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1.
《Educational Philosophy and Theory》2013,45(2):231-236
Rousseau's philosophy of education is contained not only in Emile (1762), but also in The Government of Poland (1772). In each of them he emphasises different aspects of education: How to be a human being? And: How to be a citizen? The main theme investigated by Rousseau in The Government of Poland, is how a minor nation surrounded by such major powers as Russia, Prussia and Austria can ensure its survival? Not having the option of defending itself against its powerful neighbours by military means, Rousseau's advice is to found the Polish nation in the hearts of the Polish people, primarily through citizenship education. However, Poland was finally divided between its neighbours in 1795. Rousseau's writing The Government of Poland can shed some light on the Danish situation after losing the war to Prussia and Austria in 1864. With its defeat Denmark did not disappear, as did Poland, but the territory of the United Monarchy was almost halved by the loss of the duchies of Schleswig and Holstein. After the war some of the same defence strategies and educational ideas as Rousseau had recommended to Poland became important in Denmark. In light of Rousseau's ideas about citizenship education this article will explore the Danish way of trying to establish the nation in the hearts of the people throughout the 20th century. Today the question is: How to understand the conception of self‐determination in the context of establishing European political unity? In his analysis Habermas directs our attention to some of the same dilemmas that Rousseau had dealt with 200 years earlier. Habermas’ advice is to give the European spirit a republican form. 相似文献
2.
资源优化与体制重建--关于中国化高等教育体制的初步设想 总被引：1，自引：0，他引：1
高展 《河北师范大学学报(教育科学版)》2003,5(6):48-56
在“穷国办大教育”的特殊国情下 ,中国如何将沉重的人口负担真正转化为人才优势 ?如何使 9亿农民的子孙后代走出农村 ?这些问题无疑都要求高等教育必须做出回答 ,要求尽快建立起适合中国发展现状的高等教育体制。应以教育资源的最优化配置原则 ,从整体性角度对高等教育体制的重建做出初步设想。即实行一年两轮招生制度、学费改革及大范围足额商业性助学贷款和有差别还款制度。 相似文献
3.
随着社会经济发展方式、人口年龄结构和人们生活方式的变化,美国高等教育在校学生构成也发生了新的变化,非传统学生问题日益凸显。如何满足这些年龄各异、来自不同行业、具有不同经济、文化、教育背景的非传统学生多元化的教育需求,增加其均等入学机会,消除其学习障碍,提高其学业持久性,对于美国高等教育来说仍然是一场挑战。 相似文献
4.
Gregory J. Cizek 《Educational Measurement》1993,12(3):10-16
What are key issues that educational measurement professionals must confront in the next decade? What resources can we draw on as we face these issues? How can educational measurement contribute most effectively to educational reform? 相似文献
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在对教育生活实践的关注中 ,人们常常会忽略一些重要的教育现象 ,这些现象看似与教学本身有所游离 ,但实则却关系密切。甚至 ,对这些教育现象的关注 ,可能导致对某些教育理念与教育行为的颠覆。文章以其独特的社会学视角 ,试图关注与阐释的是 ,学生在开始置于学校场域的“此时此刻”,场域以及场域中的人如何借助分班技术、学号编码、仪式活动以及办公室与教室的双重领域打造入“场”规则 ,并且在这种打造中如何制造出诸多弱势群体的问题 相似文献
7.
Thashmee Karunaratne Henrik Hansson Naghmeh Aghaee 《Assessment in Education: Principles, Policy & Practice》2019,26(2):184-201
Improving the quality of Bachelor’s and Master’s theses while at the same time increasing the number of theses without expanding the existing resources proportionately is a huge challenge faced by higher educational institutions. The aim of this study is to investigate the effect of multiple change processes on Bachelors and Masters level thesis work in a selected higher educational institution. The following research questions were studied: (1) How has the thesis quality changed? (2) How has the number of completed theses changed? and, (3) How has the ratio of completed theses per supervisor changed? The change processes were introduced into the thesis process in the Department of Computer and Systems Sciences (DSV), Stockholm University during 2008–2014. The results show that the quality and the number of completed theses have significantly increased. The multiple change processes including a purpose built ICT system named SciPro, which was introduced and improved incrementally during 2010–2014 are discussed and evaluated in relation to these results. 相似文献
8.
《Educational Philosophy and Theory》2013,45(1):93-101
What an honor to have political and educational theorists of such caliber take up ideas from my work! What a daunting task to try to respond! My remarks will touch on the following questions: What are some key issues of distributive justice in education today? Why does defining justice in terms of oppression and domination imply that issues of justice cannot be reduced to distribution? How does normalization constitute a major process enacting oppression, and what does this imply for education? What does it mean to include marginalized groups in economic opportunity and democratic process, and how can educational institutions foster such inclusion? Why do issues of religion and other forms of cultural expression belong to a distinct category of justice? Are values of freedom of expression and tolerance in tension with the project of democratic inclusion? How shall we consider transnational issues of educational justice? 相似文献
9.
What an honor to have political and educational theorists of such caliber take up ideas from my work! What a daunting task to try to respond! My remarks will touch on the following questions: What are some key issues of distributive justice in education today? Why does defining justice in terms of oppression and domination imply that issues of justice cannot be reduced to distribution? How does normalization constitute a major process enacting oppression, and what does this imply for education? What does it mean to include marginalized groups in economic opportunity and democratic process, and how can educational institutions foster such inclusion? Why do issues of religion and other forms of cultural expression belong to a distinct category of justice? Are values of freedom of expression and tolerance in tension with the project of democratic inclusion? How shall we consider transnational issues of educational justice? 相似文献
10.
一股前所未有的新技术浪潮正在向我们涌来,它在更新教育的物质形态的同时,也在冲击着教育者的精神世界,并提出种种新问题迫使我们思考:信息技术的应用怎样才能有效地改变教育?是什么导致了教育技术应用上的误区?信息技术的这些应用对学生和教师已经和将要带来什么影响?人在新技术创造的新环境中究竟如何生存……存在的差异决定思维的差异,从事教育学原理研究的人们与从事教育技术学研究的人们,对这些问题给出了不同的答案,在我们以教育现代化为追求的思考与行动过程中,正是这些有差异的思维与答案,使理论与技术之间的对话成为必要,也成为可能。 相似文献
11.
What is the supply and demand for educational measurement specialists? What types of jobs are more difficult to fill? How can NCME aid recruitment in to the profession ? 相似文献
12.
Ben&#; Csapó 《Educational Measurement》1992,11(2):5-8
What has been the role of educational testing in Hungarian education? How are the political changes in the country expected to affect testing in the future? 相似文献
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Andrew Hart 《Learning, Media and Technology》1992,18(1):5-21
This article explores some of the methods currently used for studying television audiences and suggests some new possibilities for teaching about them. These include analysis of ‘hard’ data about television audiences and more subjective insights gained from the experience of being part of an audience. It will offer a framework of questions which ought constantly to be asked about television audiences. For example: what is a television audience? What pleasures do television audiences derive from programmes? How are television audiences composed? How are they addressed? How is television audience research carried out? How do television audiences respond to programmes? And finally, what are the implications of an increased understanding of television audiences for broadcasters and educational television producers?. 相似文献
14.
What is the history of educational assessment and research in Czechoslovakia? How have attitudes toward testing changed over the years? What are the prospects for the future? 相似文献
15.
随着21世纪知识经济时代的到来，如何培养创造性人才已成为一个非常重要的话题。什么是创造性人才，创造性人才在知识经济社会中的作用如何，怎样培养创造性人才，创造性人才道德素质教育的重要性等问题，都应当是我们教育工作者关注和思考的。 相似文献
16.
How will the expansion of the concept of construct validity affect validation practice in employment testing? How does the need for consequential validity differ in educational and employment testing? How do the research bases differ for performance assessment in these settings? Are there parallel trends in policies for test use in education and industry? 相似文献
17.
Ania Starczewska Alan Hodkinson Gill Adams 《Journal of Research in Special Educational Needs》2012,12(3):162-169
This small‐scale study details the development and execution of a system of inclusive education in 20th and 21st century in Poland. A detailed review of the literature and employment of in‐depth semi‐structured interviews aimed to establish how inclusion is defined and operationalised in Poland. In addition, the study sought to establish how the teachers' levels of professional development and personal attitudes towards inclusion were influencing the evolution of this important educational initiative. The data from the study detail that the concept of inclusion is not well known in Poland, and that integrative education still dominates educational thinking. The study provides data to suggest integration in Poland works well in the early stages of education, but that it struggles to provide for and integrate older children into the mainstream educational settings. The research concludes that Poland has taken an important but perhaps faltering step towards educating all children in the mainstream schools. 相似文献
18.
Laura W. Perna 《Research in higher education》2008,49(7):589-606
19.
Jason Millman 《Educational Measurement》1998,17(2):37-39
How might a novice researcher go about setting a research agenda? What are the most productive avenues for generating research questions? What areas of educational measurement currently seem most promising? 相似文献
20.
CHARLES BINGHAM 《Journal of Philosophy of Education》2006,40(3):357-369
This article looks into the workings of educational authority. While scholarly debate in education usually promotes authority as either good or bad, the same debate seldom asks questions about how authority works. This article is, then, an answer to the question ‘How?’ How does educational authority operate? It operates, it is suggested, in much the same way that literary authority operates. To make the case for educational authority as literary authority, the paper uses the philosophical work of Jacques Derrida and the literary work of Franz Kafka. 相似文献