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1.
David J. Corson 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1985,31(1):283-302
By integrating aspects of a philosophy of work and a sociology of work, this article draws conclusions relevant to framing a theory of vocational education. Education for work is accepted in this paper as the common central meaning of the term vocational education. The two concepts, education and work, are first examined separately: work is seen to include recreational and occupational work, while occupational work is seen to fall on a continuum ranging from constrained to unconstrained occupational work. Education and training are distinguished. After a discussion of the conceptual links which might be drawn between education and work, recommendations are made about the aims, the place, and the curriculum of vocational education within the general institution of education.
Zusammenfassung Durch die Integration von Aspekten einer Philosophie der Arbeit und einer Soziologie der Arbeit kommt der Verfasser dieses Artikels zu Schlußfolgerungen, die eine Theorie der Berufsbildung entwickeln. Bildung für die Arbeit wird in diesem Artikel als die allgemeine, zentrale Bedeutung des Begriffes Berufsbildung verstanden. Die beiden Begriffe Erziehung, und Arbeit werden zunächst einzeln untersucht: Arbeit umfaßt hier Freizeit- und Berufsarbeit; Berufsarbeit ist ein Kontinuum von mehr oder weniger vorgegebener Tätigkeit. Es wird zwischen Bildung und Ausbildung unterschieden. Im Anschluß an eine Diskussion über begriffliche Gemeinsamkeiten zwischen Erziehung und Arbeit werden Vorschläge über Ziele, Einordnung und Curriculum der Berufsbildung innerhalb des allgemeinen Systems der Erziehung unterbreitet.
Résumé En intégrant des aspects d'une philosophie et d'une sociologie du travail, cet article tire des conclusions pertinentes pour l'élaboration d'une théorie de l'éducation professionnelle. L'éducation pour le travail est prise dans cet article au sens commun central du terme éducation professionnelle. Tout d'abord, on examine séparément les deux concepts éducation et travail: on considère que le travail inclut les occupations récréatives et professionnelles alors que le travail professionnel est vu en tant qu'un continuum allant du travail professionnel contraint au travail non contraint. On distingue l'éducation de la formation. Après une discussion sur les liens conceptuels qui pourraient être établis entre l'éducation et le travail, des recommandations sont faites sur les objectifs, la place et le contenu de l'éducation professionnelle au sein de l'institution générale de l'éducation.相似文献
2.
Shlomo Vinner 《Educational Studies in Mathematics》1997,34(2):97-129
This paper suggests a theoretical framework to deal with some well known phenomena in mathematical behavior. Assuming that the notions conceptual and analytical are clear enough in the domain of mathematical thinking, the notions pseudo-conceptual and pseudo-analytical are proposed and explained. Examples from mathematics classrooms, mathematics exams, and homework assignments are analyzed and discussed within the proposed theoretical framework.The notions pseudo-conceptual and pseudo-analytical proposed in this paper, actually narrow the extension of the notion cognitive by restricting it to the domain of meaningful contexts. Analysis of meaningless behaviors, it is claimed, requires a different theoretical framework. The attempt to analyze meaningless behaviors in the same way as meaningful behaviors is called here the cognitive approach fallacy. 相似文献
3.
This paper analyzes the interpretations of equality and the equal symbol of the third-grade children who participated in a year long whole-class socio constructivist teaching experiment. These children initially interpreted the equal symbol as a command to perform an arithmetical operation; it was less natural to them to interpret it as a relational symbol to compare two quantities. By the end of the school year, children were able to conceptualize the quantitative sameness of two numerical expressions and describe it by using the phrase is the same as, the words equal or equals, or the symbols = or =s. These children expanded their conceptualizations of equality due to their active role in class discussions, the arithmetical tasks that took into account children's difficulties, and the teacher's intellectual sensitivity to strike a delicate balance between the force of teaching and the freedom of learning (Freudenthal, 1991, p. 55). 相似文献
4.
Much has been made about the difficulties students have in transferring their learning from one context to another. We suggest that students learning from examples use imitation, a subtype of analogical problem solving (APS). Whereas APS involves manipulating a mental representation, imitation involves mapping the surface features of a source example to a target problem and no assumptions are made about what a student knows. Often imitating a close variant of a source problem is likely to be relatively successful; however, trying to solve a distant variant by imitating an example creates difficulties in mapping values and adapting the source example to the target. In this paper we argue that some students' inability to transfer their learning is very often due to the teaching material rather than any failure on the part of the student. To this end, we have developed an interpretation theory based on the proportional analogy framework (a:b::c:d) which can be applied to text analysis. The theory is demonstrated using examples taken mainly from computer programming textbooks. 相似文献
5.
Philip G. Altbach 《Higher Education》1991,21(3):305-323
Foreign study is a multifaceted phenomenon - its impact is felt on academic institutions in both the host and sending countries, on the economies of nations, and of course on the individuals involved. With more than one million students studying abroad, foreign study has assumed considerable importance in higher education planning. This article considers the many aspects of foreign study and discusses the interrelationships of these elements. The policies of the host nations, for example, have an impact on higher education planning in the sending countries. The non-return of foreign students, traditionally referred to as the brain drain, is considerably more complex than was once thought since Third World graduates settled in the industrialized nations often retain contacts with their home countries and increasingly return after a period abroad. This article also considers the various push and pull factors which determine the constantly changing flow of foreign students.This study was supported by the Organisation for Economic Co-operation and Development, Centre for Educational Research and Innovation. It was presented at the International Seminar on Higher Education and the Flow of Foreign Students, convened by the Hochschul-Informations-System, with support from the Federal Ministry of Education and Science and the Lower Saxony Ministry of Science and Arts in Hannover, Germany on 26th–28th April 1990. 相似文献
6.
Michael Poole 《Science & Education》1996,5(2):165-174
Mahner and Bunge argue that (1) science and religion are incompatible, in order to develop their thesis, that (2) a religious education ... is an obstacle to the development of a scientific mentality, and that therefore we should only teach our children (3) how science explains the existence of religion in historical, biological, psychological and sociological terms, and that (4) religious education should be kept away from public schools ... I offer brief comments on each of these strands of their argument. Religionists, to use Mahner and Bunge's term, generally come from a specific stance so I shall make it clear, from the outset, that these remarks come from a Christian standpoint, even though many of them are much more widely applicable. Although I agree with some of the observations which Mahner and Bunge make, my conclusions are generally opposite to theirs on each of the four points. 相似文献
7.
Bernard Parzysz 《Educational Studies in Mathematics》1988,19(1):79-92
There is necessarily a loss of information when moving from a geometrical object to its drawing, but pupils (even sixth graders) frequently have the illusion that they can, thanks to a drawing sufficiently sophisticated and close to the object, make a representation of it in which there is no ambiguity at all.Similarly, when reading a drawing, they tend to regard the properties of the drawing as properties of the object itself. To illustrate this knowing vs seeing conflict, two examples, studied in three French sixth classes, are given: one of coding, the other of decoding a drawing. They show clearly that it is necessary, at high school level, to make the rules for drawing space geometrical figures explicit, these rules being not the concern of more or less hazy conventions, but of projective geometrical properties. 相似文献
8.
Ruth Neumann 《Higher Education》1993,25(2):97-110
This paper reports selected findings from the first stage of a study on the research role within academic work in Australian universities. These findings come from the interview component of the study and discuss the perceptions that senior academic administrators hold on research and scholarship. The analysis of the interviews indicates that research covers a wide and varied range of activities across the disciplines found in a university and therefore needs to be defined broadly. However, research has three major attributes: new knowledge, enquiry and publication of results and views. Scholarship was perceived to be part of the research process, providing the context for good research by adding the element of breadth to the depth of research. In addition, scholarship describes the manner of pursuing a serious, sustained line of enquiry as well as the dissemination process. 相似文献
9.
G. Buchdahl 《Science & Education》1993,2(2):149-167
It is a main contention of this paper that the history of science is not so much a story of the progressive advance in our understanding and discovery of the facts of nature, but rather, an account of different ways of seeing things; where the things thus seen are to a considerable extent themselves the result of realizational processes operating in terms of some theory or other. But further, such theories are in turn controlled by some respective methodology which has its history: with the latter itself a record of different views about those elements believed to be essential for any adequate constructionof scientific theories. The paper then distinguishes between three views, the rationalist, the empiricist, and the systemic processing of scientific facts; the last-named view operating under the guidance of certain leading maxims and principles. Finally, the paper formulates a triadic type of methodology whose three components mirror the three views just mentioned: the probative, the explicative and the systemic components; which in turn are then shown to generate three corresponding ontologies. 相似文献
10.
Boubakar Ly 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1985,31(1):413-427
Résumé Les villes du Tiers-Monde sont des laboratoires du changement et de la formation. A partir de la situation de l'Afrique, on étudie ici les processus de socialisation des jeunes dans un environnement où se cotoient tradition et modernité. Les facteurs conduisant à l'exode, les différents circuits de prise en charge des migrants, la nécessité d'affronter la nouvelle vie dans un milieu complexe et souvent impitoyable, créent une situation et un processus d'apprentissage de la vie et du métier féconds d'initiatives et d'innovations. Cet entrainement à la vie est assuré par un réseau informel tissé par des nouvelles interactions sociales et par l'action des masses média.
Third-World cities constitute quasi-laboratories for the study of change and learning. The present article takes the African situation of merging traditional and modern elements as its starting point and analyzes young people's socialization processes in this context. As a consequence of the activities of migrant organizations, the more general circumstances leading to migration and the fact that people are faced with a new lifestyle in a complex and often merciless environment, an atmosphere is created where learning for life and vocational training abound with initiative and innovation. This learning for life is borne by the informal fabric of new social interactions and the influence of the mass media.
Zusammenfassung Städte der Dritten Welt stellen in gewisser Weise Forschungslaboratorien dar, in denen Veränderungen und Bildungsprozesse beobachtet werden können. Vor dem Hintergrund der gegenwärtigen Situation Afrikas werden im nachfolgenden Artikel Sozialisierungsprozesse von Jugendlichen in einem Umfeld untersucht, in dem Tradition und Moderne miteinander verschmelzen. Aus der Arbeit der diversen Hilfsorganisationen für Migranten, den allgemeinen Faktoren, die zu Migrationsbewegungen führen, und der Notwendigkeit für den Einzelnen, sich einem neuen Leben in einem komplexen und oft schonungslosen Milieu zu stellen, ergeben sich initiativ- und innovationsreiche Lernprozesse für Leben und Beruf des Einzelnen. Diese Bildung für das Leben wird durch die informelle Struktur neuer sozialer Interaktionen und durch die Einwirkung der Massenmedien gewährleistet.相似文献
11.
Women in higher education 总被引：4，自引：1，他引：4
Masako Amano 《Higher Education》1997,34(2):215-235
The high level of admissions of women into higher education in Japanis analysed in the context of examining revised views about the highereducation of women resulting from changes in the traditional view of therelationship between higher education and social values. Despite the shiftin womens educational expectations, there is still clear evidence that agender track continues; typically men congregate in four year institutionswhilst women focus on Junior Colleges and on particular courses of studydeemed to be appropriate for women. The gender track is furtherdemonstrated by detailed studies of the Junior College and the WomensCollege. Womens employment opportunities are shown to have been affected byrestrictive attitudes of employers which tended in the past to impose onwomen particular modes of employment. The reasons for the emergence of achange in these attitudes in the latter part of the 1980s are explored andthe impact of the Equal Employment Opportunity Act of 1986 is examined. Thearticle concludes by considering the wider implications for women, both inthe work-place and in society more generally, of these developments. It isnoted that highly educated Japanese women tend to hold more conservativevalues and may see their education as an expression of their social statusrather than a way of increasing their earning power. The recentestablishment of a number of courses in Womens Studies may well have aninfluence upon future developments in ideas about women and higher educationin Japan. 相似文献
12.
A. G. Howson 《Educational Studies in Mathematics》1980,11(3):285-299
A recent book by Frank Swetz and others has postulated the existence of the phenomenon socialist mathematics education. In this paper we consider critically Swet's arguments and assertions and suggest an alternative methodology whereby one might attempt to describe socialist mathematics education. 相似文献
13.
Erich Wittmann 《Educational Studies in Mathematics》1980,11(4):383-392
The paper investigates conceptual relationships between the Continuous and the Discrete. Differentiation, integration and the fundamental theorem of calculus are based on corresponding operators and a corresponding theorem with functions on finite domains (discrete functions). The final section discusses the possibilities for introducing elements of a discrete analysis into the mathematics curriculum. 相似文献
14.
This interpretive study examined the lived experiences of young college-educated Taiwanese women employed as clerical workers. Using hermeneutic phenomenology as the research methodology, the study explored the meanings of the participants lived experiences. Systematic text analysis of the data revealed various experiences and expectations. Experience themes identified in the study were: (a) bored and busy; and (b) disrespected and mistrusted. Major expectation themes revealed are: (a) career dreams and aspirations; and (b) desire for meaningful work. The study emphasised the importance of career development education in young Taiwanese women. The experiences of Taiwanese female clerical workers as recorded in the study reflected a need for career development, which might provide insightful information for career development scholars and practitioners. 相似文献
15.
Anne-Marie Bird 《Children‘s Literature in Education》2001,32(2):111-123
Drawing on John Milton's Paradise Lost and on motifs found within Gnostic mythology and the poetry of William Blake, this article explores Philip Pullman's reworking of the Judeo-Christian myth of the Fall. At the centre of this investigation is Dust: a conventional metaphor for human physicality inspired by God's judgment on humanity. This article suggests that Dust is re-presented in the trilogy in a more positive manner through the development of Milton's metaphor of the dark materials into a substance in which good and evil, and spirit and matter—conceptual opposites that form the basis of religious dualism—coexist. 相似文献
16.
Rod McCormick 《International journal for the advancement of counseling》1995,18(3):163-172
This paper focuses on one aspect of the author's Ph.D. dissertation which examined the facilitation of healing for First Nations people of British Columbia Canada. the research finding discussed in this paper is that the means and ends of counselling for First Nations people differ from those of the Western therapeutic approaches utilized by the majority culture in Canada. These differences are illustrated by the First Nations world view and the unique goals of healing for First Nations people. it is necessary for counsellors to be responsive to these goals if they are to be effective in working with Native people (Please note that the terms First Nations, Native, and Aboriginal are used interchangeably to refer to the same people). 相似文献
17.
Swedish universities are required to change towards more effective self-regulation as the government has recently reduced state steering and devolved further responsibilities to them. In this paper, self-regulation is related to the concept of autonomy, a concept which is analysed on the two dimensions of purpose and authority, resulting in four models of state governance and consequently in a different space of action for the institutions. However, in order to develop self-regulation, the space granted must also be used effectively to realise autonomy. Six Swedish higher education institutions are analysed concerning how they have used their new space of action and what restrictions they have met in their efforts for self-regulation. 相似文献
18.
In the Preface to his Structure Of Scientific Revolutions, Thomas S. Kuhn let it be known that his view of scientific development was indebted to the work of pioneering developmental psychologist Jean Piaget. Piaget's model of conceptual development in childhood, on which the child passes through several discontinuous stages, served as the template for Kuhn's reading of the history of a scientific discipline, on which mutually incommensurable periods of normal science are separated by scientific revolutions. The analogy to conceptual change in childhood pervades Kuhn's corpus, serving as the central motif in his well-known essays, A Function for Thought Experiments and Second Thoughts on Paradigms. But it is deeply problematic. For as a careful student of Piaget might note, Piaget, and the developmental psychologists he inspired, relied on the same analogy, but with the order of epistemic dependencies reversed. One begins to worry that Kuhn's use of the analogy, and its subsequent re-use by developmental psychologists, sneaks a vicious circularity into our understanding of important processes. This circularity is grounds for some concern on the part of science educators accustomed to employing such Kuhnian notions as incommensurability and paradigm. 相似文献
19.
Innovations in adult education: The changing perspective of the post-literacy curriculum in Tanzania
Philemon A. K. Mushi 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1994,40(2):173-177
Conclusion The post-literacy Curriculum was developed, on the one hand, to empower the people through the development of appropriate knowledge, skills, and attitudes to improve their living conditions. On the other hand, it was developed to create conditions and facilities for lifelong education. One of the main factors which influenced the reforms was the unsuitability of the post-literacy content: one could argue that it was developed in a top-down manner.Clearly, curriculum design is not merely a technical issue, but rather a cooperative activity among the agents involved. Any innovation in the post-literacy curriculum, therefore, should take into account the views of the target population. This would not only make the curriculum feasible but would also reduce uncertainty about its mission. 相似文献
20.
Frank A. Schmidtlein 《Tertiary Education and Management》1999,5(2):157-172
Interest in performance budgeting is growing despite a lack of research on its effectiveness. U.S. states have largely used incremental and formula budgeting processes to fund higher education. However, more than half of them are experimenting with some form of performance budgeting. There have been similar attempts to reform budget practices in the U.S. in the past, but most of these processes have been largely abandoned. Governmental performance budgeting for higher education assumes policy objectives are stable, complex decisions on budget trade-offs can be made at governmental levels on the basis of data, institutions operate as bureaucracies, resources can be linked to outcomes, outcomes are identifiable and can be agreed upon, accountability can be achieved through budget policies, and current practices create incentives to enrol unqualified students. These assumptions are not realistic. Consequently, performance budgeting will not meet proponents expectations and will suffer the fate of past budget fads. 相似文献