Statement Of Philosophy Research Articles

СЛАВЯНОФИЛЬСКАЯ ФИЛОСОФИЯ ВОЙНЫ: ОПЫТ РЕКОНСТРУКЦИИ

The article examines the statements of Slavophile philosophy that defined the line along which the tradition of understanding the phenomenon of war developed in Russia. Exploring the views and war roads of A.S. Khomyakov, I.S. Aksakov and Yu.F. Samarin, the authors analyze the attitude of these thinkers to war and its consequences, their appraisal of the meaning of the XIXth century war conflicts in the history of Russia and the West as well as moral motives dominating the works of these philosophers. Slavophile philosophy of war is formed as a practical one with an obvious tendency towards historiosophy, focused primarily on understanding the moral meaning and historical significance of the wars inwhich Russia took part.

Implementasi Pendekatan Komunikatif (Communication Approach) Dalam Meningkatkan Keterampilan Berbahasa Arab

<p><strong><em>Abstract</em></strong></p><p><em>The approach can be interpreted in English is (approach), which is a statement of establishment, philosophy and belief. Communicative means being able to convey messages well. The communicative approach is a language learning approach that emphasizes the mastery of language skills than language structure Language is a means of communication with each other, so that if someone does communication interaction, of course, must understand each other the object being discussed so that the goals to be achieved will be more directed towards their goals. However, if the interaction is not communicative because it does not understand what is being discussed because it does not understand the language used, causing the expected goals will not be achieved. Language is considered as a skill, not science, so language skills should be able to include four things, namely listening, speaking, reading, and writing. And one of the characteristics of these skills is to be done by continuous training. If one of the methods used previously is a direct method (direct method), then this method is updated so that it becomes an audiolingual method</em><em>.</em><em> The writing of this article aims to describe the application of a communicative approach through various learning methods in Arabic learning to increase language disappearances. The method used is the library research method originating from various library sources. The results of this writing indicate that methods that emphasize more to listening and speaking skills.</em><em> Speaking skills are one type of language ability to be achieved in teaching Arabic. And in essence is a meter of reproducing the flow of the sound system of articulation to convey the will, the needs of feelings, and desires to others. Exercise in Arabic language so that students are able to communicate well and correctly with others. Starting the practice of speaking is based on the ability to listen, the ability to mastery vocabulary and courage to reveal what is in his mind.</em></p>

Aligning Teaching Philosophy Statements with Practice: An Evidence-Based Approach Using Retrospective Think-Aloud Protocols

Teaching philosophy statements are often declarations of beliefs interspersed with descriptions and metaphors. The disjuncture between the stated philosophy and actual teaching has been raised by numerous academics. This case study addresses the neglected area of grounding teaching philosophies on actual teacher behaviour rather than on espoused beliefs. This study includes a replicable framework for teachers to create evidence-based teaching philosophy statements through a systematic investigation of their actual teaching practices. A retrospective think-aloud protocol was used to recount a lesson. Using a transcript of the recount, the teacher’s actions were identified, extracted, and justified following pre-determined protocols. References to theoretical and empirical studies supporting or contradicting the justifications were checked in the research literature. To counteract potential self-bias, colleagues’ views on the reasons selected were surveyed. The discrepancy between the teacher’s justification of actions and the peers’ perspectives revealed hitherto hidden idiosyncrasies and underlying values.

Exploring Non-Native-English-Speaking Preservice EFL Teachers’ Cognitions: What Teaching Philosophy Statements Can Tell Us

This study investigates the content and characteristics of the cognitions of 30 Turkish English-as-a-foreign-language preservice teachers as manifested in their teaching philosophy statements. The study showed that the preservice teachers’ cognition was focused on both the pedagogical (teaching-learning and language teaching methods) and the personal and interpersonal (learners’ and teachers’ roles and the relationship between them) aspects of teaching and was characterized by high idealism and naïveté, but they also demonstrated a certain level of awareness of the future contexts in which they would be teaching. Although their past experiences significantly shaped their cognition, they found that their current teacher education program helped them develop a critical view of these experiences.

Developing a philosophy of gatekeeping statement

ABSTRACT Writing gatekeeping philosophy statements may help develop gatekeeper identities and improve gatekeeping practices. While many have composed philosophy of teaching, researching, and supervising statements, few, if any, have crafted philosophy of gatekeeping statements. In this article, we propose doctoral students, counselor educators, and supervisors create philosophy of gatekeeping statements to enhance their gatekeeping practices. We offer strategies for constructing gatekeeping philosophy statements. Implications for use and future research of philosophy of gatekeeping statements are provided.

Differentiated instruction for English learners: Teachers' understanding and practices

AbstractThe increase in the English learner (EL) student population in the United States and these students' placement in U.S. public schools have created high priority demands to address their language and learning needs. General education teachers, however, are often unprepared or underprepared to work with ELs, with limited knowledge and expertise to integrate differentiated instruction (DI) for them. This study examined two elementary teachers' understanding of differentiated instructional practices for EL students in a mainstream setting. Employing qualitative methods and following inductive data analytic processes, the study examined what these elementary teachers say facilitates DI for ELs. The researcher used semi‐structured individual interviews, a joint interview, and photo elicitation as the primary sources of data collection, and documents such as teachers' differentiated lesson plans and statements of teaching philosophy as secondary data sources. Findings revealed that a caring relationship between the teacher and ELs was essential and played a key role in student learning. By building caring relationships, the teachers learned about their EL students' needs and their interests and used that knowledge to implement DI for these students. Furthermore, teachers' proficiency in a language other than English and their metalinguistic awareness to bridge between one language and the other guided the teachers' differentiated instructional practices for their ELs.

Teaching Philosophy in a Teaching Portfolio: Domain Knowledge and Guidance.

Teaching philosophy defines the beliefs and ideas that guide practices in teaching and learning. Writing teaching philosophy statements for promotion or employment is daunting for inexperienced new faculty members. This article aims to discuss the principles of relevant educational domains that academics need to know to be well informed when writing their teaching philosophy. It also provides a new perspective on how to write the personal statements. Journal articles published in English language between 2018 and 2023 (as well as important older ones) in electronic databases (Google Scholar, MEDLINE, PubMed, and SCOPUS) were searched, sifted, reviewed and used for this narrative literature review. Additionally, the websites of educational organisations such as higher education institutions were selected using convenience sampling method and searched to ascertain practices. Educators need to link teaching philosophy statements to the literature about teaching. However, there is a scarcity of literature that provides a comprehensive overview of the required domain knowledge. These domains are Supervision, Curriculum development, Assessment, Mentorship, Pedagogy, and Scholarship of teaching and learning (S-CAMPS domains). Using various teaching practices and models to achieve the best quality learning and valued transformation is crucial in achieving a comprehensive Scholarship of Teaching and Learning. Therefore, developing a personal philosophy provides the opportunity for reflection on utilizing the theory-practice-philosophy perspective best to serve the students, academic institution, and society.

Foregrounding a teaching philosophy statement in scaffolding reflective practice and professional development of higher education teachers in Lesotho

Foregrounding a teaching philosophy statement in scaffolding reflective practice and professional development of higher education teachers in Lesotho

Academic literacy development and professional identity construction in non-native English-speaking novice English language teachers.

Studies examining students' academic literacy development have received increasing attention in the past two decades, with exponential growth in the literature since 2010. Despite this, there have been relatively few empirical studies on novice teachers' academic literacy learning process and the construction of teachers' professional identities. To address this issue, this study employed a longitudinal narrative inquiry to trace and evaluate the professional identity construction of two Chinese novice language teachers as they developed academic literacy in their master's and doctoral programs in the United States. The study adopted a Community of Practice (CoP) framework and drew upon various data sources, such as both novice teachers' coursework, reflection journals, statements of teaching philosophy, and other supplementary documents, to evaluate how each participant was socially engaged (or disengaged) in a new language education community and how they developed professional identities as language teachers in this process. The findings indicate that the pedagogical knowledge and theories acquired by both participants during their graduate studies informed their teaching methods and promoted their development of a researcher-teacher identity. In addition, the longitudinal data allowed for tracking changes in both participants' self-efficacy and emotions. While the stories of both novice teachers described the evolution of their teaching beliefs throughout their graduate studies, their narratives also highlighted a lack of micropolitical literacy training at the graduate level. This study contributes to our understanding of the connection between academic literacy development and the formation of teacher professional identity by shedding light on novice language teachers with a non-native English-speaking background. The implications for future research are also provided.

Demystifying academic promotional genre:A rhetorical move-step analysis of Teaching Philosophy Statements (TPSs)

As a high-stakes academic promotional genre, teaching philosophy statements (TPSs) are important in academic professionals’ career success and professional development in U.S. higher education. However, this genre remains relatively overlooked in current EAP genre research. The study addresses this gap by investigating the rhetorical moves and steps, including their frequency and sequence, in 100 TPSs written by U.S. university faculty members who wrote their TPSs to apply for and eventually won prestigious university teaching awards. It also explores gatekeeper and novice writer’s perceptions of the genre analysis results. Findings show that the TPSs are structured by two very common moves: Construct teacher profile and Demonstrate teacher competence in the classroom, as well as three less common moves and multiple very common, common, and less common steps. The TPSs are also cyclically sequenced by the two very common moves. The gatekeeper and novice writer positively recognized the usefulness of the genre analysis results in terms of representing the TPS genre, further highlighted the genre’s intertextual operation, and eventually interpreted the results’ potential in informing EAP writing pedagogy. Future research and pedagogical directions are discussed.

A Qualitative Study of Underrepresented Minority (URM) Student Pharmacists’ Intersectionality and Professional Identity Formation

ObjectiveTo determine how underrepresented minority (URM) student pharmacists’ intersectionality affects professional identity formation early in their academic career. MethodsA qualitative study was undertaken. All students from Classes 2022 through 2025 at Texas A&M University School of Pharmacy were required to engage in reflection on a personal statement of philosophy of practice early in their first year of pharmacy as part of the structured longitudinal co-curricular course requirement. Statements of the URM students who referenced their intersecting identities were selected for deductive analysis per Bingham and Witkowsky and inductive analysis using Lincoln and Guba’s approach to content analysis. ResultsOf the 221 URM student pharmacists within the 4 cohorts who submitted a statement, 38 statements (92% Hispanic students) met the inclusion criteria. Student hometowns and the identity domains of the individual, relational, and collective were selected a priori for the deductive analysis. Students most often referenced individual identity characteristics that fit under the Principles I, IV, V, and VII of the Code of Ethics for Pharmacists. Three themes emerged from the inductive analysis: (1) defining experiences and resulting realizations, (2) motivating forces, and (3) aspirations as a pharmacist. A working hypothesis was developed. ConclusionThe URM students’ intersecting identities (race, ethnicity, socioeconomic class, and belonging to an underserved community) influenced their early professional identity formation. The desire to bring about racial uplift was observed among the Hispanic students as early in their P1 year through the School’s required co-curricular reflection. Such reflective practice serves as an effective vehicle for the students to recognize their intersecting identities that impact their professional identity.

Machine-Thought and the Political Order

The most widespread statement of political philosophy is presented here in the simplified and trivialised form of “man is X; he must become Y. ” Man must do so at the same time for himself, for his own survival, but also for the good of all, of the Community, of the City: the plurality must absolutely, in any way whatsoever, give way to unity, subject to [sous peine] and under threat of chaos. The essential question found confronting political doctrines, moreover since the prominence of the idea of democracy is the following: how to bring about the existence of a united society across a heterogeneous social body? The response from philosophy articulates itself around three principle schemas: the theoretical construction of a unified community under the order of similar laws to those of nature (Platonic schema); the search for the best regime, which will have as its ultimate end the moderation and perpetual regulation of conflicts, by an optimal combination of freedom and stability (Aristotelian schema); and the theorisation of the “end of politics” by the locating of a “social wrong” inscribed in a structure doomed to collapse by the practical negation of its ideological foundations (Marxian schema and derivatives). The mode of thought which imposes itself here is decisional. Beyond the third schema which constitutes in some way a meta-political critique, and necessitates that it alone has a particular analysis, in the two preceding, man constitutes a kind of material – raw or primary, depending – that philosophy will work on, and sculpt to give it a form that harmonises fully with the Whole that it prescribes. In political philosophy, we always turn more or less around the “Let’s make man” of Hobbes, that is, around the technical transformation of a material given. Or to say it otherwise: the creation of an oeuvre from crude and imperfect elements, an oeuvre thought like a masterpiece – that is to say, one that contains within it an idea of perfection and permanence – but doomed here to serial reproduction.

0934 An Analysis of 5,212 Sleep Medicine Providers’ Online Patient Reviews

Abstract Introduction Online provider rating websites are an increasingly popular medium for patients to provide reviews & feedback and obtain information about varying healthcare providers. There have yet to be studies on what factors significantly impact sleep medicine provider ratings. Healthgrades is a popular healthcare provider rating database with over 11 million patient reviews. This study analyzes various dimensions to determine what factors correlate with average sleep medicine provider ratings to improve patient satisfaction. Methods Data were collected on 5,212 sleep medicine providers’ online profiles using web data extraction software. Factors such as medical degree, gender, age, and ethnicity were compared to online ratings using Pearson correlation and ANOVA analysis via statistics software. Results Variables with positive correlation in provider rating include the presence of a headshot (pc=0.106, p< 0.01), designation of trustworthiness (pc=0.152, p< 0.01), and presence of care philosophy statement (pc=0.105, p< 0.01). The only variable with a negative correlation in provider rating was increasing age (p=-0.109, p< 0.01). A one-way ANOVA revealed that there was a statistically significant difference in mean rating between different healthcare degrees (F(122.271, 5062.570)=[17.955], p=<.001). Tukey’s HSD Test for multiple comparisons found that the mean value of ratings was significantly different between allopathic physicians and sleep medicine dentists (p=0.000, 95% C.I.=[-0.943,0.070]), physician assistants (p=0.000, 95% C.I.=[-1.268,-0.239]), and nurse practitioners (p=0.000, 95% C.I.=[-0.941,-0.188]). There was no statistically significant difference in mean online rating between allopathic physicians and osteopathic physicians (p=0.505), sleep psychologists (p=0.344), or foreign medical graduates (p=0.998), respectively. Conclusion This study suggests patients perceive sleep medicine providers’ online profiles with headshots, care philosophy statements, and designation of trustworthiness as contributing factors when rating. Additionally, degree type and age matter when rating online. Patients do not value factors such as ethnicity or gender strongly when rating their sleep medicine provider. Further study is needed to determine factors influencing non-physician providers’ higher ratings when compared to U.S. medical graduates. This study demonstrates the importance of building an online presence for sleep medicine practices and identifying characteristics patients value. The expectation is that this information can be used to improve the quality of care delivered in the field of sleep medicine. Support (if any)

Integrating harm reduction into acute care: A single center's experience

ObjectiveInjection drug use (IDU) is prevalent in North America and is associated with presentations with infective endocarditis. Supporting patients who present with infective endocarditis related to IDU through harm reduction, a pragmatic approach to reduce secondary harms of a health behavior, helps address the underlying IDU. We share a case exemplar of how one acute care facility integrated harm-reduction practices into daily patient care. MethodsWe took a 3-stage approach to integrate harm-reduction practices into daily patient care. In stage 1, we raised awareness and knowledge of harm reduction through education. In stage 2, we provided explicit support for harm reduction. In stage 3, we provided tangible tools to support harm reduction. ResultsMore than 300 staff attended education sessions and reported increased knowledge related to substances, harm reduction, and engaging patients who use substances in conversations. Staff requested the hospital explicitly support harm reduction, which led to stage 2. The creation of a harm-reduction philosophy statement provided permission to engage in harm-reduction practices. Stage 3 included the creation of a harm-reduction supply distribution program and consultations with Addictions Medicine and treatment programs. The implementation of harm-reduction supply distribution was successful and is being spread across the facility. ConclusionsEngaging in harm-reduction practices within an acute care facility is possible through a multistage process focused on education, explicit support, and tangible tools. Spreading harm-reduction integration and working with patients who used substances to evaluate effectiveness are key next steps.

Exploring contextual factors for pre-service teachers teaching with technology through planning, teaching, and reflecting

Teaching with technology is a required skill for today’s teachers and the technological pedagogical content knowledge (TPACK) is a commonly used framework that is used to assess the effective usage of this skill. In this framework, teachers’ knowledge is assessed under various individual and blended knowledge domains. The effect of contextual factors on TPACK is a relatively recent focal point of this framework. Therefore, this study investigates pre-service teachers’ enactment of different TPACK domains and interprets the results according to contextual factors that underlie their decisions and their knowledge levels. For this purpose, a case study involving four pre-service teachers was conducted. The contextual factors are extracted from the pre-service teachers’ reflection and teaching philosophy statements. Then their demonstration of TPACK levels are found both during planning and teaching stages. The results indicate that pre-service teachers with low TPACK enactment are mostly preoccupied with contextual elements related to practical concerns, whereas those with higher levels exhibited a greater degree of contextual elements related to beliefs and external priorities. It was also found that this latter group’s planning and teaching artifacts are more balanced with respect to TPACK levels, whereas a more significant drop in TPACK levels from planning to teaching was observed for the former group.

A Framework for Creating and Using Teaching Philosophy Statements to Guide Reflective and Inclusive Instruction

A Framework for Creating and Using Teaching Philosophy Statements to Guide Reflective and Inclusive Instruction

Statement of Philosophy and Mission

Statement of Philosophy and Mission

Teaching Philosophy Statements: The Impact of a Culturally Relevant Pedagogy Faculty Learning Community at a Hispanic Serving Institution

ABSTRACT We used a phenomenological research design to explore the impact of a Faculty Learning Community (FLC) to support STEM faculty members’ development of cultural wealth principles and teaching practices. In this study, we analyzed teaching philosophy statements to learn how the FLC shaped STEM faculty participants’ expression of teaching beliefs and values. Because effective teaching philosophy statements are linked to good teaching and transparently designed assignments, the language used to articulate teaching values can inform how we build equity-minded and culturally relevant educational spaces. Findings demonstrated that some faculty members developed and articulated teaching beliefs and intended practices that were consistent with culturally relevant teaching and cultural wealth. However, the study did not discover evidence of practice intentions that reflected these culturally relevant pedagogical principles related to the specific assessment of student learning. We discuss implications for faculty developers at HSIs to support STEM faculty members’ use of culturally relevant and community engaged concepts and teaching approaches.

How search committees assess teaching: Lessons for CTLs

This study updates and expands upon past work on how tenure-track hiring committees evaluate teaching effectiveness to provide centers for teaching and learning (CTLs) current data as they support graduate students and postdocs navigating the academic hiring process. In this study, 166 hiring committee chairs from nine academic disciplines and a variety of institution types (e.g., Baccalaureate, Master’s, and Doctoral) responded to survey questions addressing how they evaluate teaching effectiveness for tenure-track positions. Results indicate that hiring chairs across institution types and disciplines value a candidate’s teaching effectiveness. Hiring committees use a variety of documents to gather information about an applicant’s teaching, but the teaching philosophy statement is most common. The survey responses also provide greater clarity on what hiring chairs find effective in applicants’ teaching philosophy statements, diversity and inclusion statements, and presentations of student evaluations. We discuss implications of these findings for scholarship of educational development (SoED) researchers, CTL leadership engaged in strategic planning, and educational developers providing consultations and workshops for future faculty.

October 2022 Placement Ads

October 2022 Placement Ads