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1.
Terry Hyland 《International Journal of Lifelong Education》2013,32(5):517-532
Although it has been given qualified approval by a number of philosophers of education, the so‐called ‘therapeutic turn’ in education has been the subject of criticism by several commentators on post‐compulsory and adult learning over the last few years. A key feature of this alleged development in recent educational policy is said to be the replacement of the traditional goals of knowledge and understanding with personal and social objectives concerned with enhancing and developing confidence and self‐esteem in learners. After offering some critical observations on these developments, I suggest that there are some educationally justifiable goals underpinning what has been described as a therapeutic turn. Whilst accepting that ‘self‐esteem’ and cognate concepts cannot provide a general end or universal aim of education, the therapeutic function—the affective domain of learning—is more valuable and significant than is generally acknowledged. This claim is justified by an examination of the concept of ‘mindfulness’ which, it is argued, can be an immensely powerful and valuable notion that is integrally connected with the centrally transformative and developmental nature of learning and educational activity at all levels. The incorporation of mindfulness strategies within adult learning programmes may go some way towards re‐connecting the cognitive and affective dimensions of education. 相似文献
2.
Education is undergoing various transformations due to new data-driven educational technologies and the management of educational data through data infrastructures. These technologies are frequently promoted to parents and the profession as being ‘revolutionary’ because they represent a new generation of learning. While computer adaptive tests may arguably improve various efficiencies, the argument that they will revolutionise education requires evaluation. In this paper we draw on the philosophy of Gilles Deleuze and Felix Guattari to theorise (a) the desire for data amongst policymakers and (b) the effects of data infrastructures as systems that coordinate educational thought. We argue that, rather than revolutionising learning as promised, datafication in computer-based modes merely offers more intense expressions of longstanding possibilities for learning. We describe three types of events—breaks, cracks and ruptures—and argue that data-events translate cracks (imperceptible changes that constitute learning) into breaks (information), but either cannot generate rupture (difference) or represent rupture as error. However, the intensification of learning through datafication may, we suggest, rupture educational thought more broadly. 相似文献
3.
Glenda McGregor Martin Mills Kitty te Riele Debra Hayes 《International Journal of Inclusive Education》2015,19(6):608-625
In this paper, we draw upon the experiences of a group of young people who have been excluded from mainstream schools in two Australian states to provide an account of the ways in which they have found their way to education in educational sites that are variously referred to as ‘flexible learning centres', ‘second chance schools' and ‘alternative schools'. Whilst often clashing with school authorities in their original schools, these young people described how, when given the opportunity, they were able to engage in more meaningful learning in environments that recognised and accommodated their personal circumstances, and avoided authoritarian rule. A question we address is: What kinds of educational experiences facilitate ‘meaningful learning’ for these students? 相似文献
4.
5.
Terry Hyland 《Educational studies》2006,32(3):299-306
The concept of ‘therapeutic education’ is being increasingly used in contemporary education policy studies to identify learning initiatives which are dominated by objectives linked to personal and social skills, emotional intelligence and building self‐esteem. Contemporary educational goals connected with such strategies have been criticised for encouraging a ‘victim culture’ which marginalises learners and replaces the pursuit of knowledge and understanding with the development of personal values relevant to a life of social, cultural and economic risk and uncertainty. In relation to vocational education and training (VET) and post‐school policy trends in particular, Hayes has argued that preparation for work has abandoned vocational/occupational knowledge and skills in favour of providing learners with personal skills for emotional labour in low‐level service jobs. This paper interrogates such analyses and questions whether the therapeutic role of VET really is incompatible with the traditional objectives of developing knowledge, understanding and values in work environments. Links are made between new emphases on work‐based learning and the ‘caring’ conceptions of learning in post‐school education. It is concluded that—although therapy should not dominate VET—an attention to the important values dimension of learning in the field does involve a therapeutic dimension of some kind. 相似文献
6.
AbstractAcross the globe, education has recently been through a major semantic shift, where new notions such as ‘learning’, ‘competences’, ‘projects’ came to replace or complement an older, more established, educational vocabulary. The political approach to education has also evolved, as many authors have underlined, from established national forms of governing to global, transnational forms of governance. These evolutions, often abbreviated to shifts ‘from teaching to learning’ and ‘from governing to governance’ have resonated globally and attracted the attention of researchers. Most sociological accounts of such evolutions attribute them to the development and primacy of a preponderant logic, generally politics/power, culture or the economy. Niklas Luhmann’s systems theory, on which we draw in this article, suggests to start from a different, opposite, premise: not the predominance but instead the lack of any predominant logic characterizes modernity. The functional differentiation of modern society into a multiplicity of—specific yet universal—systems should therefore be the pivotal point that helps make sense of these transformations. We argue that the very coexistence of such systems, their simultaneous and therefore uncoordinated existences, increases the complexity of the social world tremendously and leaves them with an uncertain future. The so-called turns to governance and to learning, we argue, should be understood, respectively, as political and educational attempts to deal with this loss of direction. 相似文献
7.
Petra Boezerooij Marijk van der Wende Jeroen Huisman 《Tertiary Education and Management》2013,19(4):313-330
Integrating e‐Learning in their educational delivery and support processes is one way of strategy formation higher education institutions can deploy to respond to their changing environment. In this article, the focus of such a strategy formation is on three strategic choices: traditional, face‐to‐face, campus‐based education (back‐to‐basics), flexible on‐campus delivery of education (stretching‐the‐mould) or anytime, anywhere education (worldcampus). Results of a quantitative study showed that higher education institutions with a worldcampus strategy differ from higher education institutions with a back‐to‐basics strategy because they have a stronger focus on ‘increasing access,’ ‘offering logistic flexibility,’ and ‘use of ICT for income generation.’ By doing so, these higher education institutions aim to respond to an environment that is becoming increasingly market‐oriented and competitive. 相似文献
8.
The aim of this article is to initiate discussion about the pursuit of self‐awareness—a concept embedded in recent policy—as an educational goal. The authors argue that complex theoretical questions need to be addressed if improvements in policy and practice relating to personal, social and emotional education are to ensue. Such questions relate to possible interpretations of ‘self‐awareness’, a term that may be linked to outdated theories, implying a ‘self’ to be discovered and the possibility that people can sustain a ‘sense of self’ across time and place. From this perspective, self‐awareness may seem overly individualistic, obscuring more pro‐social goals (e.g. empathy, compassion, citizenship). Drawing on sociological and social psychological literature, as well as data from an empirical study of identity construction, it is hoped to contribute to the provision of firm foundations for personal, social and emotional education through a stronger theoretical exposition of ‘self‐awareness’. The authors' reconceptualised version highlights the importance of an expanded and flexible story of self, which they view as an invaluable tool for learning, fostering an openness to change. 相似文献
9.
《师资教育杂志》2012,38(2):185-186
This paper focuses on recent and innovative moves towards flexible learning in initial teacher education programmes in England and Wales, as part of the ‘widening participation’ agenda in higher education and in response to changes in teacher recruitment patterns. We take as our perspective our own experience as two course tutors in a higher education institution that introduced flexible routes into its secondary teacher education programme at the beginning of the academic year 2002/2003. Using the university's model for our case study, we have undertaken a small‐scale research project and reviewed the literature describing flexible learning discourses in higher education, to consider the extent to which concepts of flexibility are being translated into practice. In particular we highlight some implications for pedagogy and practice that have become apparent at this early stage in the development of flexible courses and which will have an impact upon their progress in the future. 相似文献
10.
Neil Selwyn 《International Journal of Lifelong Education》2013,32(3):367-383
The concept of ‘flexibility’ lies at the heart of contemporary post-compulsory education. Educational institutions are now expected to take a flexible approach to their provision of courses, as well as staffing, curriculum and assessment arrangements. Similarly, individual learners are expected to take an increasingly pragmatic, adaptable and reflexive approach to their studies. While a number of academic critiques have focused on the implications of these shifts from the point of view of educational institutions and those who work within them, less attention has been paid to how individual learners encounter and act upon the presumed flexibilities of their educational engagement. This paper examines how notions of flexibility were present within the individual ‘learner experience’ of a varied sample of distance learners (n=60) from around the world, all taking UK-provided degree courses. Drawing on in-depth interview data, the paper highlights a set of recurring tensions between individual agency and social structure that appear to underpin the distance learner experience. In particular, the paper discusses how most learners managed to sustain only a limited ‘strategic flexibility’ towards their learning—especially in terms of negotiating issues of time, space, place and existing familial and employment roles. Moreover, the extent to which individuals were able to ‘conduct’ the nature of their studies appears to be influenced significantly by gender, lifestage and employment/occupational status. The paper therefore concludes by discussing the need to adjust academic and policy assumptions of the ‘freedoms’ of globalised distance education. 相似文献
11.
David Hartley 《牛津教育评论》2013,39(5):629-642
In England, a ‘revised’ educational code appears to be emerging. It centres upon the concept of ‘personalisation’. Its basis is less in educational theory, more in contemporary marketing theory. Personalisation can be regarded in two ways. First, it provides the rationale for a new mode of public‐service delivery, one which seeks to enable ‘users’ to co‐produce with professionals a solution to their needs. In this endeavour, it takes further that process of marketisation which had been set in train under the New Public Management. Second, it portends a new ‘grammar’ for the school, in the guise of ‘personalised learning’. At this stage, what shall count as personalisation—particularly in relation to personalised learning—remains incoherent and inchoate. For its justification as a policy, personalisation appeals to child‐centredness, to democracy and to consumerism. The analysis draws on contemporary social and marketing theory. 相似文献
12.
Gareth Rees Stephen Baron Ruth Boyask Chris Taylor 《British Educational Research Journal》2007,33(5):761-779
There have been numerous attempts in the past few years within education research—and social science research more generally—to alter the character of research practice(s). In particular, there has been a systematic effort to address perceived shortcomings in research practice through a series of ‘research‐capacity building’ initiatives, aimed at the restructuring of professional learning. In this article the authors explore empirically the ways in which different modes of professional learning are implicated in the social practices of education research. These considerations lead to the conclusion that the currently dominant approaches to research‐capacity building are based on an underestimation of the difficulties in influencing the professional learning of educational researchers significantly and, thereby, changing the practices of educational research. More realistic expectations of these forms of research‐capacity building, in turn, suggest the need to develop alternative approaches that acknowledge the exigencies of the current social organisation of educational research more fully. 相似文献
13.
In this paper we consider some of the problems inherent in the attempt to define and circumscribe an exclusively ‘educational love’, as presented by Joris Vlieghe and Piotr Zamojski in a recent paper for this journal. In seeking to move beyond the confusing interpersonal relations involved in student‐centred discourses on teaching, the authors aim to articulate an ‘educational love’ that is more oriented towards subject matter than the student subject. In the process, the concept of love itself becomes increasingly abstract and open to interpretation. Further, the attempt to reconcile these elements in an uncomplicated ‘love for the object’, following the example of Alain Badiou's St Paul, constitutes an injustice to the other subjects—the students—involved in the teaching situation. We consider the ways in which such abstractions might sit with student teachers, to demonstrate how and why the intersubjective dimension—with some of the possible emotive messiness that is implied therein—must not fade from view, if we are to avoid conceiving of education as something that can be purified of individual interest, motivation and desire. 相似文献
14.
Lina Rahm Jörgen Rahm-Skågeby 《British journal of educational technology : journal of the Council for Educational Technology》2023,54(5):1147-1159
This paper suggests that artificial intelligence in education (AIEd) can be fruitfully analysed as ‘policies frozen in silicon’. This means that they exist as both materialised and proposed problematisations (problem representations with corresponding solutions). As a theoretical and analytical response, this paper puts forward a heuristic lens that can provide insights into how AI technologies (or advocated AI technologies) function as proposed solutions to certain problematisations based on various imaginaries about how education and learning are best performed or supported. The combined reading of imaginaries and problematisations can thereby aid in our understanding of why and how visions of learning and education are framed in relation to AIEd developments. The overall ambition is to advance theoretical and analytical approaches towards an educational system which is (anticipated as) increasingly permeated by AI systems—systems that also support and implement, more or less, invisible models, standards and assessments of learning, as well as more grand visions of (technology-augmented) education in society.
Practitioner notes
What is already known about this topic
- Artificial intelligence in education (AIEd) is repeatedly presented as a solution for a range of educational ‘problems’.
- This means that such ‘solutions’ must also frame certain aspects as ‘problems’.
- Such problems and ‘solutions’ (problematisations) also exist within certain imaginaries of the present times and of the future, where these problematisations are presented as particularly significant and acute, and promoting specific anticipations of learning and ideals of education.
What this paper adds
- An exposition of problematisations in educational settings.
- An exposition of educational imaginaries.
- A heuristic lens for understanding the ‘present’ and ‘future’ in a particular imaginary as entangled in, and dependent on, a certain ‘past’.
Implications for practice and/or policy
- The approach presented in this paper provides a heuristic lens for examining how AI technologies (or advocated AI technologies) function as proposed solutions to problematisations based on imaginaries about how education and learning are best performed or supported.
- This aids our understanding of how and why certain visions of learning and education are framed in relation to AIEd developments (real or imagined).
- It also advances theoretical and analytical approaches towards an educational system, which is (anticipated as) increasingly permeated by AI systems—systems that also support and implement, more or less, invisible models, standards and assessments of learning, as well as more grand visions of (technology-augmented) education in society.
15.
《British Educational Research Journal》2003,29(4):471-488
Two increasingly important strands in current educational thinking are reflected in growing interest amongst researchers, policy‐makers and qualification designers in formative assessment strategies that motivate learners and enhance their educational attainment. In addition, a body of research suggests that learners develop ‘learning careers’ from primary education, through the National Curriculum into post‐compulsory education and beyond. This article engages with this work in order to highlight some key factors in ‘learning careers’, particularly in relation to the impact of formative assessment practices. It aims to relate findings from research on formative assessment in primary and further education, carried out by the authors, to studies which use Bourdieu's notions of ‘habitus’, ‘field’, ‘cultural capital’ and ‘social capital’ to explore learning careers and learning identities in different sectors of education. The article evaluates whether the concept of ‘assessment careers’ illuminates a specific strand within young people's ‘learning careers’. In particular, it asks whether the concept might offer more precise insights about how practices produced by different assessment systems, particularly those purporting to promote formative assessment, affect learners' identities and dispositions for learning. 相似文献
16.
This article examines the diffusion and present day status of a family of unsubstantiated learning-retention myths, some of which are referred to as ‘the learning pyramid’. We demonstrate through an extensive search in academic journals and field-specific encyclopaedias that these myths are indeed widely publicised in academia and that they have gained a considerable level of authority. We also argue that the academic publishing of these myths is potentially harmful to both professional as well as political deliberations on educational issues, and therefore should be criticized and counteracted. 相似文献
17.
This article draws a comparison between the Portuguese in relation to British and French discourses on overseas educational policies at the turn of the nineteenth to the twentieth century until the 1930s. It focuses on three main colonial educational dynamics: school expansion (comparing the public and private sectors); State–Church relations (comparing these relationships at the European and colonial levels); and missionary competition (comparing Catholic with Protestant strategies towards educational incorporation). Colonial discourse is seen here as a power‐knowledge discourse aimed at constructing the colonial subjects as individuals, enabling them to imagine themselves as belonging to a particular cultural polity. The article intends to show how cross‐national discourses on education affect the principles on which theories of schooling are built and the ways in which they influence the first attempts to systematize pedagogical and school models in the colonial peripheries. On the other hand, it tries to understand, within government technologies of domination, the conflicting views, negotiations and ambiguities between global policy formulation and local school system implementation. In this sense, the author sought to analyse the different ways in which concepts such as ‘assimilation’, ‘civilizing mission’, ‘adapted education’, and ‘learning by doing’ were mobilized and appropriated into the colonial education discourses in order to legitimize particular governmental strategies. Two main ideas run through the text: the first attempts to demonstrate the existence of discontinuities between official educational ideologies at home and local system and school expansion strategies in the colonies. The second claims that educational borrowing from other colonies at the Empires' peripheries was, more often that is thought, a crucial feature of colonial educational discourse. 相似文献
18.
Rachel Brooks 《British Journal of Sociology of Education》2005,26(1):55-70
‘Age’ is an important social category used to define individuals and groups within our society and, often, to structure access to power, prestige and status. However, within educational research, age has been relatively neglected when compared with other social categories such as gender, class and ethnicity. In an attempt to begin to explore the impact of age within schools and colleges, this paper focuses on students' and teachers' experience of mixed‐age learning groups within the UK further education sector. First, the paper outlines various assumptions about the distinctiveness of age groups that underpin much sociological theorizing as well as current educational policy within the United Kingdom. It then draws on an empirical study of six further education colleges in Yorkshire and the south‐east of England to suggest that the ways in which students and members of staff construct notions of ‘age’ and ‘age difference’ bear little resemblance to the models adopted by policymakers. Nevertheless, the paper goes on to argue that, although there was little consensus about where the boundary between ‘younger’ and ‘older’ learners should be drawn, most respondents were able to identify specific age‐related differences that they believed affected the process of learning. In particular, mixed‐age classes were believed to offer considerable advantages over more age‐homogeneous groups. The final part of the paper explores some of these putative advantages and discusses their significance in the light of current debates about the ‘postponement’ of adulthood and the nature of inter‐generational relationships. 相似文献
19.
《Educational Philosophy and Theory》2013,45(3):425-430
In his writings Jim Marshall has helpfully emphasized such Wittgensteinian themes as the multiplicity of language games, the deconstruction of ‘certainty,’ and the contexts of power that underlie discursive systems. Here we focus on another important legacy of Wittgenstein's thinking: his insistence that human activity is rule‐governed. This idea foregrounds looking carefully at the world of education and learning, as against the empirical search for new psychological or other facts. It reminds us that we need to consider, in Peter Winch's words, ‘what it makes sense to say’ about certain educational phenomena, and how these meanings stand against understanding a wider form of life. This insight has important implications for doing educational research, and we examine some of these. 相似文献
20.
《Educational Philosophy and Theory》2013,45(7):720-736
As we rapidly approach the 50th year of the much‐celebrated ‘cognitive revolution’, it is worth reflecting on its widespread impact on individual disciplines and areas of multidisciplinary endeavour. Of specific concern in this paper is the example of the influence of cognitivism's equation of mind and computer in education. Within education, this paper focuses on a particular area of concern to which both mind and computer are simultaneously central: educational technology. It examines the profound and lasting effect of cognitive science on our understandings of the educational potential of information and communication technologies, and further argues that recent and multiple ‘signs of discontent’, ‘crises’ and even ‘failures’ in cognitive science and psychology should result in changes in these understandings. It concludes by suggesting new directions that educational technology research might take in the light of this crisis of cognitivsm. 相似文献