Personal Philosophy Research Articles

Educating for Social Justice: The Life and Times of Septima Clark in Review

One of the most important goals of teacher education programs is to train preservice teachers on how toteach for social justice (Atweh, Kemmis, & Weeks, 1998). Educating for social justice is teaching peoplehow to make just and democratic contributions to their communities and society. Many teacher educationprograms use Jean Piaget's (1963), Lev Vygotsky's (1978), and other male theorists' learning theories toconvey this idea to students. Scant research shows how these programs provide minority groups'perspectives on social justice education. This paper fills these voids by highlighting Septima Clark's (1898-1987) endeavors of teaching for social justice. Septima Clark (1962) was a famous South Carolina educatorand Civil Rights leader who used reading and writing to enhance African-American leaders. A lifelonglearner, she combined her daily life experiences with the fundamentals of reading and writing to teachAfrican-Americans how to become informed citizens of their communities. During this process, shecontinuously evolved and elevated her personal and professional philosophy of how to empower otherpeople to change society. As such, her life and legacy bears significant implications for preparing preserviceteachers to become lifelong leaders of graduating value-added, needs-satisfying citizens of society.

Namysł nad osobistymi przekonaniami na temat dziecka jako wyzwanie dla filozofii edukacyjnej nauczyciela (FEN)

The article presents the construct of the teacher’s educational philosophy in relation to thinking about the child and the student. The analysis of different ways regarding teacher’s thinking about his own decisions and actions towards the child reveals the sources and the ways of creating a personal educational philosophy. Individual beliefs about the students, nature of their development, their minds, their knowledge and learning processes can contribute to the continuous reflection and crystallization of TEP. In the following text the attention was also paid on possible teacher’s pedagogies that may arise from the mentioned reflection.

Perceptions of learning disability nurses and support staff towards people with a diagnosis of schizophrenia.

Background and purpose of study The prevalence of schizophrenia in people with learning disability is 3-4%. This is the first study to investigate the illness perceptions of learning disability (LD) practitioners towards people with schizophrenia. Methods Learning disability practitioners (n=210) that work with people with LD and schizophrenia completed a modified version of the Illness Perception Questionnaire Schizophrenia Carers Version (IPQ-SCV). Descriptive and correlational analyses were conducted for all of the IPQ-SCV subscales. Results A significant positive correlation was found between consequences relative and consequences patient (0.495, P<0.001), and a negative correlation was found between timeline episodic and timeline chronic (-0.243, P<0.001) subscales. Discussion Consistent with previous evidence found regarding negative staff attitudes to schizophrenia recovery outcomes, course and chronicity, the current investigation has extended and confirmed these observations to staff working with individuals with comorbid schizophrenia and learning disability. Implications for practice This study identifies the nature of LD practitioner perceptions about schizophrenia and contributes to the development of the recovery philosophy in relation to the management of LD and schizophrenia. The findings inform the design of training modules in bio-psycho-social models of schizophrenia, recovery approaches, family intervention, clinical supervision and reflection. These can help LD practitioners to reframe their schizophrenia/LD illness beliefs.

Discovering my nursing philosophy.

AFTER YEARS OF practicing as an RN, I was eager to advance my nursing practice and chose to pursue a bachelor's degree in nursing. I approached my first class with anticipation. My first writing assignment was to draft my personal nursing philosophy. While some viewed the paper as just another a

Números y significaciones. La idealidad en la fenomenología incipiente de Husserl

La reflexión sobre los números y las significaciones es una buena muestra de cómo la fenomenología incipiente se sitúa en el terreno de la lógica pura. El artículo plantea que, para trazar una reflexión que no rasgue la personalidad filosófica de Husserl, lo ideal debe entenderse desde la perspectiva de trabajos posteriores. El artículo intenta ofrecer, tras los análisis iniciales de los números y de las significaciones (recogidos respectivamente tanto en sus obras primeras sobre matemática como en la I Investigación Lógica) las tesis sobre la idealidad en Husserl que, en nuestra opinión, detectan los aspectos fundamentales de la fenomenología a pesar del abandono posterior del realismo eidético.

Mabel D’Amico (1909-1998): Reminiscences From the Past

From the 1920s through the 1940s, a number of artist-teachers developed methods of creative self-expression in their teaching. The life and teachings of artist and art educator Mabel D’Amico (1909-1998), wife of Museum of Modern Art museum educator Victor D’Amico, are considered within this context. This article attempts to construct an educational biography of Mabel D’Amico using oral history as a primary method. While Victor D’Amico’s story as an art educator has been told, Mabel D’Amico’s story has remained in his shadow. Through her work and personal philosophy Mabel D’Amico attempted to create closer relationships among her students, the school, and the students’ home and community. Thus, understanding Mabel D’Amico’s life as an artist and an educator can be a powerful way to uncover hidden histories of artist-teachers and women leaders from the era of pedagogical progressives in art education history.

TEACHING THE THEORY AND SKILLS OF LEGAL ETHICS TO SOUTH AFRICAN LLB STUDENTS

Stakeholders in South African legal education have been clear on the need for a legal ethics module as part of the LLB degree programme. In this contribution, the authors draw on relevant literature, particularly regarding the American experience, as well as their own observations as legal practitioners and lecturers to advance the conceptualization, design and presentation of such a potential fully-fledged legal ethics module (or modules). Some reflections on the conceptual points of departure for a legal ethics module are followed by a discussion of the more pragmatic aspects associated with legal ethics teaching, namely the goals and objectives pursued (the “what and why”) and the methods used (the “where, when and how”). The article argues that although a stand-alone module is urgently needed, legal ethics need not be taught in isolation, but should ideally be incorporated throughout the curriculum using a mixed-method approach. Such an approach will inculcate in students the realization that ethical issues are not restricted to a lecture or a set of notes: Ethics – whether based on students’ personal moral values and philosophy, or the professional and disciplinary rules and codes of conduct of the legal profession – are and will remain an integral part of their everyday and future working lives.

Insights into Architects’ Future Roles in Off-Site Construction

Today’s construction industry is overflowing with new ideas about its future. Off-Site Manufacture and Construction (OSCM) is at the heart of the modern construction industry. Much has been written about the state and context of OSCM in different countries regarding its perceived benefits and barriers to implementation. Off-site production (OSP) plays an important role in improving fragmented construction processes. Although most OSP research targets the attitudes and practices of OSP adoption, there is limited understanding of the philosophical issues underpinning OSP-related architecture. The roles of the architects’ personal philosophies are neglected and this hampers their implementation of OSCM (which has had a largely technical focus). This paper explores the traditional thinking patterns of architects in China and predicts possible future roles for them. It then conceptualizes an “architectural work” mode and a “building product” mode of design and construction and identifies the shortcomings of architects in an OSCM environment. The arguments made are based on practitioners’ perceptions and the first author’s practical experiences of leading several real-life projects in recent years. The findings reveal the implications and significance of the transformation from an “architectural work” mode to a “building product” mode. We foresee a study approach that focuses on the order and rules for OSCM, resulting in architects’ existing mindsets being changed to thinking patterns and design methodologies better suited to OSCM.

A Russian Perspective on Theoretical Archaeology: The Life and Work of Leo S. Klejn. Stephen Leach. Walnut Creek, CA: Left Coast Press, 2015, 221 pp. $79.00, cloth. ISBN 978-1-62958-138-5.

<i>A Russian Perspective on Theoretical Archaeology: The Life and Work of Leo S. Klejn</i>. Stephen Leach. Walnut Creek, CA: Left Coast Press, 2015, 221 pp. $79.00, cloth. ISBN 978-1-62958-138-5.

Einstein the deist and Flew the theist viewed from a Christian perspective

Both Albert Einstein and Antony Flew had various religious influences during their adolescent years. But both turned away from Christianity due to rational inconsistencies that, in their views, made faith incompatible to science, on the one hand, and to reason, on the other. Einstein retained a deistic sense of appreciation of the universe while Flew retreated into atheism. The former expressed his deism in Spinozian terms and never actually seriously questioned the god of Spinoza. Flew, on the other hand, embarked on atheism based on rationality on the Socratic premise that he would follow where the evidence led. While Einstein remained a deist to the end, Flew followed the evidence converted to deism and then to theism. Insights into these two great rational thinkers will serve to remind the church and zealous evangelicals that a more deliberate account needs to be taken of a person’s background, their personal philosophy and reasons for commitment to alternate beliefs. Knowing what draws thinking persons to their commitments allow for a more insightful approach to be adopted by Christians wanting to state the case for Christian theism as fulfilled in Jesus Christ.

Bowker, G.C., Timmermans, S., Clarke, A.E. and Balka, E. (eds) Boundary Objects and Beyond: Working with Leigh Star. Boston: MIT Press. 2016. 560pp £59.95 (hbk) ISBN 9780262029742 £29.95 (pbk) ISBN 9780262528085

Bowker, G.C., Timmermans, S., Clarke, A.E. and Balka, E. (eds) Boundary Objects and Beyond: Working with Leigh Star. Boston: MIT Press. 2016. 560pp £59.95 (hbk) ISBN 9780262029742 £29.95 (pbk) ISBN 9780262528085

In Defiance of Meaning: A Study of D. H. Lawrence’s Apocalyptic Vision

D. H. Lawrence was one of the most controversial writers of the twentieth century who dared to criticize established convention through both his fictional and non fictional works. To this end, he moved away from literary conventions and used language in a new way, took well- known symbols and transformed them into vectors of his own individual and unique thought. Through an examination of his work , Apocalypse, my aim, in this article, is to show how Lawrence negates orthodox religious thinking, by showing not only how religious scribes mutilated and destroyed an original pagan text, but also, how a morphological shift in language helped fuel false ideals. Taking Stoicism as his starting point, I will try to prove that the doctrine of Zeno of Citium, concerning man’s affinity with the universe, forms the kernel of truth for his own personal philosophy. This article is divided into three sections. The first section will show how Lawrence shared many of the beliefs of Zeno of Citium, the founder of the philosophy of Stoicism. The second section aims to show how Lawrence defies meaning through an examination of the Book of Revelation. The third section explores apocalyptic symbols revealing Lawrence’s unique interpretation of them.

Self-Compassion, Self-Esteem, and Irrational Beliefs

Assumptions associated with Rational-Emotive Behavior Therapy (REBT) suggest that self-compassion, but not self-esteem, should be incompatible with irrational beliefs and with the emotional disturbances that they produce. In this study, 184 university students responded to a self-compassion scale along with measures of irrational beliefs, self-esteem, depression, and anxiety. As expected, self-compassion correlated negatively with irrationality, predicted better mental health, and explained inverse connections of self-esteem with irrational beliefs. In support of REBT, the irrationality of low frustration tolerance also partially mediated the inverse self-compassion relationship with anxiety. Other findings for self-esteem and for the irrational belief of self-worth, nevertheless, suggested complexities for the REBT conceptual framework. These data most importantly confirmed self-compassion as part of what REBT would describe as an effective personal philosophy.

Asabiyet Kuramının Sosyolojik Söylemi ve İslam Dünyası ya da "İbn Haldun Bir Bilinçsizlik Teorisyeni midir "

“Group Feeling Theory” is a key word for sociological analysis as it is prominent term to understand the intellectual personality of philosopher. Ibn Haldun has tried to understand the social structure and main actors of this structure on this theory. Certainly, antecedents and samples of this theory based on the society and world that it witnesses. In this regard, Ibn Haldun has witnessed to firstly Muslim societies and then the world. Social witnessing of The Muqaddimah focuses on rich materials that societies, including culture, religion and traditions, offer. Daily life and cultural and intellectual background determining this life are presented to attention. French philosophies are attaching an intellectual personality to Ibn Haldun due to the approach in which social actors are put forward. For these philosophies (J.F.A./ F. Clémenet) “Ibn Haldun is a theoretician of unconsciousness”. According to that, individuals forming the basis of society get habits that they are not aware of and this become their characteristics, gradually. But, in close up, this character is a result of unconscious actions of actors. Thus, human that such unconsciousness designate form the characteristics of societies that they belong to, unconsciously. Within this work; a) The effect and functions of these unconsciousness on all societies and Islamic world, b) The effect of Group Feeling Theory on education systems and socialization process (individual, social and global process) c) The position of Ibn Haldun in Turkish and World Sociology has been discussed.

Teacher candidates’ opinions and experiences as input for teacher education curriculum development

The aim of this international study was to generate recommendations for curriculum improvement in family–school partnerships (FSP) by examining teacher candidates’ understandings, attitudes and experiences. A survey of 1144 candidates in their first or final year of preparation at three universities, one each in Belgium, the Netherlands and the USA, provided qualitative and quantitative data regarding their understandings, attitudes about FSP and their experiences in their teacher preparation. The data indicated modest approval of the value of partnerships, understandings of partnerships weighted towards teacher to parent communication, preference for traditional teacher–parent activities over non-traditional choices, and, among final year candidates, mildly positive feelings of preparedness. Candidates wished more interactions with parents during field experiences and practical strategies for communicating with parents. Inferred in their responses was the need for curriculum to develop an expanded view of partnerships, enhance attitudes, especially among secondary education candidates, and cultivate skills in working with families from culturally diverse backgrounds. However, few candidates expressed a desire for exploring theory and research on partnerships or for the opportunity to develop a personal philosophy, components which are thought critical for teachers’ ability to establish partnerships with parents.

Hubungan Faktor Internal dan Eksternal terhadap Proses Pengambilan Keputusan Etis

This study aims to examine the relationship of two factors, namely internal factors (based on the individual characteristics: personal moral philosophy which is consisting of idealism and relativism, education level, gender and age) as well as external factors (moral intensity which has six variables, namely the magnitude of the consequences, social consensus, probability of effect, temporal immediacy, concentration of effect, and proximity) to the three-stage of ethical decision-making processes (ethical recognition, judgment and intention). Data collected used survey method. Respondents are undergraduate and graduate students of accounting. A total of 173 respondents had fill out questionnaires completely. Analyis data used hierarchical linear regression, independent t-test and one-way anova. The findings show that some of the variables tested had a significant relationship as predicted in all of the three stage of ethical decision-making processes with a difference in level of significance. However, no significant relationship was found regarding the relationship of age in all of the three stages, as well as the the evidence of a significant relationship that is inconsistent with the predictions regarding the relationship of gender in the stages of ethical intention and the relationship of probability of effect and proximity in the stages of ethical recognition.

Jazz Cosmopolitanism in Accra: Five Musical Years in Ghana by Steven Feld

Reviewed by: Jazz Cosmopolitanism in Accra: Five Musical Years in Ghana by Steven Feld Karl J. Haas (bio) Steven Feld, Jazz Cosmopolitanism in Accra: Five Musical Years in Ghana. Durham, NC: Duke University Press, 2012. 312 + xvi pages. Jazz Cosmopolitanism presents a nuanced and complex theorization of the sonic, material, and imagined connections of the Black Atlantic through the words and music of Ghanaian musicians. The birthplace of hybrid musical styles including highlife, palmwine, and bɔbɔɔbɔ, Ghana has been fertile ground for such soundings and imaginings for well over a hundred years. In his written compliment to a series of DVDs and CDs, Steven Feld offers us a glimpse into the music and philosophies of three jazz musicians (Guy Warren/Ghanaba, Nii Noi Nortey, and Nii Otoo Annan) and a por por squeeze-bulb honk-horn ensemble invented by and for the Accra La Drivers Union—multifaceted subjects all—in 21st-century Accra. Drawing from the theoretical framework of cosmopolitanism, Feld situates these musicians within a sound world pervaded by race, class, spirituality, and politics. Looming over it all is the legacy of American jazz, especially John Coltrane and the New Orleans second line. Feld's goal is to explore the sonic and political worlds of Accra by way of story telling that recounts his interactions, including conversations, jam sessions, and recording projects. He explores the musicians' life stories through such theoretical lenses as cosmopolitanism, diasporic intimacy, and acoustemology, acknowledging the many contradictions therein.1 Juxtaposing his own voice and the voices of his collaborators in his theoretical work of telling stories, Feld writes that these dialogic encounters mimic "the way I have listened in to repetitions and ruptures, reemplacing stories in my voice and thus theorizing their experiential authority through performed intervocality rather than through academic contextualization," insisting that "cosmopolitanism is produced and circulated in storied encounters" (202). The seven chapters are laid out in the form of a hard-bop jazz performance. Following a brief foreword ("Four-Bar Intro") and introduction ("Vamp In, Head") are four chapters dedicated to each of the musicians and the por por ensemble, [End Page 221] followed by a "non-conclusion" ("Head Again, Vamp Out"). In the chapter on Ghanaba ("First Chorus, with Transposition"), we are treated to Cold War–era intrigue via recollections of his life as a jazz drummer and spy for the United States. Feld's expertise as an ethnographer and jazz aficionado are revealed in a series of enlightening interviews that draw out the many ironies of Ghanaba's personality—at turns bitter, jealous, spiritual, jocular, and brilliant. Nii Noi Nortey ("Second Chorus, Blow Free"), multi-instrumentalist and creator of the hybrid afriphone, is a fascinating subject, having traveled to the United Kingdom in the 1970s as an economics student only to become a devotee of John Coltrane (even building a shrine to the late jazz great), and eventually touring Africa and Europe in a reggae band. Through interview transcriptions, Feld teases out Nii Noi's personal spiritual-political philosophy, a Pan-African politics grounded as much in the music of Coltrane as in the philosophy of Kwame Nkrumah, and constructed from a cosmopolitan mash-up of black African, European, and American icons. Nii Otoo Annan ("Third Chorus, Back Inside") is unique among the jazz musicians featured in the book in that he grew up a prodigy of traditional music in a working-class Ga neighborhood and had not traveled outside Ghana before his work with Feld. Nii Otoo's cosmopolitanism, insofar as it is bound up in connections with Europe and the Americas, is mediated through cinema and LPs, notably recordings from Coltrane's later period. The history of the Accra-based La Drivers Union informs the following chapter's ("Fourth Chorus, Shout to the Groove") exploration of the individual and social importance of nicknames for people and vehicles in Ghana. The connection of the por por ensemble's performances to jazz comes in what Feld observes to be their uncanny resemblance to the jazz funerals of New Orleans, two traditions of the Black Atlantic with much in common despite separate histories. It is not an ethnography in the traditional sense, but rather "a memoir of...

Research on Relationships between Two Kinds of Scientific Epistemology Held by High School Science Teachers from Beijing and New York*

Epistemological belief in science refers to the characteristics of scientific and the development of cognitive or views of scientific knowledge, which is personal scientific philosophy belief (Elder, 2002). The nature of science (NOS) and scientific inquiry (SI) are the core proposition of scientific literacy, which belong to the category of epistemological belief in science. Researchers explain the NOS with the two concepts of a way to acquire knowledge and epistemology, in other words, science is way to understand the world (Matthews, 1998). Epistemological belief in science is big conception, in which the NOS and SI is often confused, and they have certain relationship, but also great difference. SI is referred to the process of scientific development, as result of the practice and hypothesis of this process, the production has inevitable characteristics, which related to the NOS. Epistemological belief in science of teachers mainly includes the understanding of the NOS, SI, and so on. In science teaching, teachers not only enable students to learn scientific knowledge, but also to train students' basic skills and methods of thinking through the process of scientific generation, therefore, promote the international K-12 science education advocates to explore the teaching methods and course contents which take inquiry as the core goals. When inquiry teaching is advocated, the inner relationship between the NOS and SI is often ignored, this dynamic relationship of which directly affects teachers' scientific teaching and their epistemological development.Literature ReviewThe researchers suggest the epistemological belief in science should be the main part of science education (e.g., Chinn & Malhotra, 2002; Duschl & Grandy, 2005), because students not only need to understand the scientific content, but also the evolution of scientific ideas and the process of proof. Inquiry teaching is considered to be the most appropriate teaching strategies in science education, to participate in the inquiry process could help students to understand the scientific (Sandoval, 2005). American Association for the Advancement of Science (AAAS, 1989) indicates that the standards of science education are the core objective of science education, and science education should teach students the concepts and processes of science. Therefore, it is very important to test the way that students participate in science learning activities, which could build their views of science. The scientific process is bridge between the epistemological belief and science education, including the construction and demonstration of concepts. The epistemological belief is related to the nature of knowledge, and understanding the nature of scientific is an important aspect of understanding of science meaningfully, many researchers study the epistemological belief from the perspective of teaching practice (e.g. Hammer & Elby, 2003; Wang, Wen, & Jou, 2016). One of the goals of science education is to guide students to develop the effectual conception of nature of scientific knowledge, referring to the development of views on the results of scientific to guide them to participate meaningfully in the current and future scientific study (Chai, Deng, Wong, & Qian, 2010). This concept itself includes the belief and practice, used to understand how to construct and support the meaningful participation of the scientific learning environment, to support the development of students' epistemological belief in science.The research on epistemological belief proposed that personal belief in the nature of can affect the interpretation of the cognitive learning and information (Kuhn, Cheney, & Weinstock, 2001; Schommer-Aikins & Hutter, 2002). Tsai (1999), Yager and Lutz (1995) and others studies indicated that teachers could enhance students' views of NOS promoted from positivism to constructivism through STS teaching (with social themes related to science and technology, using the role playing, debates, group discussion and other teaching methods). …

Perspectives on Library Public Services from Four Leaders

This article explores and examines the state of library services through interviewing a small group of directors, associate deans, and associate university librarians of public services and identifying common themes and insightful views on this area of librarianship. The participants respond to the same set of questions that cover topics including the value of the master of library science degree, the importance of partnering with nonlibrary units, and personal philosophies of library services.

Identity Formation and Self-Reflection Strategies in the Development of Apparel Design ePortfolios

Visual literacy, a key element of a design portfolio, is achieved by communicating a consistent visual aesthetic with respect to design elements, design principles and individual style. Yet, students often feel challenged in articulating their personal aesthetic or design philosophy in order to create a unifying design identity within a body of artifacts. This paper shares some best practices on overcoming this challenge through students' engagement in self-reflection and identity formation processes. The implemented innovative strategy in a senior-level portfolio development course for apparel designers involved four different phases: 1) one-on-one meetings to self-reflect on previous design work, 2) selection and revision of artifacts, 3) peer-review and critiques of revised portfolio artifacts, and 4) development of a final ePortfolio to showcase a unified design identity. It was evident that recording students' initial self-reflection in the form of a metacognitive oral report encouraged and motivated identity development in their portfolio. Further, students expressed their satisfaction in the ability to participate in the selection process of artifacts by self-reflecting about what they wanted to highlight about themselves and why. Overall, student outcomes from this strategy exceeded expectations and the portfolios developed were successful in creating a cohesive design identity.