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1.
Soonghee Han 《Asia Pacific Education Review》2007,8(3):478-486
This article revisits and reinterprets my previous paper. It is a snapshot of the lifelong learning system building in selected
Asian countries, reflected in the mirror of the Asian Financial Crisis in the 1997s and the aftermath of that event. I reconsidered
the arguments (1) the economic recession had delivered a global dimension of lifelong learning to the re-shaping of the local
education system beyond local attributes; (2) and that the divergent tradition of adult education in this context was to meet
the global market standards. Additionally, (3) I tried to further the discussion about the relationship between global forces
and the lifelong learning system in the context of a knowledge economy, but with a number of different approaches. I argued
that the lifelong learning system under the global forces of capitalism, as per the Asian experience in the 2000s, can be
apart of a knowledge economy itself, not a tool of it, and in this sense, a knowledge economy sets the conditions of a lifelong
learning system as an embryo of its attributes. 相似文献
2.
Knowing a world in common: The role of workplace educators in the global production of working knowledge 总被引:1,自引:0,他引:1
Lesley Farrell 《The Australian Educational Researcher》2003,30(1):3-18
In this paper I am concerned with the challenge workplace learners and educators face, as they engage with global economies,
to create ‘a world in common as … known in common’ (Smith 1999). I focus first on why global companies need their geographically
dispersed workers to engage with a world ‘in common’, and how they go about constructing such a world. I pay particular attention
to the role of written texts in connecting individual local sites with global discourses of knowledge production. Next, I
explore the roles that workplace educators play in producing and interpreting the written texts of contemporary workplaces
to produce ‘working knowledge’. I develop the argument that a critical dimension of the work of many workplace educators is
the standardisation of language practice across institutions on a global scale, mediating local and global discourses to produce
and use working knowledge. Finally, I discuss the political implications of the textual work that workplace educators undertake. 相似文献
3.
Positioning higher education for the knowledge based economy 总被引:1,自引:0,他引:1
Elizabeth St. George 《Higher Education》2006,52(4):589-610
This article questions the assumption that increasing competition among higher education institutions is the best method of
achieving a strong higher education sector in developing countries. It notes that there has been increasing emphasis on the
importance of higher education institutions for sustainable development, particularly because of their importance to the global
knowledge economy. For the same reason, the appropriate management of the relationship between the state and higher education
institutions is vital to a strong and dynamic future for these institutions. This paper proposes a menu of options for higher
education governance, grouped around ‘state-centric’ and ‘neo-liberal’ models of development. The ‘state-centric’ model proposed
is based on a variety of examples of high performing Asian economies, in particular, while the ‘neo-liberal’ model is based
on emerging trends in higher education management in countries such as Australia, the United States and the United Kingdom.
The paper suggests that despite pressure across the globe to encourage a market among universities, this may not always be
the most efficient use of resources, or the best way to integrate universities in a country’s drive for economic growth. 相似文献
4.
Barbara Jaworski 《Journal of Mathematics Teacher Education》2007,9(2):187-211
In this paper I address the challenge of developing theory in relation to the practices of mathematics teaching and its development.
I do this by exploring a notion of ‘teaching as learning in practice’ through overt use of ‘inquiry’ in mathematics learning,
mathematics teaching and the development of practices of teaching in communities involving teachers and educators. The roles
and goals of mathematics teachers and educators in such communities are both distinct and deeply intertwined. I see an aim
of inquiry in teaching to be the ‘critical alignment’ (Wenger, 1998) of teaching within the communities in which teaching
takes place. Inquiry ‘as a tool’ and inquiry ‘as a way of being’ are important concepts in reflexive developmental processes
in which inquiry practice leads to better understandings and development of theory. 相似文献
5.
Soonghee Han 《Asia Pacific Education Review》2008,9(1):31-39
The purpose of this article is to analyze the meaning and presumptions of competence in the concrete context of knowledge
capitalism. First, the nature of competence as a ‘commodification of human ability’ that obtains a standardized monetary value
to sell in the labor market, is elucidated by applying Karl Marx’s critical theory. Second, it is further investigated that,
in the new context of the global learning economy, the production of the competence as a commodity itself becomes a key industry,
representing itself a crucialsub- system of knowledge capitalism. Third, this paper explains how competence discourse has a great deal to do with the current drastic
changes in the educational paradigm from ‘nation-state education’ to ‘global learning economy’. These changes are illustrated
by how traditional school subject-based curricula are replaced by competency-based curricula, academic qualifications integrated
into a unified form of qualification framework, and school achievement is evaluated according to the ‘demanded workplace competence’.
It is also argued that human competencies by nature have ‘double-bind’ characteristics: while it is pushed to meet the demands
as knowledge commodities, human beings themselves are beyond any notion of tradability, and the new capitalism based on human
commodities, if any, should reveal new rules to play the game. 相似文献
6.
Perry den Brok Sibel Telli Jale Cakiroglu Ruurd Taconis Ceren Tekkaya 《Learning Environments Research》2010,13(3):187-204
The purposes of this study were to examine how Turkish students perceived their biology classroom environment, how their perceptions
compared to those of students in other countries, and what classroom learning environment profiles could be discerned in Turkish
high school biology classrooms. Data were gathered from 1,474 high school students in four inner city schools, in Bursa, Turkey.
A total of 11 biology teachers participated in the study with 52 of their classes. Data on students’ perceptions of their
learning environment were collected with the What Is Happening In this Class? (WIHIC) questionnaire. Results indicated that
Turkish classrooms were perceived as being low in terms of Teacher Support and high in terms of Task Orientation. Six distinct
classroom learning environment profiles were found: the ‘self-directed learning classroom’, ‘task-oriented cooperative learning
classroom’, ‘mainstream classroom’, ‘task-oriented individualised classroom’, ‘low-effective learning classroom’ and ‘high-effective
learning classroom’. The most common profile was the ‘mainstream classroom’ for which all WIHIC scales had medium–high scores. 相似文献
7.
Ka Ho Mok 《Higher Education》2010,60(4):419-440
With strong intention to enhance the global competitiveness of their university systems, both the Singapore and Malaysia governments
have introduced reforms along the lines of ideas and practices embedded in neo-liberalism. In the last decade or so, we have
witnessed reforms being introduced to the higher education sectors in these Asian states, particularly when corporatization
and incorporation strategies are adopted to transform national/public universities. With particular reference to how academics
evaluate the impact of the reforms on their academic life, this article reports and analyses findings generated from campus
visits and field interviews conducted in Singapore and Malaysia from 2007 to 2009. Although the senior management of corporatized/incorporated
universities in these Asian states has been given more discretion to decide how to operate their universities, most of the
front line academics that we interviewed have not experienced major differences in university governance after the reforms
took place. Instead of feeling ‘emancipated’ and ‘empowered’, many academics feel more pressures and control from the university
administration and government ministries. Despite the fact that both the Singapore and Malaysia governments have tried to
embrace the ideas and practices of ‘neo-liberalism’ to transform university governance, academics still see the state’s reluctance
in withdrawing from steering/controlling higher education development. Such observations clearly reflect the ‘clash’ of two
major governance philosophies, namely, ‘state centralism’ and ‘neo-liberalism’. In short, this article critically examines
how far the proposed university governance reforms by adopting the corporatization/incorporation strategies have actually
transformed university management and academic life style in Singapore and Malaysia. 相似文献
8.
Jonathan D. Jansen 《Prospects》2001,31(4):553-564
The South African obsession with performance-based pedagogies, as I have shown, has negative implications for resolving equity problems in educational reforms; it threatens to negate a political debate about ‘goals’ in favour of a technician’s debate about ‘ends’; and it fragments knowledge into meaningless tasks that assign value to external behaviours rather than the multiplicity of ways in which learning and valuing can be experienced (if not always expressed). The real danger to building a strong democratic culture through education is that what should be vibrant debates about ‘what’s worth knowing’ could be effectively silenced in a performance assessment system that only values, through a complex assessment system, that which is worth doing. Such an understanding of education is, unfortunately, entrenched in a global network of economic and technological processes that make such pursuits appear both normal and inevitable. 相似文献
9.
David Guile 《Vocations and Learning》2011,4(2):93-111
The paper analyses a form of interprofessional working and learning (IPWL)—the fleeting spatial and temporal constitution
of project teams with little prior history of working together—that is an increasing feature of work in the global economy.
The paper argues firstly: (i) this form of working and learning is relatively under-researched in professional, vocational
and workplace learning (PVWL); and, (ii) the research traditions—Cultural-Historical Activity Theory (CHAT) and Cultural Anthropology/Symbolic
Interactionist (CA/SI)—that some researchers in PVWL have drawn on to investigate IPWL do not allow them to capture the cognitive
and symbolic complexity of this activity. Secondly, it is possible to reveal the nature of this complexity when the concepts
and methods associated with CHAT and CA-SI-based approaches are supplemented with the concepts of ‘inference’, ‘space of reasons’,
‘restructuring and ‘recontextualisation’ (Guile, 2010). The paper demonstrates this claim by reinterpreting a classic study of the aforementioned form of working and learning
undertaken by Hall, Stevens and Torolba that drew on concepts and methods from CA and SI (2002). 相似文献
10.
Takashi Fuji Takeshi Tanigawa Masahiro Inui Takeo Saegusa 《Education and Information Technologies》1996,1(3-4):203-226
In the business-systems-design learning environment, there may be more than one solution to any given problem. For instance,
the data model will be different depending on each learner’s perspective. Accordingly, group learning systems are very effective
in this domain. We have developed a collaborative and multimedia environment for learners on teams (CAMELOT) using the ‘nominal
group technique’ for group problem solving. In this paper, the basic framework of the collaborative learning system and the
effectiveness of collaborative learning in designing the data model are described. By using CAMELOT, each learner learns how
to analyse through case studies and how to collaborate with his or her group in problem solving. Learners come to a deeper
understanding from using CAMELOT than from studying independently because they can reach better solutions through discussion,
tips from other learners and examination of one another’s individual works. 相似文献
11.
In an era of rapid global economic and social change, educational institutions like schools and universities are struggling
to keep their curricula and programs relevant. Singapore’s schools are no exception, especially when education is viewed as
the essential element for maintaining the nation’s global competitiveness in ways that are totally disproportionate to its
size. The current shift from an ‘efficiency-’ to an ‘ability-’ driven paradigm in education, however, is increasing uncertainty
and raising the stakes in an already pressurized system where schools, educators and students constantly compete for top academic
awards and rewards. The concept of “partnership” in Singapore education is a significant, relatively new, trend that has caught
on among local schools only since the late-1990s, with the focus on creating better “total” learning environments for students.
This paper analyses the challenges of matching rhetoric with professional practice with regard to school–home partnerships
in Singapore, and concludes that the key to authentic collaboration lies in the mutual appreciation and valuing of diversity
as well as a deep sense of shared responsibility by all parties concerned. 相似文献
12.
This study attempts to examine Confucius’ ideas about learning and seeks also to elucidate notions of lifelong learning. The
examination will be focused on Confucius’ ideas concerning learning as revealed in the Analects. Confucius’ notion of learning
offers an alternative perspective to overcome the idea of competition-directed lifelong learning. According to Confucius,
learners should be oriented to learn for the sake of the “self” not “others.” Confucius’ notion of “self-realizing” learning
holds that the self, being a part of interdependent relationships with others in society, attempts to utilize reflective learning
to realize a unity of self and the society. However, if learners are oriented to learn ‘for the sake of others, ’ their learning
efforts are rooted in selfishness-based competition, which threatens the interdependent nature of the human world. Confucius’
perspective of learning makes it clear that learning should be directed toward attaining a unity of self and the world. This
unity is possible when a learner makes the effort of will to sincerely learn for the sake of the self and learns to attain
an insightful understanding about interdependent life. 相似文献
13.
Andrew Marks 《Higher Education》2005,50(4):613-630
This paper argues that the conceptions of ‘space’ (and increasingly ‘time’) in the discussion of ‘the university’ (in its
most transcendent sense) have gone through four distinct phases in the UK. Using a Heideggerian conception of ‘space’ where
usefulness is more important than proximity, the ‘ancient’ universities were ‘useful’ to the gentry and thus were ‘closer’
to them than to the excluded ‘local’ poor in the institutions’ vicinities. The ‘civic’ universities on the other hand stressed
‘localism’ as part of their mandate – to educate the people of their locality (but only those of the new industrial middle
class). The ‘Robbins’ universities were a partial return to the ‘ancient’ notion of learning as a ‘lived’ activity, providing
scenic landscapes on green-belt campuses where students could ‘retreat’ from the ‘real world’ for the duration of their studies.
The ‘spatial’ quality of these places was thus part of a conception of higher education as ‘lifestyle choice’ where young
people moved away from their locality to study. As such ‘proximity’ was an issue only insofar as the greater the distance
from one’s point of origin the better for successful immersion in the growing student ‘culture’. The ‘new/post-1992’ universities
partially retained their polytechnic mandate to educate local people, but embraced a colonialist impulse regarding local space
usage. ‘
‘The discussion can be further refined to argue that these four stages are merely two phases which have repeated themselves:
from ancient ‘exclusivity’ to civic ‘localism’ and back to Robbins era ‘exclusivity’ and thence to post-1992 ‘localism’ once
more’. The opening up of higher education via the Internet in the late 20th and early 21st centuries provides for the possibility
of the growth of entirely non-spatial and asynchronous learning experiences, and as such we may well be on the verge of the
fifth stage of university development. 相似文献
14.
Jeff Evans 《Educational Studies in Mathematics》1999,39(1-3):23-44
The takeup of opportunities for applying formal learning outside the school is often disappointing – to teachers, parents,
employers, and many pupils. Not surprisingly, there is much controversy among researchers in mathematics education and related
fields, as to the reasons. Here I argue that neither traditional nor constructivist views, with their simplistic faith in
the basic continuity of knowledge across contexts, nor currently popular ‘insulationist’ views such as the strong form of
situated cognition, which claims that transfer is basically not possible, are adequate. Instead, I analyse why transfer is
problematical in principle, and undependable in practice. I recommend an alternative approach for building bridges between
practices, based on analysing the discourses involved as systems of signs, and looking for appropriate points of inter-relation
between them. In this reconceptualisation of the ‘problem’ of transfer, the role of affective factors, previously under-examined
in the literature, is highlighted.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
15.
Sung-Sang Yoo 《Asia Pacific Education Review》2008,9(3):355-366
Comparing popular education in the Philippines and South Korea, it is clear that a number of similarities and differences
exist regarding the characteristics, methods, and main fields in which popular education has operated. ‘Church-related practices,’
‘uniting with CO movements,’ ‘an eliteled tendency,’ and ‘a disregard for the Left’ have all occurred in similar ways in both
countries. While introducing the socio-political situation during 1970s and 1980s of these two countries, this paper discusses
the theories and practices of popular education. Our findings indicate how popular education in both countries has played
a significant role in raising the levels consciousness in the powerless and transforming societies and enabled them to establish
a better community. Moreover, each country developed different concepts, initiatives and methods in relation to popular education.
In addition, popular educators have been asked to play different roles in each popular education field while most methods
were in fact heavily dependent upon eliteled practices. 相似文献
16.
Bev Rogers 《The Australian Educational Researcher》2003,30(2):65-87
Educational research has been criticised by governments and practitioners. For some politicians and policy makers, there is
a tendency to look for direct links between research and successful, effective and efficient practice. Research is needed
to inform their evidence-based practice as policy makers, and to provide the kind of research teachers need to base their
practice on the best available evidence for doing ‘x rather than y’ (Hargreaves 1996) or predicting the ‘size of the effect
of A on B’ (Blunkett 2000). There is no doubt that both teachers and policy makers do make decisions on a daily basis based
on some form of evidence. This paper explores Hargreaves’ notion of evidence-based practice, providing a range of criticisms.
It also examines Carr’s historical account of ‘praxis’ and ‘poiesis’ to suggest a notion of evidence-based praxis based partly
on the historical notion of ‘phronesis’ — practical wisdom. The basis for this is the argument that wise and practical ethical
and moral judgements are central to an understanding of teachers’ daily work. What to do in a specific educational situation
cannot be determined solely by theoretical beliefs or by ‘techne’. However the ethical dimension is not the only consideration.
The paper suggests that evidence-based praxis use Stenhouse’s notion of ‘actionable evidence’, which includes the ethical
dimension, but also Thomson’s concept of ‘thisness’, which describes the unique contextual characteristics of a school. If
disadvantaged schools can make some sort of difference to learning opportunities for students, it is argued that teachers
might engage in evidence-based praxis which involves them in reflecting on, and theorising what is happening in classrooms,
schools and neighbourhoods. This ‘praxis’ also involves them in modifying their theories, critically analysing ‘what works’,
questioning how they know and developing ideas about how things might be done differently. There will be an element of developing
knowledge about teaching and learning strategies (Hargreaves’ ‘body of knowledge’), but it will be in the context of the ethical
and moral dilemmas associated with education. It will take up the question of local differences as well as a realistic approach
to what constitutes actual school improvement. Evidence-based praxis is also essentially a collective activity not an individual
approach. Future development of the notion of evidence-based praxis might also include involving students in a more reciprocal
and open learning process like that highlighted by researchers who focus on student participation linked to school reform. 相似文献
17.
Christina Solomonidou Dimitrios Kolokotronis 《Education and Information Technologies》2008,13(3):185-219
This paper mainly describes the role of the multimedia software package ‘Interactions between Objects’ on students’ learning
of mechanical interaction forces and Newton’s laws. We designed and developed this software within social constructivism on
the basis of 226 students’ initial conceptions (categorized in six categories), in order to help students construct appropriate
knowledge about the subject. Teaching with the software was conducted in 13 primary, lower secondary and upper secondary school
classes. In the software’s evaluation research 226 students (aged 11–16) and 13 teachers of the classes participated. Data
analysis showed students’ substantial learning gains with respect to their initial alternative conceptions of the six conceptual
categories. Particularly, the students’ incorrect answers to the post-test questionnaire have perceptibly decreased (a mean
of 65%). In contrast, their correct answers to the questions reached high percentages, from 60% to 90% depending on the question
and the students’ age. Also the teachers’ opinions and comments enhanced software’s evaluation. The contribution of the software’s
specific characteristics on students’ learning is discussed along with implications for designing constructivist science learning
tools. 相似文献
18.
Professional Learning Communities: A Review of the Literature 总被引:7,自引:0,他引:7
Louise Stoll Ray Bolam Agnes McMahon Mike Wallace Sally Thomas 《Journal of Educational Change》2006,7(4):221-258
International evidence suggests that educational reform’s progress depends on teachers’ individual and collective capacity and its link with school-wide capacity for promoting pupils’ learning. Building capacity is therefore critical. Capacity is a complex blend of motivation, skill, positive learning, organisational conditions and culture, and infrastructure of support. Put together, it gives individuals, groups, whole school communities and school systems the power to get involved in and sustain learning over time. Developing professional learning communities appears to hold considerable promise for capacity building for sustainable improvement. As such, it has become a ‘hot topic’ in many countries. 相似文献
19.
Pauline W. U. Chinn 《Cultural Studies of Science Education》2011,6(1):223-233
This response to Mitchell and Mueller’s “A philosophical analysis of David Orr’s theory of ecological literacy” comments on
their critique of Orr’s use of the phrase “ecological crisis” and what I perceive as their conflicting views of “crisis.”
I present my views on ecological crisis informed by standpoint theory and the definition of crisis as turning point. I connect
the concept of turning point to tipping point as used in ecology to describe potentially irreversible changes in coupled social-ecological
systems. I suggest that sustainable societies may provide models of adaptive learning in which monitoring of ecological phenomena
is coupled to human behavior to mitigate threats to sustainability before a crisis/tipping point is reached. Finally, I discuss
the Hawai‘i State Department of Education’s removal of its Indigenous science content standard Mālama I Ka ‘Āina, Sustainability and its continued use in community-based projects. 相似文献
20.
Deryn Watson 《Education and Information Technologies》2006,11(3-4):199-216
This paper sets the debates of the other papers in the context of a benchmark in time that is after four decades of deliberations about the relationship between ICT and education. The environment for and deliberations about this relationship has been one of rapid change in perspectives, most characterised as a shift of focus from the technology to learning. While contemplating the future however, a number of enduring issues remain, including understanding how learning occurs, learning with or about the technology, and the role of the teacher and professional development. The papers address these issues, as well as exploring national policies and software learning environments; all reflect on the growing complexity of the situation and the conundrum of failure to achieve ‘lift-off.’ Key phrases for debates in the future include lifelong learning, the commonplace of ICT in society, the digital world of the young, and the digital ethical dilemmas. In addition I suggest that the key word of change could be paid more attention. 相似文献