多元化和边缘化：美国体育学科发展困境解析与启示*     

周亚辉  吕红芳  边〓宇 《广州体育学院学报》2017,37(6):19-22

以美国学者相关文献为依据,从历史沿革的视角,对美国体育学科体系进行批判性审视.研究发现,美国体育学科多元化光环下隐藏着边缘化危机,具体表现为体育教育价值弱化、学科基础理论混乱、学术与专业发展相背离,原因是学科发展对"科技化"的过分偏重、内部的分裂与对抗、整体方向缺失.由此得出启示是,体育学科发展路径应"由外向内"而非"由内向外",避免学科发展"太科技化"与领域内的分裂与对抗,构建体系内的自我批判机制.  相似文献   

From Hamburg to Belem: the limits of technocratic thinking in adult learning education     

Carlos Alberto Torres 《International Journal of Lifelong Education》2015,34(1):22-31

This article discusses some of the generalized analyses of adult learning education, mostly informed by technocratic thinking, highlighting perceived trends in adult learning education between CONFINTEA V and CONFITEA VI. Those trends could be understood as challenges. Employing a political sociology of adult learning education as a critique of instrumental reason is advanced.  相似文献   

Book Reviews     

《普罗米修斯》2012,30(3):307-323

Abstract

Discourse about knowledge‐based economies rarely moves beyond the commercialization of science and engineering, and is locked in the discursive limits of functionalism. We argue that these discourses limit the scope of what knowledge‐based economies might achieve because they are uninformed by an adequate conception of knowledge. In particular, knowledge management and knowledge‐based economy discourse has not included the axiological dimension of knowledge that leads to wisdom. Taking an axiological perspective, we can discuss policy frameworks aimed at producing the social structures needed to bring fully formed and fully functioning knowledge societies into being. We argue that while the dominant discourse of industrial modernity remains rationalist, functionalist, utilitarian and technocratic, knowledge‐based economies will resemble a savant rather than a sage. A wisdom‐based renaissance of humanistic epistemology is needed to avoid increasing social dysfunction and a lack of wisdom in complex technological societies.  相似文献   

A Third Grade Teacher in a Technocratic School System Asks a Dangerous Question: What is Learning?     

Paul Dewitt 《Interchange》1999,30(4):399-414

This paper, written by a practicing school teacher, offers a background and rationale to explain how his educational constructs of learning have been challenged, influenced, and changed by exposure to constructivist educational philosophy, to frame the tensions he encounters in his practice as a result of questioning educational beliefs in a technocratic school system, and finally, to discuss the resulting consequences this process has for his teaching. In addition, the author hopes to encourage dialogue between practitioners and scholars about the ways recent constructivist conceptions of education, teaching, and learning, although theoretically appealing, can be difficult to place into practice in a technocratic school system.  相似文献