Common morality and computing   总被引：6，自引：4，他引：2  

Bernard Gert 《Ethics and Information Technology》1999,1(1):53-60

This article shows how common morality can be helpful in clarifying the discussion of ethical issues that arise in computing. Since common morality does not always provide unique answers to moral questions, not all such issues can be resolved, however common morality does provide a clear answer to the question whether one can illegally copy software for a friend.  相似文献   

Risking Ourselves in Education: Qualification,Socialization, and Subjectification Revisited     

Gert Biesta 《Educational theory》2020,70(1):89-104

In previous publications, Gert Biesta has suggested that education should be oriented toward three domains of purpose that he calls qualification, socialization, and subjectification. Many educators, policymakers, and scholars have found this suggestion helpful. Nonetheless, the discussion about the exact nature of each domain and about their relationships to each other has been ongoing, particularly with regard to the domain of subjectification. In this article, Biesta revisits the three domains and tries to provide further clarification with regard to the idea of subjectification. He highlights that subjectification has to do with the existence of the child or student as subject of her or his own life, not as object of educational interventions. Subjectification thus has to do with the question of freedom. Biesta explains that this is not the freedom to do what one wants to do, but the freedom to act in and with the world in a “grown-up” way.  相似文献   

Book reviews     

Sinai Ucko  Gert Otto  M. J. Langeveld  H. H. Stern  Oskar Anweiler  C. H. Dobinson  Helmut Meyer-Bothling  Jürgen Zabeck  Heinrich Abel  Hans Kirchhoff  Rudolf Haas  Heinrich Roth  Lotte Schenk-Danzinger  J. M. Tanner  Barbara Magierska 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1962,7(4):487-510

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On how n and i turned out to become indices in mathematical sequences and formulae     

Gert Schubring 《Educational Studies in Mathematics》2011,77(2-3):331-350

The evolution of indexing sequences and series has been little studied so far, although this topic presents difficulties for students. This symbolisation signified, however, an important means for operating more generally with finite and infinite series. This paper investigates the first steps during the eighteenth century and then the different processes in France and in Germany. In France, it was Lacroix with his textbooks from the end of the eighteenth and the early nineteenth century who paved the way, while dealing with difference series, for what would be established by Cauchy as a general practice with indexed sequences. In Germany, a pivotal role was played by the combinatorial school since the 1780s in establishing sophisticated indexing notations; the achievements by Dirksen in elaborating ??higher-order?? indexing notations prove to be decisive.  相似文献   

Conceptions for relating the evolution of mathematical concepts to mathematics learning—epistemology, history, and semiotics interacting
To the memory of Carl Menger (1902–1985)     

Gert Schubring 《Educational Studies in Mathematics》2011,77(1):79-104

There is an over-arching consensus that the use of the history of mathematics should decidedly improve the quality of mathematics teaching. Mathematicians and mathematics educators show here a rare unanimity. One deplores, however, and in a likewise general manner, the scarcity of positive examples of such a use. This paper analyses whether there are shortcomings in the—implicit or explicit—conceptual bases, which might cause the expectations not to be fulfilled. A largely common denominator of various approaches is some connection with the term “genetic.” The author discusses such conceptions from the point of view of a historian of mathematics who is keen to contribute to progress in mathematics education. For this aim, he explores methodological aspects of research into the history of mathematics, based on—as one of the reviewers appreciated—his “life long research.”  相似文献   

Lifelong Learning Between “East” and “West”: Confucianism and the Reflexive Project of the Self     

Kang Zhao  Gert J. J. Biesta 《Interchange》2011,42(1):1-20

Current theory, policy, and practice of lifelong learning are strongly influenced by ideas about the transformations that are taking place in contemporary societies. One influential set of ideas emphasizes that because of the rapid changes that are taking place in the (late-) modern world and because of the erosion of traditions, there is a constant need for individuals not only to learn new skills and knowledge in order to be able to adjust themselves to the changes, but also to reflexively (re)construct one’s self. Anthony Giddens has referred to this as the “reflexive project of the self.” It thus becomes a lifelong learning task. In this paper we raise some critical questions about Giddens’s views and their implications for lifelong learning. On the one hand we show, using ideas from Charles Taylor, that the construction of the self does not necessarily have to be understood in the reflexive and individualistic terms suggested by Giddens. With Taylor we argue for the importance of the social, moral, and intersubjective dimensions of the construction of the self. Against this background we then discuss ideas from Confucianism that also highlight the social, moral, and intersubjective dimensions of understanding the self. The latter view is not simply a theoretical option but actually continues to influence the ways in which a large part of the world population views their lives and their selves. Both for theoretical and practical reasons we therefore suggest that there is a need to take a broader outlook on what the personal dimensions of lifelong learning in contemporary society might look like.  相似文献   

REDEFINING THE SUBJECT, REDEFINING THE SOCIAL, RECONSIDERING EDUCATION: GEORGE HERBERT MEAD'S COURSE ON PHILOSOPHY OF EDUCATION AT THE UNIVERSITY OF CHICAGO     

Gert J.J. Biesta 《Educational theory》1999,49(4):475-492

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HOW IS EDUCATION POSSIBLE? PRAGMATISM, COMMUNICATION AND THE SOCIAL ORGANISATION OF EDUCATION   总被引：2，自引：0，他引：2  

Raf  Vanderstraeten  Gert  Biesta 《British Journal of Educational Studies》2006,54(2):160-174

ABSTRACT:  Education cannot mean that the young are the product of the activities of their teachers. At the same time, we do not speak of education if students would simply learn something irrespective of the ac­tivities of their teachers. In this paper we focus on the question: How is education possible? Our aim is to contribute to a social theory of education, a theory that does not reduce our understanding of educational processes and practices to underlying 'constituting elements' but rather tries to understand the social nature of education as a reality sui generis.  相似文献   

Writing education around the globe: introduction and call for a new global analysis     

Steve Graham  Gert Rijlaarsdam 《Reading and writing》2016,29(5):781-792

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From teaching citizenship to learning democracy: overcoming individualism in research,policy and practice   总被引：3，自引：1，他引：3  

Gert Biesta 《Cambridge Journal of Education》2006,36(1):63-79

In this article we argue for a shift in educational research, policy and practice away from teaching citizenship to an understanding of the ways young people learn democracy. In the first part of the article we identify the ways in which the discussion about citizenship in Britain has developed since the Second World War and show how a comprehensive understanding of citizenship, which has underpinned much recent thinking about citizenship education, has been replaced by a more overtly individualistic approach. In the second part of the article we delineate the key problems of this individualistic approach and make a case for an approach to citizenship education that takes as its point of departure the actual learning that occurs in the real lives of young people. In the concluding section, we outline the implications of our view for research, policy and practice.  相似文献