DOCSLIB.ORG

The Interdependence of Technology, Pedagogy, and Epistemology: a Self-Study of My Pedagogy of Technology Teacher Education

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
The Interdependence of Technology, Pedagogy, and Epistemology: a Self-Study of My Pedagogy of Technology Teacher Education The Interdependence of Technology, Pedagogy, and Epistemology: A Self-Study of My Pedagogy of Technology Teacher Education by Andrea Sator M.A., Simon Fraser University, 2010 B.A., Simon Fraser University, 2000 Thesis Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy in the Educational Technology and Learning Design Program Faculty of Education © Andrea Sator 2019 SIMON FRASER UNIVERSITY Fall 2019 Copyright in this work rests with the author. Please ensure that any reproduction or re-use is done in accordance with the relevant national copyright legislation. Approval Name: Andrea Sator Degree: Doctor of Philosophy Title: The Interdependence of Technology, Pedagogy, and Epistemology: A Self-Study of My Pedagogy of Technology Teacher Education Examining Committee: Chair: Allan MacKinnon Associate Professor Shawn Bullock Senior Supervisor Associate Professor Kevin O’Neill Supervisor Associate Professor Michael Ling Internal Examiner Senior Lecturer Susan E. Elliot-Johns External Examiner Associate Professor Schulich School of Education Nipissing University Date Defended/Approved: October 16, 2019 ii Ethics Statement iii Abstract This research investigates teacher candidates’ theories of knowledge in a technological environment and a post-secondary teacher educator’s pedagogy of technology teacher education. This dissertation attends to the pedagogical interdependence of purposeful technological environments with a view to narrowing the epistemic gap between students and teachers through the design of educational technology within an undergraduate course. The research uses self-study methodology to investigate and improve my pedagogy of technology teacher education and simultaneously advance the fields of educational technology and learning design and technology teacher education. Self-study of teaching and teacher education practices (S-STTEP) is a type of educational research methodology that is concerned with the understanding and improvement of one’s practice and the relationship between teaching and learning in teacher education. A four-part analytical framework in this self-study is used to provide an account of my practice as a technology teacher educator through an analysis of my espoused theories (Argyris & Schön, 1974) (the explicit reasons we give for our actions) and my theories-in-use (Argyris & Schön, 1974) (implicit theories that explain how we behave). The analytical framework coalescences my professional knowledge in an epistemology of practice to help me articulate my assertions for actions as a technology teacher educator using maker pedagogy and experiential learning as technological and educative learning environments. The study of practice as an epistemic source of knowledge supports accesses to one’s authority of practice, which is an ontological lens used to study what resides in knowing-in-action. An authority of practice is the warrant that leads to an understanding of professional identity and professional knowledge, and how it develops and is reframed. The epistemic study of practice in this research makes contributions to educational research in the professional development of the teacher educator through the self-study of educational practices and actions. Keywords: technology education; teacher education; self-study of teaching and teacher education practice methodology; Q-methodology; epistemology of practice; maker pedagogy; experiential learning iv Dedication I dedicate this to my loving mother and father, beautiful sister, and my dear friend Chris. Thank you for your consistent support and your belief in me. Your love allowed me to reach this goal. I love you endlessly. I did this for you. v Acknowledgements Many wonderful people have and continue to inspire me along my academic and career journeys. I feel infinitely fortunate to carry out my work with great thinkers, innovative minds, and collaborative people. An important acknowledgement goes to my senior supervisor, Dr. Shawn Bullock, for always listening, supporting, shaping, guiding, and providing me with opportunities to learn and grow. Dr. Bullock, you have made this work possible. I am inspired by your curiosity and embrace it in the work that I do. Another formative mentor and friend is Dr. Nancy Johnston, whom I wish to thank so very much for her never-ending support, deep conversations, guidance, and for offering me so many opportunities to do the work that I love. There are so many people that I admire and enjoy working alongside. Please know that I deeply appreciate each and every one of you and acknowledge the contributions you have made to this work. vi Table of Contents Approval .......................................................................................................................... ii Ethics Statement ............................................................................................................ iii Abstract .......................................................................................................................... iv Dedication ....................................................................................................................... v Acknowledgements ........................................................................................................ vi Table of Contents .......................................................................................................... vii List of Tables .................................................................................................................. xi List of Figures................................................................................................................ xii Chapter 1. Introduction .............................................................................................. 1 1.1. A Way Forward ...................................................................................................... 2 1.2. The Study .............................................................................................................. 3 1.3. Overview of Research ........................................................................................... 4 1.4. Outline of Dissertation ........................................................................................... 5 1.4.1. Chapter 2: Literature Review ......................................................................... 5 1.4.2. Chapter 3: Research Design, Methodology, and Analytical Framework ......... 5 1.4.3. Chapter 4: Theory of Knowledge in Technological Environments .................. 6 1.4.4. Chapter 5: Identification of Authorizers in the Self-Study Data ....................... 6 1.4.5. Chapter 6: Professional Knowledge in an Epistemology of Practice .............. 6 1.4.6. Chapter 7: Conclusions ................................................................................. 7 Chapter 2. Literature Review ..................................................................................... 8 2.1. Definitions.............................................................................................................. 8 2.1.1. A Definition of Technology ............................................................................. 8 2.1.2. A Definition of Educational Technology ....................................................... 13 2.1.3. A Definition of Maker Pedagogy .................................................................. 14 Making and the Maker Movement .......................................................................... 15 2.1.4. A Definition of Experiential Learning ............................................................ 17 2.1.5. A Definition of Technology Teacher Education ............................................ 18 2.2. Philosophy of Technology .................................................................................... 19 2.2.1. Philosophy of Educational Technology and Learning Design ....................... 21 2.2.2. Social Shaping of Technology ..................................................................... 22 2.3. Educational Technology and Learning Design ..................................................... 26 2.3.1. Theoretical Heritage .................................................................................... 26 The Cognitivist Tradition......................................................................................... 27 The Constructivist Tradition .................................................................................... 27 2.3.2. Movements in the Field ................................................................................ 29 1980s ..................................................................................................................... 29 1990s ..................................................................................................................... 30 2000s and Today ................................................................................................... 32 2.3.3. Research in Educational Technology ........................................................... 35 2.3.4. Myths in Educational Technology and Learning Design ............................... 37 vii Myth #1: Technology can lead to dramatic changes in education ........................... 38 Myth #2: Innovation is good, and technology controls the outcomes in education .. 39 Myth #3: Technology will take the place of the teacher .......................................... 41 The Persistence of
Load more

Recommended publications
  • Embedding Intentional Semantics Into Inquisitive Semantics Valentin Richard
    Embedding Intentional Semantics into Inquisitive Semantics Valentin Richard To cite this version: Valentin Richard. Embedding Intentional Semantics into Inquisitive Semantics. Computation and Language [cs.CL]. 2021. hal-03280889 HAL Id: hal-03280889 https://hal.inria.fr/hal-03280889 Submitted on 7 Jul 2021 HAL is a multi-disciplinary open access L’archive ouverte pluridisciplinaire HAL, est archive for the deposit and dissemination of sci- destinée au dépôt et à la diffusion de documents entific research documents, whether they are pub- scientifiques de niveau recherche, publiés ou non, lished or not. The documents may come from émanant des établissements d’enseignement et de teaching and research institutions in France or recherche français ou étrangers, des laboratoires abroad, or from public or private research centers. publics ou privés. Embedding Intentional Semantics into Inquisitive Semantics Valentin D. Richard Master report Université de Paris supervised by Philippe de Groote, Sémagramme team, Loria, Inria Nancy Grand Est, France July 7, 2021 Résumé Plongement de la sémantique intentionnelle en sémantique inquisitrice La sémantique inquisitrice [14] est un modèle de la sémantique de la langue qui représente uniformément les phrases interrogatives et déclaratives. Les propositions sont représentées par un ensemble d’ensembles de mondes possibles, non vide et clos par le bas, dont les élé- ments maximaux sont appelés alternatives. Les questions ont plusieurs alternatives, lesquelles correspondent à leurs réponses possibles. Dans ce mémoire, on examine le plongement de la sémantique intentionnelle dans la sémantique inquisitrice. On conçoit une extension conserva- trice [23] qui à toute représentation sémantique lexicale associe un sens inquisiteur. On prouve que cette transformation conserve la conséquence logique (et donc l’équivalence logique) et la composition.
    [Show full text]
  • Virkelighedsfilosofi Er Jörg Zeller Bogen Er En Del Af Serien Applied Philosophy/ Skrevet Med Henblik På to Målsætninger
    Redigeret af Mogens Pahuus Redigeret Redigeret af Mogens Pahuus Jörg Zeller Denne anden del af bogen om virkelighedsfilosofi er Jörg Zeller Bogen er en del af serien Applied Philosophy/ skrevet med henblik på to målsætninger. For det før- Anvendt Filosofi ste skal den gennemføre den i første del opridsede konstruktionsplan for en filosofisk virkelighedsfor- # Filosofiens anvendelighed, 2012 Gunnar Scott Reinbacher & Jörg Zeller ståelse, der tager hensyn til den viden, der præger det begyndende enogtyvende århundrede. For det # Aktuelle etiske udfordringer – bidrag til anvendt etik, 2012 andet skal denne anden del gøre et forsøg på at slå DANNELSE Patrik Kjærsdam Telléus & Mogens Pahuus bro over den kløft mellem to videnskulturer, der er næsten lige så gammel som menneskets refleksion # Praksisformernes etik - bidrag til anvendt etik, 2012 I EN LÆRINGSTID Patrik Kjærsdam Telléus & Mogens Pahuus over grundlaget for og fremgangsmåden i vores vir- kelighedsforståelse – kort sagt: kløften mellem form II Virkelighedsfilosofi DANNELSE I EN LÆRINGSTID DANNELSE # The Challenge of Complexity, 2013 Emnet forog denne indhold artikelsamling. er problemet om dannelsens plads i uddan- Gunnar Scott Reinbacher, Ole Preben Riis & Jörg Zeller nelse og undervisning. Spørgsmålet er, om det er nødvendigt med mere eller S 2.1 S 3.1 mindre explicitte forestillinger om dannelse, forstået som den ønskværdige # Theoretical and Applied Ethics, 2013 udvikling af personligheden hos de, der uddannes og undervises. Man har Hannes Nykänen, Ole Preben Riis, Jörg Zeller formuleret sådanne forestillinger i de sidste 2000 år, men heraf følger ikke, at dannelse fortsat er et gyldigt begreb. Måske er vi nu blevet klogere. Det # Dannelse i en læringstid, 2013 mener faktisk ganske mange i dag, og det er noget af grunden til, at man har S S S S Mogens Pahuus gjort læringsbegrebet til det centrale.
    [Show full text]
  • Functions: Selection and Mechanisms SYNTHESE LIBRARY
    Functions: selection and mechanisms SYNTHESE LIBRARY STUDIES IN EPISTEMOLOGY, LOGIC, METHODOLOGY, AND PHILOSOPHY OF SCIENCE Editors-in-Chief: VINCENT F. HENDRICKS, University of Copenhagen, Denmark JOHN SYMONS, University of Texas at El Paso, U.S.A. Honorary Editor: JAAKKO HINTIKKA, Boston University, U.S.A. Editors: DIRK VAN DALEN, University of Utrecht, The Netherlands THEO A.F. KUIPERS, University of Groningen, The Netherlands TEDDY SEIDENFELD, Carnegie Mellon University, U.S.A. PATRICK SUPPES, Stanford University, California, U.S.A. JAN WOLEN´ SKI, Jagiellonian University, Kraków, Poland VOLUME 363 For further volumes: http://www.springer.com/series/6607 Philippe Huneman Editor Functions: selection and mechanisms Editor Philippe Huneman IHPST (CNRS/Université Paris I Sorbonne) Paris, France ISBN 978-94-007-5303-7 ISBN 978-94-007-5304-4 (eBook) DOI 10.1007/978-94-007-5304-4 Springer Dordrecht Heidelberg New York London Library of Congress Control Number: 2012956316 © Springer Science+Business Media Dordrecht 2013 This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, speci fi cally the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on micro fi lms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. Exempted from this legal reservation are brief excerpts in connection with reviews or scholarly analysis or material supplied speci fi cally for the purpose of being entered and executed on a computer system, for exclusive use by the purchaser of the work.
    [Show full text]
  • Describing Students' Pragmatic Reasoning Using
    Florida State University Libraries Electronic Theses, Treatises and Dissertations The Graduate School 2007 Describing Students' Pragmatic Reasoning When Using "Natural Mathematics Computer Interfaces (NMI)" Erich Nold Follow this and additional works at the FSU Digital Library. For more information, please contact [email protected] THE FLORIDA STATE UNIVERSITY COLLEGE OF EDUCATION DESCRIBING STUDENTS’ PRAGMATIC REASONING WHEN USING “NATURAL MATHEMATICS COMPUTER INTERFACES (NMI)” By Erich Nold A Dissertation submitted to the Department of Middle and Secondary Education in partial fulfillment of the requirements for the degree of Doctor of Philosophy Semester Awarded: Summer Semester, 2007 Copyright © 2007 Erich Nold All Rights Reserved The members of the Committee approved the dissertation of Erich Nold, defended on March 2, 2007. _______________________ Janice Flake Professor Directing Dissertation _______________________ Russell Dancy Outside Committee Member _______________________ Elizabeth Jakubowski Committee Member _______________________ Leslie Aspinwall Committee Member Approved: _________________________________________________________ Pamela Carroll, Chairperson, Middle and Secondary Education The Office of Graduate Studies has verified and approved the above named committee members. ii This dissertation is a gift both to and from the ones I love. iii ACKNOWLEDGMENTS I first want to acknowledge the blessing of my loving parents. Numerous colleagues have assisted me in the completion of this work. My Directing Professor Janice Flake contributed numerous key ideas and critiques through conversations over several years. This dissertation would not have been completed without her help and support. I also recognize my initial Directing Professor, Norma Presmeg, who introduced me to C. S. Peirce. Professor Emeritus Benjamin Fusaro patiently lent his ear and wisdom on numerous occasions. I want to extend thanks to Professor Elizabeth Jakubowski who initially attracted me to Florida State University and has supported me ever since.
    [Show full text]
  • CHAPTER 1: Special and Minor Sentence Types
    1 CHAPTER 1: Special and Minor Sentence Types 1. Introduction Starting point for our investigation is the typological survey of "speech act distinctions in syntax" by Sadock and Zwicky (1985).1 They noted that "[i]t is in some respects a surprising fact that most languages are similar in presenting three basic sentence types with similar functions and often strikingly similar forms. These are the declarative, interrogative and imperative" (p.160).2 (1.01) exemplifies this familiar triad. (1.01) a. You have read this. [dec] b. Have you read this? [int] c. Read this! [imp] Sadock and Zwicky add that "[a]s a first approximation, these three types can be described as follows: The declarative is subject to judgements of truth and falsehood. It is used for making announcements, stating conclusions, making claims, relating stories, and so on. The interrogative elicits a verbal response from the addressee. It is used principally to gain information. The imperative indicates the speaker's desire to influence future events. It is of service in making requests, giving orders, making suggestions, and the like" (p.160). The upshot of characterizations like this is that sentence types can be grouped3 according to "sentence moods,"4 which determine (i) specific denotation types, e.g., propositions in the case of declaratives, sets of propositions in the case of interrogatives (Hamblin 1976; Karttunen 1977) and properties (Hausser 1980; Portner 2004), modalized propositions (Kaufmann 2012), "outcomes" (Ginzburg & Sag 2000), or "actions" (Mastop 2005) in the case of imperatives, as well as (ii) (membership among) default illocution types, e.g., assertives in the case of declaratives, question acts in the case of interrogatives and directives in the case of imperatives.
    [Show full text]
  • Studia Semiotyczne — English Supplement Volume XXVII
    Studia Semiotyczne — English Supplement Volume XXVII Editor-in-Chief of Studia Semiotyczne: Jerzy Pelc Assistant Editors of Studia Semiotyczne — English Supplement: Katarzyna Kuś Krystyna Komorowska Witold Wachowski Warsaw • 2015 (2010) Praca naukowa finansowana w ramach programu Ministra Nauki i Szkol- nictwa Wyższego pod nazwą ”Narodowy Program Rozwoju Humanistyki” w latach 2012-2015 (nr projektu 32H 11 002180). This publication is funded by the Ministry of Science and Higher Ed- ucation of the Republic of Poland as part of the National Programme for the Development of the Humanities (project no. 32H 11 002180). ISSN: 2451-2745 Proofreading: Christopher Moore Wojciech Wciórka Typesetting: Tadeusz Ciecierski Juliusz Doboszewski Filip Kawczyński Krystyna Komorowska Michał Zawidzki Contents Marian Przełęcki On the Understanding of Non-Literal Expres- sions 5 Jerzy Pelc A sense of non-understanding 15 Magdalena Zawisławska Metaphor in scientific language based on the example of natural science 23 Adam Pawłowski Quantity structure of lexical fields and the hu- man cognitive processes 35 Joanna Jurewicz On general and abstract terms in archaic thought – on the basis of the Rigvedic term ´a˙mhas 47 Agnieszka Sulich How the Names of Chemical Elements Rep- resent Knowledge 61 Witold Kieraś Schwyzert¨u¨utsch,bambara, and context-free lan- guages 102 Magdalena Derwojedowa Discontinuous structures in natural language 116 Andrzej Zaporowski Thick description and the crisis of repre- sentation – an anthropological study 135 Grażyna Dydel-Wróblewska Personal
    [Show full text]
  • Philosophy in Review/Comptes Rendus Philosophiques Academic
    Philosophy in Review/Comptes rendus philosophiques Editor/ Associate Editor / Directeur directeur adjoint Roger A. Shiner Robert Burch Philosophy in Review Department of Philosophy Department of Philosophy University of Alberta Okanagan University College 4-115 Humanities Centre 3333 University Way Edmonton, AB Kelowna,BC Canada T6G 2E5 Canada VlV 1V7 Tel: 780-492-3307 Tel: 250-762-5445 X7344 Fax: 780-492-9160 Fax: 250-764-6428 E-mail: [email protected] E-Mail: [email protected] URL: http://www.ouc.bc.ca/philosophy/Shiner/index%20new.html As a rule, P.I.R. publishes only invited reviews. However, we will consider for publication submitted reviews of new books in philosophy and related areas. Reviews must be a maximum of 1000 words and will be accepted in either French or English. En general, C.R.P. ne publie que !es comptes rendus qui sont explicitement invitees. Neanmoins, nous prendrions en consideration la publication de comptes rendus soumis, si !es auteurs traitent de livres philosophiques (ou de livres sur un sujet apparente) qui viennent de paraitre. Les comptes rendus devraient etre de 1000 mots au maximum, et le manuscrit redige en fran¢s ou en anglais. Subscription prices for a volume of six issues Institutions Individuals Students $114 (Canada) $55 (Canada) $42 (Canada) US$118 (U.S.A) US$57 (U.S.A.) US$46 (U.S.A) Cdn$170/US$121/£80/El25 (World) Cdn$90/US$60/£40/E63 (World) Cdn$66/US$48/£31/E54 (World) Prix de l'abonnement A un volume de six numeros Institutions lndividus Etudiants $114 (Canada) $55 (Canada) $42 (Canada) US$118 (E-U.) US$57 CE-U.) US$46 (E-U.) Cdn$170/US$121/£80/El25 (World) Cdn.$90/US$60/£40/E63 (World) Cdn$66/US$48/£31/E54 (World) Subscriptions should be sent to the publisher: Les abonnements peuvent etre pris chez l'editeur: Academic Printing and Publishing 9 · 3151 Lakeshore Road, Suite 403 Kelowna, BC, Canada Vl W 3S9 Tel: 250· 764-6427 Fax: 250-764-6428 E-mail: [email protected] Website: http://www.academicprintingandpublishing.com Publications Mail Registration No.
    [Show full text]
  • The Questions of Jesus in John Biblical Interpretation Series
    The Questions of Jesus in John Biblical Interpretation Series Editors in Chief Paul Anderson Yvonne Sherwood Editorial Board Akma Adam – Roland Boer – Musa Dube Jennifer L. Koosed – Vernon Robbins Annette Schellenberg – Carolyn J. Sharp Johanna Stiebert – Duane Watson Ruben Zimmermann VOLUME 115 The titles published in this series are listed at brill.com/bins The Questions of Jesus in John Logic, Rhetoric and Persuasive Discourse By Douglas Estes LEIDEn • BOSTON The titles published in this series are listed at brill.com/bins 2013 Library of Congress Cataloging-in-Publication Data Estes, Douglas. The questions of Jesus in John : logic, rhetoric and persuasive discourse / by Douglas Estes. p. cm. — (Biblical interpretation series, 0928-0731 ; v. 115) Includes bibliographical references and index. ISBN 978-90-04-20510-9 (alk. paper)—ISBN 978-90-04-24029-2 (e-book) 1. Bible. N.T. John—Criticism, interpretation, etc. 2. Jesus Christ. 3. Question (Logic) I. Title. BS2615.52.E88 2013 226.5’066—dc23 2012031732 This publication has been typeset in the multilingual “Brill” typeface. With over 5,100 characters covering Latin, IPA, Greek, and Cyrillic, this typeface is especially suitable for use in the humanities. For more information, please see www.brill.com/brill-typeface. ISSN 0928-0731 ISBN 978-90-04-20510-9 (hardback) ISBN 978-90-04-24029-2 (e-book) Copyright 2013 by Koninklijke Brill NV, Leiden, The Netherlands. Koninklijke Brill NV incorporates the imprints Brill, Global Oriental, Hotei Publishing, IDC Publishers and Martinus Nijhoff Publishers. All rights reserved. No part of this publication may be reproduced, translated, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without prior written permission from the publisher.
    [Show full text]
  • A Study Based on the Theories of Kurt Lewin and John Tribe)
    ISSN 0867-5856 DOI: http://dx.doi.org/10.18778/0867-5856.29.2.01 e-ISSN 2080-6922 Tourism 2019, 29/2 Wiesław Alejziak https://orcid.org/0000-0002-0604-7577 University of Physical Education in Cracow Faculty of Tourism and Recreation Department of Tourism Policy [email protected] A SCIENTIFIC EXPLANATION AND UNDERSTANDING OF EPISTEMOLOGICAL ISSUES IN TOURISM RESEARCH (A STUDY BASED ON THE THEORIES OF KURT LEWIN AND JOHN TRIBE) Abstract: The article presents the essence as well as various models of academic explanation and the explanatory value of understand- ing, indicating their usability and limitations as regards understanding why and how tourism functions. Particular attention has been paid to the epistemological dimension of tourism research, as well as its new directions. The author has referred to two models con- cerning the epistemological aspects of tourism research where the focal point is the category of ‘truth about tourism’. These have been presented in two articles by John Tribe. Keywords: tourism, tourism research, theory, typology, explanation, understanding, prediction, epistemology. 1. INTRODUCTION One of the foundations of knowledge is the assumption as well as in the specific way in which other academic that there is a recognizable regularity and a specific or- functions (understanding and predicting) are performed. der in the real world which makes it possible to sort out For these reasons, the analysis and evaluation of tour- and ‘structure’ different areas of social and economic ism research is not simple, especially from an epistemo- reality (Frankfurt-Nachmias, Nachmias, 2001). Following logical perspective. this assumption, regardless of the intensity of changes By performing three basic functions: descriptive, ex- taking place on the contemporary tourism market, aca- planatory and prognostic (Brzeziński, 2005), science aims demic research tries to explain various facts, processes, to provide verifiable knowledge which helps to explain, phenomena, etc.
    [Show full text]
  • 00 Guest Ed Intro-Matusov.Indd
    Journal of Russian and East European Psychology, vol. 47, no. 1, January–February 2009, pp. 3–19. © 2009 M.E. Sharpe, Inc. All rights reserved. ISSN 1061–0405/2009 $9.50 + 0.00. DOI 10.2753/RPO1061-0405470100 EUG E N E MATUSOV Guest Editor’s Introduction to Parts I and II The School of the Dialogue of Cultures Pedagogical Movement in Ukraine and Russia Individual educators have practiced dialogic pedagogy in the past (e.g., Matusov et al., 2007; Paley, 1989, 1991, 1992; Shor, 1987). There have also been individual educators who developed a theory of dialogue and dialogic pedagogy (e.g., Bakhtin, 2004; Freire, 1986; Plato and Bluck, 1961). None of this is new in dialogic peda- gogy. What is new, in my view, is that the School of the Dialogue of Cultures (SDC) represents both a new vision of dialogic pedagogy and a new phenomenon—a pedagogical movement in the field of dialogic pedagogy. The SDC Ukrainian–Russian pedagogical movement involves an unusual association of philosophers (e.g., Vladimir Bibler, Irina Berlyand, and Anatoly Akhutin, to name a few) and schoolteachers (e.g., Igor Solomadin, Sergey Kurganov, Eugene Matusov is a professor of education at the University of Delaware. He studied developmental psychology with Soviet researchers working in the Vygotskian paradigm and worked as a schoolteacher before emigrating to the United States. He uses sociocultural and Bakhtinian dialogic approaches to learn- ing, which he views as a transformation of participation in sociocultural practice. Address correspondence to School of Education, University of Delaware, Newark, DE 19716; e-mail: [email protected].
    [Show full text]
  • Prolegomena to the Metaphysics of Tense, the Phenomenology of Temporality, and the Ontology of Time
    University of South Florida Scholar Commons Graduate Theses and Dissertations Graduate School June 2018 Time, Tense, and Ontology: Prolegomena to the Metaphysics of Tense, the Phenomenology of Temporality, and the Ontology of Time Justin Brandt Wisniewski University of South Florida, [email protected] Follow this and additional works at: https://scholarcommons.usf.edu/etd Part of the Epistemology Commons, and the Metaphysics Commons Scholar Commons Citation Wisniewski, Justin Brandt, "Time, Tense, and Ontology: Prolegomena to the Metaphysics of Tense, the Phenomenology of Temporality, and the Ontology of Time" (2018). Graduate Theses and Dissertations. https://scholarcommons.usf.edu/etd/7383 This Dissertation is brought to you for free and open access by the Graduate School at Scholar Commons. It has been accepted for inclusion in Graduate Theses and Dissertations by an authorized administrator of Scholar Commons. For more information, please contact [email protected]. Time, Tense, and Ontology: Prolegomena to the Metaphysics of Tense, the Phenomenology of Temporality, and the Ontology of Time by Justin Brandt Wisniewski A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy Department of Philosophy College of Arts & Sciences University of South Florida Major Professor: Joanne Waugh, Ph.D. Alex Levine, Ph.D. Douglas Jesseph, Ph.D. William Goodwin, Ph.D. Date of Approval: July 3, 2018 Keywords: The Spatialization of Time, The Metaphysics of Presence, Heidegger, McTaggart Bergson,
    [Show full text]
  • Epistemology : an Introduction to the Theory of Knowledge / Nicholas Rescher
    Epistemology SUNY series in Philosophy George R. Lucas Jr., editor Epistemology An Introduction to the Theory of Knowledge Nicholas Rescher State University of New York Published by State University of New York Press, Albany © 2003 State University of New York All rights reserved Printed in the United States of America No part of this book may be used or reproduced in any manner whatsoever without written permission. No part of this book may be stored in a retrieval system or transmitted in any form or by any means including electronic, electrostatic, magnetic tape, mechanical, photocopying, recording, or otherwise without the prior permission in writing of the publisher. For information, address State University of New York Press, 90 State Street, Suite 700, Albany, NY 12207 Production by Michael Haggett Marketing by Anne M. Valentine Library of Congress Cataloging-in-Publication Data Rescher, Nicholas. Epistemology : an introduction to the theory of knowledge / Nicholas Rescher. p. cm. — (SUNY series in philosophy) Includes bibliographical references and index. ISBN 0-7914-5811-3 (alk. paper) — ISBN 0-7914-5812-1 (pbk. : alk. paper) 1. Knowledge, Theory of. I. Title. II. Series BD161R477 2003 121—dc21 2003057270 10987654321 Contents Preface xi Introduction xiii KNOWLEDGE AND ITS PROBLEMS Chapter 1: Modes of Knowledge 3 IS KNOWLEDGE TRUE JUSTIFIED BELIEF?3 MODES OF (PROPOSITIONAL) KNOWLEDGE 7 OTHER BASIC PRINCIPLES 10 Chapter 2: Fallibilism and Truth Estimation 15 PROBLEMSOFMETAKNOWLEDGE16 THE PREFACE PARADOX 19 THE DIALLELUS 22 AN APORY
    [Show full text]