首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 125 毫秒
1.
I consider if and how far it is possible to live an educational philosophical life, in the fast‐changing, globalised world of Higher Education. I begin with Socrates’ account of a philosophical life in the Apology. I examine some tensions within different conceptions of what it is to do philosophy. I then go on to focus more closely on what it might be to live a philosophical, educational life in which educational processes and outcomes are influenced by philosophy, using examples taken from published sources and from conversational interviews with philosophers carried out by myself with Kenneth Wain, Bas Levering and Richard Pring. I then outline the directions of current European policy for Higher Education. Finally I discuss how far current policies and trends leave room for doing philosophy of education, concluding that it is possible, but only for individuals who are very much in sympathy with current policy trends or who are creative in constructing smoke screens.  相似文献   

2.
Over the last few decades, the idea that education should function to promote economic progress has played a major role in shaping educational policy. So far, however, philosophers of education have shown relatively little interest in analysing this notion and its implications. The present article critically examines, from a philosophical perspective, the link between education and the currently prevailing understanding of economic progress, which is grounded in human capital theory. A number of familiar philosophical objections to the idea that economic progress is a worthy educational aim are raised, but it is held that many of these objections stem from a partial understanding of economic theory. The article then moves on to investigate the foundations of human capital theory's conception of economic progress. It is argued that there are inherent tensions between the philosophical foundations of the economist's conception of progress and the very essence of education. The article concludes by suggesting that in order to resolve these tensions we should consider grounding the economic theory that guides educational policy‐making in an intersubjective or objective conception of welfare.  相似文献   

3.
教育行动研究方式因其在解决教育理论脱离教育实践、促进教师专业发展、推动课程改革等方面的作用而受到倡导。这促进了我国教育研究的发展,但同时也出现了一些问题:表现于"重理轻用"、"低水平重复"、"文不对题"等对教育行动研究的泛化及滥用现象;混淆教育行动与教育行动研究;教育行动研究过程中存在"去理论化"倾向。秉持跨学科研究取向,以问题为中心,正确认识、评价和定位教育行动研究,廓清概念、规避"唯方法主义"倾向、重视理论思维,方有助于我国教育研究的良性发展。  相似文献   

4.
When Paul Hirst and Wilfred Carr squared up to each other a few years ago on the issue of the role of philosophical theory in educational practice, it became clear that theory itself had become a troubled term. The very fact that Wilfred Carr could argue for the end of educational theory recalls Paul Feyerabend's fiery argument for the end of theory in natural science and simply deepened the attack that had already appeared in Carr and Kemmis's book, Becoming Critical (1986). In response, Hirst insisted that theory, and particularly the philosophical theory of education, should be defined as a discrete area of study in itself, governed and structured by the axioms of logic. In this way, he argued, the philosophy of education would be no different from philosophy in general (at least in its analytic formulation). Carr, on the other hand, preferred to consider educational theory as a flexible event that took its shape from the landscape explored, and hence precisely not the kind of study that Hirst supported, but one based in action research and reflective practitioner experience. This debate is as yet unresolved. In this piece I begin by making several remarks about the current context for raising the question Hirst and Carr address, and I go on to consider other possible understandings of theoria in a Greek sense before developing this idea through a reading of Aristotle. I eventually conclude that each of the protagonists in the debate has taken a step too far.  相似文献   

5.
哲学是在争论中求得发展的。哲学的争论大体有三个层次：一是不同哲学基本派别之间的争论;二是不同哲学理论体系之间的争论;三是同一哲学理论体系的内部争论。这三个层次的争论,相互联系、相互交织、相互作用,绘成了哲学史的生动的、丰富的、多彩的画卷,给哲学的存在和发展提供了内在概括和直接动力  相似文献   

6.
近些年来,行动研究的发展对教学论研究产生了不可忽视的影响.行动研究隐含着相对主义、实用主义、工具主义、操作主义等知识假设,对教学论研究提出了严峻挑战.正确对待行动研究、坚守教学论的理论品格、保持理论与实践之间的适当张力是教学论研究应对挑战的基本策略.  相似文献   

7.
论多元化教育的理论研究框架   总被引：1，自引：0，他引：1  
多元文化教育的理论研究必须建立在一定的哲学思想基础之上，其研究框架应含盖即课程改革、公平教学、多元文化能力和社会公平四个领域。这对于反思多元文化教育的理论和实践及师范教育的改革具有重要意义。  相似文献   

8.
In this paper I explore how I have come to theorise my work as a critical emancipatory practice as a lecturer in primary physical education (PE). I give an account of what I understand to be the epistemological foundations and practices of practitioner research and my potential educational influence in my own and other practitioner-researchers’ learning. I explain how I have generated my living educational theory of practice and discuss the changes in my learning from a propositional approach towards a dynamic epistemology of practice that is grounded in inclusional and dialogical ways of knowing. Within my paper I position myself as a professional educator and researcher, and share the exciting and transformational experiences of teaching and learning in evolving action research cycles of practice. I view my learning to date as an active act, working with the novice teachers I support to offer improvement and change in our future practice. I celebrate my reconceptualised view of education as a learner from within my practice and explain my move from knowledge transfer to knowledge co-creation. I make an original contribution to educational knowledge by explaining how I try to inspire others to research their practice and contribute to a new scholarship of educational enquiry.  相似文献   

9.
The possibility of online Aristotelian virtue friendships via social network sites continues to be raised by philosophers, but as yet this has not been positioned within the realm of children or adolescents, who are known to be amongst the largest users of social media. Governmental agencies across the globe still struggle to define the boundaries of online usage for children, often depending on school-based curricula highlighting ‘safe-guarding’ online or some form of character education. This, however, often leaves the philosophical thinking behind virtual relationships as incompletely addressed in educational theory, policy and practice, despite there being some very real difficulties for children. Utilising the insights of Aristotle on friendship, I offer a view that may hold potential for a philosophically based policy. I outline three different ways this philosophical literature could have implications for education and indicate the types of policy that each might entail. I will contend that there are three distinct stakeholders here that can be identified as having a significant role to play in what we should do: the schools themselves, educational researchers and policy writers. Finally, I suggest ways in which research, policy and practice might link together.  相似文献   

10.
从方法论的角度来看,教育行动研究的出现推动教育研究由简单范式向复杂范式转换,促使教育研究过程与行动过程合一,成就沟通理论与实践的复合型研究主体。同时,由于教育行动研究本身的局限,也导致实施过程中的误解和误用。从方法论角度反思教育行动研究,能更好地理解和更主动地运用教育行动研究。  相似文献   

11.
Interpretations of educational theory as essentially empirical conceive education and teaching as skill-based technologies which can be scientifically researched. Those in the educational research community who resist this picture nevertheless often regard good educational practice as empirically researchable by more 'particularistic' means (for example, action research). However, this chapter argues that such empiricist approaches neglect or distort what are essentially moral rather than scientific or technical questions. On this view, education is essentially a moral practice, ethical deliberation lies at the heart of principled educational enquiry and the expertise of teachers is better conceived in terms of virtues rather than skills.  相似文献   

12.
It is argued that, contrary to much contemporary opinion, ‘conceptual analysis’ is not to be seen as a particular ‘school’ of philosophical thought beyond which we have now passed. It is, rather, a practice: an inter‐personal engagement which seeks to clarify meaning without making any ‘assumptions’ and without the benefit of ‘theory’. The necessity of this practice for educational research, indeed for any sharing of minds between people, is obvious: the difficulty lies rather in our own impatience and reluctance to engage in it.  相似文献   

13.
Marie Sandy 《Interchange》2011,42(3):261-285
In this paper I consider how Hans-Georg Gadamer’s philosophical hermeneutics can complement the pragmatic theory that has informed the field of service-learning, and with its emphasis on community and respect for others, can offer an orientation to further the work of service-learning and community engagement in a mutually satisfying way for scholars, practitioners, and community partners. In keeping with Gadamer’s contention that mythological thinking has its rightful place alongside analytical thinking, I provide an interpretation of the myth of Hermes for emancipatory education practice, and then invite readers to consider some implications of philosophical hermeneutics through traditional philosophical exposition. I posit there is much to be gained by framing community engagement as a civic art or practical beauty with a distinct epistemological foundation that values conversation, participation, and openended, collective processes to work for the common good. This orientation would require us to reconsider the purposes and reorient the values of this field of educational practice.  相似文献   

14.
Educational Research as a Form of Democratic Rationality   总被引：2，自引：0，他引：2  
Educational Research is commonly regarded as a rational pursuit aimed at the production of objective knowledge. Researchers are expected to avoid value bias by detaching themselves from the normative conceptions of education that shape practice in schools and classrooms, and by casting themselves in the role of the impartial spectator. It is assumed that, as a rational pursuit, educational research is not directly concerned with changing practice but simply with discovering facts about it.
This paper claims that it is possible to construct a view of educational research as a form of rational and disciplined inquiry that does not depend on any underpinning spectator theory of knowledge. Nor, the paper claims, does it imply any underpinning foundational principles of rational action and choice. Rather it implies a form of disciplined conversation in which reasons for action are scrutinised, critiqued and modified without resort to foundational principles of rationality. Drawing particularly on the work of John Dewey, Richard Rorty and Amartya Sen, the paper casts educational research as a practical science—a form of action research—that is underpinned by a democratic conception of rationality. In doing so, it contrasts educational research , shaped by a pragmatic theory of knowledge, with research on education that is shaped by a spectator theory.  相似文献   

15.
ABSTRACT

In this paper, I describe an approach to the integration of theory and practice at the intrapersonal, interpersonal, and organizational levels. The results of the research projects in which I have been involved over the last ten years are used to illustrate how these three levels have facilitated the identification of three tensions. These tensions together create a framework that can help academic developers better understand how to approach the challenges of advocating for the integration of higher education theory with academic practice in their own institutional environments, and how this integration is linked to existing higher education literature.  相似文献   

16.
我国早期的行动研究具有实证主义的倾向,认为行动研究的目的是探究普遍的教育规律,以教育实验的方式进行,强调实验过程对条件的控制,只有极少数教师参与行动研究;从20世纪90年代开始,我国的行动研究一方面仍遵循实证主义的"假设—验证"模式,另一方面也具备了解释主义的精神,即在教育教学的实际情境中去发现问题和解决问题,由此理解情境化的教育实践;进入21世纪,我国的行动研究更是坚持解释主义的立场,并出现"草根化"的趋势。行动研究不再被认为是单纯的解决问题的工具,而是教师将他人理论转化为个人理论,再转化为教学行为,从而促进学生学习和教师专业发展的过程。  相似文献   

17.
This conceptual article explores the notion of educational researchers operating as public intellectuals. To do this, I situate my analysis within a broader tradition of public intellectual work in the American academy. I also offer a framework for three specific forms of public intellectual work, supported by relevant examples, which can be taken up by educational researchers. I then raise critical issues, concerns, and tensions that complicate such work, and conclude by offering suggestions for better linking educational research to the broader public. Although this article focuses largely on researchers working within the university context, particularly tenure-line faculty, many of its insights are applicable to independent researchers, policy analysts, or others working within the broadly defined field of educational research.  相似文献   

18.
Educational research is widely construed as the scientific investigation of the causes of ‘effective’ teaching. Discussion of values and philosophical problems is condemned as descent into ‘ideology’. Opposing this is a conception of teaching as phronesis where educational research and philosophy may be desirable, but have no direct relationship to practice. It is contended in this article that both of these views are misconceived. In educational research, empirical questions are secondary, values are central, and philosophical investigation is central to the determination of these. Philosophy, not social science, directly governs policy and practice; virtue governed by logic, not causation under natural law, is the principal explanatory concept. Educational research, then, is logically tied to practice. This sanctions not the authoritarian ‘methods that work’ project, but a pluralistic conception of research anchored in the autonomy of teachers and pupils.  相似文献   

19.
This article shares my experience as a doctoral student researching within the domain of art and design education. This is a professional doctorate bringing together my experience as an educator and that of researcher where boundaries between education and social science research disciplines cross. My research paradigm is situated within critical theory. It is an interpretive hermeneutic study where I am cast as a participant ethnographer. At the time of writing I wanted to make known the issues and tensions that I encountered with research protocols, such as permissions mechanisms and ethical gatekeepers. These tensions I still perceive as confining, but more significantly, I realise that knowing and understanding research methodology is key to achieving creative and unpredictable research practice. This article is, therefore, focused on my journey to discover a research methodology that enables me to use a creative voice. By this I mean a method by which I can develop a writing style that articulates my practice that enables me in the construction and reporting of my research analysis to fully capitalise on my reflexive self. I have referenced papers produced by others at the time of writing their doctoral thesis and have found this enlightening. This is my contribution.  相似文献   

20.
The relevance gap between educational practice and research is often seen as a methodological problem. But communicative and social issues are also vitally important. The idea of tacit capability, from recent work in economics on research and development, characterises the knowledge which can be acquired by and attributed to an organisation as a conversational whole. (Schön's idea of reflective practice is unhelpfully monological.) I interpret and validate this idea in the light of Habermas’ account of communicative action. I use it to explore social problems in the relation between educational practice and research and suggest solutions modelled on enlightened industrial practice in Europe.  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号