首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 31 毫秒
1.
ABSTRACT

Geragogy as a part of gerontology seems to be established in aging societies. Also, geragogy as a form of education for elderly people, learning in the third age, is nowadays an integrated part of agogy. On the other hand, the increase in the number of people of the fourth age, the oldest of the old, handicapped elderly people in nursing homes, is hardly considered in the geragogical discussion. Integrative geragogy in the field of care facilities is given only marginal consideration. In this article we want to present integrative geragogy as a basic part of educational gerontology. We present it as interacting closely with therapeutic education and social work, dealing especially with potentials of the oldest of the old and mentally handicapped elderly people. An outline of the international discussion and the history of geragogy in Germany shows the state-of-the-art in geragogy today. A specific theory and praxeology of integrative geragogy is also presented.  相似文献   

2.
ABSTRACT

The National Silver Academy (NSA) was launched in 2016 as part of the Singapore government’s Action Plan for Successful Aging. This paper uses a grounded approach to explore and assess critical geragogical elements that are enabling, empowering and transformative for older learners. Semi-structured in-depth interviews were conducted with 48 participants who had completed an NSA course. Although three different categories of older learners were identified in this study, most tend to internalize ageism and took courses to counter ageist stereotypes of being frail, dependent and useless. In terms of geragogy, participants articulated four key learning needs at the NSA. These were: (i) relatable, empathetic and engaging instructors; (ii) interactive and versatile methods of teaching with emphasis on real-life applications; (iii) flexible and accessible curriculum and course content appropriate to learners’ capabilities and expectations and (iv) inclusive and disability-friendly learning environments catering to a wide spectrum of learners. At the NSA, instructors are crucial to the empowerment of older learners by leading the challenge against ageism, promoting learners’ confidence and self-worth as well as enabling safe spaces for personal transcendence and creative expression. This study reinforces the need for more contextualized models of geragogy to dismantle structural and internalized forms of ageism by taking into account older learners’ cultural beliefs about aging, access to education, confidence and competences to navigate both formal and informal learning environments.  相似文献   

3.
ABSTRACT

An important issue in the discussion on educational neuroscience is the transfer of thought and findings between neuroscience and education. In addition to factual confusions in this transfer in the form of neuromyths, logical confusions, or neuro-misconceptions, can be identified. We consider these transfer difficulties in light of the way educational neuroscience is positioned in relation to the main fields involved: neuroscience, educational sciences and educational practice. A distinction between educational neuroscience as part of neuroscience, educational sciences and as an independent discipline will show that different types of questions are asked within these different positions. Distinguishing these positions will also shed light on the aim and possibilities to transfer knowledge and insights into educational practice and will elucidate the confusions in transfer. While educational neuroscience as part of educational sciences and as an independent discipline aims to directly connect to educational practice, be it in different ways, educational neuroscience as neurosciences does not have this goal or possibility.  相似文献   

4.
  相似文献   

5.
Abstract

Within the current national context of educational reform, educators are generating a new paradigm about teaching and learning. This shift is occurring as a consequence of rethinking nearly all aspects of schooling. The new paradigm is competing with, an older one. Time will tell whether or not the new one will replace the old one, but clearly they cannot coexist because they are so fundamentally different. The new paradigm is based on the latest research on cognitive developmental and constructivist theory, and the old paradigm is based on reductionist principles and behavioral theory.

This article creates a framework for understanding the paradigm shift, describes how the shift applies to instructional practices, synthesizes several principles and indicators that can guide the observation of teaching, and discusses issues yet to be resolved.  相似文献   

6.

The welcome new attention paid to subject teaching should have bridged the old divide between pedagogical and disciplinary research. But this paper argues that the focus on subject, rather than disciplinary communities is part of the commodification of higher education; that what is needed to re-energise both teachers and students is an inclusive new model of disciplinary education based on an engaged community's processes and practices. Each discipline, it is proposed, will model differently its practices, knowledge creation and dissemination, its writing, its community. The model may change received ideas about the focus and central concerns of the discipline, and in modelling disciplinary learning will change teaching and assessment. The model will be discipline specific and, as such, will resist generic and imposed 'skills and outcomes' frameworks. Evolving out of practice, rather than an external agenda, it should link disciplinary and pedagogical research so that they are mutually informing and transforming.  相似文献   

7.
ABSTRACT

The authors present the outcomes of an empirical study, effected in integrative and segregative models of schooling in German speaking Switzerland. The following questions have been analysed: a) the changes in performances of pupils with learning difficulties under different conditions of schooling; b) the development of social factors; c) the development of emotional characteristics. With regard to academic achievements, integrative measures proved to be more effective than instruction in self‐contained special classes. The findings concerning the development of social and emotional characteristics do not allow to draw clear conclusions either in favour of or against integration. Still, the outcomes of this study encourage to carry on experiments with integrative forms of schooling.  相似文献   

8.

Researchers in the field of urban education politics have much in agreement ‐ they refute the notion of bureaucratic insulation in school policy making, connect the school to its broader political and economic community, and address the effects of school governance on race relations, governmental legitimacy and political representation. At the same time, approaching the field with different disciplinary backgrounds and substantive interests, researchers have offered competing frameworks in analysing school politics. In my view, disagreements and consensus within the field can be better appreciated if the diverse approaches and their substantive findings are understood in the proper context of the school policy organization ‐ the way power is allocated between the top of the system and the school site and the way clientele are involved in schooling decisions. In this partial review of the literature, I shall propose an integrative framework that specifies the circumstances under which different kinds of politics occur. The final section will explore research and policy implications.  相似文献   

9.
ABSTRACT

One area that remained off the research radar is that interface between senior centers and learning programs, and hence, their potential to act as community-based learning hubs. Countering such a state of affairs, this article reports on an action research study to investigate the extent that a transformative learning program in a senior center can lead learners to improved levels of personal and social empowerment. The research project sought to meet its goal and objectives through the ‘action research’ design, by planning and executing a critical educational gerontological programme for persons attending a Maltese senior center. The learning program following a critical geragogical approach which encourages learners to discuss and problematize each theme in the curriculum. Pretest-posttest focus groups found the learning program to be successful in improving learners’ levels of personal empowerment as they acquired a strong awareness of how social differences are structurally produced due to inequities and discriminations based on social class, gender, and age differences. However, the quest achieving critical consciousness remained an elusive one due to immanence and internal agism, as well as the fact that political action arises as a lifetime narrative. Critical educational gerontology remains steadfastly hinged upon the ‘successful aging’ paradigm that overlooks how later life is also underpinned by ill-health, abjection, care relations, and loss of agency. It is hoped that this action research project acts as a catalyst for future studies in critical educational gerontology to be framed by a fourth age social imaginary.  相似文献   

10.
  相似文献   

11.

Having provided an historical review of the development of theories of personality, this paper discusses the significant research that has been undertaken in this area. One example is Myers' work which is important both in terms of the original research and of the production of a questionnaire (type indicator) which has been used in over 40 countries. Using Jung's theory of psychological types and the more recent work of David Keirsey on temperaments, Patricia Hedges argues that there will be cases where a mismatch between teacher and pupil temperament will exist, with potentially serious consequences. The final section introduces a programme designed to increase self-understanding, heighten awareness and ultimately lead to more satisfactory relationships and to more effective learning and teaching.  相似文献   

12.
BackgroundThere is an urgent need to understand how best to prevent and respond to violence against children with disabilities as they are at a high risk for violence because they are marginalized, isolated, and targeted and have little power within their communities.ObjectiveGuided by social-ecological theory, this study explores responses to violence against children with disabilities, including preventative measures and treatment of victims in the West African countries of Guinea, Niger, Sierra Leone, and Togo.ParticipantsParticipants were recruited using purposive and snowball sampling from the following three groups: disability stakeholders including representatives from local, national, and international organizations and governments; community members including parents, teachers, and leaders; and children with disabilities.MethodsA qualitative study design guided data generation, that included document analysis, semi-structured interviews, and focus groups across the four countries. In total, 419 people participated. Of those participants, 191 took part in an interview and the rest participated in one of 55 focus groups.FindingsResponses to disability-based violence are driven at the mesosystem and exosystem levels. Prevailing views indicated that national level policies and laws are not always considered part of solutions, communities are leading responses to violence, and children with disabilities are hidden at home or in institutions for both their own and their family’s safety.Conclusions The findings can inform development of prevention and intervention programs that will protect children with disabilities from violence in contexts with high levels of disability stigma, social conflict, violence, and poverty.  相似文献   

13.
Abstract

French poststructuralist philosopher Michel Serres writes about knowledge production throughout his work. He is of particular importance to educationists because the production of knowledge shapes our discipline. But Serres is oftentimes dismissed by educationists and philosophers because of his idiosyncratic style. We argue that his style makes him unique. Serres’s style helps scholars think differently. In the first part of this paper, we will discuss matters of style and argue that Serres’s radical departure from the way in which traditional philosophy is written helps education scholars advance our field. In the second part of this paper, we argue that Serres’s work on knowledge production can be better understood in connection with Gilles Deleuze and Felix Guattari, Ludwig Wittgenstein, John Dewey, Martin Heidegger and Gaston Bachelard. In this paper, we will focus upon three of Serres’s books: Genesis, The Troubadour of Knowledge and The Parasite. Scattered throughout these works are Serres’s ideas on knowledge production.  相似文献   

14.
ABSTRACT

Educational research teams are increasingly recognized as an optimal configuration for addressing more complex mixed methods research problems; however, their development is often approached as a conventional research collaboration rather than an integrative one. An approach informed by complexity theory provides the practical guidance for studying mixed methods research teams as complex adaptive systems with the capacity for generating novel educational research outcomes greater than the sum of individual contributions alone. In this paper, I advance a complexity-sensitive strategy through which to realize the integrative capacity of educational mixed methods research teams comprising of four interrelated elements: membership, contributions, interactions, and performance. These elements embody amalgamations from a decade of my readings of the literature and real-life professional experience. Each element is examined in light of the three key concepts of complex adaptive systems to describe the necessary conditions for emergence, influential challenges illustrating interdependency, and desirable individual and team adaptations. The study’s theoretical and practical implications are discussed.  相似文献   

15.
This paper is the Discussion Documentfor a forthcoming ICMI Study on Applications and Modelling in MathematicsEducation. As will be well-known, fromtime to time ICMI (the InternationalCommission on Mathematical Instruction)mounts specific studies in order toinvestigate, both in depth and in detail,particular fields of interest inmathematics education. The purpose of thisDiscussion Document is to raise someimportant issues related to the theory andpractice of teaching and learningmathematical modelling and applications,and in particular to stimulate reactionsand contributions to these issues and tothe topic of applications and modelling asa whole (see Section 4). Based onthese reactions and contributions, alimited number (approximately 75) ofparticipants will be invited to aconference (the Study Conference)which is to take place in February 2004 inDortmund (Germany). Finally, using thecontributions to this conference, a bookwill be produced (the Study Volume)whose content will reflect thestate-of-the-art in the topic ofapplications and modelling in mathematicseducation and suggest directions for futuredevelopments in research and practice.The authors of this Discussion Document are themembers of the International ProgrammeCommittee for this ICMI Study. Thecommittee consists of 14 people from 12countries, listed at the end of Section4. The structure of the Document isas follows. In Section 1, we identifysome reasons why it seems appropriate tohold a study on applications and modelling.Section 2 sets a conceptual frameworkfor the theme of this Study, and Section3 contains a selection of importantissues, challenges and questions related tothis theme. In Section 4 we describepossible modes and ways of reacting to theDiscussion Document, and in the finalSection 5 we provide a shortbibliography relevant to the theme of thisStudy. This revised version was published online in July 2006 with corrections to the Cover Date.  相似文献   

16.
Abstract

This article examines the communicative, psychological, and semiotic functions of deictic, «common», and «context informative» referring expressions and their role in adult-child interaction. On the basis of theoretical discussion and empirical illustration it is suggested that adults find the various types of «referential perspective» invoked by these three types of expressions to be useful in creating and maintaining intersubjectivity that will enhance cognitive growth on the part of the children.  相似文献   

17.
Abstract

There are two focal points to this article. One is to address Julia Kristeva’s theoretical corpus in the context of philosophy of education. Kristeva’s notion of subject in process problematises education with its habitual emphasis on ‘product’. Another is to consider her impact from the perspective of edusemiotics. Edusemiotics is a new direction in educational philosophy and theory, and Kristeva represents one contemporary French intellectual who implicitly inspired the creation, research and development of edusemiotics. The article will briefly address the distinguished features of edusemiotics, the central of which is process ontology in contrast to the old Cartesian paradigm of substance dualism that continues to haunt education. The article will also address the role of presymbolic (or semiotic) dimension in the process of self-formation and, as a follow up, reformulate the concept of lifelong education and teacher training.  相似文献   

18.

Pluralism, decentralization, deregulation, school autonomy, greater diversity and parent empowerment in education are among the new guiding principles in educational policy in numerous industrial countries. Whereas this paradigm shift reflects the advance of the market ideology into the education sector in other (particularly English‐speaking) countries, the driving force behind this movement in Germany is rather the political system's loss of legitimation and the conflict‐ridden state of educational policy. The first part of the article takes a retrospective view which links up to the analyses of Weiler. It shows that the former strategies for securing legitimation and regulating conflicts ‐ involving science in the educational reform process, legalization and judicialization ‐ have only been effective temporarily. Using the new Education Act of Hesse as example, the hypothesis is developed that the strategy of increasing parent empowerment and partially transferring regulatory powers and decision‐making competence to individual schools will also not bring about the expected effects since this will not solve the structural problems of the German school system. In the second part of the article this thesis is elaborated within the framework of a differentiated analysis of the consequences of the structural problems as manifested in individual school types on local educational markets.  相似文献   

19.
ABSTRACT

Although computers have become common features of schools worldwide, their impact on education and learning has been far less than what could be expected from such a versatile and powerful technology. A significant deterrent has been teachers’ lack of skills and expertise with the new technologies but although computer education is increasingly becoming a significant component within teacher education programmes, this paper will argue that the direction and nature of the teaching and learning in many of these courses is counter‐productive and unable to provide the skills and expertise required from new teaching graduates. The paper posits that these skills can best be developed and achieved through instructional programmes in teacher education that mirror the models that student teachers will be required to embrace in their own classrooms. In order to achieve this, the IT component within teacher education must become an integral part of the programme.  相似文献   

20.
Abstract

This article argues that learner-centred education needs to shift from a discussion only on pedagogical activities such as group-work and other cooperative learning strategies. It suggests that the focus of learner-centred education should be on the cultural world of the African child and how this influences the way in which he/she learns Western science. The African child often experiences cognitive dissonance/perturbation when learning Western science. The article draws on insights from the theory of collateral learning which was originally developed by Jegede. It argues that unless policymakers and teachers take into consideration the cultural frameworks of learners, there will not be a sound basis for improving school science and school mathematics in South Africa. Spending more on resources and increasingly testing learners, as is currently done in South Africa, will not improve school science in South Africa. Improving school science in part depends on rethinking leaner-centred education, which means critically looking at the important role that cultural frameworks of learners play in learning Western science.  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号