共查询到20条相似文献，搜索用时 31 毫秒
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John Westerhoff 《Religious education (Chicago, Ill.)》2013,108(4):579-591
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《Higher Education in Europe》1979,4(3)
The following six articles concerning relations between education, research and production are based on some papers presented during the CEPES Symposium on Relations between Education, Research and Production‐ in Higher Education in Europe. The main findings of this meeting, which was held in Bucharest from 26 to 28 June 1979, are presented in the chapter “CEPES Activities” on page 33 of this issue.
As can be observed, the following articles cover different aspects or problems of the relations between education, research and production’ in higher education, some of them refer to national situations, others analyse types of study which include productive work or/and research, and still others refer to institutional experiences. However, in spite of the divergence in the topics dealt with here, all papers and articles are based on a common, present‐day reality: that numerous reforms and programmes have been or are being introduced, the objective of which is to require that higher education become more closely linked with the world of professional and productive activities. 相似文献
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This paper focuses on discussing the phenomenon of female dominance in education, and especially in language education through the aspects of history, culture and society. 相似文献
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Matthew P. Pamental 《Educational theory》2010,60(2):147-166
According to a number of authors, character is dead. On their view, the evidence is in, and all of our attempts to inculcate character in our students have not only failed, but are in fact destined to fail for various reasons. They base their conclusions in part on a number of experimental results that have been obtained since the 1920s, collectively known as situationism. If these authors are right, then the current emphasis on character education in the United States (and elsewhere) is woefully misplaced. On the contrary, however, Matthew Pamental argues in this essay that situationism's evidence is being misinterpreted. A Deweyan sociocultural approach to the nature and ideals of character both explains the evidence and reveals how character can be reconstructed and revived. 相似文献
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IDEALS, EDUCATION, AND HAPPY FLOURISHING 总被引：1，自引：0，他引：1
Doret de Ruyter 《Educational theory》2007,57(1):23-35
A bstract . In this essay, Doret J. de Ruyter defends the claim that parents as well as professional educators need to impart ideals to children in order to realize their wish that children become happy and flourishing adults. The argument consists of two parts. First, de Ruyter shows how ideals are important to construing the meaning of objective goods. Second, she contends that educating children with ideals is important to motivating them to strive for something higher or better. De Ruyter's analysis rests on two key concepts: "ideals," which refer to things one believes to be superb, excellent, or perfect, but that are as yet unrealized, and "happy flourishing," which describes the fulfillment of objectively identifiable generic goods and the person's satisfactory meaningful interpretation of these goods. 相似文献
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Kevin Gary 《Educational theory》2006,56(2):121-136
A bstract . At present liberal education is generally understood and justified as the acquisition of critical thinking skills and individual autonomy. Traditionally, however, the ultimate purpose of liberal education has been leisure. Freedom, it was thought, was not simply the result of critical thinking but also required the cultivation of leisure that involved a vigilant receptivity — a stillness from the busy world of work and the restive probing of a discursive mind. In this essay, Kevin Gary argues that the cultivation of leisure has been and ought to be an essential part of what constitutes a liberal education. Focused on interior freedom, leisure offers a valuable way of learning that ushers in an authentic freedom that a critical approach to learning and liberal education does not. Accordingly, it offers a valuable defense against the hegemonic world of work that defines and appraises one's value exclusively in terms of one's doing. 相似文献
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EDUCATION,LIBERATION AND THE CHURCH 总被引：1，自引：0，他引：1
Paulo Freire 《Religious education (Chicago, Ill.)》2013,108(4):524-545