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1.
Duck-Joo Kwak 《Asia Pacific Education Review》2008,9(2):127-135
The contemporary educational discourse on critical thinking, as one of the primary aims of education. has been divided into
the spheres of modernist defense and post-modernist criticism. Critical of both positions, this paper attempts to find a new
way of employing critical thinking, especially for the purposes of moral education, by drawing on Bernard William’s concept
of “ethical reflection.” It will be shown that employing critical thinking for the fostering of ethical reflection in our
young students can lead them into an “understanding” of ethical, rather than “ethical knowledge,” which enables them to properly
deal with moral relativism in a culturally pluralistic society. This paper then explores the educational possibilities presented
by Socrates’ teaching method as an example of this employment, though not without consideration of the attendant educational
limitations and dangers. 相似文献
2.
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
3.
Thomas Crisp 《Children‘s Literature in Education》2011,42(2):91-104
On September 16, 2009, the Lambda Literary Foundation (LLF) released a statement revising their eligibility guidelines for
the Lambda Literary Award, the most prestigious citation offered for LGBT books and authors. This criteria, which demands
that an author must self-identify as a member of the LGBT family of writers, has been met with considerable disapproval within
the field of children’s and young adult literature, with critics decrying the decision as unfair and essentialist. By arguing
for the deployment of strategic essentialism as a discourse of resistance and by working to complicate discussions of essentialism
within the field of children’s and young adult literature, the author of this article confronts the condemnation levied at
the Lambda Literary Foundation and makes the case for the necessity of establishing the “Lammys” as an “insider-only” citation. 相似文献
4.
Michael Akeroyd 《Interchange》2007,38(2):167-173
A novel “Whiteheadean” science program was initiated in England and Wales in September 2006. Following a critical House of
Commons report in 2002, the government altered the National Curriculum targets and thus forced the Examination Boards to alter
their specifications in order to come in line. Assessment at GCSE level (i.e., the 14-16 year cohort) was criticised for:
a) failing to inspire students to continue with science, b) discouraging students from thinking for themselves, c) neglecting
contemporary science, d) lacking flexibility, and e) making practical work into a tedious and dull activity.
The British government has insisted that all pupils in state funded schools must know the names of some modern scientists and their work. They must discuss some current
scientific problems. History and philosophy of science is included under the topic heading “How Science Works.” In Chemistry
these objectives have destroyed the traditional linear top-down sequential approach of teaching into an approach based more
closely on Whiteheadean lines (cf., the ideas expressed in The Aims of Education, 1926, Chapters 1-3). 相似文献
5.
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
6.
Phyllis Katz 《Journal of Science Education and Technology》2011,20(5):525-536
There are many influences on a child’s identity. Photobook technology purposefully prepared around science explorations presents
a modern opportunity to repeatedly trigger memories that reinforce the “me, as scientist” viewpoint. Semi-structured interviews
at 6 and 8 years of age were conducted with a child who was the subject of a photobook of everyday science activities to gain
insights into his thinking about the nature of science and how he interprets his younger self participating. Interview data
were recorded, transcribed and analyzed using dimensions from the previously established parameters for the nature of science.
The child’s statements about his participation in the photos were matched to these dimensions to consider how he sees himself
“doing science” through his early years. Preliminary findings suggest that the child recognizes elements of science and regards
himself as an active participant. In both interviews, the child reinforces these views by the opportunity to revisit the experiences
in the photobook. Affective components may motivate further science involvement as well: the child enjoyed the time and attention
that the photos and discussion provided; the child took pride in being the subject of a book. This case study suggests that
there is a fertile field of research to investigate how, for whom, and in what ways internet photobook technology may enhance
a child’s developing identity as capable science explorer. 相似文献
7.
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
8.
Lydia Kokkola 《Children‘s Literature in Education》2011,42(1):56-69
Melvin Burgess has gained a reputation as an enfant terrible, whose writing tackles topics and presents attitudes which are controversial in literature for adolescents. Kimberley Reynolds
cites him as an author whose work demonstrates that “writing about sex, sexuality and relationships between the sexes [is]
one of the most radically changed areas in contemporary children’s literature.” Reynolds argues that novels depicting teenage
sexuality no longer focus on socialising teenagers into adult-approved behaviours. Yet changes in literature are never fully
“radical”; they always build on established traditions. This article examines the ways in which Burgess uses the motif of
animal transformation in Tiger Tiger and Lady: My Life as a Bitch to maintain the prevailing view of adolescent carnality as a deviant variation of “proper,” adult sexuality, whilst celebrating
early sexual experiences. 相似文献
9.
Amitabh Joshi 《Resonance》2002,7(11):8-17
“For a biologist”, wrote Sir Peter Medawar, “the alternative to thinking in evolutionary terms is not to think at all”. Yet,
at the end of an education in biology in most Indian universities, this is not quite the view of evolutionary biology that
one is left with. Evolution is presented summarily, almost as a footnote, rather than as a vital branch of biology providing
the conceptual foundation for our modern views about the living world. In this issue ofResonance, we remember Stephen Jay Gould, who wrote extensively and eloquently about evolution for a general audience. It seems fitting,
then, to also briefly discuss why evolutionary biology is important, not only conceptually but also in terms of practical
applications. In this first part of a series of articles on modern evolutionary biology, we examine why the idea of evolution
is so important in our intellectual history, and also take a look at the domain of evolutionary biology as a discipline.
Amitabh Joshi studies and teaches evolutionary genetics and population ecology at the Jawaharlal Nehru Centre for Advanced
Scientific Research, Bangalore. His current research interests are in life-history, evolution, the evolutionary genetics of
biological clocks, the evolution of ecological specialization dynamics. He also enjoys music (especially traditional qawali
in Braj, Farsi, Punjabi and Urdu), history, philosophy, and reading and writing poetry in Urdu, Hindi and English. 相似文献
10.
In this paper, the main points of Lamarck’s and Darwin’s theoretical conceptual schemes about evolution are compared to those
derived from 15 years old students’ explanations of evolutionary episodes. We suggest that secondary students’ preconceptions
should not be characterized as “Lamarckian”, because they are essentially different from the ideas that Lamarck himself possessed.
Most students in our research believed that needs directly impose changes on animal bodies in order to survive in a given
environment and accepted the possibility of extinction whereas Lamarck believed that it was the effect of use or disuse that
would produce changes on body structures and that species would transform but would not die out. We conclude that the relationship
between secondary students’ ideas and historical views on evolution should be treated more skeptically, given the differences
in the historical, social and cultural contexts, and that instruction should focus on students’ ideas of need-driven evolution
as well as on the role of chance in the evolutionary process. 相似文献
11.
The paper by White in this issue of Interchange contains an interesting model for a global educational perspective based on
the writings of Aurobindo and Pierre Teilhard de Chardin. White proposes a foundation for this new perspective based on the
synthesis of Aurobindo’s and de Chardin’s theories of global, social, and conscious evolution. In our response we critique
the author’s proposal from the perspective of the current challenges to social justice within the educational community. In
particular the writings of Charles Darwin, Paolo Freire, Karl Marx, and Vivekananda (Aurobindo’s peer) are examined to present
evolutionary and philosophical viewpoints on the origins and causes of inequity. We contend that no global multicultural perspective
on education is possible unless we first address the fundamental inequities present within the socio-economic and educational
structures that characterize the world today. Thus any attempt to introduce a “global educational agenda” within an educational
institutional structure is bound to be problematic. 相似文献
12.
Don Randall 《Children‘s Literature in Education》2010,41(1):28-39
Robert Louis Stevenson’s poem “Foreign Children,” Rudyard Kipling’s poem “We and They,” and Frances Temple’s youth novel The Beduins’ Gazelle are the texts submitted to detailed analysis in this article, which examines cross-cultural perspectives in relation to imperial
and post-imperial social contexts. Stevenson is shown to portray the basic structure of an imperial cross-cultural perspective,
which Kipling problematizes and calls into question. Analysis of Temple reveals her awareness of the problems and limitations
that inhere in an imperial perspective and shows that her work presents innovative, contemporary approaches to the representation
of cross-cultural perspectives. 相似文献
13.
Zhengtao Li 《Frontiers of Education in China》2006,1(1):1-9
So far, pedagogy has not formed its own unique visual angle and thinking mode to understand humans and the world in general;
consequently, it is always counting upon other subjects, which is the root of the crisis in pedagogy. Focusing on the “visual
angle” and “thinking mode”, this article puts forward a new proposition “pedagogic understanding” to make a concrete analysis
of a basic hypothesis, some basic problems and some research ways. The purpose is to form pedagogy’s own way of understanding
on the foundation of delimitation and integration with other subjects. 相似文献
14.
Shirley Walters Linda Cooper 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2011,9(1):27-38
CONFINTEA VI took place against the background of an uneven and contradictory social and economic impact of globalisation.
This impact registered globally and locally, in both the political North and South, drawing new lines of inequality between
“core” and “periphery”, between insiders and outsiders of contemporary society. Financial turmoil in the world has exacerbated
levels of poverty and insecurity. The question is how work-related education and conceptions of learning might promote greater
inclusion and security for those whose livelihoods are most severely affected by globalisation. The Belém Framework for Action
implicitly recognises that lifelong learning and work cannot be discussed outside broader socio-economic and political contexts.
The authors of this article draw substantially on research from around the world and argue for the re-insertion of “politics
and power” into both the theory and practice of “lifelong learning” and “work”. 相似文献
15.
Nelio Marco Vincenzo Bizzo 《科学教学研究杂志》1994,31(5):537-556
Evolution is considered an essential topic that brings to school a broader perspective of natural phenomena and of the nature of science. Most if not all research has shown that the result of the teaching of evolutionary theories is not positive in different parts of the world. Some have attributed the poor understanding shown by students to teaching style or to students' cognitive abilities. This article reports results of interviews and tests carried out with students after they had been taught the topic of evolution. By adopting a sociocultural perspective, before terming students' views “misconceptions,” attention was given to several different ways Charles Darwin's theories have been re-interpreted by well-known scholars and offered to the public. I have analyzed the approaches taken by Emanuel Radl (1873-1942), John C. Greene, Robert Maxwell Young, and Ernst Mayr to assess the diverse ways Darwinism has been conceived. Attention was also given to the presentation of this controversial knowledge to the public in two major popular books written by respected scientists, Huxley and Kettlewell's Darwin and His World (1975) and Richard Dawkins' more recent The Blind Watchmaker (1989). These analyses revealed remarkable differences between what was written in Downe (Kent) a hundred years ago and what was heard at Sao Paulo (Brazil) nowadays. Students show very poor understanding of evolutionary theories. Their conceptions reveal evolution has been primarily related to the human species. Its meaning is understood as similar to progress, growth, multiplication, and improvement. Biological and cultural evolution are not clearly distinguished. Competition is misunderstood as pure violence, sometimes inevitable, and adaptation is considered an individual process that occurs during the organism's life span. Educational change may not depend just on teaching style and students' cognitive abilities. Modification of factual knowledge and epistemological gaps may be the result of a process of social reconceptualization of knowledge offered to students. 相似文献
16.
Fifteen dyslexic children between the ages of 8 and 16 were given the Rorschach ink blot test and their responses were compared
with those of 12 suitably matched controls. It was found that they made very considerable use of the shape of the cards, but
much less use of the other determinants (color, texture, etc.). Unlike the controls they seldom turned the cards around so
as to obtain some fresh “view,” and the overall number of responses per person was considerably less, with many of them giving
only one response per card. It is suggested that the educational and social pressures on a dyslexic child often make him reluctant
to commit himself in a context where “playing safe” is socially acceptable. 相似文献
17.
Gary Saul Morson 《Academic Questions》1994,8(1):45-59
Editor's Note: This is the concluding essay in a three-part series in which Professor Morson examines the intellectual maladies of the
intelligentsia. The first essay, which appeared in the Spring 1993 issue, drew upon Russian intellectual history to clarify
the concept of “the intelligentsia” and suggested its utility for an understanding of the politicized segment of the American
professoriate. In the second essay, which appeared in the Winter 1993–94 issue, he contrasted the deterministic theories so
attractive to both these groups with choice as experienced in the day-to-day realm of contingent events.
Continuing this analysis, Professor Morson now examines “chronocentrism,” the view that the present moment is intellectually
privileged in comparison with the past, showing it to be another of the basic elements of utopian thought. Exploring the relationship
of multiple possibilities to intellectual freedom and pluralism, Professor Morson argues that there is a close connection
between the appreciation of “open time” on the one hand, and the belief in free-wheeling dialogue, the tolerance necessary
for democracy, intellectual modesty in the face of the world's complexity, and a rich sense of opinion, on the other. This
essay is an adaptation of the final chapter of his new book,Narrative and Freedom: The Shadows of Time, and appears by the generous permission of Yale University Press. 相似文献
18.
Summary The WKAR-TV Program Analyzer,an electric rating summaration device,was used to test a inescope of a composite television program
for farm men and homemakers entitledTown and Country. Additional phases of the experiment involved interviews with each group tested on the Analyzer and completion of a questionaire
by each subject. The subjects consisted of 20 farm men, 20 rural homemakers and 20 urban homemakers. The WKAR-TV Program Analyzer
tests included 10 subjects in each group.
Testing the hypothesis that “like-dislike” ratings of a TV kinescope shown as a film correlate negatively with “I am learning”
ratings, the author showed that the “liking” scale measured different attributes of the program than did the “learning” scale.
Irving R. Merrill is Director of Research at TV Station WKAR-TV, Michigan State University. 相似文献
19.
“Teenagers’ abstract thinking ability test” was designed in accordance with the structure and performance of teenagers’ ability
to think abstractly. 138 Chinese junior high school students who learned New curriculum and old curriculum separately were
measured. A comparison between the two kinds of students shows that abstract thinking ability of the former is notably higher
than that of the latter. However, the performance of differences varies by school and gender.
__________
Translated from Jiaoyu Yanjiu Yu Shiyan 教育研究与实验 (Education Research and Experiment), 2008, (1): 62–66 相似文献
20.
We describe, discuss and illustrate a metaphoric parallel between the history of the most famous Spanish liqueur, “Anís del Mono” (Anís of the Monkey), and the evolution of living organisms in the light of Darwinian theory and other biological hypotheses published
subsequent to Charles Darwin’s Origin of Species. Also, we report the use of a caricature of a simian Darwin with a positive connotation, perhaps the only one ever produced.
We conclude that, like some species in the natural world, Anís of the Monkey has evolved, adapted, survived and become the fittest and most successful anís in the Spanish market and possibly the world. We hope this paper will contribute a new useful metaphor for the teaching of
biological evolution. 相似文献