Aristotle and education

Robb, Felix C.

doi:10.1080/01619564309535765

Cited by 10 publications

(4 citation statements)

References 26 publications

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“…Education, as proposed by Plato and Aristotle, discouraged specialization and focused on developing thinking skills and general knowledge. With respect to skilled manual work, primarily performed by slaves in Athens, 1 Plato proposed an early start of training and restricted engagement to a single craft 2,3 . When discussing medical expertise, Plato contrasted the routine application of medical procedures by a slave doctor to the thoughtful diagnosis and reasoning about treatment and explanation to the patient by an expert doctor 4 .…”

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confidence: 99%

Deliberate Practice and Acquisition of Expert Performance: A General Overview

Ericsson

2008

Academic Emergency Medicine

1,283

411

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Traditionally, professional expertise has been judged by length of experience, reputation, and perceived mastery of knowledge and skill. Unfortunately, recent research demonstrates only a weak relationship between these indicators of expertise and actual, observed performance. In fact, observed performance does not necessarily correlate with greater professional experience. Expert performance can, however, be traced to active engagement in deliberate practice (DP), where training (often designed and arranged by their teachers and coaches) is focused on improving particular tasks. DP also involves the provision of immediate feedback, time for problem-solving and evaluation, and opportunities for repeated performance to refine behavior. In this article, we draw upon the principles of DP established in other domains, such as chess, music, typing, and sports to provide insight into developing expert performance in medicine.ACADEMIC EMERGENCY MEDICINE 2008; 15:988-994 ª

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confidence: 99%

Deliberate Practice and Acquisition of Expert Performance: A General Overview

Ericsson

2008

Academic Emergency Medicine

1,283

411

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“…According to Aristotle, the female is a female due to a lack of specific characteristics; we should view the female nature as associated with inherent defects (Robb, 1943).…”

Section: Women's Emancipation Theoriesmentioning

confidence: 99%

An Evaluation Study on the Role of CDSS Infaq Foundation on Girl’s Education and Women Empowerment

2023

JEP

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Education for girls has a profound effect on society. A well-educated girl has a greater chance of growing up healthy, secure, and empowered to shape her own life and future. Women's empowerment can be defined as promoting women's self-esteem, their capacity to make their own choices, and their right to influence social change for themselves and others. Education plays a critical role in empowering people. After completing their education, educated girls can pursue meaningful work and contribute to their country's economy. Economic growth, political stability, and social transformation are all dependent on empowerment of girls. The purpose of this study is to assess the CDSS INFAQ Foundation's role in the education of girls and women empowerment in Karachi. The researcher concentrated on the background, services, socioeconomic problems, and challenges confronting CDSS INFAQ Foundation over the course of their 40-year existence. Additionally, the researcher examined the effect of CDSS INFAQ Foundation's Girls Education and Vocational Training Programs on the lives and personalities of trainees and students. The study included a review of pertinent literature, beginning with definitions and concepts of Girls' Education and Women Empowerment, as well as an examination of the Islamic perspective on Girls' Education and Women Empowerment. Following that, the status of women in Islam and in Pakistani society is discussed, as well as the current state of women empowerment in neighboring countries and throughout the world. The history of women empowerment in Pakistan is also discussed in order to familiarize readers with the policies implemented by the government to empower women to achieve their goals and contribute to the country's development. The exploratory research approach was used to conduct this study. This study utilizes case studies, in-depth interviews, and focus groups with the Coordinators and In-Charge of the CDSS INFAQ Foundation. To validate the hypothesis, the Pearson Chi-square test is used. It has been established that the area's literacy rate has increased as a result of IETC's high-quality education. Additionally, career opportunities for trainees have been expanded as a result of ICTLC's career counseling.

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“…We have come a long way from the Aristotelian view that the assessment of competency simply requires ensuring that an individual possess sufficient knowledge. 16 It is now widely accepted that competency is a multidimensional construct that encompasses not only knowledge and skills but also 'communication, clinical reasoning, emotions, values, and reflection'. 17 To enable the objective assessment of these dimensions of competency, highly objective tools have been developed, and supported by a plethora of literature, which include: Single Best Answer (SBA) 18 ; Script Concordance Items 19 ; Situational Judgement Tests 20 ; OSCEs 21 ; WBAs 22 ; and, reflective portfolios.…”

Section: Limitations Of Current Approaches To Assess Competencymentioning

confidence: 99%

Can assessment be a barrier to successful professional development?

Dawson

Fox

2017

Physical Therapy Reviews

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In recent years, there has been a profound shift towards objectivity in high stakes clinical assessments, to reassure the regulators and the public that our graduating clinicians are competent. However, a recent report has suggested that since the introduction of high stakes assessment the relative levels of patient harm have increased. Although, direct causation has not been claimed it is incumbent upon responsible educators to reflect on the possibility that our students are passing the assessments but the assessments are not sophisticated enough to predict real-world competency. In addition, there has been an increasing focus of the student population on seeing the purpose of their clinical education being to pass assessments, rather than to treat patients. This unfortunate focus likely stems from their school education that develops a fixed task focused mindset. In this manuscript, the authors explore the potential issues over mindset and assessment sophistication, and offer possible solutions to tackle both problems.

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Aristotle and education

Cited by 10 publications

References 26 publications

Deliberate Practice and Acquisition of Expert Performance: A General Overview

Deliberate Practice and Acquisition of Expert Performance: A General Overview

An Evaluation Study on the Role of CDSS Infaq Foundation on Girl’s Education and Women Empowerment

Can assessment be a barrier to successful professional development?

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