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1.
Gert Biesta 《Journal of educational administration and history》2016,48(2):183-192
ABSTRACTIn this paper, I explore the educational significance of the work of Hannah Arendt through reflections on four papers that constitute this special issue. I focus on the challenge of reconciling ourselves to reality, that is, of being at home in the world. Although Arendt's idea of being at home in the world is connected to her explorations of understanding, such understanding should not be approached as a matter of sense making, but in terms of ‘eccentric judgement’. For judgement to be eccentric, we must expose ourselves to otherness, which has to do with friendship if we understand friendship as a public rather than an entirely private matter. While political judgement requires a ‘being in the presence of others’ Arendt's views on thinking and its role in moral judgement indicate the necessity of solitude, of being alone with oneself. Rather than seeing this a process through which one calls oneself into question, I highlight the importance of the experience of being called into question, which I understand as the experience of ‘being taught’. I conclude that the educational significance of Arendt's work particularly lies in this link with teaching, and less so in notions of learning, reflection and sense making. 相似文献
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Ajay Sharma 《Cultural Studies of Science Education》2017,12(4):795-813
Because of ever stricter standards of accountability, science teachers are under an increasing and unrelenting pressure to demonstrate the effects of their teaching on student learning. Econometric perspectives of teacher quality have become normative in assessment of teachers’ work for accountability purposes. These perspectives seek to normalize some key ontological assumptions about teachers and teaching, and thus play an important role in shaping our understanding of the work science teachers do as teachers in their classrooms. In this conceptual paper I examine the ontology of science teaching as embedded in econometric perspectives of teacher quality. Based on Foucault’s articulation of neoliberalism as a discourse of governmentality in his ‘The Birth of Biopolitics’ lectures, I suggest that this ontology corresponds well with the strong and substantivist ontology of work under neoliberalism, and thus could potentially be seen as reflection of the influence of neoliberal ideas in education. Implications of the mainstreaming of an ontology of teaching that is compatible with neoliberalism can be seen in increasing marketization of teaching, ‘teaching evangelism’, and impoverished notions of learning and teaching. A shift of focus from teacher quality to quality of teaching and building conceptual models of teaching based on relational ontologies deserve to be explored as important steps in preserving critical and socially just conceptions of science teaching in neoliberal times. 相似文献
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Rachel Brooks 《British Journal of Sociology of Education》2005,26(1):55-70
‘Age’ is an important social category used to define individuals and groups within our society and, often, to structure access to power, prestige and status. However, within educational research, age has been relatively neglected when compared with other social categories such as gender, class and ethnicity. In an attempt to begin to explore the impact of age within schools and colleges, this paper focuses on students' and teachers' experience of mixed‐age learning groups within the UK further education sector. First, the paper outlines various assumptions about the distinctiveness of age groups that underpin much sociological theorizing as well as current educational policy within the United Kingdom. It then draws on an empirical study of six further education colleges in Yorkshire and the south‐east of England to suggest that the ways in which students and members of staff construct notions of ‘age’ and ‘age difference’ bear little resemblance to the models adopted by policymakers. Nevertheless, the paper goes on to argue that, although there was little consensus about where the boundary between ‘younger’ and ‘older’ learners should be drawn, most respondents were able to identify specific age‐related differences that they believed affected the process of learning. In particular, mixed‐age classes were believed to offer considerable advantages over more age‐homogeneous groups. The final part of the paper explores some of these putative advantages and discusses their significance in the light of current debates about the ‘postponement’ of adulthood and the nature of inter‐generational relationships. 相似文献
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《International Journal of Research & Method in Education》2013,36(2):161-174
Narrative analysis offers a powerful and accessible means of understanding the ways in which individuals experience learning across a range of educational sites. Drawing on a recent study that explored ‘dyspraxic’ pupils' experiences of drawing from observation, this paper offers an insight into the potential that narrative analysis has for enhancing our understanding of the ways in which individuals experience complex contexts for learning, where the fields of art education, ‘special’ education and inclusion intersect. I argue here that a narrative approach can enhance our understanding of pupils' experiences of learning by a capacity to resist the compartmentalization of experience. The ‘natural’ drive to use narrative as an interpretive procedure for explaining departures from the ‘norm’ is also discussed, with the concepts of ‘breach and exception’ offering a useful frame for exploring the spaces between centres of practice in art education and the potentially ‘de-centred’ ‘dyspraxic’ learner. 相似文献
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Andrea English 《Learning Inquiry》2007,1(2):133-142
This inquiry explores the educative meaning of interruptions or breaks in teacher’s experiences by looking at their role in reflection and listening. Reflection and listening are not only two vital and distinct aspects of teaching, but are also interrelated and as such can serve to productively inform one another. In this context, I develop the notion of negativity of experience to describe the space that opens up when our experience has been in some way interrupted, the space where we dwell between old and new experiences and where new thoughts and ideas emerge. I demonstrate throughout my discussion that it is in this space that listening and reflection take place. To begin, I analyze the works of John Dewey and Donald Schön to take up a few particular aspects of reflective thinking and its relation to the practice of teaching. In this context, I point out similarities and important learning-theoretical differences between the notion of ‘negativity of experience’ and Schön’s notion of ‘messy situations’. The second section examines the role of negativity of experience in listening. Here, I seek to explore ways to include listening in the contemporary discussion on reflective teaching and practice. The inquiry concludes by considering the meaning of reflection, listening and negativity for the education of professional teachers. 相似文献
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Sára Csillag 《Action Learning: Research and Practice》2013,10(2):124-147
Is it possible to manage human ‘resources’ in an ethical way? What does ‘being ethical’ mean as related to the human resources function? In my paper – which also reflects upon my own experiences of two co-operative inquiry projects done with human resource management (HRM) practitioners – I wish to argue that action research could be an exciting and novel way of exploring the meaning and practice of ethical HRM and also an appropriate tool with which to facilitate and develop individual and group ethical action learning: a learning process based on real action, collective real-case solutions and reflection. After introducing practical details pertaining to the two projects (in group ‘A’, I worked with members of the HRM department of a bank as co-researchers; for group ‘B’, I invited along HRM professionals from different companies), I need to stress some ‘learning points’. First, I would like to demonstrate how co-researchers explored their own definition of ethics, learned about the ethical diversity of their group and how they probed and re-shaped theories held via action and reflection. Second, I wish to show how collective ‘solutions’ of co-researchers’ own real-time and ethically dilemma-holding cases acted as a bridge between theory and practice – and then see how the process of case resolution developed by the group become an important individual- and group-level learning point. 相似文献
8.
S. E. Horne 《教育心理学》1983,3(1):63-77
Learning hierarchies have received much attention from developmental and instructional psychologists. This article notes that conceptual confusions and methodological deficiencies occur in much of the research so far published. The conceptual confusions concern the terminology used; the ‘likelihood’ or ‘causal’ relationships between elements in the hierarchy; the distinction between ‘prerequisition’ and ‘positive transfer'; the distinction between single pieces of learning and classes of learning; the inclusivity of hierarchical relationships. The methodological deficiencies arise from an inability to measure ‘causal’ relationships; the omission of measurements of ‘positive transfer'; the difficulty of measuring the range of possible relationships within a hierarchy; the need to remove instructional effects from hierarchy validation studies. It is concluded that these confusions and deficiencies preclude data from learning hierarchy studies from being used to diagnose learning failure and in test construction. Suggestions for alternatives to, and improvements on, current methods are made. 相似文献
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Teacher learning does not solely occur within formal professional development activities; in fact, the majority of learning occurs through daily practice. The current study focuses on this everyday learning and examines primary teachers' informal learning. Results showed that teachers learn through a variety of learning activities including ‘experimenting’, ‘reflection’, ‘learning from others without interaction’ and ‘collaboration’. In addition, differences between novice and more experienced teachers were identified. More experienced teachers learn as much as their novice colleagues, however they undertake different learning activities. Finally, results reveal that although collaboration is an important source of learning, primary teachers value their autonomy. 相似文献
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Andrew Stables 《课程研究杂志》2013,45(4):373-387
Cartesian mind‐body dualism, while often explicitly denied, has left a legacy of conceptions that remain highly influential in education. I argue that trends in both analytic and continental philosophy of language point towards a post‐Cartesian settlement in which the distinction between ‘signs’ and ‘signals’ is collapsed, and which thus construes all living (and learning) as semiotic engagement. I begin to explore the implications of such a view for learning theory, teaching and the curriculum, educational and social research, and broader social policy. 相似文献
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Richard Edwards 《International Journal of Lifelong Education》2013,32(6):423-439
Experiential learning is part of the canon of the theory and practice of adult learning. However, most of the writing on this subject tends to be normative, i.e. arguing whether or not experiential learning is a ‘good’ thing, or mechanical, i.e. how it occurs and how it can be facilitated. Less has been said about why or how this ‘progressive’ educational idea has become important in educational/training discourse in a period of ‘new right’ government. Drawing on the debates surrounding the notion of postmodernism and, more specifically, the sociology of postmodernism, I suggest that experiential learning offers a space in which the conflicting assumptions and values of the ‘new right’ and ‘new middle class’ (the burgeoning cultural producers and intermediaries) compete for ascendancy, as part of the construction of a ‘common sense’. In general, support from the government for practices that recognize and develop experiential learning have been met with positively by adult educators/trainers, as giving recognition and status to our work. It is suggested that the support for these measures has more to do with the government's desire to restore (self‐)discipline within the social formation. It is argued that experiential learning is integral to postmodernism and, therefore, as adult educators/trainers, in order to understand our own practices better, we need to understand and engage in debates about postmodernism. 相似文献
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Jon Ord 《International Journal of Lifelong Education》2013,32(4):493-511
Experiential learning has explicitly, since the publication of the Kolb ‘treatise’ been a cornerstone of youth work practice in the UK. It is the contention of this paper that there is a significant misinterpretation of Kolb’s theory by those who have applied his theory to youth work. Not least that experience is framed as: ‘concrete experience’ and therefore something ‘other’ or additional to the life experience of those being educated. This concrete experience is interpreted in youth work as the undertaking of discrete activities upon which, via subsequent reflection, learning is elicited. What is argued in this paper is that what is required is a return to the formulation of experiential education conceived of by Dewey which locates ‘lived experience’ at the heart of the educational process. For Dewey experience involves a dual process of understanding and influencing the world around us, as well as being influenced and changed ourselves by that experience, what Dewey referred to as ‘trying’ and ‘undergoing’. This important aspect of experiential learning is omitted from the interpretation of Kolb as a simplistic four‐stage learning cycle, though not ironically from his own theory. Finally learning by experience is according to Dewey necessarily concerned with growth and therefore lifelong education—in addition a commitment to Dewey implies rather than denies a curriculum in youth work, a point that those who advocate experiential learning tend to deny. 相似文献
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ABSTRACTThis study is an autoethnographic reflection on power and expertise in an evolving student/staff partnership. The partnership was initiated as pedagogical co-design in the development and implementation of a peer-assisted learning programme. Through a process of critical reflection that linked our partnership experience with themes from relevant literature, we (the staff and student authors) became co-researchers of our practice. The evolution of the partnership provided a unique perspective from which to compare our experiences of power and expertise across both contexts. We characterised our pedagogical co-design partnership as a shift from the more traditional ‘power over’ model of delivery towards ‘power to empower’ where both student and staff partners had agency and voice. Key to this important transition was a shared philosophy of student-centred teaching. As the partnership transformed from co-teaching to co-researching we needed to re-negotiate power dynamics; while our different pathways had converged on a common view of student-centred learning, our research expertise remained disparate. We were able to negotiate this challenge by drawing on our existing relationship based on respect, reciprocity and responsibility, reinforcing views of partnership that value equality of opportunity and a focus on learning and process, rather than equality of contributions and outcomes. 相似文献
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This article, based upon the field of comparative didactics, seeks to contribute to the identification of generic and specific features in the teaching and learning process. More particularly, its aim was to examine, through the study of two different school subjects: biology and English as a second language, how passive didactic differentiation can develop and account for the gap in progress growing between more-able and less-able students. For our analysis, we adopt a didactic viewpoint basing our study on what is going on in the class when the teacher and her students interact and use notions borrowed from the Joint Action Theory in Didactics. At the end of the article, we mainly argue that more teacher training focused on ‘objects of learning’ and ‘knowledge-in-use’ is necessary if we want teachers to be able to produce didactic milieus adapted to students with mixed abilities and, more generally, if we want to increase epistemic access. 相似文献
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‘Partnership between parents and teachers’ is a taken-for-granted feature of the philosophy and practice of early childhood education. Yet, the literature suggests this rhetoric belies a more complex and problematic reality for teachers. Making connections with the families and communities they will serve may help teacher education students confront understandings of the realities of family lives and assist them to prepare for their professional responsibilities. Teacher education literature suggests that supported field experiences may assist student teachers to examine their beliefs and reflect on their practices with families. This paper reports on the experiences of student teachers who undertook a community placement in order to interact with children and families outside their normal range of teaching practice experience. Three themes of changes in student learning are discussed: (1) beliefs about partnerships; (2) notions of complexities within diversity; and (3) developing relationships with diverse families. The paper argues that the change in placement setting prompted student reflection in relation to these themes and shifts in beliefs, towards more authentic and complex understandings of partnership. 相似文献
18.
Allen C. Ornstein 《课程研究杂志》2013,45(4):437-439
An exploration into the phenomenology of existential wonder invites reflection upon life, self and other. Wonder suspends our habitual views of things, revealing them in a ‘new light’, and as a consequence, propels us into, and establishes anew, our relations with the world/other. Moreover, by bringing us to a conceptual ‘stand‐still’ wonder exposes our vulnerability, thereby putting into question the nature of identity. Attentiveness to wonder, and to the many dimensions of experience it reveals in our lives, can cultivate a sensitivity to the emergence of wonder in others, and therefore, has significant implications for the way in which we can be pedagogically oriented towards students.
Rather than see a child's question as something that needs a quick and simple answer, the adult should try to help in his or her natural inclination to live the question. I wonder why the sun is so hot? I wonder how the earth was made? I wonder where I came from? I wonder why the leaves turn colour and fall off trees? Each of these questions is worth pausing for. True wonderment does not ask a thousand questions. I truly wonder when the question I ask is returned to me somehow, or when it lingers and envelopes itself with a stillness, the stillness of wonder, (van Manen 1986: 40‐41)
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Carolyn Mckinney 《Educational Action Research》2013,21(3):375-392
This article discusses practitioner research that focused on student resistance to teaching about the apartheid past and issues of ‘race’ in a first year English studies course at a predominantly Afrikaans and ‘white’ university in South Africa. The study aimed to explore the way in which students and the teacher engaged with a form of critical pedagogy moment–by–moment in the classroom. In this article, I turn the analytical spotlight onto myself, analysing the way in which my own multiple and sometimes contradictory identity positions as an educator play themselves out. In particular, I explore the tensions between my preferred ‘democratic’ teaching style, and my moral or ethical views. I argue that this tension creates a dilemma for teaching within critical pedagogy, which is not easily resolved. I also reflect on the experience of researching my own teaching practice, and attempt to understand how my research insights were developed, linking this to the distinction between reflective practice and action research. 相似文献
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John Preston 《International Journal of Lifelong Education》2013,32(4):335-350
Class strategies, how individual members of class fractions tactically gain advantage in fields including education, have been used to analyse schooling and initial post‐compulsory education. In this paper, class strategies are applied to adult education in considering participation across social classes. Using empirical data from a biographical study of adult education I show how different notions of ‘positionality’ are employed in three cases. Uniquely, I consider ruling class strategies in adult education and why the consideration of a ruling class might alter our perspective on differences between working‐ and middle‐class learners. Finally, I apply these perspectives to the policy arena and discuss how pernicious class strategies might actually be enhanced by new ‘stealth’ policies in adult education. 相似文献