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1.
“The accent in cultural history is on close examin‐ ation — of texts, of pictures, and of actions — and an open‐mindedness to what those examinations will reveal, rather than on elaboration of new master narratives.” Lynn Hunt (Ed.), The New Cultural History (Berkeley, Calif., 1989), p. 22.
“[Films] are a legitimate way ... of representing, interpreting, thinking about and making meaning from the traces of the past ... that seriously deals with the relationship of past and present.” Robert A. Rosenstone (Ed.), Revisioning History (Princeton, N.J., 1995), p. 3.
One of postmodernism's major lines of development collapses the boundaries and hierarchical distinctions between elite or academic culture and popular culture, giving us new opportunities to cross boundaries separating history from literature and the arts, the “academic” from the “popular”, the archival from the imaginative. I embrace the freedom that postmodernism offers to entertain new ideas, play different kinds of language games, challenge established “ways of seeing”. I propose here that we extend the range of what we regard as historical “source” to include film, and that film be accepted by historians of education as a legitimate form of textual representation and important evidentiary “source” for our exploration and interpre‐ tation of culture and of education. What follows is an attempt at integrating film into the historiography of education. For illustrative purposes, I've chosen Peter Weir's “Dead Poets Society” ("DPS”, 1989) for my text. I don't presume to give “the” meaning of “DPS” for understanding recent American educational history, but to suggest some of its possible meanings, which, given the problematic nature of “meaning” in our postmodern epoch, is about all we can hope for, but which may be enough to continue the conversation about movies after the movie is over. 相似文献
2.
"庄蹻王滇"传说最早见于《史记.西南夷列传》,是考察西南边疆族群起源的必征史料之一。然而作为史料,"庄蹻王滇"存在着众多难以诠解的疑点和自相矛盾之处,历代史书在承袭其基本框架的同时也在不断对之进行改写,自唐代始即有史家对其可信度提出质疑。洎乎当代,"庄蹻王滇"依然是一桩聚讼不休的史学悬案,甚至有学者根据文献研究和考古发掘的新近成果对其史学价值作出了基本否定的结论。如果我们把观照视野从历史文本的实在性转移到其话语性,未始不能在这则漏洞百出的史料中发现某些新的知识生长点。作为一个历史事件,"庄蹻王滇"的真实性或许是值得怀疑的,但它却相当真实地折射出特定时代不同族群之间的复杂关系,以及华夏族群在华夏中心主义观念的潜在支配下对于边疆族群起源的历史想像。 相似文献
3.
Brian A. Woodcock 《Science & Education》2014,23(10):2069-2093
“The Scientific Method” as it has been portrayed in popular and introductory contexts has been declared a myth. The variation that one finds in introductory presentations of “The Scientific Method” is explained by the fact that there is no canonical account among historians and philosophers of science. What, in particular, is wrong with “The Scientific Method”? This essay provides a fairly comprehensive survey of shortcomings of “The Scientific Method”. Included are corrections to several misconceptions that often accompany such presentations. Rather than treating “The Scientific Method” as a useful approximation or an ideal, the myth should be discarded. Lessons can be learned for introductory pedagogical contexts from considering the shortcomings of the myth. 相似文献
4.
James Britton 《Education 3-13》2013,41(2):22-26
Few would doubt the necessity of our previous contributors' questioning of the ‘purposes’ of topic work. Yet Mathematics' strong hold upon the primary school curriculum is rarely questioned! This provocative article tests out our assumptions about the “applications” and the “cultural uses” of the subject and argues for “purpose-driven ways of teaching and learning”. 相似文献
5.
基于云服务的"翻转课堂",其成功的关键是教育现代技术与课堂教学的有效结合,由于目前教育信息化程度不高,"翻转课堂"很难在全国范围内推广。在实践中,有些学校误读"翻转课堂",加重了学生的学习负担,相比较,"跨越式教学"更适合目前中国国情。随着我国教育信息化的发展,"翻转课堂"也将会得以中国化,并可能会在国内得到较大的普及,而多种教学方法的有效融合将会是一大趋势。 相似文献
6.
纪海龙 《内蒙古师范大学学报(哲学社会科学版)》2014,(1):69-73
在明清两代的史料中,明宪宗宠妃万氏,一直被描述成一个工于心计且罪大恶极的女人。在史官的笔下,她的主要“罪名”有擅宠、伤堕皇嗣、谋害纪淑妃、勾结佞倖等。据考察《明史？万贵妃传》中的史料多源于明清文人的笔记。仔细推敲这些关于万贵妃的笔记时,能够发现这些记载万贵妃的笔记有些许矛盾之处。故而,理清《明史？万贵妃传》的史料来源并加以辨析就有其必要性了。 相似文献
7.
Iveta Ķestere 《Paedagogica Historica: International Journal of the History of Education》2014,50(6):844-851
This study on a “new” history of education is written from the perspective of a participant in the process of discarding Soviet intellectual and physical boundaries. The fall of the Berlin Wall has, over the past two decades, become a continuous process in post-Soviet societies, when the now liberated historians of education were faced with a new challenge, namely integration into the newly opened world. The only allowed theory, Marxism-Leninism, reduced historians of education to superficial methodology and its trivialisation. However, the collapse of the USSR did not immediately result in new theoretical concepts, because historians were busy discovering fresh facts in newly accessed archives and libraries. Soon, topics on the history of education were being addressed by social scientists, who had succeeded in learning the latest theories, enabling them to present historic material to the general public in a global context. “Acts-and-facts history” slowly lost its place in university courses. Similar to the Revisionists of the 1960s in the West, today historians of education in the Baltics look to the common narratives and borrow theories from the social sciences. Current research in Latvia focuses on the Soviet legacy, internationalisation of education and the stories of those “whose voices have not yet been heard”. 相似文献
8.
This article is concerned with the ways in which historians may write about post‐1945 British education. In particular, it argues that accounts of education policy and practice may be distorted by the race and ethnic discourses embedded in both the analytical frameworks which historians employ and in the primary source materials with which we work. We begin by exploring the problems which inhere in the concepts race and ethnicity, arguing that the historian should be wary of importing common sense constructs into historical analysis. Discussion then turns to a critical review of a number of texts written by educationalists and policy‐makers from the early 1960s to the publication of the Swann Report; these texts constructed a particular “race relational” reading of pupil populations and educational “problems”. We summarise the key themes of the period‐texts and consider some new directions for education history‐writing. 相似文献
9.
In recent years sensory history has emerged as a research topic of growing interest to historians and has been accompanied by a call to incorporate the senses into our understanding of the past. Under modernity, social direction and control were built into the infrastructure of modern life as specialist institutions emerged and multiplied in the urban landscape; institutions which were designed to discipline, control and shape urban bodies – the prison, the workhouse, the asylum, the reformatory, the children's home and the school. This paper focuses on one of these sites of childhood control: the school. Historians of education and childhood have to date paid little attention to the sensory worlds of schooling and childhood. This study focuses on one sense – hearing. Hearing, sound and aurality have been shown to be deeply implicated in modernity's daily elaboration. The study explores the sounds of modern schooling; the culture of listening in modern schools; the materiality of the modern school “soundscape”; and the influence of architectural acoustics on the culture of listening. In doing so, the study addresses the problems, sources and methodologies involved in writing a history of the hearing school. 相似文献
10.
The anarchist‐inspired pedagogy of Henri Roorda van Eysinga (1870‐1925) had an important, and critical, influence on the contemporary theory of “education libertaire” ‐ a theory Inextricable from practice, and illuminated in the experience of the ‘Ecole Ferrer de Lausanne”, with which he was associated.. Roorda's role in promoting the “modern school’ principles of Francisco Ferrer is generally acknowledged. His reputation as “the soundest revolutionary of our age’ on the education of children, however, is largely unknown or forgotten. Dutch by birth, Roorda grew up and remained in the “Suisse romande”, where his early exposure to the revolutionary intellectual idealism of post‐Commune exiles like Kropotkin and (notably) Elisée Reclus had lasting consequences. Cited in “libertarian” and “new” education circles alike, his writing effectively addressed the twin “scientific” and “revolutionary” facets of Rousseau's pedagogical‐critical discourse. The dichotomies engendered by this Juxtaposition of a child‐centred ‘education intégrate” with a revolutionary‐fraternal ‘mentalité anarchiste” richly nuanced his contribution to the pedagogy and the idiom of “education libertaire”. 相似文献
11.
Edwin Dubois Shurter 《Quarterly Journal of Speech》2013,99(1):72-75
Campbell's reputation has suffered from modem conceptions that assume Aristotle's Rhetoric as the paradigm for rhetorical theory and from modern commitments to epistemic and dialogic rhetorics. A focus on the place of the passions and emotional appeal in Campbell's Philosophy of Rhetoric (POR) brings his achievement more clearly into view. The “sentiments, passions, dispositions,” three key terms in Campbell's definition of the “grand art of communication,” are an index to his consideration of non‐rational response, a consideration informed by a discussion of “the passions” in the moral psychology of the period and that culminates in Book II of Hume's Treatise on Human Nature. What emerges when POR is seen from this perspective has significance for our understanding of the relationship between reason and passion in persuasion and for our appreciation of POR, which is arguably the most coherent conception of rhetoric that we have. 相似文献
12.
Rebecca Zwick Jeffrey C. Sklar Graham Wakefield Cris Hamilton Alex Norman Douglas Folsom 《Educational Measurement》2008,27(2):14-27
In the current No Child Left Behind era, K‐12 teachers and principals are expected to have a sophisticated understanding of standardized test results, use them to improve instruction, and communicate them to others. The goal of our project, funded by the National Science Foundation, was to develop and evaluate three Web‐based instructional modules in educational measurement and statistics to help school personnel acquire the “assessment literacy” required for these roles. Our first module, “What's the Score?” was administered in 2005 to 113 educators who also completed an assessment literacy quiz. Viewing the module had a small but statistically significant positive effect on quiz scores. Our second module, “What Test Scores Do and Don't Tell Us,” administered in 2006 to 104 educators, was even more effective, primarily among teacher education students. In evaluating our third module, “What's the Difference?” we were able to recruit only 33 participants. Although those who saw the module before taking the quiz outperformed those who did not, results were not statistically significant. Now that the research phase is complete, all ITEMS instructional materials are freely available on our Website. 相似文献
13.
《Paedagogica Historica: International Journal of the History of Education》2012,48(2-3):53-563
This paper proposes a kind of summary of research made from twenty years by historians and jurists about the question of philanthropy, ?patronage?, and the origins of the protection of children in Europe. The principal sources are the International Penitentiary Congresses between 1840 and 1914 and the International Congresses of protection of children (1880–1914). Two periods and two generations of philanthropists have to be distinguished. The first one (1840–1850) that we can call the time of the ?Sainte Alliance? of European philanthropists against poverty and criminality, is characterised by individual action of personalities like prisons inspectors (Ducpétiaux in Belgium, Lucas in France) or private philanthropists like Suringar in the Netherlands who travel around Europe to visit reformatories and prisons to compare and promote their own solutions. This is the time of ?penitentiary tourism? and comparison between different models of treatment of juvenile delinquency, based on the concept of ?guilty children?, who have to be punish and re‐educated.. The second one, after 1880, is characterised by a new generation of philanthropists, members of government, ministers, lawyers, and the lobby of private associations of “hommes d'?uvres” and “dames patronesses” who try to change legislations and reform the ancient system of prison's children and reformatories. This the time of protection, “patronage” and prevention, based on a new concept of “children in danger? who have to be protected and not punish. The confrontation between European legislations and American experience of ‘juvenile courts” will give birth to a new model of treatment of juvenile delinquency, with more protection, less punishment. That stay the norm in Europe until these last years. But we can see today the return of a new American model, more punitive, based on the ideology of “tolerance zero” and the coming back to prisons. 相似文献
14.
Bernard L. Brock 《Communication quarterly》2013,61(2):94-104
Kenneth Burke initially established dramatism as a method for understanding the social uses of language. An examination of Burke's major rhetorical concepts—identification, the definition of the human being, the concept of reality, and terms for order—reveals the epistemology of his dramatism as a marriage of paradox and metaphor. However, recently Burke has shifted dramatism towards a philosophy. Three shifts establish a dramatism based upon “act,”; not the tension between “action”; and “motion,”; dramatism that employs language “literally,”; rather than exploiting its ambiguity, and dramatism that is more “reality”; oriented rather than the link that orders and relates “reality”; to our abstract values. 相似文献
15.
Andrew T. Knudsen 《Paedagogica Historica: International Journal of the History of Education》2016,52(5):507-524
AbstractWhen historians discuss the impact of examinations on elementary education in mid-Victorian England and Wales they typically focus on the Revised Code of 1862. The Revised Code is famous for instituting a policy of “payment-by-results” for teachers in state-supported voluntary schools. “Payment-by-results” made government grants to schools – and, by extension, for teachers’ salaries – contingent upon student attendance and pass rates in reading, writing and arithmetic. As this article emphasises, however, “payment-by-results” was not the first, or even the most significant, instance in which competitive examination was used by the state as an instrument for establishing the pedagogical fitness and salaries of teachers. Less often explored by historians is the formative role that state-mandated competitive examinations for teachers played in developing a professionally aspirant body of schoolteachers and, consequently, the schoolteachers’ later role in developing competitive examination as a broad-scale national accreditation apparatus. But while the use of competitive examinations came to shape modern British academic and professional life in fundamental ways, the strengthening effects that they had for certain occupations and institutions, such as physicians, civil servants and middle-class secondary schools, were in fact ultimately denied to state teachers and the elementary education sector generally. With the introduction of “payment-by-results” in 1862, competitive examinations were converted into an instrument that weakened rather than strengthened teachers’ professional identity and policy influence. This article explains how the nineteenth-century English state structured examinations and examination results to manipulate the professional status of teachers in order to suit state priorities during different stages of national development. This historical narrative is framed in reference to present-day examination-based reforms of teacher compensation systems such as performance-related-pay and value-added modelling. 相似文献
16.
Timothy Weiss 《Technical Communication Quarterly》2013,22(3):23-36
Business and technical writing grows out of a need to “build bridges” between ourselves and others. With today's diversifying readerships and increasingly global marketplace, business and industry face a new challenge that is reshaping our conception of business/technical writing and the metaphors of the genre. The metaphors of “selling” and “reader‐centeredness” demand especially to be recast and subordinated to a new metaphor of interculturalism/ internationalism—"ourselves among others.” Grounded in a social theory of language and communication, this new metaphor signifies that “bridge‐building” across differences will be the key in contexts becoming at once more heterogeneous and global. 相似文献
17.
Former Secretary of Labor Robert Reich (Reich, 1993) proposed that the pronouns employees use to describe their organization reveal information about their levels of engagement and affective commitment at work. In particular, he predicted that employees who describe their organization using the pronoun “we” are more engaged and committed than those who use the pronoun “they” in describing their organization. Reich's proposal has intuitive appeal and has been repeated in popular press accounts, but the accuracy of his prediction has not been empirically evaluated. In this article, we systematically examine the “Reich test” and find that the gender of the respondent is an important boundary condition to Reich's prediction. That is, our findings suggest that use of the pronoun “we” may serve as a predictor of work engagement and affective commitment for men, but not for women. We discuss the implications of these findings and the promise of exploring employees' linguistic indicators to understand social, affective, and cognitive psychological processes. 相似文献
18.
Dr. Jerry Friedman 《Journal of Jewish Education》2013,79(2):37-39
Since Gaonic times a great deal of Jewish history had been made, and vast areas of Jewish living had been vitally affected by an intellectual device known as “Shaalot Utshuvot” (“Responsa”), an exchange of correspondence between two leaders of Jewish thought and learning. Something in the nature of such a responsum took place between our colleagues Drs. Judah Pilch and David Kuselewitz, on the occasion of the former's publishing an experimental edition of a proposed High School curriculum, in his former capacity as director of the Curriculum Research Institute. We publish herewith David Kusele‐witz's reply to Judah Pilch's request for his evaluation of the curriculum proposal. Written in 1965, it is still very relevant to our troubles and our challenges, and offers much food for bold and innovative thought on several vital Jewish educational issues. 相似文献
19.
Catherine Burke 《Paedagogica Historica: International Journal of the History of Education》2013,49(6):813-827
This article reports on the opening up of a new, rich seam of interdisciplinary research that brings together historians of education with historians of art and architecture to examine the meaning and incidence of “The Decorated School”. It examines the origins of the idea of art as educator in the nineteenth century and discusses how ideas about the education of taste accompanied the establishment of mass education in industrialised nations during the early part of the twentieth century. Some examples of Decorated Schools in Britain and Europe are discussed with reference to the nature of the international and interdisciplinary interpretation made possible by the research network. Finally, some of the challenges of interdisciplinary research in this area are presented, as well as rich opportunities for further exploration. The article concludes that in order to come closer to a realisation of how pupils might have experienced The Decorated School in the past, we need to incorporate histories of children’s play-worlds in our project. 相似文献
20.
Margaret Harvey 《Education 3-13》2013,41(1):6-11
This article is linked to the last in its intelligent concern for the purposes of activities (“play”; “building with apparatus”) that can too often become part of the “routine” of a classroom. She starts with her own sensitive observations of what children do in her own classroom and enables us to see the value of structured use of play materials. With our current concerns for science, design and technology teaching in junior and secondary schools, it is, perhaps, a timely reminder of those subjects' starting points. 相似文献