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Between December 1855 and March 1856, a public dispute raged, in British national newspapers and locally published pamphlets, between two teachers at the University of Oxford: the mathematical lecturer Francis Ashpitel and Bartholomew Price, the professor of natural philosophy. The starting point for these exchanges was the particularly poor results that had come out of the final mathematics examinations in Oxford that December. Ashpitel, as one of the examiners, stood accused of setting questions that were too difficult for the ordinary student, with the consequence that, in Price's view, further mathematical study in Oxford – never as robust as in Cambridge – would be discouraged. We examine this short-lived affair, and use it not only to gain insight into the status of mathematical study in Oxford in the mid-nineteenth century, but also to point towards the increasing importance of competitive examinations in British public life at that time. [ABSTRACT FROM AUTHOR]

Vasubandhu's Twenty Verses (c. 400 CE) and Descartes's Meditations (1641 CE) each begin by questioning commonsense beliefs about the external world. Yet these texts reach different conclusions: Vasubandhu concludes that human experience is misguided due to the error of subject-object dualism, whereas Descartes restores his faith in human experience via epistemological foundationalism and a reaffirmation of Christianity and commonsense. What might we learn from reading these texts in juxtaposition? Could placing Vasubandhu in dialogue with Descartes be a good way to introduce philosophy teachers and students to the riches of South Asian Buddhist philosophy? How do these two texts guide students toward deeper insights about religion, skepticism, and human experience? What might Vasubandhu and Descartes teach their readers—students and teachers alike—if we were to listen carefully? [ABSTRACT FROM AUTHOR]

Comparative philosophy is an important and growing field. Increasingly, philosophy instructors are looking to offer philosophy courses that span more than just one regional culture. Developing a syllabus for a course in comparative philosophy for the first time can be a daunting challenge. Among the many questions one has to ask is how much class time should be spent characterizing the cultural differences between the two philosophical traditions before examining the philosophical traditions themselves and what sort of materials should be covered from each tradition. Perhaps surprisingly, my answer to the first question is little to none. Characterizing cultures brings with it a danger of essentializing that should be avoided in the classroom. As to the sorts of materials to be covered, it is best to look at whole works from individual philosophers, rather than try to compare whole traditions. [ABSTRACT FROM AUTHOR]

This essay investigates the little-known dialogue by Zacharias Scholasticus entitled Ammonius, a philosophical dispute over the creation of the world. It examines in particular Zacharias' skill in portraying the character of Ammonius, a pagan teacher of philosophy in Alexandria. Even before illustrating his own eternalist theses, which are later refuted by Zacharias, Ammonius is introduced through subtle yet unequivocal allusions as a malus Socrates, i.e. a bad teacher who corrupts young people and alienates them from philosophy, while being well received by the city in which he teaches. This reversal forms the broader plot that runs through the narrative framework of the dialogue, which is based on the borrowing – and inversion – of narrative schemes, mainly from Plato's Phaedrus. The Ammonius will ultimately be presented as a paradigm of the appropriation of Plato not only on a superficial level (linguistic borrowings, the dialogue form itself), but also on a deeper and more structural level, i.e. as a remarkable case of borrowing Plato's dramaturgy and irony. [ABSTRACT FROM AUTHOR]

Purpose: This research aims to examine the educational philosophy of teachers in classrooms. Teachers' educational philosophy influences the power balance, course content function, student and teacher roles, responsibility for learning and assessment purposes and processes. The research also analyzes whether gender, qualification, specialization and experience significantly influence classroom educational philosophies. Design/methodology/approach: The study utilized a quantitative research design, utilizing data from 193 teachers working in a public higher education institution in the Sultanate of Oman. The study utilized a survey method to solicit data from the respondents. Besides utilizing descriptive statistics such as mean and standard deviation, the study used analysis of variance (ANOVA) and t-test to test the hypotheses. Findings: Analysis revealed an instructional strategy's preference, including elements of both teacher-centered and student-centered educational philosophies. Elements of progressivism, constructivism, reconstructivism and perennialism are more relevant in the teacher's instructional design. The results show no significant differences in teachers' pedagogical philosophy that exist based on gender, specialization and experience. However, teachers' age significantly influences their educational philosophy preferences. Research limitations/implications: This research centers on a public higher education institution in the Sultanate of Oman, with a particular focus on the Department of Business Studies. This resarch delimits its discussion on teachers' chosen educational philosophy. Other possible factors may also impact student retention and effective teaching and learning. Practical implications: This research offers valuable insights to academicians, higher education administrators, and policymakers. Specifically, this research emphasizes the significance of employing a blended approach, which incorporates both student-centered and teacher-centered educational philosophies, to enhance student engagement, retention, and effective teaching and learning. Social implications: This research emphasizes the importance of educators' adoption of a blended educational philosophy in promoting student retention and engagement within higher education institutions. To achieve desirable outcomes, policymakers in higher education must ascertain which educational philosophy is most effective in the classroom. Additionally, ensuring congruence between preferred educational philosophy and teachers' instructional practices is vital in facilitating effective teaching and learning. Originality/value: To the best of the authors' knowledge, this study is the first of its kind among teachers in higher education in the Sultanate of Oman. The outcome of this study helps detail the specific strategies teachers deploy and categorize into various educational philosophies. [ABSTRACT FROM AUTHOR]

Teaching philosophy statements are often declarations of beliefs interspersed with descriptions and metaphors. The disjuncture between the stated philosophy and actual teaching has been raised by numerous academics. This case study addresses the neglected area of grounding teaching philosophies on actual teacher behaviour rather than on espoused beliefs. This study includes a replicable framework for teachers to create evidence-based teaching philosophy statements through a systematic investigation of their actual teaching practices. A retrospective think-aloud protocol was used to recount a lesson. Using a transcript of the recount, the teacher's actions were identified, extracted, and justified following pre-determined protocols. References to theoretical and empirical studies supporting or contradicting the justifications were checked in the research literature. To counteract potential self-bias, colleagues' views on the reasons selected were surveyed. The discrepancy between the teacher's justification of actions and the peers' perspectives revealed hitherto hidden idiosyncrasies and underlying values. [ABSTRACT FROM AUTHOR]

This article discusses the publication of the second volume of Jacques Derrida's Given Time, which was released in 2021 after a thirty-year gap. The first volume was published in 1991, and the second volume consists of sessions from a seminar held in 1978-79. The article also mentions a symposium held in 2021 to discuss the second volume, featuring papers on various themes in the book. The article highlights the historical and contingent nature of the work and raises questions about its completeness and Derrida's decision not to publish the second part during his lifetime. The text delves into the concept of the gift in Derrida's works, exploring its relationship to freedom, sovereignty, imagination, phenomenology, expropriation, messianism, and reading relations of exchange and donation. It concludes with a translated roundtable discussion on Derrida's writings on money, covering topics of justice and sociality. [Extracted from the article]

The present study further investigated the role of teachers as emotional socializers by exploring both the theoretical and the empirical applicability of the construct of meta-emotion philosophy in teachers coming from kindergarten to middle-school. Specifically, we first aimed to test the psychometric properties of a specific tool to assess meta-emotion philosophy (i.e., the Crèche Educator Emotional Style Questionnaire - CEESQ, originally developed for early childhood educators). The second aim was to explore whether the associations between the dimensions provided by the CEESQ were in line with the meta-emotion philosophy framework. 815 female teachers (mean teaching experience = 20.08 years, SD = 10.84 years) from kindergarten to middle school took part to the study. The original 5-factor structure of the CEESQ was confirmed (i.e., three factors related to how teachers approach students' emotions and perceive their self-efficacy as emotional socializers, and two factors related to how they recognize and approach their own emotions in daily life). Moreover, the CEESQ factors showed several significant interrelations, especially considering the correlations between teachers' self-efficacy as socializers toward students' emotions and teachers' perceptions of their own personal emotional competence. Emerged results indicated the usefulness to expand the construct of meta-emotion philosophy from parenting to student-teacher relationship in order to reach a more comprehensive understanding of the role of teachers as emotional socializers; moreover, they suggest the need for including in teachers' pre-service and ongoing education a specific attention to promote awareness about the strict connection between personal emotional world and emotion-related educational practices adopted toward students. [ABSTRACT FROM AUTHOR]

This article discusses the work and contributions of Professor Ruth Hayhoe in building a bridge between China and the West. The author describes their personal interactions with Ruth and highlights her accomplishments as a scholar, independent woman, and advocate for world peace. Ruth's unique experience in China during the Cultural Revolution and the implementation of the open door policy shaped her perspective on Chinese education. She approached the study of Chinese higher education from a historical culturalist approach, emphasizing the power of culture in shaping the education system. Ruth's work aims to promote understanding and dialogue between China and the West, and she believes that China has much to offer to the global community. [Extracted from the article]

In this design study, we designed an instructional unit open to contextual modifications with the aim of fostering secondary school students' philosophical writing. Three philosophy teachers developed innovative source-based writing tasks and provided discipline-specific writing strategy instruction in their 10th grade class. In this study, we focused on change. We explored teachers' interaction with the instructional design and studied teachers' views on how the intervention had changed their practice since a change of beliefs is crucial to successful, durable innovation of teaching. Moreover, we studied the effects of the changed practice, by exploring change in students' writing. An external jury analyzed students' texts to determine students' actual learning achievements. Teachers' insights into student progress were obtained from reflective interviews that featured comparisons between the observed and expected results. The results showed that teachers judged the design to be feasible, valid, and effective for students' philosophical writing development. After the intervention, students' texts showed similar or even more independent philosophical thinking than before, while the tasks became more complex. Implementation drove teachers to contemplate writing instruction, indicating a change in their belief system, which is necessary for genuine improvement in teacher practice. [ABSTRACT FROM AUTHOR]

The document is a curriculum vitae of María Golfe Folgado, a graduate in Philosophy from the University of Valencia. María reflects on her time at university and her degree as a graduate. She also mentions her interest in learning and the importance of consciousness in interpreting the world. María aspires to be a philosophy teacher in secondary education and mentions that she failed an ethics exam, considering it one of her greatest achievements. The text talks about the author's experience as a university student and their focus on philosophy and education. It highlights the importance of laughter in secondary school classrooms as a stimulus for philosophical thinking. It also mentions their interest in Plato's dialogues and their academic work in this field. The author reflects on the nature of philosophy and teaching, citing Aristotle and Plato. [Extracted from the article]

Copyright of Moderna Sprak is the property of Institutionen for Moderna Sprak 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.)

The study investigated the extent to which teachers who practiced action research changed in light of the new knowledge they gained from their research. A mix of qualitative and quantitative data were collected using a questionnaire, interviews, and focus group discussions from teachers of English as a foreign language at three Ethiopian public universities. The results showed that the teachers who did action research gained knowledge and skills for the betterment of themselves and their practices in various ways. The instrumental role of action research for enhancing the teachers’ learning experiences, knowledge, skills, thinking, and teaching practices, as well as their students’ learning, were highly valued by the teachers. A Pearson’s correlation analysis showed there was a positive association between the teachers’ actual practice of action research and their change (r = .38, P < .025). Action research and change progressed in the same direction. As the P-value was low (< 5%), the influence of chance was unlikely, and the obtained correlation coefficient was statistically significant. The results imply that action research as a practical philosophy of teachers is a powerful tool for personal and professional development for those who engage in the process and who have a stake in the results. This calls for revitalizing action research as part of teaching and learning, wherein teachers are empowered and committed to take initiative and base their teaching on action research results for the purpose of transforming themselves, their practices, and their learners. [ABSTRACT FROM AUTHOR]

The article "Philosophers in Modern Fine Arts. Insights from a Teacher of Philosophy" by Ana-Magdalena Petraru examines the relationship between philosophy and visual arts, specifically focusing on how philosophers are depicted in modern fine arts. The author explores the connection between philosophical movements and the portrayal of philosophers in paintings from the 17th to the 19th centuries. The article also discusses the symbolism in these artworks and the redefinition of philosophy through visual representation. It analyzes various artworks that depict philosophers, considering criteria for analysis, different contexts, and the use of symbolism. The text also considers societal and cultural influences on these artworks, including the shift from neoclassical and romantic elements to realism. Overall, the article offers insights into the representation of philosophers in fine arts and the philosophical themes conveyed in these artworks. [Extracted from the article]

The ability to encode (spell) is an integral writing skill needed to communicate effectively. The ability to spell, also, enhances decoding as spelling and decoding are reciprocal skills that rely on knowledge of the same subskills. Spelling can also be particularly difficult for students with literacy and phonological-processing difficulties such as dyslexia. Because of the multiple benefits of knowing how to spell correctly, it is important for teachers to know the structure of the English language, so they can explicitly teach spelling. Through the administration of a survey, this study assessed 324 U.S. teachers' knowledge of English spelling patterns (Part 1). In addition, the inclusion of survey items intended to measure teachers' awareness of how children's spelling can be influenced by either African American English or the overlap between Spanish and English in emergent bilinguals. African American English and Spanish were chosen due to the underperformance of many African American and Hispanic/Latinx students on national and state reading assessments. Part 2 of the survey assessed teachers' self-efficacy in teaching spelling, while Part 3 assessed teachers' philosophy about spelling and teaching spelling. The Rasch analyses revealed that teachers whose primary area of teaching was reading outperformed those whose primary area of teaching was not reading. Additionally, teachers who taught Emergent Bilinguals outperformed those who did not on the constructs measuring words with possible influences of Spanish language on the spelling of English words. Several spelling patterns posed problems for all groups of teachers, while others were the least difficult for teachers. Practical and research implications are addressed. [ABSTRACT FROM AUTHOR]

This paper argues for the diversification of university-level philosophy curricula. I defend the ideal of expansionist pluralism and connect it to metaphilosophical myopia—problematically limited or constrained visions of the range of forms taken by philosophy. Expansively pluralist curricula work to challenge metaphilosophical myopia and one of its costs, namely, a specific kind of hermeneutical injustice, perpetrated against the communities and traditions shaped by the occluded forms of philosophy. [ABSTRACT FROM AUTHOR]

The article "Between Neutrality and Positionality - Perspectives of Religious and Philosophy Teachers in Dialogue" by René Torkler and Uta Pohl-Patalong discusses the complex relationship between religious and philosophy education. It highlights similarities and differences regarding the positioning and neutrality of teachers in both subjects. The article emphasizes the importance of interdisciplinary dialogue and identifies mutual learning potentials. It points out that religious education faces significant difficulties in a pluralistic society and has a "positionality problem." Philosophy education, on the other hand, is considered egalitarian as it considers various perspectives and does not favor any particular position. The text addresses the topic of positionality in education, particularly in philosophy and religious education. It notes that neutrality in education is not possible and that teachers bring their own positions and attitudes into the classroom. The positionality of teachers can be reflected in various aspects of teaching, such as the selection of topics, facilitation of discussions, and lesson design. The text discusses the positioning of religious and philosophy teachers in education. In religious education, both the denominational and individual religious positioning of teachers play a role. In philosophy education, teacher positioning can be productive as long as it remains within the framework of ideological neutrality. It is noted that there is a clear difference in positioning between philosophy and religious teachers. The article "Positioning through Setting Boundaries" discusses the positioning of philosophy and religious teachers. It distinguishes three different forms of intervention: legal-institutional reactions, pedagogical reactions, and disciplinary reactions. The article emphasizes the mutual learning potentials between philosophy and religion and that positionality is also relevant in other subjects. The article discusses the possibility of addressing a religious perspective in a philosophical manner in philosophy and ethics education. It emphasizes that religious education cannot exclusively claim to promote the discussion of ideological positions. The article suggests that the positionality of teachers in philosophy education can play a crucial role and that the clear orientation of philosophy sharpens the awareness of when Christian ultimate justifications are used in religious education. [Extracted from the article]

The workshop ""Imagining what's next". Reflections upon genders and sexualities, writing and editorial practices", held by teachers of the Philosophy and Literature Faculty's Prison Outreach Program of the University of Buenos Aires, was an experience of re-entry and reconstruction of the pedagogical territory of the Ezeiza University Center of the IV Federal Penitentiary Complex, in Argentina, after the pandemic years' hardships. It is therefore worthwhile to observe, systematize and conceptualize the resources and strategies that teachers and students alike deployed as part of the process of re-engaging within the classroom. It is our purpose to contribute to the study on the literary, intimate, academic, political, and affective mechanisms that make up the field of pedagogical territories in prison. We approached several scenes and texts produced in this framework from the three disciplines that made up the workshop. We sought to explore the power of writing, editorial and pedagogical practices to counteract prison logics and create ways of repairing the damage inflicted on incarcerated persons. Thus, the community-building processes and the recourse to pleasure and desire as practices of resistance appear as guiding lines of the workshop we analyze in this paper. [ABSTRACT FROM AUTHOR]

Addressed to Philosophy teachers, this text sums up the contributions offered by a university training aimed at filling the blanks on what is known about work. By revisiting concepts such as subject, values, health and norms... it is defended that all work, and even all human endeavor, is always, to different extents, one's use of self and use of self by others. This may provide a generic work definition. However, it is noticed that knowledge "by others" rules the work activities in detriment to the knowledge at the core of "one's use of self". This would introduce an historical version of work, presenting it as a constraint, as it is characterized in social categories where inequalities stand out. The origin of this historical perspective is then questioned, suggesting that such drift from work is undoubtedly central to the anemia of current democracy. [ABSTRACT FROM AUTHOR]

In this article we have gathered various texts by the philosopher and theologian Ignacio Ellacuría, emphasizing his idea of peace, and how in this, the idea of care is also important. In the writing, we emphasize two central aspects of his work, the foundation and the historicization, showing the necessary harmonization between theory and praxis that characterized his works and his life. In particular, we have selected texts from the last decade of his life (1979-1989), written from El Salvador, wanting to reveal how the proposed definition makes sense in the context of violence that this country lives, product of structural inequality and of war, but, on the other hand, conversing with the philosophy of his teacher, Xavier Zubiri, to delve into the necessary and radical presence of care in human life. Beyond this, to theoretically understand the relevance of concepts as generators of possibilities and capacities for the humanization of the human being, the text shows the importance for Ellacuría of taking this step with the conviction that there must also be concrete actions that make it possible to its effective realization in a certain present and place. To do this, it generates universal minimums for a dignified and balanced life that we also present as a proposal, we refer to the Civilization of Poverty. [ABSTRACT FROM AUTHOR]

The objective of the study was to determine the applicability given by teachers of the University of Guayaquil to emerging technologies in virtual learning environments. It assumed the quantitative approach, descriptive type of research, and field design, non-experimental, cross-sectional. It was conducted during the second period of 2022. The population under study was 287 teachers of the Faculty of Philosophy, Letters and Educational Sciences, the sample consisted of 166 teachers after applying a simple random sampling. [ABSTRACT FROM AUTHOR]

This paper takes another look at the controversial category of expository philosophical writing in the context of Filipino philosophy. Expository philosophical writing is understood here as writing about the philosophical thoughts of a given philosopher, who is usually Wester. This paper starts with how Quito and Abulad denounced this mode of philosophical writing as inferior. With Abulad's realization of the necessity of this mode of writing, the author took a parallel look at how he grappled with this controversial category from the late 1990s to the present. Agreeing with Abulad on the necessity of this mode of writing, this paper offers a typology of expository philosophical writing consisting of: 1) introductory/overview writing, 2) curation writing, 3) archeological writing, 4) forensic writing, 5) comparative writing, 6) polemic writing, 7) writing as a prelude to appropriation, and 8) writing in the Filipino language. This paper has two substantive sections. The first one catalogues eight typologies of expository philosophical writings together with their strengths and weaknesses. The second one sharpens further the idea of expository philosophical writing by contrasting it with related modes of philosophical writing. This paper will be useful to Filipino philosophy students, philosophy teachers, thesis advisers, and thesis panelists, as this paper attempted not only to clear away the mark of inferiority that Filipino philosophy placed on expository philosophical writing but more so to provide some guideposts on how specific types of expository philosophical writings should be pursued by Filipino researchers of philosophy. [ABSTRACT FROM AUTHOR]

This paper presents findings from qualitative research on teachers' experiences of practising philosophy in Icelandic schools and its effects on their work and students. The research question is: What are the teachers' experiences of teaching philosophy in compulsory education, and how do these experiences shape their practices and affect their students? Nine philosophy teachers from South-West Iceland were interviewed from January to June 2021. Findings show both opportunities and challenges of practising philosophy with students. Opportunities consist of students' training in democratic living, reflective thinking, and a better understanding of various subject matters if the tools of philosophy are used. For teachers, the main challenge of doing philosophy is the uncertainty in the classroom when teaching through dialogue. [ABSTRACT FROM AUTHOR]

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Copyright of Logos: Anales del Seminario de Metafísica (1575-6866) is the property of Universidad Complutense 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.)

In this essay, we outline the central thesis of our recent book: A Platonic Theory of Moral Education: Cultivating Virtue in Contemporary Democratic Classrooms. We argue that the ethical, epistemological, political, and metaphysical doctrines typically attributed to Plato are not doctrines Plato holds, or at least are not doctrines that he holds in the way he is interpreted to have done. We claim that if we understand Plato's relationship to these supposed doctrines better, we would discover that Plato's views are not wildly implausible or ill-suited for contemporary democracies and the schooling they provide for their children. Rather, they are plausible and well-suited to contemporary democratic education. This essay briefly outlines some of our reasons for holding this position. [ABSTRACT FROM AUTHOR]

Copyright of Educational Review (1563-3527) is the property of National Kaohsiung Normal University, Department of Education 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.)

The integration of educational technologies has been gaining special relevance in initial teacher training, as well as in the school curriculum in the different disciplines; however, in philosophy and religion they appear as instances of later adoption. The present research aims to analyze the knowledge about technology for the pedagogical practice of students of two programs of teacher training of Religion and Philosophy and its relationship with demographic variables, educational policies, and graduation profiles. From a quantitative approach, and using an adapted instrument, thirty-one students from two careers were surveyed, identifying that ICT training, training period and gender do not imply differences between the groups analyzed. Finally, the need to deepen the relationship between technology and teaching during initial teacher training is identified, given the impact in the society. [ABSTRACT FROM AUTHOR]

ICTs in education have generated new ways to achieve teaching and learning processes, in the research it is posed as a scientific problem: How are expressed in teachers, the perception of the functioning of virtual classrooms in the university context, to their teaching processes in terms of: personalization, flexibility, interaction, mobility, satisfaction and motivation?, as a general objective: to analyze the perceptions of the teachers of the Faculty of Philosophy, Letters and Educational Sciences, Technical University of Manabí, and the contribution of virtual classrooms to their teaching processes. The research was carried out with a quantitative, descriptive and bibliographic review approach from 2019 to 2022, under the PRISMA method, which shows that the use of virtual classrooms in HEIs is a regular practice; The University is constantly adjusting its MOODLE platform to motivate teachers and students. [ABSTRACT FROM AUTHOR]

Philosophy education practices with children are one of the popular new approaches in which students actively participate, engage in the questioning process, and that they are encouraged to improve their discussion skills. High-level thinking skills such as questioning, critical thinking, problem solving, decision making, and creativity are assessed within framework of the qualities that philosophy education for children seeks to instill in students. When the pre-school period, when students begin to gain their first school experience and basic skills are attempted to be instilled, is considered, it serves as a foundation for their subsequent school life and periods. In this regard, the pre-school period and any qualifications obtained during this time are critical in the development of students. When the teachers of the future, who will provide these qualifications to their students, gain experience and raise awareness on this subject, this would also mean that the teacher candites would also bring professional contribution. In this sense, the aim of this study is to examine the views of pre-school teacher candidates on philosophy education practices with children in detail. The study method was developed in a qualitative pattern within the framework of this purpose. The study group consists of 15 second and third grade students from Karamanolu Mehmetbey University's Education Faculty, Preschool Education Department of the Primary Education Department. A semi-structured interview form was used in the study to obtain teacher candidates' opinions on the practices. The data was analyzed using the content analysis method. When the results were examined, pre-school teacher candidates stated that they had no prior knowledge about the practices of philosophy education with children and that they wanted to apply it with their students when they started the profession. The pre-service teachers also stated that the practices of philosophy education with children aided them and had a positive impact on them. Again, the pre-service teachers emphasized that the practices were beneficial to their personal and professional development, and provided positive contribution to them. [ABSTRACT FROM AUTHOR]

Educational philosophy, in general, is at the heart of the growth of education. It outlines the institution's goals, subject matters, teaching methods, roles of teachers as well as the role of students, assessment methods, and teaching/learning experiences. The study aimed to identify the educational philosophical implications of idealism in schools in Al Ain city of the United Arab Emirates from the perspectives of mathematics teachers. The researchers used a questionnaire with thirty-two Likert-type items as a quantitative method for data collection. The instrument was administered to a randomly selected sample of 82 (46 male and 36 female) mathematics teachers in Al Ain city. The data were analyzed in IBM SPSS version 28 for one sample t-tests and independent samples t-tests to compare teachers' perceptions of curriculum, education values, school functions, roles of teachers, and teaching methods with gender and school type. Further analyses included a one-way ANOVA for teaching experiences and teaching cycles, bivariate correlations between the variables, and a generalized linear model to identify the significant predictors of the teaching method. The findings of the study showed that mathematics teachers in Al Ain city embrace an idealistic philosophy of curriculum, educational values, the role of schools and teachers, and teaching methods in general. The teachers' perceptions of the curriculum and school functions were found to be significant predictors of their teaching methods. These findings have both pedagogical and curricular implications. [ABSTRACT FROM AUTHOR]

Upholding justice in classrooms is a major concern for teachers and students, leading to a growing body of literature over the last 50 years. By contributing to this growing body of literature, this study aimed to examine high school teachers' conceptions of classroom justice through the lens of social psychology theory. Purposeful sampling was used to select 27 high school teachers for semi-structured interviews on the issues pertinent to classroom justice. Findings indicate that teachers conceived of classroom justice based on a constant dialogue between two overarching themes: their individuality and the social context. Teachers' individuality included subthemes such as teacher philosophy of justice, teacher philosophy of education, teacher caring, teacher background life experiences as student, teacher education, and teaching experience. The social context included the social, cultural, and economic structures of the society and the educational structures. The results suggest that social psychology theory needs to be expanded to account for drivers of teachers' conceptions of classroom justice. The findings have implications for teacher education and policy-making to promote justice in classrooms. [ABSTRACT FROM AUTHOR]

The philosophy of education is an important issue in learning and teaching. Also, the relationship between teachers' power and abilities can tremendously influence the learners. The purpose of this article is to explore the practice of power bases and Leech's (1983) politeness maxims among Iranian teachers. A descriptive-qualitative method is used in this research. To this end, nineteen sessions of five classes of five different teachers in a private institute were audio-recorded and transcribed. In the second step of this study, the learners were asked to fill out a questionnaire consisting of 25 Likert-scale items relating to power and politeness issues. In the last stage, four teachers were asked to take part in an interview with the researchers for gathering the complementary data. The classes being observed were chosen based on the rules of convenience sampling method and among young-adult, pre-intermediate learners. The results revealed that Legitimate power among the power base uses and Tact maxim among the politeness maxim practices were the mostly used types of all. Also, it was concluded that in most cases, teachers used one form or a combination of politeness maxims with the practice of power bases. [ABSTRACT FROM AUTHOR]

This paper discusses the perceptions about the role of the Philosophy teacher. It is based on the hypothesis of the relevance of teaching Philosophy as an experience that allows students to relate the concepts of Philosophy to their daily lives. The research was of a qualitative nature and the data were collected in a questionnaire carried out with 208 Philosophy teachers from the State of Paraná, Brazil. For data organization and analysis, the Atlas Ti software and Bardin's content analysis (2016) were used. It relied on the theoretical framework of Deleuze and Guattari (2010) and Mendes (2017) and Obiols (2002). Four categories were identified: creating concepts; stimulating critical thinking; problematizing existence; and providing a philosophical experience. Regarding the role of the Philosophy teacher, the results indicate a teaching that goes beyond the encyclopedic transmission and moves towards a philosophical experience, of philosophizing through everyday life. [ABSTRACT FROM AUTHOR]

This paper investigates the development of dialectical concepts about the universe, being, metaphysics, scientific methods, and the knowledge of philosophers. The methods it uses are mainly theoretical and empirical methods, such as analysis and synthesis. Within the boundaries of the designated topic, it offers a systematic analysis of the historical periodization of Arab Muslim philosophy from the eighth century to the twentieth. The paper examines the activities of the prominent philosopher and mathematician Abu Nasr Muhammad ibn Muhammad al‐Farabi, showing the circumstances of his borrowing certain forms, concepts, and structures from ancient Greek philosophers. The paper's main conclusion is that al‐Farabi is a Second Teacher in modern philosophy, meaning the continuation in his works of the search for a scientific approach to the study of various forms of being. [ABSTRACT FROM AUTHOR]

Copyright of Revista Linhas is the property of Universidade do Estado de Santa Catarina 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 Sophia, Colección de Filosofía de la Educación is the property of Universidad Politecnica Salesiana 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.)

Differentiated instruction (DI) addresses academic diversity in order to maximise learning. Although it is theorised as both a philosophy and as a praxis of teaching, it is rarely measured as such. This study examines teacher profiles on differentiated instruction relating to their philosophy and self-reported praxis. The data stem from an exploratory study on differentiated instruction, which served the purpose of creating a valid instrument to measure teachers' philosophy and teaching approaches relating to academic differences in interests, readiness and learning profiles, namely the DI-Quest instrument. The results reveal three teacher profiles based on five DI-related factors. The patterns are almost identical in primary and in secondary education. Interestingly, if more frequent adaptations to students' differences in interests, readiness and learning profile are what differentiated instruction aims for, both philosophical factors (namely growth mindset and ethical compass oriented to students) need to be present. Lacking one of these factors, will have less adaptations as a consequence. This study displays the predictive power of teachers' philosophy about Differentiated Instruction for their daily classroom practices. Consequences for future research, professional development and teacher education are discussed in detail. [ABSTRACT FROM AUTHOR]

This article is the result of reflections on interculturality from an anthropological perspective proposed by the intercultural philosophy of the teacher Raúl Fornet-Betancourt, in which case it is deployed in the doctoral thesis “Pedagogy and interculturality in Latin America. A reading from the educational processes in four social movements ", where it seeks to propose a contextual framework to account for pedagogies in Latin America from an intercultural perspective, in a humanist key. Starting from intercultural hermeneutics, it was sought to understand the emergence of pedagogies, of other forms of education that affect the configuration of situated and contextualized pedagogies. Understandings are made that recognize the subject, the context, the cultures and the epistemes through their history, their struggle for social and political demand, which throughout the ages has prevailed. [ABSTRACT FROM AUTHOR]

Copyright of Mehmet Akif Ersoy University Journal of Education Faculty is the property of Mehmet Akif Ersoy Universitesi Egitim Fakultesi Dergisi 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.)

Associate Professor Emilia Mineva was an established university teacher and historian of philosophy. Her rich body of work encompasses a study of the heritage of philosophical ideas in the 19th century with an emphasis, but not exclusively, on studies of Marxist philosophy, intellectual history of anarchism, philosophical ethics, etc. The field of her scientific interest included topics from all areas of philosophical knowledge, which she summarized as an author, editor, translator, and compiler. The article traces the professional path of prof. E. Mineva, focusing on the important moments in the content of her philosophical works, and is dedicated to the 80th anniversary of her birth. [ABSTRACT FROM AUTHOR]

In recent years, 'philosophy as a way of life' [PWOL] courses have emerged as an exciting new pedagogical approach. I explain here what a PWOL-course is. In doing so, I argue that the standard method for teaching such courses—what I call the 'Smorgasbord Model'—presents us with a basic problem: viz., how to enable students in the context of a modern university setting to experience fully what a PWOL is. I propose a solution to this problem by exploring a PWOL that most teachers and students alike already find themselves immersed in, what I describe as political liberalism applied to the context of the university classroom. I show how this overlooked fact not only offers us a novel resource for teaching a PWOL-course. It also helps us as philosophy teachers—in a meta-pedagogical sense—to become more self-reflective about and appreciative of our underlying ethical commitments when teaching philosophy. [ABSTRACT FROM AUTHOR]