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1.
Gonzalo Obelleiro 《Educational theory》2020,70(4):507-515
In two articles, “Might Knowledge Be Insertable?” and “Is Knowledge Insertion Desirable?,” John Tillson argues that knowledge insertion is conceivable and desirable for the person who has it inserted. By knowledge insertion, he means the immediate or almost immediate acquisition of knowledge by means other than traditional processes of learning. He takes the case presented in the science fiction film The Matrix as paradigmatic and characterizes it as a special case of direct intervention, which begin with change in brain structure and function and result in in changes in thought patterns and behavior, by contrast to indirect interventions, which begin with changes in thought patterns and behavior and result in rewiring brain structure and functioning. Here, Gonzalo Obelleiro follows Tillson's argument and offers one special case in which knowledge insertion is not desirable and that is not fully elucidated by Tillson's conditions for desirability. John Dewey's notion of growth as summum bonum depends in important ways on gradual, progressive, traditional processes of learning. Deweyan growth constitutes a case of intrinsically valuable learning that can be tragically jeopardized by calculation errors in knowledge insertion. This is a significant risk that Tillson does not consider in his articles. 相似文献
2.
Virginia Worley 《Educational theory》2012,62(3):343-370
Analyzing Montaigne's triptych painting, “Of the Education of Children,” reveals a series of ever‐morphing, Dorian Gray–like canvases that depict metaphor mutations through which Montaigne defined education by distinguishing between schooling a child into a learned man and educating him into an able, active, and gentle person. Montaigne used metaphor and metaphor clusters to image key points in his educational philosophy, advanced his argument by intertwining, transmuting, and inverting metaphors, and thereby drew and vividly painted his philosophy of how to educate a person from cradle to coffin. Because the etymology and pronunciation of “essay” (from the French essai) support Montaigne's imaging and exploiting of this genre's creative potential, Virginia Worley begins by considering the term's etymology before positioning her analysis of Montaigne's work within metaphor research. She then examines the metaphors Montaigne used to paint the triptych word painting that embodies his philosophy of education: the meaning and value of educating in and for the art of living well. 相似文献
3.
Emily Foster-Hanson Andrei Cimpian Rachel A. Leshin Marjorie Rhodes 《Child development》2020,91(1):236-248
Describing behaviors as reflecting categories (e.g., asking children to “be helpers”) has been found to increase pro-social behavior. The present studies (N = 139, ages 4–5) tested whether such effects backfire if children experience setbacks while performing category-relevant actions. In Study 1, children were asked either to “be helpers” or “to help,” and then pretended to complete a series of successful scenarios (e.g., pouring milk) and unsuccessful scenarios (e.g., spilling milk while trying to pour). After the unsuccessful trials, children asked to “be helpers” had more negative attitudes. In Study 2, asking children to “be helpers” impeded children's helping behavior after they experienced difficulties while trying to help. Implications for how category labels shape beliefs and behavior are discussed. 相似文献
4.
Alan D. Bennett 《Journal of Jewish Education》2013,79(3-4):39-40
Futurists “wave a magic wand,” insinuating thereby that tabula rasa is a psychic and sociological option. “If there were no Bureau, what would the Jewish community do?” “If there were no Jewish community, what would the world's Jews do?” “If there were no world… ?” On the surface, it's an innocuous strategy: a way to probe assumptions, a way to hone a definition of needs. Examined closely, however, it is a flawed way to explore reality. At worst, it is a device to encourage a preconceived outcome. 相似文献
5.
Peter R. Hybert 《Performance Improvement》2009,48(3):5-6
This commentary advocates “keeping the H” in “human performance technology” to help make it clear to nonpractitioners what human performance consultants do. There are different types of performance (e.g., financial performance) and different means of achieving performance (e.g., engineering) that are outside the average human performance technologist's repertoire. Though the human performance technologist should target business results and intervene at more than just the individual level, ultimately, their emphasis is improving human work. 相似文献
6.
Shane Jesse Ralston 《Educational theory》2011,61(3):351-364
When Dewey scholars and educational theorists appeal to the value of educative growth, what exactly do they mean? Is an individual's growth contingent on receiving a formal education? Is growth too abstract a goal for educators to pursue? Richard Rorty contended that the request for a “criterion of growth” is a mistake made by John Dewey's “conservative critics,” for it unnecessarily restricts the future “down to the size of the present.” Nonetheless, educational practitioners inspired by Dewey's educational writings may ask Dewey scholars and educational theorists, “How do I facilitate growth in my classroom?” Here Shane Ralston asserts, in spite of Rorty's argument, that searching for a more concrete standard of Deweyan growth is perfectly legitimate. In this essay, Ralston reviews four recent books on Dewey's educational philosophy—Naoko Saito's The Gleam of Light: Moral Perfectionism and Education in Dewey and Emerson, Stephen Fishman and Lucille McCarthy's John Dewey and the Philosophy and Practice of Hope, and James Scott Johnston's Inquiry and Education: John Dewey and the Quest for Democracy and Deweyan Inquiry: From Educational Theory to Practice—and through his analysis identifies some possible ways for Dewey‐inspired educators to make growth a more practical pedagogical ideal. 相似文献
7.
Yoonmi Lee 《Asia Pacific Journal of Education》2006,26(2):143-153
This paper examines the controversies over the Women's Committee of the Korean Teachers Union (KTU) or Chunkyojo—in particular, the implementation of the quota policy which requires that 50% of the union's representative body be composed of women. Initially, this policy led to concerns that the KTU's militancy may be weakened. However, the increase of women in the local leadership has gradually led to positive changes in the union's work patterns as well. Despite these achievements, the Women's Committee continues to deal with the prevalent “family ideology”, which is reinforced by the structural constraints upon female teachers. This paper suggests that constructing viable gender-sensitive agendas in the progressive teachers' union is not only important for the empowerment of women teachers, but also for constructing a more substantial basis for gender equality education. 相似文献
8.
This article describes six constitutive “senses” of the “Christian educator's imagination.” These dispositions toward knowing, being, and doing characterize competent leadership in educational ministry. They include a sense for vocational empowerment, a sense for teaching and learning, a sense for seeking God's presence; a sense for the contours of one's own soul, a sense for “what makes persons’ tick, and a sense for institutional leadership. The author contends that scholars of Christian religious education should seek to cultivate these senses in their students. 相似文献
9.
Victor Edward Marriott 《Religious education (Chicago, Ill.)》2013,108(9):942-949
If we may attempt a summation of the “progressive” movement as regards character education, we would say that these educators are of the earnest group which is seeking a new discipline for the individual and society. The old control of command and threat of punishment is giving way. “Europe, like America, is discarding the traditional idea of discipline through coercion or blind obedience, and is looking for a new technique through which children may be helped to become self‐directing personalities using freedom intelligently.” 14 It is not merely a question of interest and of project method. It is a problem of developing a new system of control in place of the old paternalistic and militaristic discipline that finds its last resort in the employment of force. In place of the domination by force, the newer “voice of conscience” says to give every individual a chance to develop an inner control. In place of punishment for those who do not abide by the norm of society, it seeks to substitute diagnosis. Seek first for an understanding of the individual, giving to the genius large leeway in working out! his original ideas, and, to the sub‐normal person, treatment such as the doctor gives to his patient. “Progressive” educators are, of course, not the only ones contending for this new discipline, but they seemingly have taken the lead in working out a process of education to secure it. In this process the work of the teacher is not minimized but greatly exalted. In this undertaking to produce a more finely integrated person, the teacher must enter as a highly skillful guide and friend. What more “religious” conception of the function of the teacher can be found than this given by a “progressive” educator. “It is the teacher's business to live with the child, as the refreshing shadow of a great rock in a weary land, as a spring of water for a thirsty soul, as an ever‐present help in time of trouble, as a lamp in the darkness, as a guide to little feet that stumble, and to little hearts that err; as a loving local Providence winning their affection and loyalty.” 相似文献
10.
The “language-culture tesseract” hypothesized in the September 2010 issue of Mind, Brain, and Education suggests successive links between non-native language (NNL) acquisition, the development of cross-cultural empathy, and prosocial global ethics. Invoking Goethe's (1833/1999) aphorism, “those who do not know other languages know nothing of their own,” it was argued that becoming plurilingual constitutes an essential step toward metalinguistic and metacultural awareness; and that “what is true of water for a fish is also true of the mother tongue and of the native culture for a human being.” In this article, we would like to elaborate on that argument and submit to the MBE community the idea of applying the developing understanding of empathy in the brain toward the design of new approaches to NNL education that maximize its potential to cultivate a positive local–global dialectic in students. 相似文献
11.
Chris Higgins 《Educational theory》2015,65(6):699-717
In this essay, Chris Higgins sets out to disentangle the tradition of humane learning from contemporary distinctions and debates. The first section demonstrates how a bloated and incoherent “humanism” now functions primarily as a talisman or a target, that is, as a prompt to choose sides. It closes with the image of Doris Salcedo's Shibboleth, suggesting that humanism is more like the uncertain footing of Salcedo's fissure than the footholds on either side. The second section suggests that this “alien humanism” is hiding in plain sight, requiring us only to read an inch beyond the poster‐ready copy fueling the polemics. Even a cursory glance at the texts from which these epitomes are drawn — from Terence's “Nothing human is foreign to me,” through Shakespeare's “What a piece of work is a man,” to Arnold's “The best of what has been thought and said” — is enough to reconnect us with a tradition stranger and more dynamic than that portrayed by boosters and knockers alike. The third section explores the tensions between the research university and the tradition of humane letters it has come to house, arguing that it will not do to escape this rancor by hiding behind the functionalist, and ultimately circular, term “humanist,” defined as one who does research in the humanities. The final section shows that if this older tradition pulls away, to some extent, from the modern humanities, it simultaneously embraces scientific and professional fields, as demonstrated by the long tradition of the physician‐humanist. 相似文献
12.
Robert H. Evans 《科学教学研究杂志》1987,24(1):77-85
In light of the perceived national need for more science and math teachers, this study was conceived to:
- 1. Identify “teaching oriented” students among freshmen at a mid-western engineering school, who have chosen NOT to become teachers;
- 2. Find out what reasons these “potential” science and math teachers have for deciding not to pursue teaching careers;
- 3. Determine what amelioration of these problems would be necessary for them to no longer be factors which would inhibit students from becoming teachers.
13.
The purpose of this research effort was to examine Black male students' self‐perceptions of academic ability and gifted potential in science. The purposeful sample consisted of nine Black males between the ages of 14 and 18 years. Four categories of self‐perceptions of academic ability and gifted potential emerged from the data. These included: (a) gifted high achievers; (b) gifted “could do better” high achievers; (c) gifted “could do better” situational nonachievers; and (d) gifted “could do better” underachievers. Science teachers' influences that referenced participants' academic achievement pointed to validation. Participants' perceptions regarding how science teachers' influenced their academic performance focused on science teachers' content knowledge. Power dynamics germane to Black male participants' value or worth that directed their efforts in science learning environments are discussed. Implications are posited for science teaching, science education programs, and future research. This research endeavor was based on two premises. The first premise is that Black males' self‐perceptions of academic ability affect their science academic achievement. The second premise is that, given parental, peer, and community influences, science teachers have considerable influence on students' self‐perceptions of academic ability. However, the focus of this research was not on parental influences, peer influences, or any potential influences that participants' communities may have on their academic achievement. © 2005 Wiley Periodicals, Inc. J Res Sci Teach 42: 888–911, 2005 相似文献
14.
Andrew Brookes 《Journal of Adventure Education & Outdoor Learning》2013,13(1):49-62
Abstract Within the diverse and sometimes amorphous outdoor education literature, “neo-Hahnian” (NH) approaches to adventure education are exceptional for their persistence, seeming coherence, and wide acceptance. NH approaches assume that adventure experiences “build character”, or, in modern terminology, “develop persons”, “actualise selves”, or have certain therapeutic effects associated with personal traits. In social psychological terms NH thought is “dispositional”, in that it favours explanations of behaviour in terms of consistent personal traits. In this paper I critically review NH OAE in an historical context, and draw on Ross' and Nisbett's (1991) seminal review of dispositional social psychology to argue that OAE programs do not build character, but may provide situations that elicit certain behaviours. For OAE research and theory, belief in the possibility of “character building” must be seen as a source of bias, not as a foundation. The conceptual analysis I develop provides not only a basis for critique, but also offers a way forward for OAE. 相似文献
15.
Erin J. Rand 《Quarterly Journal of Speech》2013,99(3):251-272
In US v. Williams (2008), the Supreme Court upheld the PROTECT Act; this law's “pandering provision” prohibits the distribution and solicitation of child pornography, but does not distinguish between real child pornography and “virtual” child pornography (images that are digitally created or manipulated and do not depict a real child). Situating this case at the intersection of rhetorical studies of the law and queer studies, I read the Court's opinions as rhetorical and cultural texts that circulate a strategic figuration of the child that emphasizes its sexual purity, vulnerability, and whiteness, and disavows the queerness of childhood desires. I argue that the Court's decision virtualizes the figuration of the child through the performative “collateral speech” act, ultimately conflating virtual materials with real children. Furthermore, I contend that the language of the law, as it taxonomizes and disciplines illicit desires, also expresses desire through its passionate figurations of childhood innocence and adult sexual morality. 相似文献
16.
In this essay, Amy Voss Farris and Pratim Sengupta argue that a democratic approach to children's computing education in a science class must focus on the aesthetics of children's experience. In Democracy and Education, Dewey links “democracy” with a distinctive understanding of “experience.” For Dewey, the value of educational experiences lies in “the unity or integrity of experience.” In Art as Experience, Dewey presents aesthetic experience as the fundamental form of human experience that undergirds all other forms of experiences and that can bring together multiple forms of experiences, locating this form of experience in the work of artists. Particularly relevant to the focus of this essay, computational literacy, Dewey calls the process through which a person transforms a material into an expressive medium an aesthetic experience. Farris and Sengupta argue that the kind of experience that is appropriate for a democratic education in the context of children's computational science is essentially aesthetic in nature. Given that aesthetics has received relatively little attention in STEM education research, the authors' purpose here is to highlight the power of Deweyan aesthetic experience in making computational thinking available and attractive to all children, including those who are disinterested in computing, and especially those who are likely to be discounted by virtue of location, gender, or race. 相似文献
17.
Casey Ryan Kelly 《Communication quarterly》2013,61(4):455-473
This essay examines how the ideograph <freedom> was crafted through dialectical struggles between Euro-Americans and American Indians over federal Indian policy between 1964 and 1968. For policymakers, <freedom> was historically sutured to the belief that assimilation was the only pathway to American Indian liberation. I explore the American Indian youth movement's response to President Johnson's War on Poverty to demonstrate how activists rhetorically realigned <freedom> in Indian policy with the Great Society's rhetoric of “community empowerment.” I illustrate how American Indians orchestrated counterhegemonic resistance by reframing the “Great Society” as an argument for a “Greater Indian American.” This analysis evinces the rhetorical significance of ideographic transformation in affecting policy change. 相似文献
18.
Paula M. Ahles Jann M. Contento 《Community College Journal of Research & Practice》2013,37(8):609-626
This recently completed study examined whether attribution theory can explain helping behavior in an interdependent classroom environment that utilized a cooperative-learning model. The study focused on student participants enrolled in 6 community college communication classes taught by the same instructor. Three levels of cooperative-learning were employed. Survey data were collected from student participants presented with situations describing a group member who was not participating in the cooperative-learning process. Simulated scenarios, as well as “actual” experiences, were included for the purpose of analysis. Participant's emotional and behavioral responses were analyzed using independent–samples t tests, paired-samples t tests, and analysis of variance. Findings indicate that a student's willingness to help was influenced more positively when “uncontrollable” rather than “controllable” causes for nonparticipation were determined. Student in-class response to “actual” experiences differed from those reported in the simulated scenarios. The emotional and behavioral responses of students did not vary by age, gender, ethnicity, or level of cooperative learning employed in the class. Overall findings support attribution theory as a useful conceptual framework for explaining student responses regarding helping behavior in simulated situations. However, research results pose additional questions regarding the application of theory to practice and the implication for educators employing effective cooperative-learning activities in a classroom setting. 相似文献
19.
Charlene Tan 《Educational theory》2012,62(4):449-463
In this essay Charlene Tan offers a philosophical analysis of the Singapore state's vision of shared citizenship by examining it from a Confucian perspective. The state's vision, known formally as “Our Shared Values,” consists of communitarian values that reflect the official ideology of multiculturalism. This initiative included a White Paper, entitled Shared Values, which presented pejorative assessments of the ideals of “individual rights” and “individual interests” as antithetical to national interests. Rejecting this characterization, Tan argues that a dominant Confucian perspective recognizes the correlative rights of all human beings that are premised on the inherent right to human dignity, worth, and equality. Furthermore, Confucianism posits that it is in everyone's interest to attain the Confucian ethical ideal of becoming a noble person in society through self‐cultivation. Tan concludes by highlighting two key implications for Singapore from a Confucian perspective on the Shared Values: first, schools in Singapore should place greater emphasis on individual moral development of their students, and second, more avenues should be provided for residents to contribute actively to the development of the vision of shared citizenship. 相似文献
20.
Patricia Espiritu Halagao 《Asia Pacific Journal of Education》2006,26(1):37-50
Hawaii is often perceived as the “Land of Aloha”, a racial paradise where everyone gets along. But do we? The author explores Hawaii's distinct cultural dynamics with pre-service teachers in a multicultural education course that problematised race and ethnicity. Using an inquiry approach and culturally relevant activities, the class examined the social inequity that exists between privileged “non-minorities” like Japanese, Chinese and Whites, and “disadvantaged minorities” like Filipinos, Native Hawaiians and Samoans. This study found that living among diversity in Hawaii made recognising racism and social inequity difficult. Patterns of student engagement reflected one's positioning in Hawaii's racial and socioeconomic hierarchy. Students from privileged groups minimised and deflected their role in contributing to racism, while students from disadvantaged groups assumed a more critical stance towards society. This study reframes the dialogue on race in education and provides implications for multicultural teacher education. 相似文献