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Tertiary Education and Management - This article reports on research to form an understanding of how to account whether and how quality management (QM) has been adopted in Greek higher education.... 相似文献
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Tertiary Education and Management - This empirical study explores higher education advertising campaigns displayed in five world cities: Boston, New York, Oslo, Tokyo, and Toronto. The study... 相似文献
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This essay first summarizes an overarching theory of cognitive organization and development. This theory claims that the human
mind involves (1) several specialized structural systems dealing with different domains of relations in the environment, (2)
a central representational capacity system, (3) general inferential processes, and (4) consciousness. These systems interact
dynamically during development so that changes in each are related to changes in others. The changes in all systems and the
change mechanisms are described. This theory integrates research and theorizing from cognitive, developmental, and differential
psychology. Based on this theory, a model for education is proposed that specifies, first, educational priorities for different
phases of development according to the cognitive developmental milestones associated with each phase. The theory also specifies
how education can educate students to (1) construct mental models for the sake of conceptual change, (2) use their central
representational capacity efficiently, (3) advance analogical and deductive reasoning, (4) learn how to learn, and (5) become
critical and creative thinkers. The theory is offered as an overarching paradigm for the architecture, the development, and
the education of the human mind. 相似文献
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There is, in Greece, an ongoing attempt to breach the boundaries established between the different teaching-learning subjects
of compulsory education. In this context, we are interested in exploring to what degree the teaching and learning of ideas
from the sciences’ “internal life” (Hacking, in: Pickering (ed) Science as practice and culture, 1992) benefits from creatively
coming into contact with theatrical education as part of the corresponding curriculum subject. To this end, 57 students of
the Early Childhood Education Department of the University of Athens were called to study extracts from Galileo’s Dialogue Concerning the Two Chief World Systems, Ptolemaic and Copernican, to focus on a subject that the Dialogue’s “interlocutors” forcefully disagree about and to theatrically represent (using shadow theatre techniques) what they considered
as being the central idea of this clash of opinions. The results indicate that this attempt leads to a satisfactory understanding
of ideas relating to the content and methodology of the natural sciences. At the same time, theatrical education avails itself
of the representation of scientific ideas and avoids the clichés and hackneyed techniques that the (often) simplistic choices
available in the educational context of early childhood education tend towards. The basic reasons for both facets of this
success are: (a) Genuine scientific texts force the students to approach them with seriousness, and all the more so if these
recount the manner in which scientific ideas are produced and are embedded in the historical and social context of the age
that created them; (b) The theatrical framework, which essentially guides the students’ activities, allows (if not obliges)
them to approach scientific issues creatively; in other words, it allows them to create something related to science and recognize
it as theirs; and, (c) Both the narrative texts describing processes of “science making” (Bruner, J Sci Educ Technol 1:5–12, 1992) and
theatrical expression constitute fields that are characterized by what, for the students, is a common and understandable manner
of expression: the narrative. 相似文献
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This rejoinder discusses the issues raised by the three commentators of the target article. In agreement with Hunt, it is
accepted that, as any overarching theory in any science, it does involve postulates about the mind that must be scrutinized
by further research. However, its main postulates are well supported by the findings of specifically designed experiments.
In response to Olson, it is maintained that this theory, as an integration of the standard models of the human mind in cognitive,
psychometric, and differential psychology, deals better than its competitors with educationally important questions about
what, how, and when to teach important knowledge. In fact, the mechanisms of specified understanding are refined enough to
explicate what meaning making is possible at different ages. In agreement with Anderson, it is noted that the theory may direct
curriculum developers how to develop the curriculum in different subjects and teachers colleges how to educate teachers so
that learning in the classroom may become deeper, more stable, and transferable, thereby increasing the understanding and
learning autonomy of students. 相似文献
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