共查询到20条相似文献，搜索用时 15 毫秒
1.
Robert S. Brumbaugh 《Interchange》1992,23(3):245-254
If Whitehead is right, science teachers who try to increase student interest by making the science they teach more pure and by covering more material are going about their work in just the wrong way. Science, for purposes of precision in measurement, translates the dynamic world of feeling and force, of causal efficacy (for example, the San Francisco earthquake), into a static representation spatialized and given presentational immediacy (for example, the Richter scale). But notice that the Richter scale isn't very interesting (even as abstract art) apart from its connection, via symbolic reference, to the earthquake. Such reference is essential to give both a sense of reality and a feeling of interes to the subject, but it makes the science less pure, and it takes more time to cover the material. An example of teaching pure and impure formal logic is given as a case study. 相似文献
2.
Kerry S. Walters 《Innovative Higher Education》1990,15(1):17-28
Conventional instruction in critical thinking technique tends to conflate logical thinking with rational or good thinking. But in doing so, it ignores the creative and intuitive functions of rationality, thereby encouraging a mechanically rote approach to textual analysis, problem solving and problem construction. This overemphasis upon straightforwardly logical calculus of justification functions, and its concomitant deemphasis of intuitive pattern of discovery ones, constitute the Spock Fallacy. Its epistemological weakness and pedagogical hazards are explored.The author of two books and numerous articles, one of his specialties is philosophy of education and critical thinking. 相似文献
3.
Exploring the Concept of ‘Habitus’ with Preservice Teachers Through the Use of Popular School Films 总被引：1，自引：0，他引：1
James Trier 《Interchange》2002,33(3):237-260
The thesis of this paper is that it is a productive venture to introduce preservice students to social theories that are typically not a part of teacher preparation programs. Examples of these theories are those associated with terms such as habitus, the carnivalesque, power / knowledge, seduction, detournement, the spectacle,la perruque, (the wig), and the art of making do,as well as others. In this paper, I describe a project that involved exploring the theory of habitus to problematize the tendency of preservice students to not think in terms of relations between what goes on in the classroom and what goes on in society. I introduced habitus by having preservice students read selected print materials and by having them view, analyze, and respond in writing to popular school films. Students also analyzed their experiences in classrooms in terms of habitus, making a connection between theory and practice. 相似文献
4.
The Changing Debate on Internationalisation of Higher Education 总被引：3，自引：0，他引：3
Ulrich Teichler 《Higher Education》2004,48(1):5-26
Internationalisation, the growing border-crossing activities between national systems of higher education is losing ground to globalisation, increasing border-crossing activities of blurred national systems which is often employed to depict world-wide trends and growing global competition. This article addresses recent issues of knowledge transfer. It points out tensions between increasing diversity in higher education and efforts to facilitate recognition of prior studies on student mobility. It shows the diversity of steering and management policies with respect to internationalisation and globalisation. Finally, it asks whether globalisation of higher education has to be viewed as a manifestation of turbo-capitalism or could be viewed instead as a move towards global understanding. 相似文献
5.
Diane M. Kohl 《Early Childhood Education Journal》1990,17(3):12-15
Children use mathematical terminology throughout their daily play. While observing a group of children during play, one is likely to hear comments such as: He has more, These are my numbers, Jane has the biggest half, I'm bigger than you 'cause I'm five years old, Give me the round one, I gave each child one cupcake, and so on.Diane M. Kohl is Assistant Professor of Child and Family Development, The University of Georgia. 相似文献
6.
W. A. Suchting 《Science & Education》1995,4(2):161-171
Insofar as the basic concepts (in particular, meaning, interpretation, text) and theses of Martin Eger's hermeneutics of the sciences are intelligible they are not distinctive, and insofar as they are distinctive they are unintelligible and/or lack backup arguments. Ambiguity characterises much of the argument. James Cushing's elaboration of hermeneutics, using the history of quantum mechanics as an illustration of its supposed strengths, does nothing to rescue the position against the criticisms here levelled at Martin Eger's formulations of it. 相似文献
7.
This study examined a university's faculty voting in a collective bargaining election. Not only were the votes for and against bargaining collected, but also relevant demographic data were includedon each ballot. These data permit analysis of which specific faculty members at a comprehensive university tend to favor or oppose faculty bargaining. The variable of professionalization is identified as being important to the faculty members' decision. The findings have ramifications for faculties, governing boards, and governmental labor-relations agencies in considering how bargaining units should be composed and imposed. 相似文献
8.
Fifty-five college women enrolled in competency-based, humanistic or self-directed education programs completed their California Personality Inventory and listed five reasons for selecting their program. CPI results indicated that self-directed students scored lower than other students on the Femininity Scale (p.001). Using Chickering's seven vectors of change as a framework, the study found competency-based students identifying purpose and competence, humanistic students identifying inter-personal relationships and integrity, and self-directed student identifying autonomy and purpose as reasons for enrolling in their nontraditional programs. The study used these results to question the mythology that adherents to different programs are of different personality types and to argue that differences in perceptions of purpose in education distinguish students in the three programs. 相似文献
9.
This study identifies personal characteristics which distinguish university students who conform to living group norms in complaints of physical symptoms from those who do not. Discriminant function analyses indicated significant differences between these two groups of students, and between males and females. For example, low-symptom females living in high-symptom living groups who did not themselves increase in symptoms (environmental resisters) were higher in dominance and religious concern and lower in social participation than those who increased in symptoms. For males, important discriminators between conformers and resisters were academic achievement and alcohol consumption. Further specification of psychological variables which relate to the degree of conformity or resistance to environmental influence is central to understanding the impact of educational settings such as student living groups and classrooms. 相似文献
10.
Merker hypothesized that because mobile creatures move around and must constantly readjust their map of the world and because the demands are so great for continually processing information for a map of the world, evolution has created a space in the brain where such preprocessing has been eliminated. This space he calls consciousness with the preprocessing in the unconscious. Using Merker's view, this paper explores the process of changing paradigms, giving advice and the implications for learning. 相似文献
11.
Joan T. Feeley 《Early Childhood Education Journal》1984,11(3):26-28
John Downing, an eminent reading researcher at Canada's University of Victoria, says that many children come to school in a state of cognitive confusion about the functions of reading and the terms we use when we start to teach them to read formally. Adults take for granted that young children know what they mean when they talk about a word, a letter, a sound, and other print-related terms. In his studies done in England and in Canada, Downing (1970; 1973–74) has found that many children, especially those who have not been read to regularly, simply don't understand the conventions of print and really don't understand what reading is all about.Joan T. Feeley is Professor of Reading and Language Arts at William Paterson College in Wayne, New Jersey. 相似文献
12.
Torsten Husén 《Interchange》1992,23(1-2):11-18
The university's mission of serving as a fortress for freedom of speech, inquiry, and criticism of established truths is inextricably connected with democracy. Such a mission can be pursued only in a climate of genuine political and academic freedom. Three other aspects of democracy in the university are discussed: equality of access, university governance, and the public utility of the university. It is argued that equal representation or one man one vote cannot be applied in university governance because it comes into conflict with the notion of competence—a conflict that cannot be resolved by taking votes. Interest groups inside and outside of the university cannot be allowed to interfere with the free pursuit of knowledge. The internal audit, that is, peer review (by, ultimately, the international community of scholars) has to take precedence over vertical review by government bureaucracy. 相似文献
13.
David L. Tan 《Research in higher education》1992,33(2):205-226
Most quality assessment studies utilize a univariate approach to the assessment of quality. While the univariate approach has some merit, this study presents an alternative—the multivariate approach. Factor analysis identified three clusters of variables potentially linked to quality. These clusters, labeled faculty research, input, and student, were later used as bases for measuring departmental excellence. Seven indicators based on these clusters were developed. The indicators that combined the first and second clusters and the indicators that combined all three clusters appeared to have produced the best estimates of departmental excellence. 相似文献
14.
This statistical study of Canadian university presidents was prompted by the discovery that there is no systematic demographic information available on university administrators in Canada. The vitae of 98 current Canadian university presidents and their immediate predecessors were collected and statistics such as age and length of tenure were compared with those of American counterparts. The Canadian university presidents assumed office at about 49 years of age and held office for about eight years. They tend to be born in geographical proximity to the institution they will head and to circle it geographically during their careers. A former association with the University of Toronto, either as a student or teacher, was common. There appears to be a career ladder which includes a decanal and/or vice-presidential position, particularly in central Canada; few presidents move to a second presidency, although several move into what might be termed an academic superstructure. Few Canadian presidents majored in the field of Education as a student or teacher and there is generally poor representation from the Arts as compared to the U.S.; on the other hand, the hard sciences are well represented. The implications of these tendencies are discussed. 相似文献
15.
Lawal O. Adetula 《Educational Studies in Mathematics》1990,21(4):351-365
48 children from primary 4 in private and public schools (24 from each) were asked to solve 10 arithmetic word problems (involving more or less as the cue word) presented in English and in their native language. Retrospective clinical interviews were also conducted to find out how each child analyzed the meaning of each problem, before deciding which operation to use to solve it. The results revealed that both public and private school children performed better both in skills and in strategies when problems were presented in their native language than when presented in English, but only public school had the result to be significant (P<.025). Also data obtained from the interviews are in accord with psycholinguistic theories concerning the polarized comparative pair of less and more. 相似文献
16.
Betty Jean Craige 《Innovative Higher Education》1999,23(4):295-301
During the forty years since C. P. Snow decried the existence of two cultures and castigated literary intellectuals for their lack of concern for humanity as a whole, an intellectual revolution in the humanities, driven in part by the intellectual obliteration of boundaries between disciplines and in part by globalization, has reoriented scholars toward engagement in the world and communication with scientists. A recognition that interdependence makes cooperation essential, whether among scholars or among nations, is bringing about an era of cooperation among disciplines and between academic and non-academic institutions. 相似文献
17.
Dr. William Toombs 《Research in higher education》1977,7(1):43-65
Relationships between graduate education and academic research are intuitively accepted, but have been given limited examination. Using concepts suggested by Merton and Hagstrom, this study developed measures of recognition and association to assess student awareness of ambient research in their departments. Usefulness of campus research for the respondent's own work was explored in terms of the kinds of utility and its relative importance compared to other resources. A mailed survey of a sample of Ph.D. recipients in 18 departments from a major research university brought a 68% usable return, 470 subjects. Findings show a high level of research awareness, about 70%. The major utilities of research for doctoral students are identified as the theoretical leads and basic data sources. 相似文献
18.
D. R. Watson 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1976,22(1):41-62
In this paper, three sociological models or theoretical templates for the analysis of social order are outlined: (a) the order-consensus model, (b) the conflict model and (c) interactionist models. The paper then discusses how each model can be applied to what is here called educational redress. Special reference is made to those redress strategies addressed to pre-school-age children-strategies customarily termed Compensatory Education Programmes. The paper goes on to show how proponents of each model would approach the analysis of such programmes, and how proponents of each model would criticize the other models' analyses. It is shown that the three sociological models are located in, and formalizations of, commonsense conceptions of social structure tacitly held by lay members of society, and that even professional educators typically do not make their model of society very explicit. Finally the paper upholds the belief that the above elements constitute what sociologists can add to the understanding of educational redress strategies.
Zusammenfassung In diesem Artikel werden drei soziologische Modelle oder theoretische Schablonen für die Analyse der Sozialstruktur umrissen: (a) das Struktur-Konsens-Modell, (b) das Konfliktmodell und (c) das Wechselwirkungsmodell in seinen verschiedenen Varianten. Dann wird untersucht, wie jedes dieser Modelle auf den Bildungsausgleich angewandt werden kann, insbesondere auf die Ausgleichsstrategien für Kinder im Vorschulalter, die gewöhnlich mit Kompensierende Erziehungsprogramme bezeichnet werden. Anschliessend wird beschrieben, wie Protagonisten jedes dieser Modelle diese Programme analysieren und wie sie mit Hilfe der anderen Modelle vorgenommene Analysen kritisieren würden. Weiterhin wird ausgeführt, dass die drei Modelle Formalisierungen der unter Laiengruppen verbreiteten Vorstellungen von der Gesellschaftsordnung darstellen, und dass selbst Pädagogen ihr Gesellschaftsmodell gewöhnlich nicht klar definieren. Zum Schluss spricht der Verfasser seine Ansicht aus, dass die Soziologie durch die obigen Elemente zum Verständnis der Bildungsausgleich-Strategien beitragen kann.
Résumé Dans ce rapport sont décrits trois modèles sociologiques ou échantillons theoriques pour l'analyse de l'ordre social: (a) le modèle ordre-consensus, (b) le modèle conflit et (c) les modèles interactionnistes. Le rapport examine ensuite comment pouvoir appliquer chaque modèle à ce qu'on appelle ici redressement éducatif. Sont mentionnés particulièrement les stratégies de redressement que l'on adresse aux stratégies pour enfants d'âge préscolaire, appelées habituellement Programmes d'éducation compensatoire. Le rapport montre ensuite comment les défenseurs de chaque modèle aborderaient l'analyse de ces programmes, et comment ils critiqueraient les analyses des autres modèles. On montre que les trois modèles sociologiques sont situés dans — et sont en fait des formalisations — des conceptions courantes de structure sociale qu'ont tacitement les membres laïques de la société, et que même les éducateurs professionnels ne rendent typiquement pas leur modèle de la société très explicite. Enfin, l'auteur est convaincu que les éléments susmentionnés constituent ce que les sociologues peuvent ajouter à la compréhension des stratégies de redressement éducatif.相似文献
19.
Dr. Rudolph A. Cain Ed.D. 《Innovative Higher Education》1981,6(2):111-127
Many traditional faculty now find themselves working with nontraditional students. New faculty models such as mentoring have emerged in response to the new student. The purpose of this study was to examine the mentoring role at Empire State College, State University of New York, on the basis of mentors' behavior responses to mentor-defined problems. The Critical Incident Technique was the method used to elicit reported and recalled incidents which either facilitated or impeded mentoring. Significant problems cited in the findings included communications gap in mentor/student relationship and the student's incompletion of academic work. Typical corresponding responses to such problems included providing support, demythologizing the learning process, setting behavior limits, and assessing and reassessing student performance. On the other hand, the critical requirements which were inductively derived from the critical incidents, as well as the practical implications which were gleaned from the study, revealed a definite extension of the traditional faculty role.The original document from which this article was adapted, including an extensive bibliography is on file with University of Microfilms International, Ann Arbor Michigan, 48108. 相似文献
20.
The two concepts law and theory are among the most important elements of the nature of science. They represent both the tools and products of science itself. Unfortunately, the variable meanings and use of these terms in general discourse and in other school disciplines results in much confusion with respect to their proper application in a science context. The project included the design of a six-part model definition for law and theory based on a review of the literature of the philosophy of science with special reference to biology. These model definitions were then compared with those provided in a range of U.S. secondary school biology textbooks. The majority of all current major U.S. secondary school biology texts were reviewed and analyzed with respect to how the concepts of law and theory were defined and applied, in an attempt to determine whether students and teachers using such texts would gain an accurate impression of these terms and the distinction between them. This study focuses on biology instruction since a life science course is completed as a graduation requirement by virtually all U.S. high school students and as such serves as a widely shared educational experience across the nation. The term law is rarely defined in any text but various laws such as those found in genetics are frequently included as examples. The term theory is frequently defined but with a wide range of completeness of the definitions. Only rarely are theories in biology included as examples. 相似文献