Search results for "philosophy of education"
showing 10 items of 57 documents
Escenarios tecnológicos con dispositivos móviles para la acción educativa. Tendencias y vínculos con la imagen
2021
Presentamos un acercamiento a los escenarios educativos con TIC en la actualidad, en concreto tecnologías portables y modelos pedagógicos de colaboración complementarios a ellas, propios del constructivismo. La capacidad de aprendizaje que estos pueden llegar a suscitar, en cualquier momento y en cualquier lugar, refleja una realidad tangible en nuestra sociedad móvil. Nos referimos a los PLE Entornos Personales de Aprendizaje, BYOD Bring Your Own Device, la Gamificación, Flipped Classroom y la Realidad Aumentada y la Realidad Virtual. Se realiza una revisión de literatura de propuestas pedagógicas destacables, a través de algunos de los principales actores que las abordan en España. En cad…
The moral journey of learning a pedagogy: a qualitative exploration of student–teachers’ formal and informal writing of dialogic pedagogy
2015
Students of education encounter a range of pedagogies yet how future teachers’ appropriate moral principles are little understood. We conducted an investigation into this process with 10 international students of education attending an intensive course on ‘dialogic pedagogy’ in a university in Finland. The data comprising student learning journals and essays were coded for the level of questioning, acceptance and irreverence. In the findings, reverential acceptance was more frequent than questioning and irreverence; however, our qualitative analysis also found a large number of micro-transitions between questioning, acceptance and irreverence suggesting a dynamic interplay. Recognising this…
Exploring the Ideal of Dialogue by Taking into Account Both an Observed Interaction Session and the Participants’ Views on the Interaction
2014
Published version of an article in the journal: Interchange. Also available from the publisher at: http://dx.doi.org/10.1007/s10780-014-9221-7 The focus of the article is on the ideal of using dialogue to promote contact between school and home. The aim was to explore this ideal by taking into account both an observed interaction session and how the participants perceive this interaction. The study draws on data from observation of a meeting about a pupil with special needs and his transition from lower to upper secondary school. The participants were the pupil, the mother and father, the special needs teacher, the school counsellor, the school psychology counsellor and the special needs co…
La pedagogía del deporte desde una interpretación filosófico-hermenéutica agonal
2016
El artículo analiza la pedagogía del deporte empleando un enfoque hermenéutico basado en interpretar la esencia del deporte, a raíz del contraste entre la vertiente agonal, que se relaciona con el ámbito educativo, y la certaminal, más cercana al competitivo. De la confrontación entre los valores antiguos y modernos del deporte emerge la pedagogía agonal, cuyo espíritu, además, permite comprender la interrelación entre la democracia y el deporte, regulados en ambos casos por el enfrentamiento dialógico (agonal) y dialéctico (certaminal) aplicado a partir de principios comunitarios. Finalmente, se sugieren algunos principios metodológicos para la aplicación de la pedagogía deportiva agonal. …
Apprendere ad abitare il mondo. Riflessioni pedagogiche e filosofiche sulla consegna educativa
2020
The text draws the lines of an education ontology, according to progressive levels of in-depth analysis of the experience. The first one is proper of the fundamental pedagogy and sets up its central category: the educative relationship is consignment of a meaning heritage to self-realization. The second one is proper of the philosophy of education, whose purpose is justifying a more original consignment, beyond its ethos, to the history and the being. As a matter of fact, both the immanence in the history and the conscience of a correlated transcendence are constitutive of the consignment. This is a further level and the task becomes foundational: what is not explained within the experience…
Moments of Goodness: An Analysis of Ethical and Educational Dimensions of the Terror Attack on Utøya, Norway (July 22, 2011)
2014
Published version of an article in the journal: Studies in Philosophy and Education. Also available from the publisher at: http://dx.doi.org/10.1007/s11217-014-9452-1 The analysis is based on some moral experiences taking place during a terrorist attack on the Norwegian Labor Party’s youth camp on the island of Utøya (outside of Oslo) July 22, 2011, where 69 young people were killed and several seriously injured. After the attack many of the survivors told stories of how strangers spontaneous had helped and cared for each other. In the midst of the horror there occurred sudden “moments of goodness” or “points of light” that revealed hope for the persons involved, as well as for the society.…
Philosophical tenets of action research in education
2020
The juxtaposition of action and research conveys a sense of the richness and complexity of action research, yet it does not entirely translate its nuanced and sophisticated philosophy. In turn, an understanding of this philosophy is crucial for grasping action research’s radical originality. In this context at least, it may be more accurate to define action research by drawing on the term practice, even though it does not form part of the basic conceptual pair. Not only does practice make it easier for us to trace the constellation of philosophical influences behind the theory and practice of action research—from pragmatism to postmodernism, including Greek philosophy and Marxist and psycho…
What it Means to be a Stranger to Oneself
2009
In adult education there is always a problem of prefabricated and in many respect fixed opinions and views of the world. In this sense, I will argue, that the starting point of radical education should be in the destruction of these walls of belief that people build around themselves in order to feel safe. In this connection I will talk about ‘gentle shattering of identities’ as a problem and a method of radical education. When we as adult educators are trying to gently shatter these solidified identities and pre‐packed ways of being and acting in the world, we are moving in the field of questions that Sigmund Freud tackled with the concepts of ‘de‐personalization’ and ‘de‐realization’. The…
Special needs: a philosophical analysis
2009
This paper attempts to illuminate a central concept and idea in special education discourse, namely, ‘special needs’. It analyses philosophically what needs are and on what grounds they are defined as ‘special’ or ‘exceptional’. It also discusses whether sorting needs into ordinary and special is discriminatory. It is argued that individualistic tendency in special need rhetoric has serious shortcomings, although it does not inevitably lead to discrimination against those with ‘special needs’. Improving individuals’ capabilities as well as social conditions are the means to create societies and schools which are inclusive, and which put justice into practice.
Ten Years’ Experience with an E-Learning Lecture Series on Cancer Biology and Pharmacology
2013
In life sciences, the internet is an indispensable medium for research, but has not yet realized its full potential for teaching. The concept of e-learning has been developed over the past decades for undergraduate, graduate and postgraduate programs. We set up an e-learning lecture on cancer biology and pharmacology that was first offered in 2003 to students of Molecular Biotechnology at the University of Heidelberg and to students of Pharmacy at the University of Mainz, Germany. The present paper recapitulates the first decade of experiences with this e-learning lecture from both the students’ and the teachers’ perspectives. A total of 317 students during the past 10 years participated in…