Search

Conceptualized in France during the sixties, the Theory of Didactical Situations [TDS] is a pivotal framework for developing mathematics teaching and learning processes. Despite the increasing qualitative studies over the last ten years, there remains a dearth of analysis of its effects on mathematics education. Through a Grounded Formal Theory approach, this paper presents the metasynthesis of 28 studies screened from four research databases--ProQuest, EBSCO, SCOPUS, and JSTOR. Data extraction was performed to enumerate the author/s, country, publication year, and connected theoretical approaches with TDS. Subsequently, the studies were categorized into three axial codes based on the studies' goals of applying TDS: lesson sequence, teacher development, and learning innovations. The synthesis underscores TDS' capacity to improve the sequence of mathematics lessons, particularly geometry and number patterns; develop teachers' pedagogical practices in teaching elementary, high school, and college students; and be a practical tool in innovating didactical resources for learning mathematics. TDS was also associated with other theoretical approaches, such as constructivism, realistic mathematics education, gamification, and technology-based instruction. Most of these effects were rooted in the challenges experienced during the COVID-19 pandemic and the adaptation of TDS to the digital era, including distance and online learning. While the European and Western Asian countries have been at the forefront of TDS integration, the paper advocates for broader global adoption of this theory to enrich mathematics education worldwide.

Purpose: The article focuses on the contribution of didactics and didactic theory as a distinct strand in research on vocational education and training (VET). Empirical research is reviewed to further explore what characterizes vocational didactics in the Swedish context of Upper Secondary VET. Approach: Semi-structured and flexible review methodology was used to identify didactic research and map its emergent features. An analytic framework was constructed for this purpose and used iteratively throughout the review process. The framework expresses the constitutive simultaneous interdependence of the relationships A-B-C. They refer to A) the ways of how the actors engage with the content as meaning and matter or relationship between the actors and the content, B) the relationship between the actors and the method through interaction with the content, and C) relationship between the methods embedded in work tasks and school assignments and how they underpin the content. A total of 26 sources was identified and thematized as school-based vocational didactics, collaborative vocational didactics, and work-based vocational didactics. Findings: Four distinct features of vocational didactics in Upper Secondary Vocational Education and Training (USVET) are outlined: 1) Diversification of the use of simulation as a method in school-based education pointing to vocational knowledge and skills 2) broadening of instruction (and reflection) as a method by inclusion of several parties (e.g., supervisors, workplace staff, instructors-practitioners), 3) work tasks as a method pointing to vocational knowledge and skills as content, 4) interaction between several parties using verbal and non-verbal means. Despite a growing interest in the importance of work tasks in their dual affordance of meaning and matter, few sources deal with students' learning processes in alignment with the logic of the production of goods and services. Conclusion: The analytic framework we have put forth strengthens the conceptual boundaries of vocational didactics from a point of view of profession-related learning objectives (content), actors, and methods involved. Applying the didactic theories to review empirical research on VET strengthens the integrity of vocational didactics as a particular field.

In this paper, we argue for the moral and not merely the legal right to education for refugee children. National education in many countries is challenged by refugee flows and influx of displaced people. However, there is a tendency to think of refugee flows as isolated events rather than parts of the dynamics of a world society that national education systems needs to respond responsibly to and build capacity for. Consequently, there is a gap between the legal right to education for refugee children and its practical realization, and granting refugee children access to national education systems is becoming part of the problem and not only a solution to the de-territorializing and cosmopolitan challenges of refugee flows and displaced people. We argue that education for children of refugees' need to meet with a cosmopolitan design of education in order to respond responsibly to the right to education for refugee children. In the first part, we discuss the legal right to education for refugee children, and moral challenges with regard to its practical realization in nation-centred school systems and schools. In the second part, we discuss de-territorializing effects of refugees in education by reviewing research on refugee education, refugee children's experiences of education and by discussing refugee education in Sweden as a case. In the final part, we discuss ideas for a cosmopolitan design of education. We argue for a moral commitment to the education of refugee children in order for us to respond responsibly to their legal and moral rights and situation, but also to the legal and moral rights, and situations of those affected in host countries. We also argue for the importance of critical cosmopolitan imagination in education that does not restrict education to norms of national loyalty and national integration, or to economic norms of competitiveness and effectiveness.

This paper provides an overview of didactic proposals in interpreter training from 2001 to 2020 based on the results of a pre-registered, bibliometric study. The specific aims are: (1) to characterise bibliometric patterns of publications containing didactic proposals in interpreter training both synchronically (for the whole period) and diachronically (in five-year periods); (2) to characterise these proposals both synchronically and diachronically, and (3) to describe synchronically how the aspects being trained and/or assessed in such proposals have been operationalised. The corpus of publication records was extracted from BITRA, and TSB was consulted to expand it. The final database contained 668 documents, and 351 of them included an abstract. Keywords were extracted from the abstracts to characterise didactic proposals. Keywords were analysed using keyword analysis and graphically represented with keyword network visualisations generated with VOSviewer. Results show a tendency to bring interpreter training closer to technological and professional changes over time and a clear use of socioconstructivist methods with a particular interest in developing students' metacognition. The paper concludes with a discussion of its limitations and possible ways to provide more nuanced overviews of didactic proposals in interpreter training.

Education for Sustainability (EfS) seeks to empower children with knowledge, skills, values, and attitudes to address global challenges while adhering to sustainability principles. This study investigates the conceptual understanding and pedagogical practices of EfS among early childhood education (ECE) teachers in Norway. Using mixed-methods design, data were collected through reflection notes, surveys, and didactic development projects, revealing fragmented understanding primarily focused on action-oriented, fact-based, and normative aspects of sustainability. The teachers emphasised waste sorting, recycling, and nature experiences, with limited attention to holistic and pluralistic perspectives. Despite curriculum mandates, sustainability had low implementation in ECE educational plans and collaboration meetings. The findings highlight the need for comprehensive teacher education and support to promote EfS and foster agents for sustainability in the context of ECE.

This article argues that the key to the experimental novel The Cry: A New Dramatic Fable (1754) by Sarah Fielding and Jane Collier lies in the contrasting temporalities of the text's two genres: the endless debate in the frame narrative and the resolved marriage plot narrated by the heroine Portia. By placing repetition and progression side by side, Fielding and Collier emphasize the gulf between the pain of lived experience and the illusory comfort provided by fictional convention. Amid eighteenth-century literary debates on whether didactic texts should favor realism or idealism, The Cry insists that truly educational novels must represent womanhood pragmatically – as rife with oppression, frustration, and repetition. Through formal features, the co-authors use pace and duration to force their audience to experience the pain of womanhood in real time, then propose a way forward through their heroine's progressive neologisms. Drawing on Sarah Fielding's literary criticism, responses to The Cry by eighteenth-century readers, and feminist theory, this essay examines how the novel critiqued the social utility of conventional domestic fiction and exposed the true experience of womanhood. [ABSTRACT FROM AUTHOR]

The article explores the contrasting poetic styles of poets Robert Lowell and Robert Pinsky, highlighting Lowell's confessional approach and Pinsky's didacticism. Topics include the influence of Lowell's work on American poetry, Pinsky's shift away from confessionalism toward social engagement, and how Pinsky's early poem "Poem About People" reflects his externalization of self through observations of the world rather than interiority.

AbstractThe absence of moral didacticism in the Lives of the Caesars is one of the most notable features of Suetonius’ biographies. If Suetonius believes that an emperor who acts virtuously secures himself and the body politic, why does he not actively encourage the imitation of virtue? Suetonius does not offer moral exhortation because his account of the role an emperor’s character or nature plays in their political and private actions suggests that the potential for moral instruction and improvement is severely circumscribed. Therefore, this article explores the political implications of Suetonius’ account of the relationship between an emperor’s character and their political fate to illustrate the potential limitations of the mirror-for-princes genre. [ABSTRACT FROM AUTHOR]

The cognitive and digital explosion in Western thought makes it imperative to reflect on the project of creating a young philosopher, by anchoring a strategy to establish critical thinking from childhood--in Algerian society. This approach reflects the sociocultural orientations of the learner, where the teacher plays a crucial role in shaping the child's consciousness, while addressing the challenges that hinder this process. For this, it is crucial to exploit Western experiences such as that of Matthew Lipman in the United States and Michel Tozzi in France. Algeria has the potential to become a model in the didactic, pedagogical, and cognitive foundations of philosophy for children. The philosophical project aims to develop critical thinking according to criteria of truth and falsity, by encouraging a culture of questioning based on children's skills and orientations. It is also about opening specific educational programs for children and improving their performance based on the principles of philosophy: problems, understanding, argumentation. [ABSTRACT FROM AUTHOR]

This article focuses on the role of science in Palafox by Éric Chevillard. Its objective is to study the way in which the writer exploits it on the diegetic and narrative levels to create unparalleled prose, transcending the usual literary canons. The scientific element functions here in a different way than in popular stories and plays a role similar to the Oulipian constraint: it serves as a textual generator supposed to produce a completely original novel which eschews rigid structures and classic narrative mechanisms. Drawing on research relating to the scientific novel, this article ultimately seeks to demonstrate that Palafox, inspired by the life sciences, is an ecological novel which, without tedious didacticism, encourages us to reflect on the way in which people treat living creatures that have accompanied them for centuries - animals. [ABSTRACT FROM AUTHOR]

In the late eighteenth century, the Gothic parody, ridiculing the generic traits of the Gothic novel, often directed their humor at the parody heroine. Specifically, the didactic Gothic parody aimed at educating the heroine into a normative, gender-role conforming young woman who rejects the excesses of the Gothic in favor of an adherence to normative conduct. The use of humor in the Gothic parody serves to "normativize" the heroine of the Gothic parody, which will be exemplified by Mary Charlton's Rosella (1799) and Jane Austen's Northanger Abbey (1817). Despite the similarities in their plots, the novels differ in their application of parody directed at the protagonist. Austen's must reject her overindulged imagination and learn to differentiate reality and fiction; Charlton's needs to endure the overindulged imagination of her guardians, whose penchant for confusing reality and fiction nearly leads to Rosella's downfall. While both novels thus discuss the dangers of confusing reality and fiction, their targets for ridicule, the degree to which the respective characters are affected by their delusions, and the degree of "real" danger these delusions can cause differ significantly. [ABSTRACT FROM AUTHOR]

The article offers information on the ancient figure of speech, paradiastole, and its varied interpretations and applications in rhetoric. Topics include the historical understanding of paradiastole as distinction-making rather than redescription, the misrepresentation of the figure in current scholarship, and its significance for literary criticism.

While philosophy and anthropology have much to say to each other, they do not always mesh in productive ways. Critically reflecting on an edited volume that seeks to bring insights from philosophy to anthropological analysis, I consider how the volume's form, while didactic, may contribute to the reproduction of power dynamics that both anthropologists and philosophers have denounced. More broadly, however, I argue that reading and engaging with philosophy can broaden anthropologists' theoretical imagination and perception in the field, just as having an anthropological sensibility can expand the philosophical imagination and open new avenues of philosophical inquiry. [ABSTRACT FROM AUTHOR]

“The Primer: Children in Majdanek Camp” is an educational exhibition devoted to the pre-war and camp fate of Jewish, Polish and Belarusian children. The exhibition is located in barrack 53 of KL Majdanek. The exhibition can be characterized as a scenographic, photographic and sound installation. The cacophony of sounds made by children playing during school breaks, their voices and the testimony of adult prisoners overlap. This overlap represents the palimpsest structure of time made ofsounds. The sound aspect of the exhibition plays a key role in the reception of the exhibition. The time before the war is symbolized by the cheerful sounds of children. The time spent in the camp is not represented by the terrifying sounds of crying or screaming; it is replaced by a chorus of voices testifying to past events and is accompanied by the quiet sounds of a lullaby. Attention is drawn to the elements of the audiosphere of the exhibition – they illustrate children’s camp experiences, abandoning historical descriptions and boards, and using only eyewitness accounts and deeply symbolic objects. The exhibition is an interesting case of using relatively simple, yet strongly influencing the imagination of visitors, affective tools. Thanks to this, it was possible to avoid trivialization and oversimplification, as well as the information glut and didacticism known from conventional museums. [ABSTRACT FROM AUTHOR]

Proof of José Ignacio Fernández de Lizard’s distancing from the pre-romantic postulates present in Las Noches lúgubres (1789), by José de Cadalso, was one of the questions long demanded by literary critics. This is the purpose of this contribution: to demonstrate that the Novohispano novelist moves away in his Noches tristes y día alegre (1819) from the narrative pattern of Cadalso and endows his novel with its own signs of identity. Our study shows that Lizardi not only frees himself from Cadalsian tutelage, but also elaborates a story in accordance with the didactic intentions and moral principles that inspire all his literary work. [ABSTRACT FROM AUTHOR]

Copyright of Pensamiento, Palabra y Obra is the property of Universidad Pedaggica Nacional and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Edad de Oro is the property of Departamento de Filologia Espanola de la Universidad Autonoma de Madrid and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Building on the inspirational "monthly stories" in Edmondo De Amicis's Cuore , Francesco D'Adamo's novels present rich resources for youth navigating through the increasingly dehumanized world. His eighteen children's books narrate compelling and imaginative stories of heroism while avoiding the paternalistic didacticism for which De Amicis and his imitators are often critiqued. D'Adamo won the Premio Andersen Best Writer Award for children's literature in 2023. [ABSTRACT FROM AUTHOR]