Conceptions for relating the evolution of mathematical concepts to mathematics learning—epistemology, history, and semiotics interacting
To the memory of Carl Menger (1902–1985)     

Gert Schubring 《Educational Studies in Mathematics》2011,77(1):79-104

There is an over-arching consensus that the use of the history of mathematics should decidedly improve the quality of mathematics teaching. Mathematicians and mathematics educators show here a rare unanimity. One deplores, however, and in a likewise general manner, the scarcity of positive examples of such a use. This paper analyses whether there are shortcomings in the—implicit or explicit—conceptual bases, which might cause the expectations not to be fulfilled. A largely common denominator of various approaches is some connection with the term “genetic.” The author discusses such conceptions from the point of view of a historian of mathematics who is keen to contribute to progress in mathematics education. For this aim, he explores methodological aspects of research into the history of mathematics, based on—as one of the reviewers appreciated—his “life long research.”  相似文献   

Lifelong Learning Between “East” and “West”: Confucianism and the Reflexive Project of the Self     

Kang Zhao  Gert J. J. Biesta 《Interchange》2011,42(1):1-20

Current theory, policy, and practice of lifelong learning are strongly influenced by ideas about the transformations that are taking place in contemporary societies. One influential set of ideas emphasizes that because of the rapid changes that are taking place in the (late-) modern world and because of the erosion of traditions, there is a constant need for individuals not only to learn new skills and knowledge in order to be able to adjust themselves to the changes, but also to reflexively (re)construct one’s self. Anthony Giddens has referred to this as the “reflexive project of the self.” It thus becomes a lifelong learning task. In this paper we raise some critical questions about Giddens’s views and their implications for lifelong learning. On the one hand we show, using ideas from Charles Taylor, that the construction of the self does not necessarily have to be understood in the reflexive and individualistic terms suggested by Giddens. With Taylor we argue for the importance of the social, moral, and intersubjective dimensions of the construction of the self. Against this background we then discuss ideas from Confucianism that also highlight the social, moral, and intersubjective dimensions of understanding the self. The latter view is not simply a theoretical option but actually continues to influence the ways in which a large part of the world population views their lives and their selves. Both for theoretical and practical reasons we therefore suggest that there is a need to take a broader outlook on what the personal dimensions of lifelong learning in contemporary society might look like.  相似文献   

Is team confidence the key to success? The reciprocal relation between collective efficacy,team outcome confidence,and perceptions of team performance during soccer games     

Katrien Fransen  Steven Decroos  Norbert Vanbeselaere  Gert Vande Broek  Bert De Cuyper  Jari Vanroy 《Journal of sports sciences》2015,33(3):219-231

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Book reviews     

Sinai Ucko  Gert Otto  M. J. Langeveld  H. H. Stern  Oskar Anweiler  C. H. Dobinson  Helmut Meyer-Bothling  Jürgen Zabeck  Heinrich Abel  Hans Kirchhoff  Rudolf Haas  Heinrich Roth  Lotte Schenk-Danzinger  J. M. Tanner  Barbara Magierska 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1962,7(4):487-510

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Risking Ourselves in Education: Qualification,Socialization, and Subjectification Revisited     

Gert Biesta 《Educational theory》2020,70(1):89-104

In previous publications, Gert Biesta has suggested that education should be oriented toward three domains of purpose that he calls qualification, socialization, and subjectification. Many educators, policymakers, and scholars have found this suggestion helpful. Nonetheless, the discussion about the exact nature of each domain and about their relationships to each other has been ongoing, particularly with regard to the domain of subjectification. In this article, Biesta revisits the three domains and tries to provide further clarification with regard to the idea of subjectification. He highlights that subjectification has to do with the existence of the child or student as subject of her or his own life, not as object of educational interventions. Subjectification thus has to do with the question of freedom. Biesta explains that this is not the freedom to do what one wants to do, but the freedom to act in and with the world in a “grown-up” way.  相似文献   

Common morality and computing   总被引：6，自引：4，他引：2  

Bernard Gert 《Ethics and Information Technology》1999,1(1):53-60

This article shows how common morality can be helpful in clarifying the discussion of ethical issues that arise in computing. Since common morality does not always provide unique answers to moral questions, not all such issues can be resolved, however common morality does provide a clear answer to the question whether one can illegally copy software for a friend.  相似文献   

SAY YOU WANT A REVOLUTION… SUGGESTIONS FOR THE IMPOSSIBLE FUTURE OF CRITICAL PEDAGOGY     

Gert J.J. Biesta 《Educational theory》1998,48(4):499-510

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Replication studies in economics—How many and which papers are chosen for replication,and why?     

Frank Mueller-Langer  Benedikt Fecher  Dietmar Harhoff  Gert G. Wagner 《Research Policy》2019,48(1):62-83

We investigate how often replication studies are published in empirical economics and what types of journal articles are replicated. We find that between 1974 and 2014 0.1% of publications in the top 50 economics journals were replication studies. We consider the results of published formal replication studies (whether they are negating or reinforcing) and their extent: Narrow replication studies are typically devoted to mere replication of prior work, while scientific replication studies provide a broader analysis. We find evidence that higher-impact articles and articles by authors from leading institutions are more likely to be replicated, whereas the replication probability is lower for articles that appeared in top 5 economics journals. Our analysis also suggests that mandatory data disclosure policies may have a positive effect on the incidence of replication.  相似文献   

Effect of a Fast-skin 'body' suit on drag during front crawl swimming     

Toussaint HM  Truijens M  Elzinga MJ  van de Ven A  de Best H  Snabel B  de Groot G 《Sports biomechanics / International Society of Biomechanics in Sports》2002,1(1):1-10

The effect on drag of a Speedo Fast-skin suit compared to a conventional suit was studied in 13 subjects (6 males, 7 females) swimming at different velocities between 1.0 and 2.0 m.s-1. The active drag force was directly measured during front crawl swimming using a system of underwater push-off pads instrumented with a force transducer (MAD system). For a range of swimming speeds (1.1, 1.3, 1.5 and 1.7 m.s-1), drag values were estimated. On a group level, a statistically non-significant drag reduction effect of 2% was observed for the Fast-skin suit (p = 0.31). Therefore, the 7.5% reduction in drag claimed by the swimwear manufacturer was not corroborated.  相似文献   

EDUCATION AS PRACTICAL INTERSUBJECTIVITY: TOWARDS A CRITICAL-PRAGMATIC UNDERSTANDING OF EDUCATION     

Gert J.J. Biesta 《Educational theory》1994,44(3):299-317

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