer to as politically engaged holism. Consistent with this guiding vision, the spiritual dimension of learning and life is acknowledged and fully engaged with careful attention to equity and inclusion. Higher order learning skills promoted via established curricular mandates are expanded to promote development of clarity, communion, creativity and compassion. A corresponding learning process, culminating in empathetic sharing, is engaged alongside traditional learning paths for the purpose of moving beyond contemporary processes emphasizing competitive, standardized individual academic achievement. I advocate requiring (e.g., once/academic year) that all school-age youth be given the opportunity to select a specific concept or skill to teach to others in need (e.g., peers, younger students, family, community members, civic leaders); supported by the level of skilled facilitation necessary to guide young teacher/learners in developing emancipatory learning goals, mastering content, understanding learner characteristics, exploring social pedagogies, receiving feedback, reflecting on implementation and refining practice.
... In research, reflexivity allows the researcher to analyse their presumptions, biases, and actions and consequences on the research process (Mayes, 2001;Mortari, 2015). Reflexivity's pragmatic elements are valuable also, as they assist the researcher in constructing solutions to the challenges they face (Dewey, 1916;Mortari, 2015). This concept is coined by Schön (1983, p. 54) as "reflection-in-action", meaning that the researcher will use reflection to come to solutions for issues that arise in the moment, informing the solution to the challenge. ...
... This concept is coined by Schön (1983, p. 54) as "reflection-in-action", meaning that the researcher will use reflection to come to solutions for issues that arise in the moment, informing the solution to the challenge. Secondarily, reflexivity assists the researcher in identifying what has occurred in the intervention evaluating their role and identifying how they can improve their practice in future (Dewey, 1916). This concept is coined by Schön (1987, p. 22) as "reflection-on-action". ...
Reading comprehension is a skill that is crucial in everyday life, as it allows people to read critically and understand the various texts they encounter. Reading comprehension is not a skill that is actively taught or improved upon in most Western countries, despite its relative importance to everyday life. As a result, university readers struggle with comprehension skills, which can impact their employment prospects. The present study explores the initial implementation of a potential solution to this issue. This study will focus on Phase 1 of a larger project and will implement a qualitative methodology of reflexive journaling to reflect on the initial curriculum design, pedagogical practice, and technological challenges and evaluate the construction and implementation of an online learning platform designed to assist students in improving reading comprehension.
... Democracy and education share a critical bond (Hytten, 2017). Democracy's essence is independence and liberty, with spiritual cornerstones of mind emancipation and unhampered freedom to think (Dewey, 1903), essential for dissent (West, 2022). Education strengthens democracy's foundations and facilitates citizen participation by imparting knowledge and boosting critical thinking (Sterling, 2024b). ...
... American philosopher John Dewey (1903) famously stated, "If we teach today as we taught yesterday, we rob our children of tomorrow." Though these words have proven true over the past century, their validity has never been more critical than now, in the age of artificial intelligence (AI). ...
... Education is not purely the conduction of information; it is a transformative process that helps to shape the intellectual, moral, and social fabric of an individual (Dewey, 2018). ...
The research aims to determine the association between Early Childhood Education (ECE) and mental, societal, and emotional development. The objectives of this study are: 1) To assess how well ECE affects the students' learning results. 2) To promote the holistic development of a child. 3) To investigate issues and create suggestions about the execution of ECE programs. 4) To increase the literacy rate and decrease the dropout level. 5) To encourage a child’s curiosity about his/her environment. A descriptive quantitative design was used for this study. The hypotheses predict a positive effect of ECE on learning outcomes. The results support the hypotheses, showing a significant positive impact of ECE on Student Learning Outcomes (SLO) and improved cognitive, communal, and demonstrative development. The population of this study is all ECE government schools of Tehsil Rahim Yar Khan. 140 ECE schools were selected using a simple random sampling technique. ECE teachers, ECE caregivers, and head teachers were selected from each school and 420 (male and female) individuals participated as a sample. For data collection, one self-structured questionnaire was used which consists of 65 items. After data collection, it was examined with the help of SPSS. The findings suggest that effective ECE is crucial for enhancing SLOs. It is strongly associated with successful learning outcomes for students and plays a vital role in a child’s entire life. ECE creates an environment that develops interest, boosting children to discover learn, and grow. ECE also encourages inspiration, imagination, and investigation crucial for lifelong learning.
... Such a belief is egalitarian and implies a commitment to individual growth and development. This is also the critical insight of Dewey (1916): that the goal of personal growth implies the freedom to experiment, make inferences and develop critical awareness. As the level of external control increases, it becomes difficult for teachers to see how this goal can be achieved. ...
... In his century old critique of public-school teaching, John Dewey advocated the design of learning environments that encourage students to construct "simple apparatus and simple tests, leading constantly into more and more controlled experimentation, with greater insistence upon definiteness of intellectual result and control of logical process" (Dewey, 1903). Learning with simple apparatuses that students can use to experiment and try things out as Dewey envisioned, creates a tension for teachers, since when letting students figure things out on their own, students may (and probably will!) invent ideas that contradict normative or canonical scientific understanding (Russ & Berland, 2019). ...
Does inventing representations in open-ended computational environments contradict the goal of acquiring canonical scientific knowledge? We analyze the computational models of electric conductors that N = 35 eight-grade students built with a NetLogo-based microworld. Students used the microworld to sketch structures that represent models of electric conductors and then observed the resulting electric current. We use data from classroom discourse, computer log files and questionnaires, to identify different ways through which students used the platform, and how their engagement in construction, explains the variance in their learning gains. We found differences in the number and types of models that students constructed in the microworld: while most students built the models that were intended by the instructors, some added unconventional doodling models, that deviated from the intended structures. We found that students who built more models made larger gains in conceptual knowledge about electric current. However, we also found that students who constructed more unconventional models, produced lower learning gains on items that assessed the particle-level mechanism of electrons in conductors. ARTICLE HISTORY
... 2. Literature review 2.1 Service learning and community engagement SL finds its theoretical foundations in the philosophy of Dewey, who emphasised the importance of experience, citizenship, community and democracy in education (Dewey, 1903). Bringle and Hatcher (1995, p. 112) define SL as a course-based, credit-bearing educational experience in which students (a) participate in an organised service activity that meets identified community needs and (b) reflect on the service activity in such a way as to gain further understanding of course content, a broader appreciation of the discipline and an enhanced sense of civic responsibility. ...
Purpose
This study aims to delve into the evolution, trends and implications of scientific production related to service learning (SL) and community engagement for sustainability in higher education institutions (HEIs). Because HEIs play a crucial role in achieving the sustainable development goals (SDGs), experiential learning approaches are needed to actively involve students in sustainable development.
Design/methodology/approach
In total, 869 publications from Web of Science and Scopus databases were analysed using a bibliometric approach that included performance analysis and science mapping. Subsequently, a systematic literature review was conducted on 118 publications, focusing on their contribution to SDGs and alignment with United Nations Educational Scientific and Cultural Organisation’s fields of expertise.
Findings
The findings reveal two significant trends: a substantial shift from curriculum development (2000–2010) to education for sustainable development (2011–2022), and the effectiveness of experiential learning teaching approaches, such as the integration of SL with community engagement and the use of innovative research methods in promoting the acquisition of sustainable development competencies. Additionally, community-based research, participatory action research and capacity development emerged as the primary topics.
Research limitations/implications
While this research is based on publications from two prominent databases, it may not include significant studies published in other databases.
Practical implications
These findings suggest that stakeholders should incorporate experiential learning activities and innovative research approaches to enhance education in, for and from sustainability.
Originality/value
This study offers a fresh perspective on the intellectual framework of experiential learning teaching approaches concerning sustainability in HEIs.
... The PCKM survey instrument used in this study was piloted and then tested for validity and reliability (See Karkar Esperat, 2022, for more information). It is a reliable and valid (Karkar Esperat, 2022) tool to assess preservice teachers' knowledge of the teaching and learning of a topic by focusing on the teaching process using different modes (New London Group, 1996) and approaches (Dewey, 1903;Freire, 1986;Kalantzis & Cope, 2012;Luke, 2012;Martin, 1997).The PCKM survey also helps teacher educators identify preservice teachers' areas of strengths and weaknesses, so that the weaknesses can be supported. Research has shown the importance of using more than one mode (multimodality) to improve students' language learning practices (Guise & Friend, 2017;Kim, 2016;Verlaan, 2018). ...
This article describes co-design and Indigenous methodologies applied in Waterways, Past, Present, and Future, a research inquiry and immersive media exhibition on human water relations carried out in the Syilx Okanagan First Nation territory of British Columbia, Canada. As a backdrop, we provide an overview of collaborative research, co-design, and Indigenous methodologies principles and then describe how these edicts were reflected in Waterway's praxis. The co-leadership of the research team, the cross-cultural interdisciplinary composition of the team, the decolonizing frame applied throughout the inquiry and design process, and the timeframe for team members to carry out personalized and collective multi-layered preparation were key ingredients in the application of Indigenous methodologies. Co-design principles observed in Waterways included prioritizing design justice and incorporating reflexivity and flexibility, iteration, and emergence in the design process. These methodological considerations can lead to more impactful co-design and cross-cultural research collaboration in Indigenous settings, which is currently a priority in Canada's ongoing reconciliation process.
Cet article s’intéresse aux travaux du philosophe francfortois Axel Honneth portant sur la liberté sociale. Avec le concept de liberté sociale, Honneth espérait offrir une définition plus satisfaisante de la liberté qui ne serait ni négative, ni morale, ni strictement juridique. S’inspirant des travaux des premiers socialistes, il cherche ainsi à réconcilier les trois promesses révolutionnaires que sont la liberté, l’égalité et la fraternité. Il estime que la liberté ne peut être que collective et qu’il n’est possible d’espérer la réalisation des aspirations individuelles et collectives que dans le contexte d’une relation de coopération mutuelle. Alors que l’autonomie et la liberté sont généralement admises comme des finalités de l’éducation, la liberté sociale de Honneth permet-elle d’imaginer une autonomisation qui serait solidaire ? De même, quelles implications pourrait avoir une telle conception de la liberté sur la socialisation y compris en contexte scolaire ? Ce sont des pistes qui seront explorées dans cet article théorique.
This article presents a reconstruction of Dewey’s anthropology of interests. In particular, it aims to show the originality of Dewey's choice to place the concept of interest at the center of his understanding of human beings. This is manifested in three distinctive moves made by Dewey: (1) the critique of the reduction of human interests to self-interest; (2) the rejection of the concept of disinterestedness; and (3) the central role of both interests and values in understanding the nature of human action and experience. In the final part of the article, I will identify some problems that the Deweyan theory of interests and values fails to resolve, leaving them open for further discussion.
By implementing carefully selected children's literature into the current reading curriculum, teachers can help students develop into civic‐minded citizens who are willing and able to take meaningful action.
This collection critically examines the practical impacts of machine translation (MT) through the lens of an ethics of care. It addresses the ideological issues in MT development linked to social hierarchies and explores the transformative potential of care ethics for more equitable technological progress.
The volume explores the ideological constructs behind MT as a labor-saving technology, how these constructs are embedded in both its development and social reception, and how they manifest in biased outputs. The chapters cover the cultural roots of translation automation, its legal and political implications, and the needs of various stakeholders. These stakeholders include lay users, Indigenous communities, institutions, educators, and professionals in an increasingly multicultural society. The book also addresses individuals who require translation daily with varying degrees of familiarity with their own translation needs and the tools available. Through critical engagement with the social impacts of MT, the book advocates for an epistemology of care to foster social equity and democratic values in technological progress.
This book will interest scholars in translation studies, law, and sociotechnology, as well as practicing translators, policymakers, technologists, and activists seeking ethical and inclusive approaches to machine translation and technological development.
Social pedagogy can be understood conceptually as an interdisciplinary approach that considers the underlying social contexts in learning and development. Despite social pedagogy’s global traction, it remains relatively unknown in the United States. This article highlights the potential for social pedagogy to develop uniquely in North America, emphasising the importance of equipping students with both academic content and social awareness. The article examines existing literature through a pragmatic lens, bridging US educational practices that are not categorically termed social pedagogy with international social pedagogy research. It provides an overview of social pedagogy, focusing on how its critical branch promotes democracy through active participation. The article also explores the foundations of the US education system in progressive education. Jane Addams’s writing and works lay the footing for this understanding, particularly in how social pedagogy plays a role in supporting the educational and social needs of the immigrant population. Eleven dimensions of social pedagogy within the US education system are identified. These dimensions include critical reflection, student empowerment, cross-generational opportunities, cooperative learning, integrated schools and classes, generative themes, healthy relationships, dialogue, a student-centred focus, problem-posing and the exploration of cultural narratives. Further research is needed to advance the understanding and application of social pedagogy in the United States, particularly for immigrant students.
This article focuses on the ‘teachable moment’ that occurs when teachers and students engage in meaningful inquiry regarding problematic situations involving themselves and the subject matter being taught. While the teachable moment is nearly always conceived teleologically, the authors here discuss the educative potential of nonteleological teachable moments which are not driven by predetermined curricular objectives but elicited by poignant experiences. They present empirical examples of three types of teachable moments and discuss these with the help of pragmatist didactic models. This shows a fourfold pedagogical value of nonteleological teachable moments: they trigger a strong intrinsic motivation to learn, they are subjectivating as they appeal to the participants as persons and not merely as students compliantly fulfilling tasks, they can give rise to collective inquiry and learning in which the object of the poignant experience becomes a shared matter of concern, and they are incubators for creativity.
Purpose
Faced with increasing systemic constraints and pressures, secondary school English teachers often implement transactional approaches to pedagogy and curriculum aimed at improving student results on external exams, which are then used to rank schools. Despite the pressure to teach this way, teachers acknowledge the power of literature, literacy and language in the English curriculum as vehicles for educating students to be critical readers of texts for a democratic society. As such, the purpose of this paper is to share perspectives of secondary English teachers in relation to the democratic potential of their subject.
Design/methodology/approach
Using a qualitative case study method, this paper shares data from six Australian secondary school English teachers who work in culturally diverse schools. Teachers were interviewed about their perspectives regarding how the Australian English curriculum enabled and/or constrained the teaching of critical and creative thinking in support of a democratic society.
Findings
Using Marri’s model of multicultural democratic education, interview data were deductively analyzed to identify elements of the model, including critical pedagogies, disciplinary content and community building. Teachers were concerned that building critical literacy skills was minimized by the system and students’ personal dispositions.
Originality/value
The English teachers in this study held a strong belief that the subject of English could emancipate students, although they felt it might be “the last bastion” for a democratic education.
This study aims to explore teacher performance based on the roles of family sociology, managerial support and work conditions, as well as the involvement of teacher motivation and professional development among vocational teachers. Data were collected from 381 vocational teachers, and structural equation modeling was used to test the research hypotheses. Our findings indicate that teacher motivation and professional development play crucial roles in enhancing teacher performance. Specifically, managerial support, work conditions and family sociology significantly influence teacher motivation and professional development, which in turn impact teacher performance. Among the variables studied, professional development and teacher motivation were found to be key mediators in the relationship between these factors and teacher performance. This is critical as it provides new insights into how to improve teacher performance through a comprehensive approach. Therefore, interventions focusing on enhancing teacher motivation and professional development, as well as providing optimal managerial support and work conditions, are needed. Additionally, this study reaffirms the importance of family sociology in supporting the psychological well-being of vocational teachers. Our study contributes to a better understanding of the factors influencing teacher performance and provides a basis for developing policies that support teacher professional development.
Cet article explore le lien entre le corps et l’esprit établi par le rire à partir d’une expérience d’atelier où la philosophie et le théâtre ont été entrelacés et ont permis d’explorer le concept du rire, non seulement avec les mots, mais aussi avec les corps. L’ambition d’associer le groupe à l’investigation platonicienne du rire a pu être satisfaite au travers d’un détour qui a pris pour point de départ la figure de l’étourdi dépeinte par Bergson. La théorisation du rire chez Bergson peut en effet être considérée comme une glose de Platon. Elle permet d’approcher l’un des lieux de la pensée platonicienne que l’on peut entrevoir à la base de la pensée bergsonienne: la caverne. Dans la caverne platonicienne, les prisonniers vivent sereinement avec leurs habitudes qui ne peuvent les faire rire que si un troisième regard, celui d’un hypothétique observateur extérieur ou celui d’un prisonnier libéré, entre en jeu. C’est cette provocation qui a été proposée aux participants de l’atelier, qui l’ont explorée à travers les mots, les images et l’improvisation théâtrale.
This chapter explores the intricate role of language in shaping educational philosophies and social structures through a detailed examination of how linguistic diversity impacts academic outcomes and fosters inclusive educational environments. Employing a quasi-experimental design, the study analyzed data from 229 middle school students across 10 schools in Madhya Pradesh, employing both standardized academic tests and student integration surveys administered over a six-month period in 2023. It underscores the importance of integrating linguistic diversity into educational settings, not merely as a means to enhance academic achievement but also as a critical factor in cultivating equitable and inclusive social structures. These findings advocate for educational policies that promote multilingualism and inclusivity, reflecting the growing recognition of linguistic diversity as a valuable resource in shaping enlightened and cohesive societies.
This chapter showcases practices and processes that have research-based promise for making the active pursuit of teacher expertise an important and valued part of a teacher's career and school culture. Authors share habits and practices of teachers who pursue mastery and expertise as well as the professional learning methods of practitioner inquiry, lesson study, and professional learning communities. These approaches serve as potential vehicles to build ongoing professional learning and student-centered school improvement as a critical component of what it means to teach. Through collective processes, schools are able to address a multitude of issues related to student success, classroom innovations, and better working conditions for educators. When these processes are valued, supported, and sustained, they can lead to increased professional drive and joy of teachers as they grow in their sense of professionalism, self-efficacy, and purpose.
A core function of higher education is to prepare students to be active and informed citizens who are prepared to make sustained contributions to civic life and democratic society. However, past research on college student civic engagement has disproportionately focused on students at traditional 4-year universities and on a narrow range of political activities. In this study, we analyzed online survey data ( N = 1,159) collected before the 2020 presidential election from young adults throughout Arizona who were attending 2-year and 4-year postsecondary institutions. Results show significant differences between community college, transfer and university students in terms of political identities, background characteristics, and participation in Black Lives Matter protests. Yet, across these postsecondary pathways, young adults expressed a strong commitment to active citizenship and ranked combating climate change and dismantling systemic racism as top political priorities. We call for more research on underserved students’ political identities, outlooks, and behaviors as part of a broader and more inclusive conceptualization of civic engagement.
This chapter reflects on the contribution of science education by means of socio scientific issues (SSI) to global citizenship education and education for sustainability from a Swedish research perspective. The relation between what science inquiry and moral inquiry may entail in SSI for educating our future citizens is discussed. We argue that equipping citizens not only with factual knowledge, but also training them to act with moral reflection, has become an even more important goal for education due to the current planetary emergency. Ethics/morality are of special importance for SSI argumentation, but research is still limited concerning how people’s knowledge, value and personal experience are related to ethics/morality in SSI argumentation and how moral inquiry can be further enhanced through education. The chapter is composed of three main parts. First, SSI related research, practices and policy in Sweden are briefly presented. Second, two empirical studies from Sweden are presented as examples to further reveal the complexity of people’s knowledge, value and personal experience in relation to science and moral inquiry. Last, a didactic model for science and moral inquiry via SSI is presented to promote reflective and responsible citizens for sustainability and Bildung globally. In the chapter, science and moral inquiry are seen as intertwined in SSI education, as two entities which presuppose each other like the Yin and Yang in Daoist Chinese philosophy.
The existence of a multi-party system is one of the most important criterion for assessing the degree of democratization of a state. In contemporary democratic republics, the multi-party system has become a formalistic representation. However, in Europe, the de facto multi-party systems are extensively retained, making Europe a veritable concentration area of multi-party states. This research delved into the phenomenon and conducted a qualitative comparative analysis on the cases of 44 European countries to explore the factors contributing to multi-party states’ agglomeration in Europe. The findings demonstrate a novel explanatory model of multifactorial mechanism of Europe becoming the concentration area of multi-party states, whose solution coverage is 0.7 and solution consistency is 0.954545. According to the model, a developed country with a tradition of parliamentary government is more likely to possess a well-established multi-party system in a non-religious environment. High levels of educational attainment and political participation of the population allow a multi-party system to emerge and continue. Furthermore, the model indicates that a strong Christian culture hinders the development of multi-party systems to some extent, while economy growth has a direct and positive relationship with the formation and continuation of multi-party systems.
In BERA's 50th anniversary, this special issue of the Curriculum Journal recognises the debt to the work of Lawrence Stenhouse, former BERA President, and founder of the British Curriculum Forum (BCF), and his influence on teachers' work in researching and developing the curriculum. Papers in this issue address what Stenhouse called the central problem of evidence‐informed practice: ‘the gap between our ideas and our aspirations and our attempts to operationalise them’ (Stenhouse, 1975, 2–3). Stenhouse's legacy for curriculum models and thinking, both within the four home countries and internationally, highlights the methodologies and theoretical perspectives that inform teachers as researchers and how we understand and evaluate such frames of reference. Approaches to involving teachers as researchers examined in this collection resonate with BERA's strategic plan to build on its links with practitioners, set in the context of BCF and its work to support teachers' curriculum research.
Future engineers are labelled entrepreneurial engineers, possessing business skills that enable them to perform effectively in various contexts. Entrepreneurship education is a key avenue for equipping engineering students with these skills, with a growing propagation in their curricula in recent years. Still, scholarly efforts are limited in this domain, particularly regarding the application of active and experiential learning methods, despite early studies highlighting their effectiveness in developing entrepreneurial competencies. This case study presents a course for engineering undergraduates based on active learning theories and methods. We offer a comprehensive view of their perceived usefulness, opportunities, and challenges from the perspectives of the students, educator, and entrepreneurship education experts. This study advances the discussion on the intricacies of active learning applications in entrepreneurship, contributes to the limited literature on engineering entrepreneurship education, and provide insights to educators and pedagogical designers to effectively incorporate active methods into their curricula.
Teachers need opportunities to explore the communities in which they teach to understand how the local contexts can be used to enhance the curriculum. Professional development that focuses on ways to integrate local primary sources into the social studies curriculum can help teachers plan authentic lessons for students to learn about their community. This qualitative study examined how nine social studies teachers who participated in a professional development program on place-based education made linkages between local and global events in their unit planning. Semi-structured interviews, field notes, and lesson plans were analyzed to learn how a professional development program impacted teachers’ practice. Findings indicate that most teachers were able to design and implement units that either explicitly or implicitly connected global events to local experiences. Results suggest that instructional shifts are required to help teachers design inquiry-based instruction to understand how to use local primary sources to open up spaces for students to ask questions about their communities.
In this paper we claim that pragmatist philosophical practice is incompatible with scientistic philosophy. The kind of pragmatism used for making this case follows the spirit and method of philosophical pragmatists such as William James, John Dewey, Richard Rorty, and a related pragmatic tradition, Confucian Philosophy. Pragmatism starts from immediate experience, and refuses to cleave off the reality and salience of what is found in such experience in the process of thinking. Pragmatism also concerns itself with social problems, broadly conceived. In contrast to this focus on immediate experience, the influence of science in much philosophizing involves a kind of scientism through which the relevance, value, and even reality of experience is brought into question. It also concerns itself with a narrowly defined set of so-called philosophical problems. In this regard, pragmatist philosophical practice is fundamentally opposed to scientistic philosophical practice. We will start by modelling the kind of philosophical practice that stems from pragmatism, and the role of immediate experience in it. Subsequently, we will introduce two modes of philosophizing that diminish if not negate the role of experience. One is bald naturalist philosophizing, and the other is a priori scientific philosophizing. In the last section, we will show how main commitments of both of these traditions are incompatible with a pragmatist philosophy that remains committed to the original impulse of pragmatism.
This article explains how shared leadership can be recognized and established in project-based learning as a situated English practice. It specifically explores the task characteristics of Cox et al.'s (2003) leadership model, which illustrates the functional relations between the procedural features of project work and its outcomes. The result of the analysis is that project work underlies the collective and highly integrative potential of the group of students, transforming them into a community of practice. The findings indicate that factors contributing to facilitating shared leadership are the interdependence of tasks between individuals driven by intrinsic motivation to act and the low complexity of tasks. The analysis also suggests that, although low complexity tasks may weaken shared leadership, they maximize relevance, thereby minimizing cognitive effort. Consequently, this response strategy can help boost collaboration.
Keywords: shared leadership, Project-based Learning (PBL), anthropological linguistics, relevance, digitilisation
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This article explored problem scoping in an industry sponsored engineering design capstone course before and during the COVID-19 pandemic. It employs reflection-in-action and quantitative action research, to demonstrate how the pandemic offered an opportunity for 1) students to develop their problem scoping skills and 2) for the instruction team to design novel reflection-based interventions to support students’ problem scoping process.
Background: Despite the importance of problem scoping in engineering design, its development in engineering undergraduates, especially during crises, such as the COVID-19 pandemic, remains understudied. While the pandemic’s impact on higher education is generally perceived to have been negative, this article presents a different perspective, suggesting it may have improved students’ reflective practices. This is examined by comparing three cohorts of students who participated in the capstone prepandemic (2019), at the onset of the pandemic (2020), and a year after the pandemic began (2021).
Research Question: How did students’ problem scoping skills change due to pandemic-motivated interventions in 2020 and 2021?
Methodology: A quantitative action research approach was utilized due to the iterative nature of the interventions designed in response to the pandemic. Scoping metrics were derived from final project reports and compared across cohorts using nonparametric statistical tests. Nonparametric tests were selected due to small sample sizes and violation of the assumption of normality and homogeneity of variance.
Findings: Increasing opportunities for reflection-in-action lead to improved design performance (with nuances) underscoring the importance of teaching reflective design practices to engineering students to better equip for complex design problem-solving.</p
This article investigates how James A. Beane’s model of student-centred curriculum integration (CI) enhances students’ learning experiences in the classroom by meeting diverse learning needs and fostering democratic citizenship. It discusses the theory of Beane’s model of CI with respect to John Dewey’s underpinning philosophy of democratic education and explores the practice of Beane’s model via the narratives of two of the authors who implemented the model in primary schools in Aotearoa/ New Zealand (NZ). The findings show that implementing student-centred CI in contexts that are meaningful and relevant to students has the capacity to enhance the value and impact of students’ learning experiences. In the process, the democratic design of Beane’s model allows issues of social justice, inclusion and multiculturalism to be tackled by giving students agency and enabling them to ‘make a difference’ within their communities.
Since the emergence of the COVID-19 pandemic, various teaching delivery modes have been employed by schools and universities-online classes were implemented alongside traditional face-to-face classes. The purpose of this study is to investigate the effectiveness of the online (OL) and face-to-face (FTF) teaching delivery mode in enhancing the active listening skills of BSED-English students of Cebu Normal University-Main Campus located at Osmeña Blvd, Cebu City, 6000, Cebu City, Philippines. The study findings showed that most of the students exposed to FTF (N=13) had above-average performances both in pretest (62%) and posttest (69%). OL also yielded similar results with most students (N=13) achieving above-average performances in pretest (73%) and posttest (54%). Data analysis in both online and face-to-face teaching delivery modes, resulted in a p-value lesser than 0.05 in OL (0.0030 < 0.05) and FTF (0.0000 < 0.05), which means that there is a significant difference between the pretest and posttest scores of the students in both teaching delivery modes. The study concluded that both teaching modes exhibit efficacy in fostering and improving students' abilities in active listening. Lastly, an action plan was designed based on the gathered data and findings of the study.
O artigo propõe a melhoria do ensino da Gestão da Qualidade através da criação de um Produto Educacional, desenvolvido com 24 estudantes do ensino médio integrado do curso de eletrotécnica. Foram aplicados questionários presenciais "A" e "B" para coletar dados sobre as percepções dos estudantes em relação ao ciclo PDCA. Utilizou-se uma abordagem qualitativa com o uso da técnica da estatística descritiva para análise dos dados. As análises dos dados coletados forneceram informações importantes para melhorias contínuas do ensino da disciplina de Gestão da Qualidade. Com base nos resultados, foi desenvolvido um E-book ilustrativo, apresentado aos estudantes via projeção por Datashow. Assim, concluiu-se que o produto educacional alcançou seus objetivos, proporcionando uma compreensão mais profunda do Ciclo PDCA.
Dominant Western discourse in early childhood education frames conflict as a disruptive and damaging force that is antithetical to the “ideal” classroom environment. However, critical early childhood scholars have begun to reconceptualize the role of conflict in early childhood classroom dynamics, exploring its potential as a productive and necessary force that supports current and future political participation for young children. This paper draws from data collected during an eight-month ethnography of care practices in an infant/toddler classroom at a university laboratory school in the Southeastern United States. Using Chantal Mouffe's theories political conflict, we interpret one teacher's understandings of conflict in her classroom and the practices that she engaged in support of what Mouffe would term “agonist conflict” (i.e., friendly, rather than antagonistic, conflict). Findings demonstrate that this teacher views agonist conflict to be a productive process for young children—one that enables them to articulate their political subjectivities as members of their classroom community and one that will foster their engagement as citizens of a broader democratic society. As such, the emotional support and scaffolding she provided to support such engagement constitute a political form of care. This research holds implications for reconceptualized understandings of peer conflict in early childhood contexts and insight into how teachers can better support children's developing political engagement through agonist conflict with their peers.
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