The scientific literature has been showing that the teaching of controversial topics constitutes one of the most powerful tools for the promotion of active citizenship, the development and acquisition of critical-reflective thinking skills (Misco, 2013), and education for democratic citizenship (Pollak, Segal, Lefstein, and Meshulam, 2017; Misco and Lee, 2014). It has also highlighted, however, the complexities, risks and interference of emotional reactions in learning about sensitive, controversial or controversial historical, geographical or social issues (Jerome and Elwick, 2019; Reiss, 2019; Ho and Seow, 2015; Washington and Humphries, 2011; Swalwell and Schweber, 2016).Recent studies have advanced in the analysis of strategies employed by teacher educators in teaching controversial issues (Nganga, Roberts, Kambutu, and James, 2019; Pace, 2019), and in the curricular decisions of teachers about this teaching (Hung, 2019; King, 2009). These developments confirm the appropriateness of discussing or developing deliberative skills and conversational learning as the most appropriate strategy for the didactic treatment of controversial issues (Claire and Holden, 2007; Hand, 2008; Hess, 2002; Oulton, Day, Dillon and Grace, 2004; Oulton, Dillon and Grace, 2004; Myhill, 2007; Hand and Levinson, 2012; Ezzedeen, 2008). The promotion of discussion on specific social justice issues has also been approached from the use of controversial or documentary images in teacher education contexts, in order to question what is happening or has happened in present and past societies (Hawley, Crowe, and Mooney, 2016; Marcus and Stoddard, 2009).In this context, the aim of this contributed volume is, on one hand, to understand the discourses and decision-making of teachers on controversial issues in interdisciplinary educational contexts and their association with the development of deliberation skills. On the other hand, it seeks to offer studies focused on the analysis of the levels of coherence between their attitudes, positions and teaching practices for the teaching and learning of social problems and controversial issues from an integrated disciplinary perspective.
This book focuses on the real-world application of the Philosophy for/with Children (P4wC) pedagogy to cultivate reasonableness in individuals through communities of philosophical inquiry. It presents a collection not only of theories but, more importantly, of experiences, discoveries, and innovations on P4wC by scholars, trainers, advocates, and practitioners around the world. Each chapter provides readers with insights and lessons that have resulted from the continuous application, exploration, and enrichment of the concepts, principles, and practices that were developed by Matthew Lipman and Ann Margaret Sharp into what P4wC is today - a dialogic pedagogical approach that may just be what is needed at a time when reasonableness and dialogue are essential to maintaining global stability and progress. In this light, this book also looks into how the P4wC approach can be practiced with adults such as when it is employed in various settings or contexts such as in business consulting, textbook writing, peace education, and extremism prevention, among others. Furthermore, this book also features chapters that discuss how the P4wC pedagogy can be beneficial once integrated into processes such as classroom teaching, teacher education, bioethics, and employee education. This book provides valuable insights about how reasonableness that is cultivated through building communities of philosophical inquiry in education can be a powerful tool for nation-building and social transformation.
The ¿Integrated Science of Global Epidemics¿ is the new proposed volume of Integrated Science Book series, aiming to publish the results of the most updated ideas and reviews on Global Epidemics. The whole world is suffering from complex problems, border less problems and global solution should be developed. The Integrated Science of Global Epidemics aims to highlight the combination of different disciplines, including formal sciences, physical-chemical sciences and engineering, biological sciences, medical sciences, and social sciences, to deal with complex problems such as global epidemics. This contributed volume could be used as guidelines for the entire scientific community and policy makers to successfully face these global threats.Chapter 27 is available open access under a Creative Commons Attribution 4.0 International License via link.springer.com.
This volume discusses the definitional problems and conceptual strategies involved in defining the human. By crossing the boundaries of disciplines and themes, it offers a transdisciplinary platform for exploring the new ideas of the human and adjusting to the dynamic in which we are plunged. The emerging cyborgs and transhumans call for an urgent reconsideration of humans as individuals and collectives. The identity of the human in the 21st century eludes definitions underpinned by simplifying and simplified dichotomies. Affecting all the spheres of life, the discoveries and achievements of recent decades have challenged the bipolar categorizations of human/nonhuman and human/machine, real/virtual and thus opened the door to transdisciplinary considerations. Ours is a new world where the boundaries of normality and abnormality, a legacy of the long history of philosophy, medicine, and science need dismantling. We are now on our way to re-examine, re-understand, and re-describe what normal-abnormal, human-nonhuman, and I-we-they mean. We find ourselves facing what resembles the liminal stage of a global ritual, a stage of being in-between¿between the old anthropocentric order and a new position of blurred boundaries. The volume addresses philosophical, bioethical, sociological, and cognitive approaches developed to transcend the binaries of human-nonhuman, natural-artificial, individual-collective, and real-virtual.
Tuberculosis have been documented since antiquity and the search of the microbes that cause this disease started more than three hundred years ago. Nevertheless, tuberculosis remains an important global health issue, with millions of people affected per year in addition to millions that remain undiagnosed and untreated. Patients with tuberculosis face the full range of recurrence, reinfection, and resistance due to diagnostic, prophylactic, and therapeutic procedures that are not as effective as they should be. In addition, variability in susceptibility to tuberculosis pose a complex problem with numerous interrelated variables. This volume is devoted to the understanding of Tuberculosis focusing on its heterogeneity, its transmission, manifestations, related conditions, diagnosis, treatments, drug resistance and prevention.
Inspire Science Grade 7 is built on the 5E instructional framework and integrates physics, chemistry, earth science, astronomy, and biology. Students will uncover preconceptions with formative assessment science probes. Crosscurricular connections are embedded throughout with quick and easy references to specific literacy, math, and engineering skills being reinforced through the science investigations. Inspire Science also offers collaboration kits and a variety of digital resources to engage students in collaborative hands-on learning.
The "e;THINKING: Bioengineering of Science and Art"e; is to discuss about philosophical aspects of thinking at the context of Science and Art. External representations provide evidence that the fundamental process of thinking exists in both animal subjects and humans. However, the diversity and complexity of thinking in humans is astonishing because humans have been permitted to integrate scientific accounts into their accounts and create excellent illustrations for the effects of this integration. The book necessarily begins with the origins of human thinking and human thinking into self and others, body, and life. Multiple factors tend to modify the pattern of thinking. They all will come into play by this book that brings thinking into different disciplines: humanities, natural sciences, social sciences, formal sciences, and applied sciences. The thinking demands full processing of information, and therefore, the book considers the economy of thinking as well. The book thoroughly intends to explore thinking beyond the boundaries. Specifically, several chapters are devoted to discipline this exploration either by artistic thinking alone or by art and mathematics-aided engineering of complexities. In this manner, the book models variations on thinking at the individual and systems levels and accumulates a list of solutions, each good for specific scenarios and maximal outcomes.
The contributed volume "e;Multidisciplinarity and Interdisciplinarity in Health"e; is a health-centered volume of the Integrated Science Book series. Lack of confidence, lack of expertise, complexities of healthcare, the confusing nature of healthcare environments, and lack of organization and standardization can become obstacles to successful communication. This volume establishes how extensive is the interface between formal sciences and medical sciences on health-related issues. The book provides an overview of the value of the integration of formal, biological, and medical sciences and related products, i.e., health informatics and biomedical engineering, to frame a holistic approach to health systems, healthcare, medical practice, drug discovery, and medical device design. The book also focuses on innovative solutions to the most critical issues of different health crisis, including obesity, infectious outbreaks, and cancer that can be found by using an integrative approach. It also contains the fascinating crossroads between medical sciences, physics, and mind that is discussed from multiple perspectives on cognition, neuroscience, and psychiatry. These multidisciplinary considerations will expand the concepts of creativity, leadership, aesthetics, empathy and mental health.
This contributed volume book aims at discussing transdisciplinary approaches to address common problems. By working transdisciplinarily, researchers coming from different disciplines can work jointly using a shared conceptual framework bringing together disciplinary-specific theories and concepts. There are numerous barriers that can obstruct effective communication between different cultures, communities, religions and geographies. This book shows that through bringing together different disciplines, researchers not only can surpass these barriers but can effectively produce new venues of thought that can positively affect the development and evolution of research and education. The book discusses new and emerging applications of knowledge produced by transdisciplinary efforts and covers the interplay of many disciplines, including agriculture, economics, mathematics, engineering, industry, information technology, marketing, nanoscience, neuroscience, space exploration, human-animal relationships, among others. Consequently, it also covers the relationship between art and science, as one of the most remarkable transdisciplinary approaches that paves the way for new methods in engineering, design, architecture and many other fields.
This book offers a comprehensive overview on lifestyle habits related to development of risk factors of chronic diseases. The accumulation of unhealthy lifestyle habits shows that over the life course, increasing the number, duration, and severity of unhealthy behaviors would increase the risk of disease development.
This book, Philosophy of Chemistry, is dedicated to some of the general principles of philosophy of chemistry, the special branch of philosophy of science.
Inspire Science Grade 7 is built on the 5E instructional framework and integrates physics, chemistry, earth science, astronomy, and biology. Students will uncover preconceptions with formative assessment science probes. Crosscurricular connections are embedded throughout with quick and easy references to specific literacy, math, and engineering skills being reinforced through the science investigations. Inspire Science also offers collaboration kits and a variety of digital resources to engage students in collaborative hands-on learning.
Inspire Science Grade 7 is built on the 5E instructional framework and integrates physics, chemistry, earth science, astronomy, and biology. Students will uncover preconceptions with formative assessment science probes. Crosscurricular connections are embedded throughout with quick and easy references to specific literacy, math, and engineering skills being reinforced through the science investigations. Inspire Science also offers collaboration kits and a variety of digital resources to engage students in collaborative hands-on learning.
Inspire Science Grade 7 is built on the 5E instructional framework and integrates physics, chemistry, earth science, astronomy, and biology. Students will uncover preconceptions with formative assessment science probes. Crosscurricular connections are embedded throughout with quick and easy references to specific literacy, math, and engineering skills being reinforced through the science investigations. Inspire Science also offers collaboration kits and a variety of digital resources to engage students in collaborative hands-on learning.
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