Revisiting Vico's Pedagogy of Invention: The Intellectual Entrepreneurship Pre-Graduate School Internship     

E. Johanna Hartelius 《Quarterly Journal of Speech》2013,99(2):153-177

Debates regarding higher education's relevance and responsiveness to societal exigencies have in the past three decades resulted in the development of programs with leitmotifs such as “service learning,” “problem-based learning,” and “civic engagement” (e.g., “Scholarship on Teaching and Learning,” McNair Scholars, etc.). A recurring theme in these enterprises has been the emphasis on honing students’ capacity for criticism. And while this faculty is valuable, it may be ultimately insufficient for students’ active and productive problem-solving and concrete engagement. Heuristically employing Giambattista Vico's rhetorical pedagogy, this essay investigates a programmatic effort to respond to this overly critical orientation. I explicate a formal parallel between the criticism launched, on one hand, by the Intellectual Entrepreneurship Pre-Graduate School Internship at the University of Texas at Austin against public research universities, specifically the elimination or reduction of structural and instructional ambiguity and prioritizing of criticism, and, on the other hand, by Vico against Cartesian skepticism, specifically the critical teaching methods generated therein. I thus articulate a model of invention as taught through practice, and advocate a pedagogy based on this revitalized invention, demonstrating its utility in students’ realities.  相似文献   

Being Mimicked Increases Prosocial Behavior in 18‐Month‐Old Infants     

Malinda Carpenter  Johanna Uebel  Michael Tomasello 《Child development》2013,84(5):1511-1518

Most previous research on imitation in infancy has focused on infants' learning of instrumental actions on objects. This study focused instead on the more social side of imitation, testing whether being mimicked increases prosocial behavior in infants, as it does in adults (van Baaren, Holland, Kawakami, & van Knippenberg, 2004). Eighteen‐month‐old infants (N = 48) were either mimicked or not by an experimenter; then either that experimenter or a different adult needed help. Infants who had previously been mimicked were significantly more likely to help both adults than infants who had not been mimicked. Thus, even in infancy, mimicry has positive social consequences: It promotes a general prosocial orientation toward others.  相似文献   

The Citizen     

Johanna Gravell 《The Educational forum》2013,77(4)

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背景和现状     

Johanna Lasonen  Jean Gordon  李玉静  陈衍 《职业技术教育》2009,30(12)

(一)增强吸引力:欧洲职业教育与培训发展重要目标 近些年来,欧盟成员国和欧洲经济区及欧洲自由贸易联盟(EEA/EFTA)的国家都提出,要对他们的职业教育与培训(Vocational Education and Tmining,VET胖系进行改进,以应对不断变化的经济和社会环境.  相似文献   

Teaching English-Spanish cognate-recognition strategies through the Américas Book Award-winners and honor picture books     

José A. Montelongo  Anita C. Hernández  Johanna Esquivel  Francisco Serrano-Wall  Adriana Goenaga de Zuazu 《Journal of Latinos & Education》2018,17(4):300-313

Cognates are words that are the same or nearly the same orthographically and semantically in English and Spanish. The majority of the more than 20,000 cognates are academic vocabulary words comprised of Latin and Greek roots and affixes. Several thousand cognates can be found in the picture books that have earned the Américas Book Award, which was established to honor quality multicultural books that portray Latino cultures in a positive light. The authors present lessons for teaching primary school Latino ELLs about cognates through the Américas Award picture books, as they educate their students about their rich Latino cultures.  相似文献   

Invited to labour or participate: intra- and inter-generational distinctions and the role of capital in children’s invited participation     

Johanna Kiili  Cath Larkins 《Discourse: Studies in the Cultural Politics of Education》2018,39(3):408-421

This paper applies aspects of Bourdieu’s conceptual toolkit related to capital, and analyses inter- and intra-generational relations of influence. Applying Bourdieu’s concepts to examples of case studies from a children’s parliament in Finland, and with reference to an adult resident forum, moments of continuity and disruption in the relatively stable patterns of distinction between children and adults emerge. Children in school councils (at times) are labourers for agendas set by teachers, but the children at the top of the structure’s hierarchy can benefit from cultural capital and a functional capital that enables them to set agendas and direct the work of others. The political capital of the person presenting views from the participation sphere and the dominant symbolic capital of market logics appear to have a greater impact than generation on the influence participants achieve. Unquestioned acceptance of this differentiation suggests that new approaches to invited participation structures are needed.  相似文献   

Exploring fourth graders’ sourcing skills / Un análisis de la capacidad de escrutinio sobre las fuentes de información de los estudiantes de cuarto grado     

Johanna Paul  Raquel Cerdán  Jean-François Rouet  Marc Stadtler 《Infancia y Aprendizaje》2018,41(3):536-580

Acquiring information from the Web creates new educational demands even in elementary school. Children need to scrutinize source information (‘sourcing’) to choose trustworthy information. So far, few studies have documented young readers’ abilities to identify and evaluate source information. With two studies, we seek to gather more evidence on elementary students’ sourcing skills and use. In study 1, we investigate to what extent fourth graders can identify source information and evaluate informants’ expertise and intentions in simplistic, age-appropriate reading tasks. In study 2, we explore whether fourth graders spontaneously apply their sourcing skills when reading simplified multiple documents. Results suggest that fourth graders can successfully identify source information and evaluate informants’ expertise and intentions in simple and direct tasks but fail to apply this ability to more complex and implicit tasks. Implications for information literacy education are discussed.  相似文献   

Translation of the UNESCO/OECD guidelines for quality provision in cross-border higher education into local policy contexts: a comparative study of Finland and Russia     

Johanna Kallo  Anzhelika Semchenko 《Quality in Higher Education》2016,22(1):20-35

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Bodily knowledge beyond motor skills and physical fitness: a phenomenological description of knowledge formation in physical training     

Jaana Parviainen  Johanna Aromaa 《Sport, Education and Society》2017,22(4):477-492

Bodily knowledge has attracted significant attention within the humanities and other related fields over the last two decades. Although theoretical discussion on bodily knowledge in the context of physical education has been active over the past 10 years, these discussions lack clear conceptual analyses of bodily knowledge. Using a phenomenological approach, the purpose of this paper is to clarify the notion of bodily knowledge, furthering epistemological discussions of the topic within reflective, embodied practices. Instead of seeing bodily knowledge inherently connected to the acquisition of motor skills or improving physical fitness, we will discuss physical training as a reflective, embodied process that can turn sensuous information about the moving body into knowledge. Using outdoor running as an example, we describe the process of forming bodily knowledge, which includes: (1) the exploring and identifying of movement qualities, (2) developing capabilities of registering changes in the body and (3) directing and modifying one's own training processes based on bodily findings. Contextualizing this epistemological discussion with adults’ recreational physical activity, this paper argues that bodily knowledge can cultivate individuals to trust their own body awareness and embodied responses to take more responsibility for their own physical exercise. When biomedical knowledge of the body in sport sciences tends to shrink the body to physiological attributes, such as muscle mass and fat percentage, our analysis stresses the agency of the lived body as a source of knowledge in physical activity.  相似文献   

Learning to ‘become somebody well’: Challenges for educational policy   总被引：1，自引：0，他引：1  

Johanna Wyn 《The Australian Educational Researcher》2007,34(3):35-52

This article argues that education has a role in promoting young people’s wellbeing. It draws on research on young people’s lives to highlight the changing world for which educators prepare young people. While older educational agendas such as literacies and numeracy remain significant, it is argued that education is increasingly important for its role in assisting young people to develop the capacities and skills that will enable them to live well and that will enhance social cohesion. Although these more recent social agendas are often acknowledged in significant policy documents, their enactment in schools is compromised by economistic policy imperatives that see young people primarily in terms of their capacities to attain labour market skills that will ensure Australia’s international competitiveness. I make a link between the work that young people do to make themselves, and wellbeing, highlighting the role that education plays in shaping identities — and in enabling them to ‘become somebody well’. The article concludes that health and wellbeing are marginalised in school curricula not because of a ‘crowded curriculum’ but because not all elements are given equal value within our current policy frameworks.  相似文献