The Experts below are selected from a list of 31077 Experts worldwide ranked by ideXlab platform

Marieelise Zovko - One of the best experts on this subject based on the ideXlab platform.

  • worldly and otherworldly virtue likeness to god as Educational Ideal in plato plotinus and today
    Educational Philosophy and Theory, 2018
    Co-Authors: Marieelise Zovko
    Abstract:

    In Plato, ‘Becoming like God’ constitutes the telos of the philosophical life. Our ‘likeness to God’ is rooted in the relationship of the divine paradeigma to its image established in the generatio...

  • worldly and otherworldly virtue likeness to god as Educational Ideal in plato plotinus and today
    Natur Kultur Bildung Nature Culture Bildung Inter University Center Dubrovnik, 2016
    Co-Authors: Marieelise Zovko
    Abstract:

    In Plato, the doctrine of “Becoming like God” (homoiosis theoi) constitutes the telos of the philosophical life. Our ‘likeness to God’ is rooted in the relationship of the divine paradeigma or archetype to its image established in the generation of the Cosmos. The same relationship makes knowledge and virtue possible, and informs Plato’s theory of education. Related concepts preexist in Judeao- Christian and other traditions and continue to inform our thought on moral and ethical issues, particularly as regards our understanding of what it means to be human. From the idea of ‘likeness to God’, emerges the tradition of philosophical mysticism which has its roots in Plotinus, whose aim is union of the individual soul with its ultimate principle (henosis, unio mystica). The task of realizing virtue in daily life, i.e. civic virtue, appears opposed to the goal of assimilation to the divine, because this higher level of virtue requires a stripping away of finite determinations, and preoccupation with particular things, with the aim of escaping from the multiplicity of sensible and even intelligible reality. This paper considers the inherent opposition between ‘worldly’ and ‘otherworldly’ virtue, as well as previously neglected aspects of "likeness to God" and "becoming like God" in Plato and Plotinus, and explores their continued relevance for pedagogical theory and practice today.

Henri Pettersson - One of the best experts on this subject based on the ideXlab platform.

Qian Liu - One of the best experts on this subject based on the ideXlab platform.

  • critical thinking and Educational Ideal
    US-China education review, 2007
    Co-Authors: Qian Liu
    Abstract:

    Critical thinking, as an Educational trend, has been much discussed and proposed nowadays. In this paper, an analysis is made on the gap between our present Educational practice and Educational Ideal from three different aspects, that is, the content, the manner and the one-sidedness of our teaching. It's observed that there is still a long way to go in order to realize our Educational Ideal and critical thinking, and critical pedagogy should be widely promoted and applied so as to foster well-educated people in its true sense. A conclusion is finally reached that education is the core no matter what theories and concepts are proposed and adopted.

Sjøen, Martin M. - One of the best experts on this subject based on the ideXlab platform.

  • When counterterrorism enters the curriculum: Exploring risks and practices of the securitisation of education
    University of Stavanger Norway, 2020
    Co-Authors: Sjøen, Martin M.
    Abstract:

    PhD thesis in Risk management and societal safetyIt is commonly assumed that the civic and moral virtues of democratic education can be a powerful and effective antidote to extremism and terrorism. The assumption here is that education can help young lives in the development of their political orientations and behaviours in support of human rights and peace. While this belief has underpinned much of Western education for millennia, we arguably do not understand enough about how education can prevent radicalisation and violent extremism, or the consequences of placing preventive responsibilities on education. This doctoral thesis studies the prevention of radicalisation and violent extremism in education. More specifically, the research objective is to explore the risks and practices of integrating counter-radicalisation efforts in education. It is a qualitative research, based on interviews with practitioners in Norway that have been studied through the framework of critical discourse analysis (CDA). The purpose has been to enhance our knowledge on the intersecting of security and education, particularly by studying what discursive practices are expressed by practitioners and, to analyse what are their potential consequences for social practice. This is an article-based thesis comprising four studies. The thesis provides a literary background, theoretical framework, methodology, research design, presentation and discussion of the four studies, an outline of the implications and limitations of the study, and a concluding summary, with suggestions for future research needs and priorities. Article I is a literature review of primary-data studies exploring the prevention of radicalisation and extremism in education. The study found that, while research remains inconclusive as to whether education can prevent extremism, there is a case for arguing that inclusive, student-centred and supportive Educational relations may alleviate some of its causes. However, counter-radicalisation efforts tend to result in the use of harder preventive measures, which may impair inclusive education. Article II is a qualitative study of how educators understand and approach counter-radicalisation efforts in Norwegian schools. The study revealed that youth extremism is a limited problem in these schools, yet when faced with concerns, most educators draw on so-called therapeutic prevention strategies. These strategies conforms to the radicalisation discourse in global politics aimed at rehabilitating vulnerable students, and the study argued that this can be considered a form of pedagogical control that is implemented to maintain national security interests. Article III is a qualitative study, focusing on how young Muslims are sometimes framed by practitioners as vulnerable to being radicalised towards violent extremism. The study argued that this occurs because practitioners remain unaware of how the radicalisation discourse extends from the Global War on Terror, which may cause a practice of informal criminalisation of Islam. However, there is also evidence of hegemonic struggle in these Educational discourses, as practitioners often state that the stigmatising portrayal of Muslims in politics can negatively affect Educational inclusion in Norway; thus, they also express resistance towards the exclusionary effects of the radicalisation discourse. Article IV is a qualitative study that explored the integration of the radicalisation discourse in Norwegian education. The study found that counter-radicalisation policies circumvent ethical dilemmas by appealing to the Educational Ideal of citizenship and the safeguarding of vulnerable youth. Nevertheless, these policies have little applicational value for practitioners, and their suggested preventive measures tend to be seen as probabilistic, generic and de-contextualised, which does not correspond well to what we currently know about preventing terrorism. To summarise, this research provides both theoretical and empirical insight into the securitisation of counter-radicalisation efforts in education generally and Norwegian schools specifically. The main argument offered throughout this thesis is that prevention efforts carried out in schools must be grounded in genuinely good education. However, the securitisation paradigm that drives these efforts may undermine emancipatory, liberal and progressive education; thus, it risks making prevention efforts a practice of Educational exclusion and stigmatisation

  • When counterterrorism enters the curriculum: Exploring risks and practices of the securitisation of education
    University of Stavanger Norway, 2020
    Co-Authors: Sjøen, Martin M.
    Abstract:

    It is commonly assumed that the civic and moral virtues of democratic education can be a powerful and effective antidote to extremism and terrorism. The assumption here is that education can help young lives in the development of their political orientations and behaviours in support of human rights and peace. While this belief has underpinned much of Western education for millennia, we arguably do not understand enough about how education can prevent radicalisation and violent extremism, or the consequences of placing preventive responsibilities on education. This doctoral thesis studies the prevention of radicalisation and violent extremism in education. More specifically, the research objective is to explore the risks and practices of integrating counter-radicalisation efforts in education. It is a qualitative research, based on interviews with practitioners in Norway that have been studied through the framework of critical discourse analysis (CDA). The purpose has been to enhance our knowledge on the intersecting of security and education, particularly by studying what discursive practices are expressed by practitioners and, to analyse what are their potential consequences for social practice. This is an article-based thesis comprising four studies. The thesis provides a literary background, theoretical framework, methodology, research design, presentation and discussion of the four studies, an outline of the implications and limitations of the study, and a concluding summary, with suggestions for future research needs and priorities. Article I is a literature review of primary-data studies exploring the prevention of radicalisation and extremism in education. The study found that, while research remains inconclusive as to whether education can prevent extremism, there is a case for arguing that inclusive, student-centred and supportive Educational relations may alleviate some of its causes. However, counter-radicalisation efforts tend to result in the use of harder preventive measures, which may impair inclusive education. Article II is a qualitative study of how educators understand and approach counter-radicalisation efforts in Norwegian schools. The study revealed that youth extremism is a limited problem in these schools, yet when faced with concerns, most educators draw on so-called therapeutic prevention strategies. These strategies conforms to the radicalisation discourse in global politics aimed at rehabilitating vulnerable students, and the study argued that this can be considered a form of pedagogical control that is implemented to maintain national security interests. Article III is a qualitative study, focusing on how young Muslims are sometimes framed by practitioners as vulnerable to being radicalised towards violent extremism. The study argued that this occurs because practitioners remain unaware of how the radicalisation discourse extends from the Global War on Terror, which may cause a practice of informal criminalisation of Islam. However, there is also evidence of hegemonic struggle in these Educational discourses, as practitioners often state that the stigmatising portrayal of Muslims in politics can negatively affect Educational inclusion in Norway; thus, they also express resistance towards the exclusionary effects of the radicalisation discourse. Article IV is a qualitative study that explored the integration of the radicalisation discourse in Norwegian education. The study found that counter-radicalisation policies circumvent ethical dilemmas by appealing to the Educational Ideal of citizenship and the safeguarding of vulnerable youth. Nevertheless, these policies have little applicational value for practitioners, and their suggested preventive measures tend to be seen as probabilistic, generic and de-contextualised, which does not correspond well to what we currently know about preventing terrorism. To summarise, this research provides both theoretical and empirical insight into the securitisation of counter-radicalisation efforts in education generally and Norwegian schools specifically. The main argument offered throughout this thesis is that prevention efforts carried out in schools must be grounded in genuinely good education. However, the securitisation paradigm that drives these efforts may undermine emancipatory, liberal and progressive education; thus, it risks making prevention efforts a practice of Educational exclusion and stigmatisation

David Hitchcock - One of the best experts on this subject based on the ideXlab platform.

  • critical thinking as an Educational Ideal
    2017
    Co-Authors: David Hitchcock
    Abstract:

    Critical thinking arrives at a judgment on a question by looking back in a reasonable way at the relevant evidence; it is “reasonable reflective thinking focused on deciding what to believe or do” (Ennis). Its key component skills are those of clarifying meaning, analyzing arguments, evaluating evidence, judging whether a conclusion follows, and drawing warranted conclusions. An Ideal “critical thinker” is open-minded and fair-minded, searches for evidence, tries to be well-informed, is attentive to others’ views and their reasons, proportions belief to the evidence, and is willing to consider alternatives and revise beliefs. The process of thinking critically involves problem identification and analysis, clarification of meaning, gathering the evidence, assessing the evidence, inferring conclusions, considering other relevant information, and making an overall judgment. Critical thinking differs from the logical appraisal of arguments in extending beyond a single argument, having a creative component, and involving critical assessment of evidence. Any Educational system should aim to teach the knowledge, develop the skills, and foster the attitudes and dispositions of a critical thinker: someone who thinks critically when it is appropriate to do so, and who does so well. It can do so either by infusion in subject-matter courses or through a stand-alone course. Each method has advantages and disadvantages; a combination is theoretically better, but hard to achieve. In a stand-alone course, one should adapt to one’s situation, communicate the course goals, motivate one’s students, use a checklist as a course framework, foster a critical spirit, prefer depth to breadth, use bridging, take advantage of salient issues, use real or realistic examples, pick one’s examples with care, give students lots of guided practice with feedback, check for understanding, encourage meta-cognition, think about context, watch for empty use of technical terms, and design multiple-choice items carefully if one uses them.