Pedagogy in the context of Euclid

Learning is the process of acquiring new understanding, knowledge, behaviors, skills, values, attitudes, and preferences. The ability to learn is possessed by humans, non-human animals, and some machines; there is also evidence for some kind of learning in certain plants. Some learning is immediate, induced by a single event (e.g. being burned by a hot stove), but much skill and knowledge accumulate from repeated experiences. The changes induced by learning often last a lifetime, and it is hard to distinguish learned material that seems to be "lost" from that which cannot be retrieved.

Human learning starts at birth (it might even start before) and continues until death as a consequence of ongoing interactions between people and their environment. The nature and processes involved in learning are studied in many established fields (including educational psychology, neuropsychology, experimental psychology, cognitive sciences, and pedagogy), as well as emerging fields of knowledge (e.g. with a shared interest in the topic of learning from safety events such as incidents/accidents, or in collaborative learning health systems). Research in such fields has led to the identification of various sorts of learning. For example, learning may occur as a result of habituation, or classical conditioning, operant conditioning or as a result of more complex activities such as play, seen only in relatively intelligent animals. Learning may occur consciously or without conscious awareness. Learning that an aversive event cannot be avoided or escaped may result in a condition called learned helplessness. There is evidence for human behavioral learning prenatally, in which habituation has been observed as early as 32 weeks into gestation, indicating that the central nervous system is sufficiently developed and primed for learning and memory to occur very early on in development.

In contemporary education, mathematics education—known in Europe as the didactics or pedagogy of mathematics—is the practice of teaching, learning, and carrying out scholarly research into the transfer of mathematical knowledge.

Although research into mathematics education is primarily concerned with the tools, methods, and approaches that facilitate practice or the study of practice, it also covers an extensive field of study encompassing a variety of different concepts, theories and methods. National and international organisations regularly hold conferences and publish literature in order to improve mathematics education.

In cognitive psychology, cognitive load is the effort being used in the working memory. According to work conducted in the field of instructional design and pedagogy, broadly, there are three types of cognitive load:

• Intrinsic cognitive load is the effort associated with a specific topic.
• Germane cognitive load refers to the work put into creating a permanent store of knowledge (a schema).
• Extraneous cognitive load refers to the way information or tasks are presented to a learner.

However, over the years, the additivity of these types of cognitive load has been investigated and questioned. Now it is believed that they circularly influence each other.

Science education is the teaching and learning of science to school children, college students, or adults within the general public. The field of science education includes work in science content, science process (the scientific method), some social science, and some teaching pedagogy. The standards for science education provide expectations for the development of understanding for students through the entire course of their K-12 education and beyond. The traditional subjects included in the standards are physical, life, earth, space, and human sciences.

Humanities, Arts, and Social Sciences (HASS) (or Arts, Humanities and Social Sciences, AHSS), also known as social studies, is a broad term that groups together the academic disciplines of humanities, arts and social sciences. It is viewed as an academic counterpart to Science, Technology, Engineering, and Mathematics (STEM) in the United States, Canada, India, Australia, and other countries. HASS graduates comprise the majority of the workforce in many developed countries (e.g. 64% in Australia). However, HASS courses often receive lower governmental funding and may have lower reputations within universities. There is a measured relationship between citizens' HASS awareness with more accurate threat perceptions, high community activity, and cultural engagement at the local level. In recent years, a return to a holistic reintegration of HASS and STEM disciplines has been promoted in the U.S. by the National Academies of Sciences, Engineering, and Medicine.

Some of the disciplines it covers are philosophy, theology, sociology, communication sciences, social psychology, human geography, demography, anthropology, social work, linguistics, history, archaeology, politics, economics, law, pedagogy, journalism, literature, musicology, administration, accounting, commerce, music, dance, painting, sculpture, graphic design, theater, cinematography, interior design, industrial design, criticism, art history, cultural studies, tourism, gastronomy, among others.

A capstone course, also known as a synthesis and capstone project, senior synthesis, among other terms, is a project that serves as the culminating and usually integrative praxis experience of an educational program mostly found in American-style pedagogy. Although somewhat different from an industry-oriented capstone project, case study, case method, or praxis commonly used in American-style higher education; in the Commonwealth of Nations, Bologna Process, and in other parts of the world influenced by their education systems, a senior thesis (thesis) usually takes its place as a culmination of an educational program but is much more theoretical and academia-oriented rather than the praxis and industry-oriented synthesis and capstone project.

Learning space or learning setting refers to a physical setting for a learning environment, a place in which teaching and learning occur. The term is commonly used as a more definitive alternative to "classroom," but it may also refer to an indoor or outdoor location, either actual or virtual. Learning spaces are highly diverse in use, configuration, location, and educational institution. They support a variety of pedagogies, including quiet study, passive or active learning, kinesthetic or physical learning, vocational learning, experiential learning, and others. As the design of a learning space impacts the learning process, it is deemed important to design a learning space with the learning process in mind.

Hellenistic sculpture represents one of the most important expressions of Hellenistic culture, and the final stage in the evolution of Ancient Greek sculpture. The definition of its chronological duration, as well as its characteristics and meaning, have been the subject of much discussion among art historians, and it seems that a consensus is far from being reached. The Hellenistic period is usually considered to comprise the interval between the death of Alexander the Great in 323 BC, and the conquest of Egypt by the Romans in 30 BC. Its generic characteristics are defined by eclecticism, secularism, and historicism, building on the heritage of classical Greek sculpture and assimilating Eastern influences.

Among his original contributions to the Greek tradition of sculpture were the development of new techniques, the refinement of the representation of human anatomy and emotional expression, and a change in the goals and approaches to art, abandoning the generic for the specific. This translated into the abandonment of the classical idealism of an ethical and pedagogical character in exchange for an emphasis on everyday human aspects and the directing of production toward purely aesthetic and, occasionally, propagandistic ends. The attention paid to man and his inner life, his emotions, his common problems and longings, resulted in a realist style that tended to reinforce the dramatic, the prosaic, and the moving, and with this appeared the first individualized and verisimilitude portraits in Western art. At the same time, a great expansion of the subject matter occurred, with the inclusion of depictions of old age and childhood, of minor non-Olympian deities and secondary characters from Greek mythology, and of figures of the people in their activities.

A maxim is a moral rule or principle which can be considered dependent on one's philosophy. A maxim is often pedagogical and motivates specific actions. Simon Blackburn, in the Oxford Dictionary of Philosophy defines it generally as:

In Buddhism, upaya (Sanskrit: उपाय, upāya, expedient means, pedagogy) is an aspect of guidance along the Buddhist paths to liberation where a conscious, voluntary action "is driven by an incomplete reasoning" about its direction. Upaya is often used with kaushalya (कौशल्य, "cleverness"), upaya-kaushalya meaning "skill in means".

Upaya-kaushalya is a concept emphasizing that practitioners may use their own specific methods or techniques that fit the situation in order to gain enlightenment. The implication is that even if a technique, view, etc., is not ultimately "true" in the highest sense, it may still be an expedient practice to perform or view to hold; i.e., it may bring the practitioner closer to the true realization in a similar way. The exercise of skill to which it refers, the ability to adapt one's message to the audience, is of enormous importance in the Pali Canon.

Education sciences, also known as education studies or education theory, and traditionally called pedagogy, seek to describe, understand, and prescribe education including education policy. Subfields include comparative education, educational research, instructional theory, curriculum theory and psychology, philosophy, sociology, economics, and history of education. Related are learning theory or cognitive science.

In probability theory and statistics, a sequence of independent Bernoulli trials with probability 1/2 of success on each trial is metaphorically called a fair coin. One for which the probability is not 1/2 is called a biased or unfair coin. In theoretical studies, the assumption that a coin is fair is often made by referring to an ideal coin.

John Edmund Kerrich performed experiments in coin flipping and found that a coin made from a wooden disk about the size of a crown and coated on one side with lead landed heads (wooden side up) 679 times out of 1000. In this experiment the coin was tossed by balancing it on the forefinger, flipping it using the thumb so that it spun through the air for about a foot before landing on a flat cloth spread over a table. Edwin Thompson Jaynes claimed that when a coin is caught in the hand, instead of being allowed to bounce, the physical bias in the coin is insignificant compared to the method of the toss, where with sufficient practice a coin can be made to land heads 100% of the time. Exploring the problem of checking whether a coin is fair is a well-established pedagogical tool in teaching statistics.

Carl Edwin Wieman (born March 26, 1951) is an American physicist and educationist at Stanford University, and currently the A. D. White Professor at Large at Cornell University. In 1995, while at the University of Colorado Boulder, he and Eric Allin Cornell produced the first true Bose–Einstein condensate (BEC) an ultracold state of matter; and, in 2001, they and Wolfgang Ketterle (for further BEC studies) were awarded the Nobel Prize in Physics. Wieman currently holds a joint appointment as Professor of Physics and Professor in the Stanford Graduate School of Education, as well as the DRC Professor in the Stanford University School of Engineering. In 2020, Wieman was awarded the Yidan Prize in Education Research for "his contribution in developing new techniques and tools in STEM education".

Classical education refers to a long-standing tradition of pedagogy that traces its roots back to ancient Greece and Rome, where the foundations of Western intellectual and cultural life were laid. At its core, classical education is centered on the study of the liberal arts, which historically comprised the trivium (grammar, rhetoric, and logic) and the quadrivium (arithmetic, geometry, music, and astronomy). This educational model aimed to cultivate well-rounded individuals equipped with the knowledge and skills necessary to engage in public life, think critically, and pursue moral and intellectual virtues.

In ancient Greece, the classical curriculum emerged from the educational practices of philosophers like Socrates, Plato, and Aristotle, who emphasized dialectical reasoning and the pursuit of truth. The Roman Empire adopted and adapted these Greek educational ideals, placing a strong emphasis on rhetoric and the development of oratory skills, which were considered essential for participation in civic life. As these classical ideas were preserved and transmitted through the Middle Ages, they became the foundation for the educational systems that emerged in Europe, particularly within monastic and cathedral schools.

Alternative education encompasses educational philosophy differing from mainstream pedagogy and evidence-based education. Such alternative learning environments may be found within state, charter, and independent schools as well as home-based learning environments. Many educational alternatives emphasize small class sizes, close relationships between students and teachers and a sense of community.

The legal framework for such education varies by locality, and determines any obligation to conform with mainstream standard tests and grades.