Knowledge and Human Interests.

Parsons, Howard L.; Habermas, Jürgen; Shapiro, Jeremy J.

doi:10.2307/2106475

Cited by 431 publications

(12 citation statements)

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“…This study utilized the critical qualitative approach of evaluating the Philippine Kto10 Mathematics Curriculum and Most Essential Learning Competencies (MELCs) in Probability and Statistics. According to [13], critical qualitative research unveils, explores, and criticizes social assumptions by questioning the framework in which learning occurs, including foundations that shape teaching experiences. Furthermore, as defined by [21], this study used curriculum mapping as a method of analysis, which is a procedure that creates a visual representation of the curriculum based on real-time data.…”

Section: Methodsmentioning

confidence: 99%

Mapping of Philippine Kto10 Most Essential Learning Competencies (MELCs) in Probability and Statistics

Gratela,

Dio,

Deri

2023

EJSMT

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The complexity of Probability and Statistics Education was intensified by several concerns in the education sector brought by COVID-19 contagion. This study examined the Philippine Kto10 Most Essential Learning Competencies (MELCs) in Probability and Statistics by comparing the content topics and learning competencies with the Kto10 Mathematics Curriculum. This Critical-Qualitative approach of study used curriculum mapping as a method of analysis in the identification of the gaps in the MELCs across the grade level along with lesson continuity and lesson congestion backed up with the experiences and responses of 12-Math teachers (5 Elementary,7 Secondary) who were informants of the study. This investigation found out that the learning competencies in Probability and Statistics of the Kto10 Mathematics Curriculum were reduced (from 89 to 66 learning competencies) across grade level to cope up with the present educational crisis brought by the pandemic. The issuance of Most Essential Learning Competencies (MELCs) arranged in increasing complexity was seen as a good initiative in decongesting the overcrowded Kto10 Mathematics Curriculum. However, gaps were still seen along lesson continuity across grade level particularly in grade 9 (no lesson in Probability and Statistics). This study provides insights among educational authorities and researchers to further explore how the Probability and Statistics are taught across grade level. It uncovers the gaps along lesson continuity and congestion for the need of revision of Philippine Kto10 Mathematics Curriculum.

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Section: Methodsmentioning

confidence: 99%

Mapping of Philippine Kto10 Most Essential Learning Competencies (MELCs) in Probability and Statistics

Gratela,

Dio,

Deri

2023

EJSMT

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“…In this context, Jürgen Habermas reoriented Critical Theory to recover contemporary relevance. Habermas' (1968Habermas' ( , 1986 work brought a new investment in 'human interests', intersubjectivity, discourse and communication. Gorz saw merit in Habermas' project, writing approvingly of his insights in relation to how it was possible to see a colonization of economic rationality over the lifeworld (Gorz, 1989: 31-32).…”

Section: Gorz and Contemporary Critical Theorymentioning

confidence: 99%

André Gorz and contemporary Frankfurt School Critical Theory: Alienation, eco-socialism and post-productivism

Harris

García

Ford

2023

Journal of Classical Sociology

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We argue that Gorz’s work offers a nuanced engagement with alienation that is instructive for contemporary social theory. In keeping with Gorz’s broader politics, we contend that the utility of his framing of alienation derives from his insistence that progressive critique must challenge the ideal of productivism. We start the paper by presenting a sympathetic reconstruction of Gorz’s understanding of alienation. Next, we explicitly detail the strengths his approach carries for furthering sociological research today. We then reinforce this point by arguing that Gorz’s work offers particularly valuable theoretical resources for contemporary Frankfurt School Critical Theory, in which the study of alienation has been somehow hampered by the ascent of ‘recognition theory’. While not sharing all the methodological commitments of first-generation Critical Theorists, Gorz was well versed in Frankfurt School scholarship and is therefore an apposite interlocutor to engage ‘third-generation’ Critical Theory. Gorz’s insights are thus shown to be important for furthering contemporary social theory, and in particular, for helping to combat the unsustainable productivism of neoliberal capitalism.

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“…It makes student passive, afraid of the teachers, and teaching and learning process confined just to four-walled classroom. Thus, creating scenario, which is aligned to Habermas (1972) technical human interest. However, such practice assists students in developing Procedural Knowledge 2 (PK), but not so in developing Conceptual Knowledge 3 (CK).…”

Section: (Everyone Seems Happy and It Is Delightful To See Their Exci...mentioning

confidence: 99%

A Textbook Problem-Solving Student Becomes Transformative Contextualized Mathematics Teacher: Journey of Learning and Teaching

Gurung

2023

Math. Educ. Forum Nep.

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This reflective paper portrays my personal-lived experiences via autoethnography (as a method of inquiry); Ethnodrama and narrative (as representational methods); and transformative learning theory (as a theoretical referent). Emphasis on textbook, realization, and obligation were/are the characteristics regarding my transformative journey from a textbook problem-solving mathematics student to being a contextualized mathematics teacher. As a student, the lure of scoring marks led me towards the path of solving as many textbook problems (as possible) with the only goal to perform well in examination. While on the verge of entering the teaching profession; reflecting back to school days, made me think about the question: “Do I desire to give my prospective students (mathematics education) in the same contexts or in the same manner that I experienced during my school days?” Immediately, each time both my heart and mind used to answer, “Not really, No!” This sense of realization led me to the obligation of approaching my two years of Fellowship journey as a mathematics fellow that primarily emphasized linking mathematical contents with the local surroundings (of the learners). This study is beneficial for educators who aim to bring necessary reform regarding educational practices (particularly, in mathematics), so as to provide the outlook (to the learners) that ‘Mathematics is everywhere around the surroundings'.

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Knowledge and Human Interests.

Cited by 431 publications

References 0 publications

Mapping of Philippine Kto10 Most Essential Learning Competencies (MELCs) in Probability and Statistics

Mapping of Philippine Kto10 Most Essential Learning Competencies (MELCs) in Probability and Statistics

André Gorz and contemporary Frankfurt School Critical Theory: Alienation, eco-socialism and post-productivism

A Textbook Problem-Solving Student Becomes Transformative Contextualized Mathematics Teacher: Journey of Learning and Teaching

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