1,720,974 research outputs found
Dewey and Habermas: Re-reading Ethics for Adult Education
Get PDFThe relevance of Dewey and Habermas\u27s ethics for adult education is grounded in epistemology and learning, in particular delineating the centrality of ethics -- normative conceptions of right and wrong -- to how we come to know and understand the world, generate meaning, and hence, learn
Education for Moral Judgment: Situational Creativity and Dewey’s Aesthetics
No full textThis paper argues that moral judgment is suffering at the hands of instrumental rationality and identity thinking, concepts from the tradition of the Frankfurt School of Critical Theory that help explain degradations in human relations. These concepts are not new, but they are realized in novel ways, and the implications continue to be significant, contributing to human suffering and prominent anti-intellectual sentiment. Working through the shared intellectual ground of Adorno, Edmundson, Stivers, and Ellul, the paper takes a critical look at our culture through the objectification of genuine human relations that comes with techno-rational prioritization. The endpoint of such a culture is the compromise of human subjectivity in the service of efficiency, objectivity, and measurability. Extending the analysis to educational practice, Joas’s notion of situational creativity and Dewey’s aesthetics are proposed as possible points of resistance, highlighting positive actions to be taken to remediate these narrow and dehumanizing phenomena
2024: Davin Jules Carr-Chellman, Milestone Book Selection
No full textPromotion to the rank of Professor, Department of Educational Administrationhttps://ecommons.udayton.edu/svc_milestone/1149/thumbnail.jp
Pragmatism, Postmodernism, and Adult Education: Structure and Agency in the 21st Century
Get PDFThis paper develops a theory that interprets the philosophical schools of American Pragmatism and Continental Postmodernism as important, complementary resources for understanding the effects of structure and agency on the possibilities for learning and meaning-making. This type of theory building can provide for practitioners and scholars a useful framework for negotiating the limited battle between self-determination and structural determination
Learning, selfhood, and pragmatic identity theory: Towards a practical and comprehensive framework of identity development in education
No full textIn this essay we discuss a theory of identity development through the elaboration of American Pragmatists’ conception of how individuals develop awareness of the self, others, and the environment. We then outline the potential contributions of Pragmatic Identity Theory as a practical conceptual framework and a method of analysis that can provide insights into identity formation, self-conceptions, and well-being for educators in day-to-day interactions. The literature on learning and identity can benefit from a more practical understanding of identity development, as identity development is relevant to how individuals form their values, beliefs, and behavioral dispositions. Based upon a gap in the current literature, this article explores four premises that educators can use to understand identity formation, and then argues for Pragmatic Identity Theory’s potential contributions to research and practice as an analytical framework
Deming’s System of Profound Knowledge and Continuous Improvement
Get PDFThe aim of this review was to conceptualize continuous and lifelong learning within Deming’s System of Profound Knowledge framework to explore individual learning processes occurring over time
Izkušnje učiteljev v javnem šolstvu s prodornim učenjem
Get PDFTeachers play a fundamental role in the democratic process by forming an educated populace. Of our many different expectations of teachers, teacher-as-lifelong-learner is among the most neglected. Our basic research questions are: what are teachers’ perceptions of profound learners and profound learning experiences. Through an in-depth focus group with public school teachers, the purpose of this study was to build our understanding of teachers-as-learners by exploring these two questions. Based on this research, the qualities of a profound learning experience include: growing, emotive, disruptive, real, irreversible, either positive or negative, social, opening, and surprising. Profound learners, according to themes which emerged: have depth of thought, are emotionally wise, take life seriously, are adventurous in thought and deed, are unbounded, and are humble. Through a constructivist lens, these qualities direct us to the following findings: profound learning is non-dualistic and holistic, is a cumulative process, and is integral to the complex role of structural identity.Učitelji so bistvenega pomena za demokratični proces, saj oblikujejo izobraženo prebivalstvo. Od številnih pričakovanj, ki jih imamo do učiteljev, je učitelj-kot-vseživljenjski-učenec med najbolj zapostavljenimi. Osrednji raziskovalni vprašanji tega prispevka sta, kako učitelji dojemajo učence in kako izkušnjo prodornega učenja. Namen študije je bil bolje razumeti učitelje-kot-učence, in sicer na podlagi podatkov ciljne skupine učiteljev v javnem šolstvu in osredotočenosti na zgornji dve vprašanji. Raziskava je pokazala, da izkušnjo prodornega učenja zaznamujejo naslednje značilnosti: rastoče, čustveno, pretresljivo, pristno, nespremenljivo, ali pozitivno ali negativno, družabno, odpirajoče in presenetljivo. Znotraj procesa prodornega učenja in glede na teme, ki se pojavijo, učenci kažejo globino misli in čustveno inteligenco, življenje jemljejo resno, so pustolovski v mislih in dejanjih, so neomejeni in skromni. S konstruktivističnega vidika nas te lastnosti usmerjajo k naslednjim ugotovitvam: prodorno učenje je nedualistično in holistično, je kumulativen proces in je osrednjega pomena z vidika kompleksne vloge strukturalne identitete
Do the Hard Work : Identity Development and First Year Doctoral Students
Get PDFThis qualitative, phenomenological study examined the experiences of first year graduate students learning to become doctoral students in education doctoral programs. Findings include the centrality of identity development and social justice
Resisting the Pressures of Academia: The Importance of Including Care in Doctoral Study
Get PDFThis study examines the effects of caring relationships in doctoral study. An exploration of the experiences of first year female students showed care facilitated learning
Adult Learning and Pragmatic Identity Theory
Get PDFThe interaction between identity and learning has been under theorized. American Pragmatism offers important insights into identity and learning. With new educational experiences, adults take on new identities. Pragmatic Identity Theory will be an analytical lens allowing us to better understand the identity negotiation within learning experiences
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