Film as Moral Education     

SANDRA LAUGIER 《Journal of Philosophy of Education》2021,55(1):263-281

Stanley Cavell was the first to account for the transformation of theory and criticism brought about by reflection on popular culture and its ‘ordinary’ objects, such as so‐called mainstream cinema. However, Cavell is less concerned with reversing artistic hierarchies than with the self‐transformation required by our encounters with new experiences, and with the moral education they provide. According to him the value of a culture lies not in its ‘great art’ but in its transformative capacity, the same capacity found in Emerson's ‘moral perfectionism’. This new accent on examining the educational value of films as public occurrences of ethical theorising points towards the analysis of linguistic and aesthetic expression in a larger corpus works of ‘popular culture’, hence to going beyond Cavell's focus on the classical Hollywood movie.  相似文献   

Social class and children's reading preferences     

TOM ELLISON  GERALD WILLIAMS 《Literacy》1971,5(2):3-9

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Cognitive Style in Counselor Education: A Comparison of Practicum Supervisors and Counselors in Training     

JOHN C. CAREY  KATHY S. WILLIAMS 《Counselor Education & Supervision》1986,26(2):128-136

The authors compared practicum supervisors and counseling students in training in terms of dominant cognitive style and related cognitive style of counselors in training to supervision process and outcome measures. A sample of 18 supervisors and 46 students completed the Myers-Briggs Type Indicator. After at least six supervision sessions, supervisors rated the counseling students on the Counselor Evaluation Rating Scale and the students rated the quality of the supervision relationship using the Barrett-Lennard Relationship Inventory. Supervisors had a stronger Thinking orientation and less variability on the Sensing-Intuiting orientation than did counselors in training. In contrast to previous research, a strong relationship between the cognitive style of counselors in training and supervision process and outcome measures was not detected in this study.  相似文献   

Aristotle's First Principles     

C.J.F. WILLIAMS 《Philosophical Books》1990,31(3):138-141

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Learning to Re-imagine: Uncovering affective investments in female film characters     

SANDRA MOFFAT 《Gender and education》1998,10(1):93-99

ABSTRACT In this article I explore how I use my imagination to analyse the two main female characters, Dede and Jane, in the film Little Man Tate (1991). Although I perceive Dede and Jane to be portrayed in very stereotypical ways, my analyses do not remain limited to this detached level of viewing, rather I try to gain an understanding of the tremendous pain I experienced while watching their lives performed on the screen. I examine closely how my imagination has been shaped by the traditional message that women must choose between motherhood and a career and how, as a result, I invested in the conflict between Dede who I perceived as a 'good mother' stereotype and Jane who I perceived as a 'successful career woman' stereotype. By reassessing how I have learned to evaluate female characters, I discuss how students, like myself, can be taught to uncover their affective investments in the filmic stories they are learning to criticise.  相似文献   

The Dilemma of Michael Oakeshott: Oakeshott's treatment of equality of opportunity in education and his political philosophy     

KEVIN WILLIAMS 《Journal of Philosophy of Education》1989,23(2):223-240

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Religious Worldviews and the Common School: The French Dilemma     

KEVIN WILLIAMS 《Journal of Philosophy of Education》2007,41(4):675-692

This article explores, in the French context, an aspect of what Terence McLaughlin (1991) has described in an unpublished paper as the 'dilemma of substantiality' faced by any school system endeavouring to promote neutrality. In France, in order that the public or common school be genuinely open to all students, not only is the wearing of conspicuous religious symbols forbidden but so too is any direct teaching of religion. The cultural consequences resulting from this prohibition have led to the mandating of cross-curricular teaching about religion. This article aims to show that the civic principles (la laïcité) on which this teaching is based pose in an acute and problematic form the 'dilemma of substantiality'.  相似文献   

Informal Learning in the Workplace: A case study of new teachers     

ANNE WILLIAMS 《Educational studies》2003,29(2-3):207-219

This paper focuses on the learning of new teachers in England where all such teachers have to complete a statutory induction year, with a particular emphasis on the part that may be played by non-formal or informal learning. Drawing on the work of Eraut, and Guile and Griffiths, it uses interview and survey data from work with new teachers to identify three aspects of work-place learning which, it is suggested, may not be best accommodated within current induction arrangements. Concluding that much of new teachers' professional learning is informal rather than formal, reactive rather than deliberative and collaborative rather than individual implications for the ongoing improvement of induction practice are considered.  相似文献   

Philosophical Subjects: Essay Presented to P.F. Strawson.     

C.J.F. WILLIAMS 《Philosophical Books》1982,23(1):33-33

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Introduction to the Suite: Political Education for Human Transformation     

NAOKO SAITO  SANDRA LAUGIER 《Journal of Philosophy of Education》2021,55(1):226-228

This short text introduces a first suite of papers selected from an East‐West project funded jointly by the French Centre National de la Recherche Scientifique (CNRS) and the Japan Society for the Promotion of Science (JSPS). In an attempt to address the concrete social and educational issues that are faced in so many parts of the world, the project engages classic American philosophy (including transcendentalism, pragmatism, and the work of Stanley Cavell) in interdisciplinary exchange with Japanese thought (including the philosophy of the Kyoto School), feminist studies, and the ethics of care. In contemporary tragedies of exclusion, no less than in corresponding anxieties of inclusion, it finds a deepening crisis in democracy, and it suggests limitations in dominant conceptions of citizenship education as well as in the turn to therapy. It seeks to define the conditions for the generation of a politically mature citizenship within democracy recreated as an equality of voices. Political education thus comes to be understood as an education of one.s experience. in which the humanities and the arts assume new prominence.  相似文献