A cybernetic approach to contextual teaching and learning
- Authors: Baron, Philip
- Date: 2016
- Subjects: Contextual approach , Conversation theory , Decolonisation of knowledge
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/10210/215087 , uj:21362 , Citation: Baron, P. 2016. A cybernetic approach to contextual teaching and learning.
- Description: Abstract: Please refer to full text to view abstract
- Full Text:
- Authors: Baron, Philip
- Date: 2016
- Subjects: Contextual approach , Conversation theory , Decolonisation of knowledge
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/10210/215087 , uj:21362 , Citation: Baron, P. 2016. A cybernetic approach to contextual teaching and learning.
- Description: Abstract: Please refer to full text to view abstract
- Full Text:
Ethically resilient teachers, what might that be? A comparison across two educational levels : pre‐school and university in South Africa
- Baron, Philip, Baron, Anne Catherine
- Authors: Baron, Philip , Baron, Anne Catherine
- Date: 2019
- Subjects: Cybernetics , Education , Ethics
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/10210/293587 , uj:31926 , Citation: Baron, P. & Baron, A.C. 2019. Ethically resilient teachers, what might that be? A comparison across two educational levels : pre‐school and university in South Africa.
- Description: Abstract: When comparing pre‐school teachers with university lecturers, society generally acknowledges the latter as a highly skilled professional while the former does not achieve such admiration or financial reward. Upon studying this status quo, the authors introduce ethically resilient teaching as a set of seven+1 common qualities that are shared by both levels of educators. The purpose of this paper is to present these qualities, describing how they relate to the function of teaching and learning with the aim of bridging the perceived gap between these two levels of educators...
- Full Text:
- Authors: Baron, Philip , Baron, Anne Catherine
- Date: 2019
- Subjects: Cybernetics , Education , Ethics
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/10210/293587 , uj:31926 , Citation: Baron, P. & Baron, A.C. 2019. Ethically resilient teachers, what might that be? A comparison across two educational levels : pre‐school and university in South Africa.
- Description: Abstract: When comparing pre‐school teachers with university lecturers, society generally acknowledges the latter as a highly skilled professional while the former does not achieve such admiration or financial reward. Upon studying this status quo, the authors introduce ethically resilient teaching as a set of seven+1 common qualities that are shared by both levels of educators. The purpose of this paper is to present these qualities, describing how they relate to the function of teaching and learning with the aim of bridging the perceived gap between these two levels of educators...
- Full Text:
The value of no value judgements in Religious Studies
- Authors: Baron, Philip
- Date: 2019
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/10210/407513 , uj:34305 , Citation: Baron, P. 2019: The value of no value judgements in Religious Studies.
- Description: Abstract: Ultimate truths and dogma form part of many religions, which poses epistemological challenges to researchers who have differing beliefs yet wish to study these religions. I have argued that conceptual bridging is a prerequisite in meeting this challenge as religious studies scholars should have a deep knowledge base of a variety of belief systems to assist in conceptualising the believers’ world. Scholars, however, need to be comfortable hearing the truths of others, which at times may be contrary to their own worldviews.
- Full Text:
- Authors: Baron, Philip
- Date: 2019
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/10210/407513 , uj:34305 , Citation: Baron, P. 2019: The value of no value judgements in Religious Studies.
- Description: Abstract: Ultimate truths and dogma form part of many religions, which poses epistemological challenges to researchers who have differing beliefs yet wish to study these religions. I have argued that conceptual bridging is a prerequisite in meeting this challenge as religious studies scholars should have a deep knowledge base of a variety of belief systems to assist in conceptualising the believers’ world. Scholars, however, need to be comfortable hearing the truths of others, which at times may be contrary to their own worldviews.
- Full Text:
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