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1.
康德从先验的唯心主义哲学体系出发，在前人“天才”论的基础上，结合德国古典美学的时代特征，在艺术论中阐发了自己的“天才”思想，并用它沟通了自然与艺术。因此，理解其“天才”思想是理解其艺术论的关键。他的“天才”思想中既含有真理性的内容，也含有非科学的内容，对后代的哲学、美学产生深远的影响。 相似文献
2.
Rosie Le Cornu 《Asia-Pacific Journal of Teacher Education》2016,44(1):80-101
The title of the 2014 Australian Teacher Education Association (ATEA) conference was Teacher Education, An Audit: Building a platform for future engagement. One of the conference themes was Professional Experience: What works? Why? I seized upon this theme and the title of the conference as it afforded me an opportunity to do an audit of my research in professional experience over the last 25 years. This article presents this evidence base and the messages I have taken from this evidence. I have done this in the hope that, by collating some of the insights gained from the past and the present, it will help to “build a platform for future engagement” in professional experience. In preparing this article I was asked by the Editors to reflect also on how I developed my distinctive line of inquiry and expertise in relation to the practicum across an extended period. These reflections are included. I hope they will support university-based teacher educators in enhancing their satisfaction and achievements from working in this stimulating and provocative field of study. 相似文献
3.
Abstract This paper discusses two modifications to the conduct of computer‐conference‐based master's degree courses: a maximum length for conference messages was suggested and, more importantly, conference moderators, or topic leaders, were appointed from among the student cohort. Drawing on previous work on conference moderation, it is argued that the differing power relationships between student and student and between instructor and student result in a context in which instructor and student moderators can perform complementary functions to ensure a more productive conferencing environment. 相似文献
4.
Sunil Mukhi 《Resonance》2005,10(12):193-202
Conclusions Dirac’s philosophy of mathematical elegance led to his pioneering work on magnetic monopoles and inspired a large number of
subsequent developments. It remains true that magnetic monopoles have never been detected, despite numerous attempts, but
after all it was Dirac who once remarked, “It is more important to have beauty in one’s equations than to have them fit experiment”.
One might therefore assume that he was more than satisfied with the impact of this work.
This is not quite the case. Towards the end of his life, the complete lack of experimental evidence for magnetic monopoles
began to weigh on him. In 1981, a year short of his 80th birthday, he was invited to Trieste for a conference to commemorate
the 50th anniversary of his monopole paper. He declined the invitation due to the strain of travelling, but sent a letter
of thanks to Abdus Salam, the Nobel Laureate and Director of the Centre at Trieste. In this letter, Dirac wrote: “I am inclined
now to believe that monopoles do not exist. So many years have gone by without any encouragement from the experimental side.”
Dirac passed away nearly two decades ago, but it remains to be determined who was right about monopoles: Dirac in 1931, or
Dirac in 1981. 相似文献
5.
The present study examines how learnersinteract with one another within the context ofa computer conference for the purposes ofpassing a test. In a faked computer conferencewith predetermined messages, both the number ofmessages irrelevant to the topic, and theexplicit threading of messages were varied in a2 × 2 design (n = 54). Subjects participated in anasynchronous fashion over a course of fourlog-in sessions. In general, learners indicateda fairly consistent pattern of reception. Theyopened virtually all messages, grouped them ina non-chronological order, and processed themaccording to their topic relevance. Thispattern was also mediated by the conferencecharacteristics. Explicit threading led tosequences of message readings that were morecontent oriented. Similarly, fewer irrelevantmessages lead to prolonged reading times ofrelevant messages. Whereas learning success wasnot affected by conference characteristics,explicitly threaded messages decreased theperceived cognitive demands. 相似文献
6.
Robert Lawy 《British Journal of Sociology of Education》2000,21(4):591-604
In this paper I use a single case-study to map the transition of a young person as he moved from school into work. My purpose is to illuminate the shape and character of his learning in work and its relation to education. Not only do I authenticate the social and situated composition of his learning, but show that this was grounded as a continuing accomplishment in his unfolding experience. Out of school, Jimmy did not cease to be a learner. Indeed, the character and manner of his learning in work was not dissimilar to that which was experienced by other young people who chose to continue, directly and formally in school or college, with their training and education. 相似文献
7.
唐彩霞 《内蒙古师范大学学报(哲学社会科学版)》2003,32(1):107-111
1918年1月8日，第一次世界大战硝烟未尽，美国总统威尔逮在国会两院发表了“十四点和平纳领”的演说，其中关于民族自决和弱小国家权利的诺言，使中国知识界为之振奋。1919年1月，威尔逊订自出席巴黎和会，更加鼓舞了知识界对美国及和会的信心。中国人希望在和会上运用“民族自决”的原则解决山东问题。然而，威尔逊在最后关头放弃了他的原则。笔者试就山东问题的由来、和会前后期威尔逊总统对山东问题的不同态度来分析威尔逊放弃“民族自决”原则的原因。 相似文献
8.
The Shanghai Municipal Education Commission convened an important conference in early 2010. A major focus of the conference
was the apparent failure of the New Curriculum Reform to take root in schools. One of the conclusions presented at the conference
was that school principals were responsible for the gap between the intent and effect of the curriculum reform. This article
uses data collected from a group of Shanghai secondary school principals to examine the state of the curriculum reform from
“the inside.” The main purpose of the article is to identify why the principals themselves believe that the reform is not
working as intended and indeed whether they are in some way complicit in the slow rate of reform implementation. Principals
involved in the study suggest the contradictory messages they receive from government officials about how principals’ work
should be formally and informally assessed do little to promote meaningful reform implementation. Therefore, it is suggested
that one of the main reasons why curriculum reform has so far not been able to bring about deep change at secondary school
level is the enduring cultural norms which continue to underpin societal expectations and accountability, rather than a lack
of curriculum leadership on the part of school principals. 相似文献
9.
Connie L. Dillon 《The American journal of distance education》2013,27(2):73-79
This study examined the influence of group structures upon six groups of distributed graduate students as they pursued a six-week problem-based learning activity by communicating in an asynchronous computer conference. Henri and Rigault's (1996) content analysis framework and Howell-Richardson and Mellar's (1996) guidelines for interconnectedness of messages were used to analyze the messages. In addition, learners' perceptions of interdependence and intersubjectivity were gauged from a self-reported survey developed by the researcher. Overall comparisons revealed that group conferences with role assignment had higher levels of interconnected messages. Weekly comparisons also indicated higher perceptions of intersubjectivity and deep processing for the role assignment group during the initial weeks of the activity. Over time, however, these levels equalized across group structures. 相似文献
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11.
Dennys Watson 《European Journal of Engineering Education》1981,6(1-2):8-12
I am very pleased to have been invited to address you today, because this is a subject in which I am very interested and which is of great importance for the future economic development and growth of Europe as a whole. As a graduate engineer, I have some personal experience of the process which we are discussing today, but I must make it clear that I have no responsibility for education policies within the Commission's services, and therefore any comments that I make represent the personal view of an official whose prime concern is the stimulation of the rhythm of industrial innovation throughout the European Community. In choosing as the subject of this conference the education of the engineer in and for his society, I believe that you are showing a healthy concern to get things right in the future. So we first have to see what kind of society this will be. 相似文献
12.
Tania Cassidy 《Teaching Education》2013,24(2):175-188
The attempt to understand the relationship between messages intended and messages received has been an enduring issue in teacher education. For the past three decades researchers have made forays into understanding this enduring issue, and in the process have drawn on various explanatory frameworks, one of them being socialisation. In this paper we work with Giddens' structuration theory as well as his concept of knowledgeability as analytical frameworks for understanding the relationship between messages intended (by the teacher educator) and messages received (by the student‐teachers). Our discussion is informed by the findings of a study that investigated student‐teachers' interpretations of the pedagogical process of a physical education teacher education course. Data generated from conversations with, and observations of, the student‐teachers indicated that there was considerable “slippage” between the teacher educator's critical pedagogy inspired intentions and what was understood by the student‐teachers. 相似文献
13.
INE MAHON 《Journal of Philosophy of Education》2019,53(4):748-758
I explore in this paper the extent to which Stanley Cavell's contribution to the philosophy of education is measured by his distance from American pragmatism. I wish to argue that pragmatism and what Cavell calls ‘perfectionism’ are simply not offered in the same key and crucially that it is this stylistic or tonal difference that separates Cavell not only from his pragmatist contemporaries but from the pragmatist picture of democracy and education as sketched so compellingly in the work of John Dewey. I suggest, in other words, not only that Cavell is importantly distant from the pragmatists but that it is this very distance—this very ambivalence to that tradition of thought often taken as the native philosophy of America—that captures Cavell's distinctive educational promise. 相似文献
14.
Rosemary S. Russ 《科学教学研究杂志》2018,55(1):94-120
Although research and policy suggest science and mathematics teachers should attend to their student's thinking during instruction, our field has inadequately defined what that means in relation to our ultimate goals for the practice. Here I present a theoretical argument that, in making their definitions, researchers should leverage the ways students understand such attention by characterizing teacher attention based on the epistemological messages it sends students about the nature of knowledge and learning in the classroom. Using data collected from high school science and mathematics teachers with a new video‐capture methodology, I present an analysis of variability in epistemological messages of teacher attention to illustrate work could unfold if we as researchers took up the theoretical claims made in this work. In doing so, I endeavor to draw the construct of epistemological messages into our collective conversations about teacher attention, and provide a starting point for our field to begin debating the most productive ways to study and unpack the epistemological messages we value in that teacher attention. I conclude by demonstrating the feasibility of using these messages to distinguish the types of teacher attention our field wants to develop and encourage in teacher education. © 2017 Wiley Periodicals, Inc. J Res Sci Teach 55: 94–120, 2018 相似文献
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16.
Joseph Reimer 《Journal of Jewish Education》2016,82(2):159-177
Missing from the growing literature on Jewish camps is Lukinsky’s (1968) pioneering study of the curriculum to teach responsibility that he designed for the 1966 Ramah American Seminar. Reviewing this work I discovered that Lukinsky—under Schwab’s (1971) influence—creates a rare balance between his own perspectives as an educational practitioner turned researcher with those of Erik Erikson, the famed developmental psychologist. I suggest that we read his work as an example to all who call upon theories of psychological development on how to use those theories to illuminate our thinking while not allowing them to dominate our educational discourse. 相似文献
17.
Professor Kenneth Tobin Wolff-Michael Roth Sabitra Brush 《Research in Science Education》1995,25(3):267-281
The education of prospective Elementary and Early Childhood (E&EC) teachers to teach science has been an on-going challenge
for science teacher educators. Accordingly, a course in physical science was planned and implemented especially for prospective
E&EC teachers. The purpose of this study was to understand the nature of the enacted curriculum and about the forces which
constrained its evolution. Miller, the teacher of the course, had no prior experience in teaching prospective E&EC teachers
and many of his experiences as a university level teacher were based on his teaching of physics majors. These experiences
shaped his approach to teaching the course as did his years as a basketball coach. Miller was an expert in physics and constructed
his role as teaching students significant scientific truths. Miller saw the purpose of the course as being to educate the
students in science, not to prepare them to teach science. He was unwilling to address the goals of students that were oriented
strongly toward becoming better teachers. The beliefs of the teacher constrained the enacted curriculum to an extent that
gaps between the needs of students and the enacted curriculum were wider at the end of the course than they were at the beginning.
Armstrong College
In my opinion I think I failed completely, but I am quite happy with what I am trying to do. I just don't think I executed
it well. So I was pretty unhappy with the whole experience in terms of the results, but I was not unhappy with the experience
in terms of whether it was worth doing. I think it is important in science to develop free-thinking and being able to come
to conclusions. Science is being able to reflect on the human condition, and being able to think about things you don't know
about. (Miller) 相似文献
18.
Hilary Cunningham-Atkins Norman Powell David Moore Dave Hobbs Simon Sharpe 《British journal of educational technology : journal of the Council for Educational Technology》2004,35(1):69-80
This paper reports an investigation of the impact of students’ cognitive style on their effective use of educational text‐based computer‐mediated conferences. The research centres on an empirical study involving students from three courses run by the British Open University. Statistical analysis of the data does not suggest that cognitive style has a strong influence on student participation in the conference, but does suggest that, contrary to expectations, ‘imagers’ may send more messages to conferences than ‘verbalisers’. The data also suggest a possible link between certain cognitive styles and course completion, and that the interaction of different styles within a group, as described by Riding and Rayner's (1998 ) team roles, may have an indirect influence on task completion. 相似文献
19.
Pedagogy Without Humanism: Foucault and the Subject of Education 总被引：2，自引：0，他引：2
Gert J.J. Biesta 《Interchange》1998,29(1):1-16
Education is commonly understood as an interaction between subjects; an interaction between the educator, who already is a subject, and the child, who has to become a subject by means of the pedagogical activities of the educator. Postmodernism has seriously challenged the common (modern) understanding of human subjectivity. The question therefore is what his challenge entails for our understanding of the process of education.In this paper this question is taken up in the context of a distinction between two conceptions of education: education as manipulation and education as communication. It is argued that the manipulative conception is closely related to the modern understanding of human subjectivity, as is the critique leveled against the communicative conception. In order to find out whether the postmodern "deconstruction" of the modern understanding of human subjectivity opens up new possibilities for a communicative understanding of education, Foucault's analysis of the emergence and subversion of the modern conception of man is presented and discussed.Although Foucault's work points into the direction of the recognition of the primacy of the intersubjective - and in this sense supports a communicative understanding of education - his deconstruction also makes clear that intersubjectivity cannot be understood as a new deep truth about man. This means that pedagogy has to do without humanism. The paper concludes with some reflections on such a pedagogy without humanism. 相似文献
20.
ZENG FANQING 《Chinese Education & Society》2013,46(3):66-70
Not long ago, a certain city held a conference on exchanges of "interna-tional talent" (persons with training in skills needed in international matters). I learned that about one-third of the 5,000 trained personnel invited to the conference were "returnees" from abroad. However, few of these returnees actually reached agreements with the employing units. Some of the returnees had explicitly stated their expectations of finding work that would provide them with annual salaries of about 300,000 yuan, but not a few employing units backed off when faced with such high standards. Other units were doubtful that such high-salaried returnees were worth the price, or decided to look around before taking any action, or even clearly stated that such pricey talent lay outside their main areas of consideration. In view of the difficulties that increasing numbers of returnees are encountering and that are cropping up in the course of bringing them in, we should take a deep look at the reasons for the difficulties and clear up some misconceptions. 相似文献