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1.
I consider if and how far it is possible to live an educational philosophical life, in the fast‐changing, globalised world of Higher Education. I begin with Socrates’ account of a philosophical life in the Apology. I examine some tensions within different conceptions of what it is to do philosophy. I then go on to focus more closely on what it might be to live a philosophical, educational life in which educational processes and outcomes are influenced by philosophy, using examples taken from published sources and from conversational interviews with philosophers carried out by myself with Kenneth Wain, Bas Levering and Richard Pring. I then outline the directions of current European policy for Higher Education. Finally I discuss how far current policies and trends leave room for doing philosophy of education, concluding that it is possible, but only for individuals who are very much in sympathy with current policy trends or who are creative in constructing smoke screens.  相似文献   

2.
Education reform in England is increasingly portrayed as a quest to create ‘world class’ schools through the transfer of features of ‘high performing’ school systems. The demand for evidence to support policy borrowing has been serviced by an influential intermediary network, which uses international data banks to compare education systems, and to identify and promote evidence of ‘what works’. The approach to comparisons has been portrayed as a ‘New Paradigm’ by its advocates, and whilst the network has been extensively critiqued, this has largely focused on its deviation from the norms of academic comparative education. This article explores how the ‘New Paradigm’ operates, identifying its inherent features and the strategies used to overcome the methodological issues associated with policy borrowing. This is pursued through an analysis of the rationale; assumptions; underlying ideology; methodology; omissions and silences; dealing with critics; and language and presentation of four of its influential publications.  相似文献   

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5.
The central objective of Dewey's Democracy and Education is to explain ‘what is needed to live a meaningful life and how can education contribute?’ While most acquainted with Dewey's educational philosophy know that ‘experience’ plays a central role, the role of ‘situations’ may be less familiar or understood. This essay explains why ‘situation’ is inseparable from ‘experience’ and deeply important to Democracy and Education’s educational methods and rationales. First, a prefatory section explores how experience is invoked and involved in pedagogical practice, especially experience insofar as it is (a) experimental, (b) direct, and (c) social‐moral in character. The second and main section on situations follows. After a brief introduction to Dewey's special philosophical use of ‘situation’, I examine how situations are implicated in (a) student interest and motivation; (b) ‘aims’ and ‘criteria’ in problem‐solving; and (c) moral education (habits, values, and judgements). What should become abundantly clear from these examinations is that there could be no such thing as meaningful education, as Dewey understood it, without educators’ conscious, intentional, and imaginative deployment of experience and situations.  相似文献   

6.
In his 1980 book Against Empiricism: On Education, Epistemology and Value, British philosopher R. F. Holland (1923–2013) exposes the inadequacies of a philosophy of education originating from an empiricist worldview. By following Plato’s view that the issue of what qualifies as knowledge has to be understood with reference to whether it is teachable, Holland’s critique of empiricism highlights the social and communal dimensions of education. The primary objective of this paper is to offer a reassessment of Holland’s thoughts on education and value. To do so, I first discuss Holland’s use of Plato’s ideas in his article ‘Epistemology and Education’ to demonstrate that Holland’s position can offer us a fruitful way to diagnose common, prevalent educational practices. I then turn to look at Holland’s views on value and morality. To illustrate how his thoughts on education can be seen to be relevant to the contemporary world, I explore and criticize some implicit presuppositions on knowledge in the 2011 box-office hit Limitless. The conceptual dimension of Holland’s take on education is then examined alongside with some recent trends in epistemology and philosophy of education.  相似文献   

7.
This paper examines the Québec Education Program (QEP), particularly the new course in ethics and religious culture (ERC), in the light of Habermas’s conception of the moral and ethical uses of practical reason. Habermas’s discursive theory of morality is used to assess the program’s understanding of what it means to be competent in moral matters. Specifically, the paper considers whether or not the program limits the exercise of practical reason to its purely pragmatic form, and the extent to which the program takes into account the intersection between the subjective and social world of learners. The Québec program serves as a context for thinking about the level(s) of practical reason an ethics education program ought to cultivate in learners.  相似文献   

8.
This paper focuses on the recommendations of Top of the class, the February 2007 report of an inquiry into teacher education conducted by the Australian House of Representatives Standing Committee on Education and Vocational Training. To do this action policy analysis, it presents Raymond Williams' dictum of “making hope practical” through five interdependent strategies. Then it scrutinises and uses them by exploring the relationship between this report's recommendations and, the deepening and extension of the basis for sound educational research. Critical self‐reflection focuses on rigorously re‐examining what is taken as good educational research. Framing entails identifying the good sense in policies, challenging teacher education stakeholders to collectively advance life‐enhancing agendas. Engaging in research with the real world of winners and losers in education is a third strategy. Assessing the desirability and dangers in current teacher education policies and programs is integral to making decisions about the field's future. Communicating the spirit of teacher education publicly is necessary for constructing the grounds for forward movements. It is argued that these strategies may provide support for new directions in researching productive innovations and policy actions in beginning teacher education.  相似文献   

9.
Inclusive education emerged as an idea within United Nations Educational, Scientific and Cultural Organization’s Special Education Unit and was presented as a new way ahead at the ‘World Conference on Special Needs Education’ in Salamanca in 1994. Since then, it has been on the global agenda as the overriding political objective within education. In spite of this, the international agreement, on an ideological basis, was not initially founded on a common interpretation of the meaning of ‘inclusive education’. However, the Salamanca Statement reflected clearly the idea of overcoming the divide between regular and special education. After 20 years, a vast amount of research and numerous reports and national strategies for implementing inclusive education, there are in these a lack of agreement over a common interpretation of inclusive education. Since 1994, the concept inclusive education has explored the world, so to say, without having landed, and the effort of giving it a clear working definition has thus far been elusive. In order to create a possible common ground for the mutual interpretation of inclusive education, I argue that it is important to see inclusion as an ethical issue. It is crucial to ask again what the purpose of inclusion is. To this end, it is vital to see inclusive education not just as a social and structural matter about how various aspects of a school are organized to meet diverse children’s needs in terms of personnel, pedagogical methods, materials and cultural structures, but also to see inclusive education as an ethical issue. Inclusion impinges on ethical questions because it is for the purpose of something. It conveys something that is valuable. Consequently, I find it pertinent to investigate the ethical aspects of inclusion. I do so in this article, firstly, by juxtaposing different interpretations for inclusive education in the literature. Secondly, I suggest some ethical aspects of inclusion in light of the so-called ‘capabilities’ approach.  相似文献   

10.
Abstract

Based on the analysis of Zhuangzi (especially the inner chapters), this paper attempts to illustrate the positive aspects of Zhuangzi’s idea concerning contented acceptance of fate (anming 安命), which is completely different from a fatalistic viewpoint. Through probing into the meaning of some important ideas and their interrelationships, such as the Dao, virtue, nature, and fate, this paper indicates the essentials of anming: first, the prerequisite that makes anming toward life possible is what Zhuangzi calls ‘clarity (ming 命)’. Second, the passive aspect that anming expresses is ‘bearing/suffering’, referring to a facticity that one must accept according to internal and external limits. Third, the positive aspect of anming, referring to the concept of enabling man with his own limits to be at peace with worldly things, is what Zhuangzi calls ‘following along (Shun 順)’. Anming reveals its true positivity by willingly ‘following along’ the nature of all things, just like Cook Ting’s knife, seemingly passive yet active, playing with ease in spaces according to the natural makeup of oxen. This positivity will definitely shed light on education toward catastrophes or disasters, helping people contentedly accept the natures and limits of their own and of things, and finding with flexibility the best way in dealing with misfortune in life.  相似文献   

11.
In an ‘age of measurement’ where students’ qualification is a hot topic on the political agenda, it is of interest to ask what the function of qualification might implicate in relation to a complex issue as Education for Sustainable Development (ESD) and what function environmental and sustainability issues serve in science education. This paper deals with how secondary and upper secondary teachers in discussions with colleagues articulate qualification in relation to educational aims of ESD. With inspiration from discourse theory, the teachers’ articulations of qualification are analysed and put in relation to other functions of education (qualification, socialisation and subjectification). The results of this study show three discourses of qualification: scientific reasoning, awareness of complexity and to be critical. The discourse of ‘qualification as to be critical’ is articulated as a composite of differing epistemological views. In this discourse, the teachers undulate between rationalistic epistemological views and postmodern views, in a pragmatic way, to articulate a discourse of critical thinking which serves as a reflecting tool to bring about different ways of valuing issues of sustainability, which reformulates ‘matter of facts’ towards ‘matter of concerns’  相似文献   

12.
Increasingly the curriculum area of science is being linked with technology. However, traditionally, technology education has been a major component of the ‘technical’ or ‘trades’ subjects in the secondary school. To what degree is this contemporary ‘science and technology’ an amalgamation of two previously separate secondary curriculum areas and what implications does this current development have for science/ technology teachers in training? This article is an account of one attempt to address these questions. It describes and evaluates an integrated undergraduate Bachelor of Education unit involving students from the specialist areas of science and design and technology.  相似文献   

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14.
Higher Education (HE) is experiencing disruption from technologies, demographics, the globalising world and longer life expectancy. Historically Higher Education has had a legacy of being seen as the requirement for an educated ‘elite’, there has been a policy ambition set in various countries (including the UK) for it to become the expectation for much wider segments of the population as a whole. As students become ‘everyone’ and learning becomes ‘all the time’ Distance Teaching and Research Institutions have a tremendous opportunity but there are also many disruptions and barriers to overcome. Higher Education institutions have an important role within Education for Sustainable Development and sustainable lifestyles; one of the important goals and targets of the United Nations Sustainable Development goals for 2030. Higher Education can contribute to sustainability in many ways – social, technical and environmental; globally and locally. In particular distance-learning universities due to the flexibility in the learning process, use of technologies, and inter-disciplinary approach to teaching and learning, constitute key factors in education for sustainable development. But what will this contribution look like? In this paper, the responses from senior leaders in four major European distance-learning universities are presented, compared and discussed. The tentative conclusions draw out some strategic imperatives for sustainable higher education in the twenty first century.  相似文献   

15.
Abstract

Education in democratic South Africa has been saddled with the extraordinary task of sanitising a once dehumanising and splintered education system into a singular narrative of social justice and creative, problem-solving individuals. This extraordinary effort has witnessed a pendulum swing from the openness of outcomes-based education, to a less flexible National Curriculum Statement, and recently, to what has been criticised as a too restrictive Curriculum Assessment Policy Statement (CAPS). In its narrow focus on ‘assessment for learning’, CAPS appears to be trapped in a particular understanding of teaching and learning that can be understood only in terms of measurement, thereby discounting education as happening outside that which can be measured. In this article, I contend, firstly, that while education is not averse to measurement, it cannot be allowed to dominate the educative process. Instead, it is possible to reconcile measurement, as expressed through a ‘language of needs’ with a language of ‘coming into presence’, which recognises that learners enter the education arena with their own ideas of what is known and yet to be known. Secondly, I argue, that if a post-apartheid education system hopes to re-humanise its citizens and society, then this will only be possible through cultivating a curriculum, which is understood as a process of socially just encounters—one which is always in becoming, and therefore not necessarily measurable.  相似文献   

16.
This paper explores education as a context for facing what Susie Orbach has termed ‘climate sorrow’ and asks: what ‘relations to the world’ are we imagining might help youth stay with difficult feelings about the future by enabling them to develop a living relationship to the more-than-human world in the present? By way of response, the paper offers a conceptual shift from ‘relations to the world’ to ‘encounters of the world’. I draw on the work of David Abram to reframe our relations as sensory encounters and on the work of Bruno Latour to reframe the world as a living multiplicity. What both authors enable is a complex understanding of the temporality of our living in and with our environment. To explore this further, I offer a reading of Olafur Eliasson's climate artwork, Ice Watch. Consisting of 24 blocks of melting glacial ice outside the Tate Modern in London, the installation holds two temporal dimensions together through the kinds of encounters it makes possible: chronological time (chronos) and living time (kairos). In the final section , I locate the time of environmental teaching at the juncture of chronos and kairos as a way of creating encounters of the world that educate about the climate emergency while also giving time for climate sorrow.  相似文献   

17.
＂爵士乐时代＂的命名者司各特·菲茨杰拉德以其自身的经历和感悟留下了许多惊世之作,《重返巴比伦》即为其中非常重要的短篇小说之一,描述了以其独特的视角对战后美国社会的荒唐与无奈作出了生动的刻画,延续了菲茨杰拉德一贯的悲观灰色的基调,并以主人公的所思所为作出了对无奈现实的反抗;作品人物面对无情现实所作出的自省谴责与努力补救,正是作家本人对自我及社会大众的救赎,借助小说的力量向大众布道,给精神空虚的人们加以指引,从而使得这篇小说成为具有历史时代意义的佳作。  相似文献   

18.
This article compares and contrasts the views of educational policy makers and consumers within Lincolnshire, an English rural county, using Bourdieu's notion of ‘habitus’ as a vehicle for analysis. The article focuses on the relative importance of education as cultural capital in determining the motivational factors affecting participation in lifelong learning. The article considers lifelong learning in the context of ‘continuing education’. If lifelong learning is characterized into three discrete yet connected phases: the first, ‘full-time education’ from the age of 5 until leaving full-time education at age 16, 18 or 21; the second, the ‘transitional phase’ between school and work at age 16–21; the third, ‘continuing education’ beyond the age of 21; it is the policies and attitudes to this third phase described in this paper. Education for adults rather than simply the education of adults. Interviews with small groups of learners and an experienced manager of lifelong learning policies in Lincolnshire are used to illuminate clear differences between the continuing education providers' expectations of lifelong learning and those of the learners. The conclusions reaffirm the importance of community and cultural tradition in education and highlight the importance of family learning within the rural context.  相似文献   

19.
The question of ‘what works’ is currently dominating educational research, often to the exclusion of other kinds of inquiries and without enough recognition of its limitations. At the same time, digital education practice, policy and research over-emphasises control, efficiency and enhancement, neglecting the ‘not-yetness’ of technologies and practices which are uncertain and risky. As a result, digital education researchers require many more kinds of questions, and methods, in order to engage appropriately with the rapidly shifting terrain of digital education, to aim beyond determining ‘what works’ and to participate in ‘intelligent problem solving’ [Biesta, G. J. J. 2010, “Why ‘What Works’ Still Won’t Work: From Evidence-Based Education to Value-Based Education.” Studies in Philosophy and Education 29 (5): 491–503] and ‘inventive problem-making’ [Michael, M. 2012, “‘What Are We Busy Doing?’ Engaging the Idiot.” Science, Technology &; Human Values 37 (5): 528–554]. This paper introduces speculative methods as they are currently used in a range of social science and art and design disciplines, and argues for the relevance of these approaches to digital education. It synthesises critiques of education’s over-reliance on evidence-based research, and explores speculative methods in terms of epistemology, temporality and audience. Practice-based examples of the ‘teacherbot’, ‘artcasting’ and the ‘tweeting book’ illustrate speculative method in action, and highlight some of the tensions such approaches can generate, as well as their value and importance in the current educational research climate.  相似文献   

20.
In the latter parts of the twentieth century social theory took a spatial turn, one that education has yet to undertake, at least in any concerted way. Nonetheless, this paper aims to demonstrate that there could be, and perhaps is, a more decided turn towards unraveling spatial questions underpinning educational processes and practices. In this paper, we briefly set out the key ‘trajectories’ of space in social theory. We also examine what happens when spatial theories ‘escape’ traditional disciplinary confines and ask, in a rudimentary way: to what extent education is education any longer when spatial dimensions are added to its fields of concern? This paper concludes by ‘mapping’ various spatial foci in critical educational studies.  相似文献   

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