3,518 research outputs found
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CSUSB Study Abroad 2011: My Chinese Summer
This 2011 study abroad analysis written on a sojourn to Xian and Beijing is a product of several constructs: culture shock, intellectual curiosity, cross-cultural comparisons and interviews performed by the author. The reflections are multifold and mostly concern school visitations, architecture, tourist sites, and travel in general and read as commentaries of a blogger on his sojourn. The article concludes with an intellectual observation that implied challenges connected to cross-cultural examination, especially when comparing schooling, education, and pedagogical issues
Susan Bauer\u27s 2003 Theory of Well-Educated Mind: Could the Classical Approach to Teaching History Work in Southern California History K12 Classrooms?
The main purpose of this research evolved from the publication of S. W. Bauer Well-educated mind, a study of the significance of new methods of teaching history course. Bauer (2003) argues that the grammarian approach of simple recognition and memorization removes students from reading primary sources. This theory suggests a new methodology for the instructors and students through the three-stage process of grammar, dialectic, and rhetoric preparation with aid of primary sources or “great books list”. This paper supports Bauer’s thesis and provides evidence through extensive interviews that indeed this concept of pedagogy is present in Southern California schools
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On David Hume.
After reviewing the (2012) Oxford University Press title: Classic and contemporary readings in the philosophy of education, a common philosophy of education text for undergraduate and graduate students, I was surprised that the influence and the philosophical imprint of David Hume (who awakened Kant) was missing and omitted. David Hume’s ideas were monumentally important not only to Immanuel Kant but also to those who would eventually call educational behaviorism their home. To fill the void, I have included my response to the ongoing debates and some of the most intriguing questions regarding Hume’s philosophical stance, his suggestions, and perhaps seeds to those who would build their theories in the nineteenth and twentieth century. My first question for discussion provides a basic attempt at Hume’s position regarding his basic theory of experience-based causes, the second question ponders his ideas on Socratic concept of akrasia, and the final question deals with Hume’s is-ought concept. What is remarkable about Hume’s contribution to the philosophy of education is his stance on the principles of solid experience as a way to perceive reality, constructs, or even the constructivist ideas for linguistics, missing experience, or fallacies
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