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1.
Adam C. Scarfe 《Interchange》2005,36(1-2):9-22
This paper, which is particularly centered on the student’s learning process, is the first half of a detailed study of selectivity in Whitehead’s philosophy of education. Here, by setting forth the analogy between the creative process exhibited in Whitehead’s Theory of Prehensions and the learning process through an interpretation of the term, ‘prehending subject’ as ’learner,’ I argue that selectivity, via ‘negative prehensions,’ is the efficient motive power at work in the process of learning. Various concrete classroom examples of selectivity are alluded to, which lend support to this thesis. With clues from the Aims of Education, by reading the theory of prehensions with some conceptual modifications made for the purposes of education, I present the perspective that, as one side of a logical contrast, Whitehead’s theory of prehensions can be said to be conducive to a critical pedagogy. 相似文献
2.
Mark Flynn 《Interchange》2005,36(1-2):85-93
In this paper, I will address a constructive criticism of the papers that appeared as a Symposium on Whitehead’s Process Philosophy of Education (Interchange, 26(4), pp. 341–415, 1995). In his criticism of those papers, George Allan (1998) claimed that the contributors to the Symposium were not as Whiteheadian as they thought they were because they failed to contextualize their papers in the harmony and holism of Whitehead’s organic philosophy. Allan thought, in essence, that we had committed a fallacy of misplaced concreteness. Ironically, this is exactly what we had been trying to avoid. With regards to my paper, Allan felt that I had failed to explain the importance of perishing for Whitehead in the becoming and objective immortality of the superject of experience. Hopefully, I have done a better job of this in what follows. I would also like to begin exploring the implications of Whitehead’s cosmology and epistemology for the advance of theory in psychology. On a pleasant afternoon in Oulu, Finland I was discussing the ideas presented here with my friend Hannu Soini who said to me, “when one is learning it is important to forget certain things so they do not impede our creativity.” Hence, the title of this paper and a further exploration of the concepts that Hannu and I feel are impeding the advance of psychology. I would like to preface with a reminder that when I try to explain Whitehead’s philosophy succinctly I sometimes fail to explain things well. His is a truly organic conception of reality so please forgive me. 相似文献
3.
Howard Woodhouse 《Interchange》2005,36(1-2):121-138
On the basis of insights provided by Whitehead and John Cobb, I show how the People’s Free University of Saskatchewan (PFU) is a working model of free, open, community-based education that embodies several characteristics of Whitehead’s philosophy of education. Formed in opposition to the growing commercialization at the original “people’s university,” (the University of Saskatchewan) the PFU has spawned distinctive ideals of its own. The PFU reflects Whitehead’s belief in the importance of shared knowledge fostered by community-based education, the value of abstract and practical knowledge, and the power of the imagination to establish a community of learners capable of acting freely together. 相似文献
4.
Jack Priestley 《Interchange》2005,36(1-2):215-230
This paper is concerned with the process of religious thinking as a linguistic form of investigating the world of values, which stands in contrast to theology and religious studies. It hinges around Wittgenstein’s comment, “I am not a religious man but I cannot help but see every question from a religious point of view.” It argues that scientific modes of thought are now so dominant that values education of all types are distorted as science itself was once distorted in an age when theological language held sway. The result today is the worrying growth of what is usually termed fundamentalism or literalism. The paper introduces the thinking on this issue from the curriculum theories of the Danish thinker Søren Kierkegaard, which have been ignored for nearly two centuries, before examining the work of a modern scholar, Christopher Arthur. Finally Whitehead’s insights arising from his later works are brought into play to conclude the argument. 相似文献
5.
In the present study, we develop and deploy a conceptual framework of “scaffolding” in groupwork learning, through the analysis of the pursuit of a learning goal over time. The analysis follows individuals’ different experiences of an interaction as well as collective experiences, considering individual attainment as a result of a bi-directional contextualized conversation and action. We detect, describe and evaluate two (2) types of interaction that can be characterized as “scaffolding process”: the first concerns “Scaffolding individual thinking” and the second “Scaffolding collective thinking”. The latter, apart from presenting the educational advantages of collective thinking through peer discussion (D) and curriculum-focused evaluation context of Teacher Initiation – Student Response – Teacher Follow up (IRF), also presents the advantage of ‘spiral’ verbal exchanges in which the teacher “tunes in” to the students’ present state of ability or understanding (spiral IDRF). 相似文献
6.
Despite its essential role in educational reform, professional development typically does not receive adequate support in systemic reform efforts. This article presents an exception—a state that incorporated professional development as a central priority in its reform effort and four schools that used state resources to build their capacity for enacting the reform agenda. We describe central features of Kentucky's approach to professional development, characterize elements of professional development within the four schools, and discuss how these elements promoted three dimensions of school capacity: individual teachers’ knowledge, skills, and dispositions; professional community; and program coherence. Based on this “image of the possible,” we offer recommendations for professional development that supports systemic, standards-based educational reform. 相似文献
7.
Rosario Diaz-Greenberg Jacqueline Thousand Maria Cardelle-Elawar Ann Nevin 《Teaching and Teacher Education》2000,16(8):663
The purpose of this paper is to help teachers better understand the struggles that people with disabilities experience in attaining their educational goals and to encourage the development of teaching and learning strategies that help to respect and facilitate the struggle itself. The authors share the generative themes that emerged using a critical pedagogy approach (dialogic interviews) to elicit the voices of adults with disabilities speaking about their public school experiences. In discussing the implications for teachers, the authors show the intersections of educational psychology's concept self-regulation and critical pedagogy's concept conscientization and special education’ s concept self-determination. Why the ‘struggle’ itself is important (from the perspectives provided by conscientization, self-regulation, and self determination) is discussed.The major question is whether or not teachers can structure the awareness process that results in learners becoming aware enough to verbalize, “I have difficulties”. What do teachers do to stimulate the metacognitive thinking processes that makes it possible for students with disabilities to think, “I can monitor myself!”? How can teachers capture the power of the conscientization experience that leads students with disabilities to experience the generative will power “to use the powers that I have to make a difference in my life's situation?” How do adults with disabilities come to these kinds of awareness and how can teachers help facilitate the awareness? 相似文献
8.
Ian Winchester 《Interchange》2005,36(1-2):209-214
Although Whitehead himself, in Process and Reality, appears to maintain a correspondence theory of truth, at various points he also appears to hold that truth is a function of the process under consideration. This suggestion is considered and developed beyond Whitehead’s few examples. It is suggested that such a theory could be extended further and that it would be consistent with Whitehead’s natural philosophical tendency. 相似文献
9.
Rethinking accountability in a knowledge society 总被引：2，自引：0，他引：2
Pasi Sahlberg 《Journal of Educational Change》2010,11(1):45-61
Competition between schools combined with test-based accountability to hold schools accountable for predetermined knowledge
standards have become a common solution in educational change efforts to improve the performance of educational systems around
the world. This is happening as family and community social capital declines in most parts of developed world. Increased competition
and individualism are not necessarily beneficial to creating social capital in schools and their communities. This article
argues that: (1) the evidence remains controversial that test-based accountability policies improve the quality and efficiency
of public education; (2) the current practice of determining educational performance by using primarily standardized knowledge
tests as the main means of accountability is not a necessary condition for much needed educational improvement; and (3) there
is growing evidence that increased high-stakes testing is restricting students’ conceptual learning, engaging in creative
action and understanding innovation, all of which are essential elements of contemporary schooling in a knowledge society.
Finland is used as an example to suggest that educational change should rather contribute to increasing networking and social
capital in schools and in their communities through building trust and strengthening collective responsibilities within and
between schools. This would create better prospects of worthwhile lifelong learning in and out of schools. Based on this analysis,
the article concludes that education policies should be directed at promoting more intelligent forms of accountability to
meet external accountability demands and to encourage cooperation rather than competition among students, teachers and schools. 相似文献
10.
Ruth Gilbert 《Children‘s Literature in Education》2005,36(3):241-253
Mark Haddon’s The Curious Incident of the Dog in the Night-Time was the cross-over publishing sensation of 2003. It has been the subject of widespread critical and commercial acclaim and has won prestigious UK prizes including the Whitbread Book of the Year and the Guardian’s Children’s Fiction Prize. It is still enjoying considerable commercial success in the best-seller lists. This essay reads Haddon’s novel alongside Kevin Brooks’ Martyn Pig (2002), winner of the Branford Boase Award and short-listed for the Clip Carnegie Medal. Brooks’ hero, Martyn has a troubled teenage life, and like Haddon’s Christopher, he turns to detective fiction in order to shape his own experience. The essay develops the idea that “every life is in search of a narrative” (Richard Kearney, On Stories, p. 4) and argues that detective fiction, in particular, provides structures that allow Brooks’ and Haddon’s first person narrators to make sense of their confusing worlds.Ruth Gilbert is senior lecturer in English at University College, Winchester, England. She has published on gender and sexuality in early modern literature. Recent research has focused on memory and identity in contemporary British Jewish fiction. This article stems from an ongoing interest in teenage and “cross-over” fiction and creative writing. She is currently writing a novel for teenagers. 相似文献
11.
The purpose of this study is to examine whether flexible and fluent thinking skills, two important elements in divergent thinking, can be enhanced through creative drama process. The research was conducted on 30 subjects, 15 in an experimental group and 15 in a control group. Each group consisted of 9 females and 6 males. All subjects were postgraduate students, and the average age was 25. Flexibility and fluency were assessed through “circle drawing” and “alternate uses of objects” sub-tests. Both groups were given an initial pre-test. Then the experimental group attended a 10-week creative drama course, 3 h a week. A week after drama process was completed, a post-test was applied to both groups. Determining the pre-test and post-test score differences of the two groups, the one-way MANOVA analysis with a 2 × 2 design was applied. The results show that creative drama process can help enhance the two important aspects of divergent thinking, fluency and flexibility, in adult groups. 相似文献
12.
Like other countries, Israel had its share of projects that see the implementation of inquiry and higher order thinking in schools as their main goal. However, although many of these projects were quite successful, they did not succeed in changing the bulk of teaching and learning in Israeli schools. This article describes a new national educational policy called “Pedagogical Horizons for Learning”. The goal of this policy is to move the whole educational system towards a focus on higher order thinking and deep understanding. Such a move must consider the knowledge gained from previous projects but it must also lean on strategies for implementing systemic educational change. Implementing the goals of the “Pedagogical Horizons for Learning” on a national scale requires simultaneous work on three-dimensions: (a) curriculum, learning materials and standards; (b) professional development; and (c) assessment. The article outlines the plan for each of these three-dimensions and provides some accounts of the first stages of the implementation process. 相似文献
13.
Education and Economic,Political, and Social Change in Vietnam 总被引：1，自引：0，他引：1
This paper provides an overview of the complex relations among history, education, political economy, and social change in Vietnam. Vietnam has a long history of education and a literate culture. The evolution of Vietnamese culture and society is characterized by both persistence and change. Social and political persistence and change have been profoundly affected by education in Vietnam. In this paper major external influences on Vietnamese education and social change are considered, including Chinese Confucian influences, French colonial influences, Soviet and US influences during the Cold War, and more contemporary international global influences as Vietnam has become part of the global economy and international regimes. The importance influence of the policy of “doi moi” (economic renovation) introduced in 1986 is seen as resulting in a major transformation in Vietnam. The paper concludes with a discussion of Vietnam’s future and its goals of developing a modern economy through a priority on the development of human capital through a distinctive Vietnamese educational system, drawing eclectically and creatively on diverse external influences. 相似文献
14.
Among the aims of education is the endeavor to bring students closer to an understanding of the world-at-large. Although pedagogical methods vary, educators would certainly agree that changing students’ knowledge and beliefs is among the end-goals of successful education (Murphy, 1998, Unpublished Doctoral Dissertation. University of Maryland, College of Education, College Park, MD). In the educational research literature, this “coming to know” has been referred to as conceptual change, and more recently there has been a resurgence of interest in “coming to believe” most often referred to as persuasion. Given that many researchers have defined belief as a form of knowledge, the delineating features of these two constructs are somewhat opaque. This present work closely examines these two constructs by identifying theoretical forbears of conceptual change and persuasion theory in the domains of philosophy and psychology with the intent of tracing their influence on educational research and practice. 相似文献
15.
M. J. Themane K. D. Monyeki M. E. Nthangeni H. C. G. Kemper J. W. R. Twisk 《International Journal of Educational Development》2003,23(6):637-643
The purpose of this paper is to report the cross-sectional relationship between educational achievements and the ‘health status’ of the rural South African children in the Ellisras Longitudinal Study (ELS).The study followed a cohort design where 1033 children (569 boys and 464 girls) aged 7–14 were randomly sampled from 11 primary schools and one secondary school. Anthropometric measurements for height for age (HAZ), weight for age (WAZ), body mass index (BMI) and sum of skinfolds (SOS) were carried out to establish their ‘health status’. Educational achievement tests for Mathematics and English were administered to check their educational status.The results of the multilevel analysis showed that HAZ, WAZ and BMI were positively related to both English and Mathematics performance. HAZ was only positively related to mathematical performance and SOS was not related to educational achievement at all. Furthermore, age and gender only marginally influenced the observed relationships.The study recommends that other factors such as socio-economic status and learning environment should be looked into to find out whether these factors influence the observed relationships. 相似文献
16.
Keith D. Ciani Jessica J. Summers Matthew A. Easter 《Contemporary educational psychology》2008,33(4):533-560
Classroom instruction may be affected by school contexts that are increasingly performance-driven because of legislative demands. Interpreting this as a need to investigate the relationships between school context and classroom practice, this study took a “top-down” approach by examining contextual elements of school goal structure and teacher community on teachers’ sense of self- and collective efficacy, and classroom goal structures. After collecting data from teachers in four Midwestern high schools, results indicated that teachers in highly performance-oriented schools reported significantly less adaptive motivational beliefs, lower community, and more performance-oriented instruction than teachers in a low performance-oriented school. Furthermore, a path analysis revealed that classroom goal structures were significantly and indirectly related to teacher community. We discuss how academic context may affect teachers’ motivational beliefs as well as classroom practices, and make recommendations for future research and practice. 相似文献
17.
在中国文化背景下,采用形容词核查表考察了308名中小学教师关于创造性学生特征的内隐观,并在此基础上比较了教师认可的创造性学生特征与其喜好学生特征的差异,发现教师的创造性内隐观主要涵盖了认知和人格两个方面,排序靠前词汇是想象力丰富、爱思考、实践能力强、灵活、独创等,排序靠后的词汇为情绪化、个人主义、易冲动、愿做让步等;内隐观可以提炼为四个因素宜人性、独创性、不合常规性和才情,其中独创性和才情是创造性学生的典型特征;教师喜欢的学生特征与教师评价的创造性学生特征存在差异。 相似文献
18.
Using Psychological Abstracts as the source of the original sample (“first-level”), various characteristics of the literature of educational psychology are compared with the characteristics of a “second-level” literature (defined as the literature that the first level cites). In particular, the scatter (dispersion) of periodical articles over periodical titles is looked at for both levels. The journals most cited within the literature of educational psychology are identified. 相似文献
19.
The public-private division of responsibility for education 总被引：1，自引：0，他引：1
In this chapter “private” schools are defined as those that were privately founded and are privately managed; they usually have some private funding, although in some cases considerable funding and control come from the government. The size and nature of the private sector is viewed as stemming from excess demand for education due to limited public spending (i.e., these are students who would prefer to use the public schools but are involuntarily excluded and pushed into the private sector); differentiated demand due primarily to cultural heterogeneity (i.e., these are students whose differentiated tastes along religious, linguistic or ethnic lines lead them voluntarily to choose the private sector even if a public school place is available); and the supply of non-profit educational entrepreneurship (e.g., founders who start schools to maximize religious faith or believers, rather than profits) by competing religious organizations. The impact of public policies, including public educational spending and private subsidies, is also considered. 相似文献
20.
This paper aims to discuss the challenges in the process of building a learning community in Vietnamese primary schools. Five lessons emerge from the cases. First, changing teachers’ beliefs is time-consuming. Second, because of the reluctance of teachers to change, large-scale delivery of the educational project should be critically revisited with regard to its effectiveness. Third, learning community requires the building of trust among actors, including external resource persons. Fourth, external resource persons should continue learning sincerely to gain teachers’ trust. Fifth, the concept of sustainability should be revisited as something that is never-ending and that cannot reach perfection. 相似文献