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Jürgen Maasz and Wolfgang Schlöglmann

During the last fifteen years, research on affect has been of considerable interest to the mathematics education community. Researchers with an interest in mathematics and gender had a look at aspects of affect in their research studies right from the beginning. Similarly many studies of mathematical problem solving had a growing interest in affect. The main focus of research are now student beliefs and teacher beliefs which are identified as important factors for those influencing learning and teaching.
The thirteen chapters of this book involve many aspect of research on affect like theoretical problems of defining beliefs, the complex relationship between content knowledge and affect, espoused beliefs and teaching practice, domain-specific beliefs as well as the relationship between special learning conditions and affective reactions.

Edited by Robert H. Evans, Julie A. Luft, Charlene M. Czerniak and Celestine H. Pea

This book provides science teacher educators and science educational researchers with a current overview on the roles of beliefs in science education settings. There are four focal areas in the book: an overview of this field of research, lines of research, implications for policy, and implications for educators. Within each of these areas there are specific explorations that examine important areas such as, the roles of beliefs in teaching and learning, the impact of beliefs on student achievement, and ways in which beliefs are connected to teacher actions in the classroom. Throughout all of these discussions, there is a focus on international perspectives. Those reading this book can use the research presented to consider how to confront, challenge, and cultivate beliefs during the teacher professional development process.

Series:

Frank Cranmer

In Religion and belief in United Kingdom employment law, Frank Cranmer discusses the relationships between religion and employment in the wider context. It is a particularly complex area of law that touches on a wide variety of issues, ranging from the basic question, ‘exactly what constitutes a “religion” or “belief”?’ to ‘what kinds of religious dress do my employees have a right to wear to work?’ and ‘what religious standards – if any – can I, as an employer, demand of my employees?’.

The purpose of the study is to provide an overview of some of the current issues and problems surrounding the law relating to employment by religious organisations and the manifestation of religion in the workplace. Because the complexity of the law means that individual outcomes in disputed cases are often depend heavily on the facts, it does so primarily by examining recent case-law.

Proficiency and Beliefs in Learning and Teaching Mathematics

Learning from Alan Schoenfeld and Günter Törner

Series:

Edited by Yeping Li and Judit N. Moschkovich

Efforts to improve mathematics education have led educators and researchers to not only study the nature of proficiency, beliefs, and practices in mathematics learning and teaching, but also identify and assess possible influences on students’ and teachers’ proficiencies, beliefs, and practices in learning and teaching mathematics. The complexity of these topics has fascinated researchers from various backgrounds, including psychologists, cognitive or learning scientists, mathematicians, and mathematics educators. Among those researchers, two scholars with a similar background—Alan Schoenfeld in the United States and Günter Törner in Germany, are internationally recognized for their contributions to these topics. To celebrate their 65th birthdays in 2012, this book brought together many scholars to reflect on how their own work has built upon and continued Alan and Günter’s work in mathematics education.
The book contains 17 chapters by 33 scholars from six different education systems. This collection describes recent research and provides new insights into these topics of interest to mathematics educators, researchers, and graduate students who wish to learn about the trajectory and direction of research on these issues.

In Search of Transcendence

Kierkegaard, Wittgenstein, Kazantzakis

Series:

Jerry H. Gill

This book explores the philosophical/religious thought of Soren Kierkegaard, Ludwig Wittgenstein, and Nikos Kazantzakis in relation to the concept of transcendence. Each of these thinkers has made a strong impact on Western religious and philosophical thought, but each from a nearly completely different angle as well as from a different national background. This comparative study therefore crosses both national and perspectival boundaries. Each of the three thinkers struggled with the notion of transcendence but in uniquely distinct fashion. The conclusion offers yet a third model, the author’s, for understanding transcendence focusing on the concept of “mediation”.

Self-knowledge and Self-deception

The Role of Transparency in First Personal Knowledge

Christoph Michel

Self-knowledge and self-deception present fundamental problems and puzzles to philosophy of mind. In this book accounts of both phenomena are systematically developed and defended against classical and recent views. The proposed 'cognitive ascent model' offers an explanation of the intuitive peculiarity of self-knowledge as well as of the reach and limits of our epistemic privilege. The model builds on a general transparency principle for attitudes. Transparency can be the key to a genuinely first-personal knowledge of attitudes to the extent that someone’s having a certain attitude is to be identified with his attributing a value property to an intentional object. The offered view rejects the strategies of inner sense, parallelism and constitutivism. Paradigmatic self-deception, rather than being a failure of recognizing one’s own mental states is a failure at the level of metacognitive control over belief-formation. Self-deceptive beliefs are formed or maintained against criterial evidence via pseudo-rational adaptations in belief-systems.

Edited by Susanne Garvis and Donna Pendergast

In this book the editors have been able to provide a snapshot of current research being undertaken in the Asia-Pacific region in regards to teacher self-efficacy beliefs. This includes specific focuses on inclusive teaching, professionalism, subject domains, collective efficacy as well as specific contexts of early childhood education and care, primary schools education, special needs schools and teacher education. This allows the reader to begin to develop an understanding about the complexity of teacher self-efficacy as well as the development and relationship between self-efficacy and other theoretical constructs and concepts. The book begins with an overall summary of research in the Asia-Pacific region before moving to a specific focus on research in different countries.
All of the chapters also provide hope to the reader about the possibilities of understanding and supporting teachers and schools beliefs to enhance teacher behaviour. Through the implementation of teacher self-efficacy beliefs into educational contexts, teacher education programmes and professional development programmes, there is strong hope that the outcomes of education systems in supporting all students in their learning can be achieved. By allowing teachers to develop their own sources of efficacy and supporting these through all stages of career development, all children can be supported in their own learning.

Faith Lost: Faith Regained

Rediscovering a Transforming Christian Belief

Series:

James Atkinson

A holistic, positive answer to modernist and post-modernist challenges to Christian faith. Recent trends in theology have adapted to what has been assumed to be universally valid scientific thinking, thereby contributing to the erosion of traditional protestant belief. Pointing to parable as a tool of understanding and appealing to aesthetic appreciation as an analogy, the author makes an impassioned call for a return to an assured biblical faith. The answer lies in a fuller epistemology and a profounder ontology to explain the universe and man’s place in it.

The Inventive Schoolmaster

Simón Rodríguez

Walter Omar Kohan

A constant belief seems to give life to Kohan’s theoretical work and philosophical practice. A supposition that one could never prove, or disprove, motivates Kohan’s ceaseless erring and essaying, his efforts to invent school. We read it in-between the lines of nearly all of his published work, and those who have had the chance to take part in his manner of philosophical ask

Claiming Knowledge

Strategies of Epistemology from Theosophy to the New Age

Olav Hammer

This volume deals with the transformation of religious creativity in the late modern West. Its point of departure is a set of esoteric beliefs, from Theosophy to the New Age. It shows how these traditions have adapted to the cultural givens of each successive epoch.
The claims of each movement have been buttressed by drawing on various structural characteristics of late modernity. The advance of science has resulted in attempts to claim scientific status for religious beliefs. Globalization has given rise to massive loans from other cultures, but also to various strategies to radically reinterpret foreign elements. Individualism has led to an increasing reliance on experience as a source of legitimacy.
The analytical tools applied to understanding religious modernization shed light on changes that are fundamentally reshaping many religious traditions.

This publication has also been published in hardback, please click here for details.