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Educational Problems (educational + problem)

Distribution by Scientific Domains
Education60%

Selected Abstracts

A Guide to Educational Philosophizing After Heidegger

EDUCATIONAL PHILOSOPHY AND THEORY, Issue 2 2008
Donald Vandenberg
Abstract This paper heeds the advice of EPAT's editor, who said he ,will be happy to publish further works on Heidegger and responses to these articles' after introducing four articles on Heidegger (and one of his students) and education in the August, 2005, issue. It discusses the papers in order of appearance critically, for none of them shows understanding of Heidegger's writings and descriptions of human existence in his most important work, Being and Time, nor the work of the internationally recognized educational philosopher who has written about educational problems using Heidegger's perspective (among others) over the past forty years and that should be considered in any application of Heidegger's thought to education if educational philosophy is to become a cumulative discipline. Because philosophy of education is notoriously non-accumulative and requires far more than referring to education in the first and last paragraphs of an article in order to be about an educational problem or phenomenon, the publications of this scholar in the phenomenology of education are mentioned throughout, as are Heidegger's works, to show how the four authors might have benefited from library research to utilize existing understandings and go beyond them. Finally, some suggestions are made about how to read with understanding Heidegger's magnum opus, Being and Time. [source]

Does teacher thinking match teaching practice?

MEDICAL EDUCATION, Issue 2 2008
A study of basic science teachers
Objective, To obtain an understanding of basic science medical teachers' conceptions of learning and their ideas for facilitation of learning. Methods, Teaching staff at a biomedical centre (n = 62) were asked to describe their definitions of learning, their suggestions for how to solve an applied educational problem and their intended activities when teaching students. The research was carried out using a questionnaire consisting of open-ended and fixed-choice questions. Results, Although 1 in 4 teachers endorsed constructivist conceptions of learning, only 1 in 8 actually reported using activating teaching strategies. Conceptions of learning did not co-vary with teaching practice. Conclusions, The assumption that conceptions of learning and teaching practice are aligned was challenged. The current questionnaire could be used as an intervention tool for educational development to map whether or not there is a match between teachers' conceptions and their practice. [source]

A Guide to Educational Philosophizing After Heidegger

EDUCATIONAL PHILOSOPHY AND THEORY, Issue 2 2008
Donald Vandenberg
Abstract This paper heeds the advice of EPAT's editor, who said he ,will be happy to publish further works on Heidegger and responses to these articles' after introducing four articles on Heidegger (and one of his students) and education in the August, 2005, issue. It discusses the papers in order of appearance critically, for none of them shows understanding of Heidegger's writings and descriptions of human existence in his most important work, Being and Time, nor the work of the internationally recognized educational philosopher who has written about educational problems using Heidegger's perspective (among others) over the past forty years and that should be considered in any application of Heidegger's thought to education if educational philosophy is to become a cumulative discipline. Because philosophy of education is notoriously non-accumulative and requires far more than referring to education in the first and last paragraphs of an article in order to be about an educational problem or phenomenon, the publications of this scholar in the phenomenology of education are mentioned throughout, as are Heidegger's works, to show how the four authors might have benefited from library research to utilize existing understandings and go beyond them. Finally, some suggestions are made about how to read with understanding Heidegger's magnum opus, Being and Time. [source]

"EMOTIONAL INTELLIGENCE" IN THE CLASSROOM?

EDUCATIONAL THEORY, Issue 1 2006
AN ARISTOTELIAN CRITIQUE
In making his famous claim that the good life would have to include appropriate emotions, Aristotle obviously considered the schooling of emotions to be an indispensable part of moral education. However, in this essay Kristján Kristjánsson casts doubt on the assumption that Aristotelians should approve of the clarion call for EI, as understood by Daniel Goleman and the proponents of social and emotional learning, in the classroom. Various marked differences between EI and Aristotelian emotional virtue are highlighted and explored. Kristjánsson argues that the claims of EI lack moral ballast and that when this fact is added to an existing heap of educational problems attached to the implementation of EI programs, educators had better rethink their reliance on EI as a model of emotion cultivation, and perhaps revert to the teachings of Aristotle himself. [source]

Learning from mothers: how myths, policies and practices affect the detection of subtle developmental problems in children

CHILD: CARE, HEALTH AND DEVELOPMENT, Issue 3 2007
J. Williams
Abstract Background Recent research has revealed increasing concerns over the number of children entering school with unidentified developmental problems, even though there are ostensibly comprehensive health services available for mothers and their children in the pre-school years. Recognizing that early detection and early intervention reduce the likelihood of long-term health and educational problems, it is important to understand why so many children are not detected with developmental problems in their pre-school years. Methods This doctoral study utilized the knowledge and experience of mothers to draw attention to reasons why children with subtle developmental problems are not identified until school age. A qualitative methodology utilized a synthesis of interpretive biography and literary folkloristics as a method of collecting, reading and interpreting personal stories. Three literary theories, arising, respectively, from the tenets of semiotics, neoMarxism and post-structuralism, were used to critically deconstruct the mothers' stories. Results The findings highlight a number of factors that influence the interaction between mothers, health professionals and members of the community, and how these interactions impact on the early detection of children's developmental problems. The findings illustrate the influence of societal myths on how mothers and health professionals view their roles, and on how they think about and respond to the child's problem. They also confirm the value placed on professional knowledge and the role it plays in communications between mothers and health professionals. Finally, they draw attention to how competing arguments about diagnosis and labelling delay identification and access to intervention programmes for children. Conclusion Health professionals working with mothers and young children should be aware of how their values, beliefs and communication styles affect their professional practice, especially when interacting with mothers who raise concerns about their children. State policies that limit access to early intervention programmes should also be reconsidered so that young children are not excluded from assistance. [source]