Volume XI, Nos. 3 & 4

Arbones, Gloria. “Feminism and Philosophy for Children in Argentina.” 39-­42. Cahn, Edmond. “The Right to be Young.” 41­-42. Daniel, Marie­-France. “Women, Philosophical Community of Inquiry and the Liberation of Self.” 63-­71. Bosch, Eulalia. “Primary School: Love Versus Knowledge 7.” 71­-72. Carneiro de Moura, Zaza. “Seeds of Change, Seeds of Chance.” 33­-38. De la Garza, Teresa. “Women’s Education in Mexico and Philosophy for Children.” 47­ 50. Dudina, Margarita Nikolayevna. “Some Reflections on Our System of Education.” 44­47. Glaser, Jen. “Reasoning as Dialogical Inquiry: A Model for the Liberation of Women.” 14­-17. Hagaman, Sally. “Education in Philosophy and Art in the United States: A Feminist Account.” 77­-79. Haynes, Felicity. “Male Dominance and the Mastery of Reason.” 1-­24. Laverty, Megan. “Putting Ethics at the Center.” 73-­76. MacColl, San. “Opening Philosophy.” 5­-9. Miroiu, Mihaela. “The Vicious Circle of Anonymity” or “Pseudo­-Feminism and Totalitarism.” 54-­62. Redshaw, Sarah. “Body Knowledge.” 9­-14. Sharp, Ann Margaret. “Feminism and Philosophy for Children: The Ethical Dimension.” 24­-28. ­­­­­ ----- “Introduction.” 1­-4. Slade, Christina. “Harryspeak and the Conversation of Girls.” 29­-32. Smyke, Patricia. “Threading My Way Towards Philosophy for Children.” 82­-85. Tultkova, Roumiana. “Bulgarian Women Facing Their Problems and the Changes in the Educational System.” 51-­53. Turgeon, Wendy. “Choosing Not to Play the Game.” 80­-81. Van den Aardweg, Helena. “Transforming the Community.” 86-­89. Young Silva, Catherine. “On Women, Feminism and Philosophy for Children.” 90-­91. Young Silva, Catherine. “Catherine’s Story: The Echo of the Voice of the Children” 92­96. Yulina, N.S. “Prospects for Feminism and Philosophy for Children in Russia.” 43

The Understanding of Teaching in Children with Autism Spectrum Disorder

Current interventions to improve the social, academic, and behavioral skills in children with Autism Spectrum Disorders (ASD) all require teaching activities. A central component of being able to engage in and benefit from teaching activities is the ability to recognize and understand when and how teaching occurs. The emergence of an understanding of teaching as a means by which we acquire knowledge from others is a key feature of socio-cognitive development. However, it is not known whether children with ASD develop the ability to understand the fundamental concept of teaching. Understanding what children with ASD know about the concept of teaching is important in order to optimize interventions that incorporate teaching as a method of learning. This dissertation examines the understanding of teaching in children with ASD compared to typically developing children. Specifically, we investigate the two defining features of an understanding of teaching: 1) that teaching requires a knowledge difference between teacher and learner, and 2) that teaching is an intentional activity. We use a cross-sectional design to assess whether the understanding of these two components is intact or impaired in high functioning children with ASD compared to typical children individually matched on verbal ability. This study also investigates the interrelations among the understanding of teaching, theory of mind acquisition, and concurrent understanding of intention in others in this population. Our results indicate that the understanding of the two core components that underlie the concept of teaching is impaired in high functioning children with ASD, compared to matched controls. The role that intention and theory of mind play in the understanding of teaching in high functioning children with ASD is also discussed. This work has broad implications for improving teaching and teaching-based interventions for children with AS

Preparing Teachers to Program Philosophy/Critical Thinking in Subject English to Explore Indicators of Giftedness in Secondary Students in Western Australia

The Australian Curriculum is due to be implemented fully in Western Australia by 2017. In an introduction to the new curriculum on the Australian Curriculum Assessment and Reporting Authority's website, The Melbourne Declaration on Educational Goals for Young Australians (MCEETYA, 2008) is quoted as stating that critical and creative thinking are fundamental to students' becoming successful learners. Later in this introductory section, it is explained that The Australian Curriculum will enable students to develop capability in critical and creative thinking. According to researchers such as Lipman (1969, 1974, 1995, 1998, 2003), critical and creative thinking are the consequences of engaging in a course in Philosophy. The Department of Education and Training of Western Australia has indicated that "strong critical thinking skills" are indicators of giftedness and leading researchers, for example, Silverman (1993) and Clark (2002) have suggested a similar connection between "thinking skills" and giftedness when publishing their own checklists. It follows logically, that if critical thinking and the component skills that make up this term can be taught, then to some extent at least, it is possible to teach students to exhibit behaviours that characterise the academically gifted

Speaking from Places: A Phenomenological Deconstructive Study of Children’s Places, Child-Centric Methods, and Politics.

This dissertation adopts an innovative phenomenological and deconstructive methodology to create a child-centric research process sensitive to facilitating, integrating, and representing children’s voices in designing their school playground. The study developed and employed two novel child-centric methods, an Embedded Walk and a Communal Child-Map Project in order to integrate parents’ and children’s experiences of the school spaces the authorities planned to renovate. Both methods reveal and complicate the socio-political dynamics that structure children’s, parents’, and researchers’ stances towards children’s places and worlds. During the Embedded Walk, children led their parents through their play spaces and they collaboratively documented the childrens’ experiences of the places through drawings and written descriptions (ensemble voices). After the walk, in the Communal Child Map Project they marked these places with colored pins on a map of the school grounds created by the older children that was displayed in the school hallway. Re-thinking and creating unique methods that prioritize children’s perspectives signified a political change, entitling children to designate their own territories. Displaying their perspectives in a public space to an audience of adults and other children empowered their voices by shifting it from a private exchange with parents or peers to a communal dialogue. The phenomenological part of this study presents children’s experiential descriptions of their places in the world of the schoolyard and the diverse affordances these places provide. The deconstructive part of this study reveals how children find a place in an adult-centric world and how their place-making is impacted by the presence of adult-centric structures. In its commitment to understanding political activism as a transformative process, the author presents the subtle and profound shifts that the two methods, “embedded walk” and “Communal Child Map,” introduced into the lives of parents and children by cultivating spaces for children to speak, and parents to listen differently. Interviews conducted with five mothers suggested that the insights realized during the study enabled distinct modes of seeing, engaging, and attuning parents to their children’s places, activities, and desires. This fresh outlook impacted their relationship even beyond the study. Moving away from traditional academic structures where the researcher provides technocratic theories and specific steps to achieve child empowerment, this study builds on Derrida’s notion of hospitality to propose an alternative model of empowerment. By analyzing an unexpected resistance movement organized by adolescents in the Child-Map study, the author argues that the ethos of child empowerment is surrendering to and receiving the gifts that children give to the researcher, by transforming, shifting directions, and according a new voice to the work: re-introducing them to their own research

Spare the Rod, the Time-Out, and Every Other Kind of Childhood Punishment Too: Why Parents Ought Not to Punish Their Children

It is a default rule of behaviour to avoid intentionally causing distress to others, which is why parental punishment of children requires justification. I consider how various theories that have been offered as justification for state criminal punishment might apply in the case of parental punishment of children. I argue that none of those theories is successful, usually largely on empirical grounds. While retributivism is unsuccessful in justifying parental punishment of children, it nevertheless gets some significant things right: the importance of censure, and the appropriateness of wrongdoers feeling bad. However, the correct kind of "feeling bad" is guilt for one's wrongdoing and sympathy for one's victim (if there is one), not the self-oriented distress that is induced by a punishment. As a matter of empirical fact, feelings of guilt and sympathy tend to motivate human beings to make amends, which is why it's appropriate for parents to encourage their children to have those feelings (or at least not interfere with them). I argue that punishing children is not an effective way to induce feelings of guilt and sympathy (indeed, punishment tends to interfere with them). Parents should use non-punitive discipline that encourages children to recognize their own wrongdoing as such, to feel sympathy for anyone they may have harmed, and they should help children to make amends. Parents ought not to punish their children.Doctor of Philosoph

2018 FSDG Combined Abstracts

https://scholarworks.gvsu.edu/fsdg_abstracts/1000/thumbnail.jp

Dual processes in mathematics: reasoning about conditionals

This thesis studies the reasoning behaviour of successful mathematicians. It is based on the philosophy that, if the goal of an advanced education in mathematics is to develop talented mathematicians, it is important to have a thorough understanding of their reasoning behaviour. In particular, one needs to know the processes which mathematicians use to accomplish mathematical tasks. However, Rav (1999) has noted that there is currently no adequate theory of the role that logic plays in informal mathematical reasoning. The goal of this thesis is to begin to answer this specific criticism of the literature by developing a model of how conditional “if…then” statements are evaluated by successful mathematics students. Two stages of empirical work are reported. In the first the various theories of reasoning are empirically evaluated to see how they account for mathematicians’ responses to the Wason Selection Task, an apparently straightforward logic problem (Wason, 1968). Mathematics undergraduates are shown to have a different range of responses to the task than the general well-educated population. This finding is followed up by an eve-tracker inspection time experiment which measured which parts of the task participants attended to. It is argued that Evans’s (1984, 1989, 1996, 2006) heuristic-analytic theory provides the best account of these data. In the second stage of empirical work an in-depth qualitative interview study is reported. Mathematics research students were asked to evaluate and prove (or disprove) a series of conjectures in a realistic mathematical context. It is argued that preconscious heuristics play an important role in determining where participants allocate their attention whilst working with mathematical conditionals. Participants’ arguments are modelled using Toulmin’s (1958) argumentation scheme, and it is suggested that to accurately account for their reasoning it is necessary to use Toulmin’s full scheme, contrary to the practice of earlier researchers. The importance of recognising that arguments may sometimes only reduce uncertainty in the conditional statement’s truth/falsity, rather than remove uncertainty, is emphasised. In the final section of the thesis, these two stages are brought together. A model is developed which attempts to account for how mathematicians evaluate conditional statements. The model proposes that when encountering a mathematical conditional “if P then Q”, the mathematician hypothetically adds P to their stock of knowledge and looks for a warrant with which to conclude Q. The level of belief that the reasoner has in the conditional statement is given by a modal qualifier which they are prepared to pair with their warrant. It is argued that this level of belief is fixed by conducting a modified version of the so-called Ramsey Test (Evans & Over, 2004). Finally the differences between the proposed model and both formal logic and everyday reasoning are discussed

Global Minds and Hearts Pathways Towards a Sustainable Future

This volume contains the program, abstracts, and links to the recordings of the keynotes of the 27th Regional Conference of IACCP, 2023.https://scholarworks.gvsu.edu/iaccp_regional/1000/thumbnail.jp

Research on Teaching and Learning In Biology, Chemistry and Physics In ESERA 2013 Conference

This paper provides an overview of the topics in educational research that were published in the ESERA 2013 conference proceedings. The aim of the research was to identify what aspects of the teacher-student-content interaction were investigated frequently and what have been studied rarely. We used the categorization system developed by Kinnunen, Lampiselkä, Malmi and Meisalo (2016) and altogether 184 articles were analyzed. The analysis focused on secondary and tertiary level biology, chemistry, physics, and science education. The results showed that most of the studies focus on either the teacher’s pedagogical actions or on the student - content relationship. All other aspects were studied considerably less. For example, the teachers’ thoughts about the students’ perceptions and attitudes towards the goals and the content, and the teachers’ conceptions of the students’ actions towards achieving the goals were studied only rarely. Discussion about the scope and the coverage of the research in science education in Europe is needed.Peer reviewe