Butterflies in my head
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Achilles and the Tortoise - 60-Second Adventures in Thought (1/6)

Greek philosopher Zeno puzzles us by showing that something finite can be divided into infinite pieces.

 

Free learning from The Open University http://www.open.ac.uk/openlearn/history-the-arts/culture/philosophy --- Ancient mathematical trickery proves that a mi...

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The Circuitry of Uncertainty

The Circuitry of Uncertainty | Butterflies in my head | Scoop.it

This one's not easy:

Experiment hints at underlying neurochemistry of uncertainty. The experiment was done with rats and is promising because it sheds more (positive) light on the complexity involved in creating uncertainty through philosophy in the classroom.

 

From the article: 

Since the underlying change in confidence was the only thing that changed abruptly at such a moment in their experiment, a simultaneous abrupt change in activity in the brain could -be attributed to the rat’s decision to abandon its old belief. And that’s exactly what the researchers observed. When the rats seemed certain which handle they should pull, activity in the medial prefrontal cortex was relatively stable. But during the crucial moment of the onset of uncertainty, when the rat reverted to pulling both handles, “the activity abruptly and markedly changed and then remained more variable for the duration of the period when the animal sampled both options,” Karpova says. “It’s as if those neurons were the ones searching for the animal’s new model.”

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Northwest Center for Philosophy for Children

Northwest Center for Philosophy for Children | Butterflies in my head | Scoop.it

Northwest Center for Philosophy for Children
is a non-profit organization affiliated with the University of Washington Department of Philosophy. The Center has been introducing philosophy into the lives of young people since 1996 through our “Philosophers in the Schools” program and workshops, given by educators trained in philosophy, about ways to facilitate philosophical dialogues with young people.

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What happens in ethics classes?

What happens in the ethics classes which are being offered as a complement to special religious education as part of a pilot project in NSW primary schools. ...
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Aesthetics, Ethics and Education: Louis Vuitton & Muhammad Ali

Aesthetics, Ethics and Education: Louis Vuitton & Muhammad Ali | Butterflies in my head | Scoop.it
Artists Yasiin Bey and Niels Shoe Meulman reinterpret Muhammad Ali’s greatest words, challenging voice vs. written word.

Louis Vuitton incorporating Muhammad Ali into their brand culture. Talking about trying to attach meaning to your products. Great stimulus for an inquiry into the ethics of creating and using cultural symbols to (ultimately) drive sales. (I realize me sharing this might also help their campaign but the issue is more important)

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Networked Learning at the core of a new report on Innovating Pedagogy

Networked Learning at the core of a new report on Innovating Pedagogy | Butterflies in my head | Scoop.it
In the spirit of the NMC Horizon reports, a group of scholars at the Open University has prepared a thorough and thoughtful analysis of what is coming in pedagogy.     The 36 report is available he...
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Move over Socrates: a practical guide to teaching poetry with philosophy

Move over Socrates: a practical guide to teaching poetry with philosophy | Butterflies in my head | Scoop.it
As it's World Poetry Day on Thursday, former teacher Peter Worley has come up with something new to try in class that blends poetry and philosophy...

Peter Worley teaches philosophy through poetry using light-hearted exercises for the brain, in verse.

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Radical Pedagogies in Architectural Education

Radical Pedagogies in Architectural Education | Butterflies in my head | Scoop.it
Beatriz Colomina surveys radical strategies of architectural pedagogy, asserting that the discipline can best be changed by revolutionizing the way it is taught...

 

Pedagogical experiments played a crucial role in shaping architectural discourse and practice in the second half of the 20th century. In fact, the key hypothesis of our Radical Pedagogy1 research project is that these experiments can be understood as radical architectural practices in their own right. Radical in the literal meaning from the Latin radice, as something belonging or relating to the root, to its foundations. Radical pedagogies shake foundations, disturbing assumptions rather than reinforcing and disseminating them. This challenge to normative thinking was a major force in the postwar field of architecture, and has surprisingly been neglected in recent years.

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Habermas, Critical Theory and Education (Routledge International Studies in the Philosophy of Education)

Habermas, Critical Theory and Education (Routledge International Studies in the Philosophy of Education) | Butterflies in my head | Scoop.it

Mark Murphy (Editor), Ted Fleming (Editor)

 

The sociologist and philosopher Jürgen Habermas has had a wide-ranging and significant impact on understandings of social change and social conflict. However, there has been no concerted and focused attempt to introduce his ideas to the field of education broadly. This book rectifies this omission and delivers a definitive contribution to the understanding of Habermas's oeuvre as it applies to the field. The authors examine the contribution Habermas's theory has and can make to: pedagogy, learning and classroom interaction; the relation between education, civil society and the state; forms of democracy, reason and critical thinking; and performativity, audit cultures and accountability.
Additionally, the book answers a range of more specific questions, including: what are the implications for pedagogy of a shift from a philosophy of consciousness to a philosophy of language?; What contribution can Habermas's re-shaping of speech act theory and communicative rationality make to theories of classroom interaction?; and how can his theories of reason and colonization be used to explore questions of governance and accountability in education?

Available at 

http://www.amazon.com/Habermas-Education-Routledge-International-Philosophy/dp/0415806178/ref=sr_1_1?s=books&ie=UTF8&qid=1343856524&sr=1-1&keywords=0415806178#reader_0415806178 

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Picturebooks, Pedagogy and Philosophy (Hardback) -Joanna Haynes & Karin Murris

Contemporary picturebooks open up spaces for philosophical dialogues between people of all ages. As works of art, picturebooks offer unique opportunities to explore ideas and to create meaning collaboratively. This book considers censorship of certain well-known picturebooks, challenging the assumptions on which this censorship is based. Through a lively exploration of children’s responses to these same picturebooks the authors paint a way of working philosophically based on respectful listening and creative and authentic interactions, rather than scripted lessons. This dialogical process challenges much current practice in education. The authors propose that a courageous and critical practice of listening is central to the facilitation of mutually educative dialogue. This book will be of interest to scholars and students of education studies, philosophy of education, literacy teaching and learning, children’s literature, childhood and pedagogy.

Also on http://www.mindboggles.org.za/index.php/book-picturebooks-pedagogy-and-philosophy ;

Softback avalable Nov 2012

Price: $38.00, £23.50, ZAR300.00 incl. VAT

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Decoding Complexity of Education with Systems Approach

Decoding Complexity of Education with Systems Approach | Butterflies in my head | Scoop.it

UNESCO Office in Bangkok:

The ‘systems approach’ to education views the education sector as a ‘system’, which is a connected set of components that moves along in an interactive and interdependent manner to achieve certain results. In other words, as a system, education is part of a wider environment, and in turn is comprised of a myriad of subsystems. Policy interventions at one end of the system can fail if made in isolation and without consideration of other parts of the system.

The application of the systems approach to education is not new. In fact, in its 1979 report(*), UNESCO states that “concurrent changes in the social milieu in which education systems are embedded, have led to the emergence of complex problems” (p. 11) which require a more systemic approach to resolve.

*https://docs.google.com/viewer?url=http%3A%2F%2Funesdoc.unesco.org%2Fimages%2F0003%2F000365%2F036550EB.pdf 

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MoMA | Century of the Child

MoMA | Century of the Child | Butterflies in my head | Scoop.it

Simply wonderful: MoMA’s ambitious survey of 20th century design for children is the first large-scale overview of the modernist preoccupation with children and childhood as a paradigm for progressive design thinking.

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The Progressive Education Fallacy in Developing Countries, by Gerard Guthrie: A Review | Development Policy Blog

The Progressive Education Fallacy in Developing Countries, by Gerard Guthrie: A Review | Development Policy Blog | Butterflies in my head | Scoop.it

Guthrie provides evidence that classroom change in the developing world does not necessarily require progressive methods but can focus on upgrading more traditional and formal approaches to teaching and learning.

 

This book is primarily about Papua New Guinea (PNG). The book focuses on the merits of formalism, also described as teacher-centred, traditional and didactic teaching, and the risks associated with the false premise that progressive, enquiry-based methods are necessary to promote intellectual enquiry skills among non-western school children. This premise he labels the “progressive education fallacy”.

 

Progressive education, which includes student-centred learning, active learning and learner-centred education, stems from European cultures based on a scientific epistemology that knowledge is there to be created and that student-centred progressive education should focus on helping students learn how to discover such knowledge. In contrast, the ‘revelatory cultures’ that prevail in many parts of the developing world focus on given truths that teachers are expected to pass on to their students.

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Hybridity, pt. 1: Virtuality and Empiricism | Hybridity | HYBRID PEDAGOGY

Hybridity, pt. 1: Virtuality and Empiricism | Hybridity | HYBRID PEDAGOGY | Butterflies in my head | Scoop.it
Hybrid Pedagogy is an academic and networked journal of teaching and technology that combines the strands of critical and digital pedagogy to arrive at the best social and civil uses of technology and digital media in education.

 

This is the first in a series of articles that investigates hybridity as it relates to our positions as teachers and scholars, but also as learners, composers, and community members. We also consider the impetus for the naming of this journal and propose various directions the conversations might take us. Click here for part two, “What is Hybrid Pedagogy?” Click here for part three, “What Does Hybrid Pedagogy Do?”

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For Teachers: Using Evolution in the Classroom

For Teachers: Using Evolution in the Classroom | Butterflies in my head | Scoop.it

Materials on evolution and geneology for use in the classroom

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P4C, Narratives, Empathy and Neurochemistry

The power of using relevant narratives in a community of inquiry. For those who still need scientific data (usually policy makers).

The Future of StoryTelling by Paul Zak

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Hybrid Pedagogy: A Digital Journal of Teaching & Technology | Home

Hybrid Pedagogy: A Digital Journal of Teaching & Technology | Home | Butterflies in my head | Scoop.it
Hybrid Pedagogy is an academic and networked journal of teaching and technology that combines the strands of critical and digital pedagogy to arrive at the best social and civil uses of technology and digital media in education.

"Teaching is a moral act. Our choice of course content is a moral decision, but so is the relationship we cultivate with students. Both physical and digital learning spaces require us to practice a politics of teaching, whether we’re conscious of it or not. However, traditional relationships between students and teachers come freighted with a model of interaction that often impedes learning. They are hierarchical. Progressive teaching, informed by a critical attention to pedagogy, resets the variables and insists on the classroom as a site of moral agency." (http://www.hybridpedagogy.com/Journal/files/Occupy_the_Digital.html)

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The Neurochemistry of Empathy, Storytelling, and the Dramatic Arc, Animated

The Neurochemistry of Empathy, Storytelling, and the Dramatic Arc, Animated | Butterflies in my head | Scoop.it
What cortisol and oxytocin have to do with a 19th-century German playwright.
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Free Online course: Aboriginal Worldviews and Education

Free Online course: Aboriginal Worldviews and Education | Butterflies in my head | Scoop.it
"Intended for both Aboriginal and non-Aboriginal learners, this course will explore indigenous ways of knowing and how they can benefit all students. Topics include historical, social, and political issues in Aboriginal education; terminology; cultural, spiritual and philosophical themes in Aboriginal worldviews; and how Aboriginal worldviews can inform professional programs and practices, including but not limited to the field of education." by Jean-Paul Restoule available at Coursera

 

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BC's Education Plan Progress Update

Rod Allen, Superintendent of the Ministry of Education's Learning Division, outlines progress made to date towards implementing BC's Education Plan.

See earlier Scoop for background or visit http://www.bcedplan.ca/theplan.php ;

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Dr. McCall's Community of Philosophical Inquiry and Art with 10 year olds and artist George Wylie (1997, Scotland)

Dr. McCall does CoPI & Art / sculpture with 10 -11 year olds in Primary school. BBC News item about EPIC [The European Philosophical Inquiry Centre], with Kenneth Macdonald. Children do philosophical reasoning about sculptures that they have made with George Wylie in Scotland (1997)

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Sophia - European Foundation for the Advancement of Doing Philosophy with Children

Sophia - European Foundation for the Advancement of Doing Philosophy with Children | Butterflies in my head | Scoop.it

SOPHIA is at heart a welcoming, open and inclusive community of people who practice philosophy with children  [pwc] in Europe. Philosophy with Children is a general term which encompasses different methodologies for engaging children in group discussion and dialogue about philosophical topics which interest the children. All Philosophy with children methodologies develop critical and creative thinking and increase confidence in the children, and simultaneously transform the groups of children into communities in which everyone is equally respected. 

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Evolution & The Tree of Life

Evolution & The Tree of Life | Butterflies in my head | Scoop.it

Evolution and geneology: a complex process visualized. 

Compare this to the often seen (and wrong) representation of evolution as a linear deterministic process towards perfection.

Limitations (or concessions done) to make this diagram are discussed in the article.

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Just out: The Philosophical Child by Jana Mohr Lone

Just out: The Philosophical Child by Jana Mohr Lone | Butterflies in my head | Scoop.it

What does it mean to be good? Why do people die? What is friendship? Children enter the world full of questions and wrestle with deep, thoughtful issues, even if they do not always wonder them aloud. Many parents have the desire to discuss philosophical ideas with their children, but are unsure how to do so. The Philosophical Child offers parents guidance on how to gently approach philosophical questions with children of all ages. Jana Mohr Lone argues that for children to mature emotionally, they must develop their desire and ability to think abstractly about themselves and their experiences. This book suggests easy ways that parents can engage with their children's philosophical questions and help them develop their "philosophical selves."

 

Jana Mohr Lone is the director of the Northwest Center for Philosophy for Children in the Department of Philosophy at the University of Washington.

 

Available at
http://www.amazon.com/Philosophical-Child-Jana-Mohr-Lone/dp/1442217324 ;
https://rowman.com/ISBN/9781442217324 ;

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