Noel L Clemente
Biographic Data
| ID | 5996646 |
|---|---|
| NAME | Noel L Clemente |
| GIVEN NAMES | Noel L |
| FAMILY NAME | Clemente |
| SIGNATURE | CLEMENTE N L |
| AFFILIATIONS | Ateneo de Manila University |
| ORCID | 0000-0002-9120-4222 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Pedagogical virtues from the situationist insight
This article explores two pedagogical virtues (intellectual virtues of a teacher) that arise from the insight that non-epistemic situational factors can affect students’ epistemic judgements and behaviour. First, a virtuous teacher must be sensitive enough to these factors in order to take advantage of how they boost student learning. However, while cultivating a situationally and epistemically favourable environment for learning sounds sensible,…
‘Here’s Me Being Humble’
There’s something paradoxical with a person saying ‘I am humble’; it doesn’t seem so humble to self-attribute humility in general, and intellectual humility in particular. In light of the recent interest in educating for intellectual virtues, this paradox has interesting implications to educating for intellectual humility. In particular, one might wonder how a teacher can be a model of intellectual humility to her students. If a teacher says some…
Educating against intellectual vices
Intellectual character education has been primarily expressed in terms of educating for intellectual virtues (EFIV). This aim of teaching intellectual virtues has received some challenges, such as how it fails to articulate adequate action guidance through exemplarist pedagogy, and how it neglects the pervasiveness of intellectual vice among students. To respond to these challenges, this paper considers the aim of educating against intellectual v…
Degrees of epistemic dependence
No prominent works on this page.
Degrees of epistemic dependence
‘Here’s Me Being Humble’
There’s something paradoxical with a person saying ‘I am humble’; it doesn’t seem so humble to self-attribute humility in general, and intellectual humility in particular. In light of the recent interest in educating for intellectual virtues, this paradox has interesting implications to educating for intellectual humility. In particular, one might wonder how a teacher can be a model of intellectual humility to her students. If a teacher says some…
Educating against intellectual vices
Intellectual character education has been primarily expressed in terms of educating for intellectual virtues (EFIV). This aim of teaching intellectual virtues has received some challenges, such as how it fails to articulate adequate action guidance through exemplarist pedagogy, and how it neglects the pervasiveness of intellectual vice among students. To respond to these challenges, this paper considers the aim of educating against intellectual v…
Pedagogical virtues from the situationist insight
This article explores two pedagogical virtues (intellectual virtues of a teacher) that arise from the insight that non-epistemic situational factors can affect students’ epistemic judgements and behaviour. First, a virtuous teacher must be sensitive enough to these factors in order to take advantage of how they boost student learning. However, while cultivating a situationally and epistemically favourable environment for learning sounds sensible,…
Epistemology (3 works) · Epistemology, Ethics, and Metaphysics (3 works) · Psychology (3 works) · Sociology (3 works) · Virtue (3 works) · Education and Critical Thinking Development (2 works) · Pedagogy (2 works) · Philosophy (2 works) · Psychological and Educational Research Studies (2 works) · Situational ethics (2 works)