Schooling Bodies Through Physical Education: Insights from Social Epistemology and Curriculum History

Using mainly historical material fromAustralia, the paper seeks to understand earlyforms of school physical training, sport andmedical inspection as specialised means ofschooling bodies. The study adopts a socialepistemological perspective in seeking tounderstand the meaning-in-use of notions suchas physical training. It explores the socialconsequences of the practices carried out inthe name of physical training, particularly inrelation to shifts in the social regulation ofbodies over time from a mass, externalised, andcentralised form to a relatively moreindividualised, internalised and diffuse form.This focus on the body is of key importance fora social epistemological study of physicaleducation because it forces us to look closelyat the practices constituting physicaleducation.     

社会史与历史社会学:一个比较的反思

社会史与历史社会学既有共通之处,又有显著差异。社会史关注特定时空背景下的社会结构和社会变迁,历史社会学关注不同社会的共同规律和相似机制。社会史以揭示过去的社会事实为己任,历史社会学旨在借助过去探究现代社会。社会史主张回到历史场景,注重描述和阐释,历史社会学往往超然于历史,注重分析和解释。社会史通过比较去理解单一研究对象,历史社会学以多案例比较去探寻因果机制。社会史与历史社会学应该相得益彰,而无法相互替代。     

Narrative, Memory and Social Representations: A Conversation Between History and Social Psychology

This paper explores relations between narrative, memory and social representations by examining how social representations express the ways in which communities deal with the historical past. Drawing on a case study of social representations of the Brazilian public sphere, it shows how a specific narrative of origins re-invents history as a useful mythological resource for defending identity, building inter-group solidarity and maintaining social cohesion. Produced by a time-travelling dialogue between multiple sources, this historical narrative is functional both to transform, to stabilise and give resilience to specific social representations of public life. The Brazilian case shows that historical narratives, which tend to be considered as part of the stable core of representational fields, are neither homogenous nor consensual but open polyphasic platforms for the construction of alternative, often contradictory, representations. These representations do not go away because they are ever changing and situated, recruit multiple ways of thinking and fulfil functions of identity, inter-group solidarity and social cohesion. In the disjunction between historiography and the past as social representation are the challenges and opportunities for the dialogue between historians and social psychologists.     

Social Psychology of Education

Social Psychology of Education -     

中国社会研究史中的西南边疆调查:1928-1947

1928-1947年的西南边疆调查,是中国社会研究史上激活社会学、民族学和人类学的边疆调查的关键时期。三个学科的实地研究形成了对此后影响深远的新传统。本文结合边疆研究的生平史和对研究作品的概念考察,表明1934年中研院的机构调整促成了社会科学所和史语所各自的关键转向,使其分别形成了结合经济史与民族史的田野工作理念。其中深蕴的历史想象,与南迁的燕京大学社会学在边疆继续"民族志社会学"的"自然史"理念有着深刻的区别。     

Illusions of Reality: A History of Deception in Social Psychology (Book)

Undergraduates (total N = 185) were asked about performance-affecting drugs. Some drugs supposedly affected athletic performance, others memory, and others attention. Some improved performance for anyone who took them, others for the top 10% of performers, others for the bottom 10%, and finally, yet other drugs worked only on the bottom 10% who also showed physical abnormalities. Participants were asked about the fairness of allowing the drug to be used, about banning it, and about whether predictions of future performance based on testing with or without the drug were better. The study found that participants appreciated the "interaction effect," that they felt it was less unfair to allow the drug if it affected the bottom 10% than if it affected everyone, and they were more eager to have the drug banned if it affected everyone. Participants were least tolerant of drugs that affected athletic performance and most tolerant of those that affected attention.     

Science Education from a Social Constructivist Position: A Worldview

Studies in Philosophy and Education -     

日本社会传统与日军慰安妇制度

二战时期日军慰安妇制度的建立,与日本社会传统有着密切的联系。日本男性的性放纵、性生活的迷信心理以及日本女性客观上的支持和长期的历史渊源,都促成了慰安妇制度的形成。     

Visualized Collective Memories: Social Representations of History in Images Found in Finnish History Textbooks

This study focuses on visual collective memory, a topic that has long been neglected in the social sciences and particularly in social psychological research on social representations of history. It explores the contents and meanings of images in the construction of Finnish national history. Through examination of official history writing, a better understanding is sought of how collective memory is constructed as part of history politics. The data for the present study consist of images (N = 541) included in recent textbooks on Finnish history. Barthes' three‐meaning approach is used in combination with qualitative content analysis to examine a large corpus of images. The visualized collective memory is approached from five perspectives: (i) the years of memory; (ii) the places of memory; (iii) the themes of memory; (iv) the main actors and (v) the silence of memory. The investigation shows that, in official discourse, politics, culture and war are the main contents of Finnish visual collective memory. The key actors in the narrative are politicians, especially the eighth president of Finland, Urho Kekkonen. The most important moments in time are situated in the war years 1918 and 1939, while the geographical focus is the central square in the capital, Helsinki. The result is a national history that is positive, homogeneous and exclusive. Copyright © 2016 John Wiley & Sons, Ltd.     

Redefining the Meaning of Negative History in Times of Sociopolitical Change: A Social Creativity Approach

This article explores the role negative history plays in political discourse on crisis management and how times of sociopolitical change in turn influence the strategies that can be employed to write a positive historical charter. Choosing Germany as a case study, we analyzed how political leaders negotiate Germany's narrative and political role during the European “refugee crisis” in speeches (n = 332) held between 2015 and 2018. Applying a combination of corpus-based and qualitative narrative analysis, we found that the context of a crisis is used to attach new meaning to Germany's role in World War II. By focusing on the lessons learned from history and pointing out the parallels between the current crisis and sociopolitical developments that took place 80 years ago, Germany is presented as the ideal advocate for a free and united Europe, a narrative that legitimizes its advancingly dominant role within the EU and beyond. The analysis demonstrates how times of change can facilitate social creativity strategies for nations whose past is dominated by negative history, with implications for the theory of identity management.     

西方德育课程思想演变的基本理路

西方德育课程思想历史发展呈现出一种辩证否定的自然历史发展过程,探讨西方德育课程思想发展的历史演变,分析其基本特征和局限,对我国当前思想道德建设,特别是学校思想道德教育,具有重要的借鉴和启示价值。     

Method and Explanation in History and in Social Representations

A commonly held point of view defines a discipline as a science if it uses inductive and/or deductive methods in studying phenomena in question, because these methods, it is believed, will enable generalization of findings. Both history and theory of social representations study unique phenomena and therefore, for these disciplines, induction and deduction are unsuitable methods of exploration. History and theory of social representations treat a historical event and a social psychological phenomenon, respectively, as dynamic, systemic and one of its kind. Using relational epistemologies, these disciplines produce context-dependent and context-specific knowledge. Whilst similarities among historical, as well as among social psychological occurrences do exist, they do not yield themselves to inductive generalization. Studies of unique cases require different kinds of generalization; rather than generalising to populations, they pose questions about generalizability, or transferability, with respect to theories of other historical events or social psychological phenomena.     

Social Class and Attitudes toward Education

ABSTRACT

The current study was conducted on 60 Israeli female inmates. Our aim was to examine the differences among women convicted for drug, violence, and fraud offenses by socio-demographic variables and self-control and aggression levels. Results revealed that the drug group was characterized by measures attributed to chronic delinquency, and the fraud group was found to fit the pathway to low crime. At the same time, the violence group was not characterized by any of these patterns. The findings were discussed in relation to their theoretical contribution and applicability.     

社会工作认同:一个专业教育需要正视的问题

本文根据对全国2166名社会工作学生(包括大专生、本科生和硕士生)的问卷调查,从认知、情感、理念价值、行为和选择五个维度研究学生的社会工作专业认同;从认知、情感、理念价值和行为四个维度来研究学生的社会工作职业认同;并从个人、家庭、社会和教育四个系统来分析影响学生社会工作专业认同和职业认同的因素。研究发现,我国各地大学生对社会工作专业和职业认同程度总体上处于中等水平,但在情感、价值理念以及专业和职业选择等几个方面的得分水平较低。作者分析了不同系统要素对学生社会工作专业的影响,并从比较、发展和系统三个视角来看待学生的社会工作认同。最后,作者基于学生个人和教育两个系统的分析结果,分析讨论了通过高校社会工作教育提高学生社会工作认同的启示。     

Social Responsibility in French Engineering Education: A Historical and Sociological Analysis

In France, some institutions seem to call for the engineer’s sense of social responsibility. However, this call is scarcely heard. Still, engineering students have been given the opportunity to gain a general education through courses in literature, law, economics, since the nineteenth century. But, such courses have long been offered only in the top ranked engineering schools. In this paper, we intend to show that the wish to increase engineering students’ social responsibility is an old concern. We also aim at highlighting some macro social factors which shaped the answer to the call for social responsibility in the French engineering “Grandes Ecoles”. In the first part, we provide an overview of the scarce attention given to the engineering curriculum in the scholarly literature in France. In the second part, we analyse one century of discourses about the definition of the “complete engineer” and the consequent role of non technical education. In the third part, we focus on the characteristics of the corpus which has been institutionalized. Our main finding is that despite the many changes which occurred in engineering education during one century, the “other formation” remains grounded on a non academic “way of knowing”, and aims at increasing the reputation of the schools, more than enhancing engineering students’ social awareness.     

The Establishment Of The Standard History Ofphilosophy of Education and Suppressed Traditions of Education

History of education emerges during the course of the nineteenth century in Germany and is marked by four features. It is educational, and not scientific in nature, because it was written primarily for teacher education and training; it is national, or even nationalistic; it is oriented almost exclusively towards German philosophy; and it is indebted to Lutheran Protestantism. This model of pedagogical historiography leaves its mark on the historiographies that emerged later in England, France, and the United States. Taking the example of Rousseau, this contribution makes it clear that these Lutheran and idealist premises lead to a one-sided historiography, so that the republican tradition in which Rousseau stood could be suppressed. On this basis, the paper points up the methodological necessity in historical research to examine contexts, giving up the idea of one history of education in favor of reconstruction of various traditions. The gain lies in making visible suppressed transnational languages that educational reflection made use of for centuries. In particular, a connection is revealed between the republican education of the eighteenth century in Europe and the concern with the issue of the “good citizen” that has preoccupied the American discussion from Jefferson to the Pragmatists to Diane Ravitch.     

Racial Self-Identification: The Effects of Social History and Gender1

Dark and Clark's pioneering study in 1947 demonstrated that Black children were ambivalent about racial self-identification. Subsequent research indicates that during the 1950s, 1960s and 1970s, Black children were increasingly likely to demonstrate a commitment to identifying with a Black stimulus. The present study investigates the extent to which this trend persists in the 1980s and how gender of the child affects her/his racial identification. The results indicate that the 1980s may be a time in history when Black children are growing more ambivalent about racial self-identification, and that Black boys are significantly more likely than Black girls to identify with the white doll. The findings suggest that the current political climate which places Blacks at a significant social and economic disadvantage may reduce children's willingness to identify with a Black stimulus. The gender differences are explored in terms of Black boys' greater likelihood psychologically to try to identify away from Blackness.