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1.
《Journal of moral education》2012,41(2):151-162
In recent years, research within the sociocultural perspective on moral learning has contributed important knowledge about how individuals develop their moral ability by participating in sociocultural activities. To a lesser extent, sociocultural research has focused on the role of individual continuity in these processes. The purpose of this article is to contribute to the progress of the sociocultural perspective by suggesting an approach that allows for an in situ analysis of how individuals' prior experiences take part in the processes of moral meaning‐making, which also takes sociocultural activity into consideration. The philosophical and methodological basis for this approach consists of a combination of Dewey's transactional perspective on meaning‐making and Wittgenstein's first‐person perspective on language use. The article contains an empirical example that illustrates this approach. This analysis shows how prior experiences are re‐actualised in an event and thus participate in the process of moral meaning‐making, as well as contributing to the substance of the meanings made. 相似文献
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Sue Cox 《The International Journal of Art & Design Education》2005,24(2):115-125
In this article I present some ideas, based on qualitative research into young children's drawing, related to the developing discourse on young children's thinking and meaning making. I question the relationship between perception and conception and the nature of representation, challenging traditional ideas around stage theory and shifting the focus from the drawings themselves to the process of drawing, and thus to the children's own purposes. I analyse examples of my observations (made in naturalistic settings within a nursery classroom) to reveal the range of representational purposes and meaning in children's drawing activity. My analysis shows that, rather than being developmentally determined, the way children configure their drawings is purposeful; children can recognise the power of drawing to represent, and that they themselves can be in control of this. I explore aspects of the process, including transformation and talk to show the importance of understanding drawing in its specific contexts. I show how children's drawing activity is illuminated by the way in which it occurs and the other activities linked to it, presenting drawing as part of children's broader, intentional, meaning‐making activity. As an aspect of the interactive, communicative practices through which children's thinking develops, representation is a constructive, self‐directed, intentional process of thinking in action, through which children bring shape and order to their experience, rather than a developing ability to make visual reference to objects in the world. I suggest that in playing with the process, children are actively defining reality rather than passively reflecting a given reality. 相似文献
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Educational decision‐making is a complex process where individual factors such as how adolescents think about and evaluate themselves could play an important role. In this study, (N = 84), we combined behavioral and neural correlates of self‐concept and self‐esteem to examine what characterizes adolescents who struggle with educational decision‐making. We included 38 adolescents (16–24 years, M = 18.7 years) from “the Gap‐Year program.” This program focuses on personal development for adolescents who have dropped out of higher education or stay undecided after high school. We compared these adolescents prior to the start of the training with 46 peers (17–21 years, M = 19.4 years) who reported to have successfully chosen a major. The results showed that adolescents struggling with educational decision‐making reported lower levels of self‐esteem and self‐concept clarity. Neurally, higher self‐esteem was associated with more self‐related activity in the medial prefrontal cortex. Together, these results suggest that healthy self‐esteem levels are an important condition for the ability to make a well‐suited educational choice. 相似文献
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Séan Barr 《International Journal of Inclusive Education》2013,17(2):211-230
This paper focuses on the socially constructed ideas that have come to be given the status of taken‐for‐granted knowledge within not one, but two, fields of professional practice in Northern Irish schools; community relations and special needs education. Dominant discourses were viewed as constructing norms around which educational professionals approached issues to do with difference and social justice—differences of attainment and disability in the case of educational special needs, and, in the case of school‐based community relations work, ethno‐political and religious differences. Our analysis identified some very powerful common discourses that served to maintain the status quo and limit the space for creative and pluralistic struggle. We argue that this process of unravelling or deconstructing professional meaning‐making in relation to education for diversity is a crucial first step towards the development of a more inclusive participative practice. In the final section, we consider some of the implications of our work and speculate about the meaning of educational inclusion within a transforming society. 相似文献
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Ruth Cigman 《Journal of Philosophy of Education》2004,38(1):91-105
Pervasive though it is in modern life, the concept of self‐esteem is often viewed with distrust. This paper departs from an idea that was recently aired by Richard Smith: that we might be better off without this concept. The meaning of self‐esteem is explored within four ‘homes’: the self‐help industry, social science, therapy and education. It is suggested that the first two use a ‘simple’ concept of self‐esteem that indeed we are better off without. This concept eliminates the distinction between truthfulness and delusion, and relies on a chimera of quantifiability. The much richer concept of situated self‐esteem is explored, and it is argued that low self‐esteem in children (often narcissistically disguised) should command the attention of educators. Teachers should address this through education and communication, and reject the idea (prevalent in the USA) of boosting self‐esteem through a content‐free curriculum. 相似文献
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D. Joosten‐Ten Brinke D. M. A. Sluijsmans W. M. G. Jochems 《International Journal of Lifelong Education》2013,32(1):107-122
Competency‐based university education, in which lifelong learning and flexible learning are key elements, demands a renewed vision on assessment. Within this vision, Assessment of Prior Learning (APL), in which learners have to show their prior learning in order for their goals to be recognised, becomes an important element. This article focuses on a first step in APL, namely students’ self‐assessment of their prior learning before entering university education. The main aim of the presented study is to examine the suitability of the use of self‐assessment in APL. First, in an explorative study, the main sources for self‐assessment are derived and the relation between sources and domain of study is investigated. Second, in a pre‐test post‐test research design, the hypothesis that students’ self‐assessment of prior learning related to a course changes after studying a domain‐specific course is tested. Pre‐test results reveal that students indicate that they have prior knowledge related to the chosen university programme. In general, this prior learning is obtained from study experience, work experience, books, newspapers, magazines, the Internet, TV, radio, film or video. A relation is found between the type of source and the university programme. The hypothesis that students change their self‐assessment after a study period could not be confirmed. Based on these results, it is concluded that self‐assessment in APL might be a suitable tool. Implications for further research are discussed. 相似文献
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Darren Webb 《Educational theory》2012,62(5):593-608
Recent years have witnessed a renewed interest in utopianism within educational theory. In this essay, Darren Webb explores the utopian pedagogy of Paulo Freire in the context of what one commentator has dubbed “the educational comeback of utopia.” Webb argues that Freire's significance lies in the way he embraced both “utopia as process” and “utopia as system.” This is significant because the contemporary rejuvenation of utopianism has extended only so far, embracing utopia conceived as an open‐ended process of becoming but shying away from utopia conceived as the delineation of a normative vision to be struggled for and won. Webb outlines the pedagogical operation of utopia as process, cognitive‐affective orientation, and system, and he argues that Freire was right in insisting that each is constitutive of effective educational practice. 相似文献
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Douglas McKnight 《Interchange》2004,35(3):281-302
This article describes Mikhail Bakhtin’s 20th century work on dialogue as it may serve one engaged in the teaching as a vocation and existential pursuit rather than as
a job or profession. Dialogue, as theorized by Bakhtin, within the pedagogical real, potentially becomes a mod of being through
which the individual engages in the project of selfhood, a task basic to the human enterprise. For Bakhtin, dialogue was in
part a structure within and through which we come to consciousness and give flesh and meaning to our existence. According
to Bakhtin, the structure of self is dialogical and unfinalizable, meaning that each individual comes to consciousness through
dialogue with some other. From a Bakhtinian perspective, the, selfhood as a dialogical formation constitutes a fundamental
relation by which we much participate without end, making dialogue an unavoidable social activity immersed in language. 相似文献
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KATHLEEN B. RAGER 《International Journal of Lifelong Education》2013,32(1):95-109
Although self‐directed learning is a common response for many of the 183 000 American women who are diagnosed with breast cancer each year, very little is known about the nature of the experience for them. Four themes emerged from interviews with 13 breast cancer patients describing their self‐education efforts in regard to their disease. A qualitative paradigm was used for this study with data collected using a pilot‐tested semi‐structured interview protocol. Purposeful sampling technique was employed to identify information‐rich subjects who were within three years of diagnosis and who had used self‐directed learning extensively in coping with their breast cancer. Using the constant comparative method, four common themes emerged from the analysis of the interviews. First, empowerment: the women in this study felt stronger and more in control in their breast cancer situations because of their self‐directed learning efforts. Second, connectedness: the women in this study satisfied their need for connecting with other people in meaningful ways, particularly with other survivors, through their self‐directed learning efforts. Third, selective learning: the women in this study were interested in learning about those things which directly related to their situations and which they perceived as positively influencing their ability to cope. Finally, the search for meaning: the women in this study were searching for more than just information about breast cancer. They also sought to understand why they had breast cancer and what meaning the experience should have for them in the future. The findings support prior research in regard to important aspects of self‐directed learning, women and learning and breast cancer. At the same time, the results have contributed new information about self‐directed learning in a crisis situation suggesting that in such cases the emotional context must be considered. 相似文献
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Emily Pringle 《The International Journal of Art & Design Education》2009,28(2):174-182
Drawing on recent research which examined how selected artist educators perceive themselves as arts practitioners and analysed how these constructions inform their pedagogy, this article proposes a framework of meaning making in the art gallery. Art practice is defined as a process of conceptual and experiential enquiry which embraces inspiration, looking, questioning, making, reflective thinking and the building of meanings. The pedagogic process instigated in the gallery resembles art practice in that artists seek to ‘teach’ skills including questioning and critical reflection and promote experiential learning. Hence artist educators function as facilitators enabling learners to engage directly with art works (which are seen to embody the knowledge of the artist creator and contribute actively to the construction of meaning), whilst sharing their knowledge through dialogic exchange. The devised Meaning Making in the Gallery (MMG) framework encapsulates the pedagogic relation‐ship between artist, learners and artworks in the gallery and proposes a model of creative teaching and learning which has potential application within cultural institutions and beyond. 相似文献
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This study was an attempt to identify the epistemological roots of knowledge when students carry out hands‐on experiments in physics. We found that, within the context of designing a solution to a stated problem, subjects constructed and ran thought experiments intertwined within the processes of conducting physical experiments. We show that the process of alternating between these two modes — empirically experimenting and experimenting in thought — leads towards a convergence on scientifically acceptable concepts. We call this process mutual projection. In the process of mutual projection, external representations were generated. Objects in the physical environment were represented in an imaginary world and these representations were associated with processes in the physical world. It is through this coupling that constituents of both the imaginary world and the physical world gain meaning. We further show that the external representations are rooted in sensory interaction and constitute a semi‐symbolic pictorial communication system, a sort of primitive ‘language’, which is developed as the practical work continues. The constituents of this pictorial communication system are used in the thought experiments taking place in association with the empirical experimentation. The results of this study provide a model of physics learning during hands‐on experimentation. 相似文献
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Bob Koster Jurriën Dengerink Fred Korthagen Mieke Lunenberg 《Teachers and Teaching》2013,19(5-6):567-587
This article reports on the professional development of teacher educators within the context of a national project, ‘Professional Quality of Teacher Educators,’ where a professional standard and a standards‐based procedure of (self‐)assessment and professional development have been created and effectively implemented. This project offered a unique opportunity to analyze the goals, activities and outcomes of the process of professional development of teacher educators in a situation in which this development is promoted by the professional group as a whole. In our research, we used 25 completed portfolio's made by teacher educators participating in the standards‐based procedure of (self‐)assessment and professional development. We found that teacher educators, participating in this procedure, prefer the development of their knowledge and skills over the development of their attitudes and beliefs. For their professional development, the teacher educators experiment with new activities within the work‐situation and interact with colleagues within their professional community, more than that they study theory or reflect on their work. The participating teacher educators experience a positive impact at the personal level (change in cognition and behavior). More than one‐third of them share outcomes with others. Above, they report a more positive self‐esteem and more enthusiasm for teacher education. This article may motivate other countries or institutions to invest in the professional development of teacher educators. Further research is necessary on the essence of the professional qualities of teacher educators and the relation of their professional development with student learning. 相似文献
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王世伟 《华南师范大学学报(社会科学版)》2012,1(1):29-33,159
服务学习是人内在心理需求的反映,在满足人内在需求的同时促进了人的发展.服务学习满足了人的整全学习需求,促进了学生学业与思维的提升;服务学习满足了人的社会交往需求,使学生与外界建立了良好的关系;服务学习满足了人的尊严需求,让学生树立了自信心与自尊感;服务学习满足了人的灵性需求,让个体在自我超越中产生大我的存在感,从终极关怀上来体悟人生. 相似文献
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《Educational Philosophy and Theory》2013,45(5):652-665
Differential academic language proficiency is an issue of major educational concern, bearing on problems varying from pupil performance, to social prospects, and citizenship. In this paper we develop a conception of the language‐acquiring subject, and we discuss the consequences for understanding differential language proficiency in schools. Starting from Wittgenstein's meaning‐as‐use theory we show that learning a language requires an activity that relates the subject both to the community of language users, and to the things language is about. In opposition to Luntley, we contend that this does not mean that linguistic development involves linguistic adjustment to the world ‘as it is’. It is argued that, in as far as linguistic development involves a process of adjustment, this concerns conceptions about the world as it is presupposed to be—a ‘world’ that is subjected to doubt and revision time and again. With respect to dealing with differential academic language proficiency, this approach to linguistic development suggests bringing pupils into situations which require active participation in processes of ‘negotiating meaning’, including negotiating the prevailing presuppositions about what the world is like. This also puts novices in a different position—less assimilatory—recognising their co‐constructive potencies at a more fundamental level. 相似文献
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Learning is participatory and embodied. It requires active participation from both teacher and learner to come together to co‐create shared projects of discovery that allow meaning to unfold and develop between them. This article advances theory on the intersubjective and embodied nature of cognition and meaning‐making as constituted by co‐created narrative units. Learning within embodied narrative episodes incorporate affective, energetic, and intentional components to produce schemas of engagement that structure knowledge and become units held in memory. We examine two cases of nonverbal narrative patterns of engagement between teacher and child within Nurture Group practice, a special pedagogy that attunes to the affects and interests of children. Analysis of these cases reveal patterns that established shared rhythm, affect, and body movement between teacher and child, which, on completion, generated shared joy and learning. Thus, we identify an embodied, co‐created narrative structure of embodied cognition essential for learning and participatory meaning‐making. 相似文献
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《比较教育学》2012,48(4):441-454
This essay argues against a simple, reified view of culture as a set of ideas and norms belonging to a group or nation, and considers the implications of a more complicated concept for discussion of world culture and the global/local nexus. Most anthropologists define culture as the making of meaning, with an emphasis on the process itself as contested. It follows that world culture is locally produced in social interaction, and that meanings are then reconstructed in the global/local nexus. Power matters, particularly the hidden power to make resources for meaning making widely available, and to make them attractive and scientifically persuasive. How actors succeed in claiming particular ideas as global and how the locals strategically respond are questions where anthropologists can contribute to understanding the global/local nexus and the exercise of power within the world polity. 相似文献
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Identity learning: the core process of educational change 总被引：1，自引：0，他引：1
The aim of this paper is to offer an additional perspective to the understanding of educational change processes by clarifying the significance of identity learning. Today’s innovations require changes in teachers’ professional identity. Identity learning involves a relation between social‐cognitive construction of new meanings and individual, emotional sense‐making of new experiences. This relationship between cognition and emotion asks for a strong learning environment: the question is whether schools provide these strong learning environments. To answer this question, the paper provides an overview of the existing knowledge about schools as contexts for teacher learning and change. It will become clear that the emotional side of the change process has been overlooked. A model for identity learning is presented, involving both meaning‐giving and sense‐making. Building on this model, it is discussed how school leaders can build strategies for the identity learning of teachers. 相似文献