...Reflective Paper 1 Theory and Its Interrelationship with Instructional Practice Ghadeer Alsobahi CIMT862 The interrelationship between theory and instructional practice remains debatable in the education field. Different educators, scholars, philosophers and psychologists have expressed different views on how these two important aspects are related (Desmarais, 2009). Nevertheless, there is no single conventional way to explain this relationship. This paper is a reflective essay about the interrelationship between theory and instructional practice. The paper is based on scholarly articles and personal view of this important aspect in education. Before discussing the relationship between theory and instructional practice, it is important to understand what this concept involve. Theory, according to Thomas Shuell (2013) is a group of interconnected...
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...Ethics and ethical theories: a road map for teaching ethics in business schools Joan Fontrodona (IESE Business School, Spain), Manuel Guillén (University of Valencia, Spain), and Alfredo Rodríguez-Sedano (University of Navarre, Spain) Introduction A three-dimensional framework to explain ethical theories Ethical approaches of business firms Teaching ethics experiences using this framework Discussion of the teaching experiences Conclusions References 1 2 6 9 10 12 13 Introduction This paper tries to contribute, in some way, to the urgent need recently warned by Benedict XVI: “the university, for its part, must never lose sight of its particular calling to be a "universitas" in which the various disciplines, each in its own way, are seen as part of a greater unum. How urgent is the need to rediscover the unity of knowledge and to counter the tendency to fragmentation and lack of communicability that is all too often the case in our schools!”1 This seems to be a challenge for both, Catholic and non-Catholic universities. The purpose of this paper is to present a theoretical framework that helps to conceptualize ethics and to clarify the characteristics and limits of the different ethical theories. In other words, students without philosophical background will find here a synthetic “road map” of ethical approaches. This framework has been previously published in a book in Spain2. In this paper, authors will describe the model and discuss how it has been successfully tested...
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...Philosophy of psychology also closely monitors contemporary work conducted in cognitive neuroscience, evolutionary psychology, and artificial intelligence, for example questioning whether psychological phenomena can be explained using the methods of neuroscience, evolutionary theory, and computational modeling, respectively. Although these are all closely related fields, some concerns still arise about the appropriateness of importing their methods into psychology. Some such concerns are whether psychology, as the study of individuals as information processing systems (see Donald Broadbent), is autonomous from what happens in the brain (even if psychologists largely agree that the brain in some sense causes behavior (see supervenience)); whether the mind is "hard-wired" enough for evolutionary investigations to be fruitful; and whether computational models can do anything more than offer possible implementations of cognitive theories that tell us nothing about the mind (Fodor & Pylyshyn 1988). Philosophy of psychology is a relatively young field because "scientific" psychology—that is, psychology that favors experimental methods over introspection—came to dominate psychological studies only in the late 19th century. One of philosophy of psychology's concerns is to evaluate the merits of the many different schools of psychology that have been and are practiced. For example, cognitive psychology's use of internal mental states might be compared with behaviorism, and the reasons...
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...because they are way different in theory to the European pragmatism and analytic philosophy, known as continental philosophy. In this weeks reading, it states that that pragmatism is an American theoretical movement that was made up in the 1870s by C.S. Peirce. Pragmatists refused to believe the idea that there is such a thing as an independent and modifiable truth. “Pragmatists rejected the idea that there is such a thing as fixed, absolute truth, truth is relative to a time and place and purpose and is thus ever changing in the light of new data” (p 206). Pragmatists believed that the truth was constantly changing as new ideas were introduced. Pragmatists also believed that the ideas needed to be researched by several people and agreed upon by the consensus prior to deeming the ideas true. Such pragmatists are C. S. Peirce, John Dewey, and William James. Another form of philosophy is Analytic philosophy, which focuses mainly on the theories of language, truth, and logic. Analytical philosophy is being able to think sensibly and come to a rational conclusion based on facts rather that emotion, communication assessment, and scientific methods in approaching ideas. Bertrand Russell; an analytic philosopher advanced these theories of truth. Russell was an idealist, and a metaphysical philosopher; he “studied mathematics and wanted to find a satisfactory account of numbers and mathematics”(p 209). Russell did come up with a mathematical theory know as logicism; “all mathematical...
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...2 This chapter describes a four-lens model for understanding adult learning theories and provides adult educators and administrators with a useful conceptual framework for working with adult learners in adult degree programs. Adult Learning Theory and the Pursuit of Adult Degrees Richard Kiely, Lorilee R. Sandmann, Janet Truluck Diane Johnson, after home-schooling her three children, knew she needed an official credential to continue to work in the field of elementary education. Facing mandatory retirement from the Federal Bureau of Investigation, William Branson enrolled in a master’s program in counseling to assist incarcerated juveniles that he had been dealing with for years. Amy Garcia, a mother of two small children, seeks an online, cohort-based program to provide her the skills and abilities needed to advance her career while meeting family and work demands. Diane, William, and Amy reflect several of the groups that make up the growing number of adults pursuing formal degree programs. The strongest growth in educational participation in the past two to three decades has been in part-time enrollments of students over age twenty-five, in particular, women (University Continuing Education Association, 2002). The population of those over sixty years old in the United States is expected to grow from 45 million in 2000 to more than 91 million in 2030; many are participating in adult degree programs (University Continuing Education Association, 2002). The National Center...
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...The role of theory in research is the framework for observation and understanding, which identifies both what we perceive and how we comprehend it. It is a systematic description for the observations that relates to a particular aspect of life (Babbie, 2017, p.8). Research theory is a generalized statement that asserts a connection between two or more types of phenomena. In other words, a theory is a system of interrelated abstracts or ideas. The role of theory guides research and organizes its ideas, and thus, the theory becomes strengthened as more supporting evidence is collected. It will provide a context for predictions, develop the capacity to generate new research, as theory is empirically relevant and often tentative. While the Afro-Centric theory has not been considered as a theoretical base to develop new models, it is imperative to build upon the philosophical concepts of the Afrocentric paradigm and encourage practitioners to embrace the developing philosophy as a theoretical framework and improve new practice models for people of African descent. To build upon this model will advance the Afrocentric paradigm shift and build toward evidence-based human services practice. Therefore, the use of the therapy building process would be useful because it begins with observations and uses inductive reasoning to derive a theory from...
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...specific type or vision of education, and/or which examine the definition, goals and meaning of education. As an academic field, philosophy of education is "the philosophical study of education and its problems...its central subject matter is education, and its methods are those of philosophy".[1] "The philosophy of education may be either the philosophy of the process of education or the philosophy of the discipline of education. That is, it may be part of the discipline in the sense of being concerned with the aims, forms, methods, or results of the process of educating or being educated; or it may be metadisciplinary in the sense of being concerned with the concepts, aims, and methods of the discipline."[2] As such, it is both part of the field of education and a field of applied philosophy, drawing from fields of metaphysics, epistemology, axiology and the philosophical approaches (speculative, prescriptive, and/or analytic) to address questions in and about pedagogy, education policy, and curriculum, as well as the process of learning, to name a few.[3] For example, it might study what constitutes upbringing and education, the values and norms revealed through upbringing and educational practices, the limits and legitimization of education as an academic discipline, and the relation between educational theory and practice. Instead of being taught in philosophy departments, philosophy of education is usually housed in departments or colleges of education, similar to how philosophy...
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...RESEARCH DESIGN Qualitative, Quantitative. and Mixed Methods Approaches SECOND EDITION John W. Creswell University of Nebraska, Lincoln SAGE Publications International Educational and Professional Publisher Thousand Oaks London New Delhi ~ 6 7 6 3Copyright O 2003 by Sage Publications, Inc. -3 All rights reserved. No part of this book may be reproduced or utilized in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without permission in writing from the publisher. Cover image copyright O Sheldan CollinsICorbis; used by permission. For information: Sage Publications, Inc. 2455 Teller Road Thousand Oaks, California 91320 E-mail: order@sagepub.com Sage Publications Ltd. 6 Bonhill Street London EC2A 4PU United Kingdom Sage Publications India Pvt. Ltd. M-32 Market Greater Kailash I New Delhi 110 048 India Printed in the United States of America Library of Congress Cataloging-in-Publication Data Creswell, John W. Research design: Qualitative, quantitative, and mixed method approaches I by John W. Creswel1.- 2nd ed. p. cm Includes bibliographical references and indexes. ISBN 0-7619-2441-8 (c) - ISBN 0-7619-2442-6 (pbk.) 1. Social sciences-Research-Methodology. 2. Social sciences-Statistical methods. I. Title. H62 .C6963 2002 30W.7'2-dc21 Acquiring Editor: Editorial Assistant: Production Editor: Copy Editor: Typesetter: Cover Designer: ...
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...ministry of education and science, ukraine Bogdan khmelnytsky university at cherkasy scientific-Educational Institute of Foreign Languages HERMEUNUTICS Abstract Group 66 5th year Volodymyr Trusevich Cherkasy - 2011 The term hermeneutics covers both the first order art and the second order theory of understanding and interpretation of linguistic and non-linguistic expressions. As a theory of interpretation, the hermeneutic tradition stretches all the way back to ancient Greek philosophy. In the course of the Middle Ages and the Renaissance, hermeneutics emerges as a crucial branch of Biblical studies. Later on, it comes to include the study of ancient and classic cultures. With the emergence of German romanticism and idealism the status of hermeneutics changes. Hermeneutics turns philosophical. It is no longer conceived as a methodological or didactic aid for other disciplines, but turns to the conditions of possibility for symbolic communication as such. The question “How to read?” is replaced by the question, “How do we communicate at all?” Without such a shift, initiated by Friedrich Schleiermacher, Wilhelm Dilthey, and others, it is impossible to envisage the ontological turn in hermeneutics that, in the mid-1920s, was triggered by Martin Heidegger's Sein und Zeit and carried on by his student Hans-Georg...
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...1916 by John Dewey. . Dewey's philosophical anthropology, unlike Egan, Vico, Ernst Cassirer, Claude Lévi-Strauss, and Nietzsche, does not account for the origin of thought of the modern mind in the aesthetic, more precisely the myth, but instead in the original occupations and industries of ancient people, and eventually in the history of science.[1] A criticism of this approach is that it does not account for the origin of cultural institutions, which can be accounted for by the aesthetic. Language and its development, in Dewey's philosophical anthropology, have not a central role but are instead a consequence of the cognitive capacity.[1] In this book Dewey sought to at once synthesize, criticize, and expand upon the democratic (or proto-democratic) educational philosophies of Rousseau and Plato.[citation needed] He saw Rousseau's philosophy as overemphasizing the individual and Plato's philosophy as overemphasizing the society in which the individual lived. For Dewey, this distinction was largely a false one; like Vygotsky, he viewed the mind and its formation as a communal process. Thus the individual is only a meaningful concept when regarded as an inextricable part of his or her society, and the society has no meaning apart from its realization in the lives of its individual members. However, as evidenced in his later Experience and Nature (1925), this practical element—learning by doing—arose from his subscription to the philosophical school ofPragmatism. Dewey's...
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...Grand Nursing Theorist Assignment # 2 Grand Nursing Theorist Assignment # 2 Descriptive Analysis For this assignment, I chose to study grand nursing theorist Dorothy Orem and the nursing concept she introduced, the self-care deficit theory (also known as the Orem model of nursing). I chose to study Dorothy Orem because she is well known in Indiana, the state in which I reside. Orem’s grand nursing theory “was developed between 1959 and 2001…[and] is particularly used in rehabilitation and primary care settings where the patient is encouraged to be as independent as possible” (Orem & Taylor, 2011). Background of Theorist “Dorothy Orem was born in Baltimore, Maryland in 1914. She received her diploma in nursing in 1934 from Providence Hospital School of Nursing, Washington, D.C. Orem received her bachelor of science in nursing education in 1939 and a master of science in nursing education in 1945 from Catholic University of America, Washington, D.C. She had a varied background in clinical practice: OR, pediatrics, adult med-surg, private duty, and ER supervisor. She taught biological sciences, served as a director of nursing service and director of the school of nursing at Providence Hospital, Detroit, Michigan. In 1949, she went to the Indiana State Board of Health, Hospital Division, where she worked to help upgrade the nursing services in general hospitals in Indiana” (Hartweg, 1991). “As part of her master’s degree work, Orem had to formulate a definition of nursing...
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...ADVANCED NURSING The use of theory in qualitative approaches to research: application in end-of-life studies Hung-Lan Wu & Deborah L. Volker Accepted for publication 24 July 2009 Correspondence to D.L. Volker: e-mail: dvolker@mail.nur.utexas.edu Hung-Lan Wu PhD RN Nursing Instructor Meiho Institute of Technology, Pingtung, Taiwan Deborah L. Volker PhD RN AOCN Associate Professor The University of Texas at Austin School of Nursing, Austin, Texas, USA W U H . L . & V O L K E R D . L . ( 2 0 0 9 ) The use of theory in qualitative approaches to research: application in end-of-life studies. Journal of Advanced Nursing 65(12), 2719–2732. doi: 10.1111/j.1365-2648.2009.05157.x Abstract Title. The use of theory in qualitative approaches to research: application in end-of-life studies. Aim. This paper is a report of an analysis of the use of theory in qualitative approaches to research as exemplified in qualitative end-of-life studies. Background. Nurses researchers turn to theory to conceptualize research problems and guide investigations. However, researchers using qualitative approaches do not consistently articulate how theory has been applied, and no clear consensus exists regarding the appropriate application of theory in qualitative studies. A review of qualitative, end-of-life studies is used to illustrate application of theory to study design and findings. Data sources. A review of theoretical literature was carried out, focusing on definitions and use of theory in qualitative end-of-life...
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...place in the OT profession. Paradigms form the philosophical base of the OT profession, while models focus on the relationship between occupation, person and environment within the OT profession (Cole, 2008). Frames of reference in a sense take into account the paradigms and models in OT, however are focus on specific assessments and interventions (Cole, 2008). Paradigm, as described by Kielhofner (as cited in Cole, 2008) is an idea surrounding the most essential assumptions and beliefs, which aids in the development of a profession. Paradigm is viewed as a broad overview which, “contains the guiding premises and theories behind our profession as a whole” (Mason, 2015). Paradigm within the OT profession are used to describe the...
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...Design & Creative Technologies, AUT University, Private Bag 92006, Auckland 1142, New Zealand a r t i c l e i n f o Article history: Received 2 October 2010 Received in revised form 14 September 2011 Accepted 14 September 2011 Keywords: Public relations Dialogue Two-way symmetric communication Risk a b s t r a c t This paper follows a critical approach in exploring the philosophical underpinnings and key features of dialogue in public relations practice and thinking. It argues that dialogue has been uncritically equated to two-way symmetrical communication, which has not done justice to the nature of dialogue, and has effectively stifled concrete development of a dialogic theory in public relations. The paper draws from a range of literature, including mainstream public relations and communication philosophy—in particular the philosophy of Martin Buber. The purpose of this paper is to inform public relations thinking by encouraging debate rather than proposing a new theoretical approach. As such, it sets out to explore the concept of dialogue and its philosophical underpinning, considers its practical application and suggests that it should not be seen as superior to persuasion. © 2011 Elsevier Inc. All rights reserved. 1. Introduction The term “dialogue” has become ubiquitous in public relations writing and scholarship, and even more so in the light of the ever-evolving Internet and its social media application (see e.g. Briones, Kuch, Fisher...
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...family business. For one year, he was a pupil at the same school as a younger boy named Adolf Hitler. Wittgenstein developed an interest in the nascent field of aeronautics and went to the University of Manchester to study aeronautical engineering. While he was there, he became increasingly preoccupied by mathematical and philosophical questions. Understanding that the highest authority on these questions at the time was Bertrand Russell, Wittgenstein impulsively traveled to Cambridge in 1911 and requested that Russell take him on as a student. Russell was hesitant at first but was soon impressed by Wittgenstein’s intelligence. Wittgenstein was brought into philosophy by Bertrand Russell, who was one of the founders of the analytic movement in philosophy. In the Investigations, Wittgenstein is concerned primarily with the very impulse to think philosophically more than he is with any particular philosophical views. Nevertheless, we find in the Investigations a preoccupation with language, and we can see the enduring influence of Frege and Russell in Wittgenstein’s conviction that a proper understanding of language will expose the hidden flaws in philosophical reasoning. Wittgenstein takes the example of game, showing that there is no rigid definition that includes everything we consider a game and excludes everything we do not consider a game, but we nevertheless have no difficulty in using the word game correctly. As far as Wittgenstein is concerned, ordinary language is perfectly...
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