teaching philosophy
213897534
"What I Mean Is." The role of dialogic interactions in developing a statement of teaching philosophy
Abstract This case study explores the role of dialogic interactions in a US based Korean doctoral student's efforts to write a statement of teaching philosophy (TPS) as part of her employment applications in science education. While previous studies have examined the role of pedagogical strategies and available resources to help students improve their statement, these approaches tend to be dispensed by field experts such as faculty members; few studies have examined methods that can be adopted by a tutor student dyad in which the tutor must rely on the student's knowledge and perspectives in order to help the student write and improve the statement. In this study, the participant and I (the researcher) discussed the participant's concerns regarding her TPS drafts. Bakhtin's (1981) concept of dialogism was employed to facilitate the participant's attempts to write her statement. Results showed that dialogic interactions aided the participant in clarifying her thoughts through verbalization and subsequently transferring those thoughts to her writing. The interactions also facilitated the participant's efforts to infuse her writing with uniqueness or individualism, a key component of the TPS.
Warren Merkel
221749202
Teaching Philosophy Statements
Teaching philosophy statements articulate educators' beliefs about what makes learning happen. They can be powerful tools in identifying assumptions about teaching, articulating our values as educators, and connecting to a community within and across disciplines. Teaching philosophy statements are often an integral part of job applications, promotion and tenure processes, teaching development, and teaching awards. By developing a philosophy and discussing it with colleagues, educators can improve their practice through the process of reflection, dialogue, and engagement with scholarship of learning and teaching. The recipients of the 2020 JME Lasting Impact Award are companion articles "Philosophy rediscovered: Exploring the connections between teaching philosophies, educational philosophies, and philosophy" and "Finding our roots: An exercise for creating a personal teaching philosophy statement" by Beatty et al. These articles have had a profound and sustained impact on management education and other disciplines by furthering understandings of teaching philosophies and their connection to effective teaching and learning. Analysis of subsequent teaching philosophy statement research identifies three strands of inquiry: how to develop a teaching philosophy, the role of teaching philosophies in graduate education, and the relationship between teaching philosophies and continuous professional development. The impact of the papers and areas for future research are canvassed.
Melinda Laundon Abby Cathcart Dominique A Greer
221749164
The More Things Change, the More They Stay the Same: Teaching Philosophy Statements and the State of Student Learning
In association with the republishing of our 2009 papers, we revisit the core ideas about teaching philosophy papers, considering how the ideas have evolved and offering possible questions for future research on teaching philosophy statements. We note that the role and importance of teaching philosophy statements endures and describe some of the changes that have enriched the learning contexts of today such as the expansion of teaching technology. The rapid changes initiated by the COVID 19 pandemic offer a timely opportunity to revisit and reflect upon one's teaching philosophy statement, since some of the improvisations faculty develop are likely to stimulate new teaching practices.
Joy E Beatty Jennifer S A Leigh Kathy Lund Dean
224928147
Schematization in Teaching Philosophy to Students With Non Philosophy Majors
The problem of using schemes and schematization for teaching philosophy is discussed in the article. The purpose of the article is to analyze methodical aspects of schematization when teaching philosophy to students with nonphilosophy majors. Methods of research. During the study, the analysis of study guides containing schemes and tables was carried out. Some problems of schematization, its strengths and weaknesses are defined. Work with schemes at classes and independent work is considered. Special attention was paid to methodical recommendations on schematization. Based on the results of the study, conclusions were made about difficulty of using schemes when teaching philosophy. It is outlined that schematization can simplify a philosophical problem so far as to distort it, but it can also foster learning new educational material. Analysis of study guides containing schemes and tables presents a substantial difference between them as well as variations of applying them in learning process. Schematization can be used for systematizing learning materials, development of critical thinking, seeking and implementing solutions. The author emphasizes effectiveness of supplying schemes and critical analysis, making schemes by students at individual and group work. It is concluded that schematization is taken as an effective method of teaching philosophy to students with non philosophy majors. Fominykh E.A. FGAOU VO <Rossiiskii gosudarstvennyi professional'no pedagogicheskii universitet> Ekaterinburg, Rossiiskaia Federatsiia. ORCID: https:/orcid.org/0000 0001 7495 6521, e mail: manager gu@yandex.ru Dlia tsitirovaniia: Fominykh E.A. Skhematizatsiia v prepodavanii filosofii obuchaiushchimsia nefilosofskikh napravlenii i spetsial'nostei Razvitie obrazovaniia. 2020. No 3 (9) S. 66 70. DOI:10.31483/r 86224. Elena A. Fominykh FSAEI of HE "Russian State Vocational Pedagogical University" Ekaterinburg, Russian Federation. ORCID: https:/orcid.org/0000 0001 7495 6521, e mail: manager gu@yandex.ru
E A Fominykh
55822387
Learning/teaching philosophy in sign language as a cultural issue
This paper is about the process of learning/teaching philosophy in a class of deaf students. It starts with a presentation of Portuguese Sign Language that, as with other sign languages, is recognized as a language on equal terms with vocal languages. However, in spite of the recognition of that identity, sign languages have specifi city related to the quadrimodal way of their production, and iconicity is an exclusive quality. Next, it will be argued that according to linguistic relativism even in its weak version language is a mould of thought. The idea of Philosophy is then discussed as an area of knowledge in which the author and the language of its production are always present. Finally, it is argued that learning/teaching Philosophy in Sign Language in a class of deaf students is linked to deaf culture and it is not merely a way of overcoming diffi culties with the spoken language.
Maria DE FATIMA SA CORREIA Orquidea Coelho Antonio M Magalhaes Andrea Benvenuto
229513010
Pragmatism as a teaching philosophy in the safety sciences: A higher education pedagogy perspective
Abstract The education of safety science professionals is a key requirement to ensuring the ongoing recognition of Occupational Health and Safety (OHS) as a profession. Safety science educators, at some point in their academic career, are required to align with an appropriate teaching philosophy, however this important aspect of education pedagogy rarely receives scholarly attention in the safety sciences. Therefore, this article makes the case for philosophical pragmatism as an overarching teaching philosophy that works well within the evidence informed safety science practice model. Pragmatism is a logical and valuable teaching philosophy which centres on linking theory, research, ideas and actions to multi disciplinary practical applications. It is embedded in the notion that both multiple stakeholder, and multiple perspectives are required to solve practical safety oriented problems. Pragmatism links to a reflective practitioner paradigm whereby students are asked to think critically about what they do. Further, learning is influenced by self discovery. The key theoretical underpinnings of pragmatism are presented, as well as the 4 Ps of pragmatism (Practicality, Pluralism, Participation and Provisional) as a teaching framework. The rational for embracing pragmatism as a higher educational teaching philosophy for the safety sciences is presented. Pragmatism is seen as both a path forward in reducing the theory into practice divide for safety science educators and professionals, and a teaching philosophy which enhances the safety science pedagogy educational lens.
Karen Klockner Patricia M Shields M Pillay Kate Ames
229125372
Research on the Teaching Philosophy of American Community College
The function of American Community College is similar to that of Chinese higher vocational education. Community colleges in the United States have experienced a hundred years of development, and their teaching philosophy and modes are relatively mature. The teaching idea of "students first" and diversified teaching methods provide reference for the development of Higher Vocational Education in China. This paper takes Heartland Community College as an example to study the teaching management concept, teaching methods and teaching implementation of Community College in the United States.
Huihui Hu
231878173
The Image of a Philosophy Professor in Contemporary Cinema Art
The paper deals with the problems of teaching philosophy in contemporary culture as they could be depicted in contemporary art, for example, Cinema Art. For the analysis of the new type of problems in the field of teaching philosophy, the author has chosen three films representing philosophers/ philosophy teachers. The basic idea is that Art reflects hidden problems, which people sometimes take no notice of in real life. A film is a mirror in which one can recognize themselves; with the help of Art a person can view themselves from the outside, even though it might be not as pleasant as to think of oneself as a problem free person. Three films: (1) "The Philosophers" (2013, USA, Indonesia) (2) "Irrational Man" (2015, USA) and (3) "The Philosopher" (2010, France) represent three images of a philosopher, which are the most popular in contemporary culture: (1) a couch, (2) an irresponsible wrongdoer, and (3) a philosophical greatness dreamer. The conclusion of the brief analysis carried out by the author is not consoling: in contemporary culture, there are many temptations to relinquish to oblivion the ideals of the classical philosophical heritage and to use them exclusively for one's own egoistic gainful purposes. In this context, teachers of philosophy should revise the foundations of their teaching activity and reanimate the high ideals of the moral principles of education by means of selfcultivating and setting an example of a worthy human person to their students.
Ruzana Pskhu
225006068
Republication of: Finding Our Roots: An Exercise For Creating a Personal Teaching Philosophy Statement
Teaching philosophy statements clarify why we do what we do in the classroom, and the process of drafting a philosophy offers an opportunity for developmental reflection. Personal teaching philosophies can be grounded in the shared foundation of historical educational philosophies. The authors offer here for facilitators a reflective card sort exercise that helps surface the philosophical roots of personal teaching philosophies and helps teachers create or renew a teaching philosophy statement. They explain the exercise activities and typical outcomes based on their experiences facilitating the exercise. The authors conclude with insights and considerations for facilitators.
Joy E Beatty Jennifer S A Leigh Kathy Lund Dean
219658331
Teaching Philosophy and Doing Philosophy in the Space of Play
Introduction: Dear friends, I am a professor of philosophy and have been teaching philosophy more than 30 years. In 1992, I started to do philosophy with children using my own methods. I had known nothing about Lipman's curriculum. I based my method only on my university experience and philosophical education, trying to do something unofficial and useful for children. That's how "Philosophical Games for children and adults" appeared. It was my first program in philosophy with children. When I discovered Lipman's work and the world practice in P4C, I was surprised by the very similar points of our programs despite some differences. I started to use Lipman's term, "doing philosophy" as opposed to "teaching philosophy." The differences and similarities between both of these pedagogical practices became clear to me as I worked with university students and with children. What's the basic platform of deference between doing philosophy and teaching philosophy? I believe that it is the difference between the philosophical styles of Socrates and Plato. I will try to make that argument in what is to follow.
Larisa Retyunskikh