Philosophy in Schools: A Catholic School Perspective          下载免费PDF全文

Sean Whittle 《Journal of Philosophy of Education》2015,49(4):590-606

This article builds on the recent Special Interest issue of this journal on ‘Philosophy for Children in Transition’ (2011) and the way that the debate about philosophy in schools has now shifted to whether or not it ought to be a compulsory part of the curriculum. This article puts the spotlight on Catholic schools in order to present a different argument in favour of introducing compulsory philosophy lessons into the curriculum. It is explained that in faith schools, such as Catholic ones, there is an additional need or imperative to have compulsory philosophy as part of the curriculum. This is because it serves as an effective way of avoiding the inherent dangers of confessional education, particularly the indoctrination challenge. It is argued that Catholic schools also have some intriguing theological reasons that can be used to justify the inclusion of compulsory philosophy in the school curriculum. It is proposed that when it comes to philosophy in schools there is a distinctive Catholic school perspective. As part of this it is explained why Catholic schools, perhaps more than others, need philosophy to be a compulsory part of the curriculum.  相似文献   

Changes in Cooperation and Self-Other Differentiation during the Second Year   总被引：8，自引：0，他引：8  

Celia A. Brownell  Michael Sean Carriger 《Child development》1990,61(4):1164-1174

Cooperation in peer interaction emerges during the second half of the second year. A consideration of the skills and knowledge entailed in these early forms of cooperation suggests that young children's emerging ability to differentiate self from other as causal agents may relate to their ability to coordinate behavior with age mates toward a common goal. Children at 12, 18, 24, and 30 months were observed in same-age, same-sex dyads (8 dyads per age) while attempting to solve a simple cooperation problem. They were also individually administered an elicited imitation task used to index decentration, or self-other differentiation. No 12-month-old dyad could cooperate, 18-month-olds did so infrequently and apparently accidentally, whereas 24- and 30-month-olds were able to coordinate behavior with one another quickly and effectively. Children who were better able to accommodate their behavior to one another during cooperation also represented the agency of others at a more advanced, decentered level.  相似文献   

The efficacy of directed studies courses as a form of undergraduate research experience: a comparison of instructor and student perspectives on course dynamics     

Sean E. Moore  Glen T. Hvenegaard  Janet C. Wesselius 《Higher Education》2018,76(5):771-788

Directed studies (DS) courses are widely touted for their ability to enhance research skills in undergraduate students—yet little is known about the dynamics, motivations, and perceived outcomes connected to these specific types of undergraduate research experiences. Building on earlier qualitative research, in this paper we report the results of a self-report survey designed to directly compare instructor and student perspectives on DS course dynamics at a small, liberal arts university. Samples of students who completed DS courses and instructors who supervised them completed a survey assessing their motives, perceived outcomes, and barriers encountered in their course work. Parallel wording of items in instructor and student surveys permitted comparison of perceptions of DS course dynamics. Results indicated that there were many similarities in how both groups approached DS courses but that there were also several important differences in motives and perceived outcomes pointing to the need for greater communication between instructors and students about their expectations for the course.  相似文献   

Beginning the cycle of equitable teaching: The pivotal role of cooperating teachers     

Dr Kathryn Scantlebury  Ellen Johnson  Scott Lykens  Rennie Clements  Susan Gleason  Robert Lewis 《Research in Science Education》1996,26(3):271-281

Cooperating teachers are prominent people in influencing the next generation of teachers because they interact daily with student teachers. This paper discusses the impact of gender-sensitive cooperating teachers on student teachers' teaching strategies, questioning patterns and interactions during their teaching practicum. Student teachers working with these gender-sensitive cooperating teachers were more equitable in their questioning patterns and more likely to ask students (of both genders) higher-order questions than their peers. Concord High School Caesar Rodney High School Glasgow High School Middletown High School Hanby Middle School  相似文献   

Teacher and Student Attitudes to Affective Education: A European collaborative research project     

Arja Puurula  Sean Neill  Lisa Vasileiou  Chris Husbands  Peter Lang  Yaacov J Katz 《Compare》2001,31(2):165-186

This article reports on the outcomes of a comparative research project examining teacher and student attitudes to affective education across Europe. Affective education is defined as the aspect of the educational process that is concerned with the feelings, values, beliefs, attitudes and emotional well-being of learners. The article begins with a consideration of some of the conceptual issues in affective education and its diversity across Europe as a basis for stressing the relevance of cross-cultural comparisons. It then offers a general picture of the findings of the present research project, draws a number of tentative conclusions from this and ends with a reference to issues requiring further research in comparative work on affective education.  相似文献   

Part-time academics’ perception of their role and academic development: a case study from Indonesia     

Tatum Adiningrum  Sean Sturm  Barbara Kensington-Miller 《International Journal for Academic Development》2019,24(2):109-121

ABSTRACT

Employing part-time and casual academics is now a widely accepted practice in higher education globally. We explored the issue of the identity of part-time academics in Indonesian higher education through interviews with 14 part-time and 11 full-time academics. Both groups identified more strongly with their teaching roles than with other roles. However, they differed in their perceptions of opportunities to enact their chosen academic roles and of the kind of academic development they needed. The current standardised model of academic development needs to be rethought to offer more flexibility and to invite departments’ participation in the development of their academics.  相似文献   

Challenging gender-blindness in preservice secondary science teachers     

Dr. Kathryn Scantlebury 《Journal of Science Teacher Education》1995,6(3):134-142

This material is based upon work supported in part by a grant from the National Science Foundation (Grant No. HRD 945-0022). Any opinions, findings, and conclusions or recommendations expressed in this article are those of the author and do not necessarily reflect the views of the National Science Foundation.  相似文献   

Avoiding the Issue of Gender in Japanese Science Education     

Kathryn Scantlebury  Dale Baker  Ayumi Sugi  Atsushi Yoshida  Sibel Uysal 《International Journal of Science and Mathematics Education》2007,5(3):415-438

This paper describes how the patriarchal structure of Japanese society and its notions of women, femininity, and gendered stereotypes produced strong cultural barriers to increasing the participation of females in science education. Baseline data on attitudes toward science and the perceptions of gender issues in science education, academic major and career choice were collected from 175 university students (124 female, 51 male). Students responded to a Likert scale that included the option “I don't understand the question”. All respondents took advantage of the option for items related to gender issues. On some items up to 67% of the males responded that they did not understand the question. Females in science choosing this option did not exceed 19%. In Japan, gender is an invisible, pervasive construct that impacts females' participation in science and science education. In other ways, attitudes toward science among Japanese students mirrored those found in the United States and in other countries. Respondents held the most favorable views of science when they were in elementary school and females preferred biology while males preferred the physical sciences. The exception to the Western pattern of liking science and science teachers is that male non-science majors rather than female non-science majors reported poor academic performance in elementary school, declining attitudes in middle school, and they held the most negative attitudes toward their science teacher and science subjects.  相似文献   

Included? The Status of African American Scholars in the Discipline of Criminology and Criminal Justice Since 2004     

Helen Taylor Greene  Shaun L. Gabbidon  Sean K. Wilson 《Journal of Criminal Justice Education》2018,29(1):96-115

This article provides a re-examination of the progress of African Americans in criminology/criminal justice doctoral programs since 2004. It focuses on African-American faculty, their scholarly research, and involvement in professional associations. Recent trends in African Americans enrolled in doctoral programs also are analyzed. Findings indicate that the representation of African-American faculty and doctoral students in criminology and criminal justice programs has increased although both continue to be under-represented in programs at predominantly white institutions. Evidence of increases in their contributions to the body of knowledge and service to professional associations was notable. The article concludes with strategies and recommendations for ensuring that inclusion continues to matter in the next decade.  相似文献   

‘You're Like Yourself': Multimodal Literacies in a Reading Support Class     

Kelly Wissman  Sean Costello  Diane Hamilton 《Changing English: An International Journal of English Teaching》2012,19(3):325-338

This article explores the experiences and literacy practices of an adolescent boy enrolled in an academic support class, in which students received an open-ended invitation to respond to S.E. Hinton's novel The Outsiders with the software programme Comic Life. In constructing this ‘telling case', we highlight how traditional print literacies associated with English instruction can construct school as a ‘contradictory symbolic space' for many students, but also how the introduction of the multimodalities can provide opportunities for adolescents to experience in-school literacies as social, performative and creative. We argue for re-envisioning literacy curricula and assessment not only to incorporate multimodalities, but also to provide students with instruction in writing conventions and practice with print in ways that serve larger purposes beyond remediation and test preparation. We posit the possibility for ‘complementary symbolic spaces' that are connected to the landscape of adolescent literacies that students traverse outside school and to students' desires to communicate, create and reach others within a range of discourse communities.  相似文献