‘To educate children from birth’: a genealogical analysis of some practices of subjectivation in Spanish and French scientific childcare (1898–1939)     

Belén Jiménez-Alonso 《History of education》2016,45(6):719-738

The aim of this paper is to analyse certain techniques of subjectivation in modern child-rearing and the way in which medical discourse leads to the construction of children through those techniques. As a case study, several manuals on childcare used during the first third of the twentieth century in Spain and France have been selected. A historical-genealogical perspective is adopted, according to which childhood is not a natural or ahistorical category, but depends on cultural practices. In Western countries, these practices have been strongly influenced by expert discourses. The techniques proposed in the manuals are identified and the theoretical justification for them analysed according to the socio-cultural and historical context. It is shown in what sense the practices recommended by doctors for mothers constituted a kind of early informal education contributing to the creation of future well-educated citizens.  相似文献   

Development and validation of the DIGIGLO,a tool for assessing the digital competence of educators     

Rafael Alarcón  Elena del Pilar Jiménez  María Isabel de Vicente-Yagüe 《British journal of educational technology : journal of the Council for Educational Technology》2020,51(6):2407-2421

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John Dewey's Theory of Practical Reasoning     

Jim  Garrison 《Educational Philosophy and Theory》1999,31(3):291-312

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The course as token: A construction of/by networks   总被引：1，自引：0，他引：1  

Professor Jim Gaskell  Gary Hepburn 《Research in Science Education》1998,28(1):65-76

In actor-network theory (ANT) the movement from the instability of science-in-the-making to the relative stability of ready-made-science is followed by tracing the path of a token or focal actor (either human or non-human) as it both constructs a network and is simultaneously transformed by the developing network. Within science education, a new course can be seen to be a token. It undergoes various transformations as it simultaneously changes those who encounter it (teachers, students, and interested actors beyond the school) and is changed by those same actors. This paper describes the way a new applied physics course introduced in British Columbia as part of a program in applied academics can be seen to construct different networks in different contexts and, in the process, to take on significantly different characteristics. Data are collected from interviews and observations in two different settings characterized in part by differences in the types of partnerships developed with industry, labour, and post-secondary groups. The success of the applied physics course in challenging traditional forms of school physics is seen to rely on the size and strength of the network in which it is imbedded.  相似文献   

David Carr on Religious Knowledge and Spiritual Education   总被引：1，自引：0，他引：1  

Jim Mackenzie 《Journal of Philosophy of Education》1998,32(3):409-427

This paper is a reply to David Carr's two recent articles on religious education in this Journal . It argues that the examples Carr cites as distinctively religious are not, and that the present emphasis in schools on education about (rather than in) religion is justified.  相似文献   

Target Setting in Special Schools   总被引：1，自引：0，他引：1  

Jim Muncey  & John McGinty 《British Journal of Special Education》1998,25(4):173-178

Jim Muncey, Chief Adviser, City of Coventry Education Service, and John McGinty, Headteacher, Wainbody Wood School, examine a model which ensures that target setting in special schools reflects both national demands and the particular nature of special provision.  相似文献   

RECLAIMING THE LÓGOS, CONSIDERING THE CONSEQUENCES, AND RESTORING CONTEXT     

Jim Garrison 《Educational theory》1999,49(3):317-337

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BASEBALL AS AMERICA: American Museum of Natural History,New York,March 18‐August 18, 2002     

Jim Melonhead Volkert 《Curator: The Museum Journal》2001,44(3):309-313

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Evolution and the nature of science: On the historical discord and its implications for education     

John L. Rudolph  Jim Stewart 《科学教学研究杂志》1998,35(10):1069-1089

Research in the teaching and learning of evolutionary biology has revealed persistent difficulties in student understanding of fundamental Darwinian concepts. These difficulties may be traced, in part, to science instruction that is based on philosophical conceptions of science that are no longer viewed as adequately characterizing the diverse nature of scientific practice, especially in evolutionary biology. This mismatch between evolution as practiced and the nature of science as perceived by researchers and educators has a long history extending back to the publication of Darwin's theory of natural selection. An examination of how this theory was received by the scientific community of the time may provide insight into some of the difficulties that students have today in learning these important biological concepts. The primary difficulties center around issues of metaphysics and scientific method, aspects of the nature of science too often ignored in science education. Our intent is not to offer a specific course of action to remedy the problems educators currently face, but rather to suggest an alternative path one might take to eventually reach a solution. That path, we argue, should include the use of broader models of science that incorporate these elements of scientific practice to structure teaching and education research in evolution. © 1998 John Wiley & Sons, Inc. J Res Sci Teach 35: 1069–1089, 1998  相似文献   

The Ethics of PI: A Polemical Overview     

Jim Stewart 《Performance Improvement Quarterly》2003,16(2):90-104

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