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指称问题是有关语言与对象关系的问题。普特南在批判和继承前人哲学思想的基础上,提出了他的自然实在论哲学观点,从而由绝对主义走向相对主义再超越两者的对立,最后回归生活实践。为指称理论走向生活实践的层面作出了重大的理论贡献。 相似文献
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本文以精英二分理论(Elite Dualism)为框架,探讨党内资历、教育背景以及其他人口统计变量对大学校长和书记的不同角色所产生的不同影响。经验分析表明,高校主要领导人的党内资历对一个领导担任书记职位而言有着显著的正面影响;同时,相对于书记而言,大学校长这一角色往往对任职者的教育背景有着更高的要求。 相似文献
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Understanding Learning Culturally: Overcoming the Dualism Between Social and Individual Views of Learning 总被引:1,自引:0,他引:1
This paper identifies limitations within the current literature on understanding learning. Overcoming these limitations entails
replacing dualist views of learning as either individual or social, by using a theory of learning cultures and a cultural
theory of learning, which articulate with each other. To do this, we argue that it is possible and indeed necessary to combine
major elements of participatory or situated views of learning with elements of Deweyan embodied construction. Bourdieu’s concepts
of habitus and field are used to achieve this purpose, together with the use of ‘becoming’ as a metaphor to help understand
learning more holistically. This theorizing has a predominantly heuristic purpose, and we argue that it enables researchers
to better explain data. We also suggest that a cultural approach of the sort proposed here leads toward the asking of better
questions about learning and its improvement and has high practical significance.
相似文献
Phil HodkinsonEmail: |
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Anthony McKnight 《Educational Philosophy and Theory》2013,45(3):276-290
The cultural invasion of Yuin Country in Australia not only colonized the Yuin people and Yuin Country itself, but also contributed to non-Aboriginal people’s continual colonized journey of disconnecting self from Mother Earth. Cultural awareness is a process driven by Western theories informed by the colonial dualism that functions on separation and differences. Tripartation means assisting in a decolonization and more importantly a reculturalization process to place Yuin Country and align stories back into focus for all peoples attached to Yuin Country. Tripartation challenges Western dualities to create a philosophical space, place and reality in Aboriginal dualities for non-Aboriginal people to find similarities and connections through stories in order to build respectful relationships with Aboriginal people, Yuin Country and importantly the self. Mingadhuga Mingayung (My Mother Your Mother) focuses on identifying similarities through stories to guide non-Aboriginal people in Yuin ways of knowing, learning and behaving with Country. 相似文献
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Ali Sammel 《Cultural Studies of Science Education》2009,4(3):649-656
This paper provides another way to gaze upon Brad’s story as presented by van Eijck and Roth (2010). It raises questions about
infrastructural racism in contemporary science education by exploring its association with Whiteness and White privilege.
To explore the racial positioning inherent in Western science education specific attention is given to the positions of power
that accompany Western ways of knowing the world (i.e., science education) in comparison to Other ways of knowing the world
(i.e., First Nations Ways of Knowing). The paper suggests the power relationships inherent within this dualism are asymmetrical
due to the implications of Whiteness within colonial societies. Even though power relations were not discussed in Brad’s story,
the paper suggests the implications were visible. The paper concludes by advocating for a re-imagining in science education
where the traditional ontological and epistemological foundations are deconstructed and spaces are created for enacting practical
ways of resisting oppression.
Alison Sammel received her doctorate in 2005 for a study that used critical theory and feminist poststructuralism to analyze how five science teachers believed they incorporated critical forms of pedagogy in their high school science classrooms. Intrigued by the social construction of the ‘Western science teacher’ she continues to explore the teaching and learning of Science through the lens of feminist poststructuralism. Alison currently teaches at the School of Education and Professional Studies at Griffith University on the Gold Coast and researches in the fields of Science and Anti-oppressive pedagogies. 相似文献
Ali SammelEmail: |
Alison Sammel received her doctorate in 2005 for a study that used critical theory and feminist poststructuralism to analyze how five science teachers believed they incorporated critical forms of pedagogy in their high school science classrooms. Intrigued by the social construction of the ‘Western science teacher’ she continues to explore the teaching and learning of Science through the lens of feminist poststructuralism. Alison currently teaches at the School of Education and Professional Studies at Griffith University on the Gold Coast and researches in the fields of Science and Anti-oppressive pedagogies. 相似文献
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