This paper draws attention to basic philosophical perspectives which are of theoretical and methodological interest for science education, general education and curriculum research. It focuses on potential contributions philosophy class can offer if philosophy education opens up for science and for a collaboration of teachers in the context of post-compulsory education. A central educational goal is to connect basic philosophical skills with any curricular intellectual practice. This implies the possibility of crossing disciplinary boundaries. Hence, the present paper questions the disciplinary rigidity of education and aims at bridging the artificial gap between teaching philosophy and teaching science in order to enrich the individual school subjects involved. Towards this end, this article sketches out a conceptual framework for the issue of interdisciplinarity with regard to philosophy and science in upper secondary school. This framework takes into account aspects of the nature of science (NOS), history and philosophy of science (HPS) and the critical thinking approach which have significant implications for teaching. It aims to facilitate a basic understanding of the significant positive impact philosophy could have on improving scientific literacy as well as decision-making in general. I set forth methods of cross-curricular teaching which can promote innovation in education as interdisciplinarity already does in research since there is growing appreciation of collaboration and partnership between philosophy and science.
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Lampert Irene Niebert Kai Wilhelm Markus 《International Journal of Science and Mathematics Education》2022,20(7):1315-1336
International Journal of Science and Mathematics Education - The burden placed by human activities on Earth is ever-increasing. Global environmental changes have profoundly affected the... 相似文献
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ABSTRACTThis paper describes the aims, origins and principles of the Australian National Exceptional Teaching for Disadvantaged Schools programme and reflects on findings from its first eight years. As a well-established, mainstream university-based initial teacher-education programme designed to prepare social justice teachers for low socio-economic or high-poverty schools, NETDS has had significant impact on recruiting and retaining high-performing teachers in the schools that need them most. In this paper we discuss how it works, but also outline some of the complexities that arose in trying to design a teacher-education programme with equity at the centre and some of the changes we made along the way. 相似文献
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Jo Lampert Bruce Burnett Barbara Comber Angela Ferguson Naomi Barnes 《Critical Studies in Education》2020,61(2):149-165
ABSTRACTThis article explores how early-career teachers working in high-poverty schools in Australia account for their decision-making during critical classroom incidents. Classroom management solutions are problematized by investigating how two teachers take up particular positions, make decisions, and enact what they believe to be ‘quality teaching’ in context. Through a combination of interviews and observations of teachers ‘in situ’, we examine what these teachers do, why they do it, what informs their decisions, and how they reflect on their actions. The complexity of teachers’ work in schools located in high-poverty areas is highlighted. We argue that both early-career teachers prefer to position themselves within ‘pastoral’, in contrast to ‘disciplinarian’, discourses, as part of constituting the school as a site of possibility and teachers who advocate for youth growing up in poverty. 相似文献
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Petra Rattay Dr. Thomas Lampert PD Dr. Hannelore Neuhauser Dr. Ute Ellert 《Zeitschrift für Erziehungswissenschaft》2012,15(1):145-170
Family is the central place of socialization during childhood and adolescence. What are the determining factors of family life that are important for the health of children and adolescents and in which stages of their life do these factors take effect? The question is answered with reference to the general health of children and adolescents as rated by their parents. The analysis is conducted with data from the KiGGS study 2003–2006 which is representative of Germany (n?=?17641, age: 0–17 years). The gender-specific effects of different family factors on good health are analysed in five age groups using binary logistic regression analysis including structural, socioeconomic and origin-related factors of family as well as housing conditions and family cohesion. Bivariate analysis indicates significant effects on general health for almost all included factors (at least in some age groups). Multivariate analysis shows family cohesion to be the most important factor for good health. In boys a bilateral migration background also has an adverse effect on good general health until the beginning of adolescence. 相似文献
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Children’s picture books dealing with the topic of child sexual abuse appeared in the 1980s with the aim of addressing the
need for age-appropriate texts to teach sexual abuse prevention concepts and to provide support for young children who may
be at risk of or have already experienced sexual abuse. Despite the apparent potential of children’s picture books to convey
child sexual abuse prevention concepts, very few studies have addressed the topic of child sexual abuse in children’s literature.
This article critically examines a selection of 15 picture books (published in the US, Canada and Australia) for children
aged 3–8 years dealing with this theme. It makes use of an established set of evaluative criteria to conduct an audit of the
books’ content and applies techniques of literary discourse analysis to explain how these picture books satisfy criteria for
child sexual abuse prevention. The analysis is used as a way to understand the discourses available to readers, both adults
and children, on the topic of child sexual abuse. Key themes in the books include children’s empowerment and agency, and the
need for persistence and hope. 相似文献
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Jo Lampert 《Sex education》2013,13(2):177-185
Children's picturebooks dealing with the topic of child sexual abuse first appeared in the early 1980s with the aim of addressing the need for age-appropriate texts to teach sexual abuse prevention concepts and to provide support for young children who may be at risk of or have already experienced sexual abuse. Despite the apparent potential of children's picturebooks to convey child sexual abuse prevention concepts, very few studies have addressed the topic of child sexual abuse in children's literature. Based on a larger study of 60 picturebooks about sexual child abuse published over the past 25 years, this paper critically examines eight picturebook representations of the perpetrators of sexual child abuse as a way to understand how potentially dangerous adults are explained to the young readers of these texts. 相似文献
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