Nowhere ǁ Erewhon     

David R. Cole 《Educational Philosophy and Theory》2019,51(3):255-264

Abstract

What is nowhere? Is it a non-place that has been created by the disappearance of distinct identities in the spread of standardised, global capitalism? Or has it come about as a result of colonialisation and the separation of indigenous cultures from their lands, and their replacement with vacuous, colonised, globalised non-places? This article suggests that ‘nowhere’, which was satirically entitled, ‘Erewhon’ by Samuel Butler due to the inverted action of machines, is still being created today, but by the combined forces of financial capitalism, digital colonialisation (e.g. Facebook or Twitter) and the present-day global curriculum, and its concomitant teaching and learning methods. Even though the present day curriculum refers to place, for example, in geographical studies, this referencing in no way establishes a connection with or to this place for the cohort. Rather, the present day curriculum precisely and systematically evacuates any possibility of connective-affective-synthesis (i.e. a curriculum that is enacted and felt), and at the same time provides false and illusionary utopias, such as an ideal global democracy based on international money flows. These actions in the establishment of ‘nowheres’ through learning shall be explored in this article by attention to tropes connected to contemporary educational practice and the philosophy of education.  相似文献   

Effects of Re-Using a Conceptual Examination Question in Physics     

Manjula?D.?SharmaEmail author  Ian?M.?Sefton  Martyn?Cole  Aaron?Whymark  Rosemary?M.?Millar  Andrew?Smith 《Research in Science Education》2005,35(4):447-469

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Japanese and United States Preschool Children's Responses to Conflict and Distress   总被引：5，自引：0，他引：5  

Carolyn Zahn-Waxler  Ruth J. Friedman  Pamela M. Cole  Ichiro Mizuta  Noriko Hiruma 《Child development》1996,67(5):2462-2477

Japanese and U.S. preschool children's responses to hypothetical interpersonal dilemmas were examined as a function of culture, gender, and maternal child-rearing values. U.S. children showed more anger, more aggressive behavior and language, and underregulation of emotion than Japanese children, across different contexts of assessment. Children from the 2 cultures appeared more similar on prosocial and avoidant patterns, though in some contexts U.S. children also showed more prosocial themes. Girls from both cultures expressed more prosocial themes and sometimes more anger than boys. Maternal encouragement of children's emotional expressivity was correlated with anger and aggression in children. It was more characteristic of U.S. than Japanese mothers, while emphasis on psychological discipline (reasoning; guilt and anxiety induction) was more characteristic of Japanese than U.S. mothers. The relevance of a conceptual framework that focuses on differences in Eastern and Western cultures in self-construals regarding independence and interdependence is considered.  相似文献   

Learning disabilities as functions of familial learning problems and developmental problems     

J M Oliver  N H Cole  H Hollingsworth 《Exceptional children》1991,57(5):427-440

A family history of learning problems as provided on a specially designed questionnaire by maternal report was examined in families of 101 children with learning disabilities and 171 children without disabilities. Diagnoses of learning disabilities followed the U.S. Office of Education definition. Students were selected from the Special School District of St. Louis County and the Pattonville School District. A life history of developmental risk factors in the child subject was also examined in the same two groups. Learning disabilities were found to be strongly familial. In principle, the definition of learning disabilities excluded from the study children with problems attributable to child rearing, emotional, or motivational factors. The report of a family history of learning problems is therefore interpreted as consistent with, although not unequivocally supportive of, genetic factors as determinants. Among developmental factors, only male gender proved to have a significant association with learning disabilities.  相似文献   

‘A new life in the countryside awaits’*: interactive lessons in the rural utopia in ‘farming’ simulation games     

Matthew Cole  Kate Stewart 《Discourse: Studies in the Cultural Politics of Education》2017,38(3):402-415

ABSTRACT

This paper critically analyses the legitimation of exploitative human–nonhuman animal relations in online ‘farming’ simulation games, especially the game Hay Day. The analysis contributes to a wider project of critical analyses of popular culture representations of nonhuman animals. The paper argues that legitimation is effected in Hay Day and cognate games through: the construction of idyllic rural utopias in gameplay, imagery, and soundscape; the depiction of anthropomorphized nonhumans who are complicit in their own subjection; the suppression of references to suffering, death, and sexual reproduction among ‘farmed’ animals; and the colonialist transmission of Western norms of nonhuman animal use and food practices among the global audience of players. Hay Day thereby resonates with the wider cultural legitimation of nonhuman animal exploitation through establishing emotional connections with idealized representations of nonhuman animals at the same time as they inhibit the development of awareness and empathy about the exploitation of real nonhuman animals.  相似文献   

Developing an HIV/AIDS Education Curriculum for Takalani Sesame, South Africa's Sesame Street     

Lauren Segal  Charlotte Frances Cole  Janice Fuld 《Early education and development》2002,13(4):363-378

The HIV/AIDS pandemic in South Africa has prompted a need for extensive efforts to educate citizens of all ages about the disease and ways of coping with its impact. This paper describes the process of developing an HIV/AIDS education curriculum for Takalani Sesame, an educational media project for young South African children. The process began with formative research with adults and children, and extensive discussions with HIV/AIDS health specialists. Guided by the research and advice from specialists, a team of educators developed a comprehensive curriculum that the Takalani Sesame production team will use to create HIV/AIDS education messages for television, radio and outreach materials for children ages 3-7 and the adults who care for them.  相似文献   

Relational and Overt Aggression in Disruptive Adolescents: Prediction from Early Social Representations and Links with Concurrent Problems     

Carolyn Zahn-Waxler  Jong-Hyo Park  Marilyn Essex  Marcia Slattery  Pamela M. Cole 《Early education and development》2013,24(2):259-282

Children's representations of conflict and distress situations at 7 years were examined as developmental precursors to relational aggression, overt aggression, and psychiatric symptoms in early adolescence. Children were identified in early adolescence. Children were identified in preschool as normally developing or with behavior problems. Overt, but not relational, aggression, was correlated with concurrent disruptive symptoms in adolescence. Childhood predictors of adolescent aggression were found only for girls: Early hostile themes predicted more relational and overt aggression, while prosocial themes predicted less relational aggression. Also for girls only, early emotions foretold later functioning: Sadness predicted a higher ratio of relational to overt aggression, while inexpressiveness predicted disruptive, anxiety, and depressive symptoms. Relational and overt aggression are discussed with regard to sex differences in symptom changes over time.  相似文献   

The New Books     

Caleb Gattegno  Melvin L. DeFleur  Barry Cole  George W. Linden  John Lidstone  Don McIntosh 《Communication Booknotes Quarterly》2013,44(6):1-3

Harold Mendelsohn and Irving Crespi la Polls, Television, and the New Politics (Chandler, price unknown)

Kurt Borchardt:'s Structure and Performance of the U.S. Communications Industry (Division of Research of the Harvard Business School, Soldier Field, Boston, Mass. 02163, $6.00)

Caleb Gattegno's Towards a Visual Culture (London: Outerbridge and Dienstfrey with U.S. distribution by E.P. Dutton, price unknown)

Melvin L. DeFleur's Theories of Mass Communication has just been re-issued in a revised edition (McKay, $2.95 in paperback)

Barry Cole's new compilation Television (Free Press, both hardcover and paperback editions, price unknown)

George W. Linden's Reflections on the Screen (Wadsworth, $7.50)

John Lidstone and Don McIntosh's Children as Film Makers (Van Nostrand Reinhold Co., $7.95)

Pauline Keel, Going Steady (Atlantic-Little Brawn, $6.95)

Douglas O. Hughes' Perspectives on Pornography (St. Martin's $5.95)

Mitoji Nishimoto's The DeveloRpent of Educational Broadcastin in Japan (Sophia University in Tokyo and Charles Tuttle, Rutland Vt. and Tokyo; $12.50)

Robert T. Holt and John E. Turner, The Methodology of Comparative Research (Free Press, $8.95)

William Braden's The Age of Aquarius (Quadrangle Books, $7.95)

Carl G. Herzog zu Mecklenburg's Jazz Bibliography: Jazz Books from 1919 to 1968 (Strasbourg: Editions P.M. Heitz, $8.00)  相似文献   

An Expansion of the Trait-State-Occasion Model: Accounting for Shared Method Variance     

Beth LaGrange  David A. Cole 《Structural equation modeling》2013,20(2):241-271

This article examines 4 approaches for explaining shared method variance, each applied to a longitudinal trait–state–occasion (TSO) model. Many approaches have been developed to account for shared method variance in multitrait-multimethod (MTMM) data. Some of these MTMM approaches (correlated method, orthogonal method, correlated method minus one, correlated uniqueness) were therefore borrowed in these analyses such that their effectiveness could be evaluated in conjunction with a TSO model. To this end, datasets were generated according to 4 different covariance matrices (each created according to specifications of a model built with 1 of the 4 approaches) and each model was crossed with each type of data. Whereas the correlated method and correlated method minus one approaches encountered many difficulties in convergence, fit, or parameter estimates, the correlated uniqueness and orthogonal method approaches proved to be quite versatile.  相似文献   

Una aproximación socio-histórica a la re-mediación     

Michael Cole  Peg Griffin 《Cultura y Educación》2013,25(3-4):89-100

La adquisición de la lectoescritura plantea en nuestras sociedades numerosos problemas que tradicionalmente se le han achacado al individuo como portador de déficits específicos que estarían en la base de cualquier dificultad a la hora de enfrentarse a un texto escrito. Si tenemos en cuenta el origen socio-histórico del proceso lector, nos daremos cuenta de que al niño se le exige en los primeros años de escolaridad un esfuerzo que la humanidad realizó gradualmente y con el apoyo de sucesivos sistemas mediadores que hoy se han suprimido en el proceso de aprendizaje. En este artículo, los autores proponen recuperar esos sistemas mediadores tanto para la enseñanza de la lectoescritura como para la recuperación de los malos lectores.  相似文献