University of Windsor, Ontario: Open Journal Systems
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Book Review of Transformative Change Through Educational Leadership – Stories, Models, and Wonderings
No full textPrésentation de Susan Stebbing comme précurseure de la logique informelle
No full textSusan Stebbing (1885–1943), Great Britain’s first female professor of philosophy, was an educator, a logician, and a pioneer of public philosophy with a fondness for argumentation and evidential reasoning. Stebbing, whose revival has only recently begun, proposed an original theory of critical thinking and informal logic in the 1930s, which has not yet been taken account of in the history of the field. My paper aims to recognise Stebbing as a forerunner of informal logic during the period of 1930 to 1960. What makes Stebbing an exemplar in the field is her work on critical thinking, detecting logical fallacies, and evaluating arguments.Susan Stebbing (1885-1943), première femme professeure de philosophie en Grande-Bretagne, était une pédagogue, une logicienne et une pionnière de la philosophie publique, passionnée par l\u27argumentation et le raisonnement fondé sur les preuves. Stebbing, dont la mémoire n\u27a été que récemment redécouverte, a proposé dans les années 1930 une théorie originale de la pensée critique et de la logique non formelle, jusqu\u27ici négligée dans l\u27histoire de la philosophie. Cet article vise à reconnaître en Stebbing une figure précurseur de la logique non formelle entre 1930 et 1960. Son travail sur la pensée critique, la détection des sophismes et l\u27évaluation des arguments fait d\u27elle une figure emblématique de la philosophie
Two-Tier Fallacy Theory: A New Approach to Assessing Argument Quality
No full textConceptions of fallacies suggested by philosophers vary significantly. Often these contributions are little more than lists, only sometimes approaching a fully-developed theory of fallacy. Where there is a clear understanding of what is meant by the term fallacy, the problem of how to identify them in discourse remains, often leading to a conflation of descriptive and evaluative analyses.
We present a two-tier procedure that strictly distinguishes the descriptive and normative dimensions of identifying fallacies. The combination of the descriptive Argument Type Identification Procedure (ATIP), which enables the characterization of an argument in terms of the Periodic Table of Arguments (PTA), and the evaluative Comprehensive Assessment Procedure for Natural Argumentation (CAPNA), provides a basis for systematic, repeatable, and explainable argument acceptability judgements.
We explain how this two-tier procedure overcomes some of the difficulties of fallacy identification and categorization and list several other advantages that a procedural approach to fallacies brings
Generalizations in Analogical Argument
No full textThis paper presents a generalization-centered framework for analyzing analogical arguments. By examining how analogical generalization is treated across various research paradigms, it highlights its role in modeling both similarity and relevance. Unlike deductive or inductive generalizations, analogical generalization is empirical, hypothetical, and context-sensitive, underscoring the sui generis nature of analogical arguments. Building on this foundation, the paper extends the classical scheme and introduces a set of critical questions anchored in generalization. A detailed case study illustrates the framework’s practical value in identifying argument structure, modeling context sensitivity, and assessing the cogency of analogical arguments.
“My teaching job is not what it used to be, and I\u27m looking for a way out:” A Mixed-Methods Examination of Teacher Stress Levels Following the COVID-19 Pandemic
No full textEducation following the COVID-19 pandemic is characterized by teacher stress, burnout, and turnover, leaving U.S. schools desperately short of teachers required to produce quality educational outcomes for students. This study aims to unpack current drivers of teacher stress and to provide options for educators looking to support K-12 teachers. A mixed-methods approach was utilized in surveying K-12 teachers (N = 295) within multiple school districts throughout Western Pennsylvania. Results show that time management, student discipline, and increased workloads are primary drivers of teacher stress, with insights that changes in student motivation, the volume of teachers’ work, lack of administrative support, and teachers’ struggles with mental health, led to increased stress. Suggestions for ways to support teachers experiencing stress are presented
Digital Competence in Quebec’s Teacher Education Programs: Toward a Critical Perspective
No full textDigital competence, beyond core content knowledge, is a key skill for many teachers in this day and age, and several frameworks for this have been proposed internationally. In Canada, some provinces and territories are currently implementing rules and guidelines regarding the digital competencies of teachers. However, only Quebec has an actual one that is linked to teachers, with specific dimensions integrating critical knowledge and attitudes. This interpretive study examines Quebec’s teacher reference and digital-competency frameworks by exploring their integration into teacher-education programs. Two qualitative data-collection methods, namely, semi-structured interviews and document analysis, were used in this study. The sample included seven university professors from the education departments at different Quebec universities and 34 descriptions of digital technologies courses in Quebec’s teacher-education programs. The main results indicate that digital competence is included in at least one course in teacher-education programs, and that instrumental elements are prioritized over critical and ethical digital dimensions. The findings also highlight professors’ awareness of the importance of further developing these less prominent dimensions. The challenges associated with this integration are acknowledged, and the need for future research to develop pedagogical strategies that promote the acquisition of these competencies is emphasized
Incivility in Our House of Commons: The Need for Change
No full textThis paper focuses on the incivility that characterizes Question Period in the Canadian House of Commons. It contrasts civility and incivility, particularly with respect to their very different implications for democratic principles and practices. It sets out reasons for altering the practices of uncivil conduct by our elected representatives and examines rationales for not doing so. Much is made of what it means to be reasonable and the place of mutual respect and equality in facilitating social communication and forging social cooperation. The analysis concludes with a recommendation for change and the potential of the Talking Stick to facilitate respectful, civil discourse
Student\u27s Readiness in Using Virtual Reality for Physics Learning
No full textVirtual Reality (VR) technology in learning activities assists in visualizing abstract phenomena of physics concepts. This technology supports the delivery of effective and meaningful learning experiences. The main objectives of this study, therefore, are to analyze the level of students\u27 readiness to use VR technology in higher education, and to analyze the factors most affecting students\u27 readiness to use VR technology in physics learning. The research employed a questionnaire-survey method with 127 physics education students from a university in Indonesia, distributed based on age, gender, study level, geographical background, and family economic status. Data collection uses a Likert-scale questionnaire containing ten factors of student readiness for using VR. Data analysis techniques included percentages, the Pearson Product Moment Correlation, and multiple regression. The results of this study indicate that the level of students\u27 readiness to use VR technology falls into the intermediate category (71%). The two factors most influencing students\u27 readiness, that were identified from the correlation coefficients, are the availability of access to VR devices and basic technical skills in operating VR technology. Students\u27 readiness to use technology in learning serves as the basis for determining which steps should be prioritized to prepare for technology-enhanced learning, ensuring that the technology positively impacts the learning quality
“The Seed of Christianity Among this Barbarism” in Seventeenth-Century New France: Re-Examining the Innu’s Use of the Mission Settlement at Sillery as a Strategic Mode of Cultural Preservation
No full textThis paper investigates Saint Joseph de Sillery, the Jesuit missionaries’ first “experimental” settlement in New France, using an “east-facing” or “Innu-centric” re-reading of the des Jésuites de la Nouvelle France, or The Jesuit Relations and Allied Documents, Travels, and Explorations of the Jesuit Missionaries in New France 1610–1791. In doing so, this paper works to dislodge the common misconception that the Innu peoples involved were passive victims of the Jesuit’s conversion efforts. By examining the Relations against the context in which they were written to distinguish between the Jesuit’s strategic depiction of their missionary agenda and the actual lived experiences of the Innu population who resided at Sillery, this essay re-constructs an internal history of the mission settlement. This alternative perspective challenges the narrative of “cultural suicide,” which is often adopted by scholars based on the Jesuit’s writings. As such, through a careful re-examination of the Relations, this paper exposes the Innu peoples’ use of Sillery as an opportunity to advance their position, therefore deeming the settlement a successful example of cultural preservation and resistance against complete conversion