Philosophy Of Learning Research Articles

Workplace learning potential in uncertain situations in care work

Purpose This paper aims to examine uncertain situations with potential for learning in care work. While the dominant learning strategy in elderly care is lecture-based education, learning from and during daily care work routines is crucial and suitable. However, little is known about the potential for learning in daily work in elderly care. Design/methodology/approach This paper is based on a doctoral study conducted in Danish nursing homes. Shadowing care workers led to the construction of care work vignettes, which were analyzed and validated in analytic dialogues with field practitioners. Here, a selected vignette forms the empirical base for analyzing uncertainty through the lens of Dewey’s philosophy of learning. Findings The results suggest labeling uncertain situations as noisy, as they are sensorily felt, prompting doubt and perplexity and, hence, reflection and learning. Noisy situations cause breakdowns in action experienced as a tension that triggers reflection, often with colleagues, alongside work. A critical discussion draws attention to silent situations that proceed undisturbedly, according to routine, and, hence, often without reflection. To handle uncertainty, either noisy or silent, care workers must be considered as learning actors. Space and time for reflection are mandatory. Originality/value By focusing on uncertainty in care work, this study contributes to the understanding of workplace learning potential by clarifying the characteristics of situations useful for systematic exploration and collaborative learning from specific instances in work.

Between Policies and Practices: a Quantitative Analysis of Teacher Training in Private Higher Education in São Paulo

Objective: The objective of this study is to investigate, analyze and discuss the aspects, paths and perspectives that permeate teacher training in Higher Education at a private university in São Paulo. Theoretical Framework: This research is based on theories and discussions in the areas of the history and philosophy of education, teaching and learning, teacher training, curriculum theories, active methodologies, reflective and researching teachers, and French discourse analysis. Method: This research will have a mixed approach, i.e. it will be quantitative and qualitative at the same time. It will make use of quantitative processes that require logistical and numerical proof, when we tabulate the answers to the questionnaires answered by the teachers. It will also use qualitative processes when analyzing the responses from the focus group conducted as data collection in this study. Results and Discussion: This study will investigate teacher training by collecting information from the teachers themselves who work in private higher education. Therefore, the main objective of this work is to understand how the training of these educators has been carried out in order to propose new paths and strategies to enrich teaching work. Research implications: One of the possible outcomes of this research will be a proposal for teacher training based on learning communities, in which there is space for discussion, creation and reflection on teaching and learning environments in higher education. Spaces for teachers to exchange and share information. U1, the university that is part of this study, already creates moments of reflection for the institution's teachers, as we will see in the course of this article. Originality/Value: The discussion about the training of higher education teachers at private universities in Brazil does not have many studies investigating the pedagogical work of these professionals, so this study seeks to understand the pedagogical work and training of these specific educators.

Effectiveness of Digital Literacy Learning Model with Video Content Project In Enhancing Sustainable (SDG) Civic Intelligence

Objective: This study aims to find the effectiveness of a newly developed learning model, namely a digital literacy model with a video content project in improving citizenship intelligence, as an effort for sustainable development goals. Theoretical Framework: The theoretical framework is drawn from the utilization of digital technology and social media in learning practices. However, the utilization of digital technology does not show good digital literacy, the learning outcomes have not had an optimal impact, especially in improving citizenship intelligence. Method: The approach used in this study is a quantitative approach, quasi-experimental method. Sampling was sorted purposively, the experimental and control classes totaled 140 people from six classes, all classes used as research samples came from Mandiri University, Subang University, and Subang State Polytechnic. Data collection techniques were carried out with pre-post tests and questionnaires. Results and Discussion: The results of the study based on the pre-post test gain test showed that the experimental class got a gain value of 0.71 which was in the high criteria, this value was much different from the control class which got a gain value of -0.04 which was in the low criteria. Therefore, the digital literacy learning model with video content projects proved to be effective in increasing Civic Intelligence, compared to the conventional exploratory model with lecture and question and answer methods. Research Implications: This research has implications for the development of learning theory, because this model itself is the result of innovation from the philosophy of constructivism learning and cybernetic learning theory. Originality/Value: Practically, the results of this study are useful in improving the quality of learning practices, this model can be used by lecturers and students to achieve learning objectives.

Towards Inclusive Classrooms: Identification of the Role of Teachers in Creating an Inclusive Learning Environment

The development of education is vital to the expansion of human evolution. Learning philosophy and disciplinary practices advise the inclusive model of classroom teaching. The objective of this research study is to identify teachers’ role in creating inclusive classrooms in primary level schools. According to School Information System (www.sis.punjab.gov.pk), Tehsil Gojra has total 113 male primary schools where 206 teachers are teaching. By maintaining a 95% confidence level and confidence interval 5, and using www.surveysystem.com, the sample size of 134 was determined. Convenient method of sampling was used to select the respondents. Essential information was collected from the respondents through a structured questionnaire. The SPSS (Statistical Package for the Social Sciences) was used to process the information. This study demonstrated how important teachers are in fostering an inclusive learning environment. The highest-ranked initiative, 'Provide support for them in ways which benefit all children in your class,' having mean score 2.33, which emphasizes significance of inclusive teaching strategies that benefit the entire class rather than addressing the needs of special students only. 'Focusing on the strength of students' with mean score of 2.27 and 'Promoting empathy in students' with mean score of 2.25 follow closely, emphasizing the significance of identifying student talents and creating a caring, empathetic environment in the classroom. Teachers saw how crucial it was to use a range of tactics and adaptations to help struggling students.

The Intersection of Pedagogy and Andragogy in 3 + 2-Modeled Physician Assistant Programs: Five Lessons Learned.

Physician associate/assistant (PA) faculty benefit from learning the definitions and applications of pedagogy and andragogy within PA education. However, we are now in an era where PA learners may fall along the continuum between pedagogy and andragogy, particularly in PA programs with a preprofessional phase such as the 3 + 2 model. Given PA programs with a preprofessional phase now make up 12.7% of all PA programs, faculty need to be equipped with effective strategies and techniques for engaging this population of learners. PubMed, MEDLINE, and Google Scholar databases were queried to find existing research on the topics of andragogy and pedagogy in 3 + 2-modeled PA programs. The Journal of Physician Assistant Education was also reviewed for articles relevant to these topics. There is minimal evidence to guide PA faculty on education models, theory, or learning philosophy for students enrolled in 3 + 2 PA programs . As such, this manuscript presents 5 lessons learned from a former faculty member of a 3 + 2-modeled PA program who has experience teaching both traditional PA students in addition to 3 + 2 learners. The 5 lessons learned include the importance of scaffolding, explaining the "why," emphasizing knowledge acquisition, integrating novel learning experiences, and creating channels for communication. While each of these lessons will apply to all PA students, they may be particularly impactful to those in 3 + 2-modeled PA programs. Moving forward, PA education would benefit from research dedicated to PA programs with a preprofessional phase.

Artificial intelligence-driven real-world battery diagnostics

Addressing real-world challenges in battery diagnostics, particularly under incomplete or inconsistent boundary conditions, has proven difficult with traditional methodologies such as first-principles and atomistic calculations. Despite advances in data assimilation techniques, the overwhelming volume and diversity of data, coupled with the lack of universally accepted models, underscore the limitations of these traditional approaches. Recently, deep learning has emerged as a highly effective tool in overcoming persistent issues in battery diagnostics by adeptly managing expansive design spaces and discerning intricate, multidimensional correlations. This approach resolves challenges previously deemed insurmountable, especially with lost, irregular, or noisy data through the design of specialized network architectures that adhere to physical invariants. However, gaps remain between academic advancements and their practical applications, including challenges in explainability and the computational costs associated with AI-driven solutions. Emerging technologies such as explainable artificial intelligence (XAI), AI for IT operations (AIOps), lifelong machine learning to mitigate catastrophic forgetting, and cloud-based digital twins open new opportunities for intelligent battery life-cycle assessment. In this perspective, we outline these challenges and opportunities, emphasizing the potential of innovative technologies to transform battery diagnostics, as demonstrated by our recent practice and the progress made in the field. This includes promising achievements in both academic and industry field demonstrations in modeling and forecasting the dynamics of multiphysics and multiscale battery systems. These systems feature inhomogeneous cascades of scales, informed by our physical, electrochemical, observational, empirical, and/or mathematical understanding of the battery system. Through data assimilation efforts, meticulous craftsmanship, and elaborate implementations—and by considering the wealth and spatio-temporal heterogeneity of available data—such AI-based intelligent learning philosophies have great potential to achieve better accuracy, faster training, and improved generalization.

Assessment of Hospital Managers' Sustainable Leadership Levels

This study aims to evaluate the sustainable leadership levels of hospital managers with the participation of healthcare professionals working in public hospitals in Bitlis province. The cross-sectional and descriptive study was conducted on 354 healthcare professionals and the information form and Sustainable Management Behaviors Scale were used as data collection tools. The demographic analysis of the study shows that the majority of the participants are male, under the age of 30 and have a bachelor's degree. In terms of occupational groups, it was observed that other health personnel and nurses were predominant. The findings revealed that the participants generally evaluated the sustainable leadership behaviors of the managers at a level above medium. Especially environmental sensitivity and conservation sensitivity dimensions have high mean values. Nurses were found to have the most negative opinions about managers' sustainable leadership levels, while administrative staff had the most positive opinions. It was determined that positive perceptions were higher for managers who are experienced, act in accordance with ethical principles and adopt the philosophy of continuous learning. The study draws attention to the importance of sustainable leadership practices in the healthcare sector and offers strategic recommendations to increase the leadership capacity of hospital managers.

China’s Counterpart Philosophy and Practice of Purpose-driven Learning

China’s Counterpart Philosophy and Practice of Purpose-driven Learning

Maturing through Learning: A Study of the Concept of Learning in the Analects

Human beings, as historically developing entities, exhibit a development that aligns with societal progress. Achieving the essence of humanity requires attention to both self-development and the establishment of reasonable social norms. As a classic Confucian work, The Analects constructs an ideal of human character and social ethics. It not only envisions the realization of personal ideal values but also proposes a vision for the actual order of society. For the former, The Analects delineates the Junzi personality as an ideal for individuals to strive for. For the latter, it embodies the concept of governing the world with the principles outlined in half of the Analects. In the context of the era, The Analects provides valuable insights into unifying the ideal and the actual aspects of human existence through the path of learning . Only through continuous self-overcoming in the process of learning can one become a constantly evolving historical being, achieving the ideal of the Junzi personality and the unity of inner sage and outer king . Therefore, this paper begins with the concept of learning to examine Confucius s philosophy of learning. Specifically, learning arises through the objectification of the individual and society, and through analyzing these relationships, it generates valuable thoughts applicable to today s context.

Varieties of Bias

AbstractThe concept of bias is pervasive in both popular discourse and empirical theorizing within philosophy, cognitive science, and artificial intelligence. This widespread application threatens to render the concept too heterogeneous and unwieldy for systematic investigation. This article explores recent philosophical literature attempting to identify a single theoretical category—termed ‘bias’—that could be unified across different contexts. To achieve this aim, the article provides a comprehensive review of theories of bias that are significant in the fields of philosophy of mind, cognitive science, machine learning, and epistemology. It focuses on key examples such as perceptual bias, implicit bias, explicit bias, and algorithmic bias, scrutinizing their similarities and differences. Although these explorations may not conclusively establish the existence of a natural theoretical kind, pursuing the possibility offers valuable insights into how bias is conceptualized and deployed across diverse domains, thus deepening our understanding of its complexities across a wide range of cognitive and computational processes.

Primary Education in Southeast Asia: A Comparative Analysis between Indonesia and Philippines School Curriculum

This study aims to compare the implementation of elementary curricula in the Philippines and Indonesia, focusing on ten key aspects: Curriculum Function, Curriculum Vision, Aims and Objectives, Values and Principles, Philosophy of Teaching and Learning, Curriculum Architecture, The Importance of Competency, Areas of Learning, Teaching Methodology and Strategies, and Assessment. The objective is to describe and analyze the differences between the curricula of these two countries. A qualitative approach with a multi-site case study design was employed, involving elementary schools in both Indonesia and the Philippines. Data collection methods included surveys, in-depth interviews with staff from six schools in each country, lesson observations, and document analysis. Informants were selected using purposive sampling to ensure the inclusion of experienced individuals from the Education office, school principals, and teachers, totaling 12 informants from both Indonesia and the Philippines. The findings reveal notable differences in the curricula across the ten aspects studied. The Indonesian education curriculum emphasizes the development of character, morals, and social skills, whereas the Philippine education curriculum prioritizes the enhancement of students' cognitive abilities.

Examination of cybersecurity in open and distance learning within the scope of technical support services

Open and distance learning (ODL) activities aim to meet the expectations and needs of different individuals, societies, and systems by ensuring the continuation of learning with a lifelong learning philosophy and an egalitarian policy for everyone, regardless of time and place. Support services, which address the differentiated expectations and needs in all learning-related activities, serve the learning processes and the various stakeholders involved. Therefore, technical support services are included in support activities that require the use of technology as a tool, mediator, or technique in learning processes. In this study, ODL systems that are situated in digital space are examined within the scope of technical support services in line with the threats and dangers of the developing and expanding digital space. The aim is to create a technical support service model based on Herbert Simon's Bounded Rationality Theory and Otto Peters' Industrialization Theory, to ensure cybersecurity in ODL systems. In this study, which adopted a case study as one of the qualitative research methods, documents in the literature were examined first. Considering the literature, the opinions of eight field experts were gathered by ten interview questions. After the semi-structured interviews were transcribed, the data obtained were divided into codes and themes through thematic analysis. The findings stressed the importance of institutional culture, distribution of tasks and responsibilities, administrative support, institutional awareness, cybersecurity training, and the use of different technologies to ensure cybersecurity in ODL systems. Additionally, the experts emphasized a common view that smart systems should be used in the provision and maintenance of cybersecurity.

Democratic education in superdiverse schools in Aotearoa New Zealand

One of the greatest challenges facing democracies is how to live together with difference. The growth of globalisation and international migration has presented schools with increased opportunities and challenges related to learning from and living with superdiversity. Yet within current policy settings and educational practices, the alignment between superdiversity and democratic education is not explicitly foregrounded. In this paper I examine how teachers (n = 24) from four superdiverse secondary schools in Aotearoa New Zealand’s responded to growing cultural, linguistic and religious diversity in their classrooms. By examining empirical evidence from teacher’s practices, the paper illustrates how Dewey’s philosophy of learning by living together with difference, placing a priority on shared interests and developing a socio-political awareness of inequalities provides valuable insights for democratic education. The study illustrates the importance of recognising the complexity of interactions in superdiverse contexts and the significant role that teachers can play in creating conditions for inclusive classrooms where democracy can be lived and learned. It also highlights how teachers themselves, can undergo a journey toward developing more inclusive and justice-oriented pedagogical practices that support both Indigenous and ethnic minority groups in their schools.

How teaching about peace and conflict in Northern Ireland reformulated our leadership teaching and learning philosophy.

In this reflective article, we offer innovative approaches to creating opportunities for leadership learning through questioning the intentions versus impacts of leading short-term study abroad courses. We consider the critical relevance of approaching a course like this from a learning disposition-recognizing our roles as learners, as well as facilitators of learning. We note the impacts of hegemony and identity, the effort and skills of dialoguing across difference, the complexities of constructive ambiguity, and the necessity to be adaptable as we navigate liminal spaces, concepts, and efforts for peace leadership. In the end, although this was a brief, 10-day experience, we came to realize our entire outlook on facilitating leadership learning shifted to recognize and grapple with these complexities.

Bias in perceptual learning.

Perceptual learning is commonly understood as conferring some benefit to the learner, such as allowing for the extraction of more information from the environment. However, perceptual learning can be biased in several different ways, some of which do not appear to provide such a benefit. Here we outline a systematic framework for thinking about bias in perceptual learning and discuss how several cases fit into this framework. We argue these biases are compatible with an understanding in which perceptual learning is beneficial, but that its benefits are tied to both a person's narrow interests and the training environment or domain, and so if there are changes to either of these, then benefits can turn into liabilities, though these are often temporary. This article is categorized under: Psychology > Learning Philosophy > Value Linguistics > Language Acquisition.

Pembelajaran Kiai Kholil Bangkalan dalam Analisis Teori Pembelajaran Humanistik

Among the various kinds of learning theories, humanistic learning theory is a learning theory with an approach that humanizes humans to make students become fully human. Kiai Kholil Bangkalan is an Islamic figure that most of his students have succeeded in becoming human beings in various social spaces. This is interesting to see from a humanistic perspective. Therefore this research aims to look at the learning implemented by Kiai Kholil from the perspective of humanistic theory using a qualitative literature review. We collected various literature related to humanistic learning and the learning applied by Kiai Kholil. From that various literatures, it was found that humanistic learning regardless of the originators is essentially a learning philosophy that pays great attention to the uniqueness of students so that human values ​​in students are cared for and developed according to their own uniqueness, therefore the application of humanistic learning is able to be entered in various spaces as long as it contains that values. In the learning system implemented by Kiai Kholil, these humanistic values​​ are indeed implemented, starting from classroom learning, sorogan, to indirect learning in the form of his treatment to the students is different its called isyarah.

Real-time Hazard Detection in Autonomous Vehicles: Deep Learning Approaches for Enhancing Road Safety

This examination explores ongoing risk location in independent vehicles through the use of profound learning philosophies, expecting to upgrade street security. Utilizing Convolutional Neural Networks (CNNs) and Recurrent Neural Networks (RNNs), the review centers around distinguishing and grouping dangers like people on foot, vehicles, obstructions, and street abnormalities in assorted driving situations. By examining information from locally available sensors including cameras, LiDAR, and radar, the profound learning models learn perplexing examples and portrayals, empowering them to settle on informed choices in powerful conditions. The trial results exhibit the viability of the proposed approaches, with CNN-based and RNN-based models accomplishing high exactness, accuracy, review, and F1-score upsides of 0.95, 0.93, 0.96, and 0.94 individually. These outcomes outperform those of conventional AI calculations and pattern techniques, displaying the predominance of profound learning in danger identification undertakings. Also, examinations with related work highlight the headways accomplished, featuring the capability of profoundly figuring out how to upgrade the well-being abilities of independent vehicles. In general, this examination adds to the continuous endeavors in creating solid and effective danger recognition frameworks, making ready for more secure and more dependable independent driving innovation.

EUROPEAN SOCIETY OF ENDODONTOLOGY Undergraduate Curriculum Guidelines for Endodontology.

Undergraduate education should accomplish graduates who are skilled to provide quality care for patients, who are aware of their scope of practice, competency level and limits and who are open to referring patients whose needs are beyond their own skills and experience. They should also become self-efficacious. Quality performance begins with good diagnosis and decision-making. Graduates should understand when to treat, why to treat, what to treat and how to treat. These guidelines include a list of capabilities that the graduating student will be expected to have achieved to provide a minimum level of competency in endodontics. Theoretical knowledge, practical skills, understanding and insight should be assessed, with both formative and summative assessment procedures, making use of reflection and feedback. Endodontic procedures should be undertaken within the context of comprehensive patient care and should be evidence based. Students should not perform treatments on patients until they have demonstrated in a pre-clinical setting that they possess the required skills. Only if it is not possible to simulate a specific procedure sufficiently in a pre-clinical setting should students learn this procedure by performing it clinically under close supervision. Clinical endodontics should ideally be supervised by endodontists or by staff with special knowledge, interest and self-efficacy in endodontics. It is advised to ensure that students apply their knowledge and practice their skills periodically throughout the continuum of endodontic education until graduation. A philosophy of lifelong learning and evidence-based practice should be instilled in all dental undergraduates.

Honai Philosophy Traditional House of the Nayak and Lani Tribes in Papua Province, Central Mountains, Indonesia

Indonesia is an archipelagic country that has various tribes and cultures or traditions. There is a culture that is still developing and maintained by the Nayak and Lani tribes. The author will discuss the concept of traditional house honai, which is called a healthy house for the Nayak and Lani tribes in the Central Mountains of Papua. However, the author's background, as someone from the Nayak and Lani tribes, wants to conduct research on the Honai philosophy in traditional houses of the Nayak and Lani tribes because several previous researchers, including books, journal articles and Google, were less accurate in their discussion, so The author wants to conduct research, namely: • The history of the traditional honai houses of the Nayak and Lani tribes, which are called healthy houses, is still being developed and maintained today. • How is the philosophy of values and Honai learning in the traditional houses of the Nayak and Lani tribes so that it is still developed and maintained today? The Honai of this traditional house consists of 3 types, namely: Honai: (1). Men's honai, (2) Women's honai, (3) Honai is sometimes used as a place for livestock. In this research, the author used a qualitative descriptive method with an ethnographic approach. Using this method, the author examines the Honai philosophy of traditional houses of the Neyak and Lani tribes in the Central Highlands of Papua. Understandably, this will be applied to the younger generation so that they are encouraged to maintain the cultural roots of the traditional Honai houses of the Neyak and Lani tribes.

Physics‐informed learning of chemical reactor systems using decoupling–coupling training framework

AbstractIt is known that physics‐informed learning become a new learning philosophy that has been applied in many scientific domains. However, this approach often struggles to achieve optimal performance in addressing the issue of multiphysics coupling. Here, for the first time, we extend this approach to modeling chemical reactor systems. We design a new decoupling–coupling training framework, which consists of decoupling pre‐training and multiphysics coupling training steps. With decoupling pre‐training, the complex physical domain is decomposed into subdomains of fluid flow, heat transfer, and mass transfer combined with reaction kinetics. Each subdomain is represented by a specialized neural network that can provide a coarse but reasonable distribution of network parameters for initializing the sub‐networks for the subsequent multiphysics coupling training. The capabilities of this approach, in comparison with the traditional CFD simulation, are demonstrated through an example of a plate reactor system with a heating cylinder.