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Author: Angel Ruiz

emphasis on real contexts was added This was synonymous with “mathematics for life,” something that everyone would agree on. The reformers felt it necessary to design an “image” of the curriculum that would allow its proper “marketing.” Working with real contexts, however, did not obey only to a political

living in poverty and was labelled a “failing” school in 2011 because its standardised mathematics test scores fell in the bottom 5% of schools across the state. When schools fail by measure of test scores, both academic and public discourse about such failure can generate a view of the professionals who

are dialogically developed in the interface between their intimate terrain and the practices and discourses to which they are exposed in the present. On this basis, we conceptualize a teacher’s professional identity as “a set of self-understandings related to ways of being, living, and projecting into

2 What Is a Democracy?

shared values to become manifest. This process is one of give and take communication between and among many members of different societal subgroups such as families, schools, governmental structures, and more. In a form of social life that meets the standard, people are motivated to engage in activities

In: The Handbook of Dewey’s Educational Theory and Practice
Chapter 23 A Pedagogy of Presence

mine, then let us work together. 1 Recently, I initiated a creative work in the form of an open art studio at a shelter for homeless women. My inquiry and subsequent narration are informed by an understanding of life’s unfolding as Ground, Path, and Fruition, a Shambhala articulation of the

In: Art as an Agent for Social Change
Author: Jane Ogden

also learned that students learn better if they are having fun and can relate to what is being taught so I made my lectures lively and full of real life examples. My first full time post was also at a Polytechnic and again I was determined to keep my students awake and to help them see the reality of

In: Exploring Pedagogic Frailty and Resilience
3 Mindfulness and Progressive Education

being alive. That is why mindfulness is a source of happiness and joy. (para. 2) This basic tenet of Buddhist philosophy is not far from Dewey’s famous equation of living with education (1897), where he points out that education is the art of learning to maximize what life has to offer us in our

In: The Handbook of Dewey’s Educational Theory and Practice
10 Examining Educative Versus Mis-Educative Experiences in Learning to Teach

their own submergence in the habitual, even in what they conceive to be virtuous, ask the ‘why’ in which learning and moral reasoning begin. (p. 46) For Dewey (1939) , democracy was an ethical or moral ideal. He believed that a moral ideal was a choice, a preference for living one type of life as

In: The Handbook of Dewey’s Educational Theory and Practice
Chapter 5 Teachers’ Moral Competence in Pedagogical Encounters

1 Introduction This chapter presents the Education for Democratic Intercultural Citizenship ( EDIC ) module called ‘Teachers’ moral competence in pedagogical encounters’, which emphasises ethical sensitivity, a growth mindset in learning, and purpose in life. We explain the theories behind

Open Access
In: Education for Democratic Intercultural Citizenship
Chapter 1 In Focus

theatrical presentation involved post-performance discussions that formed the foundation for audience members’ creativity and problem-solving, using their own real-life communities for reference. This functioned as a starting point for policy discussions on how to address trauma effectively and promote

In: Art as an Agent for Social Change