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1.
Education for work: Reflections towards a theory of vocational education   总被引：1，自引：0，他引：1  
By integrating aspects of a philosophy of work and a sociology of work, this article draws conclusions relevant to framing a theory of vocational education. Education for work is accepted in this paper as the common central meaning of the term vocational education. The two concepts, education and work, are first examined separately: work is seen to include recreational and occupational work, while occupational work is seen to fall on a continuum ranging from constrained to unconstrained occupational work. Education and training are distinguished. After a discussion of the conceptual links which might be drawn between education and work, recommendations are made about the aims, the place, and the curriculum of vocational education within the general institution of education.
Zusammenfassung Durch die Integration von Aspekten einer Philosophie der Arbeit und einer Soziologie der Arbeit kommt der Verfasser dieses Artikels zu Schlußfolgerungen, die eine Theorie der Berufsbildung entwickeln. Bildung für die Arbeit wird in diesem Artikel als die allgemeine, zentrale Bedeutung des Begriffes Berufsbildung verstanden. Die beiden Begriffe Erziehung, und Arbeit werden zunächst einzeln untersucht: Arbeit umfaßt hier Freizeit- und Berufsarbeit; Berufsarbeit ist ein Kontinuum von mehr oder weniger vorgegebener Tätigkeit. Es wird zwischen Bildung und Ausbildung unterschieden. Im Anschluß an eine Diskussion über begriffliche Gemeinsamkeiten zwischen Erziehung und Arbeit werden Vorschläge über Ziele, Einordnung und Curriculum der Berufsbildung innerhalb des allgemeinen Systems der Erziehung unterbreitet.
Résumé En intégrant des aspects d'une philosophie et d'une sociologie du travail, cet article tire des conclusions pertinentes pour l'élaboration d'une théorie de l'éducation professionnelle. L'éducation pour le travail est prise dans cet article au sens commun central du terme éducation professionnelle. Tout d'abord, on examine séparément les deux concepts éducation et travail: on considère que le travail inclut les occupations récréatives et professionnelles alors que le travail professionnel est vu en tant qu'un continuum allant du travail professionnel contraint au travail non contraint. On distingue l'éducation de la formation. Après une discussion sur les liens conceptuels qui pourraient être établis entre l'éducation et le travail, des recommandations sont faites sur les objectifs, la place et le contenu de l'éducation professionnelle au sein de l'institution générale de l'éducation.
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2.
Methods developed by Newman and Casey for analyzing errors made by children attempting verbal arithmetic problems are described, with particular emphasis being given to Newman's hierarchy of error causes. Data obtained by Newman, Casey, and Clements are presented. These show that a large proportion of errors made by children in grades 5–7 in Victoria on verbal arithmetic problems are in the Newman categories Comprehension, Transformation, Process Skills, and Carelessness.  相似文献   

3.
An earlier research project, the Concepts in Secondary Mathematics and Science (Mathematics) project, identified both a hierarchy of levels of understanding in different areas of secondary mathematics, and a number of particular errors which were made by significant proportions of the children tested. Preliminary consideration of these errors and the strategies which appear to have given rise to them suggests that the use of informal naive methods which are limited in their applicability is widespread even at fourth-year level. The suggestion is made that there may be two systems of mathematics coexisting in the secondary school classroom: the formal taught system, and a system of child-methods which are based upon a counting, adding-on or building-up approach, and by which children attempt to solve mathematical problems within a human-sense framework. The difficulties which some children appear to experience in mathematics is suggested to be due in part to these children's non-initiation into the formal taught system. The implication of such a view for teaching and research are indicated.  相似文献   

4.
Mahner and Bunge argue that (1) science and religion are incompatible, in order to develop their thesis, that (2) a religious education ... is an obstacle to the development of a scientific mentality, and that therefore we should only teach our children (3) how science explains the existence of religion in historical, biological, psychological and sociological terms, and that (4) religious education should be kept away from public schools ... I offer brief comments on each of these strands of their argument. Religionists, to use Mahner and Bunge's term, generally come from a specific stance so I shall make it clear, from the outset, that these remarks come from a Christian standpoint, even though many of them are much more widely applicable. Although I agree with some of the observations which Mahner and Bunge make, my conclusions are generally opposite to theirs on each of the four points.  相似文献   

5.
Much has been made about the difficulties students have in transferring their learning from one context to another. We suggest that students learning from examples use imitation, a subtype of analogical problem solving (APS). Whereas APS involves manipulating a mental representation, imitation involves mapping the surface features of a source example to a target problem and no assumptions are made about what a student knows. Often imitating a close variant of a source problem is likely to be relatively successful; however, trying to solve a distant variant by imitating an example creates difficulties in mapping values and adapting the source example to the target. In this paper we argue that some students' inability to transfer their learning is very often due to the teaching material rather than any failure on the part of the student. To this end, we have developed an interpretation theory based on the proportional analogy framework (a:b::c:d) which can be applied to text analysis. The theory is demonstrated using examples taken mainly from computer programming textbooks.  相似文献   

6.
This paper suggests a theoretical framework to deal with some well known phenomena in mathematical behavior. Assuming that the notions conceptual and analytical are clear enough in the domain of mathematical thinking, the notions pseudo-conceptual and pseudo-analytical are proposed and explained. Examples from mathematics classrooms, mathematics exams, and homework assignments are analyzed and discussed within the proposed theoretical framework.The notions pseudo-conceptual and pseudo-analytical proposed in this paper, actually narrow the extension of the notion cognitive by restricting it to the domain of meaningful contexts. Analysis of meaningless behaviors, it is claimed, requires a different theoretical framework. The attempt to analyze meaningless behaviors in the same way as meaningful behaviors is called here the cognitive approach fallacy.  相似文献   

7.
It is a main contention of this paper that the history of science is not so much a story of the progressive advance in our understanding and discovery of the facts of nature, but rather, an account of different ways of seeing things; where the things thus seen are to a considerable extent themselves the result of realizational processes operating in terms of some theory or other. But further, such theories are in turn controlled by some respective methodology which has its history: with the latter itself a record of different views about those elements believed to be essential for any adequate constructionof scientific theories. The paper then distinguishes between three views, the rationalist, the empiricist, and the systemic processing of scientific facts; the last-named view operating under the guidance of certain leading maxims and principles. Finally, the paper formulates a triadic type of methodology whose three components mirror the three views just mentioned: the probative, the explicative and the systemic components; which in turn are then shown to generate three corresponding ontologies.  相似文献   

8.
Foreign study is a multifaceted phenomenon - its impact is felt on academic institutions in both the host and sending countries, on the economies of nations, and of course on the individuals involved. With more than one million students studying abroad, foreign study has assumed considerable importance in higher education planning. This article considers the many aspects of foreign study and discusses the interrelationships of these elements. The policies of the host nations, for example, have an impact on higher education planning in the sending countries. The non-return of foreign students, traditionally referred to as the brain drain, is considerably more complex than was once thought since Third World graduates settled in the industrialized nations often retain contacts with their home countries and increasingly return after a period abroad. This article also considers the various push and pull factors which determine the constantly changing flow of foreign students.This study was supported by the Organisation for Economic Co-operation and Development, Centre for Educational Research and Innovation. It was presented at the International Seminar on Higher Education and the Flow of Foreign Students, convened by the Hochschul-Informations-System, with support from the Federal Ministry of Education and Science and the Lower Saxony Ministry of Science and Arts in Hannover, Germany on 26th–28th April 1990.  相似文献   

9.
Research and scholarship: Perceptions of senior academic administrators   总被引：2，自引：0，他引：2  
This paper reports selected findings from the first stage of a study on the research role within academic work in Australian universities. These findings come from the interview component of the study and discuss the perceptions that senior academic administrators hold on research and scholarship. The analysis of the interviews indicates that research covers a wide and varied range of activities across the disciplines found in a university and therefore needs to be defined broadly. However, research has three major attributes: new knowledge, enquiry and publication of results and views. Scholarship was perceived to be part of the research process, providing the context for good research by adding the element of breadth to the depth of research. In addition, scholarship describes the manner of pursuing a serious, sustained line of enquiry as well as the dissemination process.  相似文献   

10.
This paper analyzes the interpretations of equality and the equal symbol of the third-grade children who participated in a year long whole-class socio constructivist teaching experiment. These children initially interpreted the equal symbol as a command to perform an arithmetical operation; it was less natural to them to interpret it as a relational symbol to compare two quantities. By the end of the school year, children were able to conceptualize the quantitative sameness of two numerical expressions and describe it by using the phrase is the same as, the words equal or equals, or the symbols = or =s. These children expanded their conceptualizations of equality due to their active role in class discussions, the arithmetical tasks that took into account children's difficulties, and the teacher's intellectual sensitivity to strike a delicate balance between the force of teaching and the freedom of learning (Freudenthal, 1991, p. 55).  相似文献   

11.
Conclusion The post-literacy Curriculum was developed, on the one hand, to empower the people through the development of appropriate knowledge, skills, and attitudes to improve their living conditions. On the other hand, it was developed to create conditions and facilities for lifelong education. One of the main factors which influenced the reforms was the unsuitability of the post-literacy content: one could argue that it was developed in a top-down manner.Clearly, curriculum design is not merely a technical issue, but rather a cooperative activity among the agents involved. Any innovation in the post-literacy curriculum, therefore, should take into account the views of the target population. This would not only make the curriculum feasible but would also reduce uncertainty about its mission.  相似文献   

12.
In recent years, higher educational institutions (HEIs) have been under increasing pressure to liaise more closely with industry. This paper draws on some relevant areas of economic theory to analyse the relationship between HEIs and industrial organisations. The nature of the benefits from liaison is examined, and the implications for financing liaison activities are considered. It is argued that liaison can frequently strengthen the traditional functions of HEIs by contributing to teaching and research. However, there is justification for the fears of many academics that in practice the outcome of closer industrial involvement may be to weaken these functions. Such undesirable outcomes reflect the weaknesses of the internal organisation of HEIs; in particular, the scope for opportunistic behaviour provided by the incompleteness of the academic contract, and the informational disadvantages suffered by senior management. In the light of these arguments, the final section considers alternative systems for organising liaison, drawing on examples from the United Kingdom. The criteria for assessment are concerned with the likely effectiveness of the systems in reducing the costs of both facilitating and policing liaison activities.  相似文献   

13.
The paper investigates conceptual relationships between the Continuous and the Discrete. Differentiation, integration and the fundamental theorem of calculus are based on corresponding operators and a corresponding theorem with functions on finite domains (discrete functions). The final section discusses the possibilities for introducing elements of a discrete analysis into the mathematics curriculum.  相似文献   

14.
The theme of Quality has been embedded in Aston University's strategic plans for long term success during a decade of change brought about by the national policy to restructure the British Higher Education system. The philosophy and techniques of Quality Management have been applied as a means of ensuring continuous improvement and progress towards Aston's mission to be a leading technological university. The strategic plan has led to major projects including academic restructuring to ensure that departments cover disciplines consistent with the mission, and the provision of a high quality support infrastructure. The plan for growth is rooted in the concepts of understanding who the customers are, in understanding their needs and serving them well. The formation of a Quality Council has marked a further stage in the realisation of an integrated Quality Management programme. The purpose of the Council is to review the University's processes and Critical Success Factors in order to identify key areas for improvement. An extensive education and training programme has been launched and there has been experimentation with the vital Quality Management technique of Quality Function Deployment.  相似文献   

15.
In mathematics education literature the term hierarchy is used in a number of ways. It is important that the mathematics educator consider the usefulness of the hierarchies presented by various researchers and theorists, in the light of their application to teaching. Current works on mathematical learning hierarchies are illustrated and in particular the work of the mathematics team of the research project Concepts in Secondary Mathematics and Science is examined.  相似文献   

16.
A recent book by Frank Swetz and others has postulated the existence of the phenomenon socialist mathematics education. In this paper we consider critically Swet's arguments and assertions and suggest an alternative methodology whereby one might attempt to describe socialist mathematics education.  相似文献   

17.
Résumé Les difficultés scolaires éprouvées par les élèves immigrés ont été généralement étudiées en mettant l'accent sur leurs carences ou sur les stratégies d'adaptation dont ils se servent. Le travail qu'on présente ici vise à renverser cette optique — en inserant cette problématique dans le cadre théorique de la Transculturation, et en étudiant la façon dont ces élèves perçoivent l'institution scolaire.Une étude de l'énonciation porte sur 101 entretiens dans la langue d'origine, avec des sujets hispanophones et lusitanophones, garçons et filles, âgés de 10 à 17 dans.Sur la base d'une analyse statistique informatisée on a établi des indices visant à saisir (a) les rapports chercheur/sujet dans l'entretien; (b) les liens qui rattachent l'individu à son groupe (moi — nous); (c) sa perception de l'autre; et (d) la façon dont il se situe par rapport à son expérience (assumée ou subie, actant ou acté). Des mots-clé illustrent et soulignent les difficultés éprouvées par ces sujets et par l'institution scolaire pour appréhender les normes temporelles comme un modelage culturel et en saisir leur relativité.
The difficulties of immigrant children at school have generally been studied with the emphasis either on their deficiencies or on the schemes which they devise to enable them to adapt. The study which is presented here, however, aims at a radically different approach by viewing the problem within the theoretical framework of transculturation and by examining the way in which the pupils themselves perceive the French school system.A study is made of the outcome of 101 interviews which were conducted in their mother tongue with Spanish- or Portuguese-speaking boys and girls aged between 10 and 17 years old.On the basis of statistical analysis by computer, indices were formulated with the intention of establishing (a) the relationship between the researcher and the subject during the interview; (b) the links between the subject as an individual and his/her peer-group (me — us); (c) his/her perception of others; and (d) the way in which he/she relates to his/her experience (as something to be positively accepted — or to be suffered; active or passive). Keywords illustrate and underline the difficulties encountered both by pupils and by the school to grasp the idea of time norms as a cultural shaping and to perceive how relative they are.
Zusammenfassung Die schulischen Schwierigkeiten von Einwandererkindern sind allgemein entweder mit Schwerpunkt auf ihren Unzulänglichkeiten oder auf den von ihnen gewählten Anpassungsstrategien untersucht worden. In der vorliegenden Untersuchung jedoch wird ein radikal anderer Ansatz beabsichtigt, indem das Problem innerhalb eines theoretischen Bezugsrahmens der Transkulturation betrachtet und indem die Art und Weise geprüft wird, die die Schüler selbst dem französischen Schulsystem gegenüber empfinden.Die Studie wurde aufgrund von 101 Interviews von in ihrer Muttersprache spanisch- und portugiesisch-sprechenden Jungen und Mädchen im Alter von 10 bis 17 Jahren erstellt.Auf der Grundlage statistischer computergestützter Analyse, wurden Indices mit der Absicht formuliert, folgendes nachzuweisen: (a) die Beziehung zwischen dem wissenschaftlichen Befrager und dem Befragten während des Interviews; (b) die Verbindungen zwischen dem Befragten als einem Individuum zu seiner/ihrer Gruppe von Gleichaltrigen (ich — uns); (c) seine/ihre Wahrnehmung der Anderen; und (d) die Art und Weise auf der er/sie sich in Beziehung zu seiner/ihrer Erfahrung sieht (als etwas, das als positiv erleb wird, oder an dem man leitet; aktiv oder passiv). Schlüsselworte veranschaulichen und unterstreichen die Schwierigkeiten, auf die sowohl die Schüler als auch die Schule stossen, um die Vorstellung der Zeitnormen als Kulturform zu begreifen, und um ihre Relativität zu empfinden.
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18.
Swedish universities are required to change towards more effective self-regulation as the government has recently reduced state steering and devolved further responsibilities to them. In this paper, self-regulation is related to the concept of autonomy, a concept which is analysed on the two dimensions of purpose and authority, resulting in four models of state governance and consequently in a different space of action for the institutions. However, in order to develop self-regulation, the space granted must also be used effectively to realise autonomy. Six Swedish higher education institutions are analysed concerning how they have used their new space of action and what restrictions they have met in their efforts for self-regulation.  相似文献   

19.
This paper examines a range of positive and negative consequences for women of Quality Assurance (QA) initiatives in one Australian university. Drawing on Foucaults concepts of governmentality and power/knowledge, it is argued that the popular repressive hypothesis of power via governmentality hides a positive and potentially productive dimension of power. Following recent work by feminist political theorists, my claim here is that a corporatist managerial discourse such as QA can be used strategically for a politics of transformation in the interests of women. The paper begins with an outline of the parameters of debate about and critiques of the QA agenda in the Australian higher education sector, and highlights some potentially negative consequences for women in terms of their structural location in the university. An overview of QA audit processes then leads into a closer examination of one universitys response to QA initiatives. The culture and management style of this regional university was significantly transformed from an informal and pastoral model to one with open systems of accountability and performance targets built around equity issues. In that regard, it is argued, equity target groups including women, became the visible focus of the development and implementation of new systems designed to bring equity into the mainstream. In closing, I argue that in this particular university, the new managerialism of QA was indeed a panoptic mechanism of making visible: productivity, equity groups, procedures and outcomes. But in an institutional context where open systems were lacking and womens contributions invisible and undervalued, the QA agenda brought new opportunities not only for women but for other groups previously marginalised and silenced.  相似文献   

20.
Scientific thought is regarded here as both a type of goal-directed behaviour (practice) and its product, and the question of its nature posed in terms of that goal and of means appropriate for achieving it, preferably with regard to an existing paradigm (exemplar) such as the Galilean-Newtonian. Empiricism, a widely received view of the nature of science, is examined and rejected, as is the general idea that scientific thought has philosophical foundations. The question of the actual or possible scientific status of the human sciences is raised and some methodological guidelines for an answer to it suggested.This paper is a version of one commissioned for the forthcoming International Handbook of Science Education edited by Ken Tobin and Barry Fraser (Kluwer Academic Publications). Thus it deals in a condensed way with wide-ranging and complex matters that would ordinarily be treated separately and at greater length. (Editor)  相似文献   

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