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1.
Kathryn Ecclestone Joanna Swann 《Assessment in Education: Principles, Policy & Practice》1999,6(3):377-389
Current debate about assessment in higher education raises educational and political issues. Lecturers who wish to make their assessment more reliable and rigorous, as well as more effective in improving students' learning, need more than technical help to do so. This paper reports findings from an action research project which focused on assessment practice at the University of Sunderland, UK. It highlights tensions between genuine educational concerns to improve practice and more instrumental pressures, for example, to defend one's assessment practice from challenges by students, colleagues and external bodies. It is argued that improvement, rather than mere change, will require the commitment of people who possess intimate day-to-day contextual knowledge of assessment, and who recognise its educational and political complexities. The findings highlight two areas for further research: ways of inducting and involving students in an 'assessment community', and institutional staff development designed to improve assessment practice. 相似文献
2.
Michelle Forrest 《Journal of Philosophy of Education》2013,47(4):605-622
The concept ‘silence’ has diametrically opposed meanings; it connotes peace and contemplation as well as death and oblivion. Silence can also be considered a practice. There is keeping the rule of silence to still the mind and find inner truth, as well as forcibly silencing in the sense of subjugating another to one's own purposes. The concept of teaching runs the gamut between these extremes, from respectfully leading students to search and discover, to relentlessly bending them to one's own will. This article examines contradictory connotations and practices of silence and teachers’ ambivalent perceptions of it in order to conceptualize a positive practice of silence for teacher education. 相似文献
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Distance learners were found to differ from face‐to‐face learners in that they were more ‘isolated’ and experienced lower levels of self‐confidence. They also displayed a higher desire for structure in their learning materials, and this was interpreted as a tactic for dealing with their more difficult learning situation. If distance educators react simply by providing the desired structure, they necessarily neglect certain desirable educational goals such as fostering willingness to organize one's own learning or to evaluate one's own work. For these reasons, it is preferable to try to develop teaching and learning approaches which help students master their difficulties, rather than accepting the difficulties as a limiting factor in distance learning settings. 相似文献
4.
“教育（法律）行为”概念的引入有利于促进教育法的体系化与法典化、整合各类教育法上的行为，并弥补现有概念工具的不足。然而，学界对教育行为、教育法律行为的具体内涵及其相互关系仍缺乏深入讨论。其一，教育行为概念的用法存在广义与狭义的区别；其二，教育法律行为概念的界定系由传统法理学上的法律行为转变而来，过于简单，难以揭示各类教育行为的共同本质，难以承担建构教育法内在体系的功能，也难以彰显教育法的独特价值追求。为构建具有普适性的教育法行为概念，应将教育行为界定为与教育有关的一切活动，包括教育法律行为与教育事实行为。对于教育法律行为来说，“直接产生法律效果”是其法律本质，“促进人的全面发展（教育性）”则是其根本目标。因此，可以将教育法律行为界定为：教育法律规范调整的，法律主体基于教育性目的所作出的直接产生法律效果的行为。 相似文献
5.
陈宝瑜 《黄河科技大学学报》2000,2(4):21-25
教育是特殊产业,应叫做知识产业,它既有公共性产品,又有私人性产品,还有准公共性产品和准私人性产品,把民办高等教育作为一个产业来开发是一个新的观念,谁能把握教育产业开发的主动权,谁就能取得生存发展的主动权。 相似文献
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增强服务地方发展能力是当前宁波高校一项重大、紧迫、艰巨而持久的任务,对建设创新型城市、构建服务型教育体系、增强内在发展动力和高校谋求自身发展等具有重要的现实意义,宁波高校必须以建设统筹发展、注重特色、教学科研并进、规模质量并重的服务型高校为目标,加快推进高等教育"大众化"进程,大力培养适应城市发展的人力资源,持续提高宁波自主创新能力,不断加强产学研一体化,努力成为建设"文化大市"的主力军。 相似文献
8.
In many engineering curricula a period of practical training in industry is either compulsory or advised. Often the educational goals of such a period are defined as 'learning to put knowledge and skills into practice'. The assessment is usually based on a technical report of the activities during the period. In this paper, how the definition of educational objectives led to the introduction of practical training is discussed. These objectives are acquiring insight in the engineering profession, learning to 'survive' in a different culture and learning to apply as well as broadening technical knowledge and skills. Furthermore, an assessment procedure is introduced which allows for testing whether the students have met the objectives. 相似文献
9.
Noora Pyyry 《Discourse: Studies in the Cultural Politics of Education》2016,37(1):102-115
In this paper, I approach learning as a process of rethinking the world that happens via the surprising experience of “enchantment.” This process becomes possible by dwelling, that is, by forming meaningful multisensory engagements with one's surroundings. I present my arguments by discussing photo-walks that students conducted in Helsinki as part of a geography-learning project. During the photo-walks, learning happened with the spaces of hanging out. In contrast to common understandings of learning, this learning with the city is non-instrumental: it is making the familiar unfamiliar by paying attention to the particular in everyday spaces. Methods such as photography are understood as creative encounters that can help in re-cognizing the world and fostering one's ethical sensitivity. 相似文献
10.
《Educational Philosophy and Theory》2013,45(5):666-677
This essay reflects upon certain aspects of Wittgenstein's own practices as a teacher. Doing philosophy always took priority for Wittgenstein, whether this was in oral or written form: it was important to show the deep puzzles in our language (and our culture and thinking) as a step toward dissolving them. In this respect, one can teach only as a guide; it is a matter of showing more than saying. Wittgenstein's approach suggests a model that I will call tacit teaching. Tacit teaching refers to the many forms of informal instruction—some intentional, some unintentional, and some difficult to categorize simply as one or the other—by which skills, capacities, and dispositions are passed along within a domain of practice. Wittgenstein repeatedly uses the language of signposts, of wandering through a city, of being lost and finding one's way, of needing a guide, of learning how to go on by one's self, to refer to the complex web of knowledge and understanding that allows successful autonomous practice in some discipline: most pertinently, in the context of Wittgenstein's own teaching and writing, the discipline of doing philosophy, but with clear reference to teaching and learning in other complex and ill‐structured domains as well. 相似文献
11.
The Implications of Arendt's Concept of Judgment for Humanistic Teaching in a Postmetaphysical Age 
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下载免费PDF全文 Duck‐Joo Kwak 《Educational theory》2015,65(6):681-697
In this essay, Duck‐Joo Kwak draws on Hannah Arendt's concept of judgment in exploring what it means to teach the humanities as a form of values education in a postmetaphysical age. Arendt's concept of judgment is closely related to Ciceronian humanism, which is concerned with the wisdom to choose one's company while appreciating this pursuit itself, among men, things, and thoughts from the past and present. According to Arendt, this wisdom as a form of judgment can be generated from a unique form of thinking via understanding. Thus, the main focus of this essay is on Arendt's explication of two distinct forms of humanistic thinking, which can be characterized as critical and interpretive, respectively. The educational virtue of humanistic thinking lies in its avoidance of both authoritarianism and nihilistic constructivism, both of which are problematic in the context of postmetaphysical contemporary culture, while also holding the potential to help young people find good company as a way of expanding the boundaries of intersubjectivity in their selfhood. 相似文献
12.
Ragna Aadlandsvik 《Educational gerontology》2013,39(8):665-678
Should all generations be included in our society's educational project? In PEP (Prosjekt eldrepedagogikk), in Bergen, we argue that the concept of care for old people should be redefined to include an aspect of learning. This learning can have a creative and existential purpose, not necessarily an instrumental one. “To grow old” also has a meaning of growth. Education can strengthen this growth. Old people have mental, spiritual and creative needs. PEP has aimed at stimulating older people's verbal creativity through the writing of poetry and the telling of stories in groups. Many courses of this kind have been held during recent years. This learning activity has had a positive impact upon the life of the participants. The work has served to sharpen the senses, keep thinking alive, support self-esteem, and establish good social relations. Another fruit of the project is the publishing of texts. Both education and poetry can have a function of emancipation. As a consequence of this project, the University of Bergen has started a process where research on the education of the elderly will be put on its agenda. 相似文献
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LES WATSON 《European Journal of Education》2007,42(2):255-263
Could it be that in our excitement about e‐learning we forgot about buildings? With the advent of the personal computer and ubiquitous networks were we enticed into thinking that they would suffice and learning would follow removing the need for places and communities for learners? We now seem to have woken up, however, as there is an enormous resurgence of interest in new building in Universities, Schools and Colleges — a real opportunity to ‘build’ our learning futures. But if the interest is just in building then it's an opportunity lost. However, if it is about transformation, place and community we could create the connected learning society, both physically and virtually, that we aspire to. New 21st century buildings and refurbished spaces should reflect our educational approaches and philosophies and, even more importantly, they should not disable tomorrow's possibilities. The buildings that we build today can prevent us from doing what tomorrow might become the dominant ways of working and learning. Our buildings should combine educational ideas, with imaginative technology and architecture to create the learning futures we wish to see. The Saltire Centre at Glasgow Caledonian University, which opened in January 2006, started from the premise of a building that is flexible and does not disable the future. The building, through its variety of spaces, embraces learner differences and supports a concept of learning as a social process putting human social interaction and conversation at its heart. This article uses the Saltire Centre as a case study to illustrate how some current key ideas in educational thinking can influence the learning facilities that we provide. 相似文献
14.
This account explores the role of action learning during and after an educational programme. We focus on the final stage of a master's programme and the insider research that is a key feature in many UK universities. Researching within one's own organization should lead to individual and organizational learning. However, there is relatively little published on how, indeed if, this learning occurs. Our account contributes to this gap and in doing so draws attention to the ethical and political challenges which can arise when undertaking research within one's own organization. We present the tale of two sets, one during and one after an educational programme. In doing so, we highlight the tensions involved in integrating learning with problem-solving. We illustrate how learning which seemed initially to be lost was later found through action learning. 相似文献
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This paper discusses the unprecedented challenges and possible directions in which the field of educational assessment is going after the outbreak of COVID-19. Though the pandemic leads to a lot of pressure related to instruction, learning, and assessment, it also provides opportunities that are likely to require changes to the current theories and practices as well as the assumptions that are no longer justified. It is hoped that the challenges will motivate our field and the instructional experts to work closely together with the learning and instruction process so that assessment will be better integrated and can provide data-driven insights related to the sequence and content of instruction based on the diagnosis of students' strengths and weaknesses from assessment data. We expect that the integration of assessment in learning and instruction will definitely exert significant positive impact on learning outcomes. We believe the field will become aware of the assessment issues that teaching at a distance presents and will come up with innovative solutions to the many emerging problems when the world of instruction and learning undergoes significant changes from social distancing. This paper provides comments, and predictions about what the challenges and directions in educational assessment will be. 相似文献
16.
远程开放教育的质量，重在教与学的过程。由于其教学模式与传统教育的差异，促使我们要重塑教与学的理念。多种媒体技术作为教育工具，也可视为教育。教学的支持服务是开放教育的必要务件。学习树立自主学习的观念，逐步适应开放教育的学习环境。无论教育还是学习只有从传统教育中清醒地突围，开放教育的质量才能得以保证。 相似文献
17.
EDMUND KING 《比较教育学》1999,35(2):109-117
The concept of lifelong learning, now a topic of world-wide urgency, has evolved markedly over time according to its historical, social and technological context. Today's requirement of repeated response to headlong technological innovation and global challenges of other kinds has transformed 'lifelong learning' from its old status as an optional extra for older people to a new role as an essential perspective in every phase of education. The pivot of that reorientation is to be found in a fresh concept of 'young adult' education, with repercussions throughout every educational system. 相似文献
18.
Anniina Leiviskä 《Educational theory》2015,65(5):581-600
In this article, Anniina Leiviskä argues that the educational relevance of Hans‐Georg Gadamer's concept of tradition has remained unacknowledged because of the conservatism that has been associated with Gadamer's hermeneutics, particularly his notion of tradition. Therefore, Leiviskä seeks to reveal the reflective, nonconservative nature of Gadamer's concept of tradition in order to illuminate its significance with respect to the philosophy of education. Utilizing Gadamer's reinterpretation of the Aristotelian notion of phronesis, she outlines a concept of situated rationality that rests upon the idea of the historicity of human existence, and she suggests that this concept may be used to define a central aim of education. Leiviskä argues that instead of disengaged objectivity, rationality as phronesis stands for the reflective reappropriation of one's tradition, which is enabled by one's situatedness in history and requires encountering other horizons — including the horizons of the past — through which one may be addressed and challenged. 相似文献
19.
孙伟霞 《重庆职业技术学院学报》2003,12(2):18-21
21世纪人类经历着巨大的历史变革。知识经济和信息全球化给我们的社会带来无限机遇和挑战。为了更好的获得知识,优化教育过程,现代教育技术的作用日益突出。现代教育技术对教育资源、教育内容、教育结构、教育模式、师生关系等有重要影响。本文试图从社会学的角度对现代教育技术对教育的影响进行分析。 相似文献
20.
John Dewey 《课程研究杂志》2013,45(4):387-403
In 1894, when John Dewey came to Chicago, US educational leaders were reshaping the elementary school, high school, and college, institutions initially aimed at different social groups, into three 'levels' of a more integrated K-16 system. At the same time, Dewey's fellow reformers were furthering the 'new education' by advocating activity-based, cooperative subjects, including nature study and manual arts for the elementary school curriculum. In The School and Society (1899), Dewey addressed the two problems of how to integrate practical co-operative activities with academic subject matters and how to connect the subject matters and learning methods of the three educational 'levels' to provide continuity throughout the curriculum and between it and out-of-school experience. The School and Society, one of the best known of Dewey's early educational writings, argued that the success of 'new education' was 'inevitable', because it was 'part and parcel of the whole social evolution'. Dewey noted that the opportunities children previously possessed for practical learning in home and neighbourhood production had been eliminated once production moved to urban factories. The earlier common schools had merely added a layer of literacy and numeracy to the base of practical thinking abilities formed outside of school. Schools in the industrial city, however, simply had to provide these opportunities themselves. Dewey's conception of experience-based practical learning to form habits of inquiry and co-operation securing democratic life was a masterful synthesis of the 'new education', and The School and Society became an educational classic inspiring educators for a century. The Educational Situation (1902), by contrast, has received little attention. The tone is decidedly less upbeat. Far from proving 'inevitable', Dewey says, the 'new education' has come up against unanticipated obstacles because it is not an 'organic part' of the 'educational whole'. The institution, he says, remains structured by mechanical features of school organization and administration that determine educational experience 'even on its distinctively educational side'. The new education will fail unless educators can put in place a new organizational and administrative structure that both conforms with the external realities of industrial society and supports new experienced-based learning activities. The three chapters of The Educational Situation analyse the difficulties inherent in fundamental structural change, and propose structural reforms for the elementary school, high school, and college. In chapter 1, which originally appeared in 1901 as a separate essay and is reprinted here, Dewey carefully delineates the interplay between organizational and administrative structures and curriculum. His analysis of the problem of curriculum change anticipates the contemporary work of such scholars as John W. Meyer, Robert Dreeben, and 388 j. dewey Larry Cuban-and defines an issue which, arguably, has not been explored as systematically in the 100 years that have followed the publication of The Educational Situatio. Leonard J. Waks 相似文献