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1.
Hongyan Chen 《Educational Philosophy and Theory》2020,52(13):1409-1420
AbstractDespite the dramatic traumas and enormous physical losses associated with many catastrophes, it is undeniable that catastrophes also function as dynamic powers that drive the development and transformation of society and individuals in unpredicted and unlimited ways. However, there is paucity of research on the agent aspect of catastrophe in the eco-pedagogy literature. This article addresses this gap by reconceptualizing the possibility of uncertain disasters in building individual human capacity within the framework of the Chinese ‘change’ philosophy. Recognizing that tien-rén-hé-yi (i.e., the harmony between humanity and nature) is the tagline of Chinese ecological philosophy, we further argue that such harmony can only be achieved with an understanding of the philosophy of ‘change’. As a form of devastating, emotional, irrational, systematic, and usually irreversible movements, catastrophes may trigger change at the creative level, which goes beyond the repetitive ‘cyclic’ motion. Such transformative characteristics of catastrophes elicit new forms of learning that are defined by discontinuity and resilience. Contemporary catastrophe education can encourage successive generations in their shaping of a symbiotic model rather than a more confining framework, thus involving human beings and the environment by thinking beyond the limits of instrumental approaches or problem solving. 相似文献
2.
Dianne Mulcahy 《Studies in Continuing Education》2013,35(3):203-217
In this paper I develop a response to a continuing problem in work–learning research, the connections between education, learning and work. These connections are commonly conceived in terms of the concept of transfer, integration or boundary crossing. Thinking these connections in this way, I claim, serves to consolidate a unitary, stable and fixed idea of the relationship between learning in educational institutions and work and inadvertently reduce its complexity. Drawing on empirical data collected over the course of qualitatively exploring the links between a problem-based program of teacher education (‘learning’) and the practice of participants in this program upon initial employment in schools (‘work’), and deploying actor network theory, I trace new sorts of associations between work and learning and propose a relational conception of their connection. Challenging the common counter-positioning of work and learning, empirical analysis reveals their mutual constitution and partial connection in practices, here, of a predominantly pedagogic and spatial/material kind. Practices that occupy interstitial spaces have a particular resonance with regard to challenging this counter-positioning and unsettling the hierarchies of value which often arise from it. 相似文献
3.
Gloria Dall’Alba 《Educational Philosophy and Theory》2013,45(14):1477-1489
Ample attention is being paid in the higher education literature to promoting active learning among students. However, critical examination of educational purposes and ends is largely lacking in this literature on active learning. In expanding this debate, we consider it important to ask: About what substantive matters are students to be active? To what end is this activity directed, especially beyond gaining skills and competences within a unit of work or course? In this article, we critique and extend the conceptualisation of active learning. In particular, we discuss dimensions that are neither readily visible nor instrumental, which are overlooked in much of this literature. In doing so, we explore features and potential consequences of such an expanded conceptualisation. Drawing from educational philosophy and, in particular, existential philosophies, we show that active learning may also be partly invisible, unfocused, unsettling, and not at all instrumental—sometimes even leaving the learner more confused and (temporarily) incompetent. However, such forms of undisclosed or ‘dark’ learning, we conclude, are necessary and even vital counterparts for the forms of active learning that flood higher education curricula today. 相似文献
4.
Katia Lenehan 《Educational Philosophy and Theory》2020,52(13):1388-1399
AbstractBased on the analysis of Zhuangzi (especially the inner chapters), this paper attempts to illustrate the positive aspects of Zhuangzi’s idea concerning contented acceptance of fate (anming 安命), which is completely different from a fatalistic viewpoint. Through probing into the meaning of some important ideas and their interrelationships, such as the Dao, virtue, nature, and fate, this paper indicates the essentials of anming: first, the prerequisite that makes anming toward life possible is what Zhuangzi calls ‘clarity (ming 命)’. Second, the passive aspect that anming expresses is ‘bearing/suffering’, referring to a facticity that one must accept according to internal and external limits. Third, the positive aspect of anming, referring to the concept of enabling man with his own limits to be at peace with worldly things, is what Zhuangzi calls ‘following along (Shun 順)’. Anming reveals its true positivity by willingly ‘following along’ the nature of all things, just like Cook Ting’s knife, seemingly passive yet active, playing with ease in spaces according to the natural makeup of oxen. This positivity will definitely shed light on education toward catastrophes or disasters, helping people contentedly accept the natures and limits of their own and of things, and finding with flexibility the best way in dealing with misfortune in life. 相似文献
5.
《British Journal of Educational Studies》2012,60(1):9-18
Abstract This paper considers the nature of learning and the role of institutions in general and schools in particular in structuring learning. It outlines and commends a view of learning as a process whereby we discover ourselves as persons and thereby act to create the contexts in which we live and work. Central to this view is the idea of the ‘learning school’. 相似文献
6.
Pål Anders Opdal 《Scandinavian Journal of Educational Research》2020,64(3):457-470
ABSTRACTIn this paper, I discuss the concepts “teaching” and “learning” and investigate the connections between them. Starting from the perspective on teaching and learning expressed in The European Qualifications Framework (EQF), I analyse three theses on the concept of teaching: the Dewey-thesis, the Standard-thesis and the Hirst-thesis, identifying problems in the established definitions. Following Hirst, I contend that teaching is an intention, hence a potential, having learning as its possible realization. That the learning is only possible is the papers main argument, since it explains how and why (the quality of) input is vitally important in educational settings. This idea is in direct opposition to the view in the EQF. In consequence, I argue that the connection between teaching and learning is teleological as opposed to mechanical. By way of contrast, I distinguish my understanding from Ryle-like analyses of teaching as task and learning as achievement, and argue that on a teleological understanding, teaching might be considered an achievement in its own right. 相似文献
7.
Antoine van den Beemt Evelien Ketelaar Isabelle Diepstraten Maarten de Laat 《Educational research; a review for teachers and all concerned with progress in education》2018,60(1):31-46
Background: This paper discusses teachers’ perspectives on learning networks and their motives for participating in these networks. Although it is widely held that teachers’ learning may be developed through learning networks, not all teachers participate in such networks.Purpose: The theme of reciprocity, central to studies in the area of learning in networks, is often approached from a rational exchange perspective. This study attempts to extend this approach with reference to the concept of symbolic interactionism. The study was guided by the following research question: What is the relationship between teachers’ perceptions of learning networks and their motives for participation or non-participation in these networks?Design and methods: In order to address this research question, semi-structured interviews among 25 teachers in secondary education in the Netherlands were carried out. The semi-structured interviews consisted of three parts: background information, perspectives on learning networks and personal experiences with those networks. Data were analysed qualitatively and analyses consisted of within-case analysis, and cross-case analysis of interview fragments. Three themes were considered: (1) perspectives on learning networks, (2) motives for participation perceived as rational exchange, (3) motives for participation perceived as related to social order.Findings: The findings are presented around these three themes. Each theme is discussed in relation to relevant aspects from the literature. Findings indicated that teachers perceived learning networks to be organised both within-school and outside school, and mostly focused around specific content knowledge. Reasons for participation or non-participation were related to rational costs and rewards (such as time, technology, self-efficacy); in symbolic motives (such as joy, sharing and mutual understanding), and also in a sense of meaning that resulted from networking activities.Conclusions: We conclude that, in addition to social exchange motives, the data suggest that symbolic aspects of communication and interaction play an important role in considerations for participation in learning networks. This may be described in terms of four ‘types’ of networking teachers: the Community focused networking teacher, the Locally focused networking teacher, the Not-yet-networking teacher, and the Non-networking teacher. It is hoped that these exploratory findings could be helpful in supporting the development of learning networks for all teachers. 相似文献
8.
Xiaoxia Chen 《Educational Philosophy and Theory》2019,51(11):1080-1090
AbstractEcological sustainability can be considered the primary goal of higher education development, as it provides an ontological way to think about what it means for higher education’s long-term development. Given the widespread concern of ecological sustainability, it’s urgent to interpret and deconstruct ecological sustainability in Chinese higher education from indigenous and original perspectives. By drawing on the wisdom from Chinese ancient education philosophy which provides unique enlightenment for ecological sustainability, this paper discusses the harmonization of ecological sustainability and higher education development. In the light of the connotation of contemporary ecological sustainability and the new development of Chinese higher education, the paper also constructs a dynamic model of ecologically sustainable development in Chinese higher education. The aim is to initiate more philosophical dialogues between ancient and modern education, and to provide a new way of conceptualizing Chinese ancient education philosophy in the postmodern times. 相似文献
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10.
《Educational Philosophy and Theory》2013,45(7):781-788
Abstract Although John Dewey has had the most profound effect on education, less is known about the philosophy of education of the original founder of pragmatism, Charles Peirce Using Peirce’s theory of formal rhetoric, I try to show that Peirce’s philosophy of education, when fully understood, is aligned with Dewey’s pedagogy of experiential learning, and can provide a justification for the promotion of active learning in the classroom. Peirce’s rhetoric, as one part of his logical or semiotic theory, argues that reasoning alone is not sufficient to gain knowledge, but that it must be embedded within a community of inquiry, of a certain sort. Applying this to the classroom, I argue that we, as teachers, should endeavor to create the features of a proper community of inquiry in the classroom, one that emphasizes engagement of the students in doing research rather than passively receiving information about its results. 相似文献
11.
建构主义学习理论旨在强调知识是个人主观的建构,学习是主动发生的过程。它在应用到高等教育领域时,受到杜威哲学思想中意图和活动相互联系的信念影响。一致性建构的理念则改变了建构主义仅仅停留在认识论上的思维模式,在本体论范畴强调意义的建构,并有效地诠释了教与学活动、学习评价如何与预期学习成效保持一致。这一理念指导下的以成效为本的教与学是学习理论在高等教育中的实践与应用。从建构走向一致的过程,充分表明高等教育的教与学需要回归到以学生学习成效为本的根本出发点上。 相似文献
12.
Kapil Dev Regmi 《International Journal of Lifelong Education》2020,39(2):219-233
ABSTRACT The idea of learning rooted in behavioural psychology has become dominant in the field of teaching and learning for several decades. Even though it has been widely used in formal education it is inadequate for informing lifelong learning policies and plans. In this paper, first I critique the psychological foundation of learning and in the second part, drawing on Habermasian conceptualisation of three structural components of the lifeworld (culture, society, and personality), I conceptualise the three components as the social foundations of learning: learning as cultural reproduction, learning as social integration and learning as socialisation. In the context of the UN’s declaration of ‘lifelong learning’ as one of the Sustainable Development Goals, this paper will be useful for developing policies to address challenges faced by individual countries at cultural, societal and individual levels. 相似文献
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14.
Matthias Finger 《Studies in Continuing Education》2013,35(2):99-106
The paper proposes that the function and meaning of adult learning has significantly changed since the times the ‘founding fathers’ outlined a philosophical framework for adult education. And already for them the philosophy of conventional education never really seemed adequate. Likewise, a philosophy of adult education today–which is badly needed ‐‐ can no longer be derived from the philosophy of conventional education, and must be elaborated from bottom‐up, i.e. by understanding themeaning of learning for adult learners today as well as the function of adult learning in present society. 相似文献
15.
小组合作学习模式得到语文教师青睐,但在实施过程中还存在一些问题,而共生理念下的小组合作学习才是新课改的初衷。文章立足共生理念,从精心设置问题、引导学生积极讨论,关注合作力量、尊重学生独特思想,注重拓展语文知识、提升学生思维能力,把握时间配比、帮助学生走出迷茫等方面,对小组合作学习模式的实施进行研究。 相似文献
16.
Background: Past studies have shown significant associations between students’ conceptions of learning science and their science learning self-efficacy. However, in most of the studies, students’ science learning self-efficacy has often been measured by a singular scale.Purpose: Extending the findings of these studies, the present study adopted a multi-dimensional instrument to assess Taiwanese high school students’ science learning self-efficacy and investigate the relationships with their conceptions of learning science.Sample: A total of 488 Taiwanese high school students (265 male and 223 female) were invited to participate in this survey.Design and method: All the participants responded to the Conceptions of Learning Science (COLS) questionnaire regarding ‘Memorizing’, ‘Testing’, ‘Calculating and practicing’, ‘Increase of knowledge’, ‘Applying’ and ‘Understanding and seeing in a new way’ and the Science Learning Self-Efficacy (SLSE) instrument, including ‘Conceptual understanding’, ‘Higher-Order cognitive skills’, ‘Practical work’, ‘Everyday application’ and ‘Science communication’.Results: The path analysis results derived from the structural equation modeling method indicated that, of all five SLSE dimensions, the ‘Understanding and seeing in a new way’ COLS displayed as a positive predictor, while the ‘Testing’ COLS was a significant negative predictor. The ‘Applying’ COLS item can only positively contribute to the SLSE dimensions of ‘Higher-Order thinking skills’, ‘Everyday application’ and ‘Science Communication’.Conclusions: In general, students in strong agreement with learning science as understanding and seeing in a new way or the application of learned scientific knowledge are prone to possess higher confidence in learning science. However, students who consider learning science in terms of preparing for tests and examinations tend to hold lower science learning self-efficacy. 相似文献
17.
苟子所处的时代,中国社会正面临着重大的转型。各国变法相继完成。血缘政治向地域政治过渡,君主专制集权制度开始建立,苟子在继承先儒思想体系的同时,又根据形势发展状况有所增益和革新,对各家各派学说也有所批判和扬弃,使之更加符合当时社会状况和统治需要。表现在孝道观上,苟子与孔孟在孝道观上既有相似之处,也多有相异,是既继承又发展的关系。 相似文献
18.
Background and purpose : Knowing how students learn physics is a central goal of physics education. The major purpose of this study is to examine the strength of the predictive power of students’ epistemic views and conceptions of learning in terms of their approaches to learning in physics. Sample, design and method : A total of 279 Taiwanese high school students ranging from 15 to 18?years old participated in this study. Three questionnaires for assessing high school students’ epistemic views on physics, conceptions of learning physics and approaches to learning physics were developed. Step-wise regression was performed to examine the predictive power of epistemic views on physics and conceptions of learning physics in terms of their approaches to learning physics. Results and conclusion: The results indicated that, in general, compared to epistemic views on physics, conceptions of learning physics are more powerful in predicting students’ approaches to learning physics in light of the regression models. That is, students’ beliefs about learning, compared with their beliefs about knowledge, may be more associated with their learning approaches. Moreover, this study revealed that the higher-level conceptions of learning physics such as ‘Seeing in a new way’ were more likely to be positively correlated with the deep approaches to learning physics, whereas the lower-level conceptions such as ‘Testing’ were more likely to positively explain the surface approaches, as well as to negatively predict the deep approaches to learning physics. 相似文献
19.
《Educational Philosophy and Theory》2013,45(10):1018-1027
AbstractThe documentary film is a popular curriculum tool, and the goal of this paper is to expand the educational significance of the documentary genre I argue that current understandings of this genre are limited and limiting, and offer an alternative perspective on the genre. This alternative will be built from Stanley Cavell’s philosophy of education, in particular, his understanding of the role that ‘representativeness’ plays in teaching and learning. 相似文献
20.
随着“东学西渐”研究在我国的逐渐展开,人们对西方哲学文化中的中国因素有了一定的了解。虽然“哲学”一词来源于西方,但中国传统哲学文化对西方的影响功不可没,中西哲学文化的互补性及所遵循的共同发展规律说明无论是西方哲学文化还是中国哲学文化都是全人类的共同财富。取代、更新、补缺等是全球化时代正确处理中西哲学文化之间关系的基本方法。 相似文献