教育学是科学吗？——教育一个基本性质的发现及其对政策取向的意义     

山子 《中学教育》2011,(6):13-15

本文提出并分析了教育学危机的根源,揭示了教育的一个基本性质,即教育不是一种本源现象,而是一种派生现象;不是一种本体现象,而是一种从属现象。本文简要论证并分析了知识的一个显著特征,由此从各个角度探讨了教育对知识的派生和从属性质。由这一基本性质的揭示,作者对政策取向或政策侧重点做出阐述：教育学只有在揭示教育的真实性质和关系...  相似文献   

Editorial H-score as a metric of inner authenticity for national scientific journals—Pilot study for the field of pedagogy     

Petr Novotný  Karolína Kotvaltová Sezemská  Romana Schubertová  Vanda Janštová 《Learned Publishing》2023,36(2):194-204

There is evidence that national scientific journals are important for local communities despite their limited audience due to national languages and topics, like in pedagogy. However, it is not easy to assess the level of scientific rigour of local journals, as most do not have available scientometric data and are often published in minority languages. We hypothesize that a possible manifestation of a latent trait of inner authenticity of the scientific journal (meaning the journal is accepted by a community interested in developing the field which conducts internationally accepted research) could be H-index of the editorial board members. To test this approach, we evaluated H-index and gender of editorial board members (n = 490) from 17 Czech and Slovak national science-oriented scientific pedagogical journals which were not indexed or indexed in Erih+ or Scopus, and compared this with the five lowest-rated journals from the same field indexed in the Web of Science (WoS) database. The H-index of editorial board members was somewhat higher in indexed journals with those from WoS showing higher scores, and the number of board members with no discernable H-index was far greater in non-indexed journals. Editorial boards of journals indexed in WoS were mostly male, compared to a dominance of women on boards of non-indexed journals. Acknowledging the limited sample, it appears that the H-index of editorial board members may be a way to value national scientific journals.  相似文献   

涵养专业理性:教育学课程在职前教师教育中的核心价值   总被引：1，自引：0，他引：1  

杨跃 《教育理论与实践》2011,(34)

教育是理性的事业,蕴涵信仰理性、认知理性和反思实践理性三重意蕴的教育专业理性是教师专业发展的核心推动力。教师需要具备健全、合理、澄明的专业理性来审视和改造自己的教育观念与行动。作为职前教师教育重要课程之一的教育学课程担负着涵养师范生的教育专业理性以及为其教师专业素养可持续发展奠基的重大使命。  相似文献   

教育学范式论     

张正江 《教育理论与实践》2011,(10)

库恩范式是指某一学科的理论根基、第一原理,其重要作用在于它范例性地指出了某一学科领域的研究方向、程序、方法、标准等。在一个范式指导下的研究就是范式研究,这是一门学科成熟的标志。研究教育学的范式具有重大意义,如可以结束学派纷争,停止理论移植与嫁接,从而使后继研究者不再从零开始研究。当前,教育学处于前范式时期。要建立教育学的范式,应从教育学的第一问题教育是什么出发,因为教育不是一种活动,而是无数人为活动的泛称,没有一个客观、绝对的标准来判断某种活动是不是教育。  相似文献   

后方法视角下的高职英语教学反思     

蒋志豪  王柠 《淮南职业技术学院学报》2011,11(5):60-62

后方法理论是一种不同于传统外语教学的新的教学思想体系,它跳脱了传统外语教学唯方法论的陷阱,主要阐述了后方法理论的由来及其理论框架,并从后方法理论的角度出发,探讨了它对高职英语教学的启示,以期更好地促进高职英语教学的开展。  相似文献   

An Autonomist Biopolitics of Education: Reproduction,Resistance, and the Specter of Constituent Bíos     

Gregory N. Bourassa 《Educational theory》2019,69(3):305-325

In considering the enigmatic relationships between philosophy, politics, and pedagogy, this essay attempts to map some of the currents in educational scholarship, particularly those running between reproduction theories and resistance theories. While these two theoretical frameworks have been at odds with one another, Gregory Bourassa suggests that both share orthodox commitments that prevent them from appreciating the constituent dimensions of revolutionary subjectivity. In seeking an alternative orientation, Bourassa proposes an autonomist biopolitics of education. This framework inverts the traditional circuits of resistance and suggests that schools follow behind and resist the constituent life forms (constituent bíos) of students. If resistance theory only attempts to identify the ways in which students resist school practices, it risks obscuring the potentiality of constituent bíos as a social ontology that is primary, always already present, and subject to the resistant practices of the school. Therefore, a key contribution of this essay is its development of an autonomist biopolitics of education. Within this framework, constituent bíos is recognized as the foundational and constitutive motor to which schools are constantly reacting. The adoption of this perspective, alongside more conventional understandings of resistance, offers a more nuanced conception of the relation between forms of life and schools.  相似文献   

Walking backwards into the future: Indigenous wisdom within design education     

Nan O’Sullivan 《Educational Philosophy and Theory》2019,51(4):424-433

This research parallels Tongan academic Hūfanga ‘Okusitino Māhina’s assertions in the 1994 Contemporary Pacific article Our Sea of Islands, that ‘People are thought to walk forward into the past and walk backward into the future, both taking place in the present, where the past and the future are constantly mediated in the ever-transforming present’ alongside those of Professor Terry Irwin and fellow Transition Designers in which they discuss the use of Indigenous Wisdom to enable designing for the Long Now as defined by Brand in his 1999 book The Clock for the Long Now: Time and Responsibility. In the 2015 Transition Design Monograph Irwin asserts that, ‘Transition Design draws on knowledge and wisdom from the past to conceive solutions in the present with future generations in mind’. This paper draws on the pre-industrial wisdom of indigenous knowledge, specifically that of the Pacific regions, Moana, who have lived and designed sustainably in-place for generations to illustrate the value it holds for the formulation of sustainable and sustaining futures.  相似文献   

Time for inclusion?     

Matthew Krehl Edward Thomas  Benjamin Jay Whitburn 《British Journal of Sociology of Education》2019,40(2):159-173

This article examines the constraints of modern temporality which are antithetical to the careful consideration that working with diverse learners requires for the development of inclusive, democratic education. We take up the conceptual construct of time to explore how it mediates systemic practices that impact policy positions of inclusion in initial teacher education and schooling. Our analysis demonstrates that temporality shapes the possibilities of inclusive practice within which a dominant agenda of compliance frames classroom complexities – both in schooling and higher education environments – into fragmented and preconceived responses to challenging situations. Education systems position educators in risk discourses concentrated on compliance and performance, in part through an emphasis that is placed on the diagnosis of learner differences and subsequent compartmentalised responses. Through schisms in modern time, we demonstrate the ways in which inclusion, like other educational demands, may be supported through a diffraction in time rather than subjugated to it.  相似文献   

Skirting the Sketch: An Analysis of Sketch Inhibition within Contemporary Design Higher Education     

Lisa Thurlow  Peter Ford  Grahame Hudson 《The International Journal of Art & Design Education》2019,38(2):478-491

Sketch inhibition is regularly alluded to by educators within design higher education and one with increasingly marked effects on industry. Over the past thirty years, students have been observed to engage less with the manual processes of design development process in favour of other activities perceived as more attractive, to the detriment of their development as effective designers. This article offers an evaluation of literature which supports the importance of sketching to the design process across a variety of disciplines, its anatomy and functions and demonstrates its role in cognitive support, as a language, a means of reflection, communication and storage of information and the micro‐processes it embodies. Initial findings regarding the symptoms of sketch inhibition are presented: from avoidance of studio sessions and minimal design development, to an overreliance on digital tools. It considers causes, ranging from lacking skill‐sets, psycho‐social, to technological, and although further investigation is recommended to establish depth and enable development of an appropriate pedagogical framework for its management within HE, various methods are offered at this stage for use by educators: these include fine art exercises, a rigorous pursuit of quantity and even paper type.  相似文献   

Defying the dominant discourse: why contesting neoliberalism needs critical pedagogy in economics education     

Brenda Spotton Visano 《Critical Studies in Education》2019,60(3):321-339

Both the dominant narrative in the economics discipline and the predominant mode of delivery of an economics education in colleges and universities mutually reinforce the authority of neoliberalism. This paper argues that a counterhegemonic pedagogy in addition to a pluralist curriculum equips students with the knowledge they need to exercise their own judgment as future economists, business leaders and policy makers. Beyond opening discussions of alternative theoretical and methodological approaches or separately, diversifying modes of delivery to promote critical thinking, an economics education engaging critical pedagogy can create the space students need to discuss not only the different assumptions about material relations and individual behavior intrinsic to various economic models, but also the assumed social relations in both the models studied and the construction of which knowledge defines economics as a field of study.  相似文献