The effect of philosophy on critical reading: Evidence from initial teacher education in Colombia

Farieta, Alejandro; Delprato, Marcos

doi:10.1016/j.ijedudev.2023.102974

Cited by 3 publications

(2 citation statements)

References 66 publications

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“…The need for a dependable labour force necessitates that the educational system train students to become exceptional human resources who can fill a variety of positions established during the development process. This brings us to the third foundation: economic mobilisation (Farieta & Delprato, 2024). The economic sector's diversification necessitates that the educational system provide specialised human resources across a range of professional domains.…”

Section: Fundamentals Of 21st Century Islamic Educationmentioning

confidence: 99%

Contextualizing islamic religious education in the 21st century in Indonesia

Sya'bani

2024

Al-misbah (Jurnal Stud. Islam).

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Education in the twenty-first century is essentially characterised by a contrast between Islamic education, which is seen in strict orthodoxy, and Western education, which tends to be secular. After this error was recognised, a concept known as the Islamization of science (a term used to describe the assimilation of Islamic principles into contemporary science) arose that attempted to reconcile Islam with knowledge. Moreover, internal issues within Islamic Religious Education itself are among the issues the organisation faces, necessitating the continuation of a structural dynamism process in order for it to endure and significantly impact the world. Islamic education faces a variety of issues in the twenty-first century, also referred to as the globalisation age. These issues include power dynamics and the direction of Islamic education, the professionalism and calibre of human resources, and curricular issues. Some people believe that practical demands, such as those of markets, fields, and employment, are the main influences on education. There is a loss of the essence of Islamic education as a basis for culture, morality, and social movement. Thus, in the twenty-first century, it is necessary to contextualise Islamic Religious Education. The findings demonstrated that the community's input, the educational process, and the educational product are the three principles that an Islamic educational institution uses to be adaptive. Several strategies, such as administrative modernization, structural differentiation, and capacity expansion, are employed in the 21st century to contextualise and dynamise Islamic Religious Education. Thus, the result of these contextualization efforts is the output of Islamic Religious Education, which also serves as an input for the community at large. This includes the production of political, economic, social, and cultural outcomes as well as changes in value systems.

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Section: Fundamentals Of 21st Century Islamic Educationmentioning

confidence: 99%

Contextualizing islamic religious education in the 21st century in Indonesia

Sya'bani

2024

Al-misbah (Jurnal Stud. Islam).

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“…How EFL finds explicit and implicit when critical reading of the texts (Heidari, 2020). An inquiry into the philosophy that influences critical reading (Farieta & Delprato, 2024). Increasing critical reading skills by developing mass media-based learning (Sultan et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

Exploring the Impact of Critical Discourse Analysis (Cda) on Enhancing 21st Century Teachers’ Critical Reading Abilities

Sari,

Santoso,

Roekhan

et al. 2024

ERJEE

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This research aims to investigate the relationship between critical reading abilities and critical discourse analysis (CDA) competencies among future 21st century educators, emphasizing the critical necessity for these educators to possess such skills in today's demanding educational landscape. A sample of 70 prospective teachers was analyzed to determine the interconnection between their abilities in critical reading abilities and CDA, with an exploration into how one skill may influence the other. Additionally, the study examines the role of cognitive style—specifically, field-independent and field-dependent thinking—as a moderating factor in this relationship. Findings indicate a significant positive impact of CDA capabilities on critical reading abilities, suggesting that proficiency in analyzing discourse critically enhances one's ability to read with a critical eye. Furthermore, the study reveals no significant difference in CDA and critical reading abilities between participants categorized as field-independent thinkers versus those identified as field-dependent thinkers. These outcomes highlight the need for further research to explore additional factors that may affect the development of critical reading and discourse analysis skills. The study concludes with a call for educational strategies that integrate both critical reading and CDA competencies, considering the varied cognitive styles of learners.

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Efectos de las reformas a las políticas de formación de docentes en programas de filosofía en Colombia

Farieta-Barrera,

Murillo Lara

2024

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Entre 2015 y 2017 se llevó a cabo en Colombia una reforma a las políticas de formación inicial de maestros. Se analiza el proceso de implementación de dicha normatividad empleando la metodología de estudio de caso múltiple con cinco instituciones en Bogotá y se examinan las consecuencias que tuvo para estos programas: encarecimiento y reducción de estudiantes. Se evidencia que la implementación de la reforma estudiada desestimuló la formación inicial de docentes en filosofía. Los cambios implementados evidenciaron fracturas en la legislación y un fracaso en la estrategia de mercantilización de la educación, pues en un contexto inequitativo como el colombiano, para resolver los problemas de la educación no es suficiente con regular el mercado educativo.

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The effect of philosophy on critical reading: Evidence from initial teacher education in Colombia

Cited by 3 publications

References 66 publications

Contextualizing islamic religious education in the 21st century in Indonesia

Contextualizing islamic religious education in the 21st century in Indonesia

Exploring the Impact of Critical Discourse Analysis (Cda) on Enhancing 21st Century Teachers’ Critical Reading Abilities

Efectos de las reformas a las políticas de formación de docentes en programas de filosofía en Colombia

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