Ethics in Higher Education Collection aims to help students, teachers and higher education administrators to stay well informed on ethical issues affecting university life, and to understand how to advocate for the respective interests of all interested parties, at the institutional, state, regional and international levels.From the empirical point of view the collection on ethics in education includes documents that explain what the newest forms of innovative education are, why didactic method is as important as the delivery of a good curriculum, and this collection could even give concrete insights on how to support by means of institutional efforts students to aspire to and plan for education.The main aim of the collection is to transcend the empirical layer of education in order to provide a careful normative description and ethical incentives for good education. But what does good education mean? Is it mastering of technology, developing disinterested knowledge, apply practical knowledge in context, or self-understanding and virtue? Inspired by the wisdom collected since early Antiquity to the current contexts, Globethics Library should help to manifest the highest level of academic integrity and reminds us that simply dealing with others honestly and fairly are universal values.

Recent Submissions

  • Sobre la tolerància, la democràcia i l’educació

    Navarro Zárate, Raúl; Salinas Fuentes, Héctor (Universitat de Barcelona, 2023)
    En aquest article plantegem pensar l’educació en relació amb la tolerància i la democràcia. Proposem que la vinculació de l’educació amb aquests dos conceptes requereix un exercici que ens permeti ser capaços de pensar més enllà de la nostra pròpia cultura, és a dir, sobrepassar-la, per propiciar una millora de la qualitat humana dels ciutadans. Per això proposem un recorregut i una reflexió estructurada a l’entorn de tres eixos, en què s'aborden, en un primer moment, les complexitats culturals i les polítiques del procés civilitzatori, i, en un segon moment, els precedents del viure democràtic i el viure tolerant, però en un context on ja no es compta amb models hegemònics que busquin resoldre els problemes de la convivència. Finalment, abordem el tema de l’educació mostrant la necessitat d’una educació vinculada a una certa saviesa que es dirimeix en el terreny de la pluralitat i la interfecundació de cultures.
  • Empire and Education

    Means, Alexander J.; Sojot, Amy N.; Ida, Yuko; Sustarsic, Manca (Scholarly and Creative Work from DePauw University, 2023-04-18)
    Empire is in a state of emergency. A global pandemic and an ongoing secular crisis of capitalism, ecological instability, racism and ethnic conflict, geopolitical tensions, and specters of war all haunt the global order. Education preforms a key role in producing the subjective capacities that nourish Empire within its current neoliberal form. Simultaneously, education and pedagogy contain creative elements, presenting an immanent surplus that always exceeds incorporation. Empire and Education builds on the influential work of Michael Hardt and Antonio Negri to examine the role of education and pedagogy in the making and unmaking of Empire within our historical conjuncture. The essays included in the book, which include an interview with Michael Hardt, mobilize concepts of biopolitics, swarm intelligence, revolution, love, stupidity, the body, multitude, networked solidarity, and the common to imagine pedagogical possibilities for collective life beyond Empire. This book was originally published as a special issue of the journal Educational Philosophy and Theory.
  • La pedagogía como forma de vida: Reflexiones sobre la ejemplaridad moral y el oficio de profesor

    Buxarrais Estrada, Maria Rosa; Vilanou, Conrad; Universitat de Barcelona. Facultat d'Educació; Ortega González, Eric (Universitat de Barcelona, 2024-02-29)
    Programa de Doctorat en Educació i Societat
  • Horizonte y estructura de la pregunta pedagógica / Horizon and structure of the pedagogical question

    Arturo G. Rillo; Maria Luisa Pimentel Ramírez; Mario E. Arceo Guzmán; Héctor Ocaña Servin; Leticia García Pérez; Daniela Hernández Monroy (Universidad de Costa Rica, 2011-04-01)
    En este artículo se abren caminos para la reflexión y la investigación de la pregunta pedagógica como un problema hermenéutico sustentado en la dialéctica de la pregunta y la respuesta. El punto de partida se construyó mediante las coordenadas propuestas por Heidegger (punto de mira, dirección de la mirada y horizonte de la mira) y los prejuicios que subyacen en la tradición educativa contemporánea. El análisis se proyecta hacia la identificación de la estructura y el horizonte de la pregunta pedagógica confrontando los aportes de Heidegger, Gadamer y Freire en la elaboración de una pedagogía de la pregunta. La estructura de la pregunta incluye lo puesto en cuestión, lo preguntado y lo interrogado, lo que posibilita construir un horizonte para comprender la pregunta pedagógica desde la aproximación del estudiante a los saberes desde una praxis liberadora. Se concluye que la estructura y el horizonte de la pregunta pedagógica se sustentan en la lógica concreta del trabajo hermenéutico, donde la apertura del estudiante a las experiencias y vivencias desvela la construcción de su conocimiento mediante el arte de pensar que deriva de la praxis transformadora.   In this article, open paths for reflection and research on the pedagogical question as a problem of interpretation supported by the dialectic of question and answer. The starting point is constructed using the coordinates proposed by Heidegger (sights, gaze direction and horizon of staff) and prejudice that underlie the contemporary educational tradition. The analysis projects to identify the structure and the horizon of the pedagogical question confronting the contributions of Heidegger, Gadamer and Freire in the development of pedagogy of the question. The structure of the question includes the position in question, as asked and questioned, making it possible construct one horizon to understand the pedagogical question from the student with knowledge from a liberating praxis. We conclude that the structure and the horizon of educational questions are based on the specific logic of the hermeneutic work, where the opening of student experiences and experiences reveals the construction of knowledge through the art of thinking that derives from the transformative praxis.
  • Beyond embedded: Blended roles for information professionals in the 21st century knowledge economy

    Hyun-Duck Chung (18106744); Chris Kim (16991493); Helen Kula (18106747) (2024-03-05)
    Twenty-first century librarians work with diverse populations with a variety of needs. Information users take multiple roles and institutional affiliations, collaborating across disciplines and domains of expertise. Librarians at the Gerstein Science Information Centre (Gerstein) of the University of Toronto Libraries (UTL) in Ontario, Canada have embraced the challenge of providing services that not only expand across traditional boundaries of public, academic and corporate information services, but also reach beyond a local user base. They meet this challenge by taking on embedded and blended roles as market intelligence information specialists at the MaRS Discovery District (MaRS), an innovation centre that works closely with the University of Toronto community. Working as a cohesive team, information specialists and industry analysts at MaRS serve clients that have diverse information needs, which span multiple industry sectors: information, communications and entertainment; life sciences; clean-tech and advanced manufacturing & materials; and social innovation. In the absence of a physical library, the market intelligence team leverages proprietary electronic subscriptions and publicly available information to deliver quality information services in a unique and sustainable way. This chapter will provide a case study that examines the growth of the operation from a single information specialist to a larger team over time, explains the current structure of the team, and explores the complementary strengths and skill sets of the various team members.
  • La pedagogía como forma de vida: Reflexiones sobre la ejemplaridad moral y el oficio de profesor

    Buxarrais Estrada, Maria Rosa; Vilanou, Conrad; Universitat de Barcelona. Facultat d'Educació; Ortega González, Eric (Universitat de Barcelona, 2024-02-29)
    [spa] Los maestros son esas figuras pedagógicas capaces de alterar nuestra forma habitual de ser y estar en el mundo, nuestro corriente existir. Muchas son las historias de vida que basan, de hecho, buena parte de su contenido en estas experiencias pedagógicas, recogiendo el profundo impacto que el encuentro con determinada persona imprimió en la totalidad de su ser y en su devenir posterior. Esa es la razón por la que el presente trabajo busca comprender estas figuras imprescindibles en la formación de los seres humanos y hacerlo a la luz de sus características esenciales y de su forma particular de vida. De este modo se pretende estudiar la figura del maestro y su vinculación con la pedagogía como forma de vida, analizando la relación que en él se da entre la ejemplaridad moral y el oficio de profesor. Para ello, se seguirá una metodología hermenéutica, forma habitual de trabajo en campo de la filosofía de la educación, que consiste en leer, pensar y escribir acompañado de autores, teorías y textos relevantes. Y que en este trabajo queda reflejada en un texto de carácter ensayístico que representa los argumentos y las idas y venidas en las distintas fases de la investigación. Como prolegómeno al análisis de los elementos que conforman la figura del maestro se presenta en la primera parte, titulada Aproximación a la pedagogía como forma de vida, una concepción filosófica que bebe de los planteamientos desarrollados por Pierre Hadot y Michel Foucault. Y de la cual deriva una forma de comprender la pedagogía como un modo particular de existencia vinculada a unas formas de hacer, pensar y relacionarse con el mundo, con los demás y con uno mismo eminentemente formativas. Las dos partes siguientes se adentran en los elementos para la comprensión de la figura del maestro desde una aproximación pedagógica. La primera parte, titulada La ejemplaridad moral, introduce la ejemplaridad a través de múltiples perspectivas: como ser prototípico (Javier Gomá) como ser admirable (Linda Zagzebski) y como vía de acceso práctico y epistémico (Bryan R. Warnick). Triada conceptual que sitúa la ejemplaridad moral como un fenómeno indispensable para la comprensión de la figura del maestro y la pedagogía como forma de vida. Y, la segunda, denominada El oficio de profesor, establece a través de una polifonía de autores os elementos que permiten identificar este oficio. La escuela, el amor, la vocación, la relación, la seducción, la transmisión y la atención surgen como sus características fundamentales. La conjugación de las partes anteriores lleva al culmen de esta investigación. En El maestro y la pedagogía como forma de vida se ofrece una concepción de la figura del maestro que surge de la síntesis entre un oficio netamente pedagógico como lo es el oficio de profesor y la ejemplaridad moral como forma de estar en el mundo. Dicha ejemplaridad supone una disposición que afecta de una vez por todas el oficio, se incardina con él, y permite la emergencia de una forma de vida dedicada a formarse a uno mismo y formar a los demás. Eso es, en último término, lo que esta tesis denomina la «pedagogía como forma de vida», forma de vida que encuentra, en el maestro, su máxima expresión.
  • Validación de una escala para medir la adaptación de docentes universitarios peruanos a los medios académicos virtuales

    Minaya-Herrera, Maria-Elizabeth; Becerra-Santacruz, Angel; Puño-Quispe, Lucy (Revista Española de Pedagogía, 2024)
    University teachers have had to adapt to the changes required by virtual education. The aim of this study is to adapt and validate the scale of adaptation to virtual academic media in Peruvian university teachers. The participants were 252 university teachers selected using purposive non-probability sampling. The instrument being adapted was the student adaptation to college questionnaire of Rodriguez-Ayan and Sotelo (2014), which consists of eleven items distributed across three dimensions. The content validity was studied by means of the judgement of twelve experts. We carried out exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) and estimated the reliability using Cronbach’s alpha. Before calculating the Kaiser-Meyer-Olkin coefficient (0.916) and performing Bartlett’s test of sphericity (χ2 = 2571.3, p
  • Amplify: Elevating Student Voice of Youth Experiencing Homelessness Through Podcasting

    Silva, Kimberley A (Digital Commons@Georgia Southern, 2024-03-05)
    Discover the synergy of student voice, podcasting, and equity. Empower the voices of students experiencing homelessness in your schools through podcasting with best practices and trauma-informed insights. Learn the basics of starting a podcast with students, access a comprehensive toolkit, and hear from youth speakers. Don't miss this opportunity to amplify diverse voices and break down educational barriers for students experiencing homelessness with podcasting.
  • Thinking without Heidegger?

    Kai Horsthemke (Cardinal Stefan Wyszynski University Press, 2019-09-01)
    There has been a resurgence of Martin Heidegger’s ideas in recent years, especially within English-language philosophy of education. Yet, there have also been other developments that deserve to be taken seriously, first and foremost the indication that his anti-Semitism informs not only his personal beliefs and political stance but is already rooted in his philosophy, notably his ontology. It is these developments and the context of Heidegger’s philosophy that are examined first, before I return to the purported significance of his ideas for education towards the end of this essay.
  • Inquiry-based learning pedagogies in the arts and social sciences: purposes, conceptions and approaches

    Philippa Levy (17320321); Jamie Wood (17170327) (2009-12-25)
    This paper discusses themes arising from meta-analysis of an extensive body of ‘theory of change’ data associated with inquiry-based learning initiatives in arts and social sciences disciplines in one UK university. The majority of educators’ theories of change proposed IBL as a means of engaging students actively with existing knowledge and of developing skills of relevance to ‘real world’ life and work; far fewer explicitly referred to students as contributing to knowledge creation during their inquiry experiences. In general, theories of change reflected a widely shared belief that appropriate progression in inquiry would involve students in more strongly ‘information-oriented’ and ‘teacher-led’ modes at the start of their academic careers, towards more ‘discovery-oriented’ and ‘student-led’ forms as they become more experienced practitioners of their discipline. Models of practice associated with these different modes of inquiry-based learning are outlined in the paper. The authors suggest that the view that students must wait until higher levels of study to begin formulating and pursuing their own inquiry questions is open to challenge.
  • Percepción de estudiantes a distancia sobre la influencia de las TIC en su formación académica

    Blanco Hernández, Ingrid del Carmen; Arias Pertu, Dayana Carolina; Franco Fajardo, Martha Lucia; Miranda Pájaro, Nelsy María (2024)
    Existe uma relação diretamente proporcional entre a educação e os avanços tecnológicos, ou seja, à medida que a tecnologia evolui, a educação deve estar na vanguarda desses avanços tecnológicos, incorporando-os aos seus processos de formação acadêmica. Este artigo apresenta os resultados da pesquisa realizada no CentroTutorial San Juan Nepomuceno da Universidade de Cartagena (Cartagena-Colômbia),cujo objetivo foi determinar a percepção dos alunos sobre a influência das Tecnologias da Informação e Comunicação (TIC) em sua formação acadêmica, com base nas ferramentas tecnológicas disponibilizadas pela instituição em estudo. A metodologia foi descritiva, foi realizada uma revisão bibliográfica sobre as TIC na educação e, em seguida, foram desenvolvidos, avaliados e aplicados os instrumentos utilizados para coletar as informações. A par tir dos resultados obtidos, conclui-se que a percepção dos alunos sobre a influência das TIC em sua formação acadêmica é altamente significativa, e eles também consideram que a instituição em questão deve melhorar sua infraestrutura tecnológica.
  • La vida que aprendo

    Suárez, Maria del Mar; Cela, Jaume, 1949- (Universitat de Barcelona, 2024-02-06)
    [spa] La vida que aprendo es el título del libro de Carles Capdevila que recoge un conjunto de sus artículos. Lo compré para Sant Jordi y le pedí que me lo dedicara. Escribió las siguientes palabras: «Maestro Jaume, estimado amigo, ¡gracias por todo lo que hemos aprendido juntos! Salud y buen humor». 
 [cat] La vida que aprenc és el títol del llibre de Carles Capdevila que recull un conjunt dels seus articles. Vaig comprar-lo per Sant Jordi i li vaig demanar que me’l dediqués. Les paraules que va escriure són aquestes: «Mestre Jaume, estimat amic, gràcies per tot el que hem après junts! Salut i bon humor».
  • Steps towards a philosophy of computing education. [Discussion paper].

    Mühling, Andreas; Jormanainen, Ilkka; McDermott, Roger; Daniels, Mats; Frezza, Stephen T. (Association for Computing Machinery (ACM), 2024-02-06)
    Is it meaningful to talk about the philosophy of computing education? What is its subject matter and methods? Is it different from, or a subfield of, the philosophy of science education or the philosophy of technology education or the philosophy of engineering education? And how does the study of the philosophy of computing education help us with the goal of teaching students about computing? In this paper, we attempt to examine these questions. We look at the role of philosophical inquiry in the STEM fields and examine the philosophies of education found in those subjects. We first attempt to identify a framework for characterising questions of a philosophical nature that is appropriate for application to the STEM subjects. We describe the categories such questions fall under and consider methodological questions associated with this kind of inquiry. We also look at issues that arise within the philosophy of education and which are relevant when considering the philosophies of disciplinary education. We investigate some of the similarities and differences that exist between these fields and a philosophy of computing education and provide an initial description of the latter. We briefly consider other "sense-making" vocabulary used in computing education research, such as "theory" and suggest reasons why philosophical inquiry should be an important part of computing education research.
  • Sens edukacji. Kształcący charakter pytania

    Depta-Marel, Dominika (2018-12-10)
    Godoń, Rafał
  • European Philosophers Radim Palouš and Jozef Piaček on Phenomenological Themes of Education, Syncriticism and Philosophy of Concordance

    Peter Rusnák; Marcel Martinkovič (Nicolaus Copernicus University in Toruń, 2023-08-01)
    In the present article, the possibilities of teaching the philosophy of syncriticism and life of concordance as conditio humana and mediation of philosophical thinking to youth (students) and teachers in the era of ignorance (Konrad Paul Liessmann) are discussed. Using the philosophical concept of syncriticism, the author attempts to open and defend the otherness of philosophy in the system of education, justify its enriching and provocative dimension, its free-teaching time (Jan Patočka), life practice in building relationships and the authentic life of our everyday existence (Radim Palouš). In the philosophy of syncriticism and competence of concordance (Jozef Piaček) and in indifference to the future, we see the meaningfulness of philosophical education and find its new possibilities and challenges concerning homo educandus.
  • DETECTION AND SYSTEMATIZATION OF SIGNS AND MARKERS OF MODIFICATIONS IN MEDIA CONTENT FOR THE DEVELOPMENT OF A METHODOLOGY TO ENHANCING CRITICAL THINKING IN THE ERA OF DEEPFAKES

    Ганна Чемерис (Makarenko Sumy State Pedagogical University, 2024-02-01)
    Modernity demonstrates a critical need for pedagogical support and the development of a methodology to enhance critical thinking in the face of escalating misinformation and advanced media manipulation, mainly through deepfake technology. The paper focuses on creating a comprehensive framework for detecting manipulated content and identifying indicators such as pixelization, unnatural expressions, etc. With attention to international and Ukrainian efforts, the work advocates for ongoing research adapted to evolving technologies to improve media literacy programs in combating emerging forms of misinformation. Problem statement. The problem is the urgent need for a comprehensive methodology that fosters critical thinking skills to combat disinformation and manipulation of artificially reproduced media content, particularly in the context of emerging technologies like deepfakes. The challenge involves assessing existing pedagogical approaches, addressing gaps, and equipping both learners and educators to navigate the complexities of the digital age. Digital transformation, in general, and the spread of artificial intelligence for media generation, in particular, are irreversible processes in the modern world, so the urgent issue, given the challenges of the digital economy and the needs of the digital society, is to find forms, methods, and means of shaping the critical thinking of citizens to counteract manipulation and disinformation by synthetically reproduced media content. It is essential to develop a database with systematically organized materials categorized based on identified markers for the subsequent creation of training materials to solve the outlined issues. Materials and methods. A comprehensive approach was employed, combining general (systemic, instrumental, and functional approaches, dialectical and comparative analysis, synthesis, and systematization for the study of pedagogical, scientific-technical, and methodological literature), specific (observation and analysis of educational practices), and general-logical methods (extrapolation, induction, and deduction for formulating conclusions) in scientific research to solve the tasks set in the study. This allowed for the examination of the current state, evaluation of the practical results of implementing the developed methodology for critical thinking formation, and identification of priority avenues for improving education in the context of the strategy to enhance media literacy and critical thinking among the population and science. The study aimed to determine priority pathways within the framework of the development of methodology of critical thinking and pedagogical support to counteract disinformation and manipulation of artificially reproduced media content and to characterize its potential scientifically. The development of critical thinking and pedagogical support to counteract disinformation and manipulation of artificially reproduced media content requires the following materials analysis: scientific-technical literature (materials offering a scientific understanding of the technical aspects related to media content creation, modification, and reproduction), methodological literature (guides and methodologies focused on developing educational frameworks and strategies to enhance critical thinking in the context of media literacy), synthetically reproduced media content (media content, especially in the context of emerging technologies like deep fake to identify modification markers). Results. The study is devoted to analyzing, identifying, and systematizing markers and signals for identifying media manipulation to create a database for the methodology in the form of methodological cards. A comprehensive database with classification is being developed, focusing on methodological interactive cards with 66 curated cases of deepfakes and synthetically reproduced media (in Ukrainian). This initiative aims to provide educators, researchers, and learners with a versatile resource for understanding the challenges posed by manipulated media. Conclusions. In response to the escalating threat of disinformation and advanced media manipulation, there is a critical need to develop a robust methodology for enhancing critical thinking skills. The study highlights global concerns about false information, mainly through deepfake technology, jeopardizing public trust and enabling psychological manipulation. Future research should consider revising media literacy programs to elevate citizens' critical thinking in the face of evolving digital landscapes and the increasing capabilities of artificial intelligence in generating media content.
  • Graduates and competences: analyzing the gap between university and enterprise = Graduats i competències: analitzant la bretxa entre universitat i empresa = Graduados y competencias: analizando la brecha entre universidad y empresa

    Riera i Prunera, Maria Carme; Alcañiz, Manuela; Chuliá Soler, Helena; Pujol Jover, Maria (Universitat de Barcelona, 2022-04-05)
    [eng] As a result of the process of convergence relative to higher education initiated in Bologna in 1999, the role of the University in the society is undergoing a profound transformation. The traditional paradigm, according to which the University is the point of departure for constructing knowledge at the highest level, is now under consideration in order to accommodate more vocational training studies, which include the acquisition of competencies as a central pillar. Nevertheless, two of the main actors that play a role in the process, academics and entrepreneurs, have different points of view with respect to the skills a graduate entering the labor market should have. Based on the results from a survey conducted at the University of Barcelona, we will show how firms turn in favor of competencies related to medium-short term productivity, whereas the university balks at setting aside knowledge with more scientific nature. This scenario reinforces the need of a deeper dialogue between University and firms, pointing out the benefits that some adjustments in college training may end up providing the society. [cat] Com a resultat del procés de convergència en relació amb l'educació superior iniciat a Bolonya el 1999, el paper de la Universitat en la societat està experimentant una profunda transformació. El paradigma tradicional, segons el qual la Universitat és el punt de partida per construir coneixements al més alt nivell, s'està estudiant ara per donar cabuda a més estudis de formació professional, que inclouen l'adquisició de competències com a pilar central. No obstant això, dos dels principals actors que juguen un paper en el procés, acadèmics i emprenedors, tenen punts de vista diferents respecte a les competències que ha de tenir un graduat que entra en el mercat laboral. A partir dels resultats d'una enquesta realitzada a la Universitat de Barcelona, mostrarem com les empreses es giren a favor de competències relacionades amb la productivitat a mitjà-curt termini, mentre que la universitat aposta per deixar de banda el coneixement amb més caràcter científic. Aquest escenari reforça la necessitat d'un diàleg més profund entre la Universitat i les empreses, assenyalant els beneficis que alguns ajustos en la formació universitària poden acabar aportant a la societat. [spa] Como resultado del proceso de convergencia relativa a la educación superior iniciado en Bolonia en 1999, el papel de la Universidad en la sociedad está experimentando una profunda transformación. El paradigma tradicional, según el cual la Universidad es el punto de partida para construir el conocimiento al más alto nivel, está ahora en consideración para dar cabida a más estudios de formación profesional, que incluyen la adquisición de competencias como pilar central. Sin embargo, dos de los principales actores que juegan un papel en el proceso, académicos y empresarios, tienen diferentes puntos de vista con respecto a las habilidades que debe tener un graduado que ingresa en el mercado laboral. A partir de los resultados de una encuesta realizada en la Universidad de Barcelona, mostraremos cómo las empresas están a favor de las competencias relacionadas con la productividad a medio-corto plazo, mientras que la universidad se resiste a dejar de lado el conocimiento con carácter más científico. Este escenario refuerza la necesidad de un diálogo más profundo entre la Universidad y las empresas, señalando los beneficios que algunos ajustes en la formación universitaria pueden acabar aportando a la sociedad.
  • Öğrencilerin gündelik dildeki mantık hatalarına ilişkin arkındalıkları ve eleştirel düşünme becerisi

    KİBAR, Sibel; Gültekin, Selda (Bursa Uludağ Üniversitesi, 2024-01-05)
    Bu çalışmada, eleştirel düşünmenin olmazsa olmazlarından olan mantık hatalarına, safsatalara dikkat çekilmekte ve öğrencilerinin gündelik dildeki mantık hatalarının farkındalığı ortaya konulmaya çalışılmaktadır. Mantık hataları, formel mantık dilinde kolaylıkla fark edilebilirken gündelik dilin, kültürün ve önyargıların devreye girmesiyle kimi safsataların fark edilmesi daha zor hale gelmektedir. Ancak eleştirel bir düşünür, mantık hatalarını yakalayabilmeli ve ne türden bir safsata olduğunu tanımlayabilmelidir. Bu çalışmada, öğrencilerin mantık hatalarına ilişkin farkındalık düzeylerini belirlemeye yönelik bir ölçek geliştirmek amaçlanmıştır. Alanyazında farklı türden eleştirel düşünme ölçekleri bulunmaktadır. Bu ölçeklerin bazıları mantık hatalarını fark edebilme becerisini de ölçecek sorular içermektedir. Ancak mantık hatalarını merkeze alan bir ölçeğe ulusal ve uluslararası alanyazında rastlanmamıştır. Mantık hatalarına ilişkin alanyazın taraması yapılmış, gazete, dergi ve sosyal medyada sıklıkla rastlanan mantık hatalarından hareketle ölçek maddeleri oluşturulmuştur. Ölçeğin maddeleri gündelik hayatta sıklıkla karşılaşılan konulardan örnekler içermektedir. Ölçeğin pilot uygulaması, ağırlıklı olarak Kastamonu Üniversitesi öğrencilerine uygulanmıştır. Ölçeğin kapsam geçerliği için uzman görüşüne başvurulmuş, yapı geçerliği için açımlayıcı ve doğrulayıcı faktör analizi yapılmıştır. Ölçeğin güvenirlik düzeyi cronbach alfa katsayısı ile belirlenmiştir. Ölçeğin uygulandığı öğrencilerin bir kısmı, aldıkları felsefe dersinin bir haftasında mantık hataları konusunu işlemişlerdir. Bu dersin öğrencilerin mantık hatalarını fark etme becerilerine katkısı olduğu görülmüştür. Dersi alanlar ve almayanlar arasında anlamlı bir farklılık bulunmuştur. Bu ölçeğin pilot uygulaması üniversite öğrencilerine uygulanmış olsa da ölçek lise ve ortaöğretim öğrencilerine de uygulanabilir. Bu sayede, ortaöğretim ve lise düzeyindeki öğrencilerin hem okul hem de okul dışı felsefe derslerine mantık hataları farkındalığı konusunun eklenmesinin önemi anlaşılabilir.
  • Integración regional centroamericana de la Educación Superior Pública: escenarios y desafíos / Central America regional integration of the Public Higher Education: challenges and scenarios

    Luis Muñoz Varela (Universidad de Costa Rica, 2008-12-01)
    Se aborda aquí un breve análisis acerca de la globalización y de la sociedad del conocimiento, en su relación con las iniciativas de articulación académica interinstitucional y de integración regional impulsadas por las instituciones de educación superior pública de Centroamérica, a partir de 1995 y en el escenario asociativo del Consejo Superior Universitario Centroamericano (CSUCA). El propósito consiste en identificar elementos que permitan discernir el carácter y los niveles de reconfiguración académica e institucional que, de manera general, las nuevas realidades estructurales en curso acarrean para la educación superior pública de Centroamérica.   This article develops a brief analysis about globalization and the society of knowledge in terms of the attempts of inter-institutional and regional academic articulation proposed –since 1995- by the Central American institutions of higher education through Consejo Superior Universitario Centroamericano (CSUCA). The principal aim is to identify those elements that could clarify the character and the levels of the academic and institutional reconfiguration that, in a general way, the new ongoing structural realities demand from Central American public higher education.
  • Perceptions of High School Geography Teachers in Langkat Regency Towards Augmented Reality Media on Hydrosphere Content in Improving Critical Thinking Abilities

    Salmayda Salmayda; Tuti Mutia; Muhammad Rizieq Fahmi; Khoirunnisaa’ Khoirunnisaa’ (Universitas Pendidikan Indonesia, Fakultas Pendidikan Ilmu Pengetahuan Sosial UPI, 2024-01-01)
    Augmented Reality (AR) is a technology that has the opportunity to improve critical thinking skills in Geography learning. This research aims to investigate the perceptions of Geography teachers in Langkat Regency regarding using AR media in hydrosphere material to enhance critical thinking skills and explore the difficulties of geography teachers in implementing AR in Geography learning. This research uses quantitative descriptive research with survey methods. The research sample consisted of 43 geography teachers in Langkat Regency. The data analysis technique used is descriptive analysis. Based on the research results, geography teachers in Langkat Regency positively perceive the use of AR in Geography learning. Most teachers know AR's opportunities to improve students' critical thinking skills and are interested in using AR as a medium for learning hydrosphere material. The investigation results also show obstacles to integrating AR in Geography learning, namely the availability of school infrastructure and limited venues for holding activities to increase teacher competency.

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