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李宏图 《华东师范大学学报(哲学社会科学版)》2002,34(2):3-11
托克维尔出身于贵族家庭，但是他却理性地认为贵族制必然衰落，民主社会必然到来，民主是现代社会的重要特征。于是，托克维尔分析了贵族式自由的特征、价值、弊端以及民主的本质。他相信在一个民主的时代，自由不可能建立在贵族政治体制的基础之上；与此同时，他特别感兴趣的是如何避免民主专制主义，以及如何避免以民主的名义破坏自由。因此，托克维尔期望即将到来的社会不仅是一个民主的社会，而且是一个自由的社会；在这个社会中，民主和自由的结合会得以实现。 相似文献
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人类面临的全球性问题构成了人类教育的氛围,人类的困境人人都必须分担,人类的生存和发展同样取决于各国人民和所有国家间的合作,国际教育已成为建树道义和增强人类团结的最有力的工具。２１世纪的国际教育应当对一切社会里进行的人类价值观的教学和实践确定一个普适的方向,以促成一种新的同心同德与合作的化的形成,追求人的价值应成为２１世纪国际教育的基本目标,以人为基础的学习应是２１世纪国际教育的基本内容和方法。 相似文献
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Kent Den Heyer 《Educational theory》2009,59(4):441-463
Schools can be places where students articulate a preferred social future and exercise informed judgment with others toward that goal. Yet, educators have few examples of what a curriculum explicitly concerned with undertaking such a process might look like. Distinct from questions about how best to receive an Other or social science investigations of what may constitute educational “best practices,” Kent den Heyer explores here the ways in which the work of Alain Badiou provides for a more proactive arrangement of knowledge in schools organized to instigate truth‐processes that might supplement individual and socially inherited commitments. Through this exploration, den Heyer argues for the democratic and life‐affirming benefits of scholars and teachers who take up a “disciplinary ethic of truths.” He provides one of potentially many curricular examples of such an arrangement of knowledge. 相似文献
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Mark J. Barsoum Patrick J. Sellers A. Malcolm Campbell Laurie J. Heyer Christopher J. Paradise 《CBE life sciences education》2013,12(1):106-116
We redesigned the undergraduate introductory biology course by writing a new textbook (Integrating Concepts in Biology [ICB]) that follows first principles of learning. Our approach emphasizes primary data interpretation and the utility of mathematics in biology, while de-emphasizing memorization. This redesign divides biology into five big ideas (information, evolution, cells, emergent properties, homeostasis), addressing each at five levels of organization (molecules, cells, organisms, populations, ecological systems). We compared our course outcomes with two sections that used a traditional textbook and were taught by different instructors. On data interpretation assessments administered periodically during the semester, our students performed better than students in the traditional sections (p = 0.046) and exhibited greater improvement over the course of the semester (p = 0.015). On factual content assessments, our students performed similarly to students in the other sections (p = 0.737). Pre- and postsemester assessment of disciplinary perceptions and self-appraisal indicate that our students acquired a more accurate perception of biology as a discipline and may have developed a more realistic evaluation of their scientific abilities than did the control students (p < 0.05). We conclude that ICB improves critical thinking, metacognition, and disciplinary perceptions without compromising content knowledge in introductory biology. 相似文献
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Abstract The historical fiction novel straddles the factual and the fictive recreation of past motivations that animate historical events. Through reading a work of historical fiction, Ursula Hegi’s novel Stones from the River, Kent den Heyer and Alexandra Fidyk offer a theoretical consideration of the following questions and their classroom implications: What is the role of historical fiction in enabling the imaginative grappling with historical fact? Or, in what ways does historical fiction enable us to come to terms with the ethical imperatives of learning from the past? What role does agency play in historical imagination? These are questions of ethics. They are, therefore, also questions of education. 相似文献
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PRINTERS AND PRESS FREEDOM: THE IDEOLOGY OF EARLY AMERICAN JOURNALISM by Jeffery A. Smith (New York: Oxford, 1987—$24.95: ISBN 0-19-505144-0) COMMUNICATIONS AND HISTORY: THEORIES OF MEDIA, KNOWLEDGE, AND CIVILIZATION by Paul Heyer (Westport, CT: Greenwood Press, 1988—$37.95: ISBN 0-313-26157-1) WHEN OLD TECHNOLOGIES WERE NEW: THINKING AB0UT COMMUNICATIONS IN THE LATE NINETEENTH CENTURY by Carolyn Marvin (New York: Oxford University Press, 1988 $34.50: ISBN 0-19-50*4468-1) 相似文献
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Kent den Heyer 《Teachers and Teaching》2013,19(3):253-263
While the politics of curriculum reform occupy adults, high stakes get played out in crowded classrooms. As a component of democratic inquiry, how might teachers engage students in a study of those agendas shaping their education? What sorts of conceptual resources could help? To begin to answer these questions, I briefly review scholars who address the emergence in several countries of what Kliebard names as a ‘social efficiency’ agenda in education. I then examine two strong examples of literature in ‘authentic’ practices as a curriculum conversation contesting this agenda. While supportive of the intent of scholars concerned with authentic practices, I assert that they insufficiently address ways in which students might engage with issues shaping their experience of formal education and offer two conceptual resources with which to do so. 相似文献
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Patrick Heyer 《中国科技信息》2006,(6):56-57
第三代（3G）移动电话以更多的功能提供了广泛的特性。尽管消费者赞赏其通信设备的最新及增强的性能．但他们仍继续希望从一节充电电池上获得更长的设备工作时间与更小的外形尺寸。 相似文献