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?Between rationality and politics?: autobiographical portraits of adult education programme planning
Scott McLean 《International Journal of Lifelong Education》2013,32(6):493-505
Using the author's experience as the coordinator of the Canadian Agriculture Lifetime Leadership programme as a case study, this article provides an interpretive essay about programme planning in adult education. Two conceptual frameworks are used to structure narratives of the programme planning process. The first asserts that programme planning is the rational application of a six-step decision-making model. The second claims that programme planning is the political negotiation of personal and organizational interests. Through two autobiographical narratives, this article explores how technical-rational and political models of programme planning further our understanding of adult education practises. In addition to contributing a detailed case study to the literature on programme planning, the article speaks to contemporary empirical and normative debates in adult education. 相似文献
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Christopher Martin 《Educational theory》2016,66(6):687-690
Jürgen Habermas argues that principles of justice should be decided through rational agreement as opposed to force or coercion. Christopher Martin argues in this essay that the success of such a project presupposes sufficiently developed capacities for discursive agency equally distributed within a diverse public sphere. This epistemic presupposition is not explicitly recognized in Habermas's current formulation of his theory and as such the theory implicitly excludes the interest that future citizens have in the development of their own capacities for competent deliberative engagement. Martin argues that this omission is serious enough that Habermas's principle of universalization (U) should be modified, and he articulates this modification in terms of a prohibition against “developmental coercion.” Martin concludes by elaborating on the concept of developmental coercion, and he points to the implications of this addition to discourse ethics for the institutionalization of deliberative democracy. 相似文献
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Roy Martin 《The Australian Educational Researcher》2000,27(3):173-183
As a society we now have the means to identify regional areas of disadvantage, and the knowledge of what needs to be done to ameliorate intergenerational transfer of poverty. The missing ingredient is the political will2 and commitment, and the capacity to convince all Australians that an increasingly divided society is to everyone’s disadvantage. 相似文献