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1.
Clarence W. Joldersma 《Studies in Philosophy and Education》2009,28(3):193-208
This paper argues for an alternative notion of spirituality for education, based on Theo de Boer’s idea of a spirituality
of the desert. Rather than depicting an inner, additional region named the spiritual, spirituality here is thought of as a
discourse that depicts the everyday world in a particular way. In dialogue with David Purpel’s analysis, the paper argues
for a notion of spirituality that is located in an ongoing oscillation between ‘the individual’ and ‘the community.’ This
oscillation turns out to be the call of justice. This analysis helps understand classroom dynamics differently, providing
a place of critique for current practices.
相似文献
Clarence W. JoldersmaEmail: |
2.
Tomasz Szkudlarek 《Studies in Philosophy and Education》2007,26(3):237-252
The paper assumes that education is part of the process of discursive construction of society. The theoretical framework on
which this argument is based includes Ernesto Laclau’s theory of the “ontological impossibility and political necessity of
society”, and the role discourse and empty signifiers play in the establishment of political identities. Laclau’s theory is
supplemented here by ideas of Derrida, Lacan, Žižek and Marx, and by other traits in contemporary semiotics that relate to
the notion of “the void” in semantic systems. My claim is that empty signifiers, crucial to the production of the totality
of society, are discursively produced, among others, in pedagogical debates. This is illustrated by one historical example
(Rouuseau), which gives ground for more contemporary analyses, and on the basis of the present economic discourse of educating
and the idea of “knowledge society”. The main conclusion is that education, in contemporary discourse of learning, becomes
a neurotic symptom of the lack of overt domination in social relations.
相似文献
Tomasz SzkudlarekEmail: |
3.
Brian Findsen 《Studies in Philosophy and Education》2007,26(6):545-559
Central tenets of Freirean philosophy and pedagogy are explored and applied to the emerging field of older adults’ learning
(educational gerontology), a sub-field of adult education. I argue that many of Freire’s concepts and principles have direct
applicability to the tasks of adult educators working alongside marginalized older adults. In particular, Freire’s ideas fit
comfortably within a critical educational gerontology approach as they challenge prevailing orthodoxies and provide a robust
analytical framework from which radical adult educators can work effectively in promoting social transformation.
相似文献
Brian FindsenEmail: |
4.
This paper explores the development of social competence by examining examples of research interviews conducted with 35 British
undergraduate students on work placements. Work placement schemes are a characteristic of contemporary higher education, which
is particularly geared towards students’ development of employability and transferable skills. Among these skills is that
of social competence which is often taken for granted as emerging from normative adult developmental processes. Research on
social competence is mostly confined to developmental psychology and focused on studying children and adolescents in their
social settings. Moreover, the methodology of social competence is often developed from a child-developmental perspective,
neglecting the situation-specific development beyond childhood. The paper argues that social competence is examinable as situated
discursive practice and that it is essential to understanding career development. Membership categorisation analysis identifies
the participant’s fluid positioning in narrating experiences of work and university. Lastly the paper addresses implications
for theories of development and learning and considers ways in which this study can be expanded in the future.
相似文献
Kyoko MurakamiEmail: |
5.
In this introduction we discuss the motivation behind the workshop “Towards a New Epistemology of Mathematics” of which this
special issue constitutes the proceedings. We elaborate on historical and empirical aspects of the desired new epistemology,
connect it to the public image of mathematics, and give a summary and an introduction to the contributions to this issue.
相似文献
Bernd BuldtEmail: |
Benedikt L?we (Corresponding author)Email: |
Thomas MüllerEmail: |
6.
In this research, we review the current level of ethics education prior to college and the emphasis of the Association to
Advance Collegiate Schools of Business (AACSB) on business ethics education in college using an ‘across the curriculum’ approach.
We suggest that business schools and accounting practitioners can forge a more meaningful partnership than what currently
exists through the traditional business advisory council prevalent at most schools of business. Ethical conduct is inherent
in the practice of public accounting and a hallmark of the accounting profession. Accounting practitioners can play a significant
and positive role in helping business schools to reexamine their obligations to society and their students by actively engaging
in the exchange of views by academics on the necessity for ethics education as well as those of professional accounting bodies.1
相似文献
Richard A. BernardiEmail: |
7.
Peter Mayo 《Studies in Philosophy and Education》2007,26(6):525-544
Paulo Freire and Lorenzo Milani are considered as key figures in a number of Southern European countries for providing signposts
for a critical approach to education. In this paper I will view their ideas and biographical trajectories comparatively to
glean some important insights for a critical pedagogy. The common theme throughout this comparative analysis is that of education
for social justice based on critical literacy. The paper also deals with such themes as the relationship between education
and politics, the relationship between education and life, the collective dimension of learning and the ability to read as
well as write the word and the world.
相似文献
Peter MayoEmail: |
8.
Daniel A. Weiskopf 《Philosophical Studies》2008,140(3):359-384
Certain of our concepts are innate, but many others are learned. Despite the plausibility of this claim, some have argued
that the very idea of concept learning is incoherent. I present a conception of learning that sidesteps the arguments against
the possibility of concept learning, and sketch several mechanisms that result in the generation of new primitive concepts.
Given the rational considerations that motivate their deployment, I argue that these deserve to be called learning mechanisms.
I conclude by replying to the objections that these mechanisms cannot produce genuinely new content and cannot be part of
genuinely cognitive explanations.
相似文献
Daniel A. WeiskopfEmail: |
9.
Sarah Michaels Catherine O’Connor Lauren B. Resnick 《Studies in Philosophy and Education》2008,27(4):283-297
Classroom discussion practices that can lead to reasoned participation by all students are presented and described by the
authors. Their research emphasizes the careful orchestration of talk and tasks in academic learning. Parallels are drawn to
the philosophical work on deliberative discourse and the fundamental goal of equipping all students to participate in academically
productive talk. These practices, termed Accountable TalkSM, emphasize the forms and norms of discourse that support and promote equity and access to rigorous academic learning. They
have been shown to result in academic achievement for diverse populations of students. The authors outline Accountable Talk
as encompassing three broad dimensions: one, accountability to the learning community, in which participants listen to and
build their contributions in response to those of others; two, accountability to accepted standards of reasoning, talk that
emphasizes logical connections and the drawing of reasonable conclusions; and, three, accountability to knowledge, talk that
is based explicitly on facts, written texts, or other public information. With more than fifteen years research into Accountable
Talk applications across a wide range of classrooms and grade levels, the authors detail the challenges and limitations of
contexts in which discourse norms are not shared by all members of the classroom community.
相似文献
Lauren B. ResnickEmail: |
10.
Yujin Nagasawa 《Sophia》2007,46(1):65-67
I provide a further response to Jason A. Beyer’s objections to the alleged inconsistency between God’s omniscience and His
other attributes.
相似文献
Yujin NagasawaEmail: |
11.
Daniel E. Flage 《Philosophia》2009,37(3):379-380
This note is a reply to some of Giovanni Grandi’s comments on my paper “Berkeley’s Contingent Necessities.”
相似文献
Daniel E. FlageEmail: |
12.
Dr. med. Dipl.-Soz. Alf Gerlach 《Forum der Psychoanalyse》2004,20(1):7-12
13.
Communally organized, as opposed to bureaucratically organized, schools are expected to provide significant advantages to
students in terms of their cognitive and social growth. However, for students to avail themselves of these benefits, they
need to experience school as a community. One factor that may influence whether students view their school as a functional
community is the kind of teacher–student and peer interactions they observe or personally experience. This study examines
the effects of positive and negative interracial interactions on whether students sense that their school is a community.
Analysis of a large sample of elementary and secondary schools in a major urban school district show that positive interracial
interactions contribute to students’ sense of school community while negative actions inhibit that sense.
相似文献
Maureen T. HallinanEmail: |
14.
Pontecorvo C 《Integrative psychological & behavioral science》2007,41(2):178-186
Drawing on autobiographical recollections, I propose to see collaborative research as a learning experience. I assume a sociocultural
psychological approach to the social understanding and interpretation of different scientific research practices. I examine
the modalities of collaboration in my first experience of managing an important national research project on Italian families’
dinner table conversations, and in a larger collaborative research endeavor concerning the everyday life of middle-class Italian,
Swedish and US families from a comparative view (the Sloan project). On the basis of these experiences, I highlight some of
the difficulties met by two other projects presented in this special issue, the DUNES project (Tartas and Muller Mirza, this
issue) and the Transition project (Markova and Plichtova, this issue). I conclude by suggesting a provisional criterion for
generativity in collaborative research. I suggest that generativity occurs when the more expert and academically oldest ones
become conscious that they are learning something new from the group and from some other, independently from age and experience.
相似文献
Clotilde PontecorvoEmail: |
15.
The correlation between three conceptions of social presence (seen as 1. a subjective quality of a medium that determines
the quality of the communication and perception of others, 2. self-projection onto the group, and 3. identification with the
group) and different aspects of perceived learning in online discussion groups were tested. Six hundreds and fifty nine students
completed a web-based questionnaire that was distributed via 50 course Websites. Self projection, perception of others and
identification with the group correlated positively with each other. They also correlated positively with most aspects of
perceived learning. The subjective quality of the medium did not correlate with these conceptions and also did not correlate
with any aspects of perceived learning. Thus, social presence may afford learning by setting a convenient climate. Alternatively,
it may contribute only to the socioemotional source of perceived learning while leaving cognitive source unaffected.
相似文献
Avner CaspiEmail: |
16.
This is a critical discussion of a paper on the problem of bootstrapping by Jose Zalabardo.
相似文献
Anthony BruecknerEmail: |
17.
Ian Hargraves 《Knowledge, Technology, and Policy》2007,20(3):131-139
In examining representations of cities, disease, and human biology, this paper reflects on what technologies reveal of the
conditions to which they’re turned.
相似文献
Ian HargravesEmail: |
18.
Kenneth P. Winkler 《Philosophia》2009,37(3):507-509
I clarify Locke’s intentionalism and explain what we might gain by paying more attention to the role of linguistic intentions
in the work of the British empiricists.
相似文献
Kenneth P. WinklerEmail: |
19.
The assumption that high level functioning is characterized by a great deal of autonomy is central to some major theories
of moral development [Kohlberg (in T. Lickona (ed.) Moral development and behavior: Theory, research and social issues, 1976); Piaget (The moral judgment of the child, 1932)] and to the self-determination theory of motivation [Ryan and Deci (The American Psychologist, 55, 68–78, 2000)]. Based on these theories, we hypothesized that students’ perceptions of their teachers as autonomy supportive,
mainly in the form of encouragement of critical thinking, and perhaps also choice, would be positively associated with students’
advanced moral judgment. Data collected from 12th grade students in two regular schools and two democratic schools supported
this hypothesis. Results also showed that being a student in a democratic school (as opposed to a regular one) was associated
with autonomous moral judgment, and that this association was mediated by students’ perceptions of teachers as encouraging
criticism, but not choice. A possible implication is that programs of moral education should explicitly promote teachers’
inclination to encourage critical thinking in their students.
相似文献
Michael WeinstockEmail: |
20.