Towards an interactive agricultural science     

N. Röling 《The Journal of Agricultural Education and Extension》2013,19(4):35-48

Abstract

In all, a constructivist epistemology leads to a completely different approach that includes the conventional one, but ultimately leads to very different choices. I call this approach “interactive agricultural science”. Box 2 sums up its main features.

Interactive agricultural science is internally consistent. Just as the conventional paradigm, it embraces a whole range of mutually related elements at various levels of abstraction, from epistemology to the practical points of departure for rewarding desired scientific work and for training students.

The challenge to agricultural science is together to further construct and operationalise this paradigm. That, as I hope to have made clear, is a condition for achieving our new mission: to contribute to a change in direction which saves us from becoming Norsemen in Greenland.  相似文献   

A protestant public sphere: The early European newspaper press     

Göran Leth 《Media History》2013,19(1-2):67-90

  相似文献   

Creating Citizens     

Ingrid Jönsson 《International Studies in Sociology of Education》2013,23(2):185-198

ABSTRACT

This paper explores the content of citizenship education in Swedish schools during the twentieth century. Its origin and content is analysed in relation to predominant ideas in society at different times and is seen as the outcome of a struggle between social forces representing different power groups. The shift of meaning of democracy and equality is related to changes in political and economic conditions. Recent trends and changes in the Swedish educational system are discussed in relation to changing power groups in society and considerations made for the implications of citizenships, democracy and equality.  相似文献   

Book reviews     

Walter Hahn  Guy Cellerier  Wolfgang Wilhelm  Jindra Kulich  Robert J. Havighurst  Bryan T. Peck  Annegret Körner  Rodney Skager  Renate Nestvogel  J. H. Sislian  John J. Bergen  Peter W. Kahl  Tony Bates 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1978,24(4):523-544

  相似文献   

Youth library services in public libraries: An international survey     

L. Könyves-To̊th 《International Information and Library Review》2013,45(3):303-311

  相似文献   

4. Axel Honneth: Desintegration. Bruchstücke einer soziologischen Zeitdiagnose     

Martina Löw 《Zeitschrift für Erziehungswissenschaft》2001,4(2):287-287

  相似文献   

Religious education,communal identity and national politics in the Muslim world   总被引：1，自引：1，他引：0  

Oddbj?rn Leirvik 《British Journal of Religious Education》2004,26(3):223-236

This article discusses models for religious education in school in (parts of) the Muslim world and the implied relation between self and other, confessional and national identity. The question of how current models and discussions respond to globalized issues in education is also discussed. The last part of the article identifies triggering factors behind some recent attempts at establishing more inclusive ways of teaching about religion and ethics in school.  相似文献   

State, University and Academic Freedom in Sweden: The Universities of Uppsala and Lund between 1820 and 1920     

Göran Blomqvist 《Minerva》1997,35(2):171-194

  相似文献   

Degrees of influence: the politics of honorary degrees in the universities of oxford and cambridge, 1900–2000     

Heffernan  Michael  Jöns  Heike 《Minerva》2007,45(4):389-416

Minerva - The universities of Oxford and Cambridge had developed different attitudes towards the award of honorary degrees through the early and middle decades of the twentieth century. Recently,...  相似文献   

The politics of PISA: The media,policy and public responses in Norway and England          下载免费PDF全文

Therese N. Hopfenbeck  Kristine Görgen 《European Journal of Education》2017,52(2):192-205

Using the PISA 2015 releases in Norway and England, this article explores how PISA has been presented in the media and how the policy level has responded to the results. England will be used as an example for comparison. The article presents early media responses from the 20 most circulated daily newspapers in the two countries and discusses them in relation both to the national PISA reports in Norway and England, as well as the international report of the OECD. The media responses are further interpreted in light of previous research in both countries, with a particular focus upon Norway, where previous Ministers of Education have been interviewed about assessment policy and education reforms.  相似文献