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1.
The keyword in the Nordic tradition for adult education is 'people' (folk). But the term 'people' is used in three different ways: people as a political category, a cultural category and a social category. Therefore, the term 'people's enlightenment' ( folkeoplysning ) has been defined as different ways to create empowered citizens, to provide enlightenment on the people's culture, and to educate the underenlightened and marginalised. What kind of adult education is required in the current situation? Is a political, cultural or social interpretation of the term most needed? This question is discussed in light of the European integration process. ' Folkeoplysning ' is not, by definition, based on a specific interpretation of the concept 'people'. On the contrary, the concept constitutes a battlefield on which different interests attempt to leave their own imprint.  相似文献   

2.
An analysis of the existing research on parents' speech to young children suggests that the differences between mothers' and fathers' speech appear especially in the nature of their vocabulary and in certain functional and conversational aspects of their speech when addressing their children. The findings suggest that the father is a more demanding or challenging conversational partner for the young child than the mother, who tends to be more sensitive to the child's abilities and requires less of the child as a conversational partner. We interpret these differences as reflecting parental roles which are in part different and complementary. The mother's specific role is to provide a feeling of security by avoiding situations where the child's established acquisitions would be challenged, while still stimulating the child. The father's specific roles is to prompt the child to attain higher levels of success, even if it means momentarily destabilizing the child. Literature on children's communicative behaviors with each parent was also examined. The sparse amount of research in this field reveals that children may communicate differently with mothers and fathers. The conclusions of this literature review are discussed in terms of different perspectives open for future research.  相似文献   

3.
作为中国马克思主义的先驱和中国共产党的早期创始人,李大钊重视民生问题,他将马克思主义民生思想与中国实际相结合,通过撰写文章、教育指导等方式传播相关理论,并在其短暂的革命生涯中身体力行,推动马克思主义民生思想中国化,这对当代中国民生建设亦有重要参考价值。  相似文献   

4.
This article examines the functions and dimensions of Chekhovian language. The authors make observations within this analysis which apply to the playwright's major works, and The Sea Gull in particular. The analysis is performed in relationship to Chekhov's creation of dialogue, characterization, and imagery. Dialogue is seen to measure the nature of a relationship more than provide an interchange of direct literal significance. Characterization appears to develop as a function of the dynamic interaction between a character's self‐preservation and his/her situation context and to be achieved within the linguistic structure of the play through the use of dissonances between what a character says and what is known about him/her, or harmonies evident when characters demonstrate complementary tendencies, and through the creation of characteristic modes of communication. Finally, imagery is seen to evolve as a function of the spiritual life of a character, acting as a communicative device depending upon its ability to provide shared meaning with other characters. The argument is made that a communicative analysis, such as this one, allows the director insights about a literary work at a secondary level, providing a more dynamic interpretation from which to stage its production.  相似文献   

5.
At present, the Western world is characterized by several profound crises which have meant many redefinitions of people's lifeworlds. If the crises are not a question of material reproduction but of cultural reproduction, it is imperative to know how people interpret their ordinary lives and what their conceptions of the good life are. In this article the question of the good life is dealt with from two different perspectives. The first source of discussion comes from theoretical texts. The second sources of discussion, or empirical illuminations, are adult learners' written narratives about their conceptions and meanings of the good life and how they tell about it. In conclusion, the future of adult education on the basis of preceding discussion will be considered.  相似文献   

6.
Recent discussions about learning and teaching have been strongly influenced by phenomenographic theories which focus on students' experience of learning. This theoretical orientation underestimates the importance of the tutor/student relationship. Habermas's theory of communicative action provides a model of student-tutor interaction which holds out the prospect of an 'emancipatory' adult education. By comparing two courses, both aimed at HE staff and both using forms of negotiated assessment, this paper examines the possibility of approaching the Habermassian 'ideal speech situation'. The course participants' experience of negotiated assessment is evaluated against the declared philosophy of the tutors. Although many of the ideals of the tutors found confirmation in the experience of the participants, the paper explores the factors which influenced the greater success achieved by one of the courses in approaching the Habermassian ideal than the other.  相似文献   

7.
A long-standing problem confronting counselor educators is the antagonism of counseling students toward research. In this article the author presents the thesis that a major source of the practitioner-researcher split is the conflict of values between the underlying assumptions of the traditional methods of research and theories of counseling. Scientific methods have often been narrowly interpreted in counseling. The emphasis in research has thus been on that which can be measured objectively, demonstrated by experiments, and replicated. Observation of natural events and people's own purposes frequently have been excluded. In contrast, humanist and existential theories of counseling focus on inner experience, qualitative, empathic understanding, and the importance of personal goals and purposes. Behind these disparate perspectives of research and practice are assumptions about the nature of reality, of knowledge, and of human nature. The result is a conflict of two value systems. Implications for counselor education are discussed and suggestions for resolving the conflict are presented.  相似文献   

8.
This paper explores the responses of nearly 1200 children and young people in Wales who were asked to identify which three famous people they most admired and which three they most disliked. Analysis of these young people's responses reveals a number of sociological and educational issues. Their selections confirm other research which has highlighted the importance of celebrities in the lives of young people. Their ‘heroes’ and ‘villains’ are drawn mostly from the worlds of popular music and sport. Their choices are also highly gendered and ‘raced’. Of particular interest is the finding that someone's ‘villain’ is more than likely to be someone else's ‘hero’. Our young people's selection of heroes and villains reflects the broader landscape of celebrity culture, where female fame is as much about appearance as talent and Black and minority ethnic celebrities are to be found largely in the fields of sport or popular music. The paper concludes by discussing the chasm between our young people's ‘heroes’ and ‘villains’ and those which are ‘officially sanctioned’ within the school curriculum and considers what schools and teachers might do about it.  相似文献   

9.
This article reports an empirical research project that investigated the ways in which people's commitment to Christian faith content influenced their ways of learning. The project was set in a context of theories of adult experiential learning, and took the concept of the processes of internalization and externalization as its major focus. Within this paradigm, the external nature of Christian faith content is emphasized, together with its potential to exert an authoritative influence that in turn affects a variety of aspects of human growth and development. A typology of four “ways of believing” is offered, whereas the final discussion relates these to issues of faith development and theological reflection.  相似文献   

10.
This paper introduces a research methodology in higher education that elicits personal theories of several aspects of higher education (e.g., research, teaching, learning, and/or professional development) and that is an alternative to traditional methods of studying people's perceptions and perspectives (by questionnaire, interview, or structured group discussion). The paper outlines Kelly's repertory grid technique and the theoretical assumptions on which it is based. Some examples are given to illustrate how the research method may be applied to higher education research and development and how it may assist people in reconstructing their teaching or research practice.  相似文献   

11.
This article is concerned with some of the theoretical and methodological complexities of collecting young people's preferences for sexuality education content and using them to inform educational practice. Data are drawn from focus groups and questionnaires undertaken by 16–19‐year‐olds. Participants' suggestions often reflect dominant discourses of sexuality circulating in wider society, providing insight into social norms and cultural contexts in which they live. Suggestions do not reflect dominant discourses in any simple way, but involve a complex interplay of these and subordinate meanings of sexuality. When working within a methodological framework that values and centres young people's perspectives, these proposals can be problematic. As dominant discourses of sexuality often reinforce social inequalities, programme implementation of young people's suggestions may perpetuate these. How to reconcile a commitment to a methodological paradigm that prioritises young people's perspectives with the creation of sexuality education which promotes social justice is discussed.  相似文献   

12.
This article explores the widespread emphasis on parental involvement in education from the perspectives of children and young people. In contrast to the conceptualisation of children as variable social actors, policy initiatives to link home and school more effectively, and research-generated typologies of parental involvement, unthinkingly familialise and institutionalise children by ignoring any part they may play in parental involvement in their education. Drawing on data from our study of children's understandings of home-school relations, we develop and elaborate a typology that centres on the complex ways that children and young people talk about creating, acceding to, and resisting their parents' involvement in their education. The socially patterned differences between the children and young people's understandings and experiences demonstrate how the broad social processes of familialisation, institutionalisation and individualisation are, in fact, concretely lived and negotiated in variable ways. Nevertheless, there are also some commonalities in children and young people's resistance around notions of privacy.  相似文献   

13.
This paper offers a review of the literature on the role of imitation in the earliest stages of social interaction between babies and familiar partners. The review focuses on the ways in which reciprocal imitation marks familiar relationships that provide special contexts for babies to engage actively and exuberantly in the construction of a shared culture. Because adults' perception of a baby's actions and intentions are filtered by the adult's experience of living within a particular culture, babies can obtain valuable information about this culture from the differences between what they do and how familiar adults respond to them. As they become increasingly interested in the social meaning of people's behaviour, infants also become more sensitive about how their own actions may be interpreted, showing pride and delight when their intentions are realised and embarrassed withdrawal when their efforts fail. When very young children are observed in unfamiliar contexts and when they are cared for and educated in professional settings, they may have relatively few opportunities for lively, joyful exchanges with reassuringly familiar partners and this can distort adults' perceptions of ‘normal’ infant behaviour. It is argued that adults' attentive interest in mutually enjoyable exchanges with young children is an important difference between humans and other apes and provides an essential foundation for pedagogy and for children's active participation in a shared culture.  相似文献   

14.
This paper examines the question of who ‘teaches’ children in the Australian school of the air context, where responsibilities lie, the perspectives and roles of teachers and parents and ‘where’ the school in fact is. It uses Carnarvon, WA as the extant example, considers the changing nature of outback isolation in the area, and what this may mean for future school of the air education. It concludes that the school of the air is an unusual ‘dual teacher’ situation, that the parent/teacher relationship is complex, and that the relative roles and impact of the two upon the child's education is little understood.  相似文献   

15.
The short report reviews the research on the factors that influence young people's higher education choices. It considers the main messages that have emerged from empirical studies, looking in particular at: the sources of information young people use; the relative importance of factors in their decisions; and their judgements about the 'feasibility' of an application. The paper concludes by suggesting that, although much of the literature is underpinned by an assumption that if young people's access to information improves they will make 'better' decisions about their futures, the picture is rather more complex due to the socially embedded nature of decision-making. Both research and policy need to recognize that young people's access to, and interpretation of, information is often patterned by their gender, ethnicity and socio-economic status.  相似文献   

16.
In this article, we explore the question of how celebrity operates in young people's everyday lives, thus contributing to the urgent need to address celebrity's social function. Drawing on data from three studies in England on young people's perspectives on their educational and work futures, we show how celebrity operates as a classed and gendered discursive device within young people's identity work. We illustrate how young people draw upon class and gender distinctions that circulate within celebrity discourses (proper/improper, deserving/undeserving, talented/talentless and respectable/tacky) as they construct their own identities in relation to notions of work, aspiration and achievement. We argue that these distinctions operate as part of neoliberal demands to produce oneself as a ‘subject of value’. However, some participants produced readings that show ambivalence and even resistance to these dominant discourses. Young people's responses to celebrity are shown to relate to their own class and gender position.  相似文献   

17.
There is little doubt of the educational and social merits of developing children and young people's social and emotional capabilities. But there lacks consensus on what these capabilities are; what should be assessed or shown to have developed over time; and the most appropriate methods for doing this. Through the conceptual framework of ‘social and emotional dispositions and skills’ (SEDS), and based on research in Wales, we present the argument for an alternative assessment methodology designed to challenge dominant discourses in the field and present a ‘minoritarian’ perspective of children and young people's social and emotional learning. The intention of this paper is to present a rationale for the co‐construction of an understanding of the concept of SEDS and engage in critical debate with researchers and practitioners from a wide range of services for children and young people.  相似文献   

18.
This study examines the nature of discourse in which students talk with each other about what they think. Of particular interest are student-generated inquiry discussions in which the students engage in extended student-student-student interactions without much intervention from myself, the instructor. Data sources include audio- and video-tapes of class discussions, copies of student papers, and my reflective journals. Analysis involves interpretating utterances in terms of indicators of inquiry learning, student questioning, and collaborative sense-making. Two aspects of my practices seem to foster student-generated inquiry discussions: distributed authority and quietness. I no longer view myself as a facilitator of discussions but rather as an organizer of learning events in which my students share the authority to make decisions about what to say and do next. I practice 'quietness' by waiting before and after students talk (wait time), listening to the details of other people's thinking without interrupting them (attentive silence) and withholding my own opinions and understandings while assisting others in expressing theirs (reticence).  相似文献   

19.
Louisa Allen 《Sex education》2013,13(2):109-122

In rethinking what is theoretically conceived as a 'gap' between what young people learn in sexuality education and what they do in practice, this article argues for the need to comprehend young people's sexual knowledge from their own conceptualisation of this. Drawing on empirical findings from research with New Zealanders aged 17-19, young people's own understandings of their sexual knowledge are explored. These findings indicate how young people in the study conceptualised sexual knowledge in two ways: as information derived from secondary sources such as sexuality education, and knowledge gleaned from personal sexual experience. Hierarchies were evident within and between such types of sexual knowledge, in terms of the status young people afforded, and the interest they displayed in them. The type of sexual knowledge young people were most interested in, and which they identified as lacking in sexuality education, centred on a 'discourse of erotics'. It is argued that the inclusion of this discourse within sexuality education programmes might offer one way of closing the knowledge/practice gap, by raising the status of sexuality education's messages for young people and drawing this information closer to their lived sexual experiences.  相似文献   

20.
Youth violence is a topic of increasing global concern. Research has primarily focused on young people's responses to existing definitions of violence in seeking to understand how best to develop violence prevention. Little work has explored how young people themselves define violence and the factors which influence their acceptance, and use, of violent behaviour. The present study investigated young people's understandings of what constitutes violence, their acceptance of violence and justifications made for doing so. The study was distinct in its focus on young people's characterisations of violence. The findings revealed that gender norms mediate understandings of what constitutes violence and discourses around the perceived acceptability of violence. Particular forms of violence were clearly identified as being more acceptable and ‘deserved’ than others and young people's perceptions were shaped by their understandings of appropriate and normative gender behaviour.  相似文献   

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