共查询到20条相似文献，搜索用时 328 毫秒
1.
Christine Doddington 《Educational Philosophy and Theory》2014,46(11):1258-1269
AbstractThere are various programmes currently advocated for ways in which children might encounter philosophy as an explicit part of their education. An analysis of these reveals the ways in which they are predicated on views of what constitutes philosophy. In the sense in which they are inquiry based, purport to encourage the pursuit of puzzlement and contribute towards creating democratic citizens, these programmes either implicitly rest on the work of John Dewey or explicitly use his work as the main warrant for their approach. This article explores what might count as educational in the practice of children ‘doing’ philosophy, by reconsidering Dewey’s notion of ‘experience’. The educational desire to generate inquiry, thought and democracy is not lost, but a view that philosophy takes its impetus from wonder is introduced to help re-evaluate what might count as educational experience in a Deweyan sense. 相似文献
2.
M. Akshir Ab Kadir 《教育政策杂志》2019,34(4):547-576
This paper examines the implementation of Singapore’s landmark policy, ‘Thinking Schools, learning Nation’ (TSLN), in developing ‘thinking students’ through the prism of student voice. In the context of twenty-first century education and the growing importance of student voice in education, this paper argues that the time might be right to ‘disrupt’ Singapore’s education status quo and incorporate meaningful student voice in education policies. Instead of perceiving students as mere subjects of educational policy enactment, and seeing policy as something that is done to them, it should be reconceptualised as something which is done with them; importantly, students should be recast as key co-agents of educational change, consistent with TSLN’s reconceptualization of learners as ‘thinking students’. Basing its arguments on findings from a qualitative case study of students’ perceptions and schooling experiences of critical thinking in TSLN, this paper considers the case for the inclusion of significant student voice in Singapore’s educational policy reforms. It fills gaps in research on student voices in Singapore’s educational reforms and TSLN’s research from students’ perspective. The paper suggests that the inclusion of student voice in educational reform might be the next landmark step in ‘disrupting’ its educational landscape after the ‘big bang’ of TSLN. 相似文献
3.
Emile Bojesen 《Educational Philosophy and Theory》2015,47(10):1039-1051
AbstractThis paper attempts to reintegrate the concept of plasticity into educational philosophy. Although John Dewey used the concept in Democracy and Education (1916) it has not generated much of a critical or practical legacy in educational thought. French philosopher, Catherine Malabou, is the first to think plasticity rigorously and seriously in a contemporary philosophical context and this paper outlines her thinking on it as well as considering its applicability to education. My argument is that her definition not only successfully reintroduces the concept in a way which is generative for contemporary educational philosophy and practice but that it also significantly extends the remit of educational plasticity as previously conceived by Dewey. This paper will examine the concept of educational plasticity as providing an opportunity as well as ‘the feeling of a new responsibility’ towards the plastic subject in philosophical approaches to education. 相似文献
4.
In this paper, we will explore how Albert Camus has much to offer philosophers of education. Although a number of educationalists have attempted to explicate the educational implications of Camus’ literary works, these analyses have not attempted to extrapolate pedagogical guidelines towards developing an educational framework for children’s philosophical practice in the way Matthew Lipman did from John Dewey’s philosophy of education, which informed his philosophy for children curriculum and pedagogy. We focus on the phenomenology of inquiry; that is, inquiry that begins with genuinely felt doubt, pointing to a problematic to which the inquirer seeks a solution or resolution. We argue that the central purpose of education is to develop lucid individuals. To this end, we concentrate on Dewey and the pragmatist tradition, starting from Peirce, leading to Lipman’s development of Dewey’s educational guidelines into classroom practice. We show where Camus and the pragmatists are congruent in their thinking, insofar as they can inform the educative process of the community of inquiry. What we conclude is that the role of the teacher is to develop lucid individuals facilitated in a classroom that is transformed into a community of inquiry embedded in contemporary historical moments. 相似文献
5.
Elizabeth Cavicchi 《Science & Education》2017,26(5):529-556
Environments of learning often remain unnoticed and unacknowledged. This study follows a student and myself as we became aware of our local environment at MIT and welcomed that environment as a vibrant contributor to our learning. We met this environment in part through its educational heritage in two centennial anniversaries: John Dewey’s 1916 work Democracy and Education and MIT’s 1916 move from Boston to the Cambridge campus designed by architect William Welles Bosworth. Dewey argued that for learning to arise through constructive, active engagement among students, the environment must be structured to accommodate investigation. In designing an environment conducive to practical and inventive studies, Bosworth created organic classical forms harboring the illusion of symmetry, while actually departing from it. Students and I are made open to the effects of this environment through the research pedagogy of “critical exploration in the classroom,” which informs my practice of listening and responding, and teaching while researching; it lays fertile grounds for the involvement of one student and myself with our environment. Through viewing the moon and sky by eye, telescope, airplane, and astrolabe, the student developed as an observer. She became connected with the larger universe, and critical of formalisms that encage mind and space. Applying Euclid’s geometry to the architecture outdoors, the student noticed and questioned classical features in Bosworth’s buildings. By encountering these buildings while accompanied by their current restorer, we came to see means by which their structure and design promote human interaction and environmental sustainability as intrinsic to education. The student responded creatively to Bosworth’s buildings through photography, learning view-camera, and darkroom techniques. In Dewey’s view, democracy entails rejecting dualisms endemic in academic culture since the Greek classical era. Dewey regarded experimental science, where learners are investigators, as a means of engaging the world without invoking dualism. Although Dewey’s theory is seldom practiced, our investigations cohered with Deweyan practice. We experienced the environment with its centennial philosophy and architecture as educational agency supportive of investigation that continues to evolve across personal and collective history. 相似文献
6.
鲍东明 《宁波大学学报(教育科学版)》2022,(6):129-132
目前在教育实践中对教学领导力的认识还存在理念不清、内涵不明的情况。通过对以美、英为主的国外教学领导力研究文献梳理,从教学领导力内涵建构与演进角度深入认识其内在机理,厘清其将目标从单一的校长个体中解放开来,逐渐关注到不同层级领导者在教学领导力中的聚合作用,强调教学领导力的监督功能和教学领导力中不同因素、人员之间交互作用的聚合价值。基于对教学领导力内涵和概念框架的理解,梳理其对校长发展与教师、学生、课程改革实践建构的价值,提出教学领导力的实施与发展取向,有助于人们全面客观地看待教育的发展和实践方向,助力于中国的教育教学变革。 相似文献
7.
Christopher Higgins 《课程研究杂志》2013,45(4):441-464
I offer a close reconstruction of John Dewey’s account of vocation in Democracy and Education, bringing out the existential and aesthetic dimensions of Dewey’s idea that vocations constitute perceptual environments for their practitioners. Although Dewey offers this idea to teachers only as an insight about student development, I contend that its most powerful educational implication concerns the growth of teachers. Picking up where Dewey left off, I investigate to what extent teaching constitutes an educative environment for teachers. I conclude that, while the environment of teaching is an exceedingly rich one, the basic working conditions of teachers and the ethos of education often frustrate their attempts to interact with this environment. I conclude with a critique of some of the forces that narrow the range of what teachers notice, feel, and learn in the course of their work. 相似文献
8.
Malcolm Thorburn 《Educational research; a review for teachers and all concerned with progress in education》2020,62(1):35-45
ABSTRACTBackground: Reflecting increased cross-disciplinary interest in the significance of the body in education, this paper considers that a greater appreciation of John Dewey’s conceptualisations of experience and habit would benefit contemporary theory- and practice-related concerns.Sources of evidence and main argument: The paper draws upon pragmatist-informed epistemological insights into the nature of experience and the habitual body from John Dewey. In doing so, the paper highlights how embodied experiences could become more central to realising a diverse range of educational goals. These include contexts where students appreciate that embodied learning practices can play a reconstructive part in shaping their identity, as well as the culture and school environments they share with others.Conclusion: The paper concludes by exemplifying and critiquing some conceptual possibilities which recognise the benefits of intensifying bodily experiences and cultivating related habits in everyday contemporary schooling. 相似文献
9.
Heikki A. Kovalainen 《Educational Philosophy and Theory》2019,51(5):508-518
AbstractIn this article, it will be my aim to outline the key features of Emerson’s original conception of Bildung, with special reference to the links, first, between the American essayist and Wilhelm von Humboldt, and second, Emerson and John Dewey. After introductory notes on how to map out Emersonian Bildung in relation to the available philosophical commentaries, I delineate some of the chief meanings of Bildung, showing how Emersonian self-culture aligns with Humboldtian Bildung. Second, I draw out concrete implications for educational practice from an Emersonian view of self-culture vis-à-vis comparisons with Dewey. In addition to Bildung qua self-culture, another basic sense of Emersonian Bildung is education, and Emerson often deals with educational themes in his treatments of self-culture. In the final section, I return to the specifics of Emerson’s sense of Bildung, saying a few words on the alleged elitism of the term, and in particular, its neglected religious overtones. This section serves the purpose of distinguishing Emerson’s view not only from related accounts of Bildung, but also from the secondary commentaries available. 相似文献
10.
ABSTRACTMany engineering education research faculty have put much effort into providing empirical evidence demonstrating the success of student-centred teaching strategies in the hopes that this evidence will result in widespread changes of engineering teaching practices. Unfortunately, these student-centred strategies have not been widely adopted as many engineering faculty still rely heavily on traditional lectures. In this study, we investigate three engineering faculty who have successfully made the transition to student-centred teaching strategies to uncover the complexities and nuances through their stories. This study uses Dewey’s Theory of Experience as a theoretical framework and Joseph Campbell’s Hero’s Journey as a structural way to construct and analyse narratives of participant’s journeys. These engineering faculty narratives shed light on the stages involved in the process of changing teaching practices and how individuals interact with the environment to evolve over time. 相似文献
11.
美国近二十年杜威教育思想研究新进展 总被引：4，自引：0，他引：4
注重基本文献的收集、整理和编纂是美国学者从事杜威研究的传统特色。近二十年,美国杜威研究界在基本文献的整理和杜威教育思想的深入研究两方面均取得了重要进展,出版了四卷《杜威书信集》光盘,以及《杜威与美国民主》《杜威:宗教信仰与民主人本主义》和《杜威与爱欲:教育艺术中的智慧和欲望》等一批优秀的研究著作。近二十年美国学术界对杜威教育思想研究的重点有以下几个方面:民主教育思想、实用主义教育思想的现代性内涵、杜威的美学理论与教育思想的关系、杜威的宗教理论与教育思想的关系等。近二十年美国的研究成果对杜威教育思想以正面评价为主。这些新进展反映了20世纪80年代以来国际政治意识形态对立趋缓后,人类面对高度现代性社会的共同挑战,开始公正地、全面地研究杜威教育思想的世界性趋势。 相似文献
12.
Emile Bojesen 《Educational Philosophy and Theory》2018,50(10):928-935
AbstractThis paper does not present an advocacy of a passive education as opposed to an active education nor does it propose that passive education is in any way ‘better’ or more important than active education. Through readings of Maurice Blanchot, Jacques Derrida and B.S. Johnson, and gentle critiques of Jacques Rancière and John Dewey, passive education is instead described and outlined as an education which occurs whether we attempt it or not. As such, the object of critique for this essay are forms of educational thought which, through fate or design, exclude the passive dimension, either within or outside of formal educational settings. An underlying component of this argument is therefore also that education does occur outside of formal educational settings and that, contra Gert Biesta and his critique of ‘learnification’, we may gain rather than lose something by attending to it as education. 相似文献
13.
《Journal of moral education》2012,41(3):170-180
Abstract Some of the character education programmes that were implemented in American public schools during the first three decades of this century are examined. The educational theory underlying these programmes is contrasted to John Dewey's ideas on moral education. Character education programmes reflected a trait‐inspired approach to morality: character was assumed to be a structure of virtues and vices. Dewey's conception of morality was broader; he held that character embraced all the purposes, desires, and habits that affect human conduct. Dewey's recommendations for moral education differed significantly from those put forward by the advocates of character education, as Dewey,’s proposals were basically proposals for school reform. Because character education programmes were aimed at developing specific virtues in students, the programmes were narrowly conceived and were unable to affect major changes in educational practice. 相似文献
14.
《Educational Philosophy and Theory》2013,45(7):781-788
Abstract Although John Dewey has had the most profound effect on education, less is known about the philosophy of education of the original founder of pragmatism, Charles Peirce Using Peirce’s theory of formal rhetoric, I try to show that Peirce’s philosophy of education, when fully understood, is aligned with Dewey’s pedagogy of experiential learning, and can provide a justification for the promotion of active learning in the classroom. Peirce’s rhetoric, as one part of his logical or semiotic theory, argues that reasoning alone is not sufficient to gain knowledge, but that it must be embedded within a community of inquiry, of a certain sort. Applying this to the classroom, I argue that we, as teachers, should endeavor to create the features of a proper community of inquiry in the classroom, one that emphasizes engagement of the students in doing research rather than passively receiving information about its results. 相似文献
15.
Atli Harðarson 《Educational Philosophy and Theory》2018,50(5):538-547
AbstractIn 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
16.
Hollie A. Kulago 《Educational Philosophy and Theory》2018,50(8):758-766
AbstractIn this article, I will describe how the Utopians whom John Dewey once referenced are possibly the ancestors of Indigenous peoples, in this case, ancestors of the Diné. I will describe a Diné philosophy of education through the Kinaa?dá ceremony which was the first ceremony created by the Holy People of the Diné to ensure the survival of the people. I frame this ceremony as an educational experience that illuminates the similarities between the Diné and Utopian philosophies of education. It is through an understanding and experiencing of the Kinaa?dá that one can fully experience a real example of the ‘Utopian schools.’ It is through an upbringing within a non-acquisitive paradigm, ontologically and epistemologically, that one can fully envision this society that William Schubert explains through a compilation of various philosophers and theorists in order to make it understandable to an acquisitive society. The oral teachings from my ancestors through songs, stories and ceremonies that have been passed down to the current generations prove that the utopia once existed and that some ‘Utopians’ still exist. This explanation of a Diné philosophy of education through the Kinaa?dá ceremony is my lived example of what Dewey seemed to have dreamt or found in another dimension. I claim that the Utopians Dewey witnessed were possibly Indigenous peoples. 相似文献
17.
朱利霞 《宁波大学学报(教育科学版)》2018,(6):50-054
杜威教育哲学输入和影响中国的过程,就其本质而言是中国化的过程。文化自由主义者对杜威教育哲学不遗余力的宣传,以及它内含的科学与民主精神,是其能够顺利中国化的前提。反思性、整合性和多样中的一致性是杜威教育哲学在中国化过程中表现出来的特征。这种中国化实质上是一种外在的、形式上的中国化。 相似文献
18.
Shane Jesse Ralston 《Educational theory》2011,61(3):351-364
When Dewey scholars and educational theorists appeal to the value of educative growth, what exactly do they mean? Is an individual's growth contingent on receiving a formal education? Is growth too abstract a goal for educators to pursue? Richard Rorty contended that the request for a “criterion of growth” is a mistake made by John Dewey's “conservative critics,” for it unnecessarily restricts the future “down to the size of the present.” Nonetheless, educational practitioners inspired by Dewey's educational writings may ask Dewey scholars and educational theorists, “How do I facilitate growth in my classroom?” Here Shane Ralston asserts, in spite of Rorty's argument, that searching for a more concrete standard of Deweyan growth is perfectly legitimate. In this essay, Ralston reviews four recent books on Dewey's educational philosophy—Naoko Saito's The Gleam of Light: Moral Perfectionism and Education in Dewey and Emerson, Stephen Fishman and Lucille McCarthy's John Dewey and the Philosophy and Practice of Hope, and James Scott Johnston's Inquiry and Education: John Dewey and the Quest for Democracy and Deweyan Inquiry: From Educational Theory to Practice—and through his analysis identifies some possible ways for Dewey‐inspired educators to make growth a more practical pedagogical ideal. 相似文献
19.
The purposes of this study were, based on John Dewey’s ideas on experience, to examine how primary students used their own everyday experience and were affected by own and others’ experience in science discourse, and to illuminate the implications of experience in science education. To do these, science discourses by a group of six fourth-graders were observed, where they talked about their ideas related to thermal concepts. The data was collected through interviews and open-ended questions, analyzed based on Dewey’s perspective, and depicted as the discourse map which was developed to illustrate students’ transaction and changing process of students’ ideas. The results of the analysis showed typical examples of Dewey’s notions of experience, such as the principles of continuity and of transaction and of different types of experience, examples of ‘the expanded continuity and transaction’, and science discourse as inquiry. It was also found that students’ everyday experiences played several roles: as a rebuttal for changing their own ideas or others’, backing for assurance of their own ideas in individual students’ inner changes after discourse with others, and backing for other’s ideas. Based on these observations, this study argues that everyday experience should be considered as a starting point for primary students’ science learning because most of their experience comes from everyday, not school science, contexts. In addition, to evoke educative experience in science education, it is important for teachers to pay more attention to Dewey’s notions of the principles of continuity and of transaction and to their educational implications. 相似文献
20.
《British Journal of Educational Studies》2012,60(4):383-402
ABSTRACT The term ‘Asian values’ became popular in the political discourse in the 1980s and 1990s. The most vocal proponents of Asian values are Singapore's Lee Kuan Yew and Malaysia's Mahathir and their deputies and government officials, as well as post-Tiananmen Chinese leaders. Most notable of all these three strands of the Asian values debate is the ‘Singapore School’, which ‘comprises leaders who have articulated a defence of the Singapore regime, either in their personal or official capacities’. This article discusses the origins and philosophical underpinnings of ‘Asian values’ in the Singapore context and its relationship to civics education. First, it provides the historical context for the interest in Confucianism and Asian Values. It then looks at the role and use of Confucianism and Asian Values in Asia, before discussing the case of Singapore and Asian values. I explore the interconnections between changes in history, civics and social studies curricula, and the politics of the ‘Asian Values’ discourse in Singapore which underpins these curricula. At the heart of the issue was the state's attempt to forge and articulate a Singaporean identity, and the role of citizenship/moral education in attaining this elusive nation building goal. 相似文献