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What should be learned? How should it be organized for teaching? These seemingly simple questions are deceivingly political. Curriculum theorists are preoccupied with the politics of the first question at the expense of the realpolitik of the second. Instructional designers are preoccupied with the realpolitik of the second question at the expense of the politics of the first. I argue that conceptual distances between curriculum theory and instructional design are based on divisions of labour established during the 1960s. After decades of neglect, curriculum theorists, and specifically critical theorists, appear clueless when it comes to curriculum design and the realpolitik of their causes. When it comes to the realpolitik of practice their political causes are formless. Quite the opposite of critical theorists, instructional theorists nearly mastered the realpolitik of form but have no political causes. I argue that, to contradict the status quo of C&;I, curriculum theorists will have to dirty their hands with the realpolitik of form and instructional designers will have to clutter their heads with theory. 相似文献

12.

朱熹哲学本体论的构建及其“理”蕴

朱平安《嘉应学院学报》2006,24(5):24-27

理本论是朱熹哲学思想的核心和最高范畴,也是朱熹整个学术思想的核心和理论基础。这是一个具有客观唯心主义性质和伦理本位色彩的哲学范畴。其本体论哲学的构建是通过对传统文化中儒、道、佛三家思想的全面吸收和改造而完成的。具体讲:吸收佛学本体论的思维模式并将之改造为道德本体论;吸收儒学的道德学说并将之改造为伦理本位的哲学:吸收道家的认识论思想并将之改造为伦理体验的认识论。相似文献

13.

Source extension based on ε-entropy

ZHANG Jian YU Sheng-Sheng Zhou Jing-li ZHENG Xin-wei 《重庆大学学报(英文版)》2005,4(2)

It is known by entropy theory that image is a source correlated with a certain characteristic of probability. The entropy rate of the source and ? entropy (rate-distortion function theory) are the information content to identify the characteristics of video images, and hence are essentially related with video image compression. They are fundamental theories of great significance to image compression, though impossible to be directly turned into a compression method. Based on the entropy theory and the image compression theory, by the application of the rate-distortion feature mathematical model and Lagrange multipliers to some theoretical problems in the H.264 standard, this paper presents a new the algorithm model of coding rate-distortion. This model is introduced into complete test on the capability of the test model of JM61e (JUT Test Model). The result shows that the speed of coding increases without significant reduction of the rate-distortion performance of the coder. 相似文献

14.

Psychical contexts of subjectivity and performative practices of remuneration: teaching assistants’ narratives of work

Claudia Lapping Jason Glynos 《教育政策杂志》2018,33(1):23-42

A range of sociological work has theorized neoliberal regulative regimes, suggesting the contradictions contained in the enactment of policy and foregrounding the painful effects of these processes on subjectivities produced within performative school cultures. This paper contributes to this body of work by tracing the movement of desire in teaching assistants’ subjective relations to workplace practices of remuneration. We do this through an analysis of a series of group- and individual-free associative interviews with teaching assistants working in primary schools. Drawing on a Lacanian account of the way processes of identification channel affect, as desire, through signifying chains within a discursive field, we explore the associative chains of meaning that overdetermine the subjectivities produced within performative practices of remuneration. We suggest that the complex and contradictory chains of signification embodied in the school environment constitute a space where fragile teaching assistant subjectivities reiterate previous relations to an ambiguous Other. 相似文献

15.

Beyond Rational Autonomy: Levinas and the Incomparable Worth of the Student as Singular Other

Clarence W. Joldersma 《Interchange》2008,39(1):21-47

This article explores the question: Why are students of worth? Educationally, an answer often involves a Kantian response: They are of worth because they are always ends and never means. This response is usually connected to a notion of autonomy interpreted as individual, rational self-determination. The article argues for a different answer. The essay begins with a recent educational example of construing worth as rational autonomy. Meira Levinson, in her book The Demands of Liberal Education (1999), argues for a version of rational autonomy which is taken in the essay as a Kantian response to the question. The essay then turns to Kant’s own understanding of intrinsic human worth as ends. Although the essay agrees in general with the notion of end, it criticizes Kant’s version of rational autonomy. Instead, it argues for a notion of worth as irreplaceable singularity. Both the critique of the Kantian answer and theessay’salternative are shaped by the philosophy of Emmanuel Levinas. Here technical notions of “the other,” proximity and singularity are brought to bear on the question of human worth. The Levinasian alternative, so the essay argues, better answers the question of student worth by highlighting the incomparability of the student as a singular other. 相似文献

16.

传播高校文化推动高校发展

吴琍华《湘潭师范学院学报(社会科学版)》2005,27(1):38-40

高校文化的内部功能有：(1)影响成员意识和规范成员行为，(2)增强学校凝聚力，(3)调节学校内部的社会关系；外部功能有：(1)利用组织意识指导学校与环境互动，(2)利用高校文化特征树立学校形象，(3)利用特定的高校文化适应环境。高校文化的内容包括：意识体系，制度性规范，行为基本模式，象征性符号和模范人物故事和传说等。高校文化的主要特征应与各校特有专业相联系。高校文化内部传播的目的是维持学校内部统一、实现整体协调和整体运作；外部传播的目的是突出本校的文化个性，给公众留下深刻的识别印象，扩大本校对，公众的影响力。相似文献

17.

Kierkegaardian Implications of Punishment, Guilt, and Forgiveness for Education

Yaroslav Senyshyn 《Interchange》1998,29(4):425-437

Students have to be punished if they have made a serious transgression. Avoidance of punishment will lead to serious complications. But punishment is inseparably linked with guilt and forgiveness. The inability of individuals to forgive themselves was regarded by Kierkegaard to be an emanation of individual false pride, a kind of vanity. This type of despair, a psychological and spiritual disorder, is a serious and debilitating problem. The inability to escape this despair of forgiveness can lead to a loss of genuine humanness. Unchecked, this despair can lead to unrelatedness of self to itself and fear of the possibility of freedom. Thus the self-knowledge attainable in despair over the forgiveness of an offense would lead to what we would call a successful rehabilitation of the individual and his or her conjunct reintegration into society. Kierkegaard's ideas on punishment are interesting — historically and philosophically speaking — because they represent a softening of a harsh view of punishment by stressing the humanizing aspects of guilt and forgiveness. 相似文献

18.

关于集合的平移及其性质

古丽尼萨·恰布达尔汗《新疆教育学院学报》2008,24(4)

本文主要讨论平移集合的最基本性质,即集合的并,合的平移性,集合的基数的平移性,集合的有界性的平移性,极值性的平移性,可数集合的平移性等问题。相似文献

19.

Critical Thinking about Truth in Teaching: The epistemic ethos

《Educational Philosophy and Theory》2009,41(2):155-165

This paper discusses the most persistent controversial issue that occurred in Western educational philosophy ever since Socrates questioned the Sophists: the role of truth in teaching. Ways of teaching these kinds of controversy issues are briefly considered to isolate their epistemic characteristics, which will enable the interpretation of Plato and Dewey as exemplars of rationalism and empiricism regarding the role of knowledge in the curriculum and thus include their partial truths in the epistemic ethos of teaching. The consideration of pedagogy will then include the partial truths of rationalism and empiricism in the epistemic ethos of teaching by following Kant's 'Concepts without percepts are empty; perceptions without conceptions are blind'.
This claim, however, is narrowed down in two ways compatible with postmodernism and the heavy emphasis on constructionism in faculties of education. After quoting Harry Broudy's statement that the educational epistemic ethos should be domain-specific, guided by the experts' inquiry protocols in each curricular area, it is narrowed down further with Maxine Greene's explication that it should be pluralistic and lesson-specific. This epistemic ethos is not argued as a synthesis but as an aggregate of the partial truths of various epistemologies in the spirit of the postmodern doubt in any one theory of knowledge without throwing out the baby with the dirty bath water.
Finally, the streams of consciousness involved in teaching and learning good knowledge are described phenomenologically to disclose how truth can be disclosed in teaching, thereby grounding propositional knowledge, for example, ontologically in the being of the student and in the being of the world. 相似文献

20.

Can There be Applied Philosophy Without Philosophy?

Jeff Noonan 《Interchange》2003,34(1):35-49

The paper is a critique of the dominant model of applied philosophy. As currently structured, courses in applied philosophy are a response of philosophy departments to administrative demands to increase enrollment units. In order to achieve this goal, the properly philosophical approach to matters of concrete social concern is dropped in favour of decontextualized, ahistorical, and uncritical applications of philosophical theories to immediate practical problems. Using the example of applied ethics, I argue that the key problem besetting current trends in applied philosophy is that they all fail to uncover the contradiction between given social regimes of value and the universal concepts which must be employed to legitimate those regimes. While it is an essential duty of philosophy to be relevant to the practical issues of the day, it must be relevant on philosophical terms. That is, the real application of philosophy to social problems is not the unthinking mapping of a particular philosophical theory onto a problem, but bringing to light the hidden value assumptions definitive of different societies, and shaking to the foundation their claims to legitimacy. I spell out this alternative approach to applied philosophy through an example drawn from my own teaching practice. 相似文献