The Metaphor as a Means of Organizing Educational Process

In this article, the author attempts to oppose the traditional school pedagogy, which he labels conceptual, with non-classical padagogy of metaphors. According to the author, this type of pedagogy is a better fit for the human mind.     

If Only They Knew: Audience Expectations and Actual Sourcing Practices in Online Journalism

ABSTRACT

This article answers the question “Are the sourcing practices in Finnish online journalism trustworthy?” Here, trustworthiness is operationalized as the fulfillment of audience expectations towards sourcing practices. To this end, expectations of young Finnish adults (aged 18–28) were compared to the observed practices of Finnish online journalists. A total of 36 news items (from 12 journalists working in three newsrooms, published in 2013 and 2017) were analyzed. The analysis indicates that online journalists’ sourcing practices largely do not conform to this audience segment's expectations. Namely, the audience expects more comprehensive investigation and thorough verification than what is common practice in online journalism. The use of high-credibility sources is both expected and commonplace. The results imply that transparency may be harmful rather than beneficial to journalism's credibility, as the unveiled practices do not always meet audience expectations.     

Quality of Life of Children with Learning Disabilities: A Comparison of Self‐Reports and Proxy Reports

This study aimed to explore how children with learning disabilities (LD) perceive their quality of life (QoL) and to compare self‐reports and proxy reports regarding their QoL. Children with LD, their typically developing peers, their parents and teachers responded to the child, parent, and teacher forms of KINDL^R Questionnaire for Measuring Health‐Related Quality of Life (Ravens‐Sieberer & Bullinger, 1998). Findings showed that children with LD reported significantly lower QoL scores than those reported by typically developing peers. Intraclass correlation coefficients (ICCs) and t‐test results showed that agreement between child reports and parent‐proxy reports was either low or moderate on each QoL dimension. Findings of the study may be used to raise awareness regarding the social and educational needs of children with LD in Turkey.     

How Should Creationism and Intelligent Design be Dealt with in the Classroom?

Until recently, little attention has been paid in the school classroom to creationism and almost none to intelligent design. However, creationism and possibly intelligent design appear to be on the increase and there are indications that there are more countries in which schools are becoming battle‐grounds over them. I begin by examining whether creationism and intelligent design are controversial issues, drawing on Robert Dearden's epistemic criterion of the controversial and more recent responses to and defences of this. I then examine whether the notion of ‘worldviews’ in the context of creationism is a useful one by considering the film March of the Penguins. I conclude that the ‘worldviews’ perspective on creationism is useful for two reasons: first it indicates the difficulty of using the criterion of reason to decide whether an issue is controversial or not; secondly, it suggests that standard ways of addressing the diversity of student views in a science classroom may be inadequate. I close by examining the implications of this view for teaching in science lessons and elsewhere, for example in religious education lessons and citizenship lessons and at primary level where subject divisions cannot be made in so clear‐cut a manner.     

Four Educators in Plato's Theaetetus

Scholars who have taken interest in Theaetetus' educational theme argue that Plato contrasts an inferior, even dangerous, sophistic education to a superior, philosophical, Socratic education. I explore the contrasting exhortations, methods, ideals and epistemological foundations of Socratic and Protagorean education and suggest that Socrates' treatment of Protagoras as educator is far less dismissive than others claim. Indeed, Plato, in Theaetetus, offers a qualified defence of both Socrates and Protagoras. Socrates and Protagoras each dwell in the middle ground between the extremes presented in the dialogue's digression, which contrasts the life of the philosopher and the life of the courtroom orator. Both Socrates and Protagoras demonstrate a serious engagement with both politics and philosophy. Theodorus presents an educational option in which theory is divorced from politics while an ignoble sophistic education is presented as political but divorced from theory. Protagorean education, in Theaetetus, emerges as superior to a base sophistic education, though it remains inferior to Socratic education.     

The Process Matters: Moral Constraints on Cosmopolitan Education

Cosmopolitan education aims to transmit cosmopolitan forms of life in order to participate morally in the world community. The primary characteristics of this cosmopolitan education are its acceptance of the shared humanity of all persons as a fact of human existence and as a motivating guide for human interaction, and the requirement of democratic inclusion in deliberations of the governance of those interactions, including morality. Such an education in cosmopolitan morality requires means that befit its core components. This paper contrasts the concepts of strict and moderate cosmopolitanism, empirical and deliberative morality, and structural and dispositional cosmopolitanism to show that the moderate, inclusive and deliberative processes of deliberative dispositional cosmopolitanism are more suited to cosmopolitan education in morality than strong, empirical‐focused structural cosmopolitan efforts. Though strong, structural and empirically based forms may be more likely to guarantee preferred outcomes in the learning of specific morals or the implementation of institutional norms, they are also more likely to run afoul of the core components of cosmopolitanism because they will privilege outcomes over processes, and are thus more likely to be less inclusive and more coercive. In contrast, and even though they are less certain to guarantee preferred moral outcomes or actions, moderate, deliberative dispositional forms of cosmopolitan education embody the morality they seek to inform, and are more likely to find sustained internalised support over time.