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1.
Yong‐Seok Seo 《Journal of Philosophy of Education》2014,48(1):86-99
The current age is characterised by many as secular, and a source of such a characterisation can be found in the Nietzschean claim that thoughts about there being some ultimate reality have to be jettisoned, and human existence and the world need to be embraced as they are. That claim is renewed by some secular thinkers who insist that education has to be reconceived in ways congenial to the new age. It is argued that central to their logic is the dichotomy between the religious and the secular or the otherworldly and the earthly, and that this dichotomy is simplistic as well as problematic. As an alternative to the ‘two worlds’ view, the ‘two aspects’ view is suggested, with an interpretation of reality that the noumenon––the non‐human––has to be taken in the negative sense. Against secularising the domain of education, it is indicated that there still remains a place for education to occupy between the two poles of religiousness and secularity. 相似文献
2.
夸张辞格的认知阐释 总被引：1，自引：0，他引：1
张超 《贵州教育学院学报》2009,25(8):63-66
从认知的角度探讨夸张的定义、成立条件和有效性条件,认为夸张是指故意用话语表述出一种不符合基础认知的虚拟认知,通过形成认知距离而突显对象属性的一种表达手段。夸张成立必须满足两个条件：一是基础认知程度值必须为真,二是认知距离必须大于零。夸张要有效,其言辞传达出的情感值就不能超过人们认知中限定的情感最大值。 相似文献
3.
Morwenna Griffiths 《Educational Action Research》2013,21(1):71-82
This paper is a contribution to the development of the view that action research should be both personal and political. It is shown that the personal and particular, as expressed in autobiographical research methods, can also be political and critical. This claim is dependent on (1) the view that, to be epistemologically sound, a method needs to be critical and political and (2) the view that to be epistemologically sound, a method needs to be personal, and also to be revisable over time. Arguments are given for these two views, using feminist epistemology. It is recognised that the claim would be hollow if it were not possible to convert abstract requirements into actual methods. This possibility is demonstrated by (3) considering the method of autobiography in general, and ‘critical autobiography’ in particular, and (4) examining my own autobiographical writing in journals made during an action research project, using the criteria developed in (1) and (2). 相似文献
4.
殷忠勇 《扬州大学学报(高教研究版)》2012,16(4):57-61
以马克思精神生产理论为指导,指出由于教师劳动的精神生产的特点,使得高校实施目标管理存在着管理目标难以制定、目标管理的双向性原则难以保证、目标实施过程难以控制、管理目标难以评价等四大困境。弱化量化评价,强化质化评价;完善同行评议制度,优化评价环境;建设大学文化,减少繁琐规范;实施现代大学制度,充分实现教授治校等,以改善这一现状。 相似文献
5.
Jan Van Der Veken 《Interchange》2000,31(2-3):319-334
6.
Dr. James T. Decker Dr. John Redhorse Dr. Gerald R. Lucas Mr. James P. Adams 《Innovative Higher Education》1977,2(2):145-150
In nontraditional education we believe that learning how to learn should be the major objective. Helping students learn how to learn should be a major teaching objective and a major teaching skill. This skill involves helping a student recognize that learning involves personal change and that no one is so knowledgeable and so skilled that he or she need not learn. One of the major problems in learning how to learn for educators is being able to play a concurrent role—that of an evaluator and that of an academic advisor. Inherent in this double role is the concept that an evaluator should provide a learning experience that is planned as an integral and continuous part of a student's education. Evaluation processes, both in planning and implementation, should be consistent with knowledge, values, and goals of nontraditional education. Their basis should be a theory of adult learning. 相似文献
7.
J. Bruce Tomblin 《Learning disabilities research & practice》2006,21(1):8-18
Research on learning disabilities (LD) depends upon a conceptual framework that specifies what it should explain, what kinds of data are needed, and how these data are to be arranged in order to provide a meaningful explanation. An argument is made that LD are no different in this respect than any other form of human illness. In this article, a theory of LD based on weak normativism drawn from the philosophy of medicine is presented. This theory emphasizes that cultural values (norms) determine which aspects of human experience and function are instances of ill health. Thus, ill health is fundamentally normative. However, the experiences and behaviors themselves arise out of the natural world and therefore can be explained by a culturally neutral natural science. Data from a longitudinal study of specific language impairment are used to show that academic achievement is culturally evaluated, that low achievement is disvalued, and that therefore actions are taken to help the poor achiever. Spoken language abilities in kindergarten are associated with judgments of the adequacy of fourth grade academic achievement and are mediated by reading prior to fourth grade and also via a path that is independent of reading. It is argued that poor academic achievement may be viewed as a disvalued state consistent with an illness, whereas language and reading skills can be viewed as basic causal systems that can explain the child's learning performance. Properties of this causal system are value free, except that they can inherit disvalue by their association with poor achievement. It remains to be determined whether the notion of LD is to be equated with poor achievement and therefore serve as a type of illness or whether it is to be viewed as a particular cause of poor achievement and thus functions as a type of disease associated with poor achievement. The conceptual framework lays out the alternative meanings for LD and the choice between these alternatives will ultimately depend on how it is used in the LD research community. 相似文献
8.
John Halliday 《Curriculum Journal》2013,24(2):159-175
There is considerable interest in unifying post-compulsory education and training systems through the common teaching of core or key skills. Critical thinking appears to be a very attractive example of such a skill but this article argues against the idea that critical thinking is a core skill that should be widely taught to bridge what is termed ‘the academic vocational divide’. Some of the attractions of this idea are acknowledged but it is argued that the very meanings of critical, academic and vocational depend upon the context and purpose of thinking and it is misleading to suggest that thinking is any kind of a skill. On the basis of this argument and an empirical study it is concluded that when the idea informs curricular policy and practice, far from bridging an academic vocational divide, the idea will actually widen it. If this conclusion is correct for what appears to be a most plausible candidate for a core or key skill, then policies designed to bridge an academic vocational divide that are based on the core or key skills idea should be abandoned. 相似文献
9.
对福建省某高校2007—2010届全日制本科毕业生初次就业率和专业对口情况进行抽样调查分析,得出专业初次就业率、对口率二者呈正相关关系,大学教育内容与毕业生工作实际岗位要求差距较大,大学生就业指导工作实效性还有待提高等相关结论。在此基础上,提出了注重大学教育的特色发展,改进高校就业评估体系,建立健全就业指导的长效机制等相关对策建议。 相似文献
10.
Bronwyn Davies 《British Journal of Sociology of Education》1990,11(3):341-361
In this paper an analysis of the concept of agency is undertaken. The traditional or agonistic definition of agency which assumes that to be a person is to have agency is rejected in favour of a definition that shows the way in which agency may be discursively constructed as a positioning made available to some but not to others. This analysis is then applied to an episode in a primary school classroom to see whether the discursive practices in that classroom can be said to position the students as agentic. The particular classroom was chosen on the basis of the teacher's explicit wish that his students be agentic, but what the analysis shows is the extreme complexity involved in actually carrying this off, given all of the contradictory beliefs and practices that militate against children actually being agentic. 相似文献
11.
卞拓蒙 《中山大学学报论丛》2009,2(2)
研究信念逻辑的有趣之处在于:可以在没有清楚的存在与等同条件下,建立一套元目的形式理论.现有的合理且可能为真的形式系统皆因为著名的"知识拥有者的悖论(Knower's Paradox)"而导致不一致.这篇论文将建构一套第一人称信念的形式系统.用来建构系统的信念将来自内在观点,因此信念的拥有者将不在讨论的范围中.此外,本篇论文将论证信念的背景将扮演语意、知识论及语用的角色.本篇论文建构的系统将是标准初阶逻辑的有限延展,并将使用到引述.本系统所使用的公理及规则相对较弱,且因为太弱而不足够,因此导致了系统的不一致.本论文欲藉此论证:可被定义的信念集合将不可能被找到.在现有的信念理论及所有的第一人称信念理论中,有限且可被定义的信念集合皆为不一致的原因在于并未涵盖我们真实拥有的信念. 相似文献
12.
EXPANDING YOUNG PEOPLE'S CAPACITY TO LEARN 总被引：1，自引：1，他引：1
Abstract: Though it is being widely argued that expanding young people's capacity to learn is a viable and desirable goal of education, it it not always clear what this means, how it is to be achieved, and how the effectiveness of interventions is to be assessed. It is argued that the capacity to learn should be interpreted as a portmanteau term that comprises a varied set of positive learning dispositions. These are illustrated, and the idea of 'expansion' is glossed in terms of broadening, strengthening and deepening these dispositions. 相似文献
13.
Feyzi Uluğ 《Educational technology research and development : ETR & D》1994,42(4):116-119
Conclusion The OHS, although newly established, has created great interest among all the media. It is evident that this interest will
continue to increase. This means that the OHS filled a very important niche in the educational structure.
It is believed that most of the problems faced at the OHS will be solved in a very short time, and new ways are continually
being sought. But at the moment it is necessary to remember that high quality should be maintained, instead of focusing on
quantity. This motive prescribes that educational technologies should be transferred to the educational system. To accomplish
this, ways should be found to increase the finances of the OHS, and governmental support should be increased to improve the
technical quality.
In addition, it is necessary to change the regulation of the OHS as a project of the FRTED to allow the OHS to function independently.
The resulting organizational structure should be evaluated effectively. Also, it is necessary to improve the structural effectiveness
of local representatives of the OHS for authorization and duties. At the same time, it is essential to use the local high
schools to provide face-to-face education for distance education students.
If the critics are correct, the OHS will be an original secondary-school-level distance education institute and can be a good
example for other countries. 相似文献
14.
MICHAEL FORDHAM 《Journal of Philosophy of Education》2016,50(3):419-431
Alasdair MacIntyre's argument, that teaching is not a social practice, has been extensively criticised, and indeed teaching is normally understood more generally to be a form of generic activity that is a practice in its own right. His associated proposition, that teachers are practitioners of the discipline they teach, has, however, received considerably less attention. MacIntyre himself recognised that for teachers to be understood as being part of the discipline they teach, a broader definition of what is meant by ‘discipline’ would be required. In order to achieve this, it is necessary to make a distinction between a ‘discipline’ and a ‘profession’ and not to conflate the practice of the discipline with the practice of professional academics. Such a distinction makes it possible to argue that teachers are engaged in the practice of the discipline they teach. As recent developments in social epistemology and the sociology of knowledge have suggested, it is indeed not just possible, but arguably necessary, to understand teachers in these terms. In seeking to understand what it means to be a teacher, there is thus much to be gained from further reflection as to the relationship between a teacher and his or her academic discipline. The reconsideration of this relationship might well cause us to challenge the idea that teaching is a form of generic activity. 相似文献
15.
邓小平财政金融思想新探 总被引：1，自引：0，他引：1
李治国 《上海师范大学学报(哲学社会科学版)》2003,32(2):14-20
邓小平的财政金融思想包括:建立稳固的财政基础;财政工作要有全局观念;实行合理负担的财政政策;财政平衡是实现综合平衡的基础;实行金融改革和治理通货膨胀;货币要统一,发行货币要有充足的储备金等。 相似文献
16.
阿毛姑娘的悲剧是其成长过程中清新、合理的欲望受到外在现实的挤压和内在情感煎熬的无处排解的生命悲剧,是身为女奴而要成长为女人的悲剧。阿毛的悲剧启示读者:当欲望不能满足的外在客观条件无法改变时,或许可以尝试另一种缓解欲望的途径,给予欲望者一种人文关怀:即了解欲望者的精神本质,体贴欲望者的生命情绪。 相似文献
17.
18.
利用凸函数定义,给出了一类凸函数的性质,得出了该类函数是超可加函数的结论,以及一类凹函数的性质和该类函数是次可加函数的结论.指出了在一定条件下一个超可加函数可以成为一个凹函数,一个次可加函数可以成为凸函数. 相似文献
19.
Richard Brock 《Science & Education》2018,27(3-4):247-258
The conceptualisation of knowledge as justified true belief has been shown to be, at the very least, an incomplete account. One challenge to the justified true belief model arises from the proposition of situations in which a person possesses a belief that is both justified and true which some philosophers intuit should not be classified as knowledge. Though situations of this type have been imagined by a number of writers, they have come to be labelled Gettier cases. Gettier cases arise when a fallible justification happens to lead to a true belief in one context, a case of ‘lucky belief’. In this article, it is argued that students studying science may make claims that resemble Gettier cases. In some contexts, a student may make a claim that is both justified and true but which arises from an alternative conception of a scientific concept. A number of instances of lucky belief in topics in science education are considered leading to an examination of the criteria teachers use to assess students’ claims in different contexts. The possibility of lucky belief leads to the proposal that, in addition to the acquisition of justified true beliefs, the development of reliable belief-forming processes is a significant goal of science education. The pedagogic value of various kinds of claims is considered and, it is argued, the criteria used to judge claims may be adjusted to suit the context of assessment. It is suggested that teachers should be alert to instances of lucky belief that mask alternative conceptions. 相似文献
20.
Richard Lowe 《Research in Science Education》1988,18(1):112-122
Conclusion The interpretation of scientific diagrams has been characterised as a complex process. This contrasts sharply with an apparently
widespread view among producers and users of resources for science teaching that they are generally unproblematic and that
their meaning is usually quite transparent. The continued currency of this view is a matter of concern, especially when resources
for learning in science are now so heavily based on pictorial presentation. It is likely that students who are new to scientific
diagrams as a pictorial genre will look at them in a manner that is quite different from the way they are seen by their teachers.
What seems to a teacher to be a straightforward and clearly presented depiction of a scientific concept, process or structure
may be a mysterious and impenetrable abstraction to a student. Whereas the teacher is able to identify readily the elements
of a diagram and link them into a coherent, meaningful whole, the student may misunderstand what it is that is depicted and
how the depicted entitles are related. A critical factor underlying such differences appears to be the extent and nature of
the mental representation of student and teacher. Both of these aspects of the mental representation of scientific diagrams
would probably have to be addressed if there are to be improvements in the development of students' diagram interpretation
skills. It does not seem sufficient merely to give students a huge diet of diagrams and assume that the necessary reading
skills are either present or will develop by themselves. Rather, a deliberate programme designed to develop well structured
mental representations of scientific diagrams should accompany efforts to build up an extensive knowledge base about this
highly specialised form of visual display. Such a programme should be accompanied by instruction that develops appropriate
processing strategies that allow students to gain maximum value from the diagrams they encounter. 相似文献