首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 15 毫秒
1.

Aragón, Acevedo-Díaz and García-Carmona study prospective biology teachers’ understanding of the Nature of Science (NOS). In my comment, I would first like to step back and ask what it is to understand something, i.e. the sciences. I will turn to a quasi-Wittgensteinian epistemological tradition and suggest that, contrary to our habit to associate meaning with definitions, to understand something is, in fact, to engage in the normative practices around it. To understand the sciences then, we don’t need some definition; we need to engage in their practices. I will then turn to NOS research and suggest that NOS terminology, as well as certain NOS teaching practices, often fail to address two seemingly opposite mentalities, both of which prohibit understanding the sciences: scientism, i.e. the implication that there is in fact a definition of science; and relativism, i.e. the implication that, lacking a definition, science is a meaningless term. Both these mentalities could be challenged if NOS incorporated a quasi-Wittgensteinian account of what it is to understand something. In the last part of the paper, I will highlight some promising aspects of NOS research. To be specific, Aragón, Acevedo-Díaz and García-Carmona use the historical case of Semmelweis and childbed fever as a trigger to highlight certain elements of NOS and then facilitate reflective dialogue. Indeed, reflection over particular cases seems to be a promising way to understand the sciences; as a quasi-Wittgensteinian approach would suggest, it allows people to engage in the normative practices of scientific research. In the end, NOS researchers could benefit from such an epistemological account of understanding: avoid misconceptions such as scientism and relativism, as well as provide a strong theoretical background for their recommendations.

  相似文献   

2.
This article seeks to open up a re-examination of the relationship between thought and language by reference to two philosophers: John Austin and Jacques Derrida. While in traditional philosophical terms these thinkers stand far apart, recent work in the philosophy of education has highlighted the importance of Austin’s work in a way that has begun to bridge the philosophical divide. This article seeks to continue the renewed interest in Austin in educational research, yet also take it in new direction by exploring Austin’s wider philosophical concern within the William James Lectures with the nature of language. The significance of the philosophical turn to language has entered the agenda of a number of philosophers of education in recent years. The main aim of this article will be to present, as a starting point for further work, an account of language that does justice to the way language actually operates. The article will argue that Austin’s account of the performative opens up new possibilities in this regard and yet—for reasons that will be made clear—also fails in the final instance to carry these through. By illustrating the way Derrida’s philosophy works, contrastingly, to take these possibilities to their full conclusion, I will argue that Derrida succeeds in bringing a radically new conception of language to the fore. The article will end by pointing towards some of the implications of the initial exploration conducted here to be developed elsewhere—particularly for the ways we think about thinking.  相似文献   

3.
The aim of this work is to discover the inhibitory mechanism of tea peptides and to analyse the affinities between the peptides and the angiotensin-converting enzyme(ACE) as well as the stability of the complexes using in vitro and in silico methods. Four peptide sequences identified from tea, namely peptides I, II, III, and IV, were used to examine ACE inhibition and kinetics. The half maximal inhibitory concentration(IC_(50)) values of the four peptides were(210.03±18.29),(178.91±5.18),(196.31±2.87), and(121.11±3.38) μmol/L, respectively. The results of Lineweaver-Burk plots showed that peptides I, II, and IV inhibited ACE activity in an uncompetitive manner, which requires the presence of substrate. Peptide III inhibited ACE in a noncompetitive manner, for which the presence of substrate is not necessary. The docking simulations showed that the four peptides did not bind to the active sites of ACE, indicating that the four peptides are allosteric inhibitors. The binding free energies calculated from molecular dynamic(MD) simulation were-72.47,-42.20,-52.10, and-67.14 kcal/mol(1 kcal=4.186 kJ),r espectively. The lower IC_(50) value of peptide IV may be attributed to its stability when docking with ACE and changes in the flexibility and unfolding of ACE. These four bioactive peptides with ACE inhibitory ability can be incorporated into novel functional ingredients of black tea.  相似文献   

4.
Harvey Siegel's epistemologically‐informed conception of critical thinking is one of the most influential accounts of critical thinking around today. In this article, I seek to open up an account of critical thinking that goes beyond the one defended by Siegel. I do this by re‐reading an opposing view, which Siegel himself rejects as leaving epistemology (and, by implication, his epistemological account of critical thinking) ‘pretty much as it is’. This is the view proposed by Charles Taylor in his paper ‘Overcoming Epistemology’. Crucially, my aim here is not to defend Taylor's challenge to epistemology per se, but rather to demonstrate how, through its appeal to certain key tropes within Heideggerian philosophy, Taylor's paper opens us towards a radically different conception of thinking and the human being who thinks. Indeed, as will be argued, it is through this that Taylor and Heidegger come to offer us the resources for re‐thinking the nature of critical thinking—in a way that exceeds the epistemological, and does more justice to receptive and responsible conditions of human thought.  相似文献   

5.
ACE基因多态性与有氧耐力运动关系研究   总被引：4，自引：0，他引：4  
目前普遍认为ACE(血管紧张素转换酶)的水平和心血管的形态、功能密切相关。ACE基因的多态性是人耐力素质优劣的决定性因素之一。为了解运动员血管紧张素转换酶(ACE)基因插入或缺失(I/D）多态性情况，探讨ACE基因多态性与有氧耐力可能的关系，用聚合酶链反应(PCR)技术检测20例运动员和20例健康对照者的ACE基因多态性。结果位于ACE基因16内含子的L／D多态性经PCR扩增后呈三种基因型：纯合子插入型(II）、纯合子缺失型(DD)和杂合子插入或缺失型(ID)。耐力运动员组Ⅱ基因型和Ⅰ等位基因频率显著高于健康对照组。结果表明ACE基因可能在运动员的有氧耐力中起重要作用。  相似文献   

6.
The ways in we raise and educate children can appear to be at odds with basic liberal values. Relationships between parents and children are unequal, parents routinely control children's behaviour in various ways, and they use their authority to shape children's beliefs and values. Whether and how such practices can be made to accord with liberal values presents a significant puzzle. In what follows I will look at a recent and sophisticated attempt to resolve these tensions offered by Matthew Clayton in his book Justice m Child Rearing in the context of general account of the proper limits of parental authority. I argue that Clayton is unsuccessful in ways that point to fundamental and pervasive questions about the place of liberal values in child rearing and education that remain unanswered.  相似文献   

7.
ABSTRACT

In A Theory of Moral Education, Michael Hand defends the importance of teaching children moral standards, even while taking seriously the fact that reasonable people disagree about morality. While I agree there are universal moral values based on the kind of beings humans are, I raise two issues with Hand’s account. The first is an omission that may be compatible with Hand’s theory; the role of virtues. A role for the cultivation of virtues and rational emotions such as compassion is vital in accounting for the emotional aspect of morality. The second issue pertains to Hand’s foundational premise of human beings’ rough equality. Following Martha Nussbaum, I argue that contractarian approaches must be critically evaluated to ensure the social contract properly includes and accounts for the human dignity of those who are typically excluded from the benefits of society. Hand’s justificatory arguments rely upon a contractarian premise, and the contract itself needs scrutiny and adjustment if it is to support a viable theory of moral education.  相似文献   

8.
This paper explores ways in which Roland Barthes' discussion of the encyclopaedia provides us with resources for thinking about education and research practice today. What Barthes addresses in his essay ‘The Plates of the Encyclopedia’ is a particular encyclopaedia, the Encyclopédie produced by Denis Diderot and Jean le Rond d'Alembert, which was published in France between 1751 and 1772. This is commonly referred as the first of a form that we recognise as the encyclopaedia today. I begin with Barthes' analysis and critique of the Encyclopédie. Barthes, writing in 1964, engages with the Encyclopédie as an iconic product of its time, seeing it as conditioned by and, in effect, reinforcing a particular way of experiencing the world. Next, I consider ways in which a parallel critique is pertinent today. I explore some current examples of encyclopaedic form in relation to education and educational research. The purpose of this is to examine the interplay between particular cultural products and their society, in which not only certain types of knowledge but also a certain conception of knowledge are produced and reinforced. So, it will not be the purpose of this paper to provide direct analysis or critique of the Enlightenment, or to provide a historical account of knowledge. Rather, what I am interested in is problematising a particular understanding of language and knowledge that arises through these cultural products, particularly with regard to educational inquiry. This lays the way for thoughts expressed by Gilles Deleuze and Félix Guattari in What is Philosophy? which, as I shall try to show, are of help in furthering the analysis of the dominant research culture's use of such products and in imagining the task of education and research differently.  相似文献   

9.
Qualitative feminist studies are much challenged by the contemporary critique of social constructionist postmodernism, as well as the renewed search for the body and materiality. The result is (at least) two diverging research accounts: a renewed feminist materialism, relying on some foundational ontologies and what has been called a new materialist feminist account that constitutes radical ontological rewritings. The aim of this paper is to investigate what kind of researcher subjectivities these different accounts produce for qualitative inquiry. This investigation will be unfolded using an example from a collaborative research process involving 10 PhD students. The example is woven into Deleuze and Guattari’s discussions on the Image of Thought and the three images of thinking outlined in A Thousand Plateaus. The investigation shows that although the aim of our collaborative process was to resist the assumed Cogito/“I” of philosophy and qualitative inquiry, we still got caught up in taken-for-granted images of thinking and doing analysis. A deterritorializing of habits of thinking and practicing in order for new and other researcher subjectivities to emerge required collaborative efforts that put to work a rhizomatic image of thinking and operated from within an ontology of difference.  相似文献   

10.
Gender plays a significant role in the experiences of workers within organizations. This is particularly true for women in non-traditional roles as they constantly struggle with gender barriers that are so ensconced in certain organizations and in society as to be accepted without question. Using an autoethnographical account, I explore the implications of my experience as a woman in the non-traditional role of a military member. First, I will discuss the importance of speaking from a first-hand, subjective position, and will briefly explore how we learn to be men and women through socialization processes in current western society. Then I will focus on how I learned to be a military member in a male organization and will examine how women's bodies and emotions separate women from men. I conclude with a discussion of how learning about feminist theories provoked me to begin to make connections between my experience and larger societal issues that had previously been invisible to me.  相似文献   

11.
Pádraig Hogan has argued for a powerful conception of education as epiphany that is illuminated by the work of Heidegger and Joyce. But what are we to make of Stephen Dedalus’ intention (pretension?) to ‘Remember your epiphanies’? Developing the phenomenological Erinnerungsversuch or ‘essay in memory’ of David Farrell Krell, I will examine three ‘epiphanic fragments’ from the literature of education. The problem of the temporality of the educational epiphany will be identified and a resolution will be attempted. I hope thus to extend an ontological account of memory into the educational experience, and also to develop the educational significance of the remembered or recollected epiphany. The article concludes with some emerging thoughts on the relation of education, literature and vocation.  相似文献   

12.
I begin with an account of my own observation of an English lesson taught by one of my student teachers using a teaching resource, The Island, that I used myself as a new teacher more than 20 years ago and of my own responses on finding it transformed by two decades of change in educational policy and practice. It has become almost a given in academic articles on English teaching, to refer, in a sentence or two, to the reduction of the English curriculum, the narrowing of pedagogy and the loss of teacher agency due to the dominance of a high stakes assessment regime. The policy changes that have given rise to this change have been clearly analysed elsewhere, but part of my purpose here is just to look again at how it might be experienced by a particular pupil in a particular class. I am interested in analysing some of the features of The Island’s incarnation then and now, from three different angles: as it is inscribed in the project book, as I remember teaching it and as I observed it recently in a London classroom. I draw on theories of literacy and of the teaching of writing in particular in trying to account for some of the differences but beyond that, I argue that it is essential to link such theories to wider political debates about culture and to reflect back from this to the purposes of the English curriculum and culture of the English classroom.  相似文献   

13.
I consider if and how far it is possible to live an educational philosophical life, in the fast‐changing, globalised world of Higher Education. I begin with Socrates’ account of a philosophical life in the Apology. I examine some tensions within different conceptions of what it is to do philosophy. I then go on to focus more closely on what it might be to live a philosophical, educational life in which educational processes and outcomes are influenced by philosophy, using examples taken from published sources and from conversational interviews with philosophers carried out by myself with Kenneth Wain, Bas Levering and Richard Pring. I then outline the directions of current European policy for Higher Education. Finally I discuss how far current policies and trends leave room for doing philosophy of education, concluding that it is possible, but only for individuals who are very much in sympathy with current policy trends or who are creative in constructing smoke screens.  相似文献   

14.
“How should a person lead her life?” The purpose of this paper is to suggest some principles (not a complete list) which will serve us ‘intellectual instruments’ for assessing forms of life. These principles are utilitarian in nature, and, as I will argue, essential to a reasonably rich account of personal well-being. The principles suggested are not instrumental, that is, they determine the worthiness of a form of life led by an agent irrespective of whether it satisfies her existing desires and meet her actual preferences. Hence, I will argue that a person can be deprived, that is, categorically deprived, even when most of her desires are satisfied. In the last section of the paper I will argue for the role of education in ‘initiating’ the agent into worthy forms of life, and hence evading the charge of categorical deprivation and that of irrationality.  相似文献   

15.
《Africa Education Review》2013,10(2):342-355
Abstract

In 2004, the South African Education and Labour Relations Council announced that an agreement had been reached to integrate several existing programmes on quality management in education into a new programme entitled Integrated Quality Management System (IQMS) for School-based educators. In order to help educators in a particular Province of South Africa to cope with the demands of this programme, an Advanced Certificate in Education was instituted. The first cohort of teacher-students taking this particular ACE was subsequently subjected to an empirical survey intended to determine the effectiveness of the training. It was found that although the ACE was deemed to be generally helpful for meeting the IQMS requirements, it also failed in several respects. The survey also exposed several aspects of outcomes-based education with which school educators seem to be constantly struggling. Certain changes will have to be made to the ACE itself, but also to the current South African outcomes-based curriculum approach.  相似文献   

16.
Despite increasing studies and applications of Vygotsky’s theory of learning and development, little has been written connecting Vygotsky specifically to moral education. The most comprehensive attempt at formulating such an account is given by Mark Tappan. I critically evaluate Tappan’s account before raising several problems for his approach. I then offer suggestions for resolving these issues by turning to research in socialization theory and recommending additional sociocultural artifacts that can supplement moral education.  相似文献   

17.
Misrecognition of South African university students is at the heart of this article. Misrecognition refers in this article to the exclusionary institutional discourses and practices of this country’s universities, which continue to prevent the majority of their (Black) students’ from achieving a successful education. It is a conceptual account of the ways in which these misrecognized students develop a complex educational life in their quest for a university education. The article argues that at the heart of students’ university experiences is an essential misrecognition of who they are, and how they access and encounter their university studies. I suggest that gaining greater purchase on their (mis)recognition struggles may place the university in a position to establish an engaging recognition platform to facilitate their educational success. Divided into four sections, the article starts with a rationale for bringing the institutional misrecognition of students into view. This is followed by a theoretical consideration of the notion of recognition, which opens space for what I call the recognitive agency of the education subject, who remains largely unknown to the university. The third section provides an account of the nature and extent of Black students’ survivalist educational navigations and practices in their family, community, school, and university contexts. The final and concluding section of the article presents a normative argument for developing an education platform for facilitating a productive encounter aimed at animating students’ educational becoming. This, I argue, should proceed on the basis of a decolonizing knowledge approach, involving curriculum recognition, which would accord students the conceptual tools for developing the epistemic virtues necessary for complex decolonized living.  相似文献   

18.
Abstract

In Taking Care of Youth and the Generations, Bernard Stiegler develops an account of the pedagogical responsibilities which follow from rhythmic intergenerational flows, involving the creation of milieus which care for and pay attention to the future, toward the creation of nootechnical milieus. Such milieus are defined by their objects of attention: intellectual life, spiritual life, and political life; taken together: noetic life. Such is the claim Alfred North Whitehead makes when arguing that the sole object of education is life and the creation of an art of life which is itself a rhythmic adventure.

The purpose of this paper is three-fold. First, to clarify the importance of Stiegler’s reading of Aristotle’s notion of the noetic soul in our thinking about the role, purpose, and function of educational institutions in relation to intellective, spiritual, and political life. In this paper, I will fuse this discussion with a Whiteheadian approach to rhythm, developing what I call a ‘rhythmic nootechnics’ in the service of ‘nootechnical evolution’ as, I argue, Whitehead’s approach to rhythm allows to clarify and enrich Stiegler’s reading of Aristotle. Second, and as indicated, to explore the relationship between Whitehead and Stiegler, insofar as the former has become an increasing reference point for the latter, but this relationship remains unexplored in the literature. Third, to apply this concept of ‘rhythmic nootechnics’ to think about what transformations at the level of pedagogy and politics are necessary to reinvent the university from this Stieglerian and Whiteheadian perspective.  相似文献   

19.
I pursue three of the many lines of thought that were raised in my mind by Kristjánsson’s engaging book. In the first section, I try to get clearer on what exactly Aristotelian character education (ACE) is, and suggest areas where I hope the view is developed in more detail. In the second and longest section, I draw some lessons from social psychology about the pervasive role of what I call ‘Surprising Dispositions,’ and invite Kristjánsson to take up the difficult challenge of clarifying how ACE would help to address their influence on our thought and action. Finally, in section three I consider whether there is any robust empirical support for ACE, and if not, where that leaves us.  相似文献   

20.
This paper examines the process by which all post‐compulsory education in New Zealand has become integrated under one administrative structure, the Tertiary Education Commission (TEC), with the intention of developing a single coordinated system of tertiary education. In particular, adult and community education (ACE), the least formal and organised sector, is required to develop programmes that align with an externally conceived set of priorities, which themselves arise from the Tertiary Education Strategies. Using Popper’s concepts of ‘holistic’ versus ‘piecemeal’ change, it is argued that such large‐scale change is potentially dangerous as there are likely to be unintended, damaging consequences of such policies; consequences which are difficult to fix in modern, complex societies. In particular, ACE which is built on an insider, community‐focus ethos, able itself to identify and respond to community‐learning opportunities, is likely to be changed fundamentally so that the very characteristics that have made ACE effective in the past will be lost in the process.  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号