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Differential Calculus and by Era Integral Calculus, Which Are Related by in Early Cultures in Classical Antiquity the Fundamental Theorem of Calculus
History of calculus - Wikipedia, the free encyclopedia 1/1/10 5:02 PM History of calculus From Wikipedia, the free encyclopedia History of science This is a sub-article to Calculus and History of mathematics. History of Calculus is part of the history of mathematics focused on limits, functions, derivatives, integrals, and infinite series. The subject, known Background historically as infinitesimal calculus, Theories/sociology constitutes a major part of modern Historiography mathematics education. It has two major Pseudoscience branches, differential calculus and By era integral calculus, which are related by In early cultures in Classical Antiquity the fundamental theorem of calculus. In the Middle Ages Calculus is the study of change, in the In the Renaissance same way that geometry is the study of Scientific Revolution shape and algebra is the study of By topic operations and their application to Natural sciences solving equations. A course in calculus Astronomy is a gateway to other, more advanced Biology courses in mathematics devoted to the Botany study of functions and limits, broadly Chemistry Ecology called mathematical analysis. Calculus Geography has widespread applications in science, Geology economics, and engineering and can Paleontology solve many problems for which algebra Physics alone is insufficient. Mathematics Algebra Calculus Combinatorics Contents Geometry Logic Statistics 1 Development of calculus Trigonometry 1.1 Integral calculus Social sciences 1.2 Differential calculus Anthropology 1.3 Mathematical analysis -
Radical Education Workbook in Britain in 2010
RADICAL EDUCATION WORK- BOOK CONTENTS Introduction1Self-Organisation TheMakingoftheWorkbook 2 FreeUniversityofLiverpool 19 HowtoUsetheWorkbook? 2 WorkerEducation 20 WhoMadetheWorkbook? 2 Self-Reliance:DiscussionontheUniversityofIslam 21 OpenArchive:56AInfoshop 22 ChallengingImposedCurricula Funding 23 Anti-ImperialEducation 4 X-Talk 24 SexandRelationshipsEducation 5 CitizenshipEducation 6 UsingthePedagogiesoftheOppressed L’EcoleModerne 8 PopularEducationandGuerillaWar(ElSalvador) 26 TheImage 27 Collectivity Power/Occupation 28 CircleTime 11 AFreirianPedagogyfortheEsolClassroom 30 EducationAgainstEmpire 12 BodyPedagogy 32 Collectivity 14 DoubtinGroups 15 ReadingList 33 DemocracyinSchools 16 2 Introduction Asacollectiveofstudentsandeducatorsworking Thisabsenceofcriticalapproachestocurriculum The‘Radical’inRadicalEducation inadiversityofsettings,fromprimaryschools alsoexistswithinsocialmovementsthemselves. Ouruseofthetermradicalisnotmeanttomake touniversities,socialcentrestoswimmingpools, Wheremanyradicalbookshopshaveextensive grandclaimsofpoliticalpurity,nortobeoff- andstraddlingthisworkwithourinvolvement sectionsofpoliticalanalysistheyrarelyhave puttingforthosewhodon’tthinkofthemselves instrugglesontheEducationfront,wefound sectionsoncommunityorganising,popular as‘radicals’.Itisusedprovisionallytomark ourselvespoorlyeducatedinthehistoriesof education,radicalresearchortheirhistories. outaterrainofpracticethatincludespopular radicaleducationthathavecirculatedintheUK Manymovementorganisersarenotawareofthese educationandresearch,militantorco-research, -
Self-Directed Learning: Status of Final Year Students and Perceptions of Faculty Leadership in a Nigerian Medical School – a Mixed Analysis Study
Self-directed learning: Status of final year students and perceptions of faculty leadership in a Nigerian medical school – a mixed analysis study. Timothy Eyo Nottidge Supervisor: Dr Alwyn Louw A Research Assignment Submitted in Partial Fulfilment for the Degree of Master of Philosophy in Health Sciences Education, University of Stellenbosch December 2014 Stellenbosch University http://scholar.sun.ac.za DECLARATION By submitting this thesis electronically, I declare that the entirety of the work contained therein is my own original work, that I am the sole author thereof (save to the extent explicitly otherwise stated), that reproduction and publication thereof by Stellenbosch University will not infringe any third party rights and that I have not previously in its entirety or in part submitted it for obtaining any qualification. Date: September, 2014 Copyright © Stellenbosch University All rights reserved 2 Stellenbosch University http://scholar.sun.ac.za List of abbreviations SDL – Self-directed learning COHUU – College of Health Sciences University of Uyo MDCN – Medical and Dental Council of Nigeria COMUI – College of Medicine, University of Ibadan SRSSDL – Self-rating scale for self-directed learning SRL – Self-regulated learning PBL – Problem-based learning CanMEDS – a Physician competency framework developed by the Royal College of Physicians and Surgeons of Canada Definitions The following words used in this report are defined to provide an easier grasp of its context: Perception “A particular way of understanding or thinking about something”. (Macmillan English Dictionary, 2002) Provost (University of Uyo perception) The chief executive officer of the college of health sciences Faculty The members of both the basic and clinical faculty leadership, who participated in the focus group discussion. -
An Analysis of Gifted Education Curriculum
VANTASSEL-BASKA AND BROWN 4 AN ANALYSIS OF Chapter GIFTED EDUCATION CURRICULUM MODELS BY JOYCE VANTASSEL-BASKA AND ELISSA F. BROWN Much of gifted education as a field rests on the approaches that are used to serve gifted students in schools and other con- texts. Consequently, the importance of programmatic and cur- riculum models cannot be overestimated. The purpose of this chapter is to systematically review existing program/curriculum models in the field and to determine the evidence for their use and their effectiveness with gifted populations. Although origi- nally conceived as a study more than a decade ago, the models contained herein have been updated with more recent research support as it has become available and as related work on appro- priate curriculum for the gifted has been conceptualized. History of Curriculum Models The history of curriculum development for the gifted has been fraught with problems, similar to the general history of cur- riculum development in this country. Some of the most success- ful curriculum models for gifted learners have been developed 107 108 METHODS AND MATERIALS FOR TEACHING THE GIFTED based on acceleration principles for advanced secondary students (VanTassel- ROWN B Baska, 1998). Many educators worldwide perceive the International Baccalaureate (IB) program and the College Board’s Advanced Placement (AP) program as rep- AND resenting the highest levels of academic attainment available. These programs are ASKA thought to provide important stepping stones to successful college work because -B they constitute the entry levels of such work. Thus, one approach to curriculum development for the gifted may be seen as a “design down” model, where all ASSEL T curricula at the K–12 level are organized to promote readiness for college and the AN V process is both accelerated and shortened along the way for the most apt. -
Autodidacticism Method Teaching ) Apps: Interactive Learning Method for Students Preparation Before Having Class
ATM ( AUTODIDACTICISM METHOD TEACHING ) APPS: INTERACTIVE LEARNING METHOD FOR STUDENTS PREPARATION BEFORE HAVING CLASS 1NAUFAL GAZALI 1,Faculty Of Islamic Studies,Islamic University Of Indonesia ( UII ) E-mail: [email protected] Abstract- Autodidact or Self-taught is a way of learning that naturally existing in the private figure. Students will set personal achievement, responding to what is required, failure and curiosity. They look for and involved in things that can help them to learn and seek feedback to monitor their progress and improve their performance. However, the education system that we have today are not yet supporting tens of millions of students in Indonesia with adequate facilities, so that it can erode their natural motivation indirectly. TEMA Apps implementation of multimedia-based learning to ensure equal distribution of teachers and quality of education for elementary-high school. applications can be installed and run on certain electronic devices. This application has been obtained in a flash that will be distributed free to all schools. In it there are many options the subject matter and simulation questions that have been filled by Tutor-tutor TEMA. In addition, the use of language that is exciting so that students more easily understand and produce interactive learning. implementation of this method will be done with a technique that is applicable to long-term and consistent. Such techniques can be done by implementing the two concepts TEMA Concentrated and Inclusive Concept are done constantly and evaluation of the implementation is done. Of course, in implementing this method will be found obstacles or challenges such as the difficulty of working with the relevant parties in the implementation of the method TEMA. -
The Cambridge Companion to LEIBNIZ
NICHOLAS JOLLEY 1 Introduction Many people first came across the name "Leibniz" when reading Voltaire's Candide, and the encounter is not likely to inspire confi- dence in Leibniz as a great philosopher. In Voltaire's biting satire, the optimism of Doctor Pangloss - whose character is based either on Leibniz himself or on his disciples - appears as a foolish and almost wickedly complacent response to the evils of our world. The reader cannot help but sympathize with Candide's rhetorical question: "If this is the best of all possible worlds, . what can the rest be like?"= Even initial exposure to Leibniz's own texts is not always encourag- ing. Perhaps the most widely read of Leibniz's works is the Mo- nadology, and although, in many respects, a brilliant summary of his final metaphysical views, it is not the best introduction to his philoso- phy. It is natural to feel, as Bertrand Russell once did, that we are presented with "a kind of metaphysical fairy tale, coherent perhaps, but wholly arbitrary" ;"art of the problem is that the fairy tale meta- physics is presented to us in a "take it or leave it" manner with little in the way of sustained argument. Initially, then, Leibniz's reputation as a philosophical genius of the first rank may strike us as puzzling. Deeper acquaintance with Leibniz's work should serve to dispel these doubts. Leibniz did indeed hold that this is the best of all possible worlds, but this thesis is not the complacent nonsense that it appears to be. A little reflection shows that it is a fairly natural position to take up in response to problems of philosophical theol- ogy. -
University of Derby, Edd Thesis
Facilitating the development of critical thinking skills and self-directed learning: An exploration of leadership and curriculum practice in a Palestinian kindergarten. Item Type Thesis Authors Khalaily, Maysoon. Citation Khalaily, M. (2017) 'Facilitating the development of critical thinking skills and self-directed learning: An exploration of leadership and curriculum practice in a Palestinian kindergarten.', University of Derby, EdD Thesis Publisher University of Derby Download date 04/10/2021 10:12:49 Link to Item http://hdl.handle.net/10545/622009 UNIVERSITY OF DERBY FACILITATING THE DEVELOPMENT OF CRITICAL THINKING SKILLS AND SELF-DIRECTED LEARNING: AN EXPLORATION OF LEADERSHIP AND CURRICULUM PRACTICE IN A PALESTINIAN KINDERGARTEN Maysoon Khalaily Doctor of Education 2017 1 Abstract Developing critical thinking in early childhood is vital especially in Western culture since it improves an individual’s skills in creative thinking and enhances a person’s sense of responsibility. This is the fundamental contention of this thesis. These skills assist in developing and implementing a state of mind of not accepting negative situations and instead directs the individual towards trying to resolve and improve it. These issues have not yet been fully explored in Arab-Palestinian society in Israel. The development and application of notions of personal responsibility, critical thinking, and kindergarten-age children’s involvement in learning has yet to emerge as a reality in this community. This is needed because existing theory and practice involving these aspects of learning within the Palestinian system is problematic. Moreover, the development of a new approach to teaching and parenting of kindergarten-age children that fosters critical thinking and personal responsibility may not be a reality that is immediately achievable, but it is a possibility. -
Critical Race Theory in Education: Analyzing African American Students’ Experience with Epistemological Racism and Eurocentric Curriculum
DePaul University Via Sapientiae College of Liberal Arts & Social Sciences Theses and Dissertations College of Liberal Arts and Social Sciences 6-2019 Critical race theory in education: analyzing African American students’ experience with epistemological racism and eurocentric curriculum Sana Bell DePaul University, [email protected] Follow this and additional works at: https://via.library.depaul.edu/etd Recommended Citation Bell, Sana, "Critical race theory in education: analyzing African American students’ experience with epistemological racism and eurocentric curriculum" (2019). College of Liberal Arts & Social Sciences Theses and Dissertations. 272. https://via.library.depaul.edu/etd/272 This Thesis is brought to you for free and open access by the College of Liberal Arts and Social Sciences at Via Sapientiae. It has been accepted for inclusion in College of Liberal Arts & Social Sciences Theses and Dissertations by an authorized administrator of Via Sapientiae. For more information, please contact [email protected]. CRITICAL RACE THEORY: EPISTEMOLOGICAL RACISM Critical Race Theory in Education: Analyzing African American Students’ Experience with Epistemological Racism and Eurocentric Curriculum June, 2019 BY Sana Bell Interdisciplinary Self-Designed Program College of Liberal Arts and Sciences DePaul University Chicago, Illinois 1 CRITICAL RACE THEORY: EPISTEMOLOGICAL RACISM Contents Abstract 3 Section 1 Introduction: The Intersection of White Supremacy Ideology and Curriculum— Epistemological Racism 4 Purpose 4 Conceptual, -
A Vision of the Curriculum As Student Self-Creation: a Philosophy and a System to Manage, Record, and Guide the Process
A vision of the curriculum as student self-creation: A philosophy and a system to manage, record, and guide the process Thesis Presented in Partial Fulfillment of the Requirements for the Degree Master of Arts in the Graduate School of the Ohio State University By Elizabeth Brott Beese, B.A. Graduate Program in Philosophical Studies in Education The Ohio State University 2012 Thesis Committee Bryan Warnick, Advisor Richard Voithofer Copyright by Elizabeth Brott Beese 2012 Abstract This thesis draws upon the interrelated philosophies of constructivism, individualism, self- creation, and narrative identity, to propose a radically liberated and individualized vision of the curriculum. The curriculum is re-framed, here, not as a culturally-prescribed canon of important knowledge and skills, but as a process of aided student self-creation towards their own projected professional and social identities. Finally, a system – with applications of emerging technologies and descriptions of interfaces – is tentatively suggested, towards the aim of recording, managing, and guiding, such a profoundly individualized curriculum. ii Dedication To bigger and better things! iii Acknowledgements With many thanks to the advisors/professors who so supported and/or indulged me in this enterprise, the friends who were sounding boards; and with further thanks to the one-man support system NICHOLAS BEESE, who I am going to marry ten days from the submission of this thing. iv Vita 2007……………………………………………………………………….Cuyahoga Valley Christian Academy 2011……………………………………………………....B.A., -
Chang, Hsien-Pien As an Autodidact in the Art and Crafts of Bamboo
Chang, Hsien-Pien as an Autodidact in the Art and Crafts of Bamboo Wan-Yi Wu*, Li-Hsun Peng,** *Doctoral Program, Graduate School of Design, National Yunlin University of Science and Technology & Industrial Design Department of Da Yeh University [email protected] ** Department of Creative Design, National Yunlin University of Science and Technology, YunTech [email protected] Abstract: The study has participated in “Campus Resident Artists of Traditional Art Program,” and has followed the traditional artist Chang, Hsien-Pien to learn the art and crafts of bamboo. Through deeply understanding, it found out that Chang, Hsien-Pien has become an art master of bamboo by Autodidacticism. In traditional concept, establishing the craft-apprenticeship is the way of talent cultivation, technique heritance and educational training. There are certainly some values and significance of a master’s self-learning process. Under the environment of multi-learning, it has discussed and constructed the mode of autodidacticism, and it believes the results will be helpful to the people who work in the design education area. The study has interviewed the artist Chang, Hsien-Pien firstly, and it analyzed the case by grounded theory as research basis. The autodidacticism mode of Chang, Hsien-Pien began at groundwork settling. His growing process has met the procedure of grounding and continued developing. It applied the rule of triangulation by its multi- viewpoints and theories to interpret the collected data, and found similar or different viewpoints from the subject by comparative analysis to testify and compare their relationships between each other. The purposes of the study are: 1. -
Antiracism and Restorative Justice in Classics Pedagogy
ANTIRACISM AND RESTORATIVE JUSTICE IN CLASSICS PEDAGOGY: RACE, SLAVERY, AND THE FUNCTION OF LANGUAGE IN BEGINNING GREEK AND LATIN TEXTBOOKS by KELLY P. DUGAN (Under the Direction of RUTH HARMAN) ABSTRACT In Greek and Latin textbooks, verbal and visual discourses function together to construe Greco-Roman systems of enslavement. This dissertation is a critical discourse analysis of this construal based on the theories and methodologies of multicultural education and systemic functional linguistics. The findings illustrate how the linguistic resources of appraisal (feelings and character) and transitivity (agency and action) function to sanitize and normalize enslavement. The accompanying comparative analysis to 19th-century American discourses on enslavement demonstrates how the use of these linguistic resources are consistent across time and context. Therefore, although systems of enslavement in the Greco-Roman world were not race-based, the presentation of enslavement in Greek and Latin textbooks today engages in racist discourses that permeate the American education system. The eight chapters of this dissertation examine the context, theoretical framework, methodology, findings, and implications of the research. I begin with a discussion of the current context of Classics in America including its connection to White supremacy. I then narrow the scope by examining the situational context of Greek and Latin classrooms in America. At the center of this work is the analysis of Greek and Latin textbooks using multicultural education and systemic functional linguistics theory and methodology. After discussing the findings, I explore the pedagogical implications of this research. To conclude, the final chapter reflects on the research and offers a look toward future studies on enslavement discourses in American classrooms. -
Freshwater Fishes of Argentina: Etymologies of Species Names Dedicated to Persons
Ichthyological Contributions of PecesCriollos 18: 1-18 (2011) 1 Freshwater fishes of Argentina: Etymologies of species names dedicated to persons. Stefan Koerber Friesenstr. 11, 45476 Muelheim, Germany, [email protected] Since the beginning of the binominal nomenclature authors dedicate names of new species described by them to persons they want to honour, mostly to the collectors or donators of the specimens the new species is based on, to colleagues, or, in fewer cases, to family members. This paper aims to provide a list of these names used for freshwater fishes from Argentina. All listed species have been reported from localities in Argentina, some regardless the fact that by our actual knowledge their distribution in this country might be doubtful. Years of birth and death could be taken mainly from obituaries, whereas those of living persons or publicly unknown ones are hard to find and missing in some accounts. Although the real existence of some persons from ancient Greek mythology might not be proven they have been included here, while the names of indigenous tribes and spirits are not. If a species name does not refer to a first family name, cross references are provided. Current systematical stati were taken from the online version of Catalog of Fishes. Alexander > Fernandez Santos Allen, Joel Asaph (1838-1921) U.S. zoologist. Curator of birds at Harvard Museum of Comparative Anatomy, director of the department of birds and mammals at the American Museum of Natural History. Ctenobrycon alleni (Eigenmann & McAtee, 1907) Amaral, Afrânio do (1894-1982) Brazilian herpetologist. Head of the antivenin snake farm at Sao Paulo and author of Snakes of Brazil.