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1.
《Journal of Further & Higher Education》2012,36(2):280-295
This paper takes critical lenses to interpret what students find enjoyable in their learning in specific ‘subject’ environments within the prevailing socio-economic climate in higher education. It considers student dispositions that emerged from dialogues with two groups of students attending a non-traditional university and taking vocational degrees within England, UK. We argue that although each higher education institute can become its own destiny, it can only do so within the boundaries of state policy and its technologies. Higher education, when affected by cultures of ‘performativity’, is arguably focused less on knowledge for ‘emancipation’ and its own sake and more on the ‘use value’ of its products. This paper argues that what is valued by these particular students in their learning and what gives them positive feelings as they engage with this process of learning is not altogether independent of the current governances shaping higher education. 相似文献
2.
Atli Harðarson 《Journal of Philosophy of Education》2012,46(2):223-235
The dominant model of curriculum design in the last century assumed that school education could be organized around aims, defined primarily in terms of students' behaviour. The credentials of this model were questioned by, among others, Lawrence Stenhouse, who pointed out that education serves purposes that cannot be stated in terms of behavioural objectives. In this article, I offer support for Stenhouse's conclusion and go beyond it, showing that if education aims at critical understanding of its own value, then it is even more radically open‐ended than Stenhouse argued. My argument is based on two premises. One of them is that the reason why people disagree about what education involves is that they have less‐than‐perfect knowledge of what human characteristics are worth cultivating. This premise is supported by a theory of meaning advanced by Hilary Putnam. The other premise is that one of the aims of education is intellectual independence. From these premises, I conclude that a successful course of education serves purposes that cannot be completely stated in advance. 相似文献
3.
《课程研究杂志》2012,44(6):809-814
This essay takes a metaperspective on what it means to talk about rhetorical education, the subject of this collection. After exploring different senses of what the term may mean, the essay addresses three issues touched upon but not fully developed in the collection: first, the idea that rhetoric has no subject matter of its own but may instead be applied to any subject; second, why there is a cultural and historical moment in which questions of rhetorical education especially come before us; and third, why we should think about rhetoric outside the academy. This review concludes by suggesting that Cicero’s vision of The Orator sums up the aspirations for rhetorical education suggested in this collection. 相似文献
4.
What Is Education For? 总被引：2，自引：0，他引：2
Nick Tate 《English in Education》1999,33(2):5-18
This paper is a speech given at King's College, University of London, where Dr Tate asks us to review current rationales for teaching and learning in schools. He outlines his own view which states that it is a liberal humanist project in the tradition of Arnold through to Gramsci which seeks to bring civilisation and values to the population. His paper surveys how this answer plays out in other countries as well as what this means for educationalists and education policy makers. He ends by asking the government to look at the big picture and the big idea which education is. 相似文献
5.
Jo Ailwood Jo Brownlee Eva Johansson Charlotte Cobb-Moore Sue Walker Gillian Boulton-Lewis 《教育政策杂志》2013,28(5):641-653
Understandings of young children as active and capable citizens, while evident in discourses of early childhood education and research, are not widely reflected in the policy for the early years of schooling in Australia. This paper makes an analysis of the gaps and tensions between discourses of young children as active citizens and policy for citizenship education at the national level in Australia and at the Queensland State level. There is a widespread discourse within early childhood that regards young children as citizens and democratic participants in their own lives, as a reflection of the oft-cited Article 12 in the UN Convention on the Rights of the Child. However, educational policy and curriculum for citizenship in Australia, by and large, adheres to age and stage understandings of children that deem young children unable to conceptualise and/or articulate ideas of what it means to ‘be a good citizen’. We ask which discourses are being harnessed in educational policy for citizenship in Australia, what discourses are silenced or ignored and what this tells us about how young children are thought about in Australian politics and education. 相似文献
6.
7.
The Essence of Education: Whitehead and the Spiritual Dimension 总被引：1，自引：0，他引：1
Jack G. Priestley 《Interchange》2000,31(2-3):117-133
Whitehead's contention that the essence of education is that it be religious has been widely overlooked by many of his adherents who have found it a difficult, or even embarrassing, concept with which to deal. But what did Whitehead mean by religious? In Britain there is currently a deep interest in what is being termed the, "spiritual dimension of education" which is itself to be seen in the context of the postmodern rejection of positivistic modes of thought which have dominated educational discourse in recent decades. This article examines Whitehead's own concept of religion both in his explicit academic work and in his assessment of what we might term, indirect education. It goes on to suggest links with other key thinkers, in particular William James, Soren Kierkegaard, and Ludwig Wittgenstein. 相似文献
8.
When any innovations or measurement procedures are introduced into the education system to improve or judge the quality of its teaching force, beginning teachers often have to adapt to these new concepts of what constitute a high quality teaching. This article contends that these new concepts neither necessarily match beginning teachers’ own conceptions about their own competency nor has it given beginning teachers a chance to be heard. This study provides an opportunity for beginning teachers’ ‘voices’ to be heard through phenomenography which is an interpretive research approach to discover what beginning teachers in Malaysia conceive and understand as competence in relation to what they do every day as teachers. The main finding of this study is the key role played by beginning teachers’ conceptions of competency which has provided strong implications for educational policies and teacher education. The findings suggest that teachers need to be represented in any quality improvement measures. Careful attention should also be paid to the school systems and to teacher training programmes to support and encourage teachers in their professional growth as competent teachers. 相似文献
9.
Dr Sarah J. Stein Cambell J. McRobbie Ian S. Ginns 《Research in Science Education》1999,29(4):501-514
This paper explores the issues and concems identified by a small group of teachers implementing technology ideas using the
national document,A Statement on Technology for Australian Schools (Curriculum Corporation, 1994a), represented in four key questions they posed as a result of reflection upon their existing
ideas and practices, early in the study. These same issues and concerns framed their later experiences as the study progressed.
The case study of one of the teachers is used, to illustrate how the teachers implemented technology education working from
their own perspectives and tackling issues and concerns that made sense to them. By reviewing the teachers' own questions
about technology implementation, it is becoming, clear that what may be important for professional development in technology
education is related to the questions that the teachers themselves are asking about their own, beliefs and practices. 相似文献
10.
This article focuses on the idea of entrepreneurial subjectivity and the ways in which it is shaped by the entrepreneurial discourse in adult education. As a result, we argue that educational practices related to adults form a particular kind of ideal subjectivity that we refer to as entrepreneurial. In order to understand how this entrepreneurial discourse in adult education works, we will analyse how the young adults we have interviewed engage in the discourse and what effects this has for the construction of their subjectivities. Our joint empirical analysis is based on discourse-analytic methodology and on our previous empirical studies. Our research results suggest that participants in adult education end up constructing their subjectivities within the limits and possibilities of the entrepreneurial discourse that are made available to them. Embracing the entrepreneurial discourse construed in terms of autonomy and freedom, young people are expected to make a project out of their own subjectivities. As an effect, education as well as young adults’ autonomy is limited to a question of speaking in accordance with what is expected. 相似文献
11.
本科工程教育人才培养标准探析 总被引：2，自引：0，他引：2
本科工程教育人才培养标准的制订,是工程教育改革的前提,它回答了"社会需要什么样的工程人才"或"工程专业本科毕业生应该具备的知识、能力和素养"问题。本文从标准的内涵与外延出发,分析了教育目的、教育目标和人才培养标准之间的关系,比较了美国、欧洲及我国本科工程教育人才培养标准制订的背景和内容,最后提出了我国本科工程教育人才培养标准修订及工程教育改革的建议。 相似文献
12.
This article provides an autobiographical account of two adult educators engaged in what may be seen as an identity crisis for contemporary adult education. Through our autobiographical analysis, we address the question of what it means to be an adult educator or to practice adult education in circumstances where dedifferentiation has taken hold under the sign of lifelong learning. First, we outline the challenges that are taking place to many of the practices and institutional structures of adult education. At the heart of these, we argue that there is an intensification of reflexivity wherein the identity crisis with which we are working is both a condition for and a response to increasing individualization and reflexivity. Second, we illustrate the link between reflexivity and identity by drawing on our own autobiographies. Here we exemplify the processes we argue to be operating under the sign of lifelong learning through the exploration of our own autobiographical bricolages. Third, we explore the cultural conditions which give rise to the similarities and differences in these bricolages, in particular the rise of the new middle classes, the increased significance of popular culture and the development of postmodern positions. 相似文献
13.
This paper aims to analyse and discuss the professional support staff at higher education institutions in Sweden in terms of how they view their roles and what the success factors for them are. The study is based on semi-structured interviews with support staff from the fields of business liaison, internationalisation and strategic research support. The results show that the participants have shaped their own roles and see themselves as back-office staff. This can make it challenging for them to prove their contribution to the academic activities of education and research. Because they neither identify themselves as administrators nor hold academic positions, their ability to build credibility on a personal basis is a central success factor. Aware of being actors in a culture dominated by academic values and norms, they see a more transparent discussion of their roles as a desirable development in the sector. 相似文献
14.
情感教育是完整教育过程的一个有机组成部分,是素质教育改革的需要,是培养全面发展的人的需要.学校体育实施情感教育能培养学生的责任心和义务感,增强学生的自尊心和自信心,培养爱憎分明的立场和用于探索的精神.为了更好的在学校体育工作中实施情感教育,体育教师应更新教育理念,加强自身情感休养,利用体育教学以及各种体育活动对学生进行情感教育. 相似文献
15.
Virginia H. Burney 《Roeper Review》2013,35(2):130-139
Social cognitive theory emphasizes a dynamic interactive process to explain human functioning. This theory ascribes a central role to cognitive processes in which the individual can observe others and the environment, reflect on that in combination with his or her own thoughts and behaviors, and alter his or her own self-regulatory functions accordingly. The purpose of relating the theory to gifted education is to examine the implications of the theoretical extensions for planning appropriate curricular and instructional experiences for advanced learners. Some of the more commonly found gifted education service models are considered in terms of how well they align with and address what is known to be integral to student learning according to social cognitive theory. 相似文献
16.
《Teaching and Teacher Education》2006,22(6):647-660
This article deals with the potential of school-based teacher education for creating a professional community of learners. Learning to participate in the social and cultural practices with regard to education is assumed to be crucial for developing a professional identity as a teacher. From the perspective of socio-cultural theory, we have made a retrospective analysis of a project for collaborative school-based teacher education. The main research question was whether there was a stimulating context for student teachers to develop their own professional identity. To what extent were students able to function as ‘legitimate peripheral participants’ in the school, and to what extent has a ‘professional community of learners’ been realized? Finally, we reflect on the conditions in which teacher education can be centred on a specific school innovation project. 相似文献
17.
高等教育机构由谁设立、为谁所有是高等教育办学主体问题,属于政府与社会之关系范畴,其关注点在于高等教育举办权如何分配才能够最大限度地调动政府与社会共同举办高等教育的积极性,从而实现公共高等教育利益最大化。文章以合作博弈理论为指导,循着高等教育由谁办、为谁办和怎么办的思路进行思考,高等教育办学主体需要进行多因素、功能分工和合作博弈的模式选择。 相似文献
18.
Patricia Hinchey 《Teaching Education》2013,24(2):111-118
In this article, I offer a case of the predicaments I encountered in conducting teacher education research at my own institution and re‐examine these predicaments using an ethic of mindfulness and compassion. I explore how this Buddhist perspective might help researchers navigate what can be a lonely, ethically complicated research journey among their own colleagues. Based on this analysis, I propose that an ethic of mindfulness and compassion holds potential for guiding teacher education research and challenging researchers to see differently. I argue that conducting teacher education research using the lenses of mindfulness and compassion might propel social change aimed at increasing educational and social opportunity for all people and, in doing so, further the hope for justice in our relationships, teaching, and research. 相似文献
19.
Erica McWilliam 《British Journal of Sociology of Education》1992,13(1):3-17
This paper seeks to draw attention to the extent to which liberatory pedagogical intentions can function as part of a technology of surveillance unless, as socially critical educators, we actively work against our own tendency to totalising educational discourse. It notes a number of folkloric traditions in pre‐service teacher education that derive from discursive practices which position students either as inevitably acting out a well‐documented scenario or as ‘victims’ of the dominant technocratic model of teacher education. This paper suggests a way forward for teacher educators through the application of post‐positivist theorising to what has come to be understood as ‘proven’ by past and current educational research. This process is exemplified in the discussion by the application of post‐structuralist deconstructive techniques to avant garde educational text in order to bring forward for scrutiny the binary oppositions in our own ‘transformative’ educational discourse. The implications of ‘advocacy’ research are discussed and a plea made for pedagogy that intervenes in socially critical practices by making problematic our own ‘versions’ of student teacher needs. 相似文献
20.
Jinjin Lu 《Ethnography and Education》2019,14(1):51-64
Confucianism has had a profound influence on Chinese learners’ academic achievements, moral education and education for citizenship. It is often suggested that the influence of Confucianism leads to educational success. Situating the Confucian ideology in a Western educational setting in so far as how those involved in teaching and learning according to Chinese Confucian-based education. This paper is based on a BBC documentary that leads me to reflect on Chinese education. The documentary sought to investigate what would occur when Western learners undertake Chinese Confucian-based learning. In this article, my personal reflections on the content and messages of the documentary are interwoven with reflections of the teachers and others involved in the documentary. I begin this auto-ethnographic account by reflecting on my cultural upbringing in China and the influence that Confucianism had on my own early learning experiences. Selected diary entries show my identities within a unique Confucian cultural framework. 相似文献