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1.
The aim of this article is to shed light on some aspects of professional responsibility by investigating students’ visions
of future work and notions of professional responsibility. The data is based on interviews with samples of freshmen in three
educational programmes at the University of Oslo in Norway. The data has been analysed in relation to two thesis claimed by
Steven Brint: “The rise of a utilitarian ethos” in higher education and the movement from “social trustee professionalism”
to “expert professionalism”. The findings show that the students in our sample do not think of higher education primarily
as a means to get credentials that will be useful in the labour marked. An intellectual interest in the discipline is the
most prevalent reason for the students’ educational choices. Furthermore our findings support an orientation towards “expert
professionalism” rather than “social trustee professionalism”. But, embedded in the perspective of an expert there is an emphasis on ethical knowledge, moral and/or societal responsibility
and the wish to do good for others. However, the students’ sense of responsibility seems to be restricted to certain “localism”
of their specific occupation. Based on the findings we argue that the students reveal a moral awareness that should be taken
seriously by the educational institution in order to foster critical rationality and professional commitments. 相似文献
2.
《Educational Philosophy and Theory》2013,45(4):460-470
This paper critically examines the contemporary educational discourse on critical thinking as one of the primary aims of education, its modernist defence and its postmodernist criticism, so as to explore a new way of conceptualizing critical thinking for moral education. What is at stake in this task is finding a plausible answer to the question of how the teaching of critical thinking in moral education can contribute to leading young people to avoid moral relativism while at the same time to develop a coherent way of responding to cultural pluralism. The paper takes Bernard Williams's concept of ‘ethical reflection’ as a possible candidate and explores this concept as a means of accommodating these concerns. 相似文献
3.
深刻反省我国教育的"重点制" 总被引：4，自引：0，他引：4
Yongheng You 《Frontiers of Education in China》2007,2(2):229-239
Since the 1980s, “key school system” (KSS) in basic education has contributed to teaching quality and the development of some
schools. However, at the same time it brings about many serious problems such as failure to attain educational objective,
being away from the goal of education equity, arising students’ mental or emotional problems, lack of moral education, vicious
competition among schools and so on. It can be said that the present educational problems are tied closely to “KSS”. As a
result, this paper attempts to do a deep reflection on it to promote the education reform of China.
Translated from Jiaoyu Xuebao 教育学报 (Journal of Education Studies), 2006, 2(2): 36–42 相似文献
4.
Vygotskian theory and mathematics education: Resolving the conceptual-procedural dichotomy 总被引：1，自引：0，他引：1
Jean Schmittau 《European Journal of Psychology of Education - EJPE》2004,19(1):19-43
The aim of this paper is to demonstrate that in spite of some superficial similarities the current mathematics reform in the
US based on constructivist principles differs substantially from mathematical education based on Vygotskian cultural-historical
theory (V.V. Davydov’s mathematics program), and to illustrate the manner in which Davydov’s program virtually obliterates
the conceptual-procedural division that has fueled the current “math wars”. Both constructivism and Davydov’s approach emphasize
the active character of students’ acquisition of mathematical concepts. Constructivists, however, begin the instructional
process from the children’s preexistent concepts while Vygotskians reorient it toward acquisition of what Vygotsky defined
as “scientific” rather than “spontaneous, everyday” concepts. A three-year study of the implementation of Davydov’s elementary
mathematics program in a school setting in the US found that the American children overcame the initial challenges of the
program, consistently resolved computational errors conceptually, and finally demonstrated the ability to solve high school
level mathematics problems. The curriculum appeared to foster the development of theoretical thinking, an explicit goal of
Davydov’s program, which constitutes its major value and educational significance. 相似文献
5.
Princeton University Press recently published the American moral philosopher Harry Frankfurt’s book On Bullshit, which quickly made the New York Times best seller list. Originally published in the journal Raritan in 1986, Frankfurt’s book has been heralded as an important theoretical development in the study of what he (and society)
colloquially refer to as “bullshit.” Frankfurt formally defines BS as a situation where ones inclination and obligation to
speak about a topic or concept far exceeds one’s knowledge of the topic, which most certainly has been a rising problem for
a number of reasons over the past 20 years. However, Frankfurt’s book, which purports to be a moral victory of sorts, and
despite its popularity, is not only severely flawed and outdated from an educational, cognitive, and philosophical perspective,
but it is also highly oppressive in several different but very important ways. Because this book and its main arguments are
being cited favorably in a number of different academic circles (including the science education community), this paper highlights
the limitations and flaws of this book and develops a counter-argument and model of BS that has important implications for
science, mathematics, philosophy, and educational theory and research. 相似文献
6.
This paper is grounded in a deep appreciation of Nel Noddings’ “ethics of care” as an important contribution to moral philosophy
and moral education. We seek to offer some philosophical reflections that have the potential to strengthen this important
alternative to mainstream ethics and to how moral education might be conceived and practiced differently. After identifying
some ambivalence in Noddings’ own position toward abstract philosophy, and despite the practical reasons for this that we
share, we then find grounds for pressing in this speculative direction, some of which indeed accord with Noddings’ own statements
and philosophical concerns. To show how such further philosophical reflection upon her relational morality could help, we
focus on elaborating a perspective on ontological issues that we find in the work of Thomas Hill Green, a 19th century idealist, and seek to show its compatibility with Noddings’ more pragmatic stance. A concluding point addresses,
and dispels, a possible worry that the grand narrative structure of Green’s idealism might undercut Noddings’ aim of having
an ethic that is melioristic and open. 相似文献
7.
Denise Taliaferro Baszile 《The Urban Review》2008,40(4):371-385
In this paper, I offer my own counterstory of matriculating through a teacher education program as an African American student
on a predominately White campus as a reference point for thinking through how racism operates through teacher education’s
dominant discourse and practice of teacher reflection. It is an important story to tell primarily because it touches on a
largely unexplored dimension of teacher reflection. While the large majority of the literature has focused on how to prepare
White preservice teachers to teach in a culturally and racially complex world, little qualitative attention has been given
to the preparation of nonwhite students. While there are a few select and important articles that touch on some of the challenges
African American students face in predominately White teacher education programs, including covert and overt racism, none
focus on how teacher reflection might reproduce these dynamics. Thus what the literature on teacher reflection often suggests
is that it is a racially neutral practice. In this essay, however, I suggests otherwise, by providing an intimate and critical
look at my process of learning to be a reflective practitioner. The question I seek to grapple with is quite simply, “What
does teacher reflection work to repress?” 相似文献
8.
Peter Sloat Hoff 《Innovative Higher Education》2009,34(4):203-217
In a crisis-plagued world looking to higher education for knowledge, wisdom, and solutions, higher education itself is stumbling.
Its transformational thinking has frozen up like an overstressed computer program; and we need, in effect, to “push the reset
button.” In 1953, the renowned and controversial president of the University of Chicago, Robert M. Hutchins, authored a refreshing
and provocative work, The University of Utopia, containing ideas that still challenge today’s paradigms. He argued for institutional independence over “accountability,”
“outcomes,” and “stakeholders.” He indicted educational evils he called “industrialization,” “specialization,” “philosophical
diversity,” and “social and political conformity” and suggested ways to defeat them. Although his 56-year-old thoughts on
reconceptualizing the multiversity are not a panacea, they could help higher education make a fresh start. This essay reintroduces
the modern reader to Hutchins’s iconoclastic and stimulating ideas in the hope of restarting the stalled agenda for educational
reform. 相似文献
9.
Stuart Fleischer 《Cultural Studies of Science Education》2011,6(1):235-241
In their treatise, Mitchell and Mueller extend David Orr’s notions of ecological literacy (2005) to include biophilia (Wilson
1984) and ecojustice (Mueller 2009). In his writings, David Orr claims that the US is in an “ecological crisis” and that this stems from a crisis of education.
The authors outline Orr’s theory of ecological literacy as a lens to understand Earth’s ecology in view of long-term survival.
In their philosophical analysis of Orr’s theory, Mitchell and Mueller argue that we move beyond the “shock doctrine” perspective
of environmental crisis. By extending Orr’s concept of ecological literacy to include biophilia and ecojustice, and by recognizing
the importance of experience-in-learning, the authors envision science education as a means to incorporate values and morals
within a sustainable ideology of educational reform. Through this forum, I reflect on the doxastic logic and certain moral
and social epistemological concepts that may subsequently impact student understanding of ecojustice, biophilia, and moral
education. In addition, I assert the need to examine myriad complexities of assisting learners to become ecologically literate
at the conceptual and procedural level (Bybee in Achieving scientific literacy: from purposes to practices, Heinemann Educational
Books, Portsmouth, 1997), including what Kegan (In over our heads: the mental demands of modern life, Harvard University Press, Cambridge, 1994) refers to as “Third Order” and “Fourth Order” thinking: notions of meaning-construction or meaning-organizational capacity
to understand good stewardship of the Earth’s environment. Learners who are still in the process of developing reflective
and metacognitive skills “cannot have internal conversation about what is actual versus what is possible, because no ‘self’
is yet organized that can put these two categories together” (p. 34). Mitchell and Mueller indicate that middle school learners
should undergo a transformation in order to reflect critically about the environment with a view toward determining critical
truths about the world. However, if this audience lacks “selective, interpretive, executive, construing capacities” (Kegan
in In over our heads: The mental demands of modern life, 1994, p. 29), assimilating the notions of ecojustice and biophia may be problematic. 相似文献
10.
Tony Brown 《Educational Studies in Mathematics》2012,80(3):475-490
In this volume, Wolff-Michael Roth provides a critical but partial reading of Tony Brown’s book Mathematics Education and Subjectivity. The reading contrasts Brown’s approach with Roth’s own conception of subjectivity as derived from the work of Vygotsky, in which Roth aims to “reunite” psychology and sociology. Brown’s book, however, focuses on how discourses in mathematics education shape subjective action within a Lacanian model that circumnavigates both “psychology” and “sociology”. From that platform, this paper responds to Roth through problematising the idea of the individual as a subjective entity in relation to the two perspectives, with some consideration of corporeality and of how the Symbolic encounters the Real. The paper argues for a Lacanian conception of subjectivity for mathematics education comprising a response to a social demand borne of an ever-changing symbolic order that defines our constitution and our space for action. The paper concludes by considering an attitude to the production of research objects in mathematics education research that resists the normalisation of assumptions as to how humans encounter mathematics. 相似文献
11.
Zhongping Hu 《Frontiers of Education in China》2007,2(2):201-213
One of the main reasons of the fact that Chinese moral education could hardly get out of its predicament is that “self-regard”
has been simply and unilaterally interpreted as the absolute opposite to morality, where “self-regard” is merely regarded
as the source of “everything evil”, and the fact that it is also the source of “everything good” is neglected. Actually, “self-regard”
is the nature of human beings who go for benefit and avoid harm, which is inevitable and reasonable. It is not naturally opposite
to altruism, for there is no problem concerning morality in self-regard itself, though there might be some in the means adopted.
Therefore, the aim of moral education is not to deprive a person of his/her intention of self-regard, but to normalize the
means he/she might adopt, so that he/she could suitably benefit himself/herself as he/she benefits others. It is proven by
the past experience and the present situation that the key premise for the Chinese moral education to get out of its predicament
is to set up a correct understanding over self-regard.
Translated from Xueshu Yanjiu 学术研究 (Academic Research), 2005, (6): 117–120 相似文献
12.
In this paper we explore the portrayal of the “authentic” past in children’s literature in Ghana, as well as the problems
it poses for the achievement of the broader goal of moulding children to fit into tomorrow’s society. We look at two main
aspects: the social and moral settings portrayed in selected books. The social order refers to the time and place in which
the story is set, as well as the nature of social organization pertaining to this setting. The moral order denotes the moral
and psychological implications of the physical and social environment. Based on these criteria, we examine some unsuccessful
texts and contrast them with successful ones. Our aim is to explore how tradition, more broadly conceived, can be effectively
used in children’s books in order to combine the goal of cultural preservation and transmission with other equally lofty ones
such as stimulating children’s imagination, arousing and sharpening their perception, developing their sense of observation
and critical thinking, and shaping their emotional potential. 相似文献
13.
The actual effect is a big problem in current school moral education. By analyzing the problems in the theory and practice
of the current school moral education, the author points out that the reason is that, for a long time, the meaning of morality
has been dissimilated, and moral education is considered as a kind of knowledge input and neglecting it is the life-style
of human beings. By exploring the meaning of morality in the traditional Chinese culture, the author fully affirmed the rich
life connotation both in the dynamic conversion between Tao and virtue and in the Taoist saying “Great virtue is growth”. In the article, the author suggests that nowadays, we should reconsider
and understand the moral connotation in traditional culture and explain the traditional morals in a modern way. It is also
necessary to construct a new moral education system such as a “life-practice” model.
__________
Translated from Journal of Educational Studies, 2005 (5) 相似文献
14.
Jane A. Van Galen 《The Urban Review》2010,42(4):253-270
This paper explores the possibilities of working with White, working-class teacher education students to explore the “complex
social trajectory” (Reay in Women’s Stud Int Forum 20(2):225–233, 1997a, p. 19) of class border crossing as they progress through college. Through analysis of a course that I have developed, Education and the American Dream, I explore political and pedagogical issues in teaching the thousands of teacher education students who are the first in
their families to attend college about social class. Arguing that faculty in teacher education too often disregard the significance
of deep class differences between themselves and many of their students, I propose that teacher education include coursework
in which upwardly-mobile students (a) draw upon their distinctive perspectives as class border-crossers to elucidate their
“complex social positioning as a complicated amalgam of current privilege interlaced with historic disadvantage” (Reay in
Women’s Stud Int Forum 20(2):225–233, 1997a, p. 25) and (b) complicate what Adair and Dahlberg (Pedagogy 1:173–175, 2001, p. 174) have termed a cultural “impulse to frame class mobility as a narrative of moral progress”. Such coursework, I suggest,
has implications for the development of teacher leaders in stratified schools. The paper draws upon the literatures on social
class and educational attainment, on the construction of classed identities in spite of silence about class in public and
academic discourse, and on pedagogies for teaching across class differences. 相似文献
15.
Min-hui Qian 《Frontiers of Education in China》2006,1(4):549-566
Within the sphere of contemporary social sciences, the terms “modernity,” “post-modernity” and “globalization” have penetrated,
as the core concepts, into various fields of social sciences in a logical way. In constituting the concept of “modernity,”
sociology of education develops the educational theory, as sociological theory does, into a “grand narrative” and “foundationalist”
theory; the contribution of post-modernity is pluralism and self-examination in an attempt to transcend modernity. Globalization,
a kind of expanded modernity, makes education sociologists broaden their perspective from single and traditional “nationality,”
“society” and “nation” to an international society and even to the global society, which has broken through the research paradigm
of modernity with ethnocentrism, anthropocentrism and Euro-centrism. These changes have required urgent constitution of the
conceptions and theoretical frameworks of sociology of education to be applied on a global level.
__________
Translated from Peking University Education Review, 2006 (1) 相似文献
16.
Sharon E. Nichols Deborah Tippins Katherine Wieseman 《Research in Science Education》1997,27(2):175-194
The purpose of this paper is to describe various “tools” we use to facilitate critical reflection as we teach prospective
science teachers. The notion of “tools” refers to materials and experiences used to facilitate prospective teachers’ critical
reflection on science teaching and learning. Reflective tools are not intrusive devices used by instructors to analyse mechanically
what prospective teachers are learning; rather, these tools are intended to provide prospective teachers with the means to
generate and critique their own views of science teaching and learning. Each tool is described herein with respect to its
potential use and the way in which it is introduced to prospective science teachers. We conclude with discussion of the potential
for reflective tools to contribute to research on reform of science teacher education, with particular attention to primary
teacher preparation. 相似文献
17.
Gerald Wangenge-Ouma 《Higher Education》2012,64(6):831-844
The funding of higher education in South Africa has in the recent past been a subject of animated debate. This debate has ranged from the adequacy of government funding of higher education, the suitability of the funding framework, to protestations against frequent tuition fee increases. At present, the debate is mainly about “free” higher education. Unlike most African countries, South Africa has an established history of cost sharing. But, for a while now, students, especially Black students, have been demanding tuition free higher education even though the country has a student financial aid scheme to support talented but poor students. The demands for tuition free higher education suggest, among others, the possible existence of financial barriers to higher educational opportunities. This paper is a sequel to the debate on free higher education in South Africa. It seeks, in the main, to understand and examine the rationale and drivers for the students’ demand for “free” higher education. What are the financial barriers to higher educational opportunities that the current funding architecture has failed to address? Secondly, why are students demanding free higher education when there is a scheme to support talented but poor students? Is cost sharing inconsistent with the country’s post-apartheid transformation policy in higher education? Finally, is “free” higher education the panacea to the access and participation challenges facing Black students? 相似文献
18.
Hong Kong education has always been regarded as examination-oriented and students were taught only to memorize and not to
think. This paper gives an account of a school project in teaching critical thinking in the junior classes of a secondary
school. This project is a collaboration between lecturers in teacher education and teachers working in the frontline. As a
first attempt, the topic “fact and opinion” was chosen. In this paper, both the teaching approach and the teaching materials
used are presented. Teachers ’ feedback was obtained through informal sharing of information and student ’s evaluation were
obtained through a simple student survey. Through this process, a number of problems and insights related to this issue were
revealed. This experience had implications for ways in which critical thinking in a cultural context like Hong Kong where
memorization of facts is the norm can be developed and promoted. 相似文献
19.
This study analyses the discourse among the teacher and the students, members of three (3) small groups, who learn in the
environment of a stand-alone computer. Two educational environments are examined: the first one, a “virtual laboratory” (Virtual
scale-DELYS) and the second one, a computer modeling environment (ModelsCreator). The ‘Virtual Scale’ environment provides
users with curriculum focused feedback and in that sense it can be categorized as directive. The ModelsCreator environment
provides users merely with a representation of their own conception of curriculum concepts, so it can be categorized as an
open-ended environment. The goal of this research is to exemplify the way the two educational software environments support
(a) the development of collective thinking in peer— and teacher-led discussion and (b) students’ autonomy. The software tools
of the “Virtual scale” along with the resources provided for the problem solving created an educational framework of hypothesis
testing. This framework did not limit the students’ contributions by directing them to give short answers. Moreover, it supported
the students’ initiatives by providing tools, representations and procedures that offered educationally meaningful feedback.
Based on the above results, we discuss a new educationally important structure of software mediation and describe the way
the two software activities resourced collective thinking and students’ initiatives. Finally, for each type of software environment,
we propose certain hypotheses for future research regarding the support of collaborative problem solving. 相似文献
20.
中国公民教育观发展脉络探析 总被引：2，自引：1，他引：1
A sourceidentifying and comparative study of the development of the outlook on citizenship education in China and the Western
countries indicates that there emerges a tendency of similar orientations in terms of relations between citizens and the state
and society, between citizens’ rights and obligations and between citizenship education and moral education. At the same time,
there also exists the possibility of mutual integration of the viewpoints and the ideas of Chinese traditional moral education
in such aspects as subject basis, educational mechanism and values orientation.
__________
Translated from Jiaoyu Yanjiu 教育研究 (Educational Research), 2006, (12): 3–11 相似文献