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1.
In this article I seek to reconsider the social and economic purposes of higher education. It begins with the premise that there appears to be a general trend towards governments positioning higher education primarily in terms of the economic role that it can fulfil. Such a trend, however, has attracted considerable criticism. In this article I argue that the problem for higher education is not it having an economic role, but the narrowness of the way in which that role is often conceptualised. Drawing on critical theory I explore the interrelation of economic and social factors within higher education and the wider society in which it is situated. This article argues for a redefinition of the purposes of higher education to ensure that both universities and workplaces are sites of human creativity and that the profound and exciting work within institutions of higher education benefits all members of society.  相似文献   

2.
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   

3.
Singapore Education in “New Times”: Global/local imperatives   总被引：1，自引：1，他引：1  
This paper critically examines recent education reform in Singapore launched under the rhetoric of “Thinking Schools, Learning Nation” (TSLN). I will make explicit the context and the premises underlying the new state‐initiated TSLN education reform. I argue that the re‐alignment of education change is a response to the trajectories of (global) economic conditions, concomitantly framed by (local) sociopolitical and cultural–ideological needs. Next, I tease out and critique the pedagogical problems and contradictions embedded in the TSLN education reform. The paper concludes by asking what critical perspectives can be drawn from the Singapore case vis‐a`‐vis globalisation and education reform.  相似文献   

4.
Abstract

In Chapter VIII of Democracy and Education, Dewey objects to all three of the following propositions: (1) education serves predefined aims; (2) Education serves aims that are external to the process of education; and (3) Education serves aims that are imposed by authority. From the vantage point of policy-makers and authors of curriculum guides, these three propositions seem plausible, even self-evident. In this paper, I set forth a critical interpretation and evaluation of Dewey’s objections to them and argue that he saw the aims of education from another point of view, that of a learner. From a learner’s point of view, propositions 2 and 3 are only half-true because external aims that are not shared by the students cannot successfully guide educative activities. As regards proposition 1, Dewey’s philosophy does not accommodate the birds-eye view required to make it literally true. As learners, we cannot have an external view of our entire progress. Some of our aims are, therefore, not predefined but discovered on the way. Dewey’s stance on the role of aims in education is worth serious consideration, because the view of curriculum development and school administration that these three propositions engender is as deeply problematic today as it was when Dewey wrote against them a century ago.  相似文献   

5.
Economic instrumentalism and integration in Australian External Studies   总被引：6，自引：6，他引：0  
In this article Derek Rowntree of the Open University UK's, Institute of Educational Technology, examines the implications of quality assessment for distance education and other forms of materials‐based learning. He suggests that materials‐based teaching cannot properly be judged in quite the same terms as the conventional, face‐to‐face teaching that academic peers are most familiar with. So what might they be looking for when they come to assess the quality of a department's materials‐based teaching? And what might we expect to result from such assessments?  相似文献   

6.
In this article I discuss the philosophy of John MacMurray, and in particular, his little‐examined writings on discipline and emotion education. It is argued that discipline is a vital element in the emotion education MacMurray thought central to learning to be human, because for him it takes concerted effort to overcome the human tendency toward egocentricity. It is maintained that MacMurray's philosophy of education is of contemporary significance for at least two reasons. On the one hand it suggests an alternative vision for humanistic education. While liberal educationists such as Oakeshott and Peters stressed that the pursuit of knowledge and understanding was the main way in which persons could develop their humanity MacMurray instead emphasised that persons can only learn to become human by pursuing other‐centred relationships. On the other hand his philosophy can also reveal the limitations in much contemporary debate in emotion education which critics (such as Ecclestone and Clack) suggest increasingly aims at little more than helping pupils feel better about themselves. According to MacMurray a genuine emotion education can enlarge humanity by supporting persons to feel and act for the sake of others rather than think about themselves. Despite sympathy for MacMurray's account of the purposes of education it is nonetheless concluded that the pursuit of knowledge as an end in itself does not necessarily constitute a negative expression of human agency (as MacMurray asserts)—but rather that the disciplined pursuit of knowledge may also form part of any education concerned to enrich human life.  相似文献   

7.
‘International’ and ‘internationalisation’ are two terms frequently used today in association with the university. In this paper I consider the way in which the notion of internationalisation connects to the contemporary university, which I have termed ‘Neo‐liberal’. I begin by outlining the main characteristics of the contemporary university and then discuss some of the problems that arise in relation to the notion of internationalisation; it is strongly associated with an economic rather than a cultural imperative. Alternatives to the Neo‐liberal model of the university are then considered and rejected. In the final section of the paper I suggest a different interpretation of internationalisation, one that is cultural rather than economic because such an internationalisation degenerates into instrumentalism and robs higher education of what should be essential to it.  相似文献   

8.
Deconstruction is often depicted as a method of critical analysis aimed at exposing unquestioned metaphysical assumptions and internal contradictions in philosophical and literary language. Starting from Derrida's contention that deconstruction is not a method and cannot be transformed into one, I make a case for a different attitude towards deconstruction, to which I refer as 'witnessing'. I argue that what needs to be witnessed is the occurrence of deconstruction and, more specifically, the occurrence of metaphysics-in-deconstruction. The point of witnessing metaphysics-in-deconstruction is affirmative: it is an affirmation of what cannot be conceived in terms of the system and yet makes this system possible. To the extent to which education is concerned with the 'coming into presence' of new beginners and new beginnings, it shares an interest with deconstruction. Through a discussion of the role of communication in education I indicate how we might witness the occurrence of deconstruction in education. Through this we may be able to identify openings that can become potential entrances for the coming into presence of new beginnings and new beginners. Such an engagement with Derrida's work is more than the application of 'his' philosophy to the 'field' of education and therefore also has implications for how we think of the very idea of philosophy of education.  相似文献   

9.
Abstract

A recent article on education in China succeeded in giving a fresh tweak to the arguments concerning whether aptitude or achievement testing is more likely to promote equality of educational opportunity. In ‘The Diploma Disease’ Ronald Dore expounded the view that aptitude testing is to be preferred for selection purposes on the grounds that it gives more weight to ‘innate potential’ (his term) than does achievement testing which produces results more affected by quality of schooling, an influence which is all too variable, especially in emerging countries. Although shot through with considerable ambivalence, Dore's view could still be instrumental in persuading educational and political authorities in those countries that aptitude testing will do what he says it will do ‐ ‘make for greater equality of educational opportunity and be more effective in mobilizing all available talent’. And even if these authorities have never set eyes on Dore's book, there is sufficient evidence that some of them are acting as if they had taken Dore's view on board for it to be worth re‐opening the question. It is argued here that Dore's position cannot be supported.  相似文献   

10.
Erotic Counter Education (ECE) is the educational position of the late Ilan Gur‐ Ze'ev. In ECE Gur‐Ze'ev combines two opposing positions in the philosophy of education, one teleological and anti‐utopian, the other teleological and utopian. In light of this unique combination, I ask what mediates between these two poles and suggest that the answer lies in the concept of eros. Following a preliminary presentation of the concept of eros in ECE, I define it as a form of transcendental cognition that distinguishes between ‘what is to be perceived’, conceptual and human, and ‘what is not to be perceived’, divine and absolute. I subsequently show how the ‘nature’ of this conception of eros permits the establishment of a normative meta‐theory of education that gains its strength from critical theory and counter education.  相似文献   

11.
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12.
This article points out an internal tension, or even conflict, in the conceptual foundations of Harvey Siegel's conception of critical thinking. Siegel justifies critical thinking, or critically rational autonomy, as an educational ideal first and foremost by an appeal to the Kantian principle of respect for persons. It is made explicit that this fundamental moral principle is ultimately grounded in the Kantian conception of autonomous practical reason as normatively and motivationally robust. Yet this Kantian conception openly conflicts with Siegel's own two‐component theory of critical thinking, which on close inspection turns out to be a version of the Humean conception of instrumental practical reason as normatively and motivationally powerless. It is concluded that Siegel cannot have it both ways: he cannot appeal both to means‐end and to robust rationality. Siegel's Kantian justification of the critical thinking educational ideal is, therefore, found wanting in terms of his own Humean premises.  相似文献   

13.
ABSTRACT

The Learning study and the Educational Action Research approaches to educational research are compared, not from a third, neutral point of view, but from the perspective of the former. Hence, the comparison is carried out in terms of how the main point of departure of the Learning study (LS), the question of ‘What is to be learned?’, is addressed in the two approaches. Both represent critical stances to Educational objectives, the frequently taken-for-granted answer to the question. Educational objectives communicate, however, what the students are expected to become able to do, but not what they need to learn in order to get there. Hence, what is to be learned cannot be stated in advance, prior to the teacher learning what her students need to learn. The two approaches to educational research agree on the principle that what is to be learned has to be found in the interaction between students and teachers; however, there is an important difference between the two concerning the very point of departure. Educational objectives are too wide and imprecise according to LS, the teachers have to find the critical aspects (necessary to appropriate, but not appropriated as yet by the students) of the object of learning. According to Action research, as formulated by Lawrence Stenhouse, educational objectives are too narrow, too limited and limiting. We shall start looking for what is to be learned amongst inherent aspects of the content itself.  相似文献   

14.
In this article I re‐examine the role that aesthetics play in Paulo Freire's pedagogy of the oppressed. As opposed to the vast majority of scholarship in this area, I suggest that aesthetics play a more centralised role in pedagogy above and beyond arts‐based curricula. To help clarify Freire's position, I will argue that underlying the linguistic resolution of the student/teacher dialectic in the problem‐posing classroom is an accompanying shift in the very aesthetics of recognition. In order to demonstrate the always already aesthetic nature of all education, I will turn to the aesthetic philosophy of Jacques Rancière. Through Rancière we can begin to understand how the pedagogy of the oppressed is predicated on an aesthetic redistribution of the sensible, of what can be seen and what can be heard. As Rancière will confirm, if we truly want to understand the aesthetics of pedagogy, we cannot simply see aesthetics as external to teaching and learning. Rather, education as an aesthetic event has to be taken seriously, and aesthetics should regain primacy in discussions of critical pedagogy.  相似文献   

15.
This paper considers the stated purposes and practices of girls' elementary (working‐class) schooling in the nineteenth century critically to consider the role of schooling in the reproduction of gender roles. It argues that, rather than the reproduction of ‘traditional’ models of gender, the stated aim of provided schooling in this period was the cultural transformation of working‐class womanhood in ways consistent with the social and cultural ideals of industrial society. In practice, however, tensions and disjunctions between the aims and practices of schooling meant that the reproduction of gender roles via formal education was flawed, contested and of relatively little significance in its direct influence on the lives of women. The discussion is set in the context of changes in the lives and work of adult women in the period and, drawing on evidence of the different experiences of girls and women in two contrasting regions, argues that the operation of gender ideologies embedded in family, community and work place organisation was much more significant than schooling in the educative influence exerted on female choices and behaviour. This analysis is applied to the education and schooling of girls today, to argue, firstly, that the model of gender ‘equality’ supposedly implicit within the National Curriculum is in reality a reversion to ‘traditional’ definitions of gender roles and secondly, to argue that changes in the education of boys are of crucial importance in transforming the educative influence of contemporary society from androcentricity to a genuine appreciation of equality between the sexes.  相似文献   

16.
The ‘liberal utopia’ presented by Richard Rorty in Contingency, Irony, and Solidarity is a unique attempt to address the ancient problem of the relationship between individual and society or, in Rorty's terms, that between the private and the public. This article examines Rorty's influential conception of education and asks: can his book be regarded as utopian? Is it possible to establish an education for democracy on his ‘postmodern’ premises? I conclude that Rorty's attempt to separate private from public and to promote a fusion between irony and solidarity is tantamount to founding human existence on an aestheticising orientation. This entangles Rorty in self-contradiction and raises educational and political problems which remain unresolved.  相似文献   

17.
The work of Lawrence Stenhouse strongly promoted the view that curriculum development was dependent upon teacher development and as such, has had a great impact on the in‐service education of teachers. Such a teacher‐centred model is now called in question by recent DES moves in relation to the funding and control of INSET. By exploiting the mechanisms of categorical funding, as refined by the MSC, it seems likely that the Department will be able to impose a conception of ‘curriculum led staff development’, which originated in Further Education. Such a conception assumes that curriculum is a given and that the development needs of teachers may be deduced from it, thus increasingly restricting them to the business of execution and not of conception.  相似文献   

18.
Answers to questions about good teaching in environmental education can be expressed in different selective traditions. Questions as to what should be included in good teaching tend to be addressed by both teachers and researchers on an ideological basis. This qualitative study uses a pragmatist approach, and aims to make an empirical contribution to the debate. Rather than telling teachers what they should teach, this interview study involved listening to ten upper secondary school teachers in Sweden, and their arguments concerning their long‐term teaching purposes. Why should students learn particular things? The teachers’ answers revealed habits and frequently used the same arguments. These arguments recurrently dealt with what teachers particularly cared about, and five objects of responsibility were identified in the interviews. These objects of responsibility constitute the starting points of teachers’ actions and can be seen as personal anchor points within a selective tradition. These points of departure remind the teachers of their teaching aims and objectives, and at the same time, keep them within a tradition. While they help the teachers in their everyday practice, they could just as easily be seen as tacit obstacles to efforts to change environmental education into Education for Sustainable Development. The results are also relevant for science education in general. Issues identified in the study include how the same scientific knowledge could be used for different purposes in education, and the different personal anchor points for long‐term purposes of teaching based on teachers’ own ideas of good teaching. These results can be important in developing a reflection tool for teachers, which in turn can help them to reflect more deeply about how they might change their teaching practices.  相似文献   

19.
From the editor     
It is argued that much of the ineffectiveness of schools in producing change is due to the educational psychologists’ moral relativity, identified with an “industrial psychologist”; model. Such relativity can result in defining educational aims in terms of “social adjustment,”; an approach that is said to have no empirical basis, or in terms of a “bag of virtues,”; an approach that is said to suffer from lack of agreement on what the virtues should be. A developmental‐philosophic strategy for defining aims of education is proposed as a solution. In this approach, the assumption is made that each later stage of moral development reflects a more adequate equilibration with the environment, and it therefore follows that what is at later stages is what ought to be. The universality of moral stages is documented and the stimulation of moral development in school and prison settings through a cognitive conflict procedure is illustrated.  相似文献   

20.
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