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 655 毫秒
1.
This paper examines how local knowledge is employed in environmental adult education in a community‐based ecotourism project in an island community in southern Thailand. The study is based on field research and analysis of project websites, media reports and documents. Situated at the intersection of global tourism and a local Thai–Malay Muslim fishing community, the ecotourism project functions as an alternative tourism development model challenging dominant practices of mass tourism. In the project, tourists stay as guests in local homes, and learn firsthand from family and community ecotourism guides. The informal ecotourism ‘curriculum’ for tourists centres on local knowledge of tidal and marine ecosystems, environmental conservation efforts, local culture, and traditional livelihood activities. Tourists learn experientially to understand and appreciate this local knowledge, and in the process, contribute to the sustenance of the community, to the preservation of culture, and to the conservation of the marine resources upon which the community depends. Members of the ecotourism project, for their part, have engaged in a wide range of adult learning over the project’s lifespan. This learning includes skills and knowledge in ecotourism management, environmental conservation, cross‐cultural exchange and political activism. Although the advent of mass tourism on the island now threatens to overwhelm the local community, the capacity for environmental adult education, adult learning and political activism built up over many years by members of the ecotourism project will likely help to moderate, if not control, the deleterious effects of future commercial development.  相似文献   

2.
This paper explores Paulo Freire’s philosophy of hope. This is significant because, for Freire, it was human hope that rendered education possible, necessary and necessarily political. Like other areas of his thought, however, his reading of hope contained ambiguities and contradictions, and the paper explores these by locating Freire’s thought in the wider context of the philosophy of hope. It focuses in particular on the divergent interpretations Freire provides regarding the objective and the experience of hope. It argues that many of the conflicting demands placed on the radical educator stem from the tensions and vagaries one finds within his philosophy. The paper concludes by discussing the wider significance of Freire in light of the discourse of ‘complex hope’ that is developing within educational studies.  相似文献   

3.
This article examines the principal arguments found in the work of Paulo Freire concerning policy and ethics in the field of higher education in Latin America. It critically analyzes the university reform in Latin America dominated by the thought and practice promoted by various international financial institutions (such as the World Bank and the Inter-American Development Bank [IDB]) beginning in the 1980s and then looks at the feasibility of an alternative Freirian view. The work of Paulo Freire celebrated the liberating role that public university education should play in the training of citizens and professionals, that is with a critical and ethical conscience, committed to the needs of the locality, region and the world. All this is in clear opposition to what has happened to Latin American universities, influenced by neo-liberal reforms over the last decades.  相似文献   

4.
The step-off point for this article is the problem of the ‘moral judgement–moral action gap’ as found in contemporary literature of moral education and moral development. We argue that this gap, and the conceptual problems encountered by attempts to bridge it, reflects the effect of a different, deeper and more problematic conceptual gap: the ‘ontological’ gap between meaningful moral events and the underlying natural structures or mechanical processes presumed to produce them. We contend that the very real fact that moral reasoning does not reliably produce moral action consistent with one’s moral reasoning cannot be adequately understood or clarified by appealing to natural structures and mechanical processes. Rather, a radically holistic perspective is required. It is for this reason that we look to an alternative metaphysical grounding for moral behaviour in the work of the French philosopher, Emmanuel Levinas.  相似文献   

5.
John Dewey adopted a child-centered point of view to illuminate aspects of education he believed teacher-centered educators were neglecting, but he did so self-consciously and self-critically, because he also believed that ‘a new order of conceptions leading to new modes of practice’ was needed. Dewey introduced his new conceptions in The Child and the Curriculum and later and more fully in Democracy and Education. Teachers at his Laboratory School in Chicago developed the new modes of practice (1896–1903). In this article, I explore Dewey’s new conception of education and compare it with the apparently opposed views of R. S. Peters and Paulo Freire. In doing so, I show that, despite their criticisms of Dewey, whether explicit (Peters) or implicit (Freire), these influential philosophers, representing quite different traditions in philosophy of education were in substantial agreement with him. I also show that, despite our own differences, as important as they are, seeing teachers and learners at work in a rapidly changing society, now on a global scale, in classrooms which are also changing, driven largely by new technologies, the conception of education Dewey, Peters, and Freire developed can provide us with the foundation we need to understand the changing teacher–learner relationship and the purposes their shared activities serve.  相似文献   

6.
  相似文献   

7.
Moral foundation theory posits that specific moral transgressions elicit specific moral emotions. To test this claim, participants (N = 195) were asked to rate their emotions in response to moral violation vignettes. We found that compassion and disgust were associated with care and purity respectively as predicted by moral foundation theory. However, anger, rage, contempt, resentment and fear were not associated to any single moral transgression. Thus, even though the type of moral violation matters for the type of emotion that is elicited, the link between moral foundations and moral emotions seems more complex than moral foundation theory suggests. Rather, the findings suggest that there are both emotion-specific foundations (i.e. care and purity) and emotion-unspecific foundations (i.e. fairness, authority and loyalty).  相似文献   

8.
Moral pride, namely the pride generated by morally positive behaviour, can foster prosocial behaviour. To demonstrate this, two quasi-experimental studies were conducted with nine- to 11-year-old children. Study 1 analysed the effect of the pride felt after engaging in prosocial behaviour, in four classrooms from two different schools (N = 94). Study 2 analysed the effect of the pride generated by the evocation of a past example of one’s own prosocial behaviour, in four classrooms from another school (N = 77). The hypothesis was supported in Study 1 but not in Study 2. Interesting correlations were found between dispositional moral pride (measured using a scale designed ad hoc) and other relevant variables in the moral field: intention to engage in prosocial behaviour, habitual prosocial behaviour and dispositional empathy. In general, these studies attest to the importance of moral pride, both dispositional and that felt in a specific situation, in moral life.  相似文献   

9.
This article addresses key topics of academic freedom and critical pedagogy during a time of right-wing populist politics. The rise of the far-right politician Jair Bolsonaro to Brazil’s presidency in 2019 was accompanied by a vow to eradicate any vestige of the ideas of Brazilian educator Paulo Freire from the country’s schools. Bolsonaro’s campaign was supported by ultra-conservative groups that have as their core mission a traditional Christian and anti-Communist educational agenda. At the forefront of these groups is the influential and conspicuous ‘Escola sem Partido’ (ESP) movement that has forcefully campaigned against Freire’s critical pedagogy across the country and promoted physical and online abuse of teachers since 2014. This article asks how Freire’s philosophies can be an ally in the struggle for democratic education in the current political climate in Brazil. It employs a method of dialogical narrative to bring Freire’s theories and critical methodology to life and test their potency against the ESP educational philosophies. It initially employs Freire’s core ideas to examine the ESP policies and parliamentary bills. In the second part, it analyses documents and online content produced by civil society resistance to ESP pressures. The findings show the vitality of Freire’s pedagogical philosophy to empower oppressed communities in their demands for quality education. The narrative concludes by demonstrating the vital role of the critical consciousness process and of Freire’s pedagogy of freedom to support ongoing struggles by teachers and communities to block ESP attempts to abolish critical thinking in Brazilian public education.  相似文献   

10.
This study extends the examination of moral content in the media by exploring moral messages in television programming and viewer characteristics predictive of the ability to perceive such messages. Generalisability analyses confirmed the reliability of the Media’s Moral Messages (MMM) rating form for analysing programme content and the existence of 10 moral themes prevalent in television media. Standard regression analyses yielded evidence indicating viewers’ moral expertise, as measured by the Defining Issues Test (DIT), familiarity with the programme and level of education predicted their ability to perceive moral messages in a television drama popular in the USA at the time of data collection. Identification of patterns in moral content represented in television programming, as well as knowledge of how viewer characteristics relate to their ability to perceive such content, can provide parents and educators with a means for better comprehending messages regarding human interaction to which they or their children are exposed.  相似文献   

11.
The growing interest in video gaming is matched by a corresponding increase in concerns about the harmful effects on children and adolescents. There are numerous studies on aggression and addiction which spark debates on the negative effects of video gaming. At the same time, there are also studies demonstrating prosocial effects. This paper focuses on how video games, particularly massively multiplayer online role-playing games (MMOs and MMORPGs for short) that allow interaction with other players, can play a part in players' moral and character development. Although there are many games with moral content, the MMO game World of Warcraft (WoW for short) is used as an illustrative example because of its popularity, to demonstrate how players, through game content and game play, are confronted with moral dilemmas which demand decision-making, social obligations and responsibilities, perspective-taking and empathy, perseverance and delayed gratification.  相似文献   

12.
The main arguments of my lecture were how humans are failing themselves and devastating earth’s biosphere, at least in part, because they became uncooperative with two key ecological inheritances: raising the young within the human evolved developmental niche and, as part of this, facilitating the development of a deep attachment to, knowledge of and respect for their local landscape of other-than-human entities. Without humanity’s return to these cooperative evolutionary roots, the species will be doomed, along with many other-than-human beings. The now-widespread mental illness of ‘human supremacism’ that results from these missing pieces has spread around the planet and is destroying ecological integrity. The ‘Sacred Money and Markets’ story (SMM) that David Korten criticizes and I briefly discuss is a symptom of these missing pieces of human inheritance. We must return to a Sacred Life and Living Earth story with lifestyles to match.  相似文献   

13.
Kurt Hahn’s moral equivalent of war   总被引：1，自引：0，他引：1  
Kurt Hahn’s educational thought is less well‐known than the educational institutions he established. This article analyses Hahn’s educational ideas through a reading of his speeches and limited writings, and sketches the historical context in which these ideas developed. Although his aristocratic background resulted in a thoroughly conservative worldview, he developed a largely progressive educational practice focusing on active ‘Samaritan service’ and experiential learning, enabling students to discover the Christian purpose of life. Hahn’s notion of Samaritan service has been adopted, in secularised form, by the International Baccalaureate, and it is here where his lasting contribution to primary and secondary education lies.  相似文献   

14.
This paper presents three studies exploring the relationship between emotional responses to classic cognitive developmental moral dilemmas and moral reasoning indices as measured by the Defining Issues Test (DIT). Each study indicated that certain moral dilemmas elicit varying levels of anger and sadness as compared to a neutral baseline. In each study, decreased moral reasoning was observed in those instances where reports in both sadness and anger were high following a dilemma. This did not occur, however, in those instances where only sadness or anger was high following a dilemma. Affective inductions prior to taking the DIT (study 3) did not impact trends beyond that found for individual moral dilemmas in studies 1 and 2. Although certain dilemmas elicited affective states that temporarily influenced reasoning, in general participants’ reasoning levels stayed consistent across dilemmas. Results are discussed in terms of the role of affect on the moral judgment process.  相似文献   

15.
Moral foundations theory chastises cognitive developmental theory for having foisted on moral psychology a restrictive conception of the moral domain which involves arbitrarily elevating the values of justice and caring. The account of this negative influence on moral psychology, referred to in the moral foundations theory literature as the ‘great narrowing’, involves several interrelated claims concerning the scope of the moral domain construct in cognitive moral developmentalism, the procedure by which it was initially elaborated, its empirical grounds and the influence of this conception of the moral domain on research in moral psychology. Examining these claims in light of key theoretical writings on the moral domain concept in cognitive moral developmentalism, the paper shows that the ‘great narrowing’ narrative is misinformed, superficial and historically inaccurate. On the basis of this critical analysis, we conclude that the primary heuristic value of the ‘great narrowing narrative’ is as a case lesson in the deep specificity of competing conceptions of the moral domain to the theoretical frameworks in which they are devised.  相似文献   

16.
作为moral reasonability的道德理性及其优先性   总被引：1，自引：0，他引：1  
通行的"道德理性"概念的所指及有效性并未局限在理论范围,还必然地延展到实践领域。对于其丰富内含,植根于西方传统形而上学的reason和rationality却不能给予充分表达。基于这两个概念的一些西方传统道德哲学(如康德的道义论)看起来至高至远,其实并不具有经验或实践层面的可普遍化性,因而在实际生活中难免走向反面。研究发现,如果使用英文词moral reasonability来理解和解释道德理性,或可弥补上述欠缺。因为,相较而言,这后一概念蕴含有一种着眼于"探究原因、提供理由"的最低限度的道德要求或"超底线准则",作为一种形式性的"前道德立场",它更易于落实到现实生活。这个概念不仅能够表达出道德理性中被前两个概念所忽略的含义,而且因为其历史特点具有优先性。  相似文献   

17.
《师资教育杂志》2012,38(5):574-589
The paper presents an exploration of Colombian teacher education from Paulo Freire’s ‘directivity’ perspective, which involves the political notion of education and the struggle for social justice. It examines certain existing tensions in teacher education, and analyses critically their implications for the teaching profession regarding an alternative pedagogical framework and new approaches for the professional identity-formation toward teaching for social justice. The paper also discusses the challenges for education research in Colombia, a country that both dreams of education as the nation’s future and fights against its inherent sense of adversity.  相似文献   

18.
This commentary considers two lines of inquiry into the work of Ideland and Malmberg: the role of discourse in shaping teachers’ responses to Roberts’ (2011) Visions of Science and the moral imperatives that will accompany any shifts between Vision I and II. Vision I of science has accreted to itself great power and prestige, both of which shape notions of a ‘good’ science education. Any shift towards Vision II will require serious engagement in a Foucaultian discourse into the issues of power, inclusion and exclusion that Ideland and Malmberg describe. Similarly, the moral imperatives that arise require courage to both contest the status quo in science education, and develop a reasoned, morally defensible, response to the challenge that Vision II is really a form of ideological activism.  相似文献   

19.
  相似文献   

20.
Abstract

In this article, I critically engage with a vital assumption behind the work of Paulo Freire, and more generally behind any critical pedagogy, viz. the belief that education is fundamentally about emancipation. My main goal is to conceive of a contemporary critical pedagogy which stays true to the original inspiration of Freire’s work, but which at the same time takes it in a new direction. More precisely, I confront Freire with Jacques Rancière. Not only is the latter’s work on education fully predicated on the idea of emancipation. For both Freire and Rancière, literacy initiation practice can be seen as an archetypical model for understanding the emancipatory moment in education. For both, educational practices are never neutral, as they decide to a great extent on the fate of our common world. Reflecting on similarities and differences in both their positions, I will propose to conceive of critical pedagogy in terms of a thing-centred pedagogy. As such, I take a clear position in the discussion between teacher- and student-centred approaches. According to Rancière, it is the full devotion to a ‘thing’, i.e. to a subject matter we study, which makes emancipation possible. Over and against Freire’s defense of emancipatory education, I highlight with Rancière the importance of educational emancipation.  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