bluuebunny/crossref_metadata_2025 huggingface dataset:
Learning Geometry in a Dynamic Computer Environment
Authors: Battista Michael T.
Published: December 2020

NCTM's Principles and Standards for School Mathematics suggests that interactive geometry software can be used to enhance student learning (2000). This article shows how using such software can foster the development of students' understanding and reasoning about two-dimensional shapes. The article first describes basic principles that underlie high-quality geometry instruction, then gives examples that illustrate how appropriate use of dynamic software can enhance students' geometric reasoning.
What Are Virtual Manipulatives?
Authors: Moyer Patricia S. , Bolyard Johnna J. , Spikell Mark A.
Published: December 2020

As a result of innovations in technology, the prevalence of the Internet, and the increasing availability of computers in classrooms and homes, an enhanced approach for teaching and learning mathematics using manipulatives and computers is emerging. This new approach essentially creates a new class of manipulatives, called virtual manipulatives, as well as new capabilities, or toolkits, for computer programs that use visual representations. These new virtual manipulatives have all the useful properties of existing computer manipulatives while overcoming many of their disadvantages, yet very little is known or written about them. The purpose of this article is to establish a working definition of virtual manipulatives, highlight examples of virtual manipulatives on the Internet, and discuss their current and potential classroom use.
Research, Reflection, Practice: Place Value: Problem Solving and Written Assessment
Authors: Ross Sharon R.
Published: December 2020

Elementary school children have traditionally found place value to be difficult to learn, and their teachers have found it difficult to teach. Understanding place value requires a child to make connections among and sense of a highly complex system for symbolizing quantities.
News from the Net: Cynthia Lanius's Lessons
Authors: Richards Ellice D.
Published: December 2020

Teaching is a continuous learning process, often requiring educators to sift through the abundance of available information and retain highquality materials. As a future teacher, I have begun to create a personal library of teaching ideas and aids to benefit myself and my future students, and I am including Cynthia Lanius's Web site, www.math.rice.edu/~lanius/, in my collection. This site serves as a resource for K–12 teachers and students, as well as parents, and has a special section for Spanish-speaking students.
Online Professional Development: Sustained Learning with Friends
Authors: Newell Gina , Wilsman Margaret , Langenfeld Mary , McIntosh Andrew
Published: December 2020

My online learning community provides me with support to continue my vision towards improving mathematics education. It allows me to fulfill my desire and commitment to offer quality instruction for the students.
News from the Net: Rethink the Role of the Library Media Center and Mathematics with SUNLINK
Authors: Baumbach Donna
Published: December 2020

If you are looking for change, you need look no further than your school library media center. Once a place where books were kept in neat rows and quiet was the rule, the media center is now a hub of activity and the gateway to information and curriculum resources wherever they exist. Encyclopedias have been replaced by CD-ROM multimedia resources, dictionaries “talk,” the card catalog is now online, and computers can access information from databases around the world.
Math By the Month: Calendar Math
Authors: Shreero Betsy , Sullivan Cindy , Urbano Alicia
Published: December 2020

The “Math by the Month” activities are designed to engage students to think like mathematicians. The activities allow for students to work individually or in small groups, or they may be used as problems of the week. No solutions are suggested so that students will look to themselves for mathematical justification and authority, thereby developing confidence to validate their work.
Doing Mathematics Outside of School
Authors: Pagni David
Published: December 2020

As a teacher educator, I try to help prospective teachers understand that problems can be solved in many ways and to be aware of others' mathematical reasoning. In particular, when solving a problem, I want students to be able to explain their mathematical reasoning to someone other than another student or me. Because my students plan to pursue teaching careers, I also want them to view mathematics as an activity that can be shared with friends and family members. This approach pushes students to listen to how people outside of class solve mathematics problems and reflect on how they communicate their reasoning.
Describing Reasoning in Early Elementary School Mathematics
Authors: Reid David A.
Published: December 2020

NCTM's Standards documents (1989, 2000) call for increased attention to the development of mathematical reasoning at all levels. In order to accomplish this, teachers need to be attentive to their students' reasoning and aware of the kinds of reasoning that they observe. For teachers at the early elementary level, this may pose a challenge. Whatever explicit discussion of mathematical reasoning they might have encountered in high school and university mathematics courses could have occurred some time ago and is unlikely to have included the reasoning of children. The main intent of this article is to give teachers examples of ways to reason mathematically so that they can recognize these kinds of reasoning in their own students. This knowledge can be beneficial both in evaluating students' reasoning and in evaluating learning activities for their usefulness in fostering reasoning.
Problem Solvers: Perfect-Square Geometry Partners
Authors: Swarthout Mary
Published: December 2020

The goal of the “Problem Solvers” department is to foster improved communication among teachers by posing one problem each month for K–6 teachers to try with their students. Every teacher can become an author: pose the problem, reflect on your students' work, analyze the classroom dialogue, and submit the resulting insights to this department. Every teacher can help us all better understand children's capabilities and thinking about mathematics with their contributions to the journal. Remember that even student misconceptions are valuable.
Developing Teachers' Computational Fluency: Examples in Subtraction
Authors: Flowers Judith , Kline Kate , Rubenstein Rheta N.
Published: December 2020

In the past, much of the discussion about elementary school mathematics revolved around arithmetic and children's facility with standard algorithms. Current recommendations, however, suggest that encouraging children to invent computational procedures that make sense to them and to analyze how those procedures work may be more beneficial (Campbell et al. 1998; Kamii 1998; Russell 1999; Schifter 1999). This expansion in the array of possible procedures children may use and the thinking they may do in analyzing them means that simply considering children's accuracy with computation is no longer reasonable. Instead, to clarify our changing expectations of elementary students'work in computation, mathematics educators now talk about computational fluency (NCTM 2000; Russell 2000).
Take Care of Mother Earth: Technology and the Environment
Authors: Parker Diane L.
Published: December 2020

Principles and Standards for School Mathematics recommends an increased emphasis on data analysis from the earliest grades on: “Because young children are naturally curious about their world, they often raise questions such as, How many? How much? What kind? or Which of these? Such questions often offer opportunities for beginning the study of data analysis and probability” (NCTM 2000, p. 49). Using technology to support such studies can give young children access to topics and ideas that are far beyond what might once have been thought possible. In this article, I share a research project that began with my students' real questions and evolved over a period of two years to incorporate technology in ways that enriched and extended their learning far beyond expectations.
Links to Literature: Exploring Real-World Geometry
Authors: Weber William B.
Published: December 2020

Geometry should be a natural and integral part of the mathematics curriculum for elementary students (NCTM 2000). The study of geometry should include a range of activities, from identifying shapes to higher-order processes such as investigating properties of shapes, exploring geometric relationships, and posing and solving geometric problems.
News from the Net: Web-Based Manipulatives
Authors: Hodge Tim
Published: December 2020

Teachers can attest to the value of manipulatives. Children in the primary grades need the concrete exposure that manipulatives provide, and older children can benefit from the use of manipulatives as well. Manipulatives are valuable classroom tools, but they can be expensive. Some teachers, especially new teachers, do not have all the desired instructional materials or do not have access to every manipulative at all times. Fortunately, the National Library of Virtual Manipulatives for Interactive Mathematics, located at matti.usu.edu/nlvm/nav/index.html, provides a collection of free virtual manipulatives.
Integrating Music and Mathematics in the Elementary Classroom
Authors: Johnson Gretchen L. , Edelson R. Jill
Published: December 2020

Increasingly, teachers are being encouraged to engage in interdisciplinary instruction. Although many of us are comfortable using children's literature as the basis for interdisciplinary units, we rarely think to integrate mathematics and music in our lessons. Music actively involves students in learning and helps develop important academic skills (Rothenberg 1996). By using music to enhance children's enjoyment and understanding of mathematics concepts and skills, teachers can help children gain access to mathematics through new intelligences (Gardner 1993). This integration is especially effective with children who have strong senses of hearing and musical intelligence.
Mathematical Mind Journeys: Awakening Minds to Computational Fluency
Authors: Ebdon Susan Austin , Coakley Mary McGee , Legnard Danielle
Published: December 2020

Have you ever wondered what your students are really thinking as they do mathematics? Do you wish that you could stimulate and excite your students while building the fundamental skills necessary for their future? Join us as we take our students on a Mathematical Mind Journey. This learning adventure does not require time-intensive planning or expensive props and materials. Mathematical Mind Journeys are “think aloud” strategies that demystify computation. Students use metacognition to explain the paths that their brains take when solving a problem and rely on mathematical memory rather than memorization. Whether you have a few minutes or a class period, a Mathematical Mind Journey will empower and engage every student in your class.
News from the Net -The NCES Classroom
Authors: Wheeldon Debra
Published: December 2020

The National Center for Education Statistics (NCES) Web site for students is called “The NCES Classroom.” After entering this site at nces.ed.gov/nceskids, the user is greeted with a colorful classroom, which serves as a menu for locations on the site. The mathematics games and activities will interest almost any child. Students are treated to a variety of fun and educational activities, including making a graph with “Create a Graph,” solving the “Math Teaser,” finding out that “Mathematicians are People Too,” and completing a “Word Search.”
Children Who Enjoy Problem Solving
Authors: Buschman Larry
Published: December 2020

Children enjoy mathematics problem solving more when they solve challenging problems in ways that make sense to them and then share their solutions.
E-Textbooks for mathematics?
Authors: Christie Andrea
Published: December 2020

With the advent of e-book readers, such as Amazon's Kindle and the Barnes and Noble Nook, bibliophiles were first to welcome e-books with open arms. Now, this wave of innovation is quickly approaching the education shore with e-textbooks moving into classrooms all across North America.
Math club starting in kindergarten
Authors: Perry Ann M.
Published: December 2020

Istarted a math club for students from kindergarten through third grade at my daughters' private co-ed school. As a high school math teacher, I hoped to instill a love of mathematics in children. Starting a math club as early as kindergarten and having a range of grade levels can be successful. With the help of older students, the varied age groups are entertained and excited about attending math club. The purpose of the club is to enrich the classroom mathematics curriculum with hands-on activities and to have members participate in age-appropriate contests. Now, three years into math club at this level, I believe the club has been successful in engaging young children in mathematics.
Psychometric properties and validity of dyadic coping inventory-urdu version for use in Pakistan
Authors: Shujja Sultan , Adil Adnan , Randall Ashley K. , Bodenmann Guy , Malik Farah
Published: December 2020

For married individuals living in Pakistan, stress within their relationship has emerged as a major source of marital conflicts and even relationship dissolution. However, research based on the systemic transactional model of dyadic coping (DC) suggests partners’ use of coping strategies may help in buffering these devastating effects of stress. The original German version of the Dyadic Coping Inventory (DCI) is a widely used self-report measure that has been translated in various languages, however, has not been validated for use with individuals living in Pakistan who speak Urdu. The purpose of the present study was to translate and validate the DCI into Urdu for use with married individuals living in Pakistan. Data were collected from 538 Pakistani married adults. Findings supported the original factor structure of the German and English version of the DCI. As such, results supported the 33-items DCI-Urdu as a valid and reliable measure to assess DC behaviors in Pakistani married individuals. Further, convergent and discriminant validity and measurement invariance (MI) across gender for the DCI-Urdu were consistent with that of DCI-English. A validated measure of the DCI in Urdu provides new directions for researchers and clinicians working with couples in Pakistan.
El medio es el paisaje: separación, acción, contemplación en el cine
Authors: Bandirali Luca
Published: December 2020

El paisaje es “parte de una tierra” (en alemán landschaft, en inglés landscape) o “representación de un lugar” (en francés paysage, en italiano paesaggio). En ambos casos es el resultado de una selección de la realidad. Esta selección se realiza a partir de un sujeto. Históricamente, en Europa, el sujeto nace con el Humanismo: el hombre se percibe como separado de la naturaleza. El poeta Francesco Petrarca en 1336 observa la naturaleza desde lo alto de un cerro y, en una carta, describe las sensaciones que esta visión le provoca. La naturaleza se percibe a través de una cultura. A partir de aquel momento, la historia del paisaje es una historia de los medios de comunicación que separan al sujeto de la naturaleza, intensificando por lo tanto el paisaje mismo. La pintura de paisaje es un medium loci. La fotografía es un médium mecánico. El cine es un médium mecánico aun más abultado y poderoso. Por lo tanto el paisaje construido por el cine de los comienzos es la cumbre del paisaje como representación de un sujeto que se aleja de la naturaleza y la observa. El paisaje renace en lo sucesivo con el cine moderno (en especial el del Neorrealismo) cuando algunos personajes dejan de realizar acciones (como en el cine clásico) y se ponen a contemplar. El concepto de paisaje como naturaleza percibida a través de una cultura deviene con el cine el concepto de paisaje como realidad (extensión de la naturaleza: paisaje urbano, paisaje industrial) percibida a través de un médium; el médium mismo nos enseña a mirar el espacio físico y a transformarlo en un ambiente narrativo o un paisaje contemplativo.
A percepção dos magistrados às mudanças na legislação trabalhista e o perito contábil
Authors:   Universidade de Brasília, Mendes Paulo Cesar de Melo , Ribeiro Carolina Cortes ,   Universidade de Brasília
Published: December 2020

O objetivo é estudar a percepção dos magistrados em relação às mudanças na legislação trabalhista e o papel dos peritos contábeis. Para alcançar o objetivo, foi realizada uma pesquisa de campo. A amostra da pesquisa, seria composta por todos os Magistrados da Circunscrição de Brasília, mas nem todos aceitaram. Assim, a amostra final foi composta por dez juízes titulares do Tribunal Regional do Trabalho da 10ª Região. O trabalho apresenta as mudanças mais significativas na visão dos magistrados, e o posicionamento deles em relação as mudanças serem positivas ou negativas. Com base na Análise de Conteúdo de Bardin (2011), realizou-se a divisão em categorias temáticas e concluiu-se que há inúmeros pontos controvertidos na nova lei e alguns são considerados pelos magistrados como inconstitucionais. Para os peritos contadores, a Reforma Trabalhista pode trazer dois impactos: o primeiro é uma nova possibilidade de trabalho, pois agora há a necessidade de os pedidos serem liquidados desde o início e assim a parte irá procurar os serviços do contador já na fase inicial do processo; o segundo é que agora a responsabilidade pelo pagamento dos honorários periciais passa a ser da parte sucumbente na pretensão objeto da perícia, ainda que beneficiária da justiça gratuita. Isso poderá a uma carência de peritos contábeis.
Comportamento do consumidor: análise dos fatores de influência no segmento de animais de estimação
Authors:   Universidade Estadual do Oeste do Paraná, Marcon Déborah Luiza , Frizon Jucelia Appio ,   Universidade Estadual do Oeste do Paraná, Bosa Lucas Alfredo ,   Universidade Estadual do Oeste do Paraná
Published: December 2020

Animais de estimação estão presentes na vida das pessoas e o mercado de produtos pet possui fatores que influenciam no valor de compra. O objetivo foi analisar a influência de variáveis demográficas e atitudinais no valor de compra mensal. O delineamento foi descritivo, com pesquisa quantitativa, de levantamento, utilizando instrumento de coleta de dados na forma de um questionário estruturado, validado e adaptado na pesquisa de Sakai (2018). A amostra foi por acessibilidade, reunindo consumidores de uma rede de supermercados da região Sudoeste do Estado do Paraná, Brasil, na modalidade on-line. Como respostas válidas para a pesquisa foram consideradas as de 466 respondentes, de acordo com a identificação dos consumidores da região estabelecida na base de dados. A pesquisa foi aplicada em agosto de 2019. As influências no valor mensal gasto no segmento pet foram quantidade de animais (β = 0,560), atendimento (β = 0,207) e renda (β = 0,090). As variáveis atitudinais não foram significativas.
Conceito de dependência da trajetória (path dependence): estudo sobre o empreendedor em ponto de açaí
Authors:   Universidade da Amazônia, Fernandes José Luiz Nunes , Fernandes Bárbara Ádria Oliveira Farias ,   Universidade da Amazônia, Lobo Neto João Carvalho ,   Universidade Federal do Pará
Published: December 2020

Ao considerar-se a importância da história como aprendizado para ações futuras, aliada as sequências temporais que explicam o desenvolvimento econômico e social é que esta pesquisa fixou como objetivo identificar a trajetória do empreendedor do açaí quando esta é estudada sob a ótica conceitual de Dependência de Trajetória. Por meio de método de pesquisa preponderantemente bibliográfico chegou-se a conclusão que o empreendedor que hoje atua como batedor de açaí nas cidades da Amazônia brasileira teve como precursor o homem que atuava em guildas nas cidades livres da Europa, perpassou pela atuação histórica do negro e do índio na Amazônia brasileira e culminou com o nordestino que, após o declínio da época áurea da borracha, passou a exercer o extrativismo nos furos e rios que circunvizinham as cidades da Amazônia brasileira. Em síntese, esta foi a dependência de trajetória do hoje empreendedor de açaí que atua nas cidades da Amazônia brasileira.
Un recorrido a las formas animadas en la educación escolar y talleres: la mirada de las investigadoras: la mirada de las investigadoras
Authors: Luz Maturana Carmen , Gaete Andrea
Published: December 2020

El artículo busca aportar al conocimiento del rol de las mujeres que han establecido nexos entre el teatro de animación, la educación escolar y la educación no formal. Para esto, se analiza el corpus disponible en el Centre de Recherche et de Documentation, del Institut International de la Marionnette en Charleville-Mézières, obtenido en febrero de 2020. Los criterios de selección consideran la investigación realizada durante el siglo XX a la fecha, y cuya autoría sea de mujeres. Se trata de una muestra acotada, qué duda cabe. Sin embargo, permite definir cuál es el material bibliográfico disponible en uno de los centros de documentación más importantes del mundo sobre el teatro de formas animadas durante el período señalado.
Sandra Vargas e Verônica Gerchman: trajetórias femininas tecendo o teatro de animação contemporâneo brasileiro
Authors: De Castro Kely Elias
Published: December 2020

Verônica Gerchman e Sandra Vargas são duas artistas brasileiras da mesma geração que se dedicam ao Teatro de Animação em diferentes frentes. São fundadoras de duas das principais companhias especializadas na linguagem: a Cia Truks e o Grupo Sobrevento. O texto discorre sobre aspectos da personalidade e da carreira artística dessas duas mulheres, tendo em vista a importância de seus feitos não apenas para o desenvolvimento da linguagem, mas para a formação de outras mulheres bonequeiras. Para tanto, a autora utiliza entrevistas e bibliografia específica, além de se referir à própria experiência enquanto bonequeira/pesquisadora no convívio com as referidas artistas.
NIST scientific foundation reviews
Authors: Butler John M , Taylor Melissa K , Willis Sheila , Iyer Hari , Vallone Peter M , Press Rich
Published: December 2020

The National Institute of Standards and Technology (NIST) is a scientific research agency that works to advance measurement science, standards, and technology and that has been working to strengthen forensic science methods for almost a century. In recent years, several scientific advisory bodies [1-3] have expressed the need for scientific foundation reviews of forensic disciplines and identified NIST as an appropriate agency for conducting them. The purpose of a scientific foundation review is to identify and document information supporting methods and practices used in forensic analysis and to identify knowledge gaps where they exist. Beginning in fiscal year 2018, Congress appropriated funds for NIST to conduct scientific foundation reviews [4]. NIST has begun reviews of DNA mixture interpretation, bitemark analysis, digital evidence, and firearms examination. In addition to providing insights into these specific disciplines, the initial reviews serve as pilot studies which will guide future efforts. This document outlines NIST's approach to conducting scientific foundation reviews, including data sources used, evaluation criteria, and expected outputs.
Bridging analog land mobile radio to LTE mission critical push-to-talk communications
Authors: Walton Christopher , O'Dell Chic
Published: December 2020

This paper explores a low-cost method to bridge analog public safety Land mobile radio (LMR) systems into a standards based Long Term Evolution (LTE) MCPTT system. Design goals included robustness, cost, and the creation of a system that closely conforms to released and future standards. A proof of concept prototype that successfully bridges an analog LMR system with a standards compliant LTE based MCPTT system was developed and tested. The results and design details will be covered in this paper.
Challenging Catholic School Resistance to GSAs with a Revised Conception of Scandal and a Critique of Perceived Threat
Authors: McDonough Graham P.
Published: December 2020

Educational leaders in Ontario’s publicly-funded Catholic schools typically resist establishing Gay-Straight Alliances (GSAs) on grounds that they contradict Catholic moral teaching and so cause scandal in the school. While the protection of GSAs in these schools is derived from recent provincial legislation, the government intervention has the potential to exacerbate religious-secular tensions in the school and society. This paper assumes that, in the Catholic Church’s current political climate, the only justifications for GSAs that will gain genuine traction and possibly deflate this tension descend from within Catholicism’s own tradition of thought and educational practice. The first part of the argument critiques the Catholic hierarchy’s traditional, narrow conception of scandal, and replaces it with a revised, broader conception from within Catholic theology in which the traditional marginalization of lesbian, gay, bisexual, transgendered, queer, and questioning (LGBTQ) students is the true scandal. These two frameworks are used to analyze inconsistencies between the resistance Catholic schools show toward LGBTQ students wanting to establish GSAs, and the welcoming attitude they display toward pregnant and parenting students. The second part of the argument reveals that the main reason for this difference is that Church officials perceive all LGBTQ organizations as threats to their authority, and this perception is extended to GSAs. This internal critique provides sufficient reason to reverse the current negative Catholic evaluations of GSAs.
The Pedagogy of Suffering: Four Fragments
Authors: Jardine David W. , McCaffrey Graham , Gilham Christopher
Published: December 2020

This paper is a collection of small, formal and informal writings and is part of the early groundwork we have been doing together on the topic of the pedagogy of suffering, a phrase that has certainly given pause to many colleagues we have spoken to. We are trying to understand and articulate how and why suffering can be pedagogical in character and how it is often key to authentic and meaningful acts of teaching and learning. We are exploring threads from both the hermeneutic tradition and from Buddhism, in order to decode our understandable rush to ameliorate suffering at every turn and to consider every instance of it as an error to be avoided at all costs. We also look to these traditions to begin to formulate how a pedagogy that turns away from suffering suffers a great loss, and how a pedagogy that turns towards suffering can become a locale of great teaching and learning, great wisdom and grace.
Cultivating Compassion 慈: A Daoist Perspective
Authors: Culham Tom
Published: December 2020

The purpose of this paper is to make a contribution to our working knowledge, practice and pedagogy of compassion through consideration of a Daoist perspective on the matter. I begin with a consideration of Daoist cosmology and a sage’s compassion drawn primarily from the Daodejing, This serves as a backdrop to consider Daoist contemplative pedagogy for the cultivation of virtue and compassion. Consistent with Daoist practices which rely on exemplars as a means of inspiring others I justify considering Nelson Mandela an exemplar of compassion. I then discuss how his life lines up with the Daoist conception of compassion. Finally I discuss the practicalities of developing compassion along with other virtues in post-secondary business ethics education classes. These classes work with the following principles: starting small, self- compassion, person to person connections and relationship. Students engage in emotional intelligence activities including: exercises to know their purpose or calling, meditative exercises that help them become aware of their emotions, and structured interpersonal interaction challenging them to develop new social skills. While this work is in its early stages it appears to assist students in developing compassion for others.
In A Mindful Moral Voice: Mindful Compassion, The Ethic of Care and Education
Authors: Orr Deborah
Published: December 2020

This paper argues that Carol Gilligan’s Ethic of Care has strong affinities with the Buddhist concept of karuna (compassion) which, Jay Garfield has argued, is the necessary foundation of rights theory. Its central argument is that both moral compassion and thus rights theory are grounded in the natural compassionate care a mother exercises in order to promote the flourishing of her child without which children, and consequently adult society, would not survive in any form. Wittgenstein’s concept of language-games is brought to bear on Buddhist philosophy to foreground the rootedness of human experience in connection and empathy. This further supports the naturalness of compassionate care, the Ethic of Care and karuna. Finally, mindfulness meditation is proposed as a practice appropriate for the educational context for the development of karuna as a moral resource for personal, civil and professional life.
Descartes in a 'Headstand': Introducing 'Body-Oriented Pedagogy'
Authors: Ergas Oren
Published: December 2020

This article's main theme is the conceptualization of a 'body-oriented-pedagogy' that unfolds a possible account of 'how one learns from the body'. Based on B.K.S Iyengar's approach to yoga-posture practice, which is embedded in classical yoga's philosophy of 'mind', a 'body-oriented pedagogy' is depicted as a practice that seeks to incite 'embodied mindfulness'. The pedagogy trains one in turning 'body' into 'subject', thus quieting the 'thinking mind'. It is thus conceptualized as turning the Cartesian crowning of ‘mind’ over ‘body’ upside down. This pedagogy is suggested as yielding 'education towards and in presence'. Presence is characterized as a mode of perceiving experience prior to the grid of language and concepts, enhancing one's ability to choose one’s action. Applying the grounding of pedagogy in ‘body’, the article then contributes to the discourse involved in the incorporation of contemplative practice within schooling. 'Body-oriented pedagogy' is depicted as compatible with both 'spiritual' and 'non-spiritual' curriculum orientations.
Goddess Puja in California: Embodying Contemplation Through Women’s Spirituality Education
Authors: Jordan Nané
Published: December 2020

This essay conveys an embodied, relational view of contemplative practice in education through my experience of a “Goddess puja.” I undertook this puja with two other women in the context of exploring and documenting the experiences of seven faculty and student alumni, myself included, within a Women’s Spirituality Master of Arts (WSMA) degree program located in the San Francisco Bay area. I highlight a holistic, ritual scope for considering “contemplative practices,” by engaging an embodied view of contemplative practice based from Women’s Spirituality education. The practice of Goddess puja or worship is a devotional, contemplative ritual offering of flowers and substances made to the deity in order to receive her blessing. The practice of supplicating Goddess impacts my work in midwifery and my lived philosophy, where ritual contemplation evokes further learning and inquiry about the nature of birth and birth-giving.
“Just a Swinging Door” – Examining the Egocentric Misconception of Meditation
Authors: Saari Antti Wiljami , Pulkki Jani
Published: December 2020

Various kinds of contemplative practices have been a part of the western philosophical tradition since the Age of Antiquity. Today, however, philosophy as a way of life has ceased to be an integral part of academic practice. The capability to gain knowledge or understanding is believed to come out of pure intellectual endeavor, without exercising the mind and body holistically. This has created a blind spot for philosophy, where no profound pedagogical and moral transformation of subjectivity can be articulated. Furthermore, meditation practices have often been understood as egoistic, apolitical activity. Our purpose is to suggest that this understanding is due to the liberalist and Cartesian tradition of subjectivity today widely proliferated in education. However, through an analysis of a meditation exercise in breathing, it is possible to deconstruct these notions and open novel vistas for thinking about the relationship between truth and subjectivity in education. A simple breathing exercise can dissolve the dualisms ingrained in occidental philosophy and culture - which has many socio-political implications for educational theory and praxis
The Case for Philosophical Mindedness
Authors: Christou Theodore Michael , Bullock Shawn Michael
Published: December 2020

This essay is an extended argument for a philosophical disposition with regards to pedagogy, and an argument for all educationists, not merely a select few toiling in the academy, to seek wisdom. Engaged in vocations involving teaching and learning, we must aspire to be wise. Being a philosophically minded educationist means occupying a radical middle between opposing viewpoints and thinking critically, in action, about educational experiences. Far from stereotypical notions linking philosophy to abstract ideals of the ivory tower, we argue that being an educationist and taking this responsibility seriously means being a frontline classical philosopher—one who loves wisdom and who is willing to facilitate the birth of ideas.
The Cosmopolitan Turn: Recasting ‘Dialogue’ and ‘Difference’
Authors: Strand Torill
Published: December 2020

This paper draws attention to the potential pitfalls and possibilities of a new cosmopolitanism. The first part of the paper briefly portrays cosmopolitanism as a name and metaphor for a way of life, an ideal and an outlook. The second part, however, discloses a paradoxical attribution of the metaphor, revealing the ways in which it assumes something which it is not. The third part of the paper further explores the powers of this paradox, arguing that the new cosmopolitanism can be seen as a riddle that surprises, bewilders and educates: The surprise is in the deviation from current and most common ways of speech. The bewilderment happens as the mantra of cosmopolitanism is bringing together logical opposites, jumbling categories and disturbing pre-existing modes of thought. The educational work of cosmopolitanism thus occurs as a violation of the cognitive framework and logical categories generating our very modes of learning. The vital work of the new cosmopolitanism is therefore in the ways in which it creates epistemic ruptures, recasts our mental categories, generates radically new modes of learning, and thus completely new ways of experiencing, seeing and knowing a world of change. But what are the potential pitfalls and possibilities of a discourse jeopardizing the very vision of the social world, and thus the world itself?
Border Crossings: Dialogue Across and Within Fields and Traditions
Authors: Vokey Daniel
Published: December 2020

Drawing upon the work of Chantal Mouffe, Alasdair MacIntyre, and Bernard Lonergan, in this paper I develop an argument that, in our work as philosophers of education, we should support a particular form of what Ernst Boyer has termed the scholarship of integration, in part by being explicit both about the tradition(s) of inquiry in which we are working and about the nature of the particular contribution(s) we hope to make to those traditions. It offers five reasons why we should support systematic, sympathetic, agreement-oriented assessments of competing worldviews and corresponding ways of life. It advocates two kinds of “border crossings” as integral to such assessment: engagement across disciplines and fields on the one hand, engagement with rival paradigms within a discipline or field on the other.
Epistemological Multilingualism: A Tool for Conviviality
Authors: Scott Charles
Published: December 2020

In a globalized world where the traditional, the modern, and the postmodern increasingly meet, there is a growing need for understanding, particularly of views different from our own. In this paper, I want to explore the concept of epistemological multilingualism and its value to scholarship, advancing the notion that epistemological multilingualism—the ability to respect and understand multiple epistemic standpoints—emerges out of a postmodern, integral perspective which sees the reality of several epistemological frameworks, as well as the ability to understand, learn from, and even to contribute to the development of those frameworks. I examine the dialogical capacities that contribute to epistemological multilingualism, and conclude that epistemological multilingualism can play a vital role in a world of education where differing worldviews manifest within the same classroom and the lives of the learners with whom we work.
Listening from Silence: Inner Composure and Engagement
Authors: Waks Leonard J.
Published: December 2020

The Indian-America philosopher Sri Chinmoy Ghose has distinguished between outer silence, inner silence, and innermost silence. In this paper I explore these distinctions and their educational relevance. My main conclusions are that (a) a deep inner silence, undistracted by questions or other thoughts, is at the root of one paradigm kind of good listening in education, and (b) what Chinmoy refers to as “innermost silence” is the moral virtue of receptivity to others that sustains inner silence, even under challenging conditions, a virtue of importance in teaching and in learning from others.
Knowing as Holistic Experience: A Challenge to Plato from Jungian Sandplay
Authors: Donald Beatrice
Published: December 2020

Plato’s suggestion that pure knowledge, described in his theory of Forms as the archetypal basis of reality, is questioned using the sequence from the key session of a Jungian Sandplay therapy case as an example of direct human experience of the archetype. As was recognized by Jung, a parallel may be drawn between Jungian archetypes and Platonic Forms in that both are primary structures contained and manifested in the phenomenal world. In Sandplay, a patient unable to transcend her quandary through reason is able to find relief from the tension of the arguing opposites within her when she creates an image with her hands, in a state of reverie, responding to an internal impetus governed not by reason alone but by spontaneous, nonverbal sensory experience. The image she creates in this way brings her into a deep relationship with herself and marks the beginning of a newly forming selfconfidence that guides her. This example illustrates the holistic nature of human experience and change processes, in therapy or in any learning context.
Dwelling Telling: Literalness and Ontology
Authors: Beeman Chris , Blenkinsop Sean
Published: December 2020

At a certain time during the filming of Daki Menan I began to question my own readiness to make metaphor of the experience of others. I began, instead, to regard the literal words of the Temi-Augama Anishinaabe elders with whom I was working as accurate representations of what they thought, especially the way they thought about how the world worked. But if this move to literalism were justified, I had to acknowledge that what I thought to be the parameters of being would change. This paper is about that change, as mediated through the concept of attentive receptivity.
Ethics and the Special Education Assistant
Authors: Birkeland Lise
Published: December 2020

The need for and responsibilities of Special Education Assistants (also known as Teacher Assistants, Teacher Aides, and Education Assistants) in British Columbia are increasing; yet time to consult, plan and receive direction is decreasing due to teachers’ burgeoning workloads and time constraints. Coupled with the fact that SEA’s often have more specific knowledge of the student’s label and educational interventions, these dynamics sometimes create a climate of misunderstanding and confusion of the roles and responsibilities of teachers and their assistants. At times, SEA’s feel unsupported and forced to take on responsibility without authority as they navigate through the ethics of what is the best inclusive practice for the student with special needs. By using an ethical approach to analyze an example of a) the Special Education Assistant’s working life and b) one extreme experience of that life, insight into the varied nature of this world is illuminated.
How to Domesticate Otherness: Three Metaphors of Otherness in the European Cultural Tradition
Authors: Kroflic Robi
Published: December 2020

Individual and collective identities always develop in relation to the other as different, and in this process, the otherness is always subjected to the attempts of cultivation/domestication. In the history of European thought, we can recognize three metaphors which express the impossibility of seeing the other as different: the metaphors of The Leper, The Court Fool and The Noble Savage. They developed on the basis of the relationship between the difference and common rationality, which means that a more inclusive relationship to otherness as a conversational ideal could be formed if we were able shift the emphasis of ethical discourse from the universal concept of autonomy to respect for authenticity and to Levinas’s ethics of “the face of the other”. Such a step requires a radical change of discursive practices of all involved in the educational processes. That is why I propose the principle of observing the face of the other as different in both real-life experience and in expressive images of art, as well as the recognition and acceptance of otherness at the very core of our own identity.
Resonance and the Photographing of Medieval Architecture
Authors: Richmond Stuart
Published: December 2020

In this essay I aim to convey in text and photographs what it might mean to experience medieval architecture with some degree of connectivity or what Wittgenstein calls, poetically, “resonance.” I provide examples of personal experiences of medieval architecture, and argue for the importance of historical knowledge, sensuous acquaintance, and a sympathetic imagination in gaining a resonant affiliation. Photography, I want to show, is a way of engaging aesthetically with medieval architecture that can, on occasion, lead to the making of images that serve as authentic reminders of the original experience.
Plato and Aristotle’s Educational Lessons from the Iliad
Authors: Cannatella Howard James
Published: December 2020

Of considerable importance in Plato and Aristotle’s educational outlook on the arts was Homer’s Iliad. This paper draws out some of the perceived weaknesses and strengths of this epic poem as it relates to the arguments in Plato’s Republic and Aristotle’s Poetics. I will attempt to do justice to Plato and Aristotle’s differing perspectives on the Iliad and their critique of art educational theory and practice. I will show why two philosophers with very different thinking on art education can still significantly affect art teaching practice today.
Philosophy of Education in Today’s World and Tomorrow’s: A View from ‘Down Under’
Authors: Clark John
Published: December 2020

In considering philosophy of education now and in the future, this paper explores the issue from an Australasian perspective. While philosophy of education in this part of the world has strong international links there is an absence of indigenous influences. A number of philosophical strands have developed including naturalism and postmodernism which have informed thinking about education policy and practice. The institutional side of philosophy of education has witnessed both the promotion of philosophers to professorial positions and the slow decline in numbers as departing staff are not replaced. How philosophy of education will fare in the future will depend on the survival of an academic community, the opportunity to teach papers in the subject to undergraduate and postgraduate students (and so replace ourselves) and convincing teachers and policy makers that philosophy of education makes an indispensable contribution to improving policy and the educational experiences of students.
What Can We Learn from How Socrates Dominates Thrasymachus in Plato’s Republic?
Authors: Meadows Elizabeth
Published: December 2020

In this paper I will show how Socrates dominated Thrasymachus by failing to create a relationship with Thrasymachus in which meaningful learning could occur. Although this is a negative example of how a teacher did not help a student learn, from it I believe that we can learn the importance of creating relationships with our students to help them learn and thereby modeling for them how to create such relationships with their students. Listening to, respecting, and responding to our students as they are, to their questions, and to their motivations to learn or not to learn are essential ways for us to help them learn what they and we believe is important for living fulfilling lives. This is justice in teaching.
The Character of Moral Development
Authors: Boyd Dwight
Published: December 2020

This paper analyzes the character implications of Kohlberg's conception of moral development combined with our current understanding of the moral point of view inherent in the most mature level of that development. The problem is first framed within an articulation of the most fundamental philosophical assumptions underlying Kohlberg's theory. Then the argument proceeds dialectically from correcting some of the common but mistaken character implications of the notion of principled morality to showing what positive picture of moral character emerges from an appreciation of recent elaborations of the nature of Stage Six. It is argued that certain dimensions of moral character are required by the performative sense of objectivity which operationalizes the notion of respect for persons forming the heart of Stage Six.
Teologia da Veste e os dispositivos de poder: notas sobre a relação nudez - veste
Authors: Pfister Mariana , Barsalini Glauco
Published: December 2020

A relação do ser humano com o vestuário ultrapassa, segundo o teólogo católico ErikPeterson, as questões morais, uma vez que se dá primeiramente no campo metafísico —teológico, após a queda do pecado original. A queda da natureza humana pelo pecadorevelou a nudez, o despojamento do vestuário sobrenatural da glória. Esta afirmação doteólogo incitou o filósofo contemporâneo Giorgio Agamben, em seu ensaio sobre a Nudez,a pensar na relação nudez-veste como um dos mais antigos e poderosos dispositivos depoder na cultura ocidental. Nesse artigo, apresentaremos os meandros desta teologia daveste relacionando-a a outros conceitos analisados pelo filósofo como oikonomia trinitária,officium e inoperosidade.
Ecoteologia: ciência da fé e espiritualidade
Authors: Murad Afonso
Published: December 2020

A consciência ecológica se tornou um diferencial na contemporaneidade. Cada vez mais pessoas e grupos descobrem que o ser humano é membro da Terra. A história do planeta se unifica. Nossa espécie é responsável para que a Casa Comum continue habitável para todos os seres, as gerações presentes e futuras. A teologia se lança sobre essa questão vital para o presente e o futuro da humanidade, não simplesmente como um tema da moral (ética ambiental) ou da dogmática (teologia da criação), e sim como uma nova perspectiva de pensar a fé, viver a espiritualidade e atuar no mundo. Esse artigo está dividido em duas partes. Na primeira, aborda o conceito de ecoteologia, relacionando a ecologia com a “ciência da fé”. Compreende-se a ecologia como ciência, ética e paradigma. A seguir, mostra as características e o processo desenvolvido pela ecoteologia latino-americana. Na segunda parte apresenta alguns traços da espiritualidade ecológica que florescem com a ecoteologia: interdependência, encantamento, gratidão e louvor, ouvir a Palavra, profetismo, conversão e dinamismo do Espírito.