The Moral Role of Pedagogy as the Science and Art of Teaching

Abstract

The purpose of this chapter is to present the key concepts and actors in pedagogy and didactics in the context of institutional teaching. We present a holistic approach to education and view human beings as lifelong learners who need to be educated comprehensively to actualize their full potential. In this chapter we discuss how pedagogy, the science and art of teaching, can promote the educational goals identified in the curriculum. In this chapter we adhere to the Didaktik curriculum tradition in which values and morals are emphasized in guiding the teaching-studying-learning process. This means that pedagogy is moral in nature, and the teacher's main task is to reflect the values underlying her teaching and the purposes she wants to advance in her teaching. We also discuss the current pedagogical challenges in both basic and higher education in educating students for the twenty-first century.

[Retracted] The Effectiveness of Pictorial Aesthetics Based on Multiview Parallel Neural Networks in Art‐Oriented Teaching

“…At present, the AI-based art teaching mode in colleges and universities is mainly to teach art teaching content with the help of Internet technology and online platforms [ 27 ]. In this process, various educational applications and online education websites have emerged, such as massive open online courses (MOOC), microlecture online video, flipped classroom, PAD classroom, and Tencent classroom [ 14 , 28 , 29 ]. This teaching mode innovates the interactive cognitive process of teaching and supports a variety of functions such as play, stop, and slow play, which enables students to make use of scattered time for learning and effectively control the learning speed [ 30 ]; at the same time, it breaks through the limitation of location, effectively solves the drawbacks of the traditional offline teaching mode, and greatly improves the utilization rate of teachers [ 31 ].…”

“…Here, the original ink painting, the H and S channels of HSV map [ 7 ], and the grayscale map are selected as the input; for the brush strokes, the wavelet coefficients of the image contain rich edge energy information, which can capture the information of local details of ink painting strokes and the texture characteristics of typical brush strokes. In this paper, the wavelet coefficient matrix of Daubechies layer 1 is used as texture input, and for the composition, the spatial distribution structure of each element in the image is analyzed by calculating the saliency map of the ink painting, and the original image is segmented into several uniform regions using the SLIC [ 14 , 29 ] super-pixel segmentation method 1 as shown in Figure 4(a) , followed by the histogram comparison-based method proposed by [ 29 ]. to calculate the grayscale saliency map as shown in Figure 4(b) , the higher the significance value of the brighter region is, the more important it is in terms of aesthetic vision.…”

“…Computational aesthetics, on the other hand, are a research direction that has emerged only in recent years, even though computers can simulate the human visual system and aesthetic thinking and automatically make feasible aesthetic decisions in relevant applications. Most of this current work has been done with photographs and Western paintings as research objects, based on image aesthetic evaluation datasets [ 12 , 13 ], or manually designed visual features [ 13 ], and in recent years using deep convolutional neural networks to automatically extract high-level aesthetic features [ 14 ], while the latter have achieved superior performance in aesthetic classification and evaluation tasks, but they cannot be fully applied to quantitative aesthetic ink painting in the quantitative assessment of ink painting. Moreover, the aesthetic properties of ink paintings of the same subject matter vary according to their content, making it difficult to apply a single aesthetic model to all subject matter types.…”

Equity and Quality as Aims of Education

“…And, also vice-versa teachers can make a difference, even in the most difficult conditions Teachers' moral commitment to their profession is a strong resource for integrating equity and quality. (Goodlad et al, 1990;Niemi, 2014;Oser,1991Oser, , 1994Tirri, 1999Tirri, , 2008Tirri, , 2019Tirri & Husu, 2002;Tirri & Toom, 2020;Tom, 1984). A professional code of ethics outlines often teachers' main responsibilities to their students and defines their role in students' lives.…”

Finnish teachers’ approaches to personal worldview expressions: A question of professional autonomy and ethics

“…Furthermore, religious plurality is increasing rapidly and diversity among Finnish worldviews is growing (Furseth 2018;Ketola 2020). Also, teachers' working environments are progressively more diverse (Niemi et al 2018), and this requires high-level ethical and pedagogical skills from teachers (Tirri and Toom 2020). As the Finnish social and religious context is in flux, this challenges teachers to balance between implementing traditional ways of understanding Finnish worldviews and new types of religiosity and secularised notions of lifestyles.…”