Theory and Philosophy in Education Research: Methodological Dialogues (INTRO TO CH3)

Theory and Philosophy in Education Research: Methodological Dialogues (INTRO TO CH3)

Theory and Philosophy in Education Research: Methodological Dialogues (FULL LENGTH)

Theory and Philosophy in Education Research: Methodological Dialogues (FULL LENGTH)

Theory and Philosophy in Education Research: Methodological Dialogues (CH8 TO CH11)

Theory and Philosophy in Education Research: Methodological Dialogues (CH8 TO CH11)

Theory and Philosophy in Education Research: Methodological Dialogues (CH4 TO CH7)

Theory and Philosophy in Education Research: Methodological Dialogues (CH4 TO CH7)

Theory and Philosophy in Education Research: Methodological Dialogues (INTRO TO CH3)

Theory and Philosophy in Education Research: Methodological Dialogues (INTRO TO CH3)

Theory and Philosophy in Education Research: Methodological Dialogues (FULL LENGTH)

Theory and Philosophy in Education Research: Methodological Dialogues (FULL LENGTH)

Q4. What support, or evidence do you have for embodied cognition? (4/4)

Q4. What support, or evidence do you have for embodied cognition? (4/4)

Q3. Why is embodied cognition considered to be a challenge to traditional cognitivism? (3/4)

Q3. Why is embodied cognition considered to be a challenge to traditional cognitivism? (3/4)

Q2. Why is there no general consensus concerning what embodied cognition is, or what it means? (2/4)

Q2. Why is there no general consensus concerning what embodied cognition is, or what it means? (2/4)

Q1. What is embodied cognition? (1/4)

Q1. What is embodied cognition? (1/4)

Q3. How do we connect understandings of experiential learning with educational practice? (2/2)

Q3. How do we connect understandings of experiential learning with educational practice? (2/2)

Q1. Why is experiential learning important? & Q2. What is experiential learning? (1/2)

Q1. Why is experiential learning important? & Q2. What is experiential learning? (1/2)

Q1. How do you see the state of democracy in contemporary society today? (1/4)

Q1. How do you see the state of democracy in contemporary society today? (1/4)

Routledge Book - Civil Society, Education & Human Formation (4/4)

Routledge Book - Civil Society, Education & Human Formation (4/4)

Q3. What do you see as the role of education in contemporary society today? (3/4)

Q3. What do you see as the role of education in contemporary society today? (3/4)

Q2. What role do you see religion playing in democracy today? (2/4)

Q2. What role do you see religion playing in democracy today? (2/4)

Q3. What do you think science education will look like in the future? (3/3)

Q3. What do you think science education will look like in the future? (3/3)

Q2. Why does contemporary society privilege science (i.e. STEM) over other curriculum areas? (2/3)

Q2. Why does contemporary society privilege science (i.e. STEM) over other curriculum areas? (2/3)

Q1. Why is it so difficult to teach science? (1/3)

Q1. Why is it so difficult to teach science? (1/3)

Maurizio Toscano on science education (full interview)

Maurizio Toscano on science education (full interview)

Prof. Jānis (John) Ozoliņš on civil society, education & human formation (full interview)

Prof. Jānis (John) Ozoliņš on civil society, education & human formation (full interview)

John Quay on experiential learning (full interview)

John Quay on experiential learning (full interview)

Prof. Lawrence Shapiro on embodied cognition (full interview)

Prof. Lawrence Shapiro on embodied cognition (full interview)