共查询到20条相似文献，搜索用时 31 毫秒
1.
Rafa&#x; Godo&#x; 《Journal of Philosophy of Education》2004,38(4):589-600
Analysing the triad ‘understanding–personal identity–education’ in three different contexts (scientism, historicism, hermeneutics) make it possible to investigate the kind of thinking that is emphasised most in each context. The implications of thinking to educational practice are stressed at each level of interpretation. The chief shortfalls in the first two contexts are reviewed, together with their restrictive consequences for how education comes to be understood and practiced. The hermeneutic context recognises the primacy of interpretation and ‘pre‐understanding’ in all human understanding. Because of this it acknowledges the interplay that is invariably active between understanding and personal identity, and between both of these and what it means to educate. This third—hermeneutical—context is therefore offered not as any kind of final word on educational matters, but as a more appropriate and inclusive context in which education as a practice might be thought about and bettered. 相似文献
2.
《Educational Philosophy and Theory》2013,45(3):425-430
In his writings Jim Marshall has helpfully emphasized such Wittgensteinian themes as the multiplicity of language games, the deconstruction of ‘certainty,’ and the contexts of power that underlie discursive systems. Here we focus on another important legacy of Wittgenstein's thinking: his insistence that human activity is rule‐governed. This idea foregrounds looking carefully at the world of education and learning, as against the empirical search for new psychological or other facts. It reminds us that we need to consider, in Peter Winch's words, ‘what it makes sense to say’ about certain educational phenomena, and how these meanings stand against understanding a wider form of life. This insight has important implications for doing educational research, and we examine some of these. 相似文献
3.
Richard Aldrich 《History of education》2013,42(3):396-410
This article has two purposes. The first is to bring current developments in neuroscience, including educational neuroscience, to the attention of historians of education. The second is to demonstrate how historians of education, in common with philosophers, psychologists and sociologists, can contribute to this new field. Education has replaced natural selection in human evolution. Symbolic representations, speech, memory, writing, printing, screen-based communications and various mood-changing activities have shaped and are continuing to shape the human brain. It is argued here that by taking a longer historical perspective and recognising the brain as a palimpsest or kluge, historians of education can help to explain the limitations of neuroplasticity and some of the fundamental problems that beset formal educational systems. Just as education needs to be afforded a more central role in the history of human evolution, so the brain needs to be given a more central role in the history of education. 相似文献
4.
教育的起始问题是“什么是教育”或“什么是正确的教育”。正确的教育绝不会脱离教育所属的人,应站在对人进行教育的起点上,透过认识人脑和教育的关系问题来把握教育的正确性与科学性：根据人脑演化规律,把握一个人在教育起点上那种不可颠倒的教育时机（教育秩序）,选择恰切的教育内容,采用与时机、内容契合的教育方法,才能在人接受教育的开端上使左脑教育为右脑教育留有余地,才能从根源上反思并理顺真正的人才培养之道。 相似文献
5.
Harry Brighouse 《牛津教育评论》2014,40(6):782-798
This paper takes Mary Warnock’s paper in the first issue of the Oxford Review of Education as its starting point, and explores how both philosophical thinking about equality in education and the landscape of educational provision have changed. It articulates a view of justice in education that emphasises benefiting the least advantaged; and shows that detailed philosophical thinking about values can be valuable for making policy decisions, while also showing that deploying careful value considerations is not a straightforward exercise. 相似文献
6.
Aidan Hobson 《Educational Philosophy and Theory》2013,45(13):1249-1258
The early essays of Camus have been underexplored as educational texts. The discussion here introduces these texts for educational consideration. The analysis uncovers themes which link to existing educational research on Camus. As these are autobiographical texts they also provide new insight on the genesis of Camus’ thinking on subjects of interest to education, and Camus’ own educational journey into the absurd. The discussion here suggests the lyrical essays explore the connections between learning and the natural landscape, and as a result, they suggest a concept of education based around seeing the world a certain way; a communion with the natural world as a basis for understanding and happiness. 相似文献
7.
In this study, using multiple regression analysis, we aimed to explore the factors related to acceptance of evolutionary theory among preservice Turkish biology teachers using conceptual ecology for biological evolution as a theoretical lens. We aimed to determine the extent to which we can account for the variance in acceptance of evolutionary theory by using understanding of evolutionary theory, epistemological beliefs, thinking dispositions, and parents' educational level as independent variables. Preservice biology teachers' thinking dispositions, their understanding of evolutionary theory, and their parents' educational level are positively correlated with acceptance of evolutionary theory. We did not find any significant positive correlation between epistemological beliefs and acceptance of evolution because of low reliability coefficients of subscales of the epistemological beliefs instrument. Together they explained 10.5% of the variance. These results suggest that studying the relationship between acceptance of evolutionary theory and other related factors in a multivariate context is more informative than examining the relationship between acceptance of evolutionary theory and other factors in isolation. Our findings indicate that studying a controversial issue such as acceptance of evolutionary theory in a multivariate fashion, using conceptual ecology as a theoretical lens to interpret the findings, is informative. Our results suggest the inclusion of thinking dispositions in conceptual ecology for biological evolution. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 45: 420–443, 2008 相似文献
8.
张建国 《华东师范大学学报(教育科学版)》2021,(2):15-29
教育哲学家彼得斯将教育理解为价值,他提供了一个理解教育的新角度;陈桂生揭示了教育价值的演变,指出现代教育价值包含教育(狭义)价值与教养价值。在此基础上,本文探讨了马克思的教育思考。他的思考融入其对生产劳动、社会斗争和学校教学的评价,对这些评价的分析表明,马克思的教育思考深嵌入工人阶级解放的构思之中。论文从工人阶级解放角度考察教育价值如何嵌入三类评价,亦立足教育价值透视马克思教育思考的特点。这些分析表明,把握马克思的教育思想不能离开其对工人阶级解放的理论构思;在教育(狭义)价值和教养价值上,马克思重视后者甚于前者,这种不平衡同其对道德、道德品质形成的思考有关。从社会结构来看,马克思的选择不无合理之处,如立足于个体道德人格的养成,德育的作用又不可等闲视之。 相似文献
9.
A large body of research has examined students' conceptions of evolution and their relationships to acceptance of evolution. Proficiency in statistical and probabilistic reasoning has long been considered to be an essential feature of evolutionary reasoning, yet almost no empirical work has explored these putative connections. The RaPro instruments have recently been developed to measure statistical reasoning in the contexts of mathematics (RaProMath) and evolution (RaProEvo). Our study provides additional validation of these instruments using Rasch analysis and quantifies the contribution of statistical reasoning to both understanding and accepting evolution. We recruited a large sample (N = 564) of undergraduate students enrolled in an introductory biology course at a large public research university in the United States. Students completed a suite of published instruments that assessed statistical reasoning, evolutionary understanding, and evolutionary acceptance. Our findings indicate that validity inferences derived from RaPro scores generalized to the new sample, and that proficiency in statistical reasoning explained 28% of the variance in evolutionary knowledge and 19% of the variation in evolutionary acceptance. The inclusion of demographic variables into the model significantly increased the explained variance in acceptance. Notably, the variance in evolution acceptance explained by statistical reasoning was comparable to that of thinking dispositions or evolutionary knowledge reported in the literature. This work provides the first large-scale evidence of the role of statistical reasoning in evolutionary knowledge and acceptance and motivates future work to explore how statistical literacy should be integrated into evolution education efforts. 相似文献
10.
Tal Gilead 《Educational Philosophy and Theory》2013,45(7):715-733
To date, philosophers of education have shown relatively little interest in analyzing the theoretical basis in which the economics of education is grounded. The main argument of this article is that due to the changing nature of orthodox economic theory’s influence on education, a philosophical examination of its underpinnings is required. It is maintained that as a result of economics imperialism, namely the penetration of economic modes of thinking into new domains, educational philosophers have an essential role to play in examining economic theory. The article briefly discusses this role and provides some examples of how educational philosophers can make a unique contribution to current thinking about the relationship between economics and education. 相似文献
11.
Keith S. Taber 《Cultural Studies of Science Education》2017,12(1):81-91
Lisa Borgerding’s work highlights how students can understand evolution without necessarily committing to it, and how learners may come to see it as one available way of thinking amongst others. This is presented as something that should be considered a successful outcome when teaching about material that many students may find incompatible with their personal worldviews. These findings derive from work exploring a cause célèbre of the science education community—the teaching of natural selection in cultural contexts where learners feel they have strong reasons for rejecting evolutionary ideas. Accepting that students may understand but not commit to scientific ideas that are (from some cultural perspectives) controversial may easily be considered as a form of compromise position when teaching canonical science prescribed in curriculum but resisted by learners. Yet if we take scholarship on the nature of science seriously, and wish to reflect the nature of scientific knowledge in science teaching, then the aim of science education should always be to facilitate understanding of, yet to avoid belief in, the ideas taught in science lessons. The philosophy of science suggests that scientific knowledge needs to be understood as theoretical in nature, as conjectural and provisional; and the history of science warns of the risks of strongly committing to any particular conceptualisation as a final account of some feature of nature. Research into student thinking and learning in science suggests that learning science is often a matter of coming to understand a new viable way of thinking about a topic to complement established ways of thinking. Science teaching should then seek to have students appreciate scientific ideas as viable ways of making sense of the currently available empirical evidence, but should not be about persuading students of the truth of any particular scientific account. 相似文献
12.
13.
Neil Mercer 《教育心理学家》2013,48(3):148-168
In recent years, researchers in evolutionary psychology and anthropology have proposed that the distinctive nature of human cognition is the product of our evolution as social beings; we are born with “social brains” that enable us to manage complex social relationships in ways other animals cannot. I suggest that the concept of the social brain is potentially useful for understanding the dynamic, iterative relationship between individual and collective thinking, and the role of language in mediating that relationship. However, I argue that its current conceptualization is too narrow and individualistic; the concept should be redefined to take account of the distinctive human capacity for thinking collectively. I suggest that Vygotskian sociocultural theory offers a framework for this reconceptualization, which would then enable us to achieve a better understanding of the relationship between “intermental” (collective) activity and “intramental” (individual) intellectual activity and development. I use this theoretical base to propose three explanations for the observed effects of collaborative learning on individual learning and development. 相似文献
14.
《Educational Philosophy and Theory》2013,45(4):350-363
There is no more central issue to education than thinking and reasoning. Certainly, such an emphasis chimes with the rationalist and cognitive deep structure of the Western educational tradition. The contemporary tendency reinforced by cognitive science is to treat thinking ahistorically and aculturally as though physiology, brain structure and human evolution are all there is to say about thinking that is worthwhile or educationally significant. The movement of critical thinking also tends to treat thinking ahistorically, focusing on universal processes of logic and reasoning. Against this trend and against the scientific spirit of the age this paper presents a historical and philosophical picture of thinking. By contrast with dominant cognitive and logical models the paper emphasizes kinds of thinking and styles of reasoning. The paper grows out of interests primarily in the work of Nietzsche, Heidegger and Wittgenstein, and in the extension and development of their work in Critical Theory and French poststructuralist philosophy. The paper draws directly on some of this work to argue for the recognition of different kinds of thinking, which are explored by reference to Heidegger, and also the significance of styles of reasoning, which are explored by reference to Wittgenstein and to Ian Hacking. 相似文献
15.
The Fourth Way of Finland 总被引：2，自引：0，他引：2
Pasi Sahlberg 《Journal of Educational Change》2011,12(2):173-185
Globalization has increased mobility of people, resources, and ideas. It is also affecting how governments think about education
and what schools teach to their students. Attributes related to education for a knowledge society, sustainable development,
or 21st century skills are parts of current national educational policies and reforms. A powerful pretext for global educational
reform thinking is current international student assessments. As a consequence, particular educational reform orthodoxy has
emerged that relies on a set of basic assumptions in order to improve the quality of education and fix other educational deficiencies.
This article describes the beginning of the present global educational reform movement discussing some of its key characteristics
and implications in practice. Although overlooked by many policy analysts, Finland represents a striking and highly successful
alternative to this global educational reform movement. The scholarly work of Andy Hargreaves is seen as essential in understanding
the requirements and resources that are needed in securing good public education for all in the future. 相似文献
16.
Thomas Huston 《Teaching Education》2017,28(2):194-210
In conducting this study, I sought to contribute to the scholarly discourse of understanding how North American elementary pre-service teachers experienced evaluation via teacher performance assessments. Through extensive interviews and thematic data analysis, this study generally supported the contention that the process of completing edTPA deepened student teachers’ understanding of their educational experience in a number of domains, which in turn suggested a broader awareness and appreciation of the complexities of learning to teach. Data from a larger study indicated that the identified ‘realms of understanding’ fell into four areas of insight related to education: Understanding Children, Understanding Instructional Strategies, Understanding via Collective Learning, and Understanding Self as Teacher. For the purposes of this paper, the identified area of insight ‘Understanding Self as Teacher’ is explored. These findings lead to several practical ways in which teacher education might be improved, particularly in the area of utilization of video in teacher education programs. 相似文献
17.
Julianne Lynch Efrat Eilam Martin Fluker Naomi Augar 《Environmental Education Research》2017,23(5):708-721
Community-school partnerships are an established practice within environmental science education, where a focus on how local phenomena articulate with broader environmental issues and concerns brings potential benefits for schools, community organisations and local communities. This paper contributes to our understanding of such educational practices by tracing the diverse socio-material flows that constitute a community environmental monitoring project, where Australian school students became investigators of and advocates for particular sites in their neighbourhood. The theoretical resources of actor-network theory are drawn upon to describe how the project – as conceptualised by its initiators – was enacted as both human and non-human actors sought to progress their own agendas thus translating the concept-project into multiple project realities. We conclude by identifying implications for sustaining educational innovations of this kind. 相似文献
18.
朱镜人 《安徽教育学院学报》2006,24(4):103-106,123
阿卡姆的人文主义教学思想是英国教育教学思想的宝贵遗产。深入研究阿卡姆的教学思想不仅有助于我们理解英国教育和教学思想的发展,而且可以促进我们对语言教学方法改革的思考。 相似文献
19.
SHU Zhi-ding 《教育理论与实践》2008,(22)
社会结构变化引发了学校教育价值认识的虚无化倾向。消除教育价值虚无化现象,关键是确立教育价值的认识基础。现实的人是教育的出发点,实现人的全面发展是教育价值的目标,这是理解教育价值的思想前提,由此明确理解教育价值的基本要求与思路。 相似文献
20.
This article outlines how I, as a primary teacher engaging with a self-study action research process, have come to a deeper understanding of my practice. It explains how I have also come to an understanding of why I work in the way I do; of how this understanding influences my work, and the significance of this new understanding. My work as a teacher frequently includes doing collaborative digital projects with my class. As I engaged in research on my practice, I initially experienced difficulties problematising this work. I struggled to achieve clarity not only with engaging in critical thinking but also with articulating my educational values. I found Mellor’s idea about ‘the struggle’ helpful as he explains how ‘the struggle’ is at the heart of the research process. My new understanding around these collaborative projects emerged in terms of holistic practice; clarifying my ontological values and learning to think critically. I am now generating an educational theory from my practice as I see my work as a process for developing spiritual and holistic approaches to learning and teaching. I conclude by outlining what I perceive to be the significance of my work and its potential implications for education. 相似文献