首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 15 毫秒
1.
  相似文献   

2.
Abstract

A central element of Richard Peters’ philosophy of education has been his analysis of ‘education as initiation’. Understanding initiation is internally related to concepts of community and what it may mean to be a member. The concept of initiation assumes a mutually interdependent, dynamic relationship between the individual and community that claims to be justified on cognitive, moral and practical grounds. Although Peters’ analysis is embedded in a different discourse, his insights are relevant to current discourse on the individual in community. A fruitful conversation can be developed between Peters’ account of the learner’s ‘initiation’ into ‘bodies of knowledge and awareness’ and Alasdair MacIntyre’s concept of ‘practices’; and how both assume a notion of ‘tradition’ within partly overlapping accounts of ‘community’. Secondly, I will consider how ‘initiation’ touches the concept of ‘social justice as membership’ developed by current philosophers, Michael Sandel and Michael Walzer, and what import Peters’ analysis has for different degrees of active and passive membership and participation. Thirdly, I will consider Charles Taylor’s ‘social imaginary’ as a contextual framework for processes surrounding ‘education as initiation’. This article does not argue that Peters’ concept of initiation cannot be contested at some points but rather that it can inform, and be informed by, the conversation with those who contend that community is itself a good essential for human flourishing.  相似文献   

3.
Abstract:

The authors analyse and compare two of the major moral education programmes in the United States, namely, Character Education Curriculum and the Values Clarification Programme. The latter is seen to be more egalitarian and to stress the development of autonomy and choice in the child. The former tends to follow the ‘bag of virtues’ approach to moral education and is more directly instructional in its methods. The strengths and weaknesses of these two programmes are compared and it is concluded that both are significant steps towards an effective approach to moral education.  相似文献   

4.
Abstracts

This article explores the idea of lifelong education as expounded by a number of writers published under the auspices of UNESCO. There is a short discussion of the problems involved in subjecting this kind of idea to critical analysis and it is suggested that a policy for education rather than a new concept of education is being expressed. Nevertheless, an implicit concept of education can be deduced from the policy, and there is a review of the role of concepts as a means of distinguishing and classifying areas of experience and areas of thought. It is suggested that writers on ‘lifelong education’ tend to blurr a number of distinctions traditionally drawn in education and it is suggested that the concept of ‘education’ is defined too broadly. As a result, it fails to distinguish between the totality of formative influences which determine our individuality and those influences which are intentionally chosen to form or influence us in desired and desirable ways. ‘Education’, it is suggested, should be restricted to areas of learning that are chosen because they produce effects which we and society wish to bring about. There is reference to the place of ‘knowledge’ in lifelong education and an extended discussion of some of the consequences which follow from failing to separate the concept of ‘training’ from the concept of ‘education’. It is argued that ‘education’ implies a concern for moral and evaluative issues consistent with a Humanistic approach, whereas ‘training’ being task and role oriented can ignore moral issues in the interests of efficient performances. This argument is, in effect, a case study to support the claim that finer conceptual distinctions are of practical importance.  相似文献   

5.
  相似文献   

6.
Abstract

There seems to be some confusion in the literature regarding what a collection of evidence about teaching should be called. In some instances it is referred to as a ‘profile’ (see for example, Gibbs, 1989), in others a ‘dossier’ (see for example Shore et al, 1986) or portfolio. For simplicity I use the term ‘portfolio’ to describe a collection of data on teaching. A summary of this information can then be used in conjunction with a curriculum vitae and is termed a ‘teaching profile’. This paper will examine some of the current writing on teaching portfolios, and the use of teaching portfolios at the Queensland University of Technology (QUT), Australia. While they are recognized as invaluable dossiers of professional information per se, the author promotes their use, more particularly, as powerful tools for personal, professional development.  相似文献   

7.
Abstract

The rejection of hypothetical questions about moral action, as a method of teaching in moral education, is a rejection of rules. The rejection of rules in favour of a morality that is private to the individual leads to the contradiction that action taken on the basis of private moral decision‐making is the opposite of what we mean by ‘morality’. Nothing is left to constitute moral education.  相似文献   

8.
ABSTRACT

Much of the debate about that which comprises teachers’ professional knowledge has been important in the academic literature but does not necessarily reflect the reality of how they think as they construct the knowledge that underpins their practice. Typically, teachers are not encouraged to spend time talking about teaching in ways that are theoretically robust, or to unpack their teaching in order to show others what they know, how and why. Because they are busy ‘doing teaching’ they are not commonly afforded opportunities to ‘unpack’ their practice to explore and articulate the reasoning underpinning what they do. This paper argues that the essence of teachers’ professional knowledge is bound up in the teaching procedures they employ and that knowledge is accessible and demonstrable through the pedagogical reasoning that underpins their decision-making, actions and intents; all of which come to the fore when their pedagogical reasoning is examined. If teaching is to be more highly valued, it is important to more closely examine the nature of teachers’ pedagogical reasoning as it offers a window into the complex and sophisticated knowledge of practice that influences what they do, how and why.  相似文献   

9.
  相似文献   

10.
ABSTRACT

Management education is at a pivotal crossroads. In an increasingly globalized world, where change is the only constant, business school graduates leaving university are faced with ever intensifying competition and complexity. Universities have responded by increasing their emphasis on teaching ‘employability skills’ to graduates. However, undergraduate management curricula still often focus on Programmed Knowledge, which does not adequately prepare graduates for the labour market to which they will inevitably graduate. A Future Search exercise was implemented to help conceptualize new visions of the future of management education, considering the question ‘to what extent does management education impact on management practice?’ This paper asserts that integrating Questioning Insight and a scholarly practice approach into management education will better equip graduates for the world of work. The authors utilize Kotter’s 8-stage model of change to outline a pathway for change and action for business schools to adapt a scholarly practice approach to education into their curricula.  相似文献   

11.
Abstract

Results from a survey of teachers’ understanding and implementation of moral education in primary schools in Trinidad and Tobago are presented here, against consideration of the role of moral education in schooling. The paper discusses the range of moral curricula available for the implementation of moral education in schools and constraints on implementation in the classroom. It also compares the need for and applicability of moral education programmes in developing and developed countries. In Trinidad and Tobago, noted for its population and religious mix, the role of moral education has been given importance from the highest levels at the Ministry of Education and elsewhere in government. The survey of a representative sample of teachers in primary schools throughout the country showed that they largely felt themselves responsible for introducing moral education to their pupils, although they rarely drew upon any specific curriculum. They tended to take a ‘virtues’ approach in their teaching of moral education, and were generally satisfied with the results of their efforts. There were few differences between understanding and implementation of moral education that could be attributed to age, sex, experience or responsibilities of the teacher, or the age of the pupils. These results are not just characteristic of a developing country as they mirror earlier findings in England and elsewhere.

  相似文献   

12.
ABSTRACT

Most of the contemporary critiques of university teaching are variants of a central argument that sets up a polarity between socalled ‘traditional’ teaching, often termed ‘teacher-centred’ and ‘transmissive’, and approaches that by contrast are considered ‘student-centred’, often also referred to with the phrase ‘active learning’. This editorial argues that it is important for engineering educators to be able to interrogate these calls for change, drawing on an informed sense of ‘evidence-based practice’ in education. Drawing on scholarship from higher education research, it is suggested that the polarity typical to these debates is actually a false dichotomy, and what is needed to foster high-quality student learning is a third approach to teaching that skillfully combines a focus on knowledge with pedagogical strategies that foster student engagement.  相似文献   

13.
Abstract

Moral education is being phased into the state‐approved curriculum in Malaysia and is designed for non‐Muslim pupils in the school population. The stated aim of the curriculum is the development of a ‘morally‐mature’ person who will be able to make independent judgements in a moral conflict situation. This paper gives an account of the processes involved in the evolution of the moral education programme, while commenting on issues that impinge most centrally upon it.  相似文献   

14.
ABSTRACT

This article reports on a pilot study aiming to examine a role-modelling character education project through an Aristotelian framework, by adopting a virtue-led approach. Aristotle famously believed virtues should be taught to children at a young age through habituation, which gradually develops into phronesis-guided virtuosity, and he considered what nowadays is referred to as ‘role modelling’ as having a large influence on children through the emotion of emulation (zēlos). Therefore, the pilot study aims to answer the question to what extent a virtue-led role modelling intervention in character education can influence students’ moral development. The intervention teaches school-appropriate virtues to students in a primary school in Saudi Arabia. While the study is just starting, this article focuses on some pertinent and problematic preliminary questions about conceptual assumptions and research design.  相似文献   

15.
ABSTRACT

Teachers’ concerns have been regarded as one of the key variables closely associated with successful implementation of innovative educational changes. China has initiated educational reform toward inclusive education since 1980s. Research related to inclusive education is very limited and teachers’ concerns remain unclear and are seldom investigated. The purpose of this study is to investigate the levels of Chinese regular education teachers’ concerns towards inclusive education by utilising Concerns-Based Adoption Model as a framework. The Stages of Concern Questionnaire was refined to conform to the Chinese educational context and administered for data collection in Beijing from a sample of 425 regular education teachers. The result indicates that regular education teachers make decisions on whether or not to implement inclusive education based on what they know about inclusive education and how effective it is to be. Regular education teachers demonstrate a ‘Multiple Peak User Profile’ in the Stages of Concern model, and that their concerns vary according to a few demographic factors. The results inform educational leaders’ decision making in improving programmes for teachers’ professional development for inclusion.  相似文献   

16.
Abstract

R. S. Peters never explicitly talks about wisdom as being an aim of education. He does, however, in numerous places, emphasize that education is of the whole person and that, whatever else it might be about, it involves the development of knowledge and understanding. Being educated, he claims, is incompatible with being narrowly specialized. Moreover, he argues, education enables a person to have a different perspective on things, ‘to travel with a different view’ [Peters, R. S. (1967). What is an educational process? In R. S. Peters (Ed.), The concept of education (pp. 1–23). Routledge and Kegan Paul]. In asserting this about education, Peters has more in common with another great English educator, John Henry, Cardinal Newman, than one might expect, given they are separated by about a century and start from different philosophical perspectives, namely Kant to a significant degree in the former and Aristotle in the latter. Both nevertheless acknowledge the importance of reason and its development in any education worthy of the name. I will argue that in describing the ‘educated person’ Peters is not far from the view of Newman, who saw education as being about the ‘enlargement of mind’. Although Newman hesitates to call ‘enlargement of mind’ wisdom, and Peters does not use either term, there are good grounds for proposing that in distinguishing between education and training, and in asserting education is moral education because it is concerned to improve persons, Peters acknowledges the higher purposes of education and hence, we can add, its connection with wisdom. Significantly, what such a reading of Peters emphasizes is his insistence on the intrinsic value of education, a view seemingly lost in modern market-driven conceptions of education.  相似文献   

17.
The pace of change in today's society means that there is an ongoing need for teachers to learn, have new knowledge and use new pedagogical approaches to meet the needs of their pupils. For many teachers, this requires redefining their identity as teachers and what ‘teaching’ means in 21st century learning environments. These changes also require teachers to be supported in learning to ‘teach’ in different ways that are relevant to their own individual needs and to the contexts in which they work throughout their career. In this article, it is argued that a more integrated and collaborative approach to teacher education is needed with better understanding of those who take up the roles of teacher educator across a teacher's career. With a particular emphasis on ‘teacher educators’ working in school to support teachers' career-long professional learning it is argued that currently many do not recognise themselves as teacher educators nor are they recognised by those they work with as teacher educators. Drawing on an empirical study carried out with mentors in schools in Scotland, it is suggested that these teacher educators may be ‘unrecognised’ and remain ‘hidden professionals’ because of the identities they construct for themselves, the values and priorities that they or others attach to their roles or because of the institutional structures and cultures in which they work. It is concluded that it will be difficult to recognise and value these ‘hidden teacher educators’ and the distinctive contribution they can make to teachers' career-long professional learning without further clarification by them and others of the roles and responsibilities they hold.  相似文献   

18.
Abstract

I argue for a broad education in narratives as a way to address several problems found in moral psychology and social cognition. First, an education in narratives will address a common problem of narrowness or lack of diversity, shared by virtue ethics and the simulation theory of social cognition. Secondly, it also solves the ‘starting problem’ involved in the simulation approach. These discussions also relate directly to theories of empathy with special significance given to situational empathy.  相似文献   

19.
ABSTRACT

This research examines teaching outdoor education in two rural primary schools in Aotearoa New Zealand. The aim was to give ‘voice’ to how outdoor education is taught, programmed and understood. Underpinning the research was the question: what factors enable/constrain teachers’ ability to implement outdoor education? The findings suggest: confusion about outdoor education terminology and the educative purpose of school ‘camps’; schools ‘do what they have always done’, particularly when decisions about outdoor education contexts are dominated by senior management; financial restrictions; and teachers feeling ill-prepared in terms of safety management because of their limited pre-service and post-service teacher education. This research highlights that what to teach, how to teach and where to teach outdoor education needs more consideration and attention for teachers to be better informed about safe outdoor practices and quality pedagogy in, for and about the outdoors.  相似文献   

20.
NAPCE Newsletter     

It is Jeremy Henzell-Thomas's conviction that the contemporary preoccupation with the so-called ‘clash of civilizations’ is as ill-founded as it is unhelpful. The assumption of an adversarial stance to which it leads is fuelled by, and affirms, a polarized thinking which does disservice to fundamental truths about unity and diversity. Drawing on theology and philosophy, he examines the etymology of key words –‘identity’, ‘authenticity’, ‘originality’, ‘fitra’ (nature) – to argue for the need to transcend difference in order to achieve (universal) identity. ‘We share a common identity as human beings, and, beyond that, a common origin within the source of Creation.’ If we are to honour the spiritual needs of young people and provide an education which is genuinely holistic, we need teachers who are prepared to listen to what young people are saying and to enter into a relationship with them that goes beyond the personal, the social and the moral.  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号