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《Journal of moral education》2012,41(3):355-365
This paper asks whether it would be better not to talk about morality in schools. The issue is raised through a consideration of changes in public discourse and especially in educational discourse, where categories such as ''personal, social and health education'' and ''citizenship education'' are more salient than ''moral education''. Drawing on John Wilson's arguments, the paper considers claims for the indispensability of the concept of morality. It is argued that such claims, in Wilson's own writings, are applied to both an ''individual'' and a ''social'' conception of morality. Contrary to Wilson, the paper argues that the ''wisest strategy'' for public education is to take the social conception of ''morality in the narrow sense'' as a central focus. 相似文献
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人民主权是政治哲学研究的核心内容,也是社会发展和政治文明进步的标志。卢梭从资本主义私有制造成人类社会不平等的角度提出了人民主权理论,强调了人民主权的不可分割、不可代表和至高无上性。卢梭的人民主权思想对马克思权力思想的形成产生了重要影响,其关于法律、政府和主权的论述是马克思建立人民主权国家的理论基础。但是,卢梭的人民主权思想并未跳出时代的限制,本质上是一种抽象的、理想主义的设想。马克思的人民主权思想从物质生产和物质生产关系中现实的人出发,对实现主权在民的社会理想提出了现实的方法论指导,是对卢梭思想的超越和发展。 相似文献
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This essay explores the meaning of ''globalization'' and places the current setting of the Mexico-U.S. border in historical context with reference to the process of ''globalization.'' It argues that if the current phase of capitalism merits the new label of ''globalization,'' it does so for reasons related to the new magnitude of corporate power. Transnational corporations have the power to undermine national sovereignty and the legitimacy of political systems even in the democratic republics of the West. The essay highlights aspects of the maquiladora industry in Ciudad Juárez, Chihuahua, Mexico, and the economy of El Paso, Texas, and suggests that the experience of this border region heralds changes in store for other regions of the United States and Western Europe: ''globalization'' is bringing about a convergence between the ''First'' and ''Third'' worlds. 相似文献
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Ingeborg Stobie 《Educational Psychology in Practice》2002,18(3):203-212
The present paper is concerned with processes of 'change' and 'continuity' and their application to educational psychology. It argues that educational psychologists (EPs) need to be aware of and reflect regularly about 'change' and 'continuity' in their profession as a means of evaluating their own short- and long-term development. Such examination includes assessing the impact of external changes on EP practice. In identifying conceptual features of 'change' and 'continuity', the paper claims that 'change' is 'learning', and suggests a list of prerequisites if change is considered. The paper also provides the foundation for the presentation of an exploratory research project into 'change' and 'continuity' in educational psychology, discussed in Part II. 相似文献
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文章以员工变革准备为中介变量,以变革合法性、员工情绪智力为调节变量,探讨变革型领导对员工工作绩效的影响机理。运用层级回归方法对问卷调查结果进行实证检验并得出结论：(1)变革型领导正向影响员工工作绩效;(2)员工变革准备在变革型领导和员工工作绩效路径中起部分中介作用;(3)员工情绪智力在变革型领导和员工工作绩效路径中起调节作用;(4)变革合法性在变革型领导和员工变革准备路径中起调节作用。因此,企业管理者应当重视员工变革准备和员工情绪智力的培育及变革合法性的积累,从而提高员工工作绩效。 相似文献
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SHEREEN BENJAMIN 《Discourse: Studies in the Cultural Politics of Education》2003,24(1):105-118
In the UK, as in many parts of the world, educational policy is dominated by the 'standards agenda': the top-down drive to improve students' performance in examinations. Simultaneously, there is policy emphasis on (differing versions of) 'inclusive education', and mainstream schools are exhorted to remove barriers to learning and participation for students who would until recently have been educated separately in special schools. This paper examines one of the many tensions between these two policy imperatives. Using findings from an ethnographic study in one comprehensive girls' school in an English city, I identify three distinct versions of educational 'success'--'dominant', 'consolation' and 'really disabled'. This paper explores how students identified as having 'special educational needs' position themselves and are positioned by the three discourses, and suggests that the hierarchisation of what can count as 'success' is an important dimension in the enduring reproduction of educational and societal inequalities. 相似文献
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众所周知,毛泽东在新民主主义革命时期就已经开始探索中国未来的政治发展道路,并在实践中逐步形成了系统的民主政治理论,成为毛泽东整个思想理论体系中的重要组成部分,整理和发掘毛泽东在民主革命时期的民主政治思想便是一个比较复杂而有意义的过程。首先,从理论源流的角度来看,毛泽东民主政治思想既是对中国传统封建政治思想优秀成分的吸收,也有西方近代资产阶级的民主成分,同时马克思主义的政治理论也是其思想的重要来源;其次,毛泽东思想并不是仅仅停留于理论的阐述,而是付诸了我国新民主主义革命和社会主义建设时期的民主政治实践,在实践中经受检验了的毛泽东民主政治思想,使得我们能够根据实践来总结其优缺点;最后,我国现在仍然以毛泽东思想作为指导思想,研究毛泽东的民主政治思想,反思其优缺点,对于加强中国现阶段的民主法制建设仍然具有重要意义。 相似文献
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李大钊十分关注儿童的生存发展和教育状况,重视对儿童进行早期教育。他主张教育要尊重儿童的天性,要开阔儿童视野,尤其要注重对儿童良好道德品质的培养。李大钊的儿童教育思想对于现在的学校和家庭教育仍具有重要的启迪和借鉴意义。 相似文献
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Jack Demaine 《International Studies in Sociology of Education》2013,23(2):125-140
The last half-century of sociology of education is littered with the debris of functionalist theories about social reproduction, inequality and class. This article discusses 'progressive 'and 'conservative 'readings of arguments about social reproduction and explores the consequences for the sociology and the politics of education with reference to supposed 'influence ' and 'audience'. New Labour's embrace of the school effectiveness/improvement movement and the introduction of the Sure Start programme illustrate that while 'social reproduction' is still a concern for sociologists of education, policy-makers have more 'practical' concerns. 相似文献
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This paper focuses on the question, 'What kind of learning processes are intended in the subjects Care and Technology in the Dutch common curriculum?' Arguments for the introduction of the subjects in the common curriculum pointed out their practical nature. However, the concept 'practical' was used to refer to different dimensions: to 'learning domains' (cognitive, psychomotor, social-affective), and to 'learning outcomes' (knowledge-skills). We analyse these subjects in relation to these dimensions as well as the dimensions 'productive-reproductive learning', 'extent of metacognition', and 'near- or far-transfer'. The findings show that Care and Technology are not 'practical' subjects in either the learning-domain dimension or in the learningoutcome dimension. Like other subjects in secondary education, relatively little attention is paid to metacognition and far-transfer. 相似文献
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Elaine Boehme 《The Journal of perinatal education》2008,17(4):4-7
A young mother shares the stories of her two sons'' births. Her first birth experience was complicated by muscle spasms and changes in her baby''s heart rate during labor and, later, by medical problems with her baby in the days after birth. The mother''s strength and commitment shine through at every twist and turn during labor and the days after her son''s birth. Two years later, in contrast to her first son''s birth, the mother''s second son was born so quickly that labor presented a different set of challenges. The mother''s confidence in birth and in herself are essential facets of the stories of the births of her two sons. 相似文献
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Bernadette Baker 《课程研究杂志》2013,45(2):157-177
This is the first of two papers that map (dis)continuities in notions of power from Aristotle to Newton to Foucault. They trace the ways in which bio-physical conceptions of power became paraphrased in social science and deployed in educational discourse on the child and curriculum from post-Newtonian times to the present. The analyses suggest that, amid ruptures in the definition, role, location and meaning given 'power' historically in various 'physical' and 'social' cosmologies, the naming of 'power' has been dependent on 'physics', on the theorization of motion across 'Western' sciences. This first paper examines some (dis)continuities in regard to histories of motion and power from Aristotelian 'natural science' to Newtonian mechanics. 相似文献
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Using data generated through two nationally representative sample surveys, this paper explores the trends in the level of basic education of Bangladeshi children. The instrument used for the purpose was based on the Declaration of the World Conference on Education for All (WCEFA, Jomtien, 1990). The findings reveal that the level of 'basic education' increased very slowly, 26.7% in 1993 to 29.6% in 1998, less than one percentage point per year. Statistically significant improvement was observed in 'life skills knowledge' and 'writing skills', but not in 'reading' or 'numeracy'. Girls progressed in 'reading', 'writing' and 'life skills', while the boys in 'writing' and 'life skills'. Over the period, the level improved for rural children but decreased for urban children. Bangladesh falls much behind the targets of the Jomtien Conference in 1990; it will have to wait until 2093 AD to reach the WCEFA goal. The country has made good progress in increasing the access to primary education, but a massive drive is necessary to improve the quality of education. 相似文献
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This paper describes the new culture that the Internet imposes on its users with the problems and the dilemmas that teachers face. The paper is an outcome of research in the ULTRALAB at Anglia Polytechnic University and concludes that 'young' is a complicated term and that 'spirit' is the dominant component of this term. This article presents a fraction of a more comprehensive study that focuses on the way teachers regard the changes involved in introducing the Internet into high schools and how they view this medium as an educational and work tool within the didactic and curricular framework of their high school. The intention was to inspect the viewpoints of 'regular' teachers that engage in traditional learning, and to examine how they cope and identify with the change processes that the Internet brings to the school culture and ethos. The research fieldwork adapted narrative, naturalistic and qualitative techniques of investigation and inquiry using 'constant comparison' as its main analysis technique. La jeunesse n'est pas ncessairement un problme d'ge. Cet article decrit la nouvelle culture que l'internet impose ses utilisateurs avec les problmes et les dilemmes aux quels l'enseignant doit faire face. Cet article et le rsultat de recherches mens l'ULTRALAB de l'universit Polytechnique d'Anglia. Il conclut que la jeunesse est un terme compliqu et que 'l'esprit' est ici la composante dominante. Il presente une partie d'une tude plus large qui est concentre sur la facon dont les enseignants considrent les changements impliqus lors de l'introduction de l'internet dans les coles secondaires et comment ils voient ce media comme un outil d'education dans le cadre des curricula de leur cole. L'intention tait d'tudier les points de vue des enseignants 'classiques' qui se lancent dans l'enseignement traditionnel et d'examiner la facon dont ils font face la situation et identifient les changements que l'internet introduit dans la culture et l'etique de l'ecole. Le champs de recherches a adapt les techniques narratives, naturalistic et qualitatives d'investigation et une enqute utilisant 'la comparaison constante' comme sa principale technique d'analyse. 'Jung' muss keine Frage des Alters sein. Dieses Papier beschreibt die neue Kultur, die das Internet seinen Benutzern auferlegt, und die Probleme und die Dilemmata, denen Lehrer dabei ausgesetzt sind. Das Papier ist ein Forschungsergebnis des ULTRALAB an der Anglia Polytechnic University und schließt mit der Feststellung, daß 'jung'ein komplizierter Begriff und dass Geist' der dominierende Bestandteil dieses Ausdrucks ist. Dieser Artikel zeigt an einem Teil eher umfassender Studienschwerpunkte, wie Lehrer die änderungen, die damit verbunden sind, das Internet in die Highschools einzuführen wahrnehmen und wie sie dieses Medium sowohl als ein bildendes als auch als ein Arbeitswerkzeug innerhalb des didaktischen und lehrplanmäßigen Rahmens ihrer Highschools betrachten. Die Absicht war, die Gesichtspunkte 'regulärer Lehrer, die mehr traditionelle Lehrmethoden bevorzugen, zu kontrollieren und zu prüfen, wie sie mit den Veränderungsprozessen surechtkommen und wie sie sich mit den änderung identifizieren, die das Internet für die Schulkultur und den Schulethos bringt. Die Forschungsarbeit benutzte narrative, naturalistische und qualitative Untersuchungstechniken mit der Methode des 'konstanten Vergleichs' als Hauptanalysetechnik. 相似文献
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钟帅 《上海教育评估研究》2016,5(5):35-40
通过对淮安市两所规模较大的民办中学教师的专业发展意识现状的调查,发现了以下几个问题：大多数民办中学教师当教师的动机不纯正;教师工作满意度与所教学科密切;担任班主任的教师比没有担任班主任的专业技能好;民办中学教师参与校外培训进修活动时间少;民办中学教师专业发展自我感觉良好,多数教师选择维持现状。在此基础上提出了可行性建议。 相似文献
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Jürgen Oelkers 《课程研究杂志》2013,45(6):679-698
The concept of 'modern education' is directly connected with Rousseau's theory of education. It is often said that Rousseau 'founded' modern education, or at least was its most influential predecessor. The paper argues that 'modern learning' or 'experimental education' was discussed within the late-17 th century 'quarrel of the ancients and moderns'. After this historically important debate, education and learning could be connected with the open experience of modern science. When compared to this tradition, Rousseau was not a modern writer. His concept of education has been far too paradoxical to serve as a groundwork for what was considered to be 'modern' or 'progressive education' at the end of the 19 th century. The image of progressive education was strengthened by child psychology, especially by theories of learning and development. Rousseau's stoic concept of 'negative education' is in many respects the opposite to such a viewpoint. 相似文献
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李大钊非常关注民生问题,如何改善民生是贯穿他一生的思考主题之一。李大钊的民生思想经历了从传统思想影响下对民生的关注,到主张资本主义民主政体下用国家政策改善民生,再到马克思主义革命理论指导下进行社会主义革命彻底改革民生的转变历程,发生了根本质变。这种质变体现于关注范畴、主客体转变及解决途径等方面。李大钊民生思想是中国共产党早期民生思想的重要组成部分,具有重要的历史意义。 相似文献
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ELLEN JORDAN 《Gender and education》1995,7(1):69-86
Using a post-structural framework, the paper analyses the dynamics of the process by which little boys adopt a definition of masculinity as avoiding whatever is done by girls. It is argued that this is a response to the fact that the 'fighting boys' who resist the school's demands have appropriated the role of hero in the warrior narratives of little boys' fantasy games, casting the 'good boys' who conform to the requirements of the school as despised 'wimps' and 'sissies'. This leads the 'good boys' to adopt an alternative definition of masculinity as 'not female', and in many cases leads also to the scorn and rejection being redirected to girls as a group. It is suggested that teachers should intervene in this cycle by explicitly discussing the character of the hero in these warrior narratives and showing that it ought not to be equated with the classroom and playground behaviour of the 'fighting boys'. 相似文献