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ANDREAS ERIKSEN 《Journal of Philosophy of Education》2016,50(4):605-618
This article develops a eudaimonistic account of professional virtue. Using the case of teaching, the article argues that professional virtue requires that role holders care about the ends of their work. Care is understood in terms of an investment of the self. Virtuous role holders are invested in their practice in a way that makes professional excellence part of their own good. Failure to care about the ends of professional practice reveals a lack of appreciation of the value of professional work. This ‘investment view’ is contrasted with the currently popular ‘key goods view’, which claims that professional virtues require a profession‐specific teleological structure. Unlike ordinary virtues, which are governed by eudaimonia or human flourishing, professional virtues are allegedly derived from professional ends, like health or education. The article argues that this delivers an unconvincing criterion for determining the merits of character traits. 相似文献
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ANDREAS ÖNNERFORS 《European Journal of Education》2007,42(3):321-333
There is no doubt that what is generally referred to as 'Ph.D education' has undergone dramatic changes in Europe in recent years. Whereas the Bologna Process, launched in 1999, originally had in mind to make it easier for undergraduate students to gain international experience and enhance their employability by facilitating mobility and transparency of higher education in Europe, the idea of a 'third cycle' of doctoral studies came relatively late in the discussion (2003). For some academic cultures, the idea of educating doctoral students was and still is perceived as a threat against academic freedom, originality and credibility. Other academic cultures have already long adopted Ph.D training schemes as an integrated part of training future scientists and knowledge workers. This article presents the result of a recent survey on Ph.D training in the Nordic-Baltic Area (Andreas Önnerfors: 'Ph.D-training/PGT in the Nordic-Baltic Area', Exploring the North: papers in Scandinavian Culture and Society 2006:1, Lund 2006) initiated by the Nordic research organisation NordForsk, which discusses new concepts of doctoral education and training in the five Nordic and the three Baltic countries as well as in Russia, Poland and three northern states of the Federal Republic of Germany. Whereas there is great correspondence in the performance of doctoral training and education in the Nordic countries and changes have been introduced permanently for about 30 years, Poland, Germany and Russia are battling with their academic traditions and the challenge of adapting their academic cultures to joint European standards. This concerns especially the phenomenon of two postgraduate degrees (the Ph.D and a further degree) and the view upon training elements in doctoral studies. After their independence, the three Baltic countries rapidly adapted their systems of higher education to the Nordic model. 相似文献
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The OAIS model has gained widespread acceptance as the fundamental design reference model for an archival system by the digital library community. One of its core entities is Preservation Planning, for which central functional entities are given yet without every detail breaking down into activities requirements. The Planets Preservation Planning approach addresses this by providing a way to make informed and accountable decisions on which preservation strategy to implement in order to most suitably preserve digital objects for a given preservation context. It allows the explicit definition of requirements and goals and offers a systematic way to evaluate preservation strategies. This paper shows the implementation of the Develop Preservation Strategies and Standards function of the OAIS model through the Planets Preservation Planning approach. Moreover, the paper examines the information flows within the OAIS Preservation Planning entity and with other functional entities with respect to the Planets model. 相似文献
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This study is addressing both upper secondary students’ views of whether it is possible to combine a scientific view of the
universe with a religious conviction, and their views of miracles. Students are asked about their own views as well as the
views they associate with physics. The study shows that in some cases the students’ own views differ from the views they associate
with physics. This we consider to be a possible problem for these students. Through looking at how the students explain the
views they associate with physics concerning the issues above, we show that these views are for many of the students intertwined
with and linked to other views, that in the students’ views, are part of the worldview of physics. It is common that the students
associate scientism with physics. We question whether these kinds of views are necessary for the building of scientific knowledge.
Consequences for the teaching and learning of science are discussed.
Swedish National Graduate School in Science and Technology Education Research. 相似文献
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