共查询到20条相似文献，搜索用时 15 毫秒
1.
Malcolm Plant 《Environmental Education Research》1995,1(3):253-266
This paper is largely concerned with exploring the meaning of sustainable development from two perspectives, the economic and the ethical. The economic perspective raises questions such as: what kind of development is to be sustained? Is it economic growth? Quality of life? Ecosystem integrity? The ethical perspective considers questions such as: what should be the criteria for ‘progress'? What is our moral obligation to future generations? The paper argues that education for sustainability programmes ought to acknowledge and address these questions. If they do not, then, given the complexity and volatility of late 20th century global society, the current stress on education playing a major role in achieving sustainability (IUCN, UNEP & WWF, 1991) may be unduly naïve and under‐theorised. Finally, I contend that the goals of environmental education need to be reconceptualised, continually and reflexively, in response to the globalisation of industrial risks. 相似文献
2.
CHRIS ATKIN 《Compare》2003,33(4):507-518
This article considers the nature of rurality as a social construct and its possible implications for policy makers considering lifelong education in the developed economies of the world. The article is based around research carried out in rural England and informed by similar studies underway in Atlantic Canada. Discussion is shaped around three key questions: what is rurality? What effect has rurality on cultural identity and what are rural and urban young peoples' perceptions of formal education? The article argues that rurality has a cultural identity which cuts across other social divisions in society and that using the anthropological definition of ethnic to describe rural people may well represent their interests better. 相似文献
3.
Christer Ekholm 《Educational theory》2020,70(1):11-20
Christer Ekholm's point of departure in this article is Gert J. J. Biesta's call for a new pedagogical attitude that takes a stand against the current trend in education. At present, the dominant approach is to make what we do in school into something wholly predictable, measurable, and assessable, which (as Biesta argues) misses important aspects of what education actually is or should be. One such aspect has to do with “subjectification,” that is, events where someone makes an appeal to me, singles me out in my uniqueness, and makes me ethically responsible to the other one before me. What role can literary education play in facilitating such events? What kind of reading strategies should be promoted with the aim of such an ambition? On the basis of a critical analysis of the discursive construction of an opposition between reading as engagement and reading as distance, Ekholm argues that the answer to these questions is to be found in an alternative literature didactics, where the work of fiction is understood not as text, but as utterance; not as something written, but as writing; perhaps even, not in terms of object(ification), but of subject(ification)? 相似文献
4.
Barbara Kameniar 《Religious education (Chicago, Ill.)》2013,108(4):403-418
This article offers an analysis of religious education practice through the literature that informs it. It engages Derrida's critique of the “metaphysics of presence” (1982a) to develop a theoretical framework for a new look at the ways in which different approaches to religious education represent religion and racial difference. The article specifically examines literature that has impacted mainstream Christian and “secular” religious education in South Australia from the 1970s until today. The article concludes by proposing a new approach to racial, cultural, and religious difference in religious education—one that begins to understand religious education's engagement with Others in terms of ethical questions, deliberation, and a radical openness to what is unforeseeable. It argues for the need for religious educators to begin to actively and deliberatively engage with “who” and “what” has traditionally been absent from multireligious approaches to religious education. 相似文献
5.
Lesley Saunders 《School Effectiveness & School Improvement》2013,24(4):414-429
Schools' own capacity and responsibility for reflection and evaluation is now at the forefront of UK policy. This article posits an identifiable 'English model' of school self-evaluation, which can be contrasted with the model derived from a recent CIDREE project on school self-evaluation involving 7 other European countries. The 'English model' has various strengths, which can be characterised as instrumentalist, action-oriented, rationalistic and managerial; what seems to be missing from it are what the article calls 'the ethical, affective, non-rational and democratic modes of thinking'. The article argues that, since these are crucial dimensions in the process of education, they should also figure as key aspects or modes of evaluation. What might be the implications of this for current policy and practice? 相似文献
6.
Derrick Armstrong 《The Australian Educational Researcher》2006,33(3):1-11
This paper addresses issues in relation to recent criticism of teacher education, set in the broader context of political
agitation for changes to the purposes, role and outcomes of education within society. The paper raises questions around the
purpose of schooling and its role in modern societies and argues for the pedagogical importance of critical dialogue to a
democratic conceptualisation of education and promotes the idea of professional education as democratic practice. 相似文献
7.
Peter Mittler 《British Journal of Special Education》2008,35(1):3-10
As we mark the publication of the 35th issue of the British Journal of Special Education, Peter Mittler, Emeritus Professor of Special Needs Education at the University of Manchester, looks into the future and asks a series of challenging questions: What kind of a future do we want to see for a baby born with a significant disability today? What changes will be needed in society and in our schools both for the child and for the family? What reforms might this year's newly qualified staff bring about in our schools and services and in society as a whole by the time they retire in the 2040s? Professor Mittler proposes that the time is ripe to take advantage of new international and national opportunities to lay the foundations for a society that fully includes disabled people and safeguards their basic human rights. He argues that each one of us can help to determine the values and priorities of the society in which today's baby will grow up and suggests that the Make Poverty History movement has provided powerful evidence that the voice of ordinary citizens can shape policies and set priorities. He encourages us all to think globally and to act locally on a host of issues, including supporting families, planning for transition, promoting quality of life, professional development and challenging inequality. 相似文献
8.
Nigel Tubbs 《Journal of Philosophy of Education》2003,37(1):53-69
This article argues that church colleges of higher education, in their desire to be distinctive, can benefit from rethinking the relationship between the philosophical and the religious in order to retrieve a view of higher education as 'upbuilding'. This will be achieved by illustrating how the central idea of speculative philosophy—that our learning about truth occurs in and through the phenomenology of aporetic experiences of the conditions of possibility—can contribute to the debate within church colleges regarding what is different about their higher education. In short I will argue that Hegel and Kierkegaard (amongst others) find the aporetic experience of contingency to be of absolute significance. In what follows I will show how the religious and the philosophical are both constitutive of that absolute significance and how, when allowed to re-form each other, then together (and apart) they commend the kind of 'upbuilding' higher education that church colleges espouse. 相似文献
9.
全球化视野中“学习社会”与基础教育改革 总被引：4，自引：0，他引：4
处在一个人人都需要确立终身学习思想和观念的时代,教育的重要目标之一就是要使现代的人们都具有终身学习的意识,而我们的社会则应该为提供这样一种多样化和多元化的终身学习活动肩负起应有的责任和义务。那么,何谓“终身教育”?何谓“终身学习”?基础教育又应如何立足于终身教育和学习社会的理念来加以改革?全球化视野中“学习社会”的特征是什么?它对基础教育改革又将产生怎样的影响?这一系列问题的提出都具有十分重要的意义并有待于教育理论工作者去作深入的研究和探讨。 相似文献
10.
Equity is the most significant problem educators face. Very large inequities and inequalities persist in both education and society. Why? What can be done about them? While much has been written about these issues, progress is very slow and there is little agreement on why or what to do. While this article cannot resolve these questions, it raises five important issues concerning them: inter-agency contradictions concerning equity and global education policy; EFA and the MDGs; privatization and public-private partnerships; evidence-based policy; and the right to education. The article tackles the case of UNICEF, which has recently decided to focus its efforts on equity in education. In the conclusions which are drawn throughout, the article emphasizes the need for widespread, highly participative debates to answer the questions of why educators have made so little progress and what they can do to make more. 相似文献
11.
Leonard J. Waks 《Educational theory》2010,60(6):665-681
In this essay, Leonard Waks reconsiders the issue of the public character of charter schools, that is, schools funded through public taxation but operated by non‐state organizations such as nonprofit and for‐profit educational corporations and nongovernmental public interest organizations. Using John Dewey's conception of a democratic public as a framework, Waks examines the following questions: (1) Are schools chartered and funded by government, but operated by nonprofit nongovernmental organizations, ever appropriate instruments of a democratic public? (2) If so, what criteria might distinguish those that are appropriate from those that are not? (3) How might public education be re‐institutionalized so as to include the charter schools that are appropriate? Waks concludes that Dewey's theory of democratic publics can play a useful role in thinking about how to balance the democratic benefits of charter schools for the various subcommunities of our society with the democratic requirement of broad public discourse and intergroup education. 相似文献
12.
Randall Curren 《Educational theory》2020,70(5):581-601
In this essay, Randall Curren addresses four basic questions about transformative experiences in education: Is education necessarily transformative? What must education provide for it to be personally transformative? What standard should educators use in determining whether engaging students in potentially transformative experiences is beneficial or justified? How should schools and educators orchestrate opportunities for beneficial transformative experiences? The focus is on transformative valuing, but also on the importance of a fully transformative nexus of personal attributes and social pathways to living a transformed life. Curren argues that educational decisions on behalf of students can be justified on the basis of necessary goods that persist through transformative changes in what is contingently good for them, and that schools' efforts to orchestrate opportunities for transformative experiences should engage students in activities that can be eudaimonic for them. 相似文献
13.
Carlo Cappa 《比较教育学》2018,54(4):509-529
ABSTRACTThe aim of the article is to investigate the profile of comparative education in Italy, highlighting those elements that have characterised its development in relation to the cultural and political features of the country. This approach inevitably involves the comparison of Italy's specific particularities to those of other countries in the north and the south of Europe, in order to understand whether there are certain features that may place Italian comparative education within the wider framework of the Mediterranean area. What is involved in making a comparative analysis of the profile of a discipline and, more particularly, of comparative education in Italy, concentrating principally on the geopolitical context of its development? What is it that typifies the feature or features that make Italian comparative education quintessentially Italian? What are the main sources of comparative education in Italy, and what are the disciplines with which it continues to interact today? The article argues that in the wider framework of Western comparative education, Italy's voice, rooted in a plural tradition and open to new developments, is an original and important contribution for thinking critically this field of study. 相似文献
14.
It is increasingly acknowledged that for individuals to participate in a pluralistic and democratic society, they must understand religious conviction and difference. In educational literature, the discussion surrounding education and religion focuses on the implications for students. It is important to consider what this may mean to the teachers, as teachers directly influence student learning. This article uses literature on religion, multiculturalism, teacher identity, and popular culture to connect teachers' private religious identifications to their professional identities in public school classrooms. It supports future research in this area and provides a theoretical framework for subsequent studies. 相似文献
15.
《Educational Philosophy and Theory》2013,45(1):93-101
What an honor to have political and educational theorists of such caliber take up ideas from my work! What a daunting task to try to respond! My remarks will touch on the following questions: What are some key issues of distributive justice in education today? Why does defining justice in terms of oppression and domination imply that issues of justice cannot be reduced to distribution? How does normalization constitute a major process enacting oppression, and what does this imply for education? What does it mean to include marginalized groups in economic opportunity and democratic process, and how can educational institutions foster such inclusion? Why do issues of religion and other forms of cultural expression belong to a distinct category of justice? Are values of freedom of expression and tolerance in tension with the project of democratic inclusion? How shall we consider transnational issues of educational justice? 相似文献
16.
What an honor to have political and educational theorists of such caliber take up ideas from my work! What a daunting task to try to respond! My remarks will touch on the following questions: What are some key issues of distributive justice in education today? Why does defining justice in terms of oppression and domination imply that issues of justice cannot be reduced to distribution? How does normalization constitute a major process enacting oppression, and what does this imply for education? What does it mean to include marginalized groups in economic opportunity and democratic process, and how can educational institutions foster such inclusion? Why do issues of religion and other forms of cultural expression belong to a distinct category of justice? Are values of freedom of expression and tolerance in tension with the project of democratic inclusion? How shall we consider transnational issues of educational justice? 相似文献
17.
信息时代教师教育评价思想、方法和制度的变革 总被引：2，自引：0，他引：2
进入信息时代的中国需要什么样的基础教育,又需要什么样的教师,需要什么样的教师教育来“生产”出符合时代要求的教师？我们的教师教育评价体系要做什么样的改变以促进和保障我们的教师教育从适合工业化时代向适合信息化时代转化？本文以教师教育评价为立足点,遵循基础教育变革一教师教育变革一教师教育评价变革的逻辑,及其反向,教师教育评价变革一加深和普及教师教育变革一加深和普及基础教育变革的辩证法来展示教师教育评价的变革。 相似文献
18.
The future of the academic calling? Junior researchers in the entrepreneurial university 总被引：2，自引：0，他引：2
Johanna Hakala 《Higher Education》2009,57(2):173-190
This article explores what motivates junior researchers to engage in academic work and what questions are central for their academic identities. The context of the study is the entrepreneurial orientation of today’s university, which according to many leaves little space for the academic calling. The main argument is that the identity work of the junior researchers interviewed revolves around four key questions: What kind of research should I do? What kind of tasks should I prioritize? Am I good enough at what I am doing? What would be the right place for me in the future? Their answers to these questions show that while some elements of the traditional academic identity continue to appeal to the junior researchers, they also search for new interpretations and sources of meaning. 相似文献
19.
SIMONE DE BEAUVOIR: THE PHILOSOPHY OF LIVED EXPERIENCE 总被引：1，自引：0，他引：1
James D. Marshall 《Educational theory》2006,56(2):177-189
Abstract Simone de Beauvoir, best known outside France as a leading modern feminist theorist, is also recognized as a writer of literature, philosophy, and drama. In this essay, James D. Marshall aims to present Beauvoir, not as a mere entry in the history of French philosophy, nor as an under‐laborer to Jean‐Paul Sartre, but as someone who has important philosophical insights to contribute to ongoing debates on the human condition, including those concerned with education. Central to these debates are issues such as what does it mean to be an individual human being and what characterizes the relations between individuals and others and between individuals and society. Marshall argues that Beauvoir can participate in such philosophical and educational debates, for philosophy of education has major interests in such questions as who or what is this “person” whom we profess to be educating, what kind of person or outcome of education is desirable, and in what kind of society should these individuals take part? 相似文献
20.
更新教学理念对提高高校教学质量非常重要。分析了传统教学理念的弊端, 论述了新的教学观中如何看待教学过程中教师的角色、教师与学生的关系, 以及教与学的关系; 如何看待教材与科学知识、教学过程与结果等问题. 相似文献