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1.
Arleen Theresa Dodd-Nufrio 《Early Childhood Education Journal》2011,39(4):235-237
During the past century Loris Malaguzzi (1920–1994), a principal figure in the establishment and creation of the preschools
of Reggio Emilia, Italy, was one of the seminal thinkers in early childhood education. The influence of John Dewey, one of
the most important American philosophers, is visible in contemporary early childhood classrooms of Reggio Emilia. However,
as this editorial contends, in the author’s experience, many pre-service teachers have the misconception that the two programs
that originated in Italy—Maria Montessoir and Reggio Emilia—are synonymous. This editorial discusses another connection; namely,
the relationship between John Dewey’s philosophy of education and the pedagogy of Reggio Emilia preschools. Pre-service teachers’
understanding of Dewey’s theory and the Reggio Emilia experience makes an important contribution to the development of their
personal teaching philosophy and understanding of best practices in the field. 相似文献
2.
Cathlin M. Davis 《Children‘s Literature in Education》2011,42(4):340-353
Louisa May Alcott’s juvenile fiction is often focused on aspects of children’s lives that were also topics of reform in nineteenth
century America. In Jack and Jill and Eight
Cousins, Alcott presents an idealized picture of child-centered learning, building on three central principals: (1) Good teachers
are sympathetic and understanding of children; (2) Every child needs to be healthy in order to learn; and (3) Children should
be allowed to explore their world through self-directed, active learning. The ideal educational environment that she describes
has much in common with the theories of John Dewey that would emerge some years later; using Dewey’s writings can give further
insight into Alcott’s fiction. In this article, I argue that Alcott sees the world from the perspective of her young characters,
and describes it in a way that simultaneously connects to her young readers and gives adults insight into the child’s world. 相似文献
3.
Stephen M. Ritchie 《Cultural Studies of Science Education》2008,3(2):517-519
In this essay I comment on Stetsenko’s (2008) essay that draws together the work of Vygotsky, Piaget and Dewey, as she attempts to counter the ‘new’ reductionist synthesis
in public educational policy. While this theoretical work is helpful, it could be enhanced further by illuminating everyday
practices of learners. I pose some questions that might provoke ongoing discussions by researchers as they transform collaboratively
cultural–historical activity theory. 相似文献
4.
In this paper, we attempt to address one of the central questions for teachers and teaching: how is it that teachers are able to see and act appropriately in concrete circumstances? To do so, we examine the ontological meaning of experience in teacher education. The discussion is anchored in the concrete particulars of a grade 5 art lesson. Our intent is to show the dynamic processes involved in becoming experienced as a teacher and to draw connections between experience and practical wisdom (phronesis). Thus, we argue that phronesis is not so much a form of knowledge as it is dynamic experience. We argue for the development of what John Dewey called educational experience in teacher education, and in particular its dynamic edge: the making of wise and practical judgments. We assert that such action is made possible, not so much by translating (unsituated) theory into practice through the deployment of specialized technique, or by inducing general, abstract propositions from concrete particulars, but primarily from being mindfully embodied. The primary task for teacher education then becomes to help prospective teachers be in touch, intimately related with the processes of actual experience, such that they learn to be open to their experience, to be radically undogmatic—in touch with self, others, and the character of the circumstances in which they find themselves. 相似文献
5.
Dewey as Virtue Epistemologist: Open‐Mindedness and the Training of Thought in Democracy and Education 
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下载免费PDF全文 BEN KOTZEE 《Journal of Philosophy of Education》2018,52(2):359-373
In epistemology today, the intellectual virtues are receiving renewed attention. Contemporary normative virtue epistemology suggests that a key task of philosophy is not only to study the nature of knowledge and thought, but to promote good thinking. While not regarded as a standard thinker in the tradition of virtue epistemology, Dewey thought like this too. In fact, study of the virtues that make for good thinking plays a key role in Dewey's educational thought, most notably in Democracy and Education. In this paper, I reconstruct Dewey's work on ‘the training of thought’ in Democracy and Education as a form of virtue epistemology. I give particular attention to Dewey's thinking about the virtue of ‘open‐mindedness’ and highlight the touchpoints and differences between Dewey's conception of open‐mindedness and contemporary accounts. 相似文献
6.
Patricia White 《牛津教育评论》2013,39(1-2):59-70
Citizenship education needs to start from the values and associated institutional practices and civic virtues of liberal democracy. Citizens need political knowledge and skills but they also need to be certain sorts of people, to exercise civic virtues. The view that civic virtues are unnecessary in a democracy is considered and rejected, as is the view that civic education should not begin in the first school. It is argued that the fostering of civic virtues can and should begin in the first school, primarily through its organisation and ethos. For it to do so, however, attention needs to be devoted to it in teacher education. 相似文献
7.
杨德山 《苏州教育学院学报》2006,23(3):12-16
汪曾祺之所以在现当代文学史中别具一格,原因有许多,汪曾祺独特的审美倾向是其重要方面.审美倾向既与作家的个人审美经验有关,又与作家的人格范型、人格境界紧密相连,是在一定的文化氛围中形成,通过作家塑造的各种文学形象体现或折射出来的,表现了作家对某种理想的艺术境界的向往和追求.以此观照汪曾祺小说,平实美、和谐美、淡化美三种审美倾向值得重视. 相似文献
8.
Ian James Kidd 《Journal of moral education》2019,48(3):369-380
ABSTRACTThe aim of this article is to show that an aesthetics of exemplarity could be a useful component of projects of moral self-cultivation. Using Linda Zagzebski’s exemplarism, I describe a distinctive, aesthetically-inflected mode of admiration called moral attraction whose object is the inner beauty of a person—the expression of the ‘inner’ virtues or excellences of character of a person in ‘outer’ forms of bodily comportment that are experienced, by others, as beautiful. I then argue that certain moral traditions deploy inner beauty within their practices of moral self-cultivation—a good example being Confucianism. Advocates of exemplarist moral education should therefore take seriously the ways that an aesthetics of exemplarity can play roles within projects of moral self-cultivation. 相似文献
9.
Knowing a world in common: The role of workplace educators in the global production of working knowledge 总被引：1，自引：0，他引：1
Lesley Farrell 《The Australian Educational Researcher》2003,30(1):3-18
In this paper I am concerned with the challenge workplace learners and educators face, as they engage with global economies,
to create ‘a world in common as … known in common’ (Smith 1999). I focus first on why global companies need their geographically
dispersed workers to engage with a world ‘in common’, and how they go about constructing such a world. I pay particular attention
to the role of written texts in connecting individual local sites with global discourses of knowledge production. Next, I
explore the roles that workplace educators play in producing and interpreting the written texts of contemporary workplaces
to produce ‘working knowledge’. I develop the argument that a critical dimension of the work of many workplace educators is
the standardisation of language practice across institutions on a global scale, mediating local and global discourses to produce
and use working knowledge. Finally, I discuss the political implications of the textual work that workplace educators undertake. 相似文献
10.
Robert Kruckeberg 《Science & Education》2006,15(1):1-30
This paper investigates a Deweyan interpretation of constructivism as a means of developing a rationale for teaching science.
The paper provides a review of constructivism from recent science education literature, along with some relevant criticisms.
The paper then presents an interpretation of Dewey’s formulation of the role of knowing and scientific concepts as tools for
integrating and transforming experience, based primarily on Experience and Nature and The Quest for Certainty, arguing that a Deweyan version of constructivism improves upon recent cognitivist versions of constructivism, while providing
a general justification for why ideas in science are worth teaching and learning. 相似文献
11.
Jarosław Horowski 《British Journal of Religious Education》2020,42(4):447-458
ABSTRACT This article explores the implications for Christian religious education of the theory of moral virtues formulated by Thomas Aquinas and developed by the contemporary Neo-Thomists. The analysis is divided into two parts. The first part introduces Thomistic virtue theory and presents cardinal virtues crucial for Thomistic ethics: prudence, justice, temperance and fortitude, as the reference points for moral education. This part also includes analysis of the relationship between cardinal and theological virtues, leading to the conclusion that Christian religious education also requires the development of theological virtues. The second part explores, through Thomistic theory, what factors condition the development of a person’s moral character (i.e. his/her moral virtues) and what those factors mean for supporting moral education within Christian religious education, initially within the context of Polish schooling. Particular attention is given to three issues: introducing the concept of responsibility for community members, introducing knowledge of moral virtues, and building a relationship with God. 相似文献
12.
What Would Dewey Say? Channeling Dewey on the Issue of Specificity of Epistemic Beliefs: A Response to Muis, Bendixen, and Haerle (2006) 总被引：1，自引：0，他引：1
Patricia A. Alexander 《Educational Psychology Review》2006,18(1):55-65
In this response to Muis et al. (2006), I draw on the writings of Dewey to explore three critical questions. The first question is what is gained or what is lost when the study of epistemology moves from philosophy to psychology and eventually to educational practice? The second asks whether the primary question under examination should be if students’ beliefs about knowledge or knowing differ by domains or why they may differ? Finally, what are the implications of the generality or specificity of students’ epistemic beliefs for educational practice? 相似文献
13.
《Journal of moral education》2012,41(3):170-180
Abstract Some of the character education programmes that were implemented in American public schools during the first three decades of this century are examined. The educational theory underlying these programmes is contrasted to John Dewey's ideas on moral education. Character education programmes reflected a trait‐inspired approach to morality: character was assumed to be a structure of virtues and vices. Dewey's conception of morality was broader; he held that character embraced all the purposes, desires, and habits that affect human conduct. Dewey's recommendations for moral education differed significantly from those put forward by the advocates of character education, as Dewey,’s proposals were basically proposals for school reform. Because character education programmes were aimed at developing specific virtues in students, the programmes were narrowly conceived and were unable to affect major changes in educational practice. 相似文献
14.
This article examines the role elementary school children’s spontaneous metaphors play in learning science. The data consists
of tape recordings of about 25 h from five different schools. The material is analysed using a practical epistemology analysis
and by using Dewey’s ideas on the continuity and transformation of experience. The results show the rich and varied meanings
that children put into their spontaneous metaphors. Their metaphors deal with facts as well as norms and aesthetics in relation
to the science content taught and they influence learning both through what is made salient, as well as through their relations
to the children’s possibilities of proceeding with their undertakings. Often one and the same metaphor encompassed all these
cognitive, aesthetic and normative aspects at the same time. It is discussed how this rich meaning can be cultured in a productive
way, and how the children’s spontaneous metaphors, with all their relations, can be used to enhance conceptual learning and
also learning about the nature of metaphor use in science. Through their connection with various experiences of the children,
it is also shown how children’s spontaneous metaphors have the potential to enliven and humanise the subject. 相似文献
15.
Catherine Milne 《Cultural Studies of Science Education》2009,4(4):1013-1022
I respond to Zeyer and Roth’s (Cultural Studies of Science Education, 2009) paper on their use of interpretive repertoire analysis to explicate Swiss middle school students’ dialogic responses to
environmental issues. I focus on the strategy of interpretive repertoire analysis, making sense of the stance Zeyer and Roth
take with this analysis by synthesizing their argument and comparing their analysis with other researchers that have also
used this analytic tool. Interpretive repertoires are discourse resources, including mores, tropes, and metaphors that can
be evoked by speakers in support of a tenuous claim. So interpretive repertoires have rhetorical character and function. Interpretive
repertoire analysis requires looking for patterns in the contradictions in the speech of a collective of participants that
can be codified as interpretive repertoires. Interpretive repertoires provide insight into macro-structures that frame, and
are used to justify participants’ behavior. My response to Zeyer and Roth’s argument might also be thought to be contradictory
but I think defensible. In this paper, I outline why I am excited by the possibilities I can image for this type of analysis
in areas of science education research. However, I also felt the need to identify possible limitations of Zeyer and Roth’s
exclusive focus on environmental issues to the neglect of other issues, such as those associated with gender, embedded in
participants’ discourse. I argue that a critical and historical focus, in conjunction with interpretive repertoire analysis,
offer a rich strategy for analysis in science education research, especially in the study of macrostructures, such as gender,
race, identity and power. 相似文献
16.
Pei Wen Tzuo 《Early Childhood Education Journal》2007,35(1):33-39
This article explores the meaning of child-centeredness in Early Childhood Education (ECE), by shedding light on the nuanced
tensions between teacher control and children’s freedom. While ECE professionals advocate the importance of children’s individual
interests and needs in education, they diverge somewhat in their perspectives about the teacher’s role in education. This
article manifests and tries to resolve this teaching dilemma through incorporating the related theories (Piaget, Vygotsky,
Dewey, and Montessori) upholding and encompassing child-centeredness. The author contends that high teacher control and high
children’s freedom are not exclusive of one another: children’s freedom is defined in an active way, as freedom to participate,
rather than in a passive way, as freedom from any constrains. The paper concludes with a metaphor of “impressionist painting”,
which may offer some insights helpful to those who have struggled with the tension between teacher control and children’s
freedom in the context of progressive and critical pedagogy. 相似文献
17.
Grady Venville 《Cultural Studies of Science Education》2009,4(2):323-334
In this article I initially borrow a metaphor from an art exhibition, Ocean to Outback, as a way to express my perspective on the contribution that Léonie Rennie has made to science education in Australia. I
then consider Léonie’s contributions as overlapping themes. In particular, Léonie’s well-known research on gender and issues
of equity in science education is explored as well as her highly regarded work on learning science in out-of-school settings.
Curriculum integration is a less well-known aspect of Léonie’s research that also is considered. Léonie’s important contributions
to research training and policy in science education are briefly described and commented on. Finally, I return to the metaphor
of Ocean to Outback that reflects the enormity of the contribution that Léonie has made but also gives insight into her personal journey and
qualities.
相似文献
| Grady VenvilleEmail: |
18.
In the present study we attempt to incorporate the philosophical dialogue about physical reality into the instructional process
of quantum mechanics. Taking into account that both scientific realism and constructivism represent, on the basis of a rather
broad spectrum, prevalent philosophical currents in the domain of science education, the compatibility of their essential
commitments is examined against the conceptual structure of quantum theory. It is argued in this respect that the objects
of science do not simply constitute ‘personal constructions’ of the human mind for interpreting nature, as individualist constructivist
consider, neither do they form products of a ‘social construction’, as sociological constructivist assume; on the contrary,
they reflect objective structural aspects of the physical world. A realist interpretation of quantum mechanics, we suggest,
is not only possible but also necessary for revealing the inner meaning of the theory’s scientific content. It is pointed
out, however, that a viable realist interpretation of quantum theory requires the abandonment or radical revision of the classical
conception of physical reality and its traditional metaphysical presuppositions. To this end, we put forward an alternative
to traditional realism interpretative scheme, that is in harmony with the findings of present-day quantum theory, and which,
if adequately introduced into the instructional process of contemporary physics, is expected to promote the conceptual reconstruction
of learners towards an appropriate view of nature. 相似文献
19.
房正 《安徽广播电视大学学报》2006,(3):118-121
西方现代表现主义绘画强调主体精神表现,这一点和中国写意性绘画“直抒胸意”的艺术追求有着惊人一致性,两者都追求主体精神的自我表现,但表面相同却不能掩盖其中实质差异。中国绘画追求的是一种物我交融、天人合一的思想境界,强调人和自然的和谐;而西方绘画则强调能动的控制、奴役自然以达到表现自我的目的。 相似文献
20.
Joanne Marttila Pierson 《Annals of dyslexia》1999,49(1):307-329
In this case study paper, I describe my work with Bill, a first grade boy with dyslexia. My goals were to identify his interests
and abilities and create contexts in which these interests and abilities supported his literacy learning. A theoretical foundation
that merged current understandings of highly effective pedagogical practices for individuals with dyslexia with Dewey’s (1913)
theory of genuine interest within a social-constructivist perspective (Vygotsky 1987, 1993) was utilized. A noticeable improvement
in Bill’s willingness to engage in activities of reading, writing, and phonological awareness occurred when he was given a
voice in the activities. Within contexts of literacy learning that allowed him to demonstrate his interests and talents, Bill
became increasingly engaged in activities surrounding the reading and writing of text. Ultimately, this project was successful
in creating a context, for this six-year-old boy with dyslexia, in which meaningful learning took place and motivation was
provided for future literacy learning. 相似文献