Teaching Ancient Practical Ethics and Philosophy as a Way of Life

2020 ◽  
Vol 43 (4) ◽  
pp. 431-453
Author(s):  
Joel Owen ◽  
Keyword(s):  
Learning Strategies ◽  
Ancient Greece ◽  
Way Of Life ◽  
Practical Ethics ◽  
Wide Range ◽  
Active Learning Strategies ◽  
Approach To Teaching ◽  
Nuanced Understanding ◽  
The Impact ◽  
Practical Recommendations

In this article, I describe an approach to teaching ancient practical ethics that encourages learners to engage actively with the ideas under consideration. Students are encouraged to apply a range of practical exercises to their own lives and to reflect both independently and in collaboration with others on how the experience impacts their understanding of the theories upon which such exercises are built. I describe how such an approach is both in keeping with the methods advocated by the philosophers of ancient Greece and Rome, and also well supported by a wide range of contemporary educational research. I suggest that such active learning strategies encourage students towards a deeper and more nuanced understanding of the philosophical theories under consideration. Practical recommendations for incorporating such an approach into the teaching of applied philosophy are given. I finish by considering the impact such an approach may have on student motivation.

scholarly journals The impact of the use of some active learning strategies in the teaching of literary knowledge on the literary taste of high school students in the UAE

2019 ◽  
Vol 1 (5) ◽  
Author(s):  
Mohammed Abdul Rahman Al - Jagoub
Keyword(s):  
Active Learning ◽  
Secondary School ◽  
Learning Strategies ◽  
Group Performance ◽  
Control Group ◽  
Significance Level ◽  
Secondary Stage ◽  
Active Learning Strategies ◽  
The Impact ◽  
Experimental Group

The objective of this study was to develop an achievement test to measure the skills of literary tasting. It consists of (30) multiple choice types, which were applied to a sample of the stability test According to the KR 20 equation, the study used semi-experimental research methodology. The sample consisted of (120) male and female students of the 10th grade at Gulf Arab Secondary School for Boys and Al-Hira Secondary School for Girls in Sharjah. The people were chosen deliberately, (60) students, experimental subjects studied the material using active learning strategies, and the control group studied the same material in the normal way. After analyzing the data, the results of the study indicated that the students in the experimental group achieved a higher level of control group students Statistical analysis showed differences in the level of literary taste at the statistical significance level (α = 0.05); due to the active learning strategies, the total mathematical mean of the experimental group performance was on the post taste test (26.60) For the control group (20.90). The value of P (58.05), the value of the significance level (0.00), that is less than (0.05), which indicates that there are significant differences between the experimental group and the control group for the benefit of the experimental group, and the value of (P) Between the sex and the group was (1.00), which is not statistically significant value, where its significance (0.32), and does not indicate the existence of an effect of interaction between the teaching method and sex. The study concluded with recommendations calling on teachers to use active learning strategies in the teaching of literary knowledge. And focus on those strategies when writing Arabic language books for the secondary stage.

scholarly journals Fostering Equitable Outcomes in Introductory Biology Courses through Use of a Dual Domain Pedagogy

2020 ◽  
Vol 19 (1) ◽  
pp. ar4 ◽  
Author(s):  
Angela C. Bauer ◽  
Vernon M. Coffield ◽  
Dinene Crater ◽  
Todd Lyda ◽  
Verónica A. Segarra ◽  
...  
Keyword(s):  
Active Learning ◽  
Learning Strategies ◽  
Cognitive Domain ◽  
Black And White ◽  
Active Learning Strategies ◽  
Biology Courses ◽  
Affective Components ◽  
Equitable Outcomes ◽  
Dual Domain ◽  
The Impact

Recent studies demonstrate that significant learning gains can be achieved when instructors take intentional steps to address the affective components of learning. While such efforts enhance the outcomes of all students, they are particularly beneficial for students from underrepresented groups and can reduce performance gaps. In the present study, we examined whether intentional efforts to address the affective domain of learning (through growth mindset messaging) can synergize with best practices for addressing the cognitive domain (via active-learning strategies) to enhance academic outcomes in biology courses. We compared the impact of this two-pronged approach (known as dual domain pedagogy, or DDP) with that of two other pedagogies (lecture only or active learning only). Our results demonstrate that DDP is a powerful tool for narrowing performance gaps. DDP, but not active learning, eliminated the performance gap observed between Black and white students in response to lecture. While a significant gap between white and Latin@ students was observed in response to active learning (but not lecture), this gap was reduced by DDP. These findings demonstrate that DDP is an effective approach for promoting a more equitable classroom and can foster learning outcomes that supersede those conferred by active learning alone.

scholarly journals Using Annotation for Transparent Inquiry (ATI) to Teach Qualitative Research Methods

2021 ◽  
Author(s):  
Alan Jacobs ◽  
Diana Kapiszewski ◽  
Sebastian Karcher
Keyword(s):  
Graduate Students ◽  
Research Methods ◽  
Learning Strategies ◽  
Original Data ◽  
Data Sources ◽  
General Description ◽  
Digital Publication ◽  
Novel Approach ◽  
Active Learning Strategies ◽  
Approach To Teaching

In political science, qualitative analytic methods are rarely taught using “active learning” strategies. We discuss a novel approach to teaching such methods: having students engage with scholarship that has been annotated using Annotation for Transparent Inquiry (ATI). ATI allows authors to annotate passages in a digital publication to clarify methodology, add detail about evidence or analysis, or link to data sources. Learning methods through engagement with annotated articles allows students to interact with original data and to better understand and evaluate how authors collected, analyzed, and used those data. This leads students to learn research methods in a way that more closely approximates how they will use those methods in their own research. We present a general description of strategies for teaching with ATI. We illustrate the approach using three examples of instructors teaching both undergraduate and graduate students. We conclude with recommendations for effectively using ATI in the classroom.

scholarly journals The Impact of Radiation-Induced DNA Damage on cGAS-STING-Mediated Immune Responses to Cancer

2020 ◽  
Vol 21 (22) ◽  
pp. 8877
Author(s):  
Quinn Storozynsky ◽  
Mary M. Hitt
Keyword(s):  
Dna Damage ◽  
Immune Responses ◽  
Treatment Strategies ◽  
Cytotoxic T Cell ◽  
Innate Immune Signaling ◽  
Therapeutic Outcomes ◽  
Wide Range ◽  
Radiation Induced ◽  
Nuanced Understanding ◽  
The Impact

Radiotherapy is a major modality used to combat a wide range of cancers. Classical radiobiology principles categorize ionizing radiation (IR) as a direct cytocidal therapeutic agent against cancer; however, there is an emerging appreciation for additional antitumor immune responses generated by this modality. A more nuanced understanding of the immunological pathways induced by radiation could inform optimal therapeutic combinations to harness radiation-induced antitumor immunity and improve treatment outcomes of cancers refractory to current radiotherapy regimens. Here, we summarize how radiation-induced DNA damage leads to the activation of a cytosolic DNA sensing pathway mediated by cyclic GMP-AMP (cGAMP) synthase (cGAS) and stimulator of interferon genes (STING). The activation of cGAS–STING initiates innate immune signaling that facilitates adaptive immune responses to destroy cancer. In this way, cGAS–STING signaling bridges the DNA damaging capacity of IR with the activation of CD8+ cytotoxic T cell-mediated destruction of cancer—highlighting a molecular pathway radiotherapy can exploit to induce antitumor immune responses. In the context of radiotherapy, we further report on factors that enhance or inhibit cGAS–STING signaling, deleterious effects associated with cGAS–STING activation, and promising therapeutic candidates being investigated in combination with IR to bolster immune activation through engaging STING-signaling. A clearer understanding of how IR activates cGAS–STING signaling will inform immune-based treatment strategies to maximize the antitumor efficacy of radiotherapy, improving therapeutic outcomes.

The Effectiveness of Active Learning Strategies in Gatekeeper Training on Behavioral Outcomes

Crisis ◽  
2020 ◽  
pp. 1-9
Author(s):  
Lucas Godoy Garraza ◽  
Nora Kuiper ◽  
Wendi F. Cross ◽  
Brandee Hicks ◽  
Christine Walrath
Keyword(s):  
Active Learning ◽  
Learning Strategies ◽  
Role Play ◽  
Behavioral Outcomes ◽  
Actual Behavior ◽  
Short Term ◽  
Resource Limitations ◽  
Active Learning Strategies ◽  
The Impact

Abstract. Background: Studies of suicide prevention gatekeeper trainings (GKT) show temporary enhancements in short-term behavioral outcomes and limited enhancements in intermediate behavioral outcomes. Aims: We aimed to examine the impact of two training enhancements (role-play and booster) on intermediate GKT outcomes. Method: The study used a factorial randomized controlled design to assign participants to one of four groups. Three indicators of gatekeeper behavior at 6-month follow-up were the primary outcomes of interest. We used propensity score-based techniques to address observed imbalances. Results: At 6 months, among participants assigned to role-play, a significantly larger proportion of those assigned to booster performed identifications and referrals followed by a notification to the referral source, and followed by escorting the youth to the resource. Limitations: While observed imbalances were addressed, unobserved differences may persist. The validity of self-reported indicators to measure actual behavior remains unknown. Conclusion: Results suggest that active learning strategies can, in combination, enhance the effectiveness of trainings. The strategies seem to increase the comprehensiveness of gatekeeper behaviors.

Impact of Accreditation on Engineering Education

2018 ◽  
pp. 91-106 ◽  
Author(s):  
Tayeb Brahimi ◽  
Akila Sarirete ◽  
Sajid Khalifa
Keyword(s):  
Engineering Education ◽  
Learning Strategies ◽  
Education System ◽  
Student Learning Outcomes ◽  
Innovative Approach ◽  
System Component ◽  
Innovative Solutions ◽  
Active Learning Strategies ◽  
Do It Yourself ◽  
The Impact

The objective of this study is to investigate the impact of accreditation on engineering education including student learning outcomes and innovation based on two accreditation bodies the NCAAA in KSA, and the ABET in USA. The article explores the approach of constructionism with emphasis to makerspace by delivering engineering and design courses with opportunities for innovation, creativity, and the ability to design a system, component, or process to meet desired needs. This innovative approach shifts the active learning strategies from Do-It-Yourself to Do-It-With-Others culture. Makerspace is one of the integral parts of modern education system that brings together and facilitates the community of interdisciplinary individuals. Results from courses in engineering and design shows the benefit of the accreditation in terms of enhancing the overall program quality and the importance of re-evaluating strategies and methodologies of learning which help in delivering innovative solutions and educating tomorrow's leaders to address the most pressing issues facing our societies.

scholarly journals Predicting Mathematical Performance: The Effect of Cognitive Processes and Self-Regulation Factors

2012 ◽  
Vol 2012 ◽  
pp. 1-13 ◽  
Author(s):  
Mariel Musso ◽  
Eva Kyndt ◽  
Eduardo Cascallar ◽  
Filip Dochy
Keyword(s):  
Learning Strategies ◽  
Self Regulation ◽  
Mathematical Performance ◽  
Future Performance ◽  
Mathematics Test ◽  
Wide Range ◽  
Ann Models ◽  
Motivation And Learning ◽  
High Degree ◽  
The Impact

A substantial number of research studies have investigated the separate influence of working memory, attention, motivation, and learning strategies on mathematical performance and self-regulation in general. There is still little understanding of their impact on performance when taken together, understanding their interactions, and how much each of them contributes to the prediction of mathematical performance. With the emergence of new methodologies and technologies, such as the modelling with predictive systems, it is now possible to study these effects with approaches which use a wide range of data, including student characteristics, to estimate future performance without the need of traditional testing (Boekaerts and Cascallar, 2006). This research examines the different cognitive patterns and complex relations between cognitive variables, motivation, and background variables associated with different levels of mathematical performance using artificial neural networks (ANNs). A sample of 800 entering university students was used to develop three ANN models to identify the expected future level of performance in a mathematics test. These ANN models achieved high degree of precision in the correct classification of future levels of performance, showing differences in the pattern of relative predictive weight amongst those variables. The impact on educational quality, improvement, and accountability is highlighted.

scholarly journals The Impact of Applying Two Active Learning Strategies on Fifth Grade Students’ Achievement In History: أثر استخدام استراتيجيتين للتعلم النشط على التحصيل الدراسي لطالبات الصف الخامس الأساسي في مادة التاريخ في الأردن

2020 ◽  
Vol 4 (29) ◽  
Author(s):  
Thekarayat Mohmmad Al-katatneh
Keyword(s):  
Active Learning ◽  
Learning Strategies ◽  
Traditional Method ◽  
Male Students ◽  
Fifth Grade ◽  
History Teachers ◽  
Fifth Grade Students ◽  
Active Learning Strategies ◽  
Pilot Sample ◽  
The Impact

This study aimed at investigating the impact of applying two active learning strategies on the achievement of the Fifth grade students in the history course in Jordan. The researcher experimental method the sample of study consisted of (109)the fifth grade students developed an achievement test and applying them on a pilot sample and calculating their reliability using Their reliability values were (0.85). Using ANCOVA revealed a better achievement and level of Fifth grade male students who were taught history by using active discussion than who were taught the same subject using either modified lecture or traditional method. The results also showed a better achievement of Fifth grade male students who were taught history by using modified lecture than who were taught the same subject by using the traditional method. The study presented many recommendations among them: Conducting training courses for history teachers to use active learning strategies in their lesson plans.

scholarly journals From students to scientists: The impact of interactive engagement in lectures

2018 ◽  
Author(s):  
Craig McMillan ◽  
Daphne Loads ◽  
Heather A McQueen
Keyword(s):  
Active Learning ◽  
Learning Strategies ◽  
Flipped Classroom ◽  
University Education ◽  
Generic Skills ◽  
Graduate Attributes ◽  
Interactive Engagement ◽  
Active Learning Strategies ◽  
Continued Use ◽  
The Impact

“Graduate attributes” are widely believed to be important in developing the scientific skill-set, with generic skills being viewed as more important than discipline-specific qualities. Importantly, students need opportunities to think and practice in ways akin to experts. The continued use of didactic lectures in university education often leads to the accumulation of superficial knowledge, and does not adequately train students to acquire the skills and attributes required of an effective scientist: critical thinking, an inquiring mind and creativity. We analysed active learning lecture strategies in a second year genetics course to determine their effectiveness in developing the scientific skill-set. These were found to be more beneficial than standard lecturing. Investigation of one of these strategies, the “quecture” (an adaptation of the flipped classroom), found that students did not view this method as being the most useful, despite being the most interactive. Our evidence suggests this student resistance to result from the requirement for prior preparation, perceived as an increased workload. We advocate the incorporation of active learning strategies in lectures to support the development of students’ scientific skill–set and specifically advise the introduction of novel formats such as the quecture early in university level science education. Keywords: Active learning, interactive engagement, quecture, scientific skill-set, graduate attributes

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