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Free Pedagogical Essays and Papers

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    Responding to Socrates’ Pedagogical Provocation ABSTRACT: In this paper I examine the text of the Symposium to illustrate two non-philosophical responses to Socrates’ pedagogical provocation. While Apollodorus and Aristodemus, two Socratic disciples, demonstrate their erotic commitment to Socrates, they do not practice philosophy. They manifest their non-philosophical behavior in two ways. First, they idolize and imitate Socrates. Second, they constantly tell stories about Socrates. In the first

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    Three Short Pedagogical Pieces by Sidney Fein I. Teaching Logic, or Barnabus' Ploy At the last minute Professor Hugo van der Weg decided to return to Holland. Perhaps he was homesick, missed pitched roofs and legalized narcotics, meatballs and rice table. No one told me. Maybe no one knew. Though I was deprived of the pleasure of meeting Professor v. d. w., his decamping was consequential for me. As Distinguished Visiting Professor (my pompous rating) I was obliged to teach only two courses

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    Pedagogical Analysis

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    Discussion In this paper, we set out to investigate the pedagogical moves of BGEs from a discourse perspective. The findings of this study suggest that, although their discourse predominated during the guided visits, the diverse communicative approaches adopted and the variety of questions asked revealed the complexity of their pedagogical practices. Firstly, the analysis based on the four classes of communicative approach has revealed that the BGE discourse was interactive and authoritative in nature

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    pedagogy. Profound comprehension of different tendencies and processes in contemporary education is one of the main problems of the recently appeared and developing philosophy of education. Intensifying technological inclinations in up-to-date pedagogical theory and practice must be subject to understanding first of all, to my mind. Not long ago the application of the tecnological approach to education was impossible. The very phrase 'teaching or educational technology' seemed absurd. For a very

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    The Philosophical Investigations

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    The Philosophical Investigations ABSTRACT: The Philosophical Investigations is an inherently pedagogical work. Wittgenstein claims throughout his later writings to be teaching a method and this method is both philosophical and pedagogical. It is the claim of this paper that if we do not take Wittgenstein's methodological claim seriously, we do not engage with the text in the manner for which it was written. Consequently, we begin and end in the wrong places and the text becomes (in the words

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    On the Futures of the Subject

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    inquiry regarding contemporary critical assays of subjectivity. In response to the contemporary politics of representation, both in expressions of essentialist identity politics and in versions of social constructivism, and their implication of all pedagogical practices in transfers of power, I wish to project the question of the subject’s futures. I choose to discuss the limits of the interior, monadic subject for consideration not only its historical and contemporary effects in the politics of representation

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    of the invented proposition by those who do not invent it but accept it as a convention for good reasons. Finally, knowledge by invention combined with a revisionist, Platonist definition of knowledge as actively justified true belief provides a pedagogical model reviving the proactive spirit of the Socratic method with an emphasis on invention and activity and a de-emphasis on information gathering and passivity. I. Introduction Kant's à priori - à posteriori and analytic - synthetic distinctions

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    stemming from discussions about proper and efficient discourse and method of instruction. Issues such as Socratic/discussion-led teaching or inclusion of different theories of feminist thought have made the Women’s Studies course the achievement of pedagogical compromise. The work of Third-world and anti-racist feminists has contended for inclusion of issues that affect all women and has brought feminism to place based around more global issues. Now, while these debates have led to a complete, thorough

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    pitch darkness. The dark environment robs customers of their ability to see and as is so fluently stated on the Dans le Noir website, grants them the opportunity to completely re-evaluate the notion of taste and smelling through our gastronomic and pedagogical process? (http://www.danslenoir.fr). It might seem strange at first to think of eating without being able to see what one is consuming; but this truly might be the best way to dine. After all, the enjoyment of food is mainly centered on one's sense

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    forms of criticism laid out contiguously, as if they occurred only spatially and not temporally. This flattened and skewed representation of critical approaches, taking an argument out of its context (an academic debate) and uses it as if it were a pedagogical tool. Just as criticism in many ways takes the life out of the text, by dissecting it and making it a part of an argument, the “model critical approach” takes the life out of criticism. It is interesting to see how the different Case Studies

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