共查询到20条相似文献，搜索用时 15 毫秒
1.
Peter Doble 《British Journal of Religious Education》2005,27(2):143-157
What does Penny Thompson really want? Reading her article in BJRE 26 (1) proved a baffling experience: it clearly wanted to say something, and to say it passionately, yet signally failed to do so. It fails largely because it lacks an argument; there seems also to be conceptual muddle at its heart. A fuller critique will need to attend to Thompson’s reading of religious education’s history, particularly to her use of evidence—but that is a story for another night. Consequently, this brief critique has at its core four questions to elicit clarity where at present there is none: First, does Penny Thompson want so to revision religious education in community schools that she and other aspirants to ‘Christian confessional religious education’ may freely work to convert young people to ‘Christianity’ and to nurture them in a Christian tradition? Second, in what sense, or senses, does Thompson want readers to understand her phrase, ‘the truth of the Christian faith?’ Third, in whose confession and in which tradition does Thompson want this Christian confessional religious education to be rooted? Fourth, is Penny Thompson willing to allow Christian teachers to present alternative understandings of Christianity, critical of her (implied) view? These questions are preceded by reflection on the form of her article’s argument and on its use of ‘confess’ and its cognates. 相似文献
2.
Karen Manarin 《高等教育研究与发展》2019,38(1):11-23
ABSTRACTWhy read? What is the point of reading in higher education if students can succeed in their classes without reading? Using Wigfield and Eccles’ Expectancy-Value theory of motivation as a framework, I explore why different instructors think their students should be reading and whether students share these motivations. Instructors and students attribute value to reading differently. Instructors value reading for what it allows students to do and become. Students may value reading but still not read depending on competing factors including time available and assessment tasks required. The essay concludes by asking higher educational professionals to consider what, if anything, should be done to encourage the reading of difficult texts in classes. 相似文献
3.
Malcolm Plant 《Environmental Education Research》1995,1(3):253-266
This paper is largely concerned with exploring the meaning of sustainable development from two perspectives, the economic and the ethical. The economic perspective raises questions such as: what kind of development is to be sustained? Is it economic growth? Quality of life? Ecosystem integrity? The ethical perspective considers questions such as: what should be the criteria for ‘progress'? What is our moral obligation to future generations? The paper argues that education for sustainability programmes ought to acknowledge and address these questions. If they do not, then, given the complexity and volatility of late 20th century global society, the current stress on education playing a major role in achieving sustainability (IUCN, UNEP & WWF, 1991) may be unduly naïve and under‐theorised. Finally, I contend that the goals of environmental education need to be reconceptualised, continually and reflexively, in response to the globalisation of industrial risks. 相似文献
4.
The University's Uncommon Community 总被引：1，自引：0，他引：1
Suzy Harris 《Journal of Philosophy of Education》2012,46(2):236-250
In the UK, as elsewhere in the world, the global financial crisis has focused attention on the cost of public services and the need to reduce expenditure, not least in respect of higher education. This, however, raises a set of prior questions: What kind of society do we want? What is important to democratic society? What kind of higher education is desirable? The article takes Alasdair MacIntyre's critique of what he calls liberal capitalist society as a starting point for considering questions concerning the kind of higher education that would be valuable and relevant to a healthy democratic society. His thesis is outlined and the implications of this for the university set out. The article examines MacIntyre's notion of community, which he elaborates in relation to medieval religious worldviews, and argues that whilst his conceptualisation is more intellectually and educationally coherent than some others, it is ultimately too restrictive. The article argues instead for a recognition, within education, of what is uncommon. This may open greater possibilities for keeping alive the serious questions that we must constantly attend to, beyond and within our communities, secular or religious. 相似文献
5.
Abstract The historical fiction novel straddles the factual and the fictive recreation of past motivations that animate historical events. Through reading a work of historical fiction, Ursula Hegi’s novel Stones from the River, Kent den Heyer and Alexandra Fidyk offer a theoretical consideration of the following questions and their classroom implications: What is the role of historical fiction in enabling the imaginative grappling with historical fact? Or, in what ways does historical fiction enable us to come to terms with the ethical imperatives of learning from the past? What role does agency play in historical imagination? These are questions of ethics. They are, therefore, also questions of education. 相似文献
6.
Jen Ross 《Learning, Media and Technology》2017,42(2):214-229
The question of ‘what works’ is currently dominating educational research, often to the exclusion of other kinds of inquiries and without enough recognition of its limitations. At the same time, digital education practice, policy and research over-emphasises control, efficiency and enhancement, neglecting the ‘not-yetness’ of technologies and practices which are uncertain and risky. As a result, digital education researchers require many more kinds of questions, and methods, in order to engage appropriately with the rapidly shifting terrain of digital education, to aim beyond determining ‘what works’ and to participate in ‘intelligent problem solving’ [Biesta, G. J. J. 2010, “Why ‘What Works’ Still Won’t Work: From Evidence-Based Education to Value-Based Education.” Studies in Philosophy and Education 29 (5): 491–503] and ‘inventive problem-making’ [Michael, M. 2012, “‘What Are We Busy Doing?’ Engaging the Idiot.” Science, Technology &; Human Values 37 (5): 528–554]. This paper introduces speculative methods as they are currently used in a range of social science and art and design disciplines, and argues for the relevance of these approaches to digital education. It synthesises critiques of education’s over-reliance on evidence-based research, and explores speculative methods in terms of epistemology, temporality and audience. Practice-based examples of the ‘teacherbot’, ‘artcasting’ and the ‘tweeting book’ illustrate speculative method in action, and highlight some of the tensions such approaches can generate, as well as their value and importance in the current educational research climate. 相似文献
7.
A Complexity Approach Toward Mind–Brain–Education (MBE); Challenges and Opportunities in Educational Intervention and Research 
下载免费PDF全文
下载免费PDF全文 In the context of an educational or clinical intervention, we often ask questions such as “How does this intervention influence the task behavior of autistic children?” or “How does working memory influence inhibition of immediate responses?” What do we mean by the word influence here? In this article, we introduce the framework of complex dynamic systems (CDS) to disentangle the meaning of words such as influence, and to discuss the issue of education and intervention as something that takes place in the form of complex, real‐time, situated processes. What are the applied implications of such a CDS framework? Can we use it to improve education? Five general principles—process laws—are introduced, which can be used to guide the way we formulate research questions and methods, and the way we use the results of such research. In addition, we briefly discuss a project in progress, in which we ourselves attempt to apply the process laws that govern educational activities. Finally, we report about a discussion about the usability of the process laws, both in educational research and in the classroom, as was held during our workshop at the Mind, Brain, and Education Conference, November 2014. 相似文献
8.
Omar Esau 《British Journal of Religious Education》2021,43(1):58-67
ABSTRACT In this article, I reflect on my attempts to decolonise religious education at a historically white university in a post-apartheid South Africa. This pre-service education project conducted in 2017 happened against the backdrop of two events, namely, a renewed curriculum policy, Curriculum Assessment Policy Statement (CAPS) and the #RhodesMustFall (RMF) and #FeesMustFall (FMF) protests. These events encouraged me to reflect on my academic role as a teacher-educator preparing pre-service teachers to teach religion in schools. This led to me asking many questions such as, what is the effect of my teaching religious education?, How do teacher-educators prepare religious education pre-service teachers for a multicultural and multireligious society?, How does my teaching align itself with the decolonisation of education? and How do I redress the colonial past in my religious education classroom? The data which included reflective reports, student experiences and self-reflexivity acknowledged the findings that religion education served as a unifying factor in building social cohesion. The significance of this paper lies in the argument that decolonisation becomes an imperative if one is striving for social justice and intends to commit oneself to a more equitable society where crossing borders must be a seamless act. 相似文献
9.
Elizabeth McNess 《比较教育学》2006,42(4):517-532
In many countries around the world there is a current focus on the restructuring of education systems in a bid to increase the quality of the educational experience for pupils in order to raise their academic achievement. However, the defiition of quality as expressed through policy may not always accord with the aims and aspirations of individual teachers or, perhaps more importantly, match the constructions given to the concept of quality by pupils. The rhetoric and intent expressed in policy texts may even have the potential to restrict the quality of what teachers do and what pupils experience. This paper draws on the findings of the ENCOMPASS project to illustrate the concepts of quality as expressed by the pupils themselves. It looks at what pupils in England, France and Denmark had to tell us about motivation, engagement and the conditions necessary for effective teaching and learning. It proposes some reflections on questions such as: What do young people see as the purpose of schooling? What motivates young people to learn? What do young people expect from their teachers in order to enhance their learning? 相似文献
10.
Deborah P. Britzman 《Changing English: An International Journal of English Teaching》2006,13(3):307-318
A novel can teach us about our act of reading. Ishiguro's Never let me go is analysed as an occasion for thinking about reading as an allegory of psychic development. Drawing on the work of Melanie Klein and Hannah Arendt, my psychoanalytic reading explores the discord between the signifier and the signified, seeing this conflict as belonging to language, development and social thought. I analyse the slow events of reading to illustrate two irresolvable conflicts animated and transferred onto the scene of reading: encountering what is illegible yet impressive in psychical reality and putting these impressions into language to speak and write about what is ambiguous and unknown in external reality. I suggest this novel of education may be read as a commentary on the internal world of object relations, where Ishiguro's characters stand in relation to our affective representations. 相似文献
11.
ABSTRACTThis essay attempts to explore the links between politics, poetry, and collective, embodied readings and discussion in the classroom. When my Year 12 class were asked ‘What is Poetry?’, their answers suggested something in the Romantic tradition – of poetry as expressive, individual and emotional. My experience studying poetry with my Year 9 class suggests something altogether different – that studying poetry allows students to have an embodied and collective reading. In the sense that politics concerns the control of bodies, poetry allows the class to read in an embodied sense, thus politically, in a way that assessment criteria and the demands of high-stakes testing, with their focus on individual understanding, do not. Thus, I argue for the study of poetry as essential in terms of recognising students’ political agency – not primarily as exam-takers but as citizens of a country and an Earth they will, to put it grandly, inherit. 相似文献
12.
Larissa McLean Davies Brenton Doecke Philip Mead 《Changing English: An International Journal of English Teaching》2013,20(3):224-240
Recently Australia has witnessed a revival of concern about the place of Australian literature within the school curriculum. This has occurred within a policy environment where there is increasing emphasis on Australia’s place in a world economy, and on the need to encourage young people to think of themselves in a global context. These dimensions are reflected in the recently published Australian Curriculum: English, which requires students to read texts of ‘enduring artistic and cultural value’ that are drawn from ‘world and Australian literature’. No indication, however, is given as to how the reading and literary interpretation that students do might meaningfully be framed by such categories. This essay asks: what saliences do the categories of the ‘local’, the ‘national’ and the ‘global’ have when young people engage with literary texts? How does this impact on teachers’ and students’ interpretative approaches to literature? What place does a ‘literary’ education, whether conceived in ‘local’, ‘national’ or ‘global’ terms, have in the twenty-first century? 相似文献
13.
MAGGIE MACLURE 《Journal of Philosophy of Education》2006,40(2):223-239
What can postmodernism do for, or to, educational research? The article discusses its potential for resisting closure and simplification. Developing a ‘preposterous’, anachronistic postmodern method that is caught up with surrealism and the baroque, the article plays with trompel'oeil paintings and outmoded popular entertainments such as magic lanterns, peep shows and clockwork automata as figures for critique and analysis. It argues for defamiliarisation, fascination, recalcitrance and frivolity as methodic practices for research in the compromised conditions of postmodernity, and as forms of ethical resistance to the risk‐averse literalism that pervades contemporary education policy. 相似文献
14.
With the advent of the Next Generation Science Standards in engineering (NGSS, 2013), teachers of multiple subject areas are being asked to do more than ever before—not only to teach engineering content in the K-12 classroom but also to engage students in authentic disciplinary reading and writing as part of content learning. These standards sound good, but they beg several questions; namely, what do we know about how, why, and when do engineers read and write as they do their work every day? What do teachers charged with engineering education know about the daily practices of engineers, let alone the literacy practices? In short, little is known about the literacy practices of engineers in the course of their daily work. This article draws on participant observation, interviews, and document analysis of one research engineering laboratory to illustrate the literacy practices of one group of engineers and begins to draw implications from this work for teacher practice in achieving the NGSS engineering education standards. 相似文献
15.
What do young people believe sexuality education ought to be about? It is within the absence of a sustained and critical consideration of the possibilities and politics of engaging in research with rather than for young people in the reimagining of sexuality education that this paper is positioned. Data were generated as part of an 18-month Youth Participatory Action Research study in one co-educational secondary school with 43 student co-researchers (15–17 years). The findings presented are not intended to provide conclusive statements about future directions for sexuality education, but rather provide a platform on which to discuss how young people’s ideas align with or diverge from current practice and debates surrounding what sexuality education should, could or ought to be about. 相似文献
16.
Peggy McCardle Hollis S. Scarborough Hugh W. Catts 《Learning disabilities research & practice》2001,16(4):230-239
Several decades of research have made it clear that by the time children enter school they already vary widely in their reading-related knowledge and skills. How well do these differences predict differences in reading acquisition? What can they tell us about the causes of reading disabilities? How might these research findings be used to reduce the number of children who have difficulty learning to read? Answers to such questions are fundamental for designing early interventions for children at risk. In this paper, we summarize what has been learned so far, and discuss what directions need to be taken in future research so as to provide fuller answers. 相似文献
17.
Henry A. Giroux 《The Educational forum》2013,77(3):184-196
A new form of bare pedagogy is emerging in higher education focused on market-driven competitiveness and even militaristic goal-setting, while critical pedagogy, with its emphasis on the hard work of critical analysis, moral judgments, and social responsibility (critical pedagogy that goes to the very heart of what it means to address real inequalities of power among faculty and administrators) withers. This occurs while at the same time critical pedagogy poses a series of important and often-ignored questions such as: What is the role of teachers and academics as public intellectuals? Whose interest does public and higher education serve? How might it be possible to understand and engage the diverse contexts in which education takes place? What is the role of education as a public good? How do we make knowledge meaningful in order to make it critical and transformative? How do we democratize governance? 相似文献
18.
Randall Curren 《Educational theory》2020,70(5):581-601
In this essay, Randall Curren addresses four basic questions about transformative experiences in education: Is education necessarily transformative? What must education provide for it to be personally transformative? What standard should educators use in determining whether engaging students in potentially transformative experiences is beneficial or justified? How should schools and educators orchestrate opportunities for beneficial transformative experiences? The focus is on transformative valuing, but also on the importance of a fully transformative nexus of personal attributes and social pathways to living a transformed life. Curren argues that educational decisions on behalf of students can be justified on the basis of necessary goods that persist through transformative changes in what is contingently good for them, and that schools' efforts to orchestrate opportunities for transformative experiences should engage students in activities that can be eudaimonic for them. 相似文献
19.
姜岚 《海南师范大学学报(社会科学版)》2002,15(6):59-63
现代诗通常是一种“伪陈述”,即它所描述的不一定是现实中所发生的真实的生活事件或客观存在过的事象,而多半是诗人凭空从心灵里构造出来的事件,是诗人的内心呈现出来的事象,诗歌陈述这些心造的事象与事件不是它的目的,目的是用这些去对应另一种被忽略的真正的且是严重的事实以引起对它的正视。现代创造的是心灵的幻象,本质上是虚拟的,但它揭示的却是现代人生存或存在的本质,它虚造的事件比实际发生过的事件有更高的真实性。 相似文献
20.
Brian Street 《English in Education》1997,31(3):45-59
This paper deals with the following questions:
- 1 The ‘problem’: what is the ‘Literacy Debate’ and why do such apparently arcane accounts of language and literacy have such a high profile in popular media?
- 2 What are the New Literacy Studies (NLS) and what are the new understandings of language and of literacy on which NLS are based?
- 3 . What are the implications for literacy education?