Teaching Philosophy Research Articles

Opinion on the Balance between Technicality and Artistry in Higher Vocational Art Education

At present, the country strongly advocates the implementation of aesthetic education. In the past, higher vocational art education, which used to take technical skills training as the dominant teaching position, should integrate aesthetic education teaching philosophy. Starting from improving the talent development model, this paper discusses the importance and methods of balancing technicality and artistry in the art teaching system, and provides some ideas and directions for its implementation and promotion of aesthetic education, exploration of teaching reform, innovation and development.

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.

Research and Practice of Precision Evaluation in Blended Learning Context

Precision evaluation plays a vital role in improving students’ blended learning performance. In accordance with the teaching philosophy of Outcome-Based Education (OBE) and education requirements in China, this paper put forward a Three-stage Blended Learning and Evaluation (TsBLE) method to improve students’ learning performance. The TsBLE method assumes that the blended learning process can be divided into three stages: pre-class online autonomous learning, in-class off-line in-depth research and after-class consolidation. Based on this assumption, the TsBLE method emphasizes that precision evaluation in blended learning should be multi-dimensional and fine-grained. Teaching practice was carried out to evaluate the effectiveness of the TsBLE method. The results showed that this method can effectively improve students’ learning performance and help teachers adjust teaching strategies in time.

Преподавание философии детям: неудобные вопросы и их очевидные последствия

The article analyzes the main world problems and prospects for the development of teaching philosophy to children, substantiates the relevance of introducing philosophical practices, its teaching methods into the education system. The author carries out a theoretical reconstruction of the main provisions, problems and prospects for develop- ing the “Philosophy for Children” (p4c) movement, which is of particular interest due to its greatest informativeness in covering the current state of teaching philosophy to children. Introduction. Modern studies of teaching philoso- phy to children are of great importance because of their relevance in solving a whole range of modern educational problems. The search for new priority areas for teaching philosophy to children is aimed at finding the best ways to correct the modern edu- cation system by demonstrating and justifying the effectiveness of using p4c methods and ap- proaches. The purpose of the study is to explicate the main problems and prospects, as well as the relevance of teaching philosophy to children in the current conditions of the society development. Methods. The author uses both general scien- tific methods of analysis and synthesis, as well as methods of comparative analysis and theoretical reconstruction. Scientific novelty of the research. The article carries out a theoretical reconstruction and analysis of the main problems of teaching philosophy to children, substantiates the relevance of introducing the ideas and methods of p4c into the system of pre- and school education in order to compensate for the shortcomings of informational approaches to teaching and the formation of demanded skills and abilities in children. Results. The author substantiates the relevance of applying ideas and methods of p4c in pre-school and school education, and demonstrates the ad- vantages of its approaches in solving a number of educational and upbringing problems, the effective- ness of using philosophical tools in the develop- ment and education of children. Conclusions. Emphasizing the issue of teaching philosophy to children makes it possible to estab- lish a number of legitimate questions of pedagogi- cal, methodological, ethical, political, and other nature, the solution of which determines the choice of priority directions for developing and transform- ing the modern education system, the solution of urgent problems, without correcting of which most of the children may lose a significant cultural and intellectual experience.

A Plea for Wild Philosophy

Teaching philosophy online in secondary schools differs from offline teaching. The explanations usually offered for this difference show the cognitivist assumptions of mainstream pre-university philosophy education, meaning that philosophy education assumes that the aim of its practice is the enhancement of internal mental abilities. This paper argues that this view of the goal of education is unwarranted and unnecessarily restrictive, and that it implies an undesirable dichotomy between learning to be competent and being competent. An alternative, based on ecological and enactive views of cognition, is presented as a better conception of philosophical cognitive competence in general, and of the difference between offline and online teaching in particular. This alternative suggests that the difference resembles the difference between life in a zoo and life in the jungle, and that we should teach pupils to do wild philosophy.

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

THE RELEVANT OTHERWORLDNESS OF PHYLOSOPHY

O.A. Gabrielyan's position stated in his article "Projectmaticity of Philosophy" was analyzed. A number of existing cultural, pedagogical and historical approaches to de-fining the concept of projectmaticity were examined and it was concluded that it has a rather vague, blurred meaning. But in any case, projectmaticity is interpreted as something that is the opposite of a passive-contemplative attitude to reality. O.A. Ga-brielyan shares this understanding and supplements it with qualifiers such as innova-tion and pragmatism. He sees projectmaticity as an attributive quality of philosophy, which should underpin the transformation of teaching philosophy in higher educa-tional establishments. His programme is aimed at the idea of “the philosophy teacher "reformatting" himself and his profession”. The existing objective conditions in which the pedagogical process takes place are not considered to be subject to change. The specific proposals formulated by O.A. Gabrielian in pursuance of this idea are criti-cally analyzed. It is shown that projectmaticity (however it may be understood) is a quality inherent not only in philosophy, but also in any science and - more broadly - any spiritual education. Hence, in particular, the intellectual potential of philosophy in higher educational establishments can be realized not through the cultivation of projectmaticity, but through the revival of its significance as a scientific outlook. This cannot be done within existing realities, which means that realities need to be changed. So we suggest specific steps that should be taken by the teaching community in the near future.

Research on the Teaching Implementation of Ideological and Political Theory Course in Higher Vocational Colleges with “Five Bases, Two Lines, and Four Alls” as the Core: A Case Study of the Theme-based Teaching Content of the Mao Zedong Thought and Introduction to Theoretical System of Socialism with Chinese Characteristics

Based on the teaching design centered on “five bases” (i.e., the type-based teaching philosophy, concretization-based teaching objectives, theme-based teaching content, professionalism-based teaching strategies, and two-way-based teaching evaluation), the implementation of teaching innovation concerning ideological and political theory course in higher vocational colleges is mainly aimed at creating an online-offline mixed linkage pattern, and using the systematic thinking to carry out the teaching implementation process characterized by “four alls” (i.e., all-member problem investigation, all-around organization model, all-chain production-education integration, and all-process data analysis). On the whole, the implementation of the above-mentioned teaching innovation is committed to promoting the effective aggregation of element units with teachers and students as the common subject, as well as innovating and connecting resource carriers in series with theory as the axis. To this end, the global vision should be used to design the structure of the teaching ecosystem, plan the corresponding operation mode and assessment mechanism, and promote the dynamic and balanced operation of the curriculum teaching ecosystem, with a view to improving quality and enhancing efficiency as well as effectively serving the talent cultivation.

New Trends in Fine Arts Education in the Post-epidemic and the Implications for China-Guangzhou

Guangzhou is an economically developed city in southern China. Its art education philosophy has always been innovative and able to blend the best of East and West, but it is also in need of a breakthrough in the COVID-19 post-epidemic. This thesis looks at the current state of art education in Guangzhou’s kindergarten through twelfth grade (K12) level and universities. It compares art education in and out of K12 schools in Guangzhou and points out that teaching children’s collages by turning waste into treasure can build environmental awareness while increasing students’ interest in learning. In addition, the teaching of environmental design in Guangzhou’s universities is constantly innovating, but it suffers from problems such as inadequate teacher deployment. Each university at different levels has its talent training objectives, and issues such as its ranking and reputation in the industry affect the employment of graduates. In the face of the sudden COVID-19 epidemic, teachers also consider whether a biophilic teaching philosophy can be embedded in teaching art at all levels in Guangzhou in the post-epidemic. While Guangzhou K12 schools and out-of-school institutions are also trying to attract parents’ and students’ attention to the art curriculum through waste to treasure and outdoor excursions, it is more important that students understand how to harmonize with nature than before the epidemic.

The Interrelation between Philosophy for Children (P4C) and Creative Thinking

The aim of teaching philosophy to children ultimately is not to teach them the history of philosophy, but rather to teach them to think, starting from philosophical concepts. This will help to develop high-level skills in children such as questioning, research, understanding and interpreting knowledge, establishing meaningful relationships between knowledge, creating original ideas, and problem-solving. Models of philosophizing with children have been developed, and systematic application attempts have been made, producing successful results in many countries of the world. According to Matthew Lipman, these skills should be developed at a very young age with use of the model of philosophy for children (P4C). Our aim is to show and explore how to develop and sustain creative thinking, which is one of the achievements of P4C. If Lipman is right, children participating in these activities will start to gain creative thinking skills from an early age and will apply this foundation in other knowledge acquisition processes at more advanced developmental stages. This presentation aims to reveal the interrelation between P4C and creative thinking activity. First P4C will be explained, and then creative thinking and the interrelation between the two will be expanded upon in the conclusion.

Exploration and Reform of Helicopter Power Supply System Curriculum Based on Chinese OBE Teaching Mode

The OBE concept is result oriented education, focusing on whether students have obtained phased research results and enhancing their sense of learning acquisition. Once proposed, it has been deeply recognized by engineering researchers and widely studied. This teaching model is consistent with the ancient teaching philosophy of "unity of knowledge and action, and application of learning" in China. Exploring the design practice of professional courses based on the Chinese style OBE teaching mode, and exploring the helicopter power supply system course from the teaching mode, practical links, and evaluation assessment, in order to improve students’ learning effectiveness and lay a solid foundation for future job qualifications.

Developing College Students’ Intercultural Competence in the Context of Chinese Culture Inheritance and Dissemination—A Case Study of the Intercultural Communication Course Design for ESL Students

Inheriting Chinese cultural genes and disseminating excellent Chinese culture has nowadays become important moral education goals of the new liberal arts in China’s colleges and universities, and intercultural competence is the prerequisite for inheriting and spreading the excellent Chinese culture. The development of intercultural competence among college students, therefore, becomes the contemporary mission of foreign language education in China’s colleges and universities. Moral education, or the ideological and political education construction of foreign language courses mainly involves the following aspects: the analysis of the course’s basic situation, the setting of teaching aims and objectives, the design of teaching philosophies and ideological and political contents, the application of teaching materials and technologies, the design of the teaching process and instructional strategies, and the assessment and reflection of teaching. This paper, by taking the design of an Intercultural Communication course from the above aspects for ESL students in a Chinese university as an example, discusses the development of college students’ intercultural competence in the context of Chinese cultural inheritance and dissemination.

A Study On Teachers' Resolution Of Children's Conflict Events In Regional Activities

This study begins with the phenomenon of conflict in young children's regional activities. Through an investigation of teachers' resolution of conflict events among young children in zone activities, the current situation of teachers' response to conflict in young children's zone activities was analyzed in two dimensions: teachers' response style and timing of intervention. After data analysis and research, this study concluded that there were three problems: teachers' teaching philosophy was flawed, teachers' handling of conflict events was arbitrary, and teachers' timing of intervention in conflict was inappropriate. Combined with related teaching theories, this study suggests that teachers should improve their educational concepts and optimize the way they handle conflict events; give full play to young children's subjectivity, avoid controlling children, and grasp the timing of intervention to guide young children properly.

Spiral Progression Approach in the K to 12 Science Curriculum: A Literature Review

This review highlights the relevance of the Spiral Progression in the K to 12 Science curriculum in order to address the current issues and concerns of the spiral approach. The advantages and disadvantages of the spiral curriculum was reviewed with some researches among foreign counterparts. The nature of science teaching and the current researches of the K to 12 in both local and international context was also emphasized to highlight the science curriculum framework in the Philippines made up of an intertwined science content and science processes. Science process skills in the basic education of the K to 12 are utilized in context through learning the science content. The curriculum is organized on problems and situations that challenge and arouse the curiosity of students to motivate them in learning as well as appreciating science as useful and relevant. Findings showed the spiral curriculum as learner-centered, smart, and advanced rather than extensive and concentrated.

Co-creative practice reconciling theory and practice in tertiary student documentary production

ABSTRACT Accommodating theory and practice is a significant pedagogical challenge for screen programmes in higher education. Integrating theory and practice within the pedagogy of documentary screen production raises specific issues related to its ethical obligations and social change remit. Designing screen studies programmes that effectively support students to become critically aware and reflexive practitioners requires historical and theoretical knowledge to underpin and inform production skillsets [Wayne 2003. “Reflections on Pedagogy.” Journal of Media Practice 4 (1): 55–61; de Jong 2006. “From ‘Doing’ to ‘Knowing What You are Doing’: Kolb's Learning Theory in Teaching Documentary Practice.” Journal of Media Practice 7 (2): 151–158]. Prompted by the reaccreditation of our degree, this article critically reflects on the suite of practice and theory-based units that collectively strengthen student understanding and skillsets in factual screen storytelling. Mezirow’ three forms of reflection are framed within Kreber and Cranton’s scholarship of teaching model, to guide reflection on curriculum, pedagogy and three student documentaries as exemplars of aspirational learning outcomes. Our reflections identify how co-creative processes embedded in a spiral curriculum course structure supports opportunities for students to innovate fundamentals of praxis within a community of practice.

Yi Lijun, Renowned Polish Language Educator and Literary Translator in China

Abstract Yi Lijun devoted her life to Polish language education in China and made outstanding contributions to Polish language teaching and literary translation and research, and China-Poland cultural exchanges. Throughout her fifty-year teaching, she exerted herself tirelessly to establish and develop the discipline of the Polish language and to engage in talent cultivation in the discipline, bringing out a number of Polish language talents in diplomacy, business, trade, education, and research. Mastering the language and culture of both China and Poland, Yi Lijun translated the classics of famous ancient and contemporary Polish writers and poets into Chinese, introducing splendid Polish literature and culture to Chinese readers. With her translation achievements and personal charisma, she facilitated the multi-level and all- faceted communication between Chinese and Polish peoples through literary translation and research. Her teaching philosophy, translation works and research left behind invaluable assets for the fields of foreign language education, and translation and research of foreign literature in China.

Evaluating the impact of a curriculum intervention using an assessment rubric for communication skill development of osteopathy students

ObjectiveThis paper investigates the impact of a spiral curriculum intervention using a validated assessment rubric for communication skill development of undergraduate osteopathy students. MethodOver a three-year period, students from three cohorts were exposed to zero, one or two semesters of a newly integrated and scaffolded communication curriculum. Using a checklist rubric to collect mean scores and then undertaking comparisons through Pearson chi square analysis, the impact of the curriculum intervention on communication skill development was explored. ResultsCohorts who received zero or two full semesters of communication curriculum performed better (x = 6.34, x = 10.51 respectively) than the cohort who received one (x = 6.03). ConclusionDespite using an explicit assessment rubric, insufficiently contextualised and integrated curriculum appears to disrupt student learning, whilst a spiralled, scaffolded curriculum delivered at an appropriate level in combination with explicit assessment rubrics work well together to support deeper learning and development. Implications for practice∙An insufficiently contextualised and integrated curriculum combined with the frequency of content being re-visited (spiral curriculum) can disrupt the students learning experience.∙Using a spiralled and scaffolded curriculum significantly improves the development of communication skills.∙For deeper learning to occur students require a combination of both explicit curriculum and accompanying assessment rubrics.

Probing the Sociocultural Relevance of TESOL in Three Stories of Becoming an English Teacher

AbstractAlthough critical views of language education have redefined teacher roles, teachers' understanding of their own position within the ideological contestations surrounding language teaching is not widely investigated. This narrative study explores the perspectives of three Iranian English language teachers on the sociocultural roles and responsibilities that they may assume for themselves and examines how such perspectives are shaped. In extensive multi‐session narrative interviews, the participants shared their stories of becoming a teacher, starting from their retrospection on teacher roles during their language learning. Our narrative analysis depicts their different trajectories of shaping conceptions of language teachers' sociocultural roles in three stages: as a language learner, as a student teacher, and as a beginner teacher. On this basis, their narrative accounts of becoming English teachers appear to indicate that critical sociocultural views still play a marginal role in actual teacher preparation processes and the field needs to further embrace critical approaches to language teacher education aimed at raising English language teachers' awareness of their sociocultural responsibility. Moreover, our participants' narratives illustrate that understanding the genesis of language teachers' teaching philosophies requires a wide perspective of their long‐term background of learning (to teach) the language.

An application of teaching–learning-based optimization for solving the optimal power flow problem with stochastic wind and solar power generators

This paper proposes the implementation of metaheuristic algorithm namely, teaching–learning-based optimization (TLBO) algorithm to solve optimal power flow (OPF) problem. TLBO is inspired by philosophy of teaching and learning in the classroom. OPF on the other hand, is one of the most complex problems in power system operation, where in this paper, two objective functions aimed to be minimized by TLBO namely cost minimization and combined cost and emission (CEE) minimization. The effectiveness of proposed TLBO in solving the OPF is tested on modified IEEE-57 bus system that integrated with stochastic wind and solar power generations. To show the effectiveness of the proposed TLBO, several recent algorithms that have been proposed in literature will be utilized and compared. The simulations demonstrate the superiority of TLBO as an effective alternative solution for the OPF problems, where for the cost minimization, TLBO able to obtained 0.16% cost saving per hour compared to the second best algorithm; and for the CEE minimization, TLBO outperformed the second best algorithm by 0.12% cost saving per hour.

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.