共查询到20条相似文献，搜索用时 31 毫秒
1.
Amanda Fulford 《Educational theory》2016,66(4):519-534
In this paper Amanda Fulford addresses the issue of student writing in the university, and explores how the increasing dominance of outcome‐driven modes of learning and assessment is changing the understanding of what it is to write, what is expected of students in their writing, and how academic writing should best be supported. The starting point is the increasing use of what are termed “technologies” of writing — “handbooks” for students that address issues of academic writing — that systematize, and smooth the work of writing in, Fulford argues, an unhelpful way. This leads to a reconsideration of what it means to write in the university, and what it is to be a student who writes. Fulford explores etymologically the concept of “writing” and suggests that it might be seen metaphorically as physical labor. Writing as physical labor is explored further through the agricultural metaphors in Henry David Thoreau's Walden and through Stanley Cavell's reading of that text. In making a distinction between writing‐as‐plowing and writing‐as‐hoeing, Fulford argues that some technologies of writing deny voice rather than facilitate it, and she concludes by offering a number of suggestions for the teaching and learning of writing in the university that emphasize the value of being lost (in one's subject and one's work) and finding one's own way out. These “lessons” are illustrated with reference to Thoreau's text Walden and to American literature and film. 相似文献
2.
This article argues that greater understanding of the Aristotelian concept of phronesis or practical wisdom would make an important contribution to the conceptualization and implementation of Recognition (Assessment) of Prior Learning (RPL/APL) in formal education contexts. However, there is a need to identify phronesis empirically so that RPL assessors can identify it and RPL candidates can articulate it. Extracts from the qualitative data of two separate research projects are presented to show examples of phronesis. These extracts also show the difficulties associated with its articulation and identification. It is argued that even if phronesis cannot be accredited for RPL purposes, it should be taught and discussed in the curricula of adult education and RPL portfolio development courses to show the importance of this form of knowledge and reasoning and the different forms it might assume in formal education and life contexts. 相似文献
3.
JOHANNES GIESINGER 《Journal of Philosophy of Education》2010,44(4):515-528
It is commonly assumed that to educate means to control or guide a person's acting and development. On the other hand, it is often presupposed that the addressees of education must be seen as being endowed with free will. The question raised in this paper is whether these two assumptions are compatible. It might seem that if the learner is free in her will, she cannot be educated; however, if she is successfully educated, then it is doubtful whether she can be seen as free. Inspired by the current philosophical debate on the compatibility of free will and determinism, this paper spells out two versions of this dilemma. The first version relies on the idea that to be free means being the causal source of one's actions. The second formulation refers to the notion of freedom as the ability to act otherwise than the way one actually acts. The solution to the dilemma that is developed in this paper, however, uses a third concept of free will—to be free means being able to act on reasons. 相似文献
4.
This paper argues that theorizations of the state which are sensitive to both its durability and its permeability, and theorizations which can account for the massive interconnections between local and global forces as well as different material and discursive sites are missing from contemporary work in the sociology of education. Drawing on Foucault's notion of 'governmentality' as a key resource for addressing this impasse, the authors highlight the constant fabrication of racial identity through the production of the pure space of racial origins or 'resentment'—the process of defining one's identity through the negation of the other. This dynamic, the article maintains, now informs key discourses both in popular culture and education. The authors conclude that these processes operate in tandem in the prosecution of the politics of racial exclusion in our times, informing key policy debates, including those around affirmative action and bilingual education. 相似文献
5.
Tanja R. Müller 《Compare》2004,34(2):215-229
Human resource development as an objective of education policy in developing countries is increasingly narrowed down to its human capital component. In Eritrea, the objective of a highly centralized human resource development strategy is to produce human capital for the advancement of the nation. This instrumentalist view ignores the fact that education is not only related to one's position in a given society, but equally to the development of personal identity and new forms of agency on an individual level—thus potentially encompassing contradictions between the individual and the common good. This paper—based on the personal histories of a sample of female students at Asmara University—discusses these contradictions in terms of these women's acceptance of and resistance to the government's plan for them. It further argues that an education system geared predominantly towards the creation of human capital is bound to do so at the expense of social solidarity. 相似文献
6.
Armand L. Hunter 《Quarterly Journal of Speech》2013,99(3):299-306
Aristotle discussed various forms of rationality in the Organon and other works. Aristotle held that in making judgments, the soul used five means— intelligence, episteme (scientific knowledge), sophia (theoretical wisdom), techne (art), and phronesis (practical wisdom). The nature of rhetoric as a techne employed in persuasion and grounded in probabilities distinguishes it from discourse in natural science, metaphysics, and philosophy. Aristotle's comparative study of the reasoning used by each of these means enables us to recognize rhetoric's uniqueness. 相似文献
7.
Kelvin Stewart Beckett 《Educational theory》2011,61(3):239-255
In this essay Kelvin Beckett argues that Richard Peters's major work on education, Ethics and Education, belongs on a short list of important texts we can all share. He argues this not because of the place it has in the history of philosophy of education, as important as that is, but because of the contribution it can still make to the future of the discipline. The limitations of Peters's analysis of the concept of education in his chapter on “Criteria of Education” are well known. In the chapter on “Education as Initiation,” however, Peters offered a synthetic sketch of education that, Beckett argues, points us toward a more comprehensive definition of education, one which, he maintains, can be accepted by all philosophers, regardless of the tradition they work in. 相似文献
8.
Mordechai Gordon 《Educational Studies A Journal of the American Educational Studies Association》2015,51(3):209-222
This essay critically examines the underlying assumptions about freedom and democracy at the basis of those like the NRA who argue that the United States does not have a gun problem and that the second amendment protects citizens' rights to own any gun they wish. Inspired by Hannah Arendt's political philosophy, the author first discuss three problematic notions of freedom—free will, sovereignty and liberation—and show how they have been appropriated by the NRA and other pro-gun organizations to justify their agendas. Adopting Arendt's conception of political freedom, he then demonstrates how it is integrally related to the notions of civic responsibility and plurality. In the last part of this essay, the author introduces Arendt's understanding of educational authority, which she defined as assuming responsibility for our common world. He argues that this notion of educational authority can help us address the issue of the role that education ought to play in a culture that glorifies violence. 相似文献
9.
Deborah Kerdeman 《Educational theory》2015,65(6):719-738
Educational scholars concur that research preparation courses should engage doctoral students with methodological differences and epistemological controversies. Mary Metz and Nancy Lesko recently published articles describing how courses guided by this aim engender self‐doubt for students. Neither scholar is entirely convinced that self‐doubt is educationally productive. Drawing on Hans‐Georg Gadamer's notion of Bildung, Deborah Kerdeman reframes the view of self‐doubt that Metz and Lesko assume and shows why self‐doubt can be transformative. Gadamer's argument regarding self‐doubt challenges constructivist views of agency and also demonstrates that engaging with difference is necessary for new understanding to emerge through conversation. Kerdeman concludes by considering why engaging in Bildung helps doctoral students become good educational researchers and why cultivating Bildung should therefore be an aim of research preparation courses that engage students with methodological differences and epistemological controversies. 相似文献
10.
《Educational Philosophy and Theory》2013,45(5):543-558
If education is to make a difference it is widely acknowledged that we must aim to educate for understanding, but this means being clear about what we mean by understanding. This paper argues for a concept of personal understanding, recognising both the commonality and individuality of each pupil's understandings, and the relationship between understanding and interpretation, analysis and synopsis, and the quest for meaning. In supporting this view, the paper advocates an emergentist notion of person‐hood, and considers the neurophysiological reasons for asserting the individuality of human minds, brains, and the creation of personal meanings. The notion of personal meanings would, however, seem to run counter to the post‐modern denial of the autonomous self, and the tradition in philosophy, most recently stemming from Wittgenstein, that insists that meanings and understandings are essentially social, and not personal—a view also advocated by John White in regard to education. In contrast, this paper argues that meanings and understandings are both social (interpersonal) and personal. Once we reinstate the notion of personal minds and personal understandings, alongside the social, we may see more clearly what it means to educate for understanding, and why this might begin to make a difference. 相似文献
11.
Olivier Michaud 《Educational theory》2012,62(3):287-304
Educational authority is an issue in contemporary democracies. Surprisingly, little attention has been given to the problem of authority in Jean‐Jacques Rousseau's Emile and his work has not been addressed in the contemporary debate on the issue of authority in democratic education. Olivier Michaud's goals are, first, to address both of these oversights by offering an original reading of the problem of authority in Emile and then to rehabilitate the notion of “educational authority” for democratic educators today. Contrary to progressive readings of Emile, he argues, Rousseau's position on this issue is not reducible to “education against authority.” What appears at first glance to be an education against authority is, in a deeper sense, an education toward and even within authority. Michaud contends that we have to embrace these complexities and contradictions that inform Rousseau's work in order to gain insights into the place and role of authority in democratic education. Michaud sheds light on Rousseau's stance on authority through a close study of specific topics addressed in Emile, including negative education, opinion, one's relation to God, friendship and loving relationships, and, finally, the relation Rousseau established with his reader. 相似文献
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13.
Joseph A. Henderson David W. Hursh 《Educational Studies A Journal of the American Educational Studies Association》2014,50(2):167-186
Neoliberal ideologies and policies have transformed how we think about the economy, education, and the environment. Economics is presented as objective and quantifiable, best left to distant experts who develop algorithms regarding different monetary relations in our stead. This same kind of thinking—technical, numerical, decontextualized, and ostensibly objective—infiltrates how we think about education and the environment. For example, neoliberal education reform focuses on using test scores and markets as a way to measure and improve learning and teaching. Similarly, environmental issues are presented as problems to be solved through new technologies and market efficiency. In response, we critique neoliberalism using the philosophy of the agrarian poet and writer Wendell Berry who abhors how neoliberalism disconnects humans from one another and the traditions that sustain them in their communities. Rather than neoliberalism's rootless entrepreneurial individual—homo economicus—we suggest that freedom, instead, resides in one's ability to flourish in one's place in the world. Such flourishing cannot occur without reinvigorating the traditions, including Aristotle's oikonomics, that have allowed people to live sustainably in their social and ecological communities. 相似文献
14.
Barbara S. Stengel 《Educational theory》2016,66(1-2):227-230
At present, the structures, practice, and discourse of schooling are anchored to a “commercial spirit” that understands students, educators, and parents as economic operators trading competitively in human capital and to a discourse of failure that is disabling those who seek to understand and enact John Dewey's notion of education as democratic practice. Here Barbara Stengel illustrates both the commercial spirit in public schools and the discourse of school failure across two geopolitical settings: Shanghai, China, and urban U.S. schools. She argues that framing the educational enterprise in terms of economic success and failure makes it difficult for educators to address Dewey's vision of democracy and education substantively. Stengel concludes with an acknowledgment that, regardless of putative political commitments, these two public school systems are schooling — though not often educating — the same neoliberal subject, but that Dewey's vision of democracy and education nonetheless remains critical and compelling. 相似文献
15.
In order to analyze the impact of human capital theory on contemporary Chinese education, this paper first draws a conceptual
outline of how this theory was introduced and interpreted to suit the Chinese quest for modernization. The study then adopts
a comparative historical approach to the points of similarity between Neo-Confucian educational ideas and those of British
humanism in an earlier transitional period that has some parallels. The aim of this comparison is to connect the ideas of
Neo-Confucians and humanist educators to Ronald Dore’s concept of the role of education and his insights on the diploma disease.
Within this core framework, this paper exposes the problems that have come from a melding of the examination tradition and
the notion of human capital. It suggests that a revival of another aspect of Chinese tradition-education for fostering one’s
humanity—may help balance contemporary Chinese education and restore it to health. 相似文献
16.
《Journal of Further & Higher Education》2012,36(3):283-293
This paper explores how vocational, occupational, practical or indeed experiential education can assist in the development of phronesis or practical wisdom within the responsible learner. It proposes that formalized, institutionalized education might inhibit the development of phronesis in the quest for knowledge. We propose that should we desire a society which flourishes as a community based on relatedness not transaction and on transcendence not immanence, then we will need to restore the centrality of the workplace as a site for democratic learning rather than instrumentality. We explore this proposal through the lens of Heidegger's development of the notion of techne from the being of a craftsman to technical skills. 相似文献
17.
Nathan Crick 《Quarterly Journal of Speech》2013,99(4):337-364
With the rise of poststructuralist critiques of the autonomous subject, attention has shifted from the nature of “intentional persuasion” to the constitutive nature of discourse. Although this turn has led to valuable new insights into the nature of rhetoric, it also threatens to discount one of the most vital contributions of the rhetorical tradition—the nature of rhetorical invention. This essay seeks to recover the notion of invention by drawing from John Dewey's naturalistic interpretation of experience. In Dewey's framework, “consciousness” is neither the private contents of thought nor a point of articulation for social discourse, but a practice of manipulating public meanings as a means of responding to problematic situations. I then use Dewey's notion to advance the concept of a “rhetorical consciousness,” which I define in terms of the sophistical principles of imitatio and dissoi logoi. To demonstrate the pragmatic significance of this concept, I then show, through an analysis of Charles Darwin's notebooks, how Darwin employed his own rhetorical consciousness within his struggle to invent the revolutionary arguments that led up to his publication of On the Origin of Species. My hope is that this naturalistic interpretation of rhetorical invention will contribute to the ongoing project of cultivating a more intelligent, critical, and creative citizenry through the application of classical rhetorical principles to contemporary democratic forms of education in both the arts and sciences. 相似文献
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19.
Michelle Forrest Terrah Keener Mary Jane Harkins 《Asia-Pacific Journal of Teacher Education》2010,38(2):87-101
The use of stories in teacher education is ubiquitous; yet, the question regarding how stories help teachers make sense of their professional lives is more complex than it first appears. The authors draw from Adriana Cavarero's understanding of narrative relations as the political site where one's unique singularity is revealed in the desire to have one's story told. They compare her insights to Judith Butler's resignification of injurious speech, examining both positions as they apply to a beginning teacher's efforts to become the professional she admires. It is suggested to teacher educators that they use stories from practice to foreground the tension between a teacher's life and her life-story. By understanding the irresolvable tension of desire to have one's story told, a teacher has a better chance of recognising her own vulnerability and that of her students, and of teaching at the starting place of ethics. 相似文献
20.
Johnny C. Go 《Teachers and Teaching》2013,19(5):513-524
This paper examines Donald Schön’s critique of Herbert Simon’s ‘science of design’ to determine whether later developments in Simon’s thought – particularly, his theories of ‘bounded rationality’ and ‘goal-less designing’ – can contribute to an appreciation of Schön’s notion of reflective practice. The paper then argues, that viewed through the optic of ‘assessment for learning,’ teaching may be conceived as ‘goal-less and reflective design,’ and the practice thereof may lead to more effective teaching. 相似文献