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1.
NICHOLAS C. BURBULES 《Journal of Philosophy of Education》2020,54(5):1443-1452
This essay explores three practices commonly discussed in relation to each other: slow writing, slow reading and slow philosophy. These have close connections, and all of these are joined by practices of philosophical teaching and dialogue, which can also be carried out in a ‘slow’ manner. ‘Slow’ here means careful, deliberate and perspicacious—which might be said to be the prime virtues of philosophy. In this essay I want to explore what slowness means in the context of our intellectual work, concluding that slowness can be seen as a kind of virtue. Like other virtues (for example, honesty), more and more of a good thing is not always for the better. One can be too slow, just as one can be too fast, and part of the enactment of this quality entails discernment in judging what kind of slowness, and how much slowness, is suited to a particular task. Context matters, and our choices about slowness need to be viewed in relation to specific circumstances. 相似文献
2.
《牛津教育评论》2013,39(3-4):451-465
The many knowledge inputs that underpin teaching can be categorised in various ways depending on point of view and analytical purpose. Five different ways of describing the knowledge base are set out here. None is considered satisfactory in terms of addressing how teachers access their knowledge base or how classroom behaviour is affected by different knowledge inputs. A new model is presented, deriving from Lonergan's (1957) epistemological analysis of common sense. This is predicated on a concept of teaching as an intelligent, knowledge-based activity and takes proper account of teachers' professionalism. 相似文献
3.
John Lawson 《International Studies in Sociology of Education》2013,23(3):203-222
Special education for disabled children is seen by many as being a major factor in the creation of a negative, second-class identity. This article suggests that disability is increasingly being seen as a positive cultural identity. Consequently, inclusive education has the potential to assimilate disabled children and subsume the promotion of disabled identity under the pervasive concept of diversity. Special schools could, therefore, under the control of disabled people become sites for the promotion of disability as a positive cultural identity and offer disabled children and their parents a genuine choice of education. 相似文献
4.
《Journal of moral education》2012,41(2):101-112
The interest in moral education has focused largely on the teaching of morality or on nurturing moral qualities and virtues or on the "moral atmosphere" of the school; but little, comparatively speaking, has been written about education itself as essentially a moral practice. Failure, in this respect, has damaging results. First, the practice of education goes adrift from its moral roots — and serves particular ends such as economic well-being or citizenship as conceived by those in power. Secondly, the programmes of moral or personal and social education are isolated from the moral context in which they make sense. These issues are addressed in the lecture. 相似文献
5.
This research project focuses on teacher education in a field-based methods course. We were interested in understanding what could be when we worked with pre-service teachers in a high school physical education class to assist them in the process of learning to listen and respond to their students in ways that might better facilitate young people’s interest, motivation and learning. To develop a theoretical understanding of what happened in this field-based methods course designed to promote listening and responding to students as a way to guide curriculum, we utilised grounded theory. In this paper, we describe a model, student-centred inquiry as curriculum, which includes a cyclical process of building the foundation, planning, responding to students, listening to respond and analysing the responses. Student centred-inquiry as curriculum is a blending of action in the historical, localised and particular lived realities of students and teachers illuminated through inquiry with the simultaneous engagement of autobiographies, the negotiation of student voice and the social construction of content. We discuss this model as a possibility for transforming the status quo of teacher education and K-12 schools. 相似文献
6.
7.
Robert H. Short Brian J. Boon 《International journal for the advancement of counseling》1990,13(2):129-143
This paper attempts to merge the dialectical perspective within the framework of counselling psychology. Both objective and subjective approaches to counselling are reviewed and a synthetical solution is proposed which falls within the all-encompassing dialectical perspective. Dialectical psychology's emphasis on process, change and values is seen as having implications for research (e.g., biographical or historical) and practice (e.g., eclectic counselling). 相似文献
8.
Deborah Corrigan Peter Fensham Jennifer Sheed Rosemary Hutchinson 《Research in Science Education》1992,22(1):403-405
Conclusion The difficulty of sharing meaning of curriculum intentions between different groups is highlighted in this study. The acceptance
of the novel features of the Chemistry Study Design is mixed. The longitudinal nature of the study helped to identify the
difficulty teachers had in understanding the meaning of these novel features although the experiences of teaching units in
the VCE chemistry course have enabled some teachers to shift in their construction of the meaning of the words and messages
around them.
Specializations: chemistry and science education, technology and industry links with sicence in schools.
Specializations: science and technology curriculum, environmental education, educational disadvantage.
Specializations: curriculum change, science career paths.
Specializations: science education, computers in schools. 相似文献
9.
After 22 years,Sesame Street continues to be a television experiment designed to prepare preschool children, especially poor inner-city children, for school. The success ofSesame Street can be attributed to the unique partnership the Children's Television Workshop forged early on between producers and researchers on the project. Three institutional mechanisms—curriculum seminars, theWriters' Notebook, and extensive child testing—create formal opportunities for producers and researchers to explore new topics and to learn more about preschool children and how they respond to the program. This article describes each of these mechanisms and presents a case study that exemplifies how researchers, producers, and writers worked together to developSesame Street's new geography curriculum. 相似文献
10.
'Laddishness' as a Self-worth Protection Strategy 总被引：2，自引：2，他引：2
Carolyn Jackson 《Gender and education》2002,14(1):37-50
'Laddishness' is central to the current discourse on boys' 'underachievement', with 'laddish' behaviours being seen by many people as an impediment to the progress of some boys in school. The article attempts to demonstrate how self-worth theory may complement and extend our understandings of 'laddish' behaviours, which are currently informed by theories of masculinities. More specifically, it is argued that it may be the case that for some secondary school boys, the construct of 'laddishness' acts as a self-worth protection strategy - protecting self-worth both from the implications of a lack of ability and from the implications of being seen to be feminine. The argument is developed by comparing characteristics of key self-worth protection or self-handicapping strategies with the behaviours reported by teachers, pupils and researchers to be characteristics of 'laddish' behaviour. 相似文献
11.
Kathleen Carley 《Instructional Science》1986,14(3-4):381-438
The acquisition of knowledge, the development of the individual's knowledge bases, does not occur in a vacuum. The social context, both social structure (the perceived regularities in the social network) and social knowledge, appears to be related to the individual's acquisition of knowledge. In this article, the relationship between the social world and individual knowledge acquisition is explored. A general theory is postulated and then formulated as a model. The basic theory is predicated on the assumption that social interaction is the driving force behind knowledge acquisition. A selection of results pertaining to social learning will be presented. These include, but are not limited to the following:
- ? Social structure affects knowledge acquisition; e.g., individuals in tightly knit social groups develop similar cognitive structures, but not necessarily similar evaluations of those structures.
- ? Social knowledge evolves slowly and relative to shared experience.
- ? Individual knowledge acquisition is limited; e.g., individuals and groups talk past each other because of the lack of critical paths in their respective knowledge bases.
12.
John O. Hunter 《College Teaching》2013,61(2):90-92
Teaching Tips: A Guidebook for the Beginning College Teacher, Seventh Edition: By Wilbert J. McKeachie: D. C. Heath and Company, Lexington, Massachusetts, 1978. Reviewed by Margaret O'Brien, SP. Staff Development in Higher Education. An International Review and Bibliography, 1979: By David C. B. Teather: Nichols Publishing Company, P. O. Box 96, New York, New York 10024. $30.00. Reviewed by Gary W. Peterson. 相似文献
13.
Kati Kasanen Hannu Räty Leila Snellman 《European Journal of Psychology of Education - EJPE》2001,16(2):209-222
The study set out to explore the bases on which the school assesses pupils’ educability and which show up as pupil categorizations manifested in seating order. The research was carried out with ethnographic methods and focused on the classroom situations of one first-grade class during one autumn term. The points of interest were those changes and episodes in which the seating order organized the action. Four stages was the spontaneous order created by the pupils themselves on their first day of school; the seating order of the other three stages was set up by the teacher on the basis of mixing boys and girls, of reading skills, of settledness, of capability for pair-work, and of “interpersonal chemistry”. It was found that the teacher made an active use of seating order as a pedagogical instrument. The pupils seemed to adopt the classification criteria and used them in their talk, but the application of these criteria, especially gender and interpersonal relations, was a constant source of dispute between the pupils and the teacher. It was concluded that seating order manifests, implements, and conveys to the pupils important symbolic elements of the representation of educability endorsed by the school. 相似文献
14.
The teaching of computer programming can benefit from looking ahead towards the needs of experienced programmers, who routinely use industrial strength programming environments. Two of the main attributes of such environments are (a) their ability to scale up to handle large examples and (b) the way they facilitate visualization of program execution. We describe our approach to software visualization, a collection of techniques which allows beginners to see the innards of program execution clearly and at the same time allows experts to view high level program abstractions which help them home in quickly on buggy code. This approach can be combined with recent developments in Intelligent Tutoring Systems (ITSs) and has the added benefit of allowing students to explore on their own using a discovery-based paradigm. Were-work some well known examples from the ITS community and show how our approach scales up to handle a more sophisticated problem involving a 7,500 line operating system. 相似文献
15.
《Journal of Vocational Education & Training》2012,64(51):19-23
Summary The course is being developed for a small group of first-year students, interested in large-scale chemical processing, to learn some of the concepts of chemistry and promptly to apply them to realistic problems. Learning is aided by encouraging the students to take an active part wherever possible. Occasions on which students are expected to make major contributions include a weekly tutorial based on a broad problem, open-ended experiments and verbal reporting sessions; even the lectures are often turned into a form of discussion firmly led by the lecturer. By carefully analysing the technical requirements, the syllabus is being reduced and the time made available is devoted to achieving the educational objectives of the course. It is realized that other students studying chemistry as a subsidiary subject and their teachers and tutors will disagree with a number of items in the course as outlined here, however the details were intended to illustrate the concept of different objectives, and hence courses for the non-chemists, rather than to be a definitive solution to the problem of service courses. 相似文献
16.
Krassimir Stojanov 《Educational theory》2019,69(3):327-340
Several decades ago psychoanalyst Heinz Kohut pointed out that ideals should be seen as a core dimension of the infantile personality — a dimension that is crucial for the self's formation and the flourishing of the self. In this essay, Krassimir Stojanov begins by reconstructing Kohut's conception of children's ideals, and then, drawing on Axel Honneth's philosophical conception of intersubjective recognition, he explicates the social and pedagogical prerequisites for the formation of ideals and their transformation into values. According to Honneth's conception, the emergence and development of a coherent, autonomous self depend on various forms of intersubjective recognition, specifically empathy, cognitive respect, and social esteem. One of Stojanov's central claims here is that the educational practice of philosophizing with children is probably best equipped to provide children and adolescents with those experiences of intersubjective recognition that enable the articulation of infantile ideals and the transformation of those ideals into values. This practice is essential to development of the self because these articulations and transformations are basic preconditions for living a free and autonomous human life. Moreover, this practice is also important to the “rechilding” of philosophy — that is, the process of revitalizing philosophy through getting in touch with children's ideals. Thus, Stojanov concludes, these ideals deserve social esteem precisely because of their childish character. 相似文献
17.
Jan Broekhoff 《Quest (Human Kinetics)》2013,65(2):244-254
Research suggests that females are vastly under-represented in the upper echelons of sport organizations. As such, the purpose of the current article was to apply a symbolic interactionist perspective to the lacking presence of women in leadership positions of sport organizations. The model proposes that gender-role meanings and stereotypes associated with social and sport ideology may function to limit the capacity of females within the sport context. Specifically, in response to the lower levels of societal power and status afforded to women, females within sport organizations may fail to view themselves as adequate and appropriate leaders and/or coaches thus preventing them from acting as such (i.e., self-limiting behavior). Identity theory and the identity control process are applied to support the linking of these macro and micro processes, respectively. The proposed model also suggests the presence of a moderator; one's self-concept, that may provide a protective mechanism to the potential detrimental affects of ideological meanings, identity formation, and subsequent self-limiting behaviors. Additionally, suggestions for future research are offered. 相似文献
18.
Herbert Bergmann 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1985,31(1):155-174
Many countries have included agriculture as a subject in primary school for a number of reasons. The present article briefly presents five rationales for including agriculture and offers three main approaches which seem to emerge from current practice. The main results of the subsequent discussion can be summarized as follows: integrating education with rural development most of the time would mean including agriculture as a subject in primary schools in rural areas and compensating it in core curriculum with some sort of practical subject taught in urban areas. It becomes clear that narrow vocational and extension-support approaches to school agriculture should be avoided in favour of a more general approach which relates agriculture to science. Unless these problems — curricular, technical, and organizational — are tackled, the results of school agriculture and its acceptance by those concerned will remain far behind expectations and possibilities.
For materials published by GTZ please write to: GTZ (Deutsche Gesellschaft für Technische Zusammenarbeit GmbH), Postfach 5180, D-6236 Eschborn 1, Federal Republic of Germany. 相似文献
Zusammenfassung Zahlreiche Länder haben aus einer Vielzahl von Gründen Landwirtschaftskunde als Primarschulfach eingeführt. Die vorliegende Studie unterbreitet verschiedene Grundprinzipien für das Einbeziehen von Landwirtschaftskunde ins Curriculum und bietet drei Hauptansätze, die anscheinend aus derzeit üblichen Praktiken entstehen. Die wichtigsten Ergebnisse der damit zusammenhängenden Diskussion können folgendermaßen zusammengefaßt werden: Die Verknüpfung von Erziehung mit ländlicher Entwicklung bedeutet meistens, Landwirtschaft als ein Primarschulfach in ländlichen Gebieten einzubeziehen und im Kerncurriculum durch ein in städtischen Bereichen unterrichtetes praktisches Fach zu ersetzen. Es wird klar, daß Ansätze zur Landwirtschaft als Schulfach, die im engeren Sinne berufsbezogen sind oder die landwirtschaftliche Beratung fördern, zugunsten eines allgemeineren, Landwirtschaft mit Wissenschaft verknüpfenden Ansatzes vermieden werden sollten. Wenn diese Probleme curricularer, technischer und organisatorischer Art nicht gelöst werden können bleiben die Erfolge der Schullandwirtschaft und ihre Anerkennung durch die Betroffenen nicht nur weit hinter den Erwartungen anderer, sondern auch hinter ihrer, Möglichkeiten zurück.
Résumé Plusieurs raisons ont améné de nombreux pays à introduire l'agriculture en tant que matière dans le contenu du programme d'études, de l'école primaire. Cet article présente brièvement cinq raisons d'être de l'introduction de cette nouvelle matière et trois approches principales qui semblent émerger de pratiques courantes. Les principaux résultats de la discussion subséquente peuvent être résumés de la façon suivante; l'intégration de l'éducation dans le développement rural signifie presque toujours introduire l'agriculture en tant que matière dans le plan d'études des écoles primaires des zones rurales et compenser cet enseignement par celui d'un sujet pratique dans les zones urbaines. Il apparaît évident que les approches purement professionnelles ou d'aide au développment de cette matière doivent être évitées en faveur d'une approche plus générale qui établirait une relation entre l'agriculture et la science. Les résultats de cette matière enseignée à l'école et sa réception par les personnes concernées resteront bien au-delà des espérances et des possibilités, si ces problèmes curriculaires, techniques et organisationnels ne sont pas résolus.
For materials published by GTZ please write to: GTZ (Deutsche Gesellschaft für Technische Zusammenarbeit GmbH), Postfach 5180, D-6236 Eschborn 1, Federal Republic of Germany. 相似文献
19.
Previous qualitative studies of lay perspectives explored older adults’ definitions and views of successful aging as a condition. This study aims at examining their perceptions of successful aging as a process. For this purpose, 207 individuals aged 65–92 years old were interviewed by students, who asked the participants for advice on how to achieve successful aging. Three principal themes were identified: (a) Investments at early stages are profitable; (b) preservation of early qualities contributes to well-being, and (c) internal resources are a key factor in the coping process. Each theme reflected a wide range of actions and attitudes perceived as useful by participants. Findings indicated that older adults consider successful aging a positive outcome of resources acquired and efforts invested throughout life, viewing it as a 3-phase, lifelong process that begins with early adulthood investments, continues through efforts to preserve continuity in spite of changes and losses, and concludes with various emotional coping strategies applied when counteraction is no longer viable. 相似文献
20.
Juliet Henderson 《International journal of qualitative studies in education》2018,31(6):535-544
The intention of this paper is to unsettle our habits of scholarly writing and reading, from within the grids of intelligibility of Western, rationalist materiality, so as to make visible what we/I no longer often see: the academic writing and publishing constraints that discipline our assemblages of knowledge. Taking poststructuralist articulations of the ‘critical’ and ‘ethical’ as heuristics for developing a praxis of critical deconstructive authoring, where agency is coterminous with, not external to, the event of writing, it puts to work Foucault’s perspective that the subject is a form, not a substance, (Foucault, 1984, p. 290) to explore one way of crafting ‘an academic subject yet to come’ (Ball, 2016, p. 2). Beginning with a brief consideration of the normative mechanisms that govern scholarly writing, it then uses some of the conceptual tools of Foucault, Derrida and Spivak to unfold and vindicate spaces in the grids of governance for reforming the subject. 相似文献