Husserl and Realism in Logic and Mathematics     

DAVID BELL 《Philosophical Books》1986,27(1):31-32

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Sustainability and Education: To Sink—or to Swim?     

DAVID THOM 《European Journal of Engineering Education》1996,21(4):347-352

In the 1960s, the role of engineering education was clear, whereas in the 1990s there is a search for a new rationale. These changes have been wrought by social concerns for the environment at both local and global levels. This trend will accelerate further, and both the rate of development of the trend and its implications have been underestimated. There is now a hope and expectation that technology, until now a contributor to environmental problems, can in the future play a large part in the reduction of these problems. While professional engineering organizations have addressed the problem at a policy level, implementation is a major difficulty. This is also true in education, despite efforts by some schools of engineering to adapt existing courses in an environmental direction. It is now clear that the changes needed are too fundamental and the rate of change too great to be dealt with adequately by adaptation. Basic questions of philosophy and capacity will have to be addressed by academia, engineering practice and major business.  相似文献   

The Acquisition of Conceptual Skills: An Exploratory Study     

CHARLES D. CLAIBORN  DAVID N. DIXON 《Counselor Education & Supervision》1982,21(3):274-281

It was hypothesized that explicit instruction in the use of a conceptual framework would be more effective than feedback about behavior in teaching the conceptual skills of problem definition and goal formulation to beginning practicum students. Counseling trainees received one of two kinds of supervision, instruction or feedback, in written form following an interview with a role-play client. They subsequently interviewed two more role-play clients. After each interview, trainees formulated problem definitions, short-term goals, and outcome goals for the case. At the end of the experiment, they rated the supervision they received and their own counseling performance in the three interviews. Results did not support the hypothesis, but rather the reverse. Feedback was found to be more effective in teaching goal formulation and was perceived by trainees to be more effective.  相似文献   

The adonis experiment     

MANODARSHANI DAVID  GILLIAN MARTIN 《Health information and libraries journal》1989,6(4):193-199

Education's Love Triangle     

DAVID ALDRIDGE 《Journal of Philosophy of Education》2019,53(3):531-546

It has been acknowledged that education includes ‘a love of what one teaches and a love of those whom one teaches’ (Hogan 2010: 81), but two traditions of writing in philosophy of education—concerning love for student and love for subject—have rarely been brought together. This paper considers the extent to which the ‘triangular’ relationship of teacher, student and subject matter runs the risk of the rivalry, jealousy and strife that are characteristic of ‘tragic’ love triangles, or entails undesirable consequences such as transference from one intended object of love to another. It argues that this faultline in the literature of educational love corresponds to education's ‘divided heart’. The implication of this exploration of education's triangular relationship is that we cannot ignore the ‘dark of love’, nor can we address it simply by asserting that educational love must be of a more honourable sort than romantic love. These tensions can be reconciled through the loving recourse of ‘ceasing to strive’ and the possibility of sublimating the two originary loves into a higher ‘love of truth’.  相似文献   

THE HONEST MIND     

DAVID WALFORD 《Philosophical Books》1978,19(3):108-110

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The Measure of Merit: Talents, Intelligence, and Inequality in the French and American Republics, 1750-1940 by John Carson     

DAVID J. ROOF 《History of education quarterly》2008,48(2):302-306

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MORALSPRAGHE UND MORALITÄT     

DAVID WALFORD 《Philosophical Books》1978,19(3):140-143

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Education, Learning and Understanding: the process and the product     

DAVID CARR 《Journal of Philosophy of Education》1992,26(2):215-225

ABSTRACT Recent educational theorising about the nature of teaching, learning and assessment has made much of a distinction between processes and products and of so-called process models of education und curriculum. Following on from reflections on the historical provenance and subsequent evolution of process talk in psychology and the philosophy of mind it is argued in this article that such talk can only import serious conceptual confusion and ambiguity into our attempts to understand clearly and adequately the business of human learning. In the light of this it would be altogether better for us to expunge the language of process from the discourse of education.  相似文献   

Why Should Secondary Schools Take Working with Boys Seriously?     

DAVID JACKSON 《Gender and education》1996,8(1):103-116

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