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
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
Composition, as well as other academics, have discouraged the use of plagiarism detection services. We recommend that before using this service, faculty members consider several important issues raised by the use of Turnitin. Turnitin Discourages Good Pedagogical Practices Concerning Writing Because Turnitin compares student writing against a database of articles, previously submitted student writing, and web pages, it’s most easily used as a plagiarism detection service. Such use emphasizes the policing
culturology of education (Krylova 1994, 1995, 1996), a new trend in theories of education that is being constructed upon the established turf of philosophy of education. The culturology of education includes inquiry concerning both cultural values and pedagogical methodologies. It attempts to explain the whole complex of cultural, sociocultural, and multicultural problems in education with reference to principles drawn from both educational theory, and cultural anthropology and philosophy. I argue that the
the most part still is, nascent within the humanities. As computers increasingly become an irreplaceable part of daily life in modern culture, however, more and more instructors attempt to carry out the task of incorporating technology into the pedagogical techniques of their disciplines. Over the past four months I’ve had the invaluable opportunity to get a behind-the-scenes look at one particular attempt to integrate computers and writing instruction. In Dr. Will Hochman’s English 101-43 (SP 2003)
Aristotle's Reform of Paideia ABSTRACT: Ancient Greek education featured the pedagogical exercise of dialectic, in which a student defended a thesis against rigorous questioning by an instructor. Aristophanes’ Clouds, as well as Plato and Aristotle, criticize the practice for promoting intellectual skepticism, moral cynicism, and an eristic spirit - the desire to win in argument rather than seek the truth. I suggest Aristotle’s logic is meant to reform the practice of dialectic. In the first part
students have grown up in a world dominated by technology. For them, multimedia forms are a central part of everyday life. This means that schools can no longer afford to ignore the impact that technology has on its students. We must adjust our pedagogical approach in order to address the role of technology and multimedia in modern education. One important adjustment that needs to be made involves recognition of the fact that learning can and does occur outside of school boundaries. Students can
Human Values: The Key to Solving Global Problems ABSTRACT: At the dawn of global civil society, the test for humanity is to achieve unity while preserving cultural differences as well as the distinctiveness of nations and peoples. Such unity can be reached only by recognizing human values, especially human rights. However, these rights must be strictly determined and more than mere obligations. Hence, the most important task for philosophy is to develop foundations and principles for a world
of the world we live in. Teachers lead their students on the trip to success. Have you ever wondered how you would have gotten where you are today, or how you will get where you will be tomorrow without a great instructor? According to a private pedagogical survey of sources (teachers and students), some of the main qualities of teachers should be discipline, motivation, and above all, respect. I have interviewed three teachers and three students from the High School, Middle School, and Elementary
Adults and Children as Learners Teaching adults should be different if adults learn differently than children do. Theories or perspectives on adult learning, such as andragogy, make a number of assertions about the characteristics of adults as learners: adults need learning to be meaningful; they are autonomous, independent, and self-directed; prior experiences are a rich learning resource; their readiness to learn is associated with a transition point or a need to perform a task; their orientation
Bruner and Wittgenstein: Language Learning A crucial phase in the child's development comes with its acquisition of language, but before we can engage in any pedagogical efforts to further infant development or to aid atypical cases, we need to understand methodologically what occurs during language learning. Jerome Bruner, in a methodological adaptation of Ludwig Wittgenstein's middle and later work in an extension of Noam Chomsky's LAD, has put forth one influential proposal (Bruner 1983). Ludwig
In the book titled, Young Children’s Play and Environmental Education in Early Childhood Education it was stated, ‘Pedagogical play has a long and contentious history in early childhood education, beginning with the argument that children learn most ‘naturally’ from play, and focussing more recently on problematising what and how children learn through play’ (Cutter-Mackenzie, 2014). In the new era of teaching many teachers have the dilemma of play vs intentional teaching. In this report a Kindy
university exams with ease and distinction. In the course of telling this story, the film also suggests what the essence of a liberal education may be. The story is presented in the form of a comedy, a comedy that revolves around the personal and pedagogical relationship between Rita and her main teacher, Dr. Frank Bryant (Michael Caine). Frank Bryant teaches comparative literature, and it is his job to prepare Rita for her exams. Unfortunately, Frank Bryant has lost all enthusiasm for his academic
Montaigne, Studentessa, and Performance The field of composition studies has worked to define and make sense of the "basic writer" for decades. In 1977, Mina Shaughnessy called basic writing the "pedagogical west," a frontier, "unmapped, except for a few blazed trails that individual teacher propose through their texts" (4). Since Shaughnessy, the work of David Bartholomae, Min Zhan Lu, Bruce Horner, and others, has expanded upon, and called into question, the term "basic writer." In this paper
Introduction Pedagogical grammar is a rather new concept that has been applied by a number of language instructors to impart new language knowledge to students (Nordquist 2011, p. 1). The teaching methodology has its own structures in the sense that it is divided into two aspects: the first talks about the grammatical composition of language while the second talks about the articulation of language rules (of the new language). In comprehensively analyzing how the teaching methodology works, it is
Through pedagogical literature, it is possible to identify strategies and techniques that professors have used to teach chemistry and make it less challenging. Three of the most effective strategies for student success encountered throughout the research were: engaging lectures, relevant practice material, and peer tutoring. A prominent theme in pedagogical literature, regarding strategies that professors use to make chemistry less challenging, are engaging lectures. The survey conducted
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
York: Rutledge. Kuenzi, Jeffrey K. 2008. Science, Technology, Engineering, and Mathematics (STEM) Education: Background, Federal Policy, and Legislative Action. Congressional Research Service. Micro, P., & Koehler, M.J. (2006). Technological pedagogical content knowledge: A framework for integrating technology in teacher knowledge. Teachers College Record, 108(6), 1017-1054. National Research Council (NRC). 2010. Exploring the intersection of science education and 21st century skills: A workshop
improve weaknesses, performance and overall employee satisfaction. While the benefits of training and development programs are positive, there are different learning approaches and techniques for each training situation. Below I will address whether pedagogical or andragogical will be the most effective for the following training
The definition of a pedagogical task is “an activity or action which is carted out as the result of processing or understanding language (i.e. as a response). For example, drawing a map while listening to a tape, listening to an instruction and performing a command may be referred to as tasks. Tasks may or may not involve the production of language. A task usually requires the teacher to specify what will be regarded as successful completion of the task. The use of a variety of different kinds of