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Sometimes I dream that I am an astronaut. I land my spaceship on a distant planet. When I tell me children on that planet that on earth school is compulsory and that we have homework every evening, they split their sides laughing. And so I decide to stay with them for a long, long time… Well anyway… until the summer holidays. (Cited in Lyotard, 1995, p. xix)
Each state of the mind is irreducible. The mere act of giving it a name, that is of classifying it, implies a falsification of it. From all this, it would be possible to deduce that there is no science in Tlon, let alone rational thought. The paradox, however, is that sciences exist, in countless number… The metaphysicians of Tlon are not looking for truth, nor even for an approximation of it; they are after a kind of amazement. They consider metaphysics a branch of fantastic literature. They know that a system is nothing more than the subordination of all aspects of the universe to some one of them. Even the phrase 'all the aspects' can be rejected, since it presupposes the impossible inclusion of the present moment, and of past moments. (Borges, 1962, p. 10) 相似文献
Each state of the mind is irreducible. The mere act of giving it a name, that is of classifying it, implies a falsification of it. From all this, it would be possible to deduce that there is no science in Tlon, let alone rational thought. The paradox, however, is that sciences exist, in countless number… The metaphysicians of Tlon are not looking for truth, nor even for an approximation of it; they are after a kind of amazement. They consider metaphysics a branch of fantastic literature. They know that a system is nothing more than the subordination of all aspects of the universe to some one of them. Even the phrase 'all the aspects' can be rejected, since it presupposes the impossible inclusion of the present moment, and of past moments. (Borges, 1962, p. 10) 相似文献
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Michalinos Zembylas 《科学教学研究杂志》2004,41(7):693-719
In this article, the role of young children's emotional practices in science learning is described and analyzed. From the standpoint of performativity theory and social‐constructionist theory of emotion, it is argued that emotion is performative and the expression of emotion in the classroom has its basis in social relationships. Arising from these relationships is the emotional culture of the classroom that plays a key role in the development of classroom emotional rules as well as the legitimation of science knowledge. These relationships are reflected in two levels of classroom dialogue: talking about and doing science, and expressing emotions about science and its learning. The dynamics of the negotiations of classroom emotional rules and science knowledge legitimation may dispose students to act positively or negatively toward science learning. This analysis is illustrated in the experiences of a teacher and her students during a 3‐year ethnographic study of emotions in science teaching and learning. This research suggests the importance of the interrelationship between emotions and science learning and the notion that emotional practices can be powerful in nurturing effective and exciting science learning environments. © 2004 Wiley Periodicals, Inc. J Res Sci Teach 41: 693–719, 2004 相似文献
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Michalinos Zembylas Panayiota Charalambous Constadina Charalambous Stalo Lesta 《课程研究杂志》2017,49(4):497-517
The present paper takes the approach of critical hermeneutics in human rights education (HRE) that has been developed theoretically and tries to operationalize it in pedagogical practice. In particular, a group of Greek-Cypriot teachers were trained in a series of workshops on how critical hermeneutical approach (CHA) could be taught in the context of HRE. The paper explores teachers’ difficulties with and perspectives of CHA during the training designed and offered by the authors. The findings show how, in addition to epistemological issues involved concerning the meaning and implications of the CHA, the particularities of the local context (ethnic conflict, pedagogic traditions, educational structures) influenced the uptake of this approach. The implications are discussed in relation to the need to identify the difficulties teachers have with specific pedagogical approaches of HRE as they become manifest contextually, and the need to design teacher training in which teachers have opportunities to reflect upon and engage with these difficulties through a critical interpretive lens. 相似文献
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Michalinos Zembylas 《Teachers and Teaching》2013,19(6):703-716
This article analyzes the ways in which emotions are constituted and mobilized by teachers to respond to growing diversity and multiculturalism in schools. The analysis is based on a two‐year ethnographic study conducted in three Greek‐Cypriot primary schools that are ‘multicultural’. The following focus questions are addressed: (1) How do teachers’ emotional experiences of growing diversity and multiculturalism in schools form particular economies of effect?; and (2) What is the nature of these economies of affect and in what ways is it possible to form an ethic of discomfort as a space for constructive transformations in multicultural schools? An ethic of discomfort is theorised as an economy of affect that uses discomfort as a point of departure for individual and social transformation. The outcomes of this study show that teachers experience intense emotional ambivalence in their efforts to cope with growing diversity and multiculturalism in schools. It is argued, however, that the capabilities of teachers to cope with growing diversity and multiculturalism are enhanced, if an ethic of discomfort is constituted in multicultural schools. The implications of this study are discussed in relation to teaching and teacher education and suggest that constituting an ethic of discomfort offers opportunities to challenge structures of power, privilege, racism, and oppression. 相似文献
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Areti Stylianou Michalinos Zembylas 《International Journal of Inclusive Education》2013,17(4):419-435
ABSTRACTSpiritual leadership gains attention amongst researchers for closing the gap between achieving personal and organisational goals. Despite documentations that spirituality undergirds head teacher’s actions leading inclusive schools, research still remains thin in understanding how spirituality underpins leadership for inclusive education. This paper draws on the philosophy of critical realism to offer a conceptual tool that identifies head teachers’ spiritual actions in their efforts to include ethnic minority students. This is done through multiple qualitative methods collection from an in-depth case study at a multicultural primary school in Cyprus. The critical realist framework helps uncover head teacher’s spiritual actions in a more systematic, structured and holistic way. It reveals that head teachers’ spirituality supports the goals of inclusion and occurs in at least four interrelated and emergent ontological levels (psychological, social, cultural and policy levels) which are set in four scaler levels from microscopic to macroscopic (sub-individual, micro, meso and macro levels). This framework problematises mono-dimensional and reductionist understandings of spirituality in leadership. The paper concludes by suggesting solutions to enrich leadership programmes for inclusive education with fostering leaders’ spirituality at different ontological levels. 相似文献
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Empowerment is defined and measured in terms of teachers' power to participate in decision-making about teaching and learning conditions. Job satisfaction refers to the level of teacher satisfaction by matters related to these conditions: student achievement, decision-making ability, self-growth, and so on. This research considers the relationship between job satisfaction and teacher empowerment, which includes dimensions of job satisfaction that contribute to teacher empowerment. In particular, it examines the levels of teacher satisfaction in four dimensions (professional growth, decision-making, promotion, and status) and their contribution to the sense of teacher empowerment among Cypriot teachers. The results support the importance of job satisfaction in the construction of teacher empowerment. Specifically, (1) teachers' level of job satisfaction varies depending on the dimension of school life that is focused; (2) teachers' job satisfaction is related to teacher empowerment. 相似文献
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Michalinos Zembylas Panayiota Charalambous Constadina Charalambous 《Teaching and Teacher Education》2012
This study sought to understand how teachers' discomforting emotions were manifest in a teacher education setting and how teacher educators might engage with discomfort pedagogically. A qualitative perspective was used with a group of teachers who participated in a series of peace education workshops in Cyprus. All of the workshops were audio- and video-recorded; in-depth interviews were also conducted with seven focal participants before and after the workshops. The findings show the manifestations of discomfort, the sources of discomfort, and the ways of handling teachers' discomfort pedagogically. The paper discusses how this study may inform teacher education. 相似文献
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