Is Christian Education Compatible With Science Education?     

MARTIN  MICHAEL 《Science & Education》1997,6(3):239-249

Science education and Christian education are not compatible if byChristian education one means teaching someone to be a Christian. Onegoal of science education is to give students factual knowledge. Even whenthere is no actual conflict of this knowledge with the dogmas ofChristianity, there exists the potential for conflict. Another goal ofscience education is to teach students to have the propensity to be sensitiveto evidence: to hold beliefs tentatively in light of evidence and to rejectthese beliefs in the light of new evidence if rejection is warranted by thisevidence. This propensity conflicts with one way in which beliefs are oftentaught in Christian education: namely as fundamental dogmas, rather than assubject to revision in the light of the evidence.  相似文献   

The Inclusion of Women's and Gender Issues in Counselor Education Programs: A Survey     

PAULA J. DUPUY  MARTIN H. RITCHIE  ELLEN PIEL COOK 《Counselor Education & Supervision》1994,33(4):238-248

The results of a survey of 120 counselor education programs on the inclusion of women's and gender issues in counseling curricula are presented.  相似文献   

Gender,affect, and landscape: wartime films from Northern and Southern Vietnam     

Adrian MARTIN 《Inter-Asia Cultural Studies》2013,14(2):258-270

Abstract

Examining two Vietnamese films, one made in the North in 1959, and another produced in the South during the American War in 1971, this article contends that Vietnam's landscape serves as an affective site for a gendered construction of nationalism within key moments in Vietnamese history. In analyzing the attachments that the Vietnamese and Vietnamese diaspora feel towards their country, I explore a topic rarely discussed in US film scholarship and historicize these filmmaking efforts to demarcate a different way of viewing Vietnam in film. This study demonstrates the importance of understanding how gender and affect are projected onto landscapes in a national cinema like Vietnam's. More exactingly, it emphasizes that affects underlying Vietnamese nationhood and war are undergirded by the political economy of film and filmmaking. My arguments point to the modes of production and circulation of film, which shape the making of affect in Vietnam War discourse. My analyses are framed by the questions: how is affect inscribed in Vietnamese film, and what are its effects on notions of belonging and nationhood? In what ways has affect traveled about Vietnam in the past and present moment? Who is able to access such representations, and why does this matter?  相似文献   

The Path Not Taken     

JANE ROLAND MARTIN 《Journal of Philosophy of Education》2020,54(3):744-756

In a response to critics, R.S. Peters acknowledged that a more general concept of education exists than the ‘school-related’ one he analysed and defended his decision to ignore it by saying that it ‘indiscriminately’ marks out the ‘mundane, instrumentally oriented operations’ involved in rearing children. In this paper I sketch in the portion of the educational landscape that Peters left out of the picture. Once seen, it becomes apparent not only that he staked out just one small part of a vast domain but also that he rendered invisible some of the most basic philosophical issues and problems that confront humankind.  相似文献   

Educational Justice and the Value of Knowledge     

CHRISTOPHER MARTIN 《Journal of Philosophy of Education》2020,54(1):164-182

How should a liberal democratic society value knowledge and understanding, and does this valuation inform how we ought to reason about the justice of our educational institutions? In scholarly and public discourse, it is orthodox to argue that because educational institutions bring about various goods—goods of character such as wellbeing or economic goods such as social mobility – they ought to be structured by principles of political justice. In this paper, I argue that knowledge and understanding valued for its own sake should also inform judgements of educational justice.  相似文献   

Gendered Readings: Helping boys develop as critical readers     

CHRISTINE HALL  MARTIN COLES 《Gender and education》1997,9(1):61-68

ABSTRACT This paper reports recent findings from a national survey of the reading habits of boys and girls aged 10, 12 and 14. Boys' reading habits are considered in the light of concerns about boys' underachievement in school, and in relation to girls' reading and changing patterns of literacy over time. The authors argue that helping boys develop as critical readers involves taking their voluntary reading seriously and rejecting deficit models. The paper argues that boys need to be encouraged to understand how they have been socially constructed as readers; they need to be engaged in discussion about their reading and the implications of the choices they make. It is only by taking differences seriously that critical and discerning readers will bedeveloped, and critical readers are necessary to undermine current highly gendered reading practices which potentially disadvantage both sexes.  相似文献   

Divergent Ontologies with Converging Conclusions: A case study comparison of comparative methodologies     

TIMOTHY J. MARTIN 《比较教育学》2003,39(1):105-117

Informed by different ontologies, rival research traditions in comparative education forward divergent epistemological platforms, types of analyses and conclusions for the comparative education community. This article examines two studies of educational designs in socialist states-- Joseph Farrell's study of Allende's Chile and Jonathon Jansen's study of Mugabe's Zimbabwe--both of which share remarkably similar conclusions, despite their disparate geo-cultural contexts, as well as divergent research methodologies. Through a comparative analysis of the religio-political conflicts highlighted in each study's conclusion, as well as the research methodologies utilised by each comparativist, this article suggests that rival research traditions can not only arrive at similar conclusions, but offer one another complementary, though divergent, ontologies, which together offer a more complete and fuller picture of the reality or realities being studied.  相似文献   

Children and stories: their own and other People's     

NANCY MARTIN 《English in Education》1972,6(2):43-54

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Radical Defeatism     

MARTIN SIMONS 《Educational Philosophy and Theory》1981,13(1):23-37

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II.—THE NIGERIAN STUDENT IN BRITAIN     

MARTIN BANHAM 《Higher Education Quarterly》1958,12(4):363-366

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