scholarly journals Orchestration of classroom discussions that foster appropriation

2018 ◽  
Vol 103 (1) ◽  
pp. 206-235 ◽  
Author(s):  
Olivia Levrini ◽  
Mariana Levin ◽  
Paola Fantini ◽  
Giulia Tasquier
Keyword(s):  
Classroom Discussions

Brook Ziporyn’s (Chinese) Buddhist Reading of Chinese Philosophy

2018 ◽  
Vol 34 (2) ◽  
pp. 259-267
Author(s):  
Paul J. D'Ambrosio
Keyword(s):  
Chinese Philosophy ◽  
Review Article ◽  
Chinese Buddhism ◽  
Classroom Discussions ◽  
The Core ◽  
Chinese Thought ◽  
Core Issue ◽  
Tiantai Buddhism ◽  
Early Chinese Philosophy

This review article defends Brook Ziporyn against the charge, quite common in graduate classroom discussions, if not in print, that his readings of early Chinese philosophy are ‘overly Buddhist’. These readings are found in his three most recent books: Ironies of Oneness and Difference: Coherence in Early Chinese Thought, Beyond Oneness and Difference: Li and Coherence in Chinese Buddhist Thought and Its Antecedents, and Emptiness and Omnipresence: An Essential Introduction to Tiantai Buddhism. His readings are clearly Buddhist-influenced, but this is not in and of itself problematic. The core issue is rather to what degree these ‘Buddhist elements’ are actually already existent in, and have subsequently been carried over from, early Chinese thought in the development of Chinese Buddhism. Indeed, some scholars of Chinese Buddhism have pointed out that much of the vocabulary, concepts, and logic used in schools such as Tiantai may owe more to Daoist influences than to Buddhist ones. Accordingly, Ziporyn’s ‘overly Buddhist’ approach might simply be an avenue of interpretation that is actually quite in line with the thinking in the early texts themselves, albeit one that is less familiar (i.e. an early Chinese Buddhist or Ziporyn’s approach). The article also aims to show how Ziporyn’s theory concerning the importance of ‘coherence’ in early and later Chinese philosophy is also quite important in his above work on Tiantai Buddhism, Emptiness and Omnipresence. While in this work Ziporyn almost entirely abstains from using the language of coherence, much of it actually rests on a strong coherence-based foundation, thereby demonstrating not Ziporyn’s own prejudice, but rather the thoroughgoing importance and versatility of his arguments on coherence. Indeed, understanding the importance of coherence in his readings of Tiantai Buddhism (despite the fact that he does not explicitly use coherence-related vocabulary) only bolsters the defense against the claims that he makes ‘overly Buddhist’ readings of early Chinese philosophy.

Analyzing Students’ Learning in Classroom Discussions about Socioscientific Issues

2013 ◽  
Vol 97 (4) ◽  
pp. 594-620 ◽  
Author(s):  
KARIN RUDSBERG ◽  
JOHAN ÖHMAN ◽  
LEIF ÖSTMAN
Keyword(s):  
Socioscientific Issues ◽  
Classroom Discussions

scholarly journals Increasing Engagement in French and Francophone Studies: Structured Journaling on the Emotions in La Fayette's La princesse de Clèves

PMLA ◽  
2015 ◽  
Vol 130 (5) ◽  
pp. 1476-1480
Author(s):  
Logan J. Connors
Keyword(s):  
Foreign Language ◽  
Language Skills ◽  
Literary Representations ◽  
Francophone Studies ◽  
Classroom Discussions ◽  
Daily Lives ◽  
Similarities And Differences ◽  
Emotional Events ◽  
Difficult Subject ◽  
Foreign Language Skills

Literary representations of emotions fascinate us as readers; they connect to us logically and naturally because we experience in our daily lives many of the emotional events depicted in novels, plays, and poems. Students are intrigued by the similarities and differences between their everyday feelings and the emotions represented in literature. Emotions are thus interesting processes to study, and in classroom discussions and activities most students have something to say about them. For this reason, I use emotion (broadly defined) as an important subject of inquiry in my literature and culture classes. In what follows, I share a structured journaling assignment based on emotion that helps students read with more detail, improves their foreign language skills, and boosts their engagement with difficult subject matter.

Using Log Data to Predict Response Behaviors in Classroom Discussions

2014 ◽  
pp. 670-671
Author(s):  
Ruth Wylie ◽  
Brandon Helding ◽  
Robert Talbot ◽  
Michelene T. H. Chi ◽  
Susan Trickett ◽  
...  
Keyword(s):  
Classroom Discussions ◽  
Log Data ◽  
Response Behaviors

Dialogic Tensions in Classroom Discussions of Three Novels

2020 ◽  
pp. 211-248
Author(s):  
Richard Beach ◽  
Amanda Haertling Thein ◽  
Daryl Parks
Keyword(s):  
Classroom Discussions

scholarly journals Fiandeiras do cotidiano: um alinhavo de saberes pessoais e profissionais nas tramas da educação

2019 ◽  
Vol 89 (222) ◽  
Author(s):  
Ormezinda Ribeiro
Keyword(s):  
Continuing Education ◽  
Preliminary Analysis ◽  
Professional Knowledge ◽  
Pedagogical Practices ◽  
Personal Knowledge ◽  
Classroom Discussions ◽  
School Teachers ◽  
Primary School Teachers ◽  
Starting Point ◽  
Permanent Formation

Este artigo analisa as memórias discursivas de um grupo de professores, matriculados em um curso de formação continuada, ministrado pelo Centro de Formação Permanente de Professores em Uberaba, MG. Buscou-se a concepção que os professores têm atualmente do que é ser criança e ser professor. Por meio de diferentes formas de linguagem os professores alfabetizadores, participantes desta pesquisa, expressaram-se oferecendo elementos para a compreensão das experiências que subjazem as suas práticas pedagógicas. Numa análise preliminar, privilegiou-se a importância da reflexão que o professor faz consigo mesmo, considerando seus saberes pessoais como ponto de partida para a compreensão de seus saberes profissionais, uma vez que esse tema foi considerado por nós de alta relevância nas discussões em classe, tendo em vista a ênfase dada a ele pelos professores-cursistas. Palavras-chave: memória discursiva; saberes pessoais; saberes profissionais. This article analyzes the discursive memories of a group of professors, registered in a continuing education course, ministered by the Professors Permanent Formation Center at Uberaba, MG. The focus was the professors` conception about what is to be child and to be professor nowadays. By many different forms of language, the primary school teachers who participated of this research had expressed themselves offering elements for the experiences understanding that are behind of their pedagogical practices/skills. In a preliminary analysis, the importance of the professor reflection was privileged, considering his personal knowledge as the starting point for the understanding of his professional knowledge, once that this subject was considered of high relevance in the classroom discussions, in view of the emphasis gave by the professors-students to it. Key words: discursive memory; personal knowledge; professional knowledge

Attitudes toward Classroom Discussions of Death and Dying among Urban and Suburban Children

1976 ◽  
Vol 7 (2) ◽  
pp. 183-189 ◽  
Author(s):  
Esther Balkin ◽  
Carole Epstein ◽  
David Bush
Keyword(s):  
Middle Class ◽  
Inner City ◽  
Death And Dying ◽  
Urban Children ◽  
Equal Frequency ◽  
Death Education ◽  
Classroom Discussions ◽  
Frequent Response ◽  
Upper Middle Class

Fifty black inner-city children and fifty white suburban children were asked their views on discussing death in the classroom. The suburban upper-middle class children were significantly more likely to think that death should be discussed in the classroom. The reasons given for not wanting to discuss death also differed between the two groups. In urban children fear of bad things happening and unwanted emotions were the most frequent responses. In suburban children unwanted emotions was the most frequent response. A better understanding of death and preparation for loss were cited with equal frequency as reasons for discussing death by suburban children. The most frequently occurring response among those urban children who were positive toward discussing death was a better understanding of death. Some implications for death education were presented.

Using Hard Times to Teach Business Ethics

2020 ◽  
Vol 17 ◽  
pp. 165-182
Author(s):  
Michael Stodnick ◽  
Nancy Schreiber ◽  
Keyword(s):  
Active Learning ◽  
Business Ethics ◽  
Undergraduate Students ◽  
Real World ◽  
Work Experience ◽  
Liberal Arts ◽  
Classroom Discussions ◽  
Hard Times ◽  
Business Principles ◽  
Business Setting

In this research we employ an inter-disciplinary project that uses active learning theory to help bridge the gap between a university’s extensive liberal arts core and its business program. We believe this project will improve and enrich classroom discussions of the more complex and nuanced issues found in the application of business principles. To redress the fact that many undergraduate students do not have extensive work experience to draw on when discussing the application of business ethics principles, we present a project that uses a classic novel, Hard Times, to improve students’ abilities to contextualize and apply common business ethics frameworks. The project focuses on active learning and non-linear thinking, and aims to immerse the student in a fictional environment that models the complexity of, without being identical to, a real world business setting.

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