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1.
Educational technology is an instantiation of technical rationality. Technical rationality depends on an objectivist epistemology and a representational model of mind. Currently, a growing number of practitioners in the field of educational technology consider themselves constructivists. Because their epistemological position conflicts with that of technical rationality, these practitioners must currently find a warrant for their practice outside the field. However, a warrant for a strong form of constructivism (enactive constructivism) can be located in recent developments in systems theory, one of the foundational pillars of educational technology. These developments have the potential to provide practitioners a philosophical mooring within the field itself. One of these developments, autonomous systems theory, with its rejection of the representational model of mind, is described, and implications of its application to educational technology are discussed. 相似文献
2.
Complexity and action research: exploring the theoretical and methodological connections 总被引：3，自引：3，他引：0
Complexity theory is essentially a formal attempt to question how coherent and purposive wholes emerge from the interactions of simple and sometimes non-purposive components. Explicit recognition of complexity can provide a fresh and enlightening perspective on action research. Through an expository discussion of the foundational postulates of complexity theory this article demonstrates the theoretical and methodological connections between complexity and action research, with particular emphasis on the relevance of complexity in educational and workplace contexts. Complexity is an emerging theoretical perspective, which presents possibilities for revolutionizing approaches to action research, as well as strengthening arguments promoting the value of action research in a wide range of contexts. Complexity, it is argued, can provide a valuable theoretical underpinning for action research. Furthermore, action research provides a valid methodological approach to the study of complexity. This article is primarily theoretical and attempts to demonstrate the application of complexity to a specific action research project will be left to future publication(s). Rather, this article explores the general applicability of complexity as both theory and metaphor in action research. The article begins with a brief exploration of the theory, particularly focusing on its application in the social sciences. The theoretical and methodological connections between complexity and action research are discussed through several of the foundational postulates of complexity, how these manifest in action research and how they add to our understanding of action research itself. 相似文献
3.
作为反思教育思想前提的教育哲学 总被引：2，自引：0，他引：2
郝文武 《北京师范大学学报(社会科学版)》2008,(4):31-37
教育学是研究教育存在,揭示教育发展的合理性和创造合理性教育的学问。教育存在包括教育现象和教育思想。教育发展的合理性就是教育发展的合目的性与合规律性的统一。教育科学是研究教育现象,揭示教育规律的科学,对象是教育现象,方法是实证,任务是揭示教育规律,目的是创造合规律性的教育理论和教育实践。教育哲学是反思教育思想前提的学问,对象是教育思想,方法是前提反思,任务是反思教育思想的前提,揭示教育思想和教育实践的合理性,目的是形成对教育的整体的和根本的认识及系统的教育观,沟通教育的必然、实然和应然之间的联系。教育学的科学化即教育学的合理性,教育学实现科学化必须通过研究教育发展的合目的性与合规律性的统一,创造合理性的教育理论和教育实践。 相似文献
4.
肖伟胜 《西南师范大学学报(人文社会科学版)》2010,(6):125-130
以近代＂镜子说＂为代表的现实主义美学谱系是一种以求真意志为旨归的图像意识行为,旁观者眼光是这种图像意识行为看取世界的主要方式,其背后的知识理念是旁观者知识观;而这种图像意识行为最典型的视觉模式是透视法,从知识社会学与现象学双重视野来审视透视法,可以洞悉这种占据西方近代主导地位的视觉模式隐藏的＂真实观＂。 相似文献
5.
身体问题的教育学思考 总被引：6，自引：0，他引：6
身体在经历了被规训、被遮蔽的历史命运后,终于走向了觉醒。觉醒后的身体成为许多学术领域重新思考思想基础、重构理论架构的独特视角。与其他学科不同,教育学对身体问题的关注不应仅仅表现为将身体作为一种新的研究视角。面对身体话语的崛起,教育学必须致力于确立一种整全的身体观,追寻躯体教育背后的丰富意义。更重要的是,在一个肉身日渐走向癫狂的时代中,教育学必须以理性之光去观照身体,培养学生对身体的理性态度和敬畏之心。 相似文献
6.
教育理论是经过一定程度的抽象与概括,以简约、纯粹的方式来呈现的有关教育的理性认识.教育理论由于无法观照到变动不居的、非线性的、不确定的教育实践,暴露出理论理性在实践中的不足.教育实践者若一味地拔高教育理论的理性功能,会使教育理论与教育实践脱离成为一个假想的问题.教育实践者应该认识到教育理论本身的理性限度:教育理论是一时之见、一孔之见;教育实践者要在恪守教育理论理性限度的同时,通过提升其实践理性来沟通教育理论与实践. 相似文献
7.
杨开城 《现代远程教育研究》2014,(4):29-38
虽然教育学有其存在的历史合理性和学术贡献,但总体上讲教育学具有较低的理论品性。教育学自身堪称形而上学,它基于先验概念所构建的教育理想国是脆弱的,只是一个排他性的理论空壳,其中充斥着大量理论伪问题。教育学不是学科理论,充其量只是从教者的职业指南。如果勉强称教育学是一种理论,它也是一种坏理论。因为教育学既不能帮助从教者实现有效的教育行动,也不能帮助从教者理解教育行动本身。以教育主张、原则、方法、模式表述的只是教育学者的主观建议,以它们为核心内容的教育学属于私人教育学,还没有经过主体间理性的洗礼而演变成理论。把教育学看作是教育智慧或艺术的学问,或多或少是恰当的,因为它表现出了低理论水准和高实践水准的特征。教育学学科的独立标志是独创的知识体系,教育学学科问题真正的追问是教育学到底独创或能够独创什么样的知识体系。教育学由于没有创新知识因而还没有成为学科,当然人们努力构建的教育学体系自然也都是空中楼阁。 相似文献
8.
James MacAllister 《Journal of Philosophy of Education》2014,48(1):118-136
In this article I discuss the philosophy of John MacMurray, and in particular, his little‐examined writings on discipline and emotion education. It is argued that discipline is a vital element in the emotion education MacMurray thought central to learning to be human, because for him it takes concerted effort to overcome the human tendency toward egocentricity. It is maintained that MacMurray's philosophy of education is of contemporary significance for at least two reasons. On the one hand it suggests an alternative vision for humanistic education. While liberal educationists such as Oakeshott and Peters stressed that the pursuit of knowledge and understanding was the main way in which persons could develop their humanity MacMurray instead emphasised that persons can only learn to become human by pursuing other‐centred relationships. On the other hand his philosophy can also reveal the limitations in much contemporary debate in emotion education which critics (such as Ecclestone and Clack) suggest increasingly aims at little more than helping pupils feel better about themselves. According to MacMurray a genuine emotion education can enlarge humanity by supporting persons to feel and act for the sake of others rather than think about themselves. Despite sympathy for MacMurray's account of the purposes of education it is nonetheless concluded that the pursuit of knowledge as an end in itself does not necessarily constitute a negative expression of human agency (as MacMurray asserts)—but rather that the disciplined pursuit of knowledge may also form part of any education concerned to enrich human life. 相似文献
9.
现代教育观念的知识学反思 总被引：8，自引：0，他引：8
科学知识时代,世界各国的教育改革充分体现出经验理性(实证知识)的诉求,现代教育理念的正当性就是得自这种实证主义知识论的论证。建立在实证主义知识论基础上的现代社会教育正面临根本困境,教育的危机本质上是实证主义知识观的危机。在一个时代的教育观念中,必须同时具有信仰、理性和知识三个要素,教育不仅是传授知识,更要形成信仰、培养人的理性能力,要通过教育活动培养禀赋自由、尊严、自尊、个性和有创造力的生命个体。 相似文献
10.
The Attrition of Change: A Study of Change and Continuity 总被引：1，自引：0，他引：1
Dean Fink 《School Effectiveness & School Improvement》2013,24(3):269-295
In this article models and theories on effective schooling are reviewed. Modelling is based on the various disciplinary oriented approaches to educational effectiveness. As such production functions, instructional effectiveness models and integrated, multi‐level educational effectiveness models are discussed. Various conceptual and formal representations of facilitation across levels are seen as the most interesting area for further model‐driven research. In the second part of the article four organization theories are discussed, all of which are seen as specific interpretations of the rationality paradigm: rational control theory and bureaucratic structuring; contingency theory; public choice theory; and retroactive planning. A fifth theoretical perspective, chaos theory, as applied to organizational functioning, looks more like a complete anti‐thesis of rationality, but can nevertheless be related to the emergence of ordered patterns and to organizational survival. Core mechanisms or theory‐embedded principles that follow from these theories are, respectively: proactive structuring; fit; market mechanisms; the cybernetic principle; and self‐organization. Further analysis of these principles leads to the conclusion that the cybernetic principle of evaluation feedback and reinforcement is the most interesting one, both from a theoretical and practice‐oriented perspective. Throughout the article hints and suggestions are provided for future, more theory and model‐driven educational effectiveness research. 相似文献
11.
12.
姚晓东 《浙江教育学院学报》2014,(4):8-14
Grice思想的系统性是一个重要议题,对其意义理论、理性观和价值思想之间关系的挖掘很有必要,关乎经典格赖斯会话理论的评估与合作原则的认识。整体视角下挖掘Grice语用思想后研究发现,合作是理性行为,涉及行为主体的价值判断。 Grice的理性概念并非纯粹的工具理性,更多的是评价理性,后者基于他的价值思想和深层关怀。在这一观照下,研究认为,经典格赖斯语用学更多的是哲学意义上的考虑,作为其核心概念的合作原则,是行为主体的内在诉求或行为驱动,“描写观”不足以承担Grice语用原则背后的深层关怀。 相似文献
13.
苏格拉底的教育方法及其危机 总被引：2，自引：0，他引：2
苏格拉底假定了某种现象背后的"先在本质"的存在。知识就是认识者透过事物的现象把握本质,这就是杜威所嘲讽的"旁观者知识观"。缘自古希腊自然哲学家的旁观者知识观经苏格拉底等人的维护使"接受学习"长时间地主导了人类的求知方式。苏格拉底的教育方法使学生处于被动状态,使学生在知识面前没有了自由探索的空间。 相似文献
14.
Kevin J. Holohan 《Educational Studies A Journal of the American Educational Studies Association》2019,55(1):72-88
In this article, the distinctions between anarchism as a political philosophy are outlined and contrasted with that of liberal democratic theory upon which much of educational philosophy is based. The principles upon which the social anarchist position rests are briefly outlined with respect to the state, authority, and human beings’ way of interacting with and relating to one another. Next, some of the anarchist critiques of state-controlled schooling are considered. Following the discussion of traditional anarchism, largely rooted in late 19th and early 20th century European workers’ movements, some of the foundational principles of contemporary anarchism, beginning in the 1960s and continuing up through the present, are considered. Finally, the article conceptualizes what it might look like to utilize anarchist principles as an organizing framework for education and how these principles might be put into action in a real-world educational context. 相似文献
15.
John Deely 《Educational Philosophy and Theory》2017,49(3):207-219
Semiotics is the study of signs addressing their action, usage, communication and signification (meaning). Edusemiotics—educational semiotics—is a recently developed direction in educational theory that takes semiotics as its foundational philosophy and explores the philosophical specifics of semiotics in educational contexts. As a novel theoretical field of inquiry, it is complemented by research known under the banner ‘semiotics in education’, which is largely an applied enterprise. In this respect edusemiotics is a new conceptual framework for both theoretical and empirical studies. Edusemiotics has also been given the status of being a new branch of theoretical semiotics and it was launched as such at the 12th World Congress of the International Association for Semiotic Studies in September 2014 at the New Bulgarian University in Sofia. The article presents ‘semiosis’ as the action of signs across culture AND nature and posits ‘learning’ in terms of developing semiotic consciousness and semiotic competence. Semiosis is a process and as such it defies the Cartesian philosophy of substance-dualism that still informs the culture of education. The paper focuses specifically on university education permeated by disciplinary boundaries and the fragmentation of knowledge grounded in objective science inherited from modernity. Where is semiotics as the science of signs (or relations) in the context of academic culture? The authors conclude by affirming the transdisciplinary character of semiotics and edusemiotics and specify the distinctive focal points of transdisciplinary knowledge afforded by edusemiotics. 相似文献
16.
上个世纪,英国学者彼得斯带动了分析的教育哲学传统,不仅影响教育哲学,也带动了教育理论的发展。其中,赫斯特扮演着重要的角色。他与奥康纳对教育理论之辩,尤为人所称道。奥康纳致力于将教育理论带往科学理论。前期,赫斯特认为教育理论是实践理论,迥异于科学理论,教育理论应该以其他学门知识的型式、领域为基础,而建构出有助于指导教育实践的原理;后期,赫斯特则更为重视隐而未现的实践意义,修正前期过于重视理性知识的立场。重审赫斯特、奥康纳之辩以及赫斯特前后期立场,将有助于我们理解教育哲学重点在于证成教育政策及开拓新的思考方式,量化研究成果在于拓展新知,质性研究则在于对实践智慧的探究。赫斯特后期念兹在兹于缄默之知等实践知识,哲学论证、量化研究、质性分析都应将之列入重要探索领域,必能有助于教育理论的精进。 相似文献
17.
Carlo Perrotta 《Education and Information Technologies》2017,22(3):789-804
This paper focuses on the relationship between rational beliefs, culture and agency in formal school settings. This relationship is analysed in the context of the adoption of technological innovations. Interviews and focus groups with 39 secondary teachers from England and other European countries were carried out. The analysis highlights a number of cultural differences between English teachers and their continental colleagues. The paper argues against a linear and simplistic appropriation of rational choice theory in educational research, whereby individual behaviour is examined from the perspective of individualist psychology and micro-economic theory without considering models of culturally informed agency beyond self-interest and calculation. In the conclusion, the paper argues that explanations of teacher agency in relation to technology must take into account the role of rationality and emotionality - not as a binary opposition that reflects actual psychological qualities that teachers may or may not possess, but as phenomena to be unpacked: competing (and culturally shaped) discursive strategies enacted to make sense of the world. 相似文献
18.
教育行动研究是幼儿教师成长的重要途径 总被引：1，自引：0，他引：1
李焕稳 《天津师范大学学报(基础教育版)》2002,3(4):69-72
教育行动研究是教师研究自身教育实践中的问题、改善教育活动质量的一种教育研究形式,这种研究形式使幼儿教师可以在自己的教育实践中,开展研究工作,在研究状态下进行教育工作。这对幼儿教师的成长起着重要的作用：可以提升幼儿教师的社会地位和学术声誉,促进其专业发展;唤起幼儿教师的主体意识,促进教师主动发展;幼儿教师的教育行动研究将会成为我国幼教改革“胶着期”的突破口。 相似文献
19.
Becoming critical: the failure to connect 总被引：5，自引：4，他引：1
John Elliott 《Educational Action Research》2013,21(3):359-374
This article is a retrospective critique of Becoming Critical by Carr & Kemmis. Into it are woven responses to other retrospective reviews of the book by Susan Groundwater–Smith, Susan Noffke, and Carr & Kemmis themselves. The basic argument is that Becoming Critical was overdependent on the work of Jurgen Habermas and was therefore vulnerable to the same critique. The author argues that just as Habermas did not resolve the dualism between theory and practice, nor did Becoming Critical. Like the work of Habermas, its theory of rationality is very weak in creating a link between ideology critique and the organisation of strategic action. This explains why, in spite of its attractiveness to many education academics, it was unable to support critical action research at an operational level. The article refutes suggestions that the problem with the book was that times have changed. It argues that Becoming Critical anticipated these changes, but was conceptually unable to address them. This was largely because it differentiated a hierarchy of distinct types of action research grounded in quasi–transcendental categories of knowledge constitutive interests. In the course of the critique of Becoming Critical the author proposes a more philosophically pragmatic account of action research that integrates the ‘critical’ as an intrinsic dimension of practical discourse. 相似文献
20.
MARIANNA PAPASTEPHANOU 《Journal of Philosophy of Education》2006,40(2):187-203
I argue here, that, ultimately and in large part, the stakes of educational action research are conditioned by the various ways of conceiving theory, research and practice, and I attempt to explore and put forward one such way that I view as potentially more helpful than others. I begin with a comparative overview of the implicit philosophical assumptions that have informed or grounded educational action research in the broadly conceived Germanic and Anglo-American contexts. I then examine the tensions around theory and practice and the role such tensions play in educational action research. In my interpretation, the polemics surrounding this topic have significantly shaped the course educational action research has taken. Examining such polemics, then, might be useful in the effort to approach risks, prospects and visions and to develop the perspective of a recuperated, enhanced but modest philosophical intervention in educational action research. 相似文献