Grounded collaborative learning: on the misperceived relevance of philosophy in Africa
Author:
Affiliation:
1. Department of Fine Arts & Humanities, University of Alberta - Augustana, Camrose, Canada
2. Research Associate, African Centre for Epistemology and Philosophy of Science, University of Johannesburg, Johannesburg, Gauteng, South Africa
Publisher
Informa UK Limited
Subject
Education
Link
https://www.tandfonline.com/doi/pdf/10.1080/00220272.2023.2286364
Reference35 articles.
1. Ambrose, S., Bridges, M., DiPietro, M., Lovett, M., & Norman, M. (2010). How learning works: Seven research-based principles for Smart teaching. Jossey-Bass.
2. Teaching to emerge: Toward a bottom-up pedagogy
3. Can the philosophy curriculum be Africanised? An examination of the prospects and challenges of some models of Africanisation
4. Coates, H., & McCormick, A. (2014). Emerging trends and perspectives. In H. Coates & A. McCormick (Eds.), Engaging university students: International insights from system-wide studies (pp. 151–158). Springer.
5. African higher education and decolonizing the teaching of philosophy
1.学者识别学者识别
2.学术分析学术分析
3.人才评估人才评估
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