/library/oar/handle/123456789/50072 2025-12-23T13:02:04Z /library/oar/handle/123456789/20707 Title: A learning paradigm informed by knowledge of the learning self : a compendium of applied research on the Let Me Learn [Book review] Authors: Kottkamp, Robert B. Abstract: This research compendium was compiled to celebrate the 20th anniversary of the Let Me Learn Process®, Advanced Learning System and the US and Malta researchers who over the past two decades have conducted the researching and implementation of the Let Me Learn Process in the US, Australia, Malta and seven other EU member nations. The text was released during the International Learning Summit: Unlocking Learning Potential held in Sliema, Malta, July, 2015. It is edited by Dr. Colin Calleja, flag bearer for Let Me Learn- Malta and Europe, and Professor Christine Johnston, originator and lead researcher of Let Me Learn-USA. 2015-01-01T00:00:00Z /library/oar/handle/123456789/20702 Title: What should history teachers do when historians do not agree? Authors: Vella, Yosanne Abstract: History teachers are accustomed to historians hardly ever agreeing! By its very nature history is not a quest to find the ultimate truth but it is a never ending investigation and the most a historian can hope for is to provide a valid interpretation based on reliable evidence. However, there are then those moments in history academic studies where historians do not just provide mildly different interpretations but they disagree in a spectacular way, and that is when history becomes terribly interesting and exciting. This is what makes history special and these strong disagreements provide great learning opportunities in the classroom which good history teachers use to their full potential. 2015-01-01T00:00:00Z /library/oar/handle/123456789/20700 Title: Didactique comparative de la notion du but/finalite examinee dans quatre langues : le francais, l’anglais, l’italien et le maltais Authors: Seychell, Laurent Abstract: Deux langues de travail majoritaires en partage entre les 28 pays membres de l’UE, confrontées à deux autres langues minoritaires, problématisent la totalité de la présente communication. Notre objectif est en premier lieu d’examiner la diversité des outils linguistiques marquant les connecteurs du but/finalité dans les langues en question et en deuxième lieu de repérer les cas, rares d’ailleurs, où les connecteurs, quoique n’exprimant pas de but/finalité, ne nuisent pas au sens des phrases/ discours traduits par rapport au sens originel. Żewġ lingwi għodda maġġuri li jintużaw bejn it-28 pajjiż membri tal-UE, meta kkonfrontati ma’ żewġ lingwi oħra minuri, jipproblematizzaw dan l-artiklu fit-totalità kollha tiegħu. L-għan tiegħi huwa li l-ewwelnett neżamina d-diversità tal-forom lingwistiċi li jsawru l-kliem t’għaqda tal-għan/tal-iskop fil-lingwi li qed nitkellem fuqhom u t-tieninett li nsib il-każijiet, li madankollu huma rari, fejn il-kliem t’għaqda, għalkemm ma jespremux l-għan/l-iskop ma jagħmlux ħsara lis-sens tassentenzi/ diskors li ġew tradotti meta mqabbla mas-sens oriġinali. 2015-01-01T00:00:00Z /library/oar/handle/123456789/20699 Title: Lorenzo Milani’s culture of peace : essays on religion, education, and democratic life Authors: Baschiera, Barbara Abstract: Lorenzo Milani’s Culture of Peace foregrounds multiple ways of how this leading European critical pedagogue can inspire a postcolonial pedagogy of peace. With his Lettera ai cappellani militari (Letter to the Military Chaplains), in particular its ethical defence of the right to conscientious objection, as the main source of inspiration, the essays featured in this book offer ideas and insights into how the field of peace culture can respond to multiple and diverse realities, particularly those facing marginalized communities. Hailing from different disciplines, the authors of this impressive collection of essays pay tribute to a number of moral and ethical insights persued by Milani. Such insights, on which Milani built his pedagogical action, include: the issue of “Just War”, which he argued no longer exists; the importance of learning peace by doing peace; his militancy for justice; and the refusal to accept uncritically the core reasons for violence. 2015-01-01T00:00:00Z