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1.
This study attempts to examine Confucius’ ideas about learning and seeks also to elucidate notions of lifelong learning. The
examination will be focused on Confucius’ ideas concerning learning as revealed in the Analects. Confucius’ notion of learning
offers an alternative perspective to overcome the idea of competition-directed lifelong learning. According to Confucius,
learners should be oriented to learn for the sake of the “self” not “others.” Confucius’ notion of “self-realizing” learning
holds that the self, being a part of interdependent relationships with others in society, attempts to utilize reflective learning
to realize a unity of self and the society. However, if learners are oriented to learn ‘for the sake of others, ’ their learning
efforts are rooted in selfishness-based competition, which threatens the interdependent nature of the human world. Confucius’
perspective of learning makes it clear that learning should be directed toward attaining a unity of self and the world. This
unity is possible when a learner makes the effort of will to sincerely learn for the sake of the self and learns to attain
an insightful understanding about interdependent life. 相似文献
2.
A sense of place 总被引：1，自引：0，他引：1
Ruth Wilson 《Early Childhood Education Journal》1997,24(3):191-194
Conclusion Places shape the stories of our lives. These stories become ongoing “ecological conversations”—i.e., expressions of the dialogue
between ourselves and the environment (Lutts, 1985). When this conversation ends, so will our future.
The development of healthy environmental awareness and concern starts with a feeling response to nature. Such a response comes
primarily by way of firsthand positive experiences in the out-of-doors, especially in environments fostering a “sense of place”
experience. Attention to creating a sense of place for young children can thus prove helpful in fostering a lifelong commitment
to the natural environment. In designing “sense of place” play and learning spaces for young children, we are, indeed, designing
the future as well. 相似文献
3.
Current theory, policy, and practice of lifelong learning are strongly influenced by ideas about the transformations that
are taking place in contemporary societies. One influential set of ideas emphasizes that because of the rapid changes that
are taking place in the (late-) modern world and because of the erosion of traditions, there is a constant need for individuals
not only to learn new skills and knowledge in order to be able to adjust themselves to the changes, but also to reflexively
(re)construct one’s self. Anthony Giddens has referred to this as the “reflexive project of the self.” It thus becomes a lifelong
learning task. In this paper we raise some critical questions about Giddens’s views and their implications for lifelong learning.
On the one hand we show, using ideas from Charles Taylor, that the construction of the self does not necessarily have to be
understood in the reflexive and individualistic terms suggested by Giddens. With Taylor we argue for the importance of the
social, moral, and intersubjective dimensions of the construction of the self. Against this background we then discuss ideas
from Confucianism that also highlight the social, moral, and intersubjective dimensions of understanding the self. The latter
view is not simply a theoretical option but actually continues to influence the ways in which a large part of the world population
views their lives and their selves. Both for theoretical and practical reasons we therefore suggest that there is a need to
take a broader outlook on what the personal dimensions of lifelong learning in contemporary society might look like. 相似文献
4.
Conclusion The United States and Japan are at the forefront of technological innovation, telecommunications and information management
in the Pacific. This new era of “information” and “communication” raises disturbing questions: Whose information will be disseminated
and heard? Can diversity be respected in a world driven by CNN World News and MTV world music? We do not have answers to these
questions, but those of us who disseminate innovation and technology into the Pacific must engage in these dialogues with
indigenous peoples.
Pacific Island cultures must be taken into account as educators and others move toward international dialogue about educational
technology, learning and “voice.” We hope this essay stimulates further thought and discussion in this area, as well as an
impetus for developing partnerships between Pacific Island communities and institutions of higher education.
Her research interests include learning and teaching with multimedia and web-based materials.
His research interests include technologies for self-determination and voice. 相似文献
5.
Attitudes toward learning (ATL) have been shown to influence students’ learning outcomes. However, there is a lack of knowledge
about the ways in which the interaction between ATL, the learning situation, and the level of students’ prior knowledge influence
affective reactions and conceptual change. In this study, a simulation of acid-base titrations was examined to assess the
impact of instruction format, level of prior knowledge and students’ ATL on university-level students, with respect to flow
experiences (Csikszentmihalyi, 1990) and perceived conceptual change. Results show that the use of guiding instructions was
correlated with a perceived conceptual change and high levels of “Challenge,” “Enjoyment,” and “Concentration,” but low sense
of control during the exercise. Students who used the open instructions scored highly on the “Control flow” component, but
their perceived learning score was lower than that for the students who used the guiding instructions. In neither case did
students’ ATL or their pre-test results contribute strongly to students’ flow experiences or their perceived learning in the
two different learning situations. 相似文献
6.
A. G. Watts Ronald G. Sultana John McCarthy 《International Journal for Educational and Vocational Guidance》2010,10(2):89-107
The history of the involvement of the European Union in the development of policy related to career guidance is analysed in
terms of three broad periods. In the first two of these, interventions were confined to pilot projects, exchanges and placements,
study visits and studies/surveys, with particular attention to young people; whereas the period since 2000 has seen greater
attention being paid to lifelong activities that support the implementation of EU policy priorities and their mainstreaming
at national level. These trends reflect both the EU’s “creeping competence” and the emerging concept of “lifelong guidance.” 相似文献
7.
Peter Sloat Hoff 《Innovative Higher Education》2009,34(4):203-217
In a crisis-plagued world looking to higher education for knowledge, wisdom, and solutions, higher education itself is stumbling.
Its transformational thinking has frozen up like an overstressed computer program; and we need, in effect, to “push the reset
button.” In 1953, the renowned and controversial president of the University of Chicago, Robert M. Hutchins, authored a refreshing
and provocative work, The University of Utopia, containing ideas that still challenge today’s paradigms. He argued for institutional independence over “accountability,”
“outcomes,” and “stakeholders.” He indicted educational evils he called “industrialization,” “specialization,” “philosophical
diversity,” and “social and political conformity” and suggested ways to defeat them. Although his 56-year-old thoughts on
reconceptualizing the multiversity are not a panacea, they could help higher education make a fresh start. This essay reintroduces
the modern reader to Hutchins’s iconoclastic and stimulating ideas in the hope of restarting the stalled agenda for educational
reform. 相似文献
8.
An earlier version of this paper was presented at the 2006 Adult Education Research Conference, May 20, Minneapolis, Minnesota.
Correspondence concerning this article should be addressed to This study reveals how the social networks of immigrant workers
play a key role in mediating critical learning towards a particular political attitude. Theoretical relationships between
critical learning and political attitudes were set up and four types of political attitudes were identified. A “resistant
political attitude” was conceptually linked to critical learning, and this link was investigated by using social network analysis.
Finally, based on the social network analysis, we argue that both the network size and network position of immigrant workers
who represented a resistant political attitude tended to shape critical adult learning when they were associated with the
collective reinterpretation of the immigrant workers’ social lives. 相似文献
9.
Manzoor Ahmed 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2011,19(4):179-195
Increasing recognition of a broadened concept of literacy challenges policy-makers and practitioners to re-define literacy
operationally, develop and apply appropriate methods of assessing literacy and consider and act upon the consequent policy
implications. This task is given a new urgency by the call of the Belém Framework for Action to “recognise literacy as a continuum”
in the framework of lifelong learning; and to develop “appropriate assessment methods and instruments” in surveys and collection
of data. This paper reviews the evolution of the concept of literacy and the emerging new consensus about it. It examines
the initial experience of the Literacy Assessment and Monitoring Programme (LAMP) of the UNESCO Institute for Statistics as
a methodology in assessing literacy and the potential of “simpler” alternatives, taking the Education Watch survey in Bangladesh
as an example. The policy implications for literacy programmes of the broadened definition and a new assessment approach are
noted. 相似文献
10.
The link between learning and the knowledge-economy is so crucial that the Organisation for Economic Co-Operation and Development
has reconceptualised the term knowledge-economy to call it “learning economy”. Ultimately, one of the main challenges of learning
and development in the 21st century is to evaluate the significant learning attributes of the adult learners. Literature on
Students’ Approaches to Learning (SAL), were used to conceptualise the study. However, researchers have reported the weakness
of the SAL for cross-cultural studies. This study acknowledges the importance of cultural issues in the study of learning
approaches. The adapted version of SPQ, i.e. R-SPQ-2FM (Revised-Study Process Questionnaire-2 Factors Malaysia) which considers
both etic (universal) and emic (culturally specific) characteristics was administered on 532 Malay and 326 Chinese Malaysian
adult learners. Results show that there are significant cross-cultural insights between Malay and Chinese adult learners,
particularly in the Understanding and Memorising Approach, Career/Achieve Motives constructs, the effects of “work experience”
and “time spent on study” have on approaches to learning. Findings above would strengthen “evidence-informed” policy making
for Malaysian authorities or regional policy makers in the Asia Pacific. 相似文献
11.
Mad City Mystery: Developing Scientific Argumentation Skills with a Place-based Augmented Reality Game on Handheld Computers 总被引：3，自引：5，他引：3
While the knowledge economy has reshaped the world, schools lag behind in producing appropriate learning for this social change.
Science education needs to prepare students for a future world in which multiple representations are the norm and adults are
required to “think like scientists.” Location-based augmented reality games offer an opportunity to create a “post-progressive”
pedagogy in which students are not only immersed in authentic scientific inquiry, but also required to perform in adult scientific
discourses. This cross-case comparison as a component of a design-based research study investigates three cases (roughly 28
students total) where an Augmented Reality curriculum, Mad City Mystery, was used to support learning in environmental science.
We investigate whether augmented reality games on handhelds can be used to engage students in scientific thinking (particularly
argumentation), how game structures affect students’ thinking, the impact of role playing on learning, and the role of the
physical environment in shaping learning. We argue that such games hold potential for engaging students in meaningful scientific
argumentation. Through game play, players are required to develop narrative accounts of scientific phenomena, a process that
requires them to develop and argue scientific explanations. We argue that specific game features scaffold this thinking process,
creating supports for student thinking non-existent in most inquiry-based learning environments. 相似文献
12.
The notion of historical “parallelism” revisited: historical evolution and students’ conception of the order relation on the number line 总被引：1，自引：1，他引：0
This paper associates the findings of a historical study with those of an empirical one with 16 years-old students (1st year
of the Greek Lyceum). It aims at examining critically the much-discussed and controversial relation between the historical
evolution of mathematical concepts and the process of their teaching and learning. The paper deals with the order relation
on the number line and the algebra of inequalities, trying to elucidate the development and functioning of this knowledge
both in the world of scholarly mathematical activity and the world of teaching and learning mathematics in secondary education.
This twofold analysis reveals that the old idea of a “parallelism” between history and pedagogy of mathematics has a subtle
nature with at least two different aspects (metaphorically named “positive” and “negative”), which are worth further exploration.
相似文献
| Constantinos Tzanakis (Corresponding author)Email: |
13.
Guilaine Menotti Graciela Ricco 《European Journal of Psychology of Education - EJPE》2007,22(4):477-495
Wishing to explore the complexity of the conceptual, didactic and institutional aspects of learning a scientifically defined
object of knowledge, we chose to study the link between the personal relation to numeration developed by six-year-old pupils
in first grade (“cours préparatoire” the first level of primary school in France), and more particularly, the relationship
between the construction of pupils’ relation to the concept of “tens” and the didactic practice of their teachers during the
lessons.
Our study shows that both teachers establish “strong” didactic contracts, leaving it up to the pupils to develop on their
own the capacity of making mathematical decisions and destabilizing the procedure of counting one by one. There is a difference
between classes in the articulation of knowledge and know-how. In the ZEP class learning is centered on know-how; in the other
class knowledge and know-how are simply juxtaposed, their relationship is never made explicit. The result is that only 4 children
out of 42 (the two classes taken together) can work with both. All four belong to the categories of “good” or “very good”
students. 相似文献
14.
Su-Yan Pan 《Cultural Studies of Science Education》2010,5(2):315-324
This is a commentary on some major issues raised in Carter and Dediwalage’s “Globalisation and science education: The case
of Sustainability by the bay” (this issue), particularly their methodology and theoretical framework for understanding how globalisation shapes education
(including science education). While acknowledging the authors’ contribution to the literature on globalisation and education,
it questions the degree to which their analysis captures and explains how globalisation shapes science education, and examines
how the research can be complemented by altering its methodology and expanding its theoretical framework. 相似文献
15.
A science teacher and her mentor reflect on their participation in the Learning Research Cycle, a professional learning model
that bridges research and practice in both university and public school contexts. Teachers do scientific research in scientists’
laboratories, then bridge their scientific experiences with the design of new classroom learning environments and teacher-driven
educational research projects. Science students do scientific research via their teachers’ lessons that bridge laboratory
research with classroom learning. Scientists and educational researchers bridge their research interests to create new questions
centered on teaching and learning in authentic science learning environments. The authors engaged in this qualitative inquiry
present their perspectives on “what goes on,” “what we have learned,” and “what it means to the larger community.” 相似文献
16.
In China, the central government has released a series of key policy initiatives over the last twenty years to foster decentralisation
of control over higher education, giving prominence to discourses of increased autonomy for both universities and academics.
This article reports findings of an empirical study of changing autonomy in Chinese higher education and it focuses on the
effects of these key policy developments in two case study universities. This research was part of a larger study of new power
relationships emerging from changing policies on accountability and autonomy in Mainland China, Hong Kong and Singapore, located
within a broader context of the impact of globalisation on higher education. The focus on the three regions was selected to
begin to redress a Western hegemony in such research. The larger study is premised on the principle that globalisation is
characterised by ongoing tensions between global commonalities and context-specific differences, and that it is important
not to gloss over the complex and often contradictory national and local mediations of “global” policy trends. 相似文献
17.
Modern cooperative learning began in the mid- 1960s (D. W. Johnson & R. Johnson, 1999a). Its use, however, was resisted by
advocates of social Darwinism (who believed that students must be taught to survive in a “dog-eat-dog” world) and individualism
(who believed in the myth of the “rugged individualist”). Despite the resistance, cooperative learning is now an accepted,
and often the preferred, instructional procedures at all levels of education. Cooperative learning is being used in postsecondary
education in every part of the world. It is difficult to find a text on instructional methods, a journal on teaching, or instructional
guidelines that do not discuss cooperative learning. Materials on cooperative learning have been translated into dozens of
languages. Cooperative learning is one of the success stories of both psychology and education. One of the most distinctive
characteristics of cooperative learning, and perhaps the reason for its success, is the close relationship between theory,
research, and practice. In this article, social interdependence theory will be reviewed, the research validating the theory
will be summarized, and the five basic elements needed to understand the dynamics of cooperation and operationalize the validated
theory will be discussed. Finally the controversies in the research and the remaining questions that need to be answered by
future research will be noted. 相似文献
18.
Knowledge of derivational suffix meanings was investigated in 10- to 12-year-old students with language learning disabilities
and individually matched chronological- and language-age peers. Students produced derived forms from nonce bases in an elicitation
task and selected derived forms in a forced choice task. For instance, students produced a word to label the baby of an invented
animal called a TEM (TEMlet, TEMette, TEMkin, etc.) and chose an appropriate label from four options (TEMlet, TEMkin, TEMship,
TEMhood). Twenty-eight suffixes (e.g., less, y, ize) conveying seven derivational meanings (e.g., “without X,” “approximately
X,” “to make X”) were studied. All groups showed higher accuracy on the forced choice task than on the elicitation task. However,
elicitation task accuracy of students with language learning disabilities fell substantially below that of typically achieving
students. Suffixes for “agent X,” “character of X,” and “to make X” were produced in the elicitation task with higher accuracy
than suffixes for “approximately X,” “diminutive X,” and “state of X.” In both tasks, suffix use was associated with productivity
(i.e., regularity of suffix attachment). All groups chose highly productive suffixes (e.g., TEMlet) over less productive suffixes
(e.g., TEMkin) to convey each meaning. 相似文献
19.
To introduce the special issue on collaborative learning in postsecondary and professional education, the editors describe
their reasons for assembling it. First, most of the existing collaborative learning research focuses on K-12 settings; second,
some forms of collaborative learning are used predominantly or exclusively in postsecondary or professional education; and
finally, increasing numbers of adults are getting some or all of their college education online. The introduction concludes
with the editors explaining their decision not to take a position on the nomenclature question (“collaborative” vs. “cooperative”
vs. “peer” vs. “small group” learning) which pervades the literature. 相似文献
20.
This article is written to inspire curriculum developers to centre their efforts on the learning processes of students. It
presents a learning-based paradigm for higher education and demonstrates the close relationship between curriculum development
and students’ learning processes. The article has three sections: Section “The role of higher education (HE) institutions”
presents a discussion of the role of higher education in the knowledge society. Section “Contextual learning” presents the
paradigm of contextual learning which we see as a useful foundation for curriculum development. Section “Curriculum development
in practice—the BETA course” shows how a particular course in Business Economic Theory and Analysis has been developed using
this paradigm. The article will be of interest to all academics interested in students’ learning processes but is especially
relevant to those responsible for curriculum development. 相似文献