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1.
Virginia Worley 《Educational theory》2012,62(3):343-370
Analyzing Montaigne's triptych painting, “Of the Education of Children,” reveals a series of ever‐morphing, Dorian Gray–like canvases that depict metaphor mutations through which Montaigne defined education by distinguishing between schooling a child into a learned man and educating him into an able, active, and gentle person. Montaigne used metaphor and metaphor clusters to image key points in his educational philosophy, advanced his argument by intertwining, transmuting, and inverting metaphors, and thereby drew and vividly painted his philosophy of how to educate a person from cradle to coffin. Because the etymology and pronunciation of “essay” (from the French essai) support Montaigne's imaging and exploiting of this genre's creative potential, Virginia Worley begins by considering the term's etymology before positioning her analysis of Montaigne's work within metaphor research. She then examines the metaphors Montaigne used to paint the triptych word painting that embodies his philosophy of education: the meaning and value of educating in and for the art of living well. 相似文献
2.
Ben Kotzee 《Educational theory》2011,61(5):549-564
In this essay Ben Kotzee addresses the implications of Bernard Williams's distinction between “thick” and “thin” concepts in ethics for epistemology and for education. Kotzee holds that, as in the case of ethics, one may distinguish between “thick” and “thin” concepts of epistemology and, further, that this distinction points to the importance of the study of the intellectual virtues in epistemology. Following Harvey Siegel, Kotzee contends that “educated” is a thick epistemic concept, and he explores the consequences of this for the subjects of epistemology and philosophy of education. Ultimately, Kotzee argues that its nature as a “thick” concept makes education suited to play an important role in explaining how the intellectual virtues can be acquired. 相似文献
3.
Huiwen Zhang 《Educational theory》2014,64(5):479-495
Inspired by Friedrich Nietzsche's idea of philology and William Gass's concept of transreading, Huiwen (Helen) Zhang employs “transreader” to suggest the integration of four roles in one: reader, translator, writer, and scholar. “Transreader” recognizes that close reading, literary translation, creative writing, and cultural hermeneutics are interdependent activities with intertwined goals: to transfer, transvalue, transform, and transcend the canon. From this perspective, Lu Xun, China's Nietzsche, is a twentieth‐century transreader of the canon, and his prose poem “Revenge (The Second)” delivers a self‐referential ethics of transreading. Zhang's transreading of this poem shows why slow reading is today more necessary than ever, in what sense translation is a universal dilemma, how humanity grows when its expression grows more subtle, and that transreading opens a space for genuine communication. 相似文献
4.
Barbara Applebaum 《Educational theory》2016,66(3):389-404
While researchers have studied how white silence protects white innocence and white ignorance, in this essay Barbara Applebaum explores a form of white silence that she refers to as “listening silence” in which silence protects white innocence but does not necessarily promote resistance to learning. White listening silence can appear to be a constructive pedagogical tool for teaching white students about their implication in the perpetuation of racism. The truth of white students' listening may make it seem as if silence promotes what George Yancy refers to as “tarrying” with a critique of whiteness. Applebaum argues, however, that white listening silence is itself a manifestation of complicity and needs to be disrupted. This examination expands discussions of white silence in the scholarship not by providing a formula for when silence is or is not pedagogically necessary, but rather by demonstrating that listening silence is not a form of “tarrying.” The first section examines the unique features of listening silence and the relationship between silence, ignorance, and innocence. The second section critically examines white listening silence in cross‐cultural dialogues and draws upon the work of Linda Martin Alcoff to argue that listening silence must be understood within the discursive context in which it is practiced. Finally, three implications of this emphasis on the discursive context for the role of silence in tarrying with the critique of whiteness are discussed. 相似文献
5.
Friendship and the Public Stage: Revisiting Hannah Arendt's Resistance to “Political Education” 
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下载免费PDF全文 Hannah Arendt's essays about the 1957 crisis over efforts of a group of youth, the “Little Rock Nine,” to desegregate a high school in Little Rock, Arkansas, reveal a tension in her vision of the “public.” In this article Aaron Schutz and Marie Sandy look closely at the experiences of the youth desegregating the school, especially those of Elizabeth Eckford, drawing upon them to trace a continuum of forms of public engagement in Arendt's work. This ranges from arenas of “deliberative friendship,” where unique individuals collaborate on common efforts, to a more conflictual “public stage,” where groups act in solidarity to change aspects of the public world. While Arendt famously asserted in her essay “The Crisis in Education” that political capacities should not be taught in schools, it makes more sense to see this argument as focused on what she sometimes called the conflictual “public stage,” reflecting the experience of the Little Rock Nine. In contrast, Schutz and Sandy argue that Arendt's own work implies that “deliberative friendship,” as described in her essay “Philosophy and Politics” and elsewhere, should be part of everyday practices in classrooms and schools. 相似文献
6.
Amanda Fulford 《Educational theory》2010,60(4):435-447
In this essay Amanda Fulford examines the subject of inter‐cultural understanding from two perspectives: first, through considering Naoko Saito's exploration of translation and inter‐/intra‐cultural understanding, and second, through a discussion of work from the field of literacy studies, in particular the New London Group's “pedagogy of multiliteracies.” In her consideration of the different approaches taken to the challenge of multicultural and globalized societies, and the experiences of encounters with language, Fulford pursues four principal themes: learning from difference, active design of meaning, a relation with language, and transformation of the individual. She shows how Saito's use of American philosophy, in particular Henry David Thoreau's Walden and Stanley Cavell's readings of Thoreau, can play a crucial role in any reconsideration of teaching and learning in adult literacy education. Fulford further demonstrates how Thoreau's notion of the “father tongue” is central to the idea of learning from difference and to our use of language. She concludes by proposing that literacy education and research within the field of literacy studies could benefit from the kind of philosophical conversation, across the borders of subject and epistemology, that an exposure to, and consideration of, the ideas of Thoreau and Cavell on what it means to read and write can offer. 相似文献
7.
Paul Smeyers 《Educational theory》2010,60(3):271-284
Due to a number of radical changes in society, the role of parents in the upbringing of their children has been redefined. In this essay, Paul Smeyers argues that “risk” thinking, and the technologization that goes with it in the context of child rearing, naturally leads to the rights discourse, but that thinking about the relation between parents and children in terms of rights confronts one with a number of insurmountable problems. The concept of the “best interests of a child” that is often invoked is, to say the least, not at all clear. Smeyers contends that while the discourse of rights is clearly important and relevant insofar as the relation between parents and the state are discussed, it impoverishes our understanding of relations of family members when used as an all‐inclusive framework in that context. Therefore, he concludes that we must surpass the totalizing tendency of the transformation of the social realm into a system, of defining the relation between parents and children in technical terms, and of holding parents liable for their children's upbringing. 相似文献
8.
This article will have as its focus a problem described by Anderson, namely, the quality of the construction and reporting of research that contains “homemade” achievement tests. The current status of homemade achievement tests was examined in this study. Research reports in two science education journals were analyzed, using Anderson's eight categories of information that a high quality research report should include. The journals examined were Journal of Research in Science Teaching and Science Education from January 1975 to January 1980. The findings indicate that reliability estimates and the procedures for selecting test items were mentioned more frequently in the science education journals than in Anderson's study. However, there was little or no improvement in describing the relation of test items to instruction. These findings should be of interest both to researchers who are utilizing “homemade” achievement tests in their studies and to journal panels who are reviewing studies for publication. 相似文献
9.
Ugur Sak 《Roeper Review》2013,35(4):216-222
In this case study the author explored a teacher's beliefs about creativity and gifted‐ness and investigated the classroom practices of this teacher of gifted students for 20 years. Seven semi‐structured and 2 open observations were carried out in her classroom, and 2 prefigured interviews were conducted with her. She believed that creative children are those who are “free thinkers” and have “imaginative intelligence.” The thin line between an academically gifted child and a creatively gifted child is built by “imagination,” “emotional intensity,” and “curiosity.” In creative writing, she tried to implement activities such as learning to write poetry, personal narratives, research reports and essays posing solutions to real world problems, and mystery stories decorated with similes, metaphors and imaginative expressions. In reading, students analyzed characters, problems, places and times in stories and novels, and then rewrote stories. 相似文献
10.
Jon Cornwall 《Anatomical sciences education》2014,7(2):161-166
Scalpels are utilized by many different user groups for such purposes as medical procedures and dissection. Injuries caused by scalpels are a potential risk for scalpel users, and include injuries that may occur while mounting and removing the scalpel blade. Between 10% and 20% of all scalpel injuries in education and healthcare settings are reported to occur while scalpel blades are being mounted or removed. At present there are few published or “best practice” demonstrations of safe technique for scalpel blade mounting and removal. This brief article outlines a variation of the procedure for scalpel blade mounting and removal. It includes strategies developed to minimize risk or injury for the scalpel user, including providing a stable base for the hands and arms so as to prevent unnecessary large amplitude movements that may lead to injury of the scalpel user or a third party. Such a technique may promote scalpel safety, contribute to the development of “best practice” scalpel use, and help decrease injuries that may be caused while mounting or removing scalpel blades. Anat Sci Educ 7: 161–166. © 2013 American Association of Anatomists. 相似文献
11.
The present study examined whether school psychologists who serve a single school (“In‐House” group) differed from school psychologists who serve several schools concurrently (“Traditional” group) in the three areas of job satisfaction, burnout, and effectiveness as perceived by the school psychologist. A total of 63 school psychology practitioners were surveyed using a 28‐item questionnaire developed specifically for this study that yielded scores for Job Satisfaction, Burnout, and Perceived Effectiveness. Results of a multivariate analysis of variance (MANOVA) indicated that the In‐House group reported higher rates of satisfaction and perceived effectiveness and lower rates of burnout than did the traditional group. Items that distinguished between the two groups related to job diversity, caseload, others' familiarity with the school psychologist, the school psychologists' level of integration into school activities, and administrators' knowledge about the school psychologists' capabilities. Suggestions for further research and implications for current practice are discussed. © 2003 Wiley Periodicals, Inc. Psychol Schs 40: 237–243, 2003. 相似文献
12.
《British Educational Research Journal》2004,30(4):601-612
Book reviewed in this article: Education policy and realist social theory: primary teachers, child‐centred philosophy and the new managerialism R. Willmott Making sense of education policy G. Whitty Higher education in England and France since the 1980s C. M. A. Deer Girls and exclusion A. Osler & K. Vincent Researching your own practice: the discipline of noticing J. Mason Effective teaching: evidence and practice D. Muijs & D. Reynolds The impact of school size and single‐sex education on performance T. Spielhofer, L. O'Donnell, T. Benton, S. Schagen & I. Schagen Gender and physical education D. Penney (Ed.) 相似文献
13.
Mary E. Hess 《Religious education (Chicago, Ill.)》2013,108(1):78-88
The author argues that this journal, Religious Education, as a premier outlet for religious education scholarship, must take more creative steps in making its scholarship accessible via electronic media. In particular, she suggests three possible new arenas: leveraging existing content by creating “electronic content collections,” moving the journal into an online format that would allow for multimedia articles, and developing a site that would promote “open source” scholarship in religious education. 相似文献
14.
Christiane Thompson 《Educational theory》2013,63(3):283-298
In this essay, Christiane Thompson addresses the question of evaluative practices, particularly student evaluation of teaching (SET), and their effects with respect to pedagogical relations in the university setting. In the first part of the essay, Thompson draws on Michel Foucault's analysis of power to show how university teaching has come to be defined according to notions of obligation, accountability, and assurance. The forgetfulness of pedagogical relations that results from the increasing use of SET prompts Thompson to rethink the significance of pedagogical relations in the second part of the essay. Referring to the notion of “educational authority” and Foucault's framework of power, Thompson argues that education is about the continuous re‐institution of pedagogical relation to the other. In the final section, Thompson reflects upon the professor's “authority” in terms of constituting a “community of inquiry”: specifically, the seminar is interpreted as a pedagogical setting that implies a different “being‐with” than SET suggests. She concludes by considering what possibilities and limitations the seminar setting offers and how we can discuss this issue (by means of evaluative practice). 相似文献
15.
Chris Higgins 《Educational theory》2015,65(6):699-717
In this essay, Chris Higgins sets out to disentangle the tradition of humane learning from contemporary distinctions and debates. The first section demonstrates how a bloated and incoherent “humanism” now functions primarily as a talisman or a target, that is, as a prompt to choose sides. It closes with the image of Doris Salcedo's Shibboleth, suggesting that humanism is more like the uncertain footing of Salcedo's fissure than the footholds on either side. The second section suggests that this “alien humanism” is hiding in plain sight, requiring us only to read an inch beyond the poster‐ready copy fueling the polemics. Even a cursory glance at the texts from which these epitomes are drawn — from Terence's “Nothing human is foreign to me,” through Shakespeare's “What a piece of work is a man,” to Arnold's “The best of what has been thought and said” — is enough to reconnect us with a tradition stranger and more dynamic than that portrayed by boosters and knockers alike. The third section explores the tensions between the research university and the tradition of humane letters it has come to house, arguing that it will not do to escape this rancor by hiding behind the functionalist, and ultimately circular, term “humanist,” defined as one who does research in the humanities. The final section shows that if this older tradition pulls away, to some extent, from the modern humanities, it simultaneously embraces scientific and professional fields, as demonstrated by the long tradition of the physician‐humanist. 相似文献
16.
Vasileios E. Pantazis 《Educational theory》2012,62(6):641-657
In this essay, Vasileios Pantazis examines how two philosophers having different orientations acknowledge and study the phenomenon of the “encounter” (Begegnung) and its fundamental importance to human life and education. On the one hand, Otto Friedrich Bollnow drew on existential philosophy and philosophical anthropology in his analysis of the encounter, while Alain Badiou, on the other hand, used psychoanalysis, mathematics, and Plato in exploring the concept. The approach Pantazis takes in this essay aims at fusing the concept of the encounter as developed by Bollnow with a philosophical view, specifically Badiou's understanding of the encounter in the context of his concept “event of truth.” Through the “fusion of horizons,” as Hans‐Georg Gadamer put it, between these two views, Pantazis seeks to enrich the concept of the encounter and to draw out a renewed meaning for philosophical and educational theory. 相似文献
17.
Aislinn O'Donnell 《Educational theory》2015,65(4):475-490
It is difficult to respond creatively to humiliation, affliction, degradation, or shame, just as it is difficult to respond creatively to the experience of undergoing or inflicting violence. In this article Aislinn O'Donnell argues that if we are to think about how to address gun violence — including mass shootings — in schools, then we need to talk about violence inside and outside schools. Honest, and even difficult, conversations about violence and vulnerability can take place in schools, and there are ways of working with curricula and student voice that can allow for this. If pedagogy is to play a role in reorienting responses to violence and vulnerability, discussion of equivocal and ambivalent responses to corporeal vulnerability, and of histories and genealogies of violence, must be invited. We need to acknowledge that we do not have, and we may well never have, a world without violence. Drawing upon the experience of teaching philosophy in nontraditional learning environments, including prison, O'Donnell argues for an approach to pedagogy and curricula that invites difficult conversations about the complexity of violence. 相似文献
18.
Howard Gardner 《Mind, Brain, and Education》2020,14(1):2-4
The term “neuromyth” is becoming part of discourse in the field of mind, brain, and education. In this article, I review some problematic aspects of the practice, critique specific examples, and propose an alternative way of communicating with the public about findings in psychology and neuroscience. 相似文献
19.
Ian J. Hardy 《Educational theory》2012,62(5):517-533
In this essay, Ian Hardy argues that a research process involving generalizing from professional educational practice can and should inform the work of educators, including academic researchers, policymakers, and practitioners, but that these generalizations need to be derived from, and in dialogue with, the complexity and specificity of actual practice, the myriad ways such practice might be understood, and a conception of practice as historically informed. In making this case, Hardy draws upon social theorist Raewyn Connell's concept of “dirty theory,” and he uses an example of teacher professional learning in a rural community in southeast Queensland, Australia, to show how Connell's notion of dirty theory might be applied to research professional educational practice. Hardy maintains that such an approach has the benefit of making historically informed, context‐aware, and epistemologically sensitive generalizations available as resources for informing the work of researchers, policymakers, and practitioners. He concludes by providing examples of such generalizations as evidence of the potential of Connell's theory. 相似文献
20.
Megan von Spreckelsen Emma Dove Ilse Coolen Annelot Mills Ann Dowker Kathy Sylva Daniel Ansari Rebecca Merkley Victoria Murphy Gaia Scerif 《Mind, Brain, and Education》2019,13(4):326-340
Developmental cognitive neuroscience highlights the importance of interactions between children and their environment. As young children spend increasing time in childcare, it is key to investigate the impact of “maths‐talk” and maths provisions in preschools. Qualitative insights from early educators indicate a greater bias toward counting activities than would be expected given the Early Years curriculum. In addition, we quantified the observed breadth of preschool practitioners' maths language (e.g., place‐value language), setting‐based maths provisions (e.g., quality of maths‐related activities), and their relation with children's early numeracy skills. In settings with greater practitioners' breadth of maths language, children display greater cardinality skills although our data call for the further investigation of parental socioeconomic status and education. We conclude with a discussion on the need to operationalize children's maths learning environments as diversely as possible. Enriching practitioners' skill sets may be an effective and needed way of improving early maths outcomes. 相似文献