The Role of Epiphanies in Moral Reflection and Narrative Thinking: Connectedness and Good Teaching

Interchange ◽  
2007 ◽  
Vol 38 (4) ◽  
pp. 351-366
Author(s):  
Sheila Mason
Keyword(s):  
Good Teaching ◽  
Moral Reflection ◽  
Narrative Thinking

La narrazione come nuova sintesi di fare-cultura

2012 ◽  
pp. 88-98
Author(s):  
Francesca Pulvirenti
Keyword(s):  
Epistemic Situation ◽  
Living World ◽  
The Road ◽  
Contemporary Research ◽  
Narrative Thinking ◽  
Cultural Life ◽  
Personal Experiences ◽  
Feminist Discourse

In this paper we outline the boundaries of a new epistemology in which female narration and code overlap with the role of narrativity and complexity in contemporary research, as Paradigms of Transversality. In postmodernity, narrativity emerges as the contextualization of knowledge and complexity utters itself as its current epistemic statute. Knowledges are located in the ‘living world' and as such they should be understood narratively. Narrative, then, goes from being ‘external history' to an increasingly ‘internal paradigm' of knowledge, one that is always (and totally) intertwined with ‘narrative thinking'. Female knowledge finds its right place in this epistemic situation, and the epistemological and philosophical reflections - highlighted by the introduction of the category of gender - allow feminist discourse to state the systematic asymmetry between women and men; in effect, the latter, despite acting on all levels and in all moments of social and cultural life, has no ultimate foundational cause, since gender is a historical construct, and therefore modifiable. In this feminist path, narrative therefore presents itself as a declaration of existence, of being woman and being man, which rests on the cultural as well as the biological. Women and men make up a discursive intrigue, which is peripatetic and adventurous, an interdependent complexity. This narrative reveals our narrative webs and introduces us to an interactive universalism that sets the relational dimension as constitutive of individuals, groups, cultures and identities. The task of education thus is to open the road, through reflexive practices, to different ways of living, centred on personal experiences, and therefore narrative knowledge, in order to enable man and woman to learn to reveal themselves, to think and think of themselves, to tell and tell themselves, to insert themselves into networks of dialogue, so to build sites for innovation and reflexivity and open ‘thresholds' and ‘meeting places' to ‘do-culture'.

scholarly journals Passion for the Art of Morally Responsible Technology Development

2019 ◽  
Vol 85 ◽  
pp. 87-109
Author(s):  
Sabine Roeser ◽  
Steffen Steinert
Keyword(s):  
Technology Development ◽  
Review Literature ◽  
Ethical Reflection ◽  
Moral Reflection ◽  
Technological Risk ◽  
Technological Developments ◽  
Philosophical Questions

AbstractIn this article, we discuss the importance of emotions for ethical reflection on technological developments, as well as the role that art can play in this. We review literature that argues that emotions can and should play an important role in the assessment and acceptance of technological risk and in designing morally responsible technologies. We then investigate how technologically engaged art can contribute to critical, emotional-moral reflection on technological risks. The role of art that engages with technology is unexplored territory and gives rise to many fascinating philosophical questions that have not yet been sufficiently addressed in the literature.

Inspection and Inclusion

2005 ◽  
Vol 20 (1) ◽  
pp. 15-19
Author(s):  
David Bell
Keyword(s):  
Gifted And Talented ◽  
Good Teaching ◽  
Educational Inclusion

This paper outlines briefly the functions of the Office for Standards in Education (Ofsted) in England. It examines the role of inspection in promoting educational inclusion and describes features of good teaching, with particular reference to gifted and talented pupils. It concludes by looking ahead to Ofsted's new arrangements for the inspection of schools.

scholarly journals ‘Playing it safe’ or ‘throwing caution to the wind’: Risk-taking and emotions in a mathematics classroom

2019 ◽  
Vol 7 (2) ◽  
Author(s):  
Elizabeth Lake
Keyword(s):  
Mathematics Teachers ◽  
Risk Taking ◽  
Social Learning Theory ◽  
Mathematics Teaching ◽  
Positive Emotions ◽  
Mathematics Classroom ◽  
Experienced Teachers ◽  
Good Teaching ◽  
The Moment

This paper attends to teacher intellectual risk-taking when attached to expression of positive emotions, in order to explore some of the reasons why teacher risk-taking may not appear in mathematics lessons. We know that risk-taking can be beneficial, but research has not really examined what form this might take in a classroom. In recent research, I investigated how positive emotions are discussed and used by experienced mathematics teachers. In particular how to examine the ‘in-the-moment’ emotions of the teacher, and what the modelling of experienced teachers tells us about the role of affect in mathematics teaching. This paper examines some affect episodes for elements of teacher risk-taking. The evidence suggests that teacher risk-taking enables the use of emotions, and vice versa, is integral to ‘good’ teaching, and that, in Bandura’s Social Learning Theory terms, modelling such behaviours appears beneficial to student learning and should be encouraged.

Toward Efective Instruction in E-Learning Environments

2011 ◽  
pp. 173-190
Author(s):  
Martha A. Gabriel
Keyword(s):  
Effective Teaching ◽  
Learning Outcomes ◽  
Learning Environments ◽  
Teaching Approach ◽  
Good Teaching ◽  
E Learning

This chapter explores the role of instructors and the perspectives they bring to teaching in e-learning environments. It suggests that when instructors are developing e-learning courses, instruction is more effective if individual perspectives on teaching, as well as the principles of good teaching, are taken into consideration. Congruence between principles, perspectives, and practice enhance e-learning pedagogy. The model—reflect on the teaching approach, apply the principles of good teaching throughout the course, choose appropriate learning outcomes and activities, and review choices—is proposed as a guideline for effective teaching in e-learning environments.

scholarly journals La cara ètica del «bon» mestre: ethos docent, identitat professional i lideratge moral.

2019 ◽  
Author(s):  
Maria Rosa Buxarrais ◽  
Patrícia Adan Guimerà
Keyword(s):  
Interpersonal Relationships ◽  
Operational Definition ◽  
Point Of View ◽  
Moral Leadership ◽  
Good Teaching ◽  
Teaching Role ◽  
Ethical Point ◽  
Role Of Teachers ◽  
Definition Of

The question of how good teachers are made is particularly complex because ”good” may be defined in many different ways or in terms of very diverse variables. However, it seems clear that the defining features of a good teacher are also key elements in a community’s ”teaching ethos”. Based on this assumption, the article analyses the role of teachers from an ethical point of view, giving special attention to the links between teaching role and professional identity and moral leadership, which in turn are heavily influenced by attitudes and interpersonal relationships. This theoretical analysis substantiates and complements the emerging results of an empirical study with a sample of in-service teachers identified as ”good teachers” by their colleagues, thus providing an operational definition of good teaching.

PEDIATRIC OUTPATIENT DEPARTMENTS

PEDIATRICS ◽  
1959 ◽  
Vol 23 (1) ◽  
pp. 162-165
Author(s):  
Barbara Maria Korsch
Keyword(s):  
Outpatient Department ◽  
Good Teaching ◽  
Special Interests ◽  
Group Discussions ◽  
Pediatric Society ◽  
Pediatric Education ◽  
Ambulatory Patients ◽  
Outpatient Departments ◽  
The Times

The author of the following statement is one of a group of pediatricians with special interests in the functions of an outpatient department, especially in regard to the role of ambulatory care in pediatric education. This group has engaged in a series of informal discussions at the times of meetings of the American Pediatric Society and the Society for Pediatric Research. It was generally agreed that general statements pertaining to the importance of the outpatient department, "pep talks" urging senior staff to participate in outpatient activities, and missionary zeal on the part of a few, will not suffice to achieve the maximum potentialities of outpatient departments. The group discussions have demonstrated the need for objective standards for outpatient care, formulation of essential principles of good teaching in the outpatient department, and a further realization of the possibilities for research in the problems presented by ambulatory patients. The remarks presented here do not constitute a comprehensive or formal report of the opinions of all who took part in the discussions, but are intended to be the author's formulation of some of the current problems in order to promote consideration by a larger audience.

Using Virtual Learning to Teach Postgraduate Nurses

2011 ◽  
pp. 227-245
Author(s):  
Michelle L.L. Honey ◽  
Nicola North
Keyword(s):  
Teaching Practice ◽  
Virtual Learning ◽  
Good Teaching ◽  
Technology Proficiency ◽  
Traditional Lecture ◽  
Technological Support ◽  
Lecture Format ◽  
Nursing Courses ◽  
Good Teaching Practice

This chapter focuses on the educators perspectives as virtual learning was introduced into postgraduate nursing courses. Drawing on qualitative data the challenges educators faced are described. Technology proficiency varied amongst the educators and this had an impact on the choices they made when transitioning from traditional lecture-format on-campus classes to virtual learning. This study found that virtual learning brings a sharper focus on good teaching practice; changes the role of the educator and emphasises how essential both pedagogical and technological support is.

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