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31.
Naoko Saito 《Educational theory》2007,57(3):261-275
A bstract . Dewey's idea of "mutual national understanding" faces new challenges in the age of globalization, especially in education for global understanding. In this essay Naoko Saito aims to find an alternative idea and language for "mutual national understanding," one that is more attuned to the sensibility of our times. She argues for Stanley Cavell's idea of philosophy as translation as such an alternative. Based upon Cavell's rereading of Thoreau's Walden , Saito represents Thoreau as a cross-cultural figure who transcends cultural and national boundaries. On the strength of this, she proposes a Cavellian education for global citizenship, that is, a perfectionist education for imperfect understanding in acknowledgment of alterity. Our founding of democracy must depend upon a readiness to "deconfound" the culture we have come from, the better to find new foundations together. The "native" is always in transition, by and through language, in processes of translation. 相似文献
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Practitioner use of the revised Individual Child Engagement Record – Revised (ICER‐R) for observing children with disabilities in inclusive childcare is examined. Training in the use of the ICER‐R, which includes both a momentary time sampling observation system and rating scales, was provided across two training phases with five to seven participants. Four of the five participants who completed both phases of the training achieved greater than 80% inter‐observer agreement on the observation measure within the allocated time, and were able to maintain this level of agreement over subsequent observation sessions. There was consistency in ratings across observers and positive, statistically significant correlations were found for data gathered using momentary time sampling and data from rating scales. The practical value of the ICER‐R was supported by feedback provided through evaluation questionnaires completed by participants. Training childcare practitioners to systematically observe children with disabilities in inclusive childcare has the potential to benefit both children and staff. 相似文献
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Naoko Saito 《Journal of Philosophy of Education》2002,36(2):247-263
In the context of contemporary nihilistic tendencies in democracy and education, Dewey's pragmatism must respond to the criticism that it lacks a tragic sense. By highlighting the Emersonian perfectionist dimension latent in the concept of growth, this paper attempts to reveal a sense of the tragic in Dewey's work—his humble recognition of the double nature of democracy as both attained and unattained. It is precisely the lack of this sense of the tragic that characterises contemporary nihilism. In resistance to this, Deweyan growth points to a perfectionist education committed to the re–awakening of intensity of impulse. 相似文献
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David J. Harrison Laurel Saito Nancy Markee Serge Herzog 《European Journal of Engineering Education》2017,42(6):712-728
To examine the impact of a hybrid-flipped model utilising active learning techniques, the researchers inverted one section of an undergraduate fluid mechanics course, reduced seat time, and engaged in active learning sessions in the classroom. We compared this model to the traditional section on four performance measures. We employed a propensity score method entailing a two-stage regression analysis that considered eight covariates to address the potential bias of treatment selection. First, we estimated the probability score based on the eight covariates, and second, we used the inverse of the probability score as a regression weight on the performance of learners who did not select into the hybrid course. Results suggest that enrolment in the hybrid-flipped section had a marginally significant negative impact on the total course score and a significant negative impact on homework performance, possibly because of poor video usage by the hybrid-flipped learners. Suggested considerations are also discussed. 相似文献
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Four experiments are reported here to address the question of whether figurative and phonological processing based on sub-word components (radicals) interact in the recognition of Japanese kanji characters. A delayed matching task was used in which two briefly exposed source characters (e.g., ), each made up by two radicals, were followed by a probe character (e.g., ) which in critical conditions was different from the source characters. The task of the subject was to decide whether the probe was one of the two source characters. When a probe was figuratively similar to the source display, the homophonic relatedness between source and probe characters elicited more false responses to the probe. However, no homophony effect was found when the probe was dissimilar to the source display. Further, the false alarm rates in the homophone condition with figurative similarity was shown to be sensitive to proportion of homophonous trials in negative sets. The results suggest that phonological information of both whole character and of components was automatically activated despite experimental tasks in which subjects were given little incentive to execute phonetic processing. It is concluded that the interaction of figurative and phonological processing is due to mutual activation of the whole character and its radical(s) in the process of word identification in kanji. The results are considered within an interactive-activation framework with fore- and background activation device in multilevels. 相似文献
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Eisuke Saito Harun Imansyah Isamu Kubok Siumar Hendayana 《International Journal of Educational Development》2007
This paper examines what kinds of impacts a school–university partnership has on schoolteachers and university faculty members, and what types of challenges and tasks exist. The results show the following: (1) joint lesson planning, observation, and reflection, called piloting activities (PA) have succeeded in improving teaching methodologies; (2) faculty members and teachers generally regarded the students under PA as being more participative; (3) it is necessary to ensure linkages between materials and students, as well as between students; and (4) PA resulted in the development of collegiality within schools and between faculty members and teachers. 相似文献
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Eisuke Saito Matthew Atencio 《Discourse: Studies in the Cultural Politics of Education》2015,36(6):795-807
Under neo-liberal policies in many countries, there has been an extensive trend of educational reform which intensifies competition. Such educational reform is underpinned by direct government control, seen in centre to periphery forms of policy administration and implementation with strong emphasis on managerialism and test-oriented accountability models. There are critical views and opinions about such neo-liberal reforms, but a need still exists to discuss ways forward to protect the equality and right of teachers and student learners in schooling. This essay accordingly aims to discuss how the lesson study for learning community (LSLC) approach of school reform from Japan might signal a practical shift in emphasis away from competitive models of schooling fostered by school reform movements. The aim of this study is to discuss the philosophical underpinnings of LSLC, with particular emphasis on its social justice nature, particularly in reference to criticisms against neo-liberal reform agendas. 相似文献
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For people who live in the knowledge society which have rapidly been changing, learning in the widest sense becomes indispensable in all phases of working, living and playing. The construction of an environment, to meet the demands of people who need to acquire new knowledge and skills as the need arises, and enlighten each other regularly, is becoming very important. Thus, we hope to make the best use of the advantages of a rich e-learning environment which aims at ＂anytime, anywhere and anybody＂ learning, because participants in lifelong learning for the knowledge society demand to learn at the right place and right time, and with learning content, they can select themselves. However, in a general e-learning environment so far, because the situation is usual in which the instructor is absent and has the asynchronous access without an immediate communication with others, the participants tend to be solitude and it is difficult to maintain the learning motivation. Therefore, the creation of a new e-learning environment becomes extremely important in which various participants can learn and enlighten each other through an occasional and helpful interaction among them in appropriate learning communities in the network environment. In this paper, we present 5 points as basic requirements for the construction of an e-learning environment which can satisfy the various learning demands of the knowledge society, and discuss how to realize them. The key point here is the extension of the usual ＂strong＂ collaborative learning to effective ＂weak collaborative learning＂. In addition, the evolution of ＂symbiotic learning＂ for the knowledge society, that is, the necessity of ＂symbiotic e-learning environment based on occasional collaborative relationship＂ and its effective realization are discussed. 相似文献
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To examine the evolutional origin of representational drawing, two experiments directly compared the drawing behavior of human children and chimpanzees. The first experiment observed free drawing after model presentation, using imitation task. From longitudinal observation of humans (N = 32, 11–31 months), the developmental process of drawing until the emergence of shape imitation was clarified. Adult chimpanzees showed the ability to trace a model, which was difficult for humans who had just started imitation. The second experiment, free drawing on incomplete facial stimuli, revealed the remarkable difference between two species. Humans (N = 57, 6–38 months) tend to complete the missing parts even with immature motor control, whereas chimpanzees never completed the missing parts and instead marked the existing parts or traced the outlines. Cognitive characteristics may affect the emergence of representational drawings. 相似文献