Key Indicator Taxonomy of Relational Teaching

Ljungblad, Ann-Louise

doi:10.1080/02607476.2022.2151343

Cited by 6 publications

(26 citation statements)

References 16 publications

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“…'Mnuchin says Greta Thunberg should study economics before calling for fossil fuel divestment.' https://www.foxnews.com/politics/mnuchin-says-thunberg-should-study-economics-in-collegebefore-calling-on-divestment-of-fossil-fuel Examining the space from an inclusive perspective (Ljungblad, 2021(Ljungblad, , 2023 and using Greta as an example clearly shows how these dimensions are intertwined: the space in this case is the global stage, which features international media constructions of Greta's voice and adult responses to her. I argue that an inquiry into Greta´s voice can achieve new philosophical understanding of contemporary childhoods in a post-truth era.…”

Section: Discussionmentioning

confidence: 99%

greta thunberg — a unique voice in a post-truth era

Ljungblad

2023

childphilo

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Since the turn of the millennium, a new phenomenon has arisen on the global stage, as girls have increasingly begun to raise their voices. In an effort to achieve new philosophical understandings of contemporary childhoods in a post-truth era, the present article examines this Girl Rising movement from an existential perspective. In doing so, the article aims to problematise children’s right to be heard and listened to, as enshrined in Article 12 of the Convention on the Rights of the Child. More specifically, the article explores children as rights-holders and their rights-subject position and how these positions are supported (or not) by adults in different ways. Throughout the analysis, Greta Thunberg is used as a case study to illustrate the phenomenon under study. This new movement highlights children’s right to be heard as a valuable right. The defence of this view relies on the claim that at the heart of adult’s acknowledgement lies the uniqueness of each child and the implications of this uniqueness. Taking into consideration the realisation of children’s rights, powerful stakeholders who seek to silence children’s voices are also identified, as are worldwide adult acknowledgements intended to empower girls to exist ‘in’ and ‘with’ the world in a ‘grown-up’ way.

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Section: Discussionmentioning

confidence: 99%

greta thunberg — a unique voice in a post-truth era

Ljungblad

2023

childphilo

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“…This is because learners from the primary level must learn right. In argumentation, learners are taught to debate using polite words, gestures, and suggestions to express their knowledge [7,8].…”

Section: Teaching Philosophies For Argumentation Capacitiesmentioning

confidence: 99%

Learning Argumentative Capacities at the Primary and Junior School Levels: A Practical Teaching Pedagogy

Kyei-Nuamah

2024

Curr Res Psychol Behav Sc

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The development of argumentative skills is often postponed until after students complete their compulsory education, creating a gap in their understanding and abilities. This gap can be attributed to issues with the curriculum and teaching methods. To address this, we propose that teaching argumentative skills at the primary school level is crucial for enhancing students’ comprehension of the world and its inhabitants. To support this idea, we have designed practical teaching modules that can be introduced in primary and junior schools. Our pedagogical approach emphasizes relatable examples, interactive discussions, peer reviews, and recommendations, with a focus on teacher-to-teacher training. It is vital that teachers receive thorough training on implementing these pedagogical strategies and consider the context to achieve early development of argumentative skills in the modern classroom.

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“…Relational instructing is organized into a framework beneath the theme of Tact and Stance, which is then divided into six smaller units. Empirical examiners can use these six key relational indicators to document and clarify ongoing interpersonal interactions between educators and their pupils at the micro level, as well as to assist pre-service and on-duty teachers in developing sustainable and trustworthy connections with their students (Ljungblad, 2022).…”

Section: Introductionmentioning

confidence: 99%

Gamification and Solo Taxonomy: A Strategy to Promote Active Engagement and Discipline in English Language Learning

Suryani,

Syahbani

2023

ERJEE

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The motivation for this study arises from the potential of gamification, particularly the integration of game-based platforms like Kahoot!, to enhance active communicative language use within the classroom. The research aims to investigate the impact of implementing gamification based on SOLO taxonomy's relational level on the Kahoot! application on active participation, discipline, and learning outcomes in the context of English language learning. This study employs a descriptive research methodology, involving observations, interviews, and assessments, with a participant group comprising 35 nursing program students. Descriptive analysis reveals that gamification within the SOLO taxonomy framework positively influences students' active engagement and discipline, although there are fluctuations in their learning outcomes. Students express enthusiasm for utilizing the Kahoot! application for English learning, but they encounter occasional connectivity issues that hinder problem-solving activities. Consequently, the integration of technology is a promising approach for enhancing English language skills, with a reliable internet connection being a critical factor for success when using the Kahoot! platform.

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Key Indicator Taxonomy of Relational Teaching

Cited by 6 publications

References 16 publications

greta thunberg — a unique voice in a post-truth era

greta thunberg — a unique voice in a post-truth era

Learning Argumentative Capacities at the Primary and Junior School Levels: A Practical Teaching Pedagogy

Gamification and Solo Taxonomy: A Strategy to Promote Active Engagement and Discipline in English Language Learning

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