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1.
黄富峰 《聊城师范学院学报》2009,(1)
池田大作认为,教育的目的是在教授学生知识的基础上,不断开发学生的潜能,尤其是关于创造人生的态度、意义方面的潜能,使人在德性方面不断创新;教育的内容应更多关注学生的人格和心灵方面;教育的作用是通过人的改造影响社会的发展、促进社会的和谐;师生之间是一种民主关系,要做到教学相长,对学生进行因材施教;教育与社会之间要相互支持,同时教育应具有相对的独立性。 相似文献
2.
Aislinn O’Donnell 《British Journal of Educational Studies》2016,64(1):53-76
This paper outlines some of the implications of counterterrorist legislation, including Prevent, for the pedagogical relationship and for educational institutions. The concept of ‘radicalisation’, central to the Prevent Strategy, is one that is contested in the field of counterterrorism, yet educators are now expected to identify and refer students ‘at risk of radicalisation’. Such students are described as vulnerable throughout the policy documentation; however, the way in which vulnerability is conceptualised is resonant with colonial discourses of contagion and immunity, and it risks silencing and even pathologising the person labelled vulnerable. Prevent does not clearly define central concepts such as extremism, radicalisation, vulnerability, and this may make both students and staff fearful speaking freely in classrooms and lecture halls. Based on the experience of teaching IRA and INLA prisoners in the Republic of Ireland, the author outlines a set of philosophical and ethical principles that ought to underpin education. It is argued that education must not be subordinated to security and intelligence agendas on pragmatic, educational and ethical grounds. 相似文献
3.
James MacAllister 《British Journal of Educational Studies》2016,64(3):375-391
In this article, I respond to the work of Gert Biesta regarding the question of what education should be for. He maintains education ought to be oriented towards the ‘good’ rather than measurement, accountability and efficiency. While sympathetic to such claims, I nonetheless question his avowal that discussion of the purposes of education needs to entail reflection upon tripartite processes of qualification, socialisation and subjectification. I also argue that the concept of subjectification presented by Biesta is elusive. He says educators cannot plan to produce it in students. He also suggests there is an unhelpful surplus of reason in education that constrains possibilities for subjectification. According to Biesta, education partly reproduces ‘rational communities’ that stifle the emergence of human uniqueness and inhibit persons from challenging accepted social orders. In response to this, I argue there is currently a deficit rather than a surplus of reason in education concerning the common good. Following MacIntyre, I claim that educational institutions should support students to learn how to think for themselves and act for the common good. I conclude that such utopian thinking about the purposes of education may be needed, now, more than ever. 相似文献
4.
CHRISTOPHER MARTIN 《Journal of Philosophy of Education》2020,54(1):164-182
How should a liberal democratic society value knowledge and understanding, and does this valuation inform how we ought to reason about the justice of our educational institutions? In scholarly and public discourse, it is orthodox to argue that because educational institutions bring about various goods—goods of character such as wellbeing or economic goods such as social mobility – they ought to be structured by principles of political justice. In this paper, I argue that knowledge and understanding valued for its own sake should also inform judgements of educational justice. 相似文献
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6.
《高等教育研究与发展》2012,31(3):369-380
The increased diversity in the student body resulting from massification poses particular challenges to higher education. This article engages the uncritical use of the ‘disadvantage’ discourse and its effect on pedagogy. It explores some of the challenges of coping with student diversity, with particular reference to the South African context. Students enter higher education institutions with a variety of educational backgrounds, not all of which are considered to be sufficient preparation for the demands of higher education. The dominant thinking in higher education attempts to understand student difficulty by framing students and their families of origin as lacking some of the academic and cultural resources necessary to succeed in what is presumed to be a fair and open society. This constitutes a deficit thinking model: it focuses on inadequacies of students and aims to ‘fix’ this problem. In the process the impact of structural issues is often ignored or minimised. Employing a deficit mindset to frame student difficulties perpetuates stereotypes, alienates students from higher education and disregards the role of higher education in perpetuating the barriers to student success. In the process, universities replicate the educational stratification of societies. This article suggests that we need to find more suitable responses to diversity in the student body. These require a change in our way of thinking: we need thoughtfully to consider the readiness of higher education institutions to respond to students and to cultivate the will to learn in students. We need to find ways to research the full texture of the student experience and to value the pre-higher education contexts from which students come. In addition, the notion of ‘at risk’ students could be helpful and the original sense of the concept needs to be reclaimed. 相似文献
7.
Peter T. Koper Kenneth J. Sanney John B. Mitchell 《Assessment & Evaluation in Higher Education》2015,40(2):248-264
Recently published evidence of limited learning among American college students confirms the damage done when students, faculty and institutions pursue interests that conflict with the educational process. The ‘disengagement compact’ in which faculty tacitly trade lenient workloads and grading for higher student evaluation of teaching (SET) scores and fewer complaints from students does damage wherever it operates. The work of Johnson confirms the link between SET and grade inflation. We propose a modification of an earlier grade index, the Real Grade Point Average (GPA), and propose as well an index for SET scores, the Real SET, to make inflated grades and inflated SET scores more visible. Used by institutions, parts of institutions or individual faculty, Real GPA and Real SET would encourage and protect faculty and students who offer or seek out educational experiences that have not been deflected by greed, sloth or cowardice. 相似文献
8.
AbstractLudwig Wittgenstein suggests that ‘A serious and good philosophical work could be written consisting entirely of jokes’. The idea for this dialogue comes from a conversation that Michael Peters and Morwenna Griffiths had at the Philosophy of Education of Great Britain annual meeting at the University of Oxford, 2011. It was sparked by an account of an assessment of a piece of work where one of the external examiners unexpectedly exclaimed ‘I knew Jean-Paul Sartre’, trying to trump the discussion. This conversation is a dialogue about comedy and humor as a basis for philosophy, education and pedagogy that provides an introduction to recent works and a context for ongoing research. The concluding section provides further reflection on some of the main themes, drawing attention to the significance of humor in dialogues within philosophy and education, and suggesting that it has a particular role in resisting managerialism at all levels of educational institutions. 相似文献
9.
国际意识与高校思想政治教育 总被引：1，自引：0，他引：1
王永生 《淮北职业技术学院学报》2008,7(4):81-82
全球化是时代必然,高校思想政治教育工作应密切关注大学生的国际意识问题。国际意识以一种开放的心态与意识,强调对国际规则的熟悉与遵守。我们应把国际意识作为当前高校思想政治教育的新主题,自觉加强对大学生国际意识的培养。 相似文献
10.
Brenda Liston Tait 《International Journal of Inclusive Education》2013,17(6):555-570
This article draws on data from an ethnographic study that begins with the experiences of educational professionals doing the ‘work’ of educationally supporting students with long-term health conditions in a paediatric health-care setting in Victoria, Australia. The study was conducted over the same period of time but separately from the Keeping Connected project, although it utilises some selected research data produced as part of that larger-scale project. Investigations concerning the inclusion of students with disabilities – including those with long-term health conditions – within mainstream schools continue to indicate that not only do they often have specific educational needs but also that significant structural barriers exist within education for young people and families. I argue that intersecting discourses of child development and child-centred education, along with education reforms promoting social inclusion, construct particular understandings of capability and needs which do not fully account for the complexities facing teachers, students and families. 相似文献
11.
《British Journal of Educational Studies》2012,60(4):471-490
‘How helpful and how necessary is it for at least some of us to see ourselves as professional educational researchers?’ asked Donald McIntyre in his 1996 presidential address to the British Educational Research Association. Still pertinent to consideration of the direction in which the British educational research community ought to focus its development, this question is revisited through examination of whether or not educational research is a profession. Located within a sociological framework, the paper first examines some of the earliest work that established the sociology of professions as a field of study. It then compares this with recent work in the field, before considering whether or not – against the various criteria for professional status that these studies identify – educational research(ing) may be categorised as a profession. Using Noordegraaf’s three categories, the case is examined for considering educational research(ing) as a ‘pure’, a ‘hybrid’ or a ‘situated’ profession. The conclusion is that it represents none of these, but that, within the context of twenty-first-century working life, this is less important than the need for educational research to embrace a culture of developmentalism. 相似文献
12.
John Wilson 《Cambridge Journal of Education》1998,28(1):129-133
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.
高等学校实施素质教育的难点和出路 总被引：24，自引：0，他引：24
素质教育是我国教育事业的根本原则之一，但目前我们的教育离真正意义上的素质教育还有很大的距离。关于素质教育的主要认识误区表现在：人们常常把素质教育当作一种具体的素质教育手段；一些人有意识无意识地把思想政治工作及德育工作同专业知识教学对立起来，把素质教育等同于德育和思想政治工作；人们往往只把高等教育当作特定职业的专业知识培训，而没有把它视作人的成长历程中的一种素质培养；实施素质民遇到的难点还与传统化模式和化观念的影响有关。从体制上确立高等学校素质教育模式的基本思路是：必须改革教学管理与运行体制，全面实行真正的学分制；必须打破专业壁垒。实行自由选择和转换专业的体制；必须全面深化教学改革，形成以学生为主体的自主学习机制；必须改革和完善现有的学生管理与指导体制，实行导师制；必须更新教学的质量观念，确立多元化个性化的教学质量观念。 相似文献
14.
《Critical Studies in Education》2013,54(3):286-298
In this article, we examine how our work in educational development, specifically in graduate student training, enacts the logic of neoliberalism in higher education in Canada. We approach this examination through a collaborative autoethnographic consideration of and reflection on our practices and experiences as educational developers, the design and delivery of a graduate student survey and our own experiences of and identification with ‘self-actualizing graduate students’. Further, we illustrate how neoliberalism shapes the work of teaching and learning centres resulting in offering programming, which compels graduate students to act in ways that can be read as responsible and capable of navigating an increasingly bleak academic labour market. Throughout the article we call attention to the ways in which our role as educational developers may either reinforce or disrupt neoliberal discourses. While we urge a critical approach, we also reflect on constraints to such criticism. 相似文献
15.
The purpose of the present study is to investigate the factors which affect attitudes towards multiculturalism among Jewish and Arab graduate students who experience intercultural learning in an Israeli-Jewish academic college of education. In Israeli society, it is in higher education institutions where young people from different ethnic groups first encounter the ‘others’. This is due to the structure of the Israeli elementary and secondary education system, which is divided into Jewish and Arab segregated sub-systems. In contrast, the country’s higher education institutions are open to everyone. The research population was composed of first and second year graduate students, all of whom were practicing teachers or involved in other educational work. Participants completed questionnaires and a smaller sample was also interviewed. All of the students are practicing teachers or involved in other educational work. Everyone perceived the college’s socio-cultural climate as an open and multicultural one in both years of study. However, these positive feelings characterized Jewish students to a larger extent than Arab students, while the socio-cultural aspect as well as the quality of the academic experience had a positive impact on multicultural attitudes primarily among Arab students. Thus, a multicultural climate is not enough to effect a positive change in entrenched attitudes toward multiculturalism. Multicultural education policy should also be reinforced through a formal academic curriculum, so as to set an example for ongoing social change which will further encourage graduate students—majority and minority alike—to implement their multicultural positive experiences in their own schools in the future. 相似文献
16.
Tim Pitman 《Cambridge Journal of Education》2015,45(2):281-293
Attempts to make higher education more equitable more readily succeed at the aggregate (sector) level than at the institutional, with students from disadvantaged groups being overrepresented in low-status institutions. It is suggested that this is because policies of ‘fairness’ (i.e. proportional representation) dominate the contemporary policy framework and are strongly resisted by elite universities. However, using the Australian higher education sector as an example, this paper argues that equity policy is actually a mix of ‘proportional fairness’ and ‘inclusion’ and elite institutions resist not because the policy is deficient but because it might actually work. An alternative approach to higher education equity policy is proposed; one which requires elite institutions to engage meaningfully with disadvantaged students but allows them to retain their status advantage. 相似文献
17.
The recent explosion of Chinese students in Australian universities presents serious challenges for staff in higher education as we try to meet the conflicting demands of our positions. On one hand, we must offer diverse international students opportunity to compete equitably with their Australian counterparts and to receive an appropriate ‘Western’ education; on the other, we must work within the university's education policies which, ironically, have become increasingly homogenising. We here suggest that Confucian philosophy can offer us two-fold insight: first, into the ‘educability’ of international students and, second, into our roles as education providers. In this paper we present the philosophy, curriculum and outcomes of a 3rd-year Asian Studies course targeted exclusively to speakers of Chinese, in order to evaluate the importance of providing these students with fair and rigorous opportunities that are directly relevant to their educational aspirations. This course was specifically designed to meet the university's mandated ‘graduate attributes’ by developing students' command of written critique following ‘Western’ conventions of logical argument and without plagiarism. It is based on a theoretically transcultural ‘pedagogy of connection’ and, significantly, it is conducted bilingually in English and Chinese. Through a qualitative, constructivist analysis of this course, we argue the importance of dismantling the dominant, invisible, monolingual framing of Australian higher education in the strategic practice of course design, delivery and assessment so that prescribed Anglo-Celtic institutional goals can be realised equitably for international students. 相似文献
18.
M. Akshir Ab Kadir 《教育政策杂志》2019,34(4):547-576
This paper examines the implementation of Singapore’s landmark policy, ‘Thinking Schools, learning Nation’ (TSLN), in developing ‘thinking students’ through the prism of student voice. In the context of twenty-first century education and the growing importance of student voice in education, this paper argues that the time might be right to ‘disrupt’ Singapore’s education status quo and incorporate meaningful student voice in education policies. Instead of perceiving students as mere subjects of educational policy enactment, and seeing policy as something that is done to them, it should be reconceptualised as something which is done with them; importantly, students should be recast as key co-agents of educational change, consistent with TSLN’s reconceptualization of learners as ‘thinking students’. Basing its arguments on findings from a qualitative case study of students’ perceptions and schooling experiences of critical thinking in TSLN, this paper considers the case for the inclusion of significant student voice in Singapore’s educational policy reforms. It fills gaps in research on student voices in Singapore’s educational reforms and TSLN’s research from students’ perspective. The paper suggests that the inclusion of student voice in educational reform might be the next landmark step in ‘disrupting’ its educational landscape after the ‘big bang’ of TSLN. 相似文献
19.
思想政治教育进网络是大学生接受思想政治教育的新途径,也是思想舆论斗争的新领域。思想政治教育进网络不仅仅是一种教育手段的更新,更是从教育理念、教育态度到教育内容、教育方式的全方位拓展和创新。分析和研究思想政治教育进网络的基本思路和有效途径,提出思想政治教育进网络应处理好的几个关系,对于做好大学生的思想政治教育,具有深刻的理论意义和重要的现实意义。 相似文献
20.
AbstractThe meaning, measurement, and implications of ‘public opinion’ have long been a source of debate. In this paper, we examine the extent to which the educational priorities of elites in the US reflect the educational priorities of the American public. To do so, we focus on one particular segment of the education policy-making elite – education poll creators. Through a content analysis of questions asked between 1969 and 2013 in the Phi Delta Kappa/Gallup Poll of the Public’s Attitudes toward the Public Schools, we examine the salience of key educational issues over time. We compare these trends to the proportion of poll respondents who label those issues the ‘biggest problem’ facing schools, thereby approximating two different conceptions of public opinion regarding education. We find that the issues that receive the most coverage by pollsters do not typically match the issues that respondents claim to be the biggest problems in schools. In light of the important role that opinion polls may play in shaping discussion and debate over educational issues, we argue that further study of the construction of public opinion is warranted. 相似文献