Search results

1

Video-Based Interaction through Teacher Working Group Forum to Increase Elementary School Teachers’ Professionalism

100%

Budiastra A. A. K., Erlina N., Wicaksono I.

The New Educational Review

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2019

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vol. 57

187-199

EN

Video-Based Interaction (VBI) for teachers does not have any meaning without the presence of an instructor and a process of interaction. This study aimed to analyze the effectiveness of VBI in Teacher Working Group (TWG) forums to improve teachers’ professionalism in science learning in elementary schools. This study involved 36 teachers in rural and city areas by using a one group pretest - posttest design. N-gain was used to analyze the effectiveness of VBI in TWG forums to improve teachers’ teaching skills. The study showed that VBI significantly increases teacher professionalism to reach professional levels. The results were also consistent with the N-gain category of teacher professionalism in planning, implementation, and relations components.

2

Narrowing the Gap of Science Students’ Learning Outcomes Through INSTAD Strategy

100%

Suciati, Prayitno B. A.

The New Educational Review

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2017

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vol. 50

123-133

EN

This research aimed to examine the strategy effectiveness of the Integrating Inquiry-based learning and Student Teams Achievement Division (INSTAD) compared to other strategies: Inquiry; Student Teams Achievement Division (STAD); and conventional learning, in order to narrow Upper Academic Ability (AA) and Lower Academic Ability (AB) science students’ learning outcome gap. As many as 136 research subject, consisting of AA and AB 7th grade students in equal numbers were selected using stratified random sampling from 27 State Junior High Schools in Surakarta, Indonesia. This research employed 4x2 factorial design as a method. Students’ learning results were measured with an essay test, then analyzed using Anakova. Findings demonstrate that INSTAD is the optimum strategy to constrict AA and AB students’ science grade point average, compared to Inquiry, STAD, and conventional learning.

3

La mise en récit de la Grande Guerre : remarques sur l’instance narratrice dans Un long dimanche de fiançailles de Sébastien Japrisot

88%

Jakubowska-Cichoń J.

Romanica Wratislaviensia

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2014

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vol. 61

99 - 108

EN

This article is devoted to the study of Sébastien Japrisot’s novel Un long dimanche de fiançailles (A Very Long Engagement) that belongs to the current of literature denouncing the military authorities’ abuses during the First World War. The article concentrates on the novel’s narrative devices, especially on the relations between the narrator and the protagonist’s discourse, with the intention to demonstrate that the narrator voluntarily renounces his enunciative authority, thus sharing the protagonists’ value system. In the context of the topical tendency to question the Great War’s events, the narrator’s egalitarian attitude seems eloquent, in that it legitimates the discourse that condemns the very notion of authority.

4

Philosophy for Communites al Liceo “Govone” di Mondovì (Italy)

88%

Bevilacqua S., Casarin P.

Ethics in Progress

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2017

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vol. 8

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issue 1

252-262

EN

In this contribution we shall focus on the project of philosophy for communities carried out at the Liceo “Vasco-Beccaria-Govone” (Mondovì , Italy) within the IX edition (2016) of the CeSPeC Summer School on Futures, imagining the world of tomorrow. Philosophy is understood as a practice, an experience, a creation of concepts, an inquiry, as an exercise of argumentation and research. Thanks to this view, a dialogue has opened up with the pupis of this school. In this contribution we present the perspective of a post-philosophy for children and we understand it as an opportunity for philosophy in itself.

5

What is communication? Investigations with kindergarten children

76%

Kaźmierczak M.

Interdyscyplinarne Konteksty Pedagogiki Specjalnej

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2020

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issue 30

PL

Matthew Lipman’s P4C (Philosophy for Children) method, which in Poland took the names: philosophising with children, philosophical investigations with children, workshops in philosophy, workshop classes in philosophy, workshops on philosophical research, is based on a discussion in which children are the active participants and creators of the classes. In the course of the investigations, one can observe children’s communication behaviour in the dialogue, the level of language and communication skills, the specificity of the child’s thinking and the ability to negotiate or interpret meanings in a peer group. The conducted research on communication shows that for five- and six-year-old children ‘communication’ is primarily about building relationships and reciprocity of linguistic actions.

6

Morton White’s philosophy of culture: Holistic pragmatism and interdisciplinary inquiry

75%

Pihlström S.

Human Affairs

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2011

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vol. 21

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issue 2

140-156

EN

This paper explicates and defends Morton White’s holistic pragmatism, the view that descriptive and normative statements form a “seamless web” which must be tested as a “unified whole”. This position, originally formulated as a methodological and epistemic principle, can be extended into a more general philosophy of culture, as White himself has shown in his book, A Philosophy of Culture (2002). On the basis of holistic pragmatism, the paper also offers a pragmatist conception of metaphilosophy and defends the need for interdisciplinary inquiry.

7

LEARNING DESIGN AND INQUIRY IN AUSTRALIAN HISTORY CLASSROOMS

75%

Carroll K.

Teaching English with Technology

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2012

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vol. 12

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issue 2

36-50

EN

Global and digital connectivity transform Australian classrooms by creating rich environments for inquiry learning. Developing inquiry learning in this Information Communication Technology (ICT) context is an Australian educational goal. Recently the Australian Curriculum reform and the Digital Education Revolution has become a catalyst for teachers to overcome the ubiquitous disconnect between traditional and digital pedagogies and reconceptualise practice and curricula. The National vision for ICT in School Education (2008) creates opportunities and imperatives for transformative pedagogies to sync with key learning areas and raises questions about how ICT pedagogical disconnect may be overcome. This paper reports findings from multi-site case studies which focus on the bridging the pedagogical disconnect by investigating the ICT experiences and pedagogy of History teachers in K-12 Catholic schools.

8

Humility and Inquiry: A Response to Tibor Solymosi

63%

Tschaepe M.

Eidos. A Journal for Philosophy of Culture

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2019

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vol. 3

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issue 1(7)

122–133

EN

In his essay, “Affording our Culture: “Smart” Technology and the Prospects for Creative Democracy,” Tibor Solymosi addresses my challenge for neuropragmatism to counter what I have elsewhere called dopamine democracy. Although I believe that Solymosi has begun to provide an explanation for how neuropragmatism may counter dopamine democracy, especially with his conceptions Œ and cultural affordances, I respond with a helpful addition to his approach by returning to the theory of inquiry as put forth by John Dewey. In particular, I focus on the phases of inquiry as colored by Dewey’s concept of humility. Solymosi does not pay adequate attention to the function of inquiry necessary for combatting dopamine democracy. His account of cultural affordances and education is strengthened by using Dewey’s concept of humility as a guiding disposition for neuropragmatic inquiry. Recognizing humility as an instrument of neuropragmatic inquiry provides us with a tool to better address the pitfalls of dopamine democracy, especially misinformation and incentive salience. My argument proceeds by first articulating dopamine democracy as a problem and Solymosi’s concept of cultural affordances and how he understands these as neuropragmatic tools to address the problem through education. I present humility as an instrumental concept derived from Dewey’s work on inquiry. I then suggest how humility may serve neuropragmatic inquiry to assist in combatting the problems of dopamine democracy.

9

Retrospektívy koncepcií technického vzdelávania

63%

KOŽUCHOWÁ M.

Edukacja-Technika-Informatyka

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2015

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vol. 6

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issue 1

11-18

EN

The author of contribution based on the historical retrospectives of technical education concepts. Examines their focus and reasons, which has made the change in the curriculum. The greatest attention is given to research-tuned concept of technical education, which develops the six most important skills for scientific research. Improvement of educational steps inquiry based science education is based on the experimental verification at primary schools.

SK

Autorka príspevku vychádza z historickej retrospektívy koncepcií technického vzdelávania. Skúma ich zameranie a dôvody, ktoré spôsobili zmenu kurikula. Najväčšiu pozornosť venuje výskumne ladenej koncepcií technického vzdelávania, ktorá rozvíja šesť najdôležitejších schopností pre vedecké bádanie. Sprecíznenie edukačných krokov výskumne ladenej koncepcie vychádza z experimentálneho overenia na základných školách.

10

“How Much Truth Can a Spirit Dare?” Nietzsche’s “Ethical” Truth Theory as an Epistemic Background for Philosophizing with Children

63%

Marsal E.

Ethics in Progress

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2011

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vol. 2

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issue 2

EN

Philosophizing, according to E. Martens, can be seen as an elemental cultural technology, like arithmetic or writing, which both can and should be acquired in childhood. Martens is proposing here an understanding of philosophy that attributes value not only to the content canon, but also to the process itself, as Wittgenstein, for one, also did when he stated in the Tractatus Logico-Philosophicus, “Philosophy is not a doctrine, but an activity.” For Socrates, this activity consisted in “giving an account of ourselves, our knowledge, our way of life.” In Nietzsche’s view, the precondition for this kind of accounting is the personal capacity for self-distancing, which allows us to grasp our quite individual primal experiences of emotion, perception, sudden illuminations of insight, and so on, as general concepts and logical structures.

11

Reconsidering philosophical questions and neuroscientific answers: Two pillars of inquiry

51%

Tschaepe M.

Human Affairs

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2013

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vol. 23

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issue 4

606-615

EN

I propose the next steps in the neuropragmatic approach to philosophy that has been advocated by Solymosi and Shook (2013). My focus is the initial process of inquiry implicit in addressing philosophical questions of cognition and mind by utilizing the tools of neuroscientific research. I combine John Dewey’s pattern of inquiry with Charles Peirce’s three forms of inference in order to outline a methodological schema for neuropragmatic inquiry. My goal is to establish ignorance and guessing as well-defined pillars of methodology upon which to build a neuropragmatic approach to inquiry. First, I outline Dewey’s pattern of inquiry, highlighting the initial problematic phase in which recognized ignorance provides the basis upon which to frame a philosophical problem and initiate the trajectory by which philosophical questions may be addressed with the assistance of neuroscientific evidence. Second, I provide an outline of Peirce’s three forms of inference, focusing upon the first phase of abduction: guessing. Third, I explain the transition between ignorance and guessing, urging the benefit of attending to these two aspects of inquiry. Finally, I provide an initial sketch indicating the next steps concerning a pragmatic reconstruction of neurophilosophy, pointing towards the need for a more thorough examination of scientific methodology within and following analyses of philosophical problems and neuroscientific evidence.

12

FUNKCJE POSTĘPOWANIA SPRAWDZAJĄCEGO W PROCESIE KARNYM

38%

Abramek M.

Zeszyty Prawnicze

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2019

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vol. 19

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issue 3

75-90

EN

This paper concerns the verifying proceedings regulated in Article 307 of the Polish Code of Criminal Procedure. I analyse this procedural institution from the perspective of its function in Polish criminal proceedings. I start by listing the key principles applicable to this regulation and embark on an interpretation of the legislator’s intention regarding the functions of this institution with reference to the purpose of verifying proceedings. I then move on to consider the individual functions of verifying proceedings. I discuss the grounds for the separate treatment of verifying proceedings and related aspects of criminal proceedings.

PL

Artykuł dotyczy postępowania sprawdzającego uregulowanego w art. 307 k.p.k. Autorka dokonuje analizy tej instytucji procesowej z perspektywy jej funkcji w polskim procesie karnym. W początkowej części pracy wskazuje na najważniejsze założenia związane z ww. regulacją, a następnie, w nawiązaniu do celu czynności sprawdzających, podejmuje próbę odczytania zamiarów ustawodawcy związanych z funkcjami tej instytucji. Następnie rozważania dotyczą poszczególnych funkcji postępowania sprawdzającego. Autorka wskazuje na uzasadnienie ich wyodrębnienia i związane z tym aspekty karnoprocesowe.

Refine search results

Video-Based Interaction through Teacher Working Group Forum to Increase Elementary School Teachers’ Professionalism

Narrowing the Gap of Science Students’ Learning Outcomes Through INSTAD Strategy

La mise en récit de la Grande Guerre : remarques sur l’instance narratrice dans Un long dimanche de fiançailles de Sébastien Japrisot

Philosophy for Communites al Liceo “Govone” di Mondovì (Italy)

What is communication? Investigations with kindergarten children

Morton White’s philosophy of culture: Holistic pragmatism and interdisciplinary inquiry

LEARNING DESIGN AND INQUIRY IN AUSTRALIAN HISTORY CLASSROOMS

Humility and Inquiry: A Response to Tibor Solymosi

Retrospektívy koncepcií technického vzdelávania

“How Much Truth Can a Spirit Dare?” Nietzsche’s “Ethical” Truth Theory as an Epistemic Background for Philosophizing with Children

Reconsidering philosophical questions and neuroscientific answers: Two pillars of inquiry

FUNKCJE POSTĘPOWANIA SPRAWDZAJĄCEGO W PROCESIE KARNYM