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1.
Contextual religious education and the actuality of religions   总被引：3，自引：2，他引：1  
Contextual religious educators tend to view discrete religious traditions as artificially constructed systems disconnected from the ordinary experiences of children. This article sets out the case for the continued representation of religions as substantial social facts in religious education classrooms. Accepting Robert Jackson’s critique of essentialist readings of religion, it argues that the most appropriate alternative is not the nominal reduction of discrete religious traditions to the atomistic level of the individual spiritual lives of adherents, but a realistic identification of such traditions as actual socio‐cultural realities. It suggests two criteria for such identification: the collective intentionality of adherents and the presence of prototypical features within their lifeworlds.  相似文献   

2.
Keith Holmes 《Compare》2004,34(2):197-214
This paper draws upon a case study of education in the small Caribbean state of Saint Lucia (population 154,000) to examine how local knowledge and values can influence the education policy process. It is argued that recent research development initiatives have strengthened the ability of Saint Lucia to mediate international education agendas to suit its distinctive ‘social ecology’ and circumstances as a small state. Saint Lucians, it is argued, are reconceptualizing educational research in ways that better reflect the society's Kwéyòl‐majority culture, oral traditions and postcolonial context. The boundaries of educational research are therefore being stretched to incorporate local knowledge and values and multiple modes of meaning‐making. The paper argues that increased recognition of the epistemological issues and cultural values that are at the heart of efforts to strengthen research capacity can play a crucial role in democratizing the education policy process and educational research itself.  相似文献   

3.
五四运动中激烈的反传统主义的冲击,以及西方文化的侵入,逐渐破坏了中国传统文化的稳定性和连贯性,影响了中国思想和文化的发展方向,加剧了儒学的衰败。然而,传统文化至今仍然影响着华夏子孙,因为真正的传统已经沉淀在人们的行为模式、思想方法、情感态度之中了。事实证明:真正的自由、民主与法治,并非是以全盘性反传统为代价的,而在于有无创造性思维。  相似文献   

4.
The article asks whether political anger has a legitimate place in a democracy, as this is a political system designed to resolve conflicts by peaceful negotiation. It distinguishes personal from social anger and political anger, to focus explicitly on the latter. It argues that both the feeling and expression of political anger are subject to normative constraints, often specific to social status and gender. The article examines arguments, including those of Seneca, in favour of an anger‐free society. It concludes, however, that a democracy cannot dispense with political anger, which has a vital role to play in protecting things of value. This role demands a civic education such that when democratic values are under threat citizens will not feel apathetic or simply fearful, but angry and possessed of a repertoire of ways of expressing democratic anger.  相似文献   

5.
实验室研究是科学知识社会学的重要研究场点。这种研究一反传统的知识观,提出了社会建构论主张,认为知识不是“自然之镜”而是在实验室里被制造出来的。这一主张过分强调了科学知识的社会性而忽视其客观普遍性。其实,客观性和社会性是科学知识增长不可缺少的两个重要组成部分。  相似文献   

6.
陈向明  赵康 《教育研究》2012,(4):108-114
教师实践性知识的"知识"地位一直是一个颇具争议的问题。杜威的实用主义知识论在理论层面为教师实践性知识的"合理合法性"提供了支持。这种知识论视角超越了传统的心灵—世界二元知识论框架,在人类行动范畴中看知识,揭示了人类是不断变化的世界的参与者,而不是独立于意识之外的世界的旁观者。这种知识论认为知识源自探究,由认知性经验而获得,是关于行动及其导致的结果之间关系的知识,体现在教师身上是有关教育教学行动及其带来的结果之间的关系的"实践性知识",具有引导未来行动的功能。杜威关于知识的工具性观点,还在一定程度上化解了教师的理论性知识与实践性知识孰高孰低之争,因为二者都来自经验,并最终服务于实践,这也使得教师的"知性主动性"显得尤为重要。  相似文献   

7.
Among proponents of critical thinking, Harvey Siegel stands out in his attempt to address fundamental epistemological issues. Siegel argues that discursive inclusion of diverse groups should not be confused with rational justification of the outcome of inquiry. He maintains that epistemic virtues such as inclusion are neither necessary nor sufficient for rational judgment, and that if we are to avoid falling prey to relativism, criteria are needed to distinguish which of these virtues are indeed rational. However, the author argues that at least some of Siegel's own rational criteria cannot pass the "necessary or sufficient" standard by which he measures epistemic virtues. Moreover, reliance upon criteria fails to settle conflict in cases of disagreement over what constitutes authoritative evidence. Jürgen Habermas's theory of communicative rationality can help us to overcome this impasse, because it provides a nonrelativistic basis for justifying inclusion and giving it a place of priority in practical reasoning.  相似文献   

8.
This paper reports on an investigation carried out in New Zealand into experienced elementary and student teachers’ beliefs about the nature and purpose of social studies education. Since its inclusion in New Zealand's curriculum, social studies has been organized around the notion of citizenship education with curricula and programmes of work influenced by four overarching “traditions” – social studies as: citizenship transmission; social science; reflective inquiry; and personal, social and ethical empowerment. A 20-item scale based on these traditions was administered to 228 student teachers and 64 experienced teachers. A factor analysis indicated that participants' perceptions of the dimensions of social studies education were, with one exception, reasonably close to the four traditions. Despite the contested nature of social studies, the student and experienced teachers held similar positions on the relative importance of the traditions and dimensions. It is argued that this agreement arises, wholly or in part, from their common “apprenticeship of experience” in classrooms, the broader socio-historical context in which their beliefs were developed, the widespread influence of a prevalent educational discourse, and a shared lack of experience in formal knowledge associated with specific social science disciplines. It was concluded that the uncomfortable generational encounters often reported in the literature between novice and experienced teachers are unlikely to occur in relation to the teaching of elementary social studies in New Zealand.  相似文献   

9.
不同的权力文化观决定着各国不同的历史发展道路,也使得法治在各国兴衰程度迥然不同。由于社会经济背景和文化传统的不同,中西方形成了“君主专制”与“人民主权”这样两种迥异的权力文化观。在我国权力文化观的现代转型过程中,由于不具备转型所需的发达商品经济与浓厚民主意识的社会基础,同时传统权力观仍然发挥着强大的影响,我们今天所遭遇的法治建设的困境大都缘于此。这种影响与障碍主要体现在四个方面:权利文化的缺失、私法缺位与公法“变态”、虚伪的民主、法律权威的沦丧。因此,加快传统的现代化改造,实现由“人治”向“法治”、“专制”向“民主”、权力私有向权力公有理念的转变,是我国法治建设能否成功的基础与关键所在。  相似文献   

10.
政治、意识形态、法治、科学等文化现象在起源上有不同的关系。古代君主专制政治的出发点是理性的,但其运作的基本过程和倾向则是非理性的。民主政治的发展包含了人类对政治文化的理性认识,也包含了对人性本身更完整的认识。在人类历史的坐标上,以民主为特征的政治文明的发展,需要温饱问题的基本解决、社会生活空间有一定的自由度、公众对民主本身有科学的认识,同时各种社会力量的博弈要能达到一种相对平衡的状态。  相似文献   

11.
Educational Research as a Form of Democratic Rationality   总被引：2，自引：0，他引：2  
Educational Research is commonly regarded as a rational pursuit aimed at the production of objective knowledge. Researchers are expected to avoid value bias by detaching themselves from the normative conceptions of education that shape practice in schools and classrooms, and by casting themselves in the role of the impartial spectator. It is assumed that, as a rational pursuit, educational research is not directly concerned with changing practice but simply with discovering facts about it.
This paper claims that it is possible to construct a view of educational research as a form of rational and disciplined inquiry that does not depend on any underpinning spectator theory of knowledge. Nor, the paper claims, does it imply any underpinning foundational principles of rational action and choice. Rather it implies a form of disciplined conversation in which reasons for action are scrutinised, critiqued and modified without resort to foundational principles of rationality. Drawing particularly on the work of John Dewey, Richard Rorty and Amartya Sen, the paper casts educational research as a practical science—a form of action research—that is underpinned by a democratic conception of rationality. In doing so, it contrasts educational research , shaped by a pragmatic theory of knowledge, with research on education that is shaped by a spectator theory.  相似文献   

12.
This article contributes to knowledge about learning in workgroups, so called microcultures in higher education. It argues that socially constructed and institutionalised traditions, recurrent practices, and tacit assumptions in the various microcultures influence academic teachers towards certain behaviour. In line with this perspective, we present a heuristic with the potential to differentiate various types of microcultures: the commons, the market, the club, and the square. The heuristic is based on a socio-cultural perspective and research on collective action. Its purpose is to assist academic developers to fine-tune their approaches while engaging with colleagues, but also to aid further inquiry into how institutionalised norms and traditions influence academic teaching and student learning.  相似文献   

13.
This article addresses the lack of attention universities have given to adjusting liberal education, the undergraduate major for teachers in California, to the increase of multi‐ethnic, multi‐racial, and social class heterogeneity in state universities. This article argues for a revised pedagogy for undergraduate liberal arts education for teacher candidates in California called critical liberal education. This pedagogy emphasizes the interdisciplinary knowledge and inquiry skills of a traditional program in conjunction with intercultural competence, civic engagement and an ethical stance toward social justice. This pedagogy brings liberal arts education in line with living in our complex multicultural democracy to create analytic, engaged teacher‐citizens for the twenty‐first century.  相似文献   

14.
In this response to Hewson and Ogunniyi??s paper on indigenous knowledge (IK) and science teaching in South Africa, I seek to broaden the debate by setting the enterprise of integrating IK into science education in its cultural and socio-political context. I begin by exploring the multiple meanings of indigenous knowledge in Africa, next consider the sources available for accurately apprehending those different varieties of IK and then raise three issues of procedure that the Hewson and Ogunniyi approach seems largely to overlook: the varying meanings and styles of argumentation in African culture; the relevance of more participatory and discovery-based modes of inquiry to their topic; and the critical importance of grasping the socio-political terrain on which IK must operate. I conclude that, while their initiative opens valuable new paths of inquiry and practice, the proposed methodology would benefit from more solid grounding in discovery learning, African styles of debate and a clear mapping of stakes and stakeholders.  相似文献   

15.
This paper introduces key debates in the contemporary practice of disability research and examines how these apply to conceptualising, designing and conducting research with people with intellectual disability. Specifically, it describes a collaborative action‐oriented reflexive approach to researching the lived experience of people with intellectual disability in self‐advocacy, offering a ‘reflective reprocessing’ of the methodological traditions, decisions, complexities and inadequacies of approaches to researching with such people. Emphasis on mutuality and the co‐construction of research agendas, interpretative frames and meanings is a method that has rarely been seen in research practice in intellectual disability. The approach described enables a merging of the skills of the ‘researcher’ and the ‘researched’ to create a process of integrated inquiry and reflection. It promises the possibility of new forms of co‐produced social knowledge about intellectual disability and self‐advocacy, with explicitly emancipatory values and assumptions.  相似文献   

16.
论文化哲学视野中的主体教育   总被引：5，自引：0，他引：5  
当前主体教育发展面临着合理性挑战。从文化哲学的视野看主体教育是回应这一挑战的前提。从文化哲学的视野看主体教育,主体教育是一种适应工业社会需要的新的文化形态;当前主体教育研究应坚持主体教育所体现的科学、民主和自由的价值取向;立足对传统文化与日常生活、工具理性与学校制度文化、大众文化与学生文化的合理性批判和重建,可以找到学生主体性发展的新的可能性。  相似文献   

17.
Education,Democracy and Poverty Reduction in Africa   总被引：1，自引：0，他引：1  
This article explores the political relationship between education and poverty reduction. It argues that authoritarian rule in Africa has exacerbated levels of poverty and sets out six ways in which this has happened. However, the achievement of greater levels of democracy will not be possible unless political culture and civil society in Africa become more democratic but this will depend on the spread of more democratic values and behaviours. As democratic values and behaviours are socially learned and are not genetic, education must play a part in fostering greater democracy. The article then discusses three examples from Africa where education has not played a significant role in furthering democracy and provides some further examples of African countries where serious attempts are being made to try to change education systems in a more democratic direction.  相似文献   

18.
This paper raises the issue of what it is to be ‘critical’ in education studies and in social theory more generally. It argues that this idea has for a long time been associated with forms of social constructionism and sociological reductionism. These understand the idea that knowledge is social in terms of reducing it to the experiences and interests of the groups whose perspective knowledge is held to represent. In this way knowledge is conflated with knowing. This approach has the consistent problem of collapsing into a relativism that denies of possibility of objectivity in knowledge or an epistemologically independent basis for knowledge claims. This paper offers an alternative view based in critical realism that attempts to provide non‐relativist, though fallible, grounds for knowledge claims that restore a sense of autonomy to fields of knowledge production by understanding the sociality of knowledge in terms of emergent materialism. In this manner, the argument provides an alternative to both social constructionism and to Bourdieu's relationalism.  相似文献   

19.
黄道周所作的《与善堂记》,反映了他晚年在邺山书院育人重视道德养成,强调止于至善的理念,是具有重要资料价值和丰富德育内涵的经典性文献,深入研究黄道周在邺山书院的教育教学实践和社会影响,这无论对正确评价黄道周或是探究漳州地方文化抑或闽南文化的传承,都是很有意义的。  相似文献   

20.
Abstract

A cultural-psychological view of knowledge and learning is presented. Its concerns are defined by comparative discussion of other theoretical traditions in psychology. The cultural view frames intelligent action as something that is mediated. This renders knowledge as participatory, distributed, and socially guided. It is argued that adoption of this perspective has implications for the support of learning and the design of resources, such as those associated with educational technology. It is suggested that a number of innovations of computer use within education implicitly endorse this cultural view of knowing. However, the cultural-psychological emphasis on social aspects of learning urges more careful protection of some educational practices from unplanned consequences of re-mediations with information and communications technology – particularly as these may arise within networked learning. Four traditional arenas for educational practice are analysed in order to illustrate the subtle nature of such social grounding  相似文献   

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