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1.
AbstractGeneral education is a subject with rich contents and that is highly contested in the field of higher education studies. It has been highly praised for its core concepts such as broad educational targets, liberating educational objectives, and balanced educational content. Looking back at the course of general education in China over the past 20 years we can find “top-down” cultural quality education (文化素质教育) and “bottom-up” general education (通识教育) have formed two stages with clear “characteristics,” with the first decade being mainly cultural quality education, and the most recent decade having had general education gradually enter the mainstream and reveal native qualityistics. This change has led the practice of general education to turn from being government led to university autonomy, and also reflects the increasing depth of Chinese exploration into general education. China’s practice of general education still faces problems with integrating major-based professional education and general education, and must adopt suitable solutions. 相似文献
2.
This article is concerned with the ways in which historians may write about post‐1945 British education. In particular, it argues that accounts of education policy and practice may be distorted by the race and ethnic discourses embedded in both the analytical frameworks which historians employ and in the primary source materials with which we work. We begin by exploring the problems which inhere in the concepts race and ethnicity, arguing that the historian should be wary of importing common sense constructs into historical analysis. Discussion then turns to a critical review of a number of texts written by educationalists and policy‐makers from the early 1960s to the publication of the Swann Report; these texts constructed a particular “race relational” reading of pupil populations and educational “problems”. We summarise the key themes of the period‐texts and consider some new directions for education history‐writing. 相似文献
3.
Jesper Sjöström 《Cultural Studies of Science Education》2018,13(1):147-161
This forum article contributes to the understanding of how science teachers’ identity is related to their worldviews, cultural values and educational philosophies, and to eco-transformation of science education. Special focus is put on ‘reform-minded’ science teachers. The starting point is the paper Science education reform in Confucian learning cultures: teachers’ perspectives on policy and practice in Taiwan by Ying-Syuan Huang and Anila Asghar. It highlights several factors that can explain the difficulties of implementing “new pedagogy” in science education. One important factor is Confucian values and traditions, which seem to both hinder and support the science teachers’ implementation of inquiry-based and learner-centered approaches. In this article Confucianism is compared with other learning cultures and also discussed in relation to different worldviews and educational philosophies in science education. Just like for the central/north European educational tradition called Bildung, there are various interpretations of Confucianism. However, both have subcultures (e.g. reflexive Bildung and Neo-Confucianism) with similarities that are highlighted in this article. If an “old pedagogy” in science education is related to essentialism, rationalist-objectivist focus, and a hierarchical configuration, the so called “new pedagogy” is often related to progressivism, modernism, utilitarianism, and a professional configuration. Reflexive Bildung problematizes the values associated with such a “new pedagogy” and can be described with labels such as post-positivism, reconstructionism and problematizing/critical configurations. Different educational approaches in science education, and corresponding eco-identities, are commented on in relation to transformation of educational practice. 相似文献
4.
Ian Smillie 《Educational Psychology in Practice》2020,36(3):328-344
ABSTRACT Many studies have focused on the importance of the participation of children and young people (CYP) in their education, although fewer papers discuss the practical aspects of seeking their views and fewer again on representing them. A mixed method approach was used to collect information regarding educational psychologists’ (EPs’) practice in obtaining and representing CYP’s views. A questionnaire (n = 73) was used to gather data from local authority educational psychology services (EPSs) across Wales and eight participants who completed the questionnaire took part in an interview to explore their views in more depth. Using thematic analysis, the major themes constructed included “accessing a true representation of CYP’s views”, “gaining CYP’s views empowers them” and “child-centred practice”. The implications of the present study for the role of educational psychologists are discussed, together with future directions for research and the limitations of the present study. 相似文献
5.
Sean Steel 《Interchange》2012,43(1):43-55
The Alberta Government’s 2010 “Inspiring Education” reform proposals claim to be “transformational” in nature. This paper examines these proposals in light of ancient philosophy and various among the world’s wisdom traditions. Drawing particularly on the philosophic reflections of St. Augustine in his Confessions, it argues that the proposals are neither new nor “transformational,” but part of a long and problematic educational lineage that has its roots among the ancient sophists. As an alternative to the Alberta proposals and “sophist-icated” education, this paper advocates for the incorporation of philosophic or contemplative elements into the school day during which both teachers and students might learn the genuine meaning of school as schole through the practice of pursuing wisdom. 相似文献
6.
Maria Poulou 《Teachers and Teaching》2013,19(6):555-574
In a context where the role of the teacher and teacher education are undergoing considerable change, the role of educational psychology in teacher preparation is discussed within a new framework. Educational psychology is now perceived as an inherent component within teacher training and professional development, having previously been an additional course and often considered irrelevant to teaching practice. The current paper discusses the relationship between educational psychology and teacher preparation. Educational psychology's contribution to teachers' professional development is delineated through the constructs of teachers' prior beliefs about teaching, reflective practice and self‐efficacy, while its contribution to the improvement of teacher–pupil interaction is viewed through the lenses of instruction theories, social and emotional learning, special educational needs and classroom management. It is argued that through a productive dialectic dialogue between educational psychology and education, educational psychology provides the knowledge defined by its field to be utilized by teachers, whereas at the same time, teachers gain a wider reconceptualization of their practice. 相似文献
7.
Deanne Bogdan 《Educational Studies A Journal of the American Educational Studies Association》2013,49(3):291-316
At a time when both philosophy of education and the arts are under threat within education, this article inquires into interdisciplinarity as one way of approaching the disciplines of philosophy of education and aesthetics. The article offers a retrospective autobiographical intellectual history and phenomenology of the author's own learning and scholarship within Higher Education in three main areas—philosophy of literature education, women's studies, and philosophy of music education, areas paralleling the three periods of her academic career. One sub-theme of this narrative about the balancing act of working in literature and music through philosophy of education is the author's ongoing resistance to professionalization or disciplinary academic control—of literature, philosophy, and music—while being a critical student of educational theory and practice in these areas—philosophy, literature and music within philosophy of education—of thus being “betwixt and between.” Two other themes comprising the article's subtext are “praxis” and “embodiment.” The double entendre of the phrase “working through” entails, first, using the arts of literature and music to practise philosophy of education; and secondly, embracing the psychological, ethical, and spiritual introspection that comes with critical engagement of the arts and its discourses. In short, the article aims to reprise some burning philosophical educational questions that have preoccupied its author over the years, questions deemed especially pertinent to the current increasingly diverse membership in the discipline of educational studies. 相似文献
8.
《Paedagogica Historica: International Journal of the History of Education》2012,48(5-6):757-784
Internationalism became one of the keywords in the international intellectual and political debates at the end of the nineteenth century. As a political, cultural and social movement it also included science and education. The desire for international cooperation and global understanding was caused by the growing economic interdependence in the world and the threat to peace by nationalistic politics of the imperialistic powers. Within the context of discipline formation and fragmentation, cultural critique, social reform and pacifist movements, academic educationists, teachers and educational and social reformers in various countries tried to establish an international network to promote scientific cooperation, peace, mutual understanding and professional collaboration. In this article, the author will try to place the phenomenon of internationalism within the context of the formation of educational sciences in the early twentieth century. Drawing from the example of other scientific disciplines at this time, such as geography, meteorology and physics, one can assume that the internationalizing of education also increased its professional and scientific standards. The “disciplinarization process”1 of educational sciences was closely intertwined with the genesis of an international scientific network through special institutions. In order to investigate this assumption, the genesis, structure, contents and effects of international cooperation in the field of education in the first decades of the twentieth century will be considered. This international cooperation took on different shapes. It included, among others, the international exchange of teachers and students, international educational exhibitions, international congresses, transnational institutions, multilateral standardization and international journals. The focus will be on the main agents of institutionalized internationalization, namely international congresses and associations, and individual forms of international communication and cooperation will therefore not be dealt with. The article begins with a short overview of the different kinds of international educational congresses. Two types of internationalization within this institutional setting will then be introduced: the research‐oriented, “scientifically” based model of academic educationists (“new educational sciences”) and the instruction and reform‐oriented, “politically and morally” based model of a social movement (New Education). Finally the geographical extension of internationalization will be analyzed briefly before the main argument is set out in the concluding remarks, namely that the internationalization of education through international institutions found its driving force in moral and political assumptions of the teaching profession and its goals of school reform within the New Education rather than in an international scientific paradigm of the academic “new educational sciences”. 相似文献
9.
林德曼终身教育思想缘起于社会变迁对终身教育的吁求,进步主义教育思潮的驱动以及个人终身教育实践的引领,主要包括终身教育是贯穿人一生的学习过程、终身教育是社会生活的必要条件以及终身教育是个人价值的实现形式三个核心观点,为新时代我国终身教育改革创新提供了重要现实启示。基于此,未来我国应致力于构建“持续性”终身教育体系,营造“无疆界”终身教育生态,形塑“个性化”终身教育模式,以推动我国终身教育理论与实践的发展与进步。 相似文献
10.
我国数学教育学学科建设始于对“中学数学教材教法”相关问题的探讨,经历了作为一门课程的“数学教育学”、作为系列课程的“数学教育学”及作为学科群的“数学教育学”和“数学教育学”的主题研究繁荣等几个发展阶段,初步形成了具有中国特色的数学教育学学科。数学教育学是一门涉及数学、教育学、哲学、心理学、文化学、传播学、教育技术学、思维科学等有关内容的新兴交叉学科,在数学教育学的学科建设过程中,通过理论与实践两方面研究,形成了数学教育专门研究人员与一线教师组成的研究团队,发展、完善了有中国特色的数学教育学科体系。今后,数学教育学学科建设仍需关注理论体系建构、研究团队建设、研究视角拓展等问题。 相似文献
11.
Education reform and competency-based education 总被引：2，自引：0，他引：2
Yong-lin Moon 《Asia Pacific Education Review》2007,8(2):337-341
The core purpose of this paper is to describe a new educational paradigm as well as possible directions and tasks for education reform in the 21st century. The present-day education system has failed to nurture the kind of creative people who can play leading roles in development or to produce citizens of a good character and democratic tendencies. We need to look at education from the standpoint of expanding the totality of possibilities for national development. The current educational system of Korea can be characterized as one of “manpower-centered education. ” In this system, education functions to produce the human resources needed by the nation, and there is a strong belief in the classification and selection of high-quality human capital via the school system. We can think of an educational model that is parallel to the current system of manpower classification and selection and call it “competency-based education. ” In this model, the identification of individual ability, talent, and aptitude is deemed to be the most important, and the key task of education is self-actualization through recognition and cultivation of such talents and abilities. What educational values should be pursued within a new competency-based paradigm? First, we can reduce the relative weight of subject-centered education and introduce a competency-based curriculum in order to teach key competences for life. Second, new intelligence theories must be introduced into education in order to foster the development of students' talents, aptitudes, and potentials. Third, we can make use of positive psychology, which is a newly emerging field, the core concept of which is the belief that happiness in life depends on one's ability to develop and maintain positive feelings and emotions. 相似文献
12.
EFL教师专业化是英语教师教育改革的核心,专业化的基础理论必须在职前的学习中得到整合,它包含语言学、教育学、心理学、社会学等相关学科理论。通过在反思性教学、课堂观摩教学、微观教学和教育实习中对整合理论的综合应用,使得相关性理论与系统性理论、理论知识与实践知识在外语教学法教学中得到整合,构建扎实的理论基础,加速专业化发展进程。 相似文献
13.
高校思想政治工作要坚决落实新时代立德树人根本任务,贯穿教育教学全过程。在“大思政”的背景下,思想政治教育不仅局限于理论课程教育,更要与其他专业课程、社会实践等内容相结合,从而发挥思想政治教育的合力。将志愿服务理念、活动融入大学生学习生活,实现课堂教学和实践教学、学校教育和社会教育、校园学习和终身学习的有机结合,是实践“立德树人”教育理念和“三全育人”的有效途径。因此,需要发挥志愿服务活动的思想政治教育功能,完善地方高校志愿服务体系,以构建“大思政”的育人格局。 相似文献
14.
Bruce Maxwell 《Educational theory》2010,60(2):167-188
Philosophers tend to assume that theoretical frameworks in psychology suffer from conceptual confusion and that any influence that philosophy might have on psychology should be positive. Going against this grain, Dan Lapsley and Darcia Narváez attribute the Kohlbergian paradigm's current state of marginalization within psychology to Lawrence Kohlberg's use of ethical theory in his model of cognitive moral development. Post‐Kohlbergian conceptions of moral psychology, they advance, should be wary of theoretical constructs derived from folk morality, refuse philosophical starting points, and seek integration with literatures in psychology, not philosophy. In this essay, Bruce Maxwell considers and rejects Lapsley and Narváez's diagnosis. The Kohlbergian paradigm's restricted conception of the moral domain is the result of a selective reading of one tendency in ethical theorizing (Kantianism). The idea that moral psychology may find shelter from normative criticism by avoiding ethics‐derived models overlooks the deeper continuity between “ethical theory” and “psychological theory.”
相似文献
15.
在我国教育现代化进程中,如何把全社会变成学生学习的大课堂,更好地满足人民群众的多样化教育需求,是一个亟待解决的重大现实问题。随着"互联网+教育"的发展,教育服务供给呈现出社会化趋势,为解决这一难题提供了新的可能。教育服务供给社会化是教育高质量发展和教育治理现代化的必然要求,将推动供给来源从"大包大揽"转向"多元协同",服务方式从"标准生产"转向"个性定制",教育监管从"野蛮生长"转向"有序发展"。依循这一思路,未来教育发展将从标准化走向精细化,业务分工更加细化,非核心、标准化和特需型教育业务将逐步实现服务外包。为了有效推进教育服务供给社会化的实践,一方面要积极探索学校购买教育服务的有效模式,支持学校购买教育服务,加强绩效评估和风险预防,培育教育服务新业态;另一方面,要完善新型教育服务监管机制,加强顶层设计,强化事中监管,注重行业自律,从而形成政府宏观调控、学校开放办学、社会广泛参与的治理格局。 相似文献
16.
William Wall 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1979,25(2-3):367-391
The convergence of Educational Psychology with the mainstream of Psychology is a main event of the past quarter century, and Psychology itself has become a discipline distinct from Philosophy. Psychology has expanded to include not only experimental but also developmental and social psychology and the application of statistical methodologies to complex problems. There has been a change of model from “clinical-medical” to “constructive-educational” concerned with environmental change, most clearly seen in the field of special education. Post-war Europe attempted wide-ranging “reforms” emphasising age, ability and aptitude, irrespective of social or economic background, while the American high school pattern stimulated concern about elitism. Elaborate procedures were set up to select for secondary academic education and examination procedures were themselves examined leading to a widespread movement to devise more responsive forms of assessment. Curricula, modified in the light of examination “backwash”, were questioned for cost-effectiveness. This led to classification of objectives for which taxonomies were developed, and a move towards criterion-referenced testing began. Since 1950 worldwide momentum has been gathering to develop educational research. This has led to new roles for the educational psychologist — as adviser and counsellor, in operational and action research, and in innovation and its evaluation. Research within real families and classrooms continually confronts the worker with questions of value and choice and so leads him back to philosophy. 相似文献
17.
Trevor Norris 《Educational theory》2021,71(1):129-148
This article explores two questions: (1) Is education a unique and distinct discipline? (2) Is education anything other than the achievement of noneducational aims or objectives? In it, Trevor Norris examines how these two questions are interconnected, specifically analyzing how what we think about education as a distinct field of study informs what we ask of it as a practice. When we study education, we should be educational about it, because if we render education as the object of study, it is never endowed with agency or distinctiveness. Norris inquires into the distinctiveness of education as a way of thinking and a way of impacting the world, asking what are the conditions that make it possible for us to identify something as “educational”? To investigate this question, Norris draws from Hannah Arendt's account of politics, and he concludes by describing a case study assignment that requires educational foundations students to draw from philosophy of education in order to show what exactly is educational about education by contrasting education with business and psychology. 相似文献
18.
The Cultural Roots of Professional Wisdom: Towards a broader view of teacher expertise 总被引：2，自引：0，他引：2
Perhaps the most pressing issue concerning teacher education and training since the end of the Second World War has been that of the role of theory—or principled reflection—in professional expertise. Here, although the main post-war architects of a new educational professionalism clearly envisaged a key role for theory—considering such disciplines as psychology, sociology and philosophy as indispensable for reflective practice—there are nevertheless well-rehearsed difficulties about crediting such disciplines with quite the (applied) role in educational practice of (say) physiology or anatomy in medical practice. This paper argues that while recent developments in professional teacher education and training may have moved on from erstwhile instrumentalist and/or applied science (competence and other) perspectives, there may yet be a case for further progress towards a rather more sophisticated philosophical psychology of teacher knowledge and expertise. 相似文献
19.
Michael Friedrich Otte Tânia M. M. Campos Alexandre S. Abido 《Educational Studies in Mathematics》2013,82(3):397-415
Abstract educational practices are to be based on proven scientific knowledge, not least because the function science has to perform in human culture consists of unifying practical skills and general beliefs, the episteme and the techne (Amsterdamski, 1975, pp. 43–44). Now, modern societies first of all presuppose regular and standardized ways of organizing both our concepts and our institutions. The explanatory schemata resulting from this standardization tend to destroy individualism and enchantment. But mathematics education is in fact the only place in which to treat the human subject’s relationship with mathematics. And that is what mathematics education is all about: make the human subject grow intellectually and as a person by means of mathematics. At first sight, mathematics, in its formal guise, seems the opposite of philosophy, because philosophy constructs concepts (meanings), whereas mathematics deals with extensions of concepts (sets). We shall, however, turn this problem into an instrument, using the complementarity of intensions and extensions of theoretical terms as our main device for discussing the relationship between philosophy and mathematics education. The complementarity of the “how” and the “what” of our representations outlines, in fact, the terrain on which epistemology and education are to meet. 相似文献
20.
James Bowen 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1979,25(2-3):303-323
Throughout the last twenty-five years all areas of educational thought have been preoccupied with the continuing conflict between conservative middle-class dominance of the schools and a liberal movement determined to provide a theory of equality and provisions for access. The radical extreme of this movement has gone further and demanded the total reconceptualization and reconstruction of education. This movement has attacked the standard histories of education which have their origins in the late nineteenth century. At that time, it is now argued, education was dominated by anarriviste bourgeoisie embracing a version of late-Hegelian philosophy with a doctrine of Eurocentric progress. Seeking legitimacy, the middle class supported the classical revival which stressed liberal education, expressed aspaideia, and mediated through the limited access to grammar school and university. Traditional educational historiography is now seen as reflecting these assumptions through “grand histories” written around “great educators” and “noble ideals”. As educational thought expanded throughout the twentieth century with the emergence of the contributing disciplines, this tradition was challenged as critical historians had a wider data-base from which to draw. By the 1930s and 1940s in the seminal work of R. H. Tawney and Lloyd Warner a literature of dissent began to appear, which, by the late 1960s had increased to a torrent, issuing in violently provocative criticisms of educational assumptions and practices, accompanied by an equally strident literature of historical interpretation, which, drawing from revisionist work in the contributing disciplines, chiefly sociology, began to re-interpret the past twenty-five years of frenetic activity as the legitimate aspirations of the world's masses. Yet the methodology of both positions is itself being reinterpreted in the present post-empiricist stage, which is characterised by phenomenological and hermeneutic approaches. Both history as the events of the past (data-base) and as interpretation (historiography), are now being seen as facets of the one activity, and, with education considered as part of a wider social process, both traditional and radical positions are themselves becoming criticised for their inadequate positivist assumptions and methodology. 相似文献