排序方式： 共有21条查询结果，搜索用时 235 毫秒
1.
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
2.
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
3.
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
4.
ROBERT F. MCMORRIS SANDRA L. URBACH MICHAEL C. CONNOR 《Journal of Educational Measurement》1985,22(2):147-155
Two matched forms of a 50 item multiple-choice grammar test were developed. Twenty items designed to be humorous were included in one form. Test forms were randomly assigned to 126 eighth graders who received the test plus alternate forms of a questionnaire. Inclusion of humorous items did not affect grammar scores on matched humorous/nonhumorous items nor on common post-treatment items, nor did inclusion affect results of anxiety measures. Students favored inclusion of humor on tests, judged effects of humor positively, and estimated humorous items to be easier. Humor did not lower performance but was sought by the students. Potential for more valid and humane measurement is discussed. 相似文献
5.
DAVID M. LAWSON W. HARPER GAUSHELL SANDRA L. MCCUNE E. DONICE MCCUNE 《Counselor Education & Supervision》1995,34(4):356-368
In this study, significant relationships were found between several dimensions of intergenerational family relationships and supervisor ratings of counselor behavior. 相似文献
6.
This article provides a comparative analysis of the ways in which the women's movement was able to effect change in educational policy and practice in Australia and Canada between 1970 and 2000, drawing on interviews and document analysis in both countries. While the movement in both countries drew on similar international texts and conversations, it had more sustained state support in education in Australia. Despite the different degrees of institutionalisation, similar trends emerged in both countries. There was more public visibility for the movement in the 1970s and 1980s than in the 1990s, and a shift in discourse from 'women's liberation' and 'sexism' to boys and social justice. It is argued that the movement continues to be a creative source of ideas and change even when it is less visible and less formally represented, and that differences in outcomes are not easily linked to differences in institutionalisation. In both countries, major change has occurred, although the demands of the movement have not been realised. 相似文献
7.
Research Selectivity and Female Academics in UK Universities: from gentleman's club and barrack yard to smart macho? 总被引：2，自引：0，他引：2
SANDRA HARLEY 《Gender and education》2003,15(4):377-392
This article reports the findings of survey data designed to explore the perceived impact of research selectivity (in the form of the Research Assessment Exercise [RAE]) on academic work in UK universities and examines their implications for women academics and gendered cultures in the light of recent writing on the position of women in UK academia. If at least part of women's disadvantage in the academic labour market is to be explained by their invisibility in predominantly ‘masculinist’ institutions, then it is possible that an institutional emphasis on research productivity combined with explicit, independent and standardised monitoring and evaluation of research output might render visible research contributions hitherto overlooked by male-dominated institutional hierarchies. However, the findings would indicate that whilst it might very well be in the short-term interests of some well-placed women (and men) ‘to play the RAE game on alien terms and win’, in the long term the RAE treadmill is unlikely to create either the institutional space or the cultural will to advantage a broad range of women academics as an occupational group. 相似文献
8.
9.
SANDRA A. RIGAZIO-DiGILIO 《Counselor Education & Supervision》1998,38(1):43-51
The author proposes that the articles highlighted in the first part of this special series provide a healthy representation of the types of work that need to occur in any field moving toward reconstructed views of theory, research, and practice. The field of counselor supervision is in a recursive process of knowledge development. That is, the field is simultaneously active in several phases of knowledge advancement including theory-exploration, theory-testing, theory-enhancement, and theory-transformation. This development will assist counselor supervisors to synthesize multiple perspectives and options so that they can better meet the challenges of an increasingly pluralistic society. 相似文献
10.