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41.
Marianna Papastephanou 《Educational Philosophy and Theory》2018,50(14):1529-1530
42.
In this paper we study the effect of deregulation on innovation in the electricity sector using a sample of 31 OECD countries. Exploiting sharp reductions in the level of product market regulation, explicitly linked to changes in the legal framework, we perform a difference-in-difference analysis by matching data retrieved from the OECD International Regulation, OECD Patent Grants, and UN World Development Indicators databases. Our main findings suggest that a decrease in regulation intensity, following a significant reform, has a negative impact on patents (granted by the European Patent Office). This impact appears to be mainly due to the degree of market contestability. Finally, we find evidence of an inverted U-shaped relationship between regulation and innovation. This may imply that the effect of deregulation on innovation depends on the strength of the deregulatory process. 相似文献
43.
Tomi Kärki Heli Keinänen Anu Tuominen Marianna Hoikkala Eila Matikainen Hanna Maijala 《Technology, Pedagogy and Education》2018,27(2):251-263
The authors consider the use of mobile learning environment ActionTrack in teacher education. Pre-service class teachers’ (N = 277) experiences of the mobile learning environment were measured with a 7-point Likert-scale questionnaire based on seven attributes of meaningful learning. Students’ ratings for different attributes were analysed quantitatively. The authors conclude that, based on this analysis, it is possible to create meaningful learning experiences using ActionTrack. All the measured attributes of meaningful learning obtained positive values. In the mobile learning events of this study, three attributes arose as the essential features: mobile learning in the outdoors was primarily considered collaborative, active and contextual. 相似文献
44.
Marianna Papastephanou 《Journal of Philosophy of Education》2003,37(3):503-524
In this article I attempt to address three positions on forgiveness that could be encouraged in schools. They are the strict view defended by Philip Barnes, the relaxed view promoted by Patricia White and the idea of forgiving the unforgivable discussed by Jacques Derrida. I shall examine the tradition from which they emerge and explore some of their problems. This will lead me to a rehabilitation of what is other to that tradition (within and without)—an other that can serve as a corrective to the problems of those positions. I shall conclude the article with an exposition of the radicalisation of the teaching of forgiveness if we focus on the perspective of the one who seeks forgiveness. 相似文献
45.
This qualitative and exploratory case study sought to examine if and how implicit theories influence the implementation of information and communication technologies (ICTs) in the language classroom in Chile. To achieve this goal, data was gathered from nine experienced university instructors in English as a Second Language. Based on semi-structured interviews, a self-assessment skill survey, a record of the equipment available and document analyses, the authors’ findings are presented in three sections: perceived affordances of ICTs, use of ICTs in practice and challenges for implementation of ICTs. They set out and discuss each theme, and conclude with suggestions for further research and pedagogical implications. 相似文献
46.
Marianna Trekell 《Quest (Human Kinetics)》2013,65(1):127-134
The field of physical education/kinesiology is facing unique challenges. There are ongoing pressures for change and adaptation forcing us to look to our past as we face an uncertain future. In the past, we have been blessed with all-encompassing categories that may be called “umbrellas.” The American Alliance for Health, Physical Education, Recreation and Dance (AAHPERD) has offered us an umbrella that some of us appear to be rejecting. We do so at our peril. Disciplinary development became energized in the 1960s; we now appreciate more fully that our field entails the study of human movement particular to physical activities such as exercise, sport, games, play, aquatics, dance, and athletics. As a profession, we need the undergirding knowledge that our disciplinarians are gradually providing. This knowledge should come from both the disciplinary and professional wings of our field. There is a continuing need for the services that physical education/kinesiology can provide. We will survive if we cooperate with our colleagues in the allied professions under the overarching umbrella of AAHPERD, if we achieve consensus about what it is we do under our own umbrella, and if we devise ways and means of keeping the struts of our own umbrella strong enough to fight off the strong winds that are presently tending to tear it out of our hands. 相似文献
47.
M. Papastephanou 《Journal of Philosophy of Education》1999,33(3):419-434
This article examines the actual and potential contribution of Jürgen Habermas's and Karl-Otto Apel's 'discourse theory' to ongoing debates on educational issues. By exploring the paradigmatic assumptions of discourse theory, i.e. those related to new conceptions of rationality, language, and subjectivity, I suggest possible links between a Frankfurt School metacritique and a postmodern educational practice. While taking into account the poststructuralist intervention and the relevance of cultural studies to revisiting modern pedagogy, I take issue with dismissive readings of Habermas's discourse theory by its postmodernist detractors, and I put forward a more mediatory approach to cross-disciplinary exchanges. 相似文献
48.
In this interview, Christopher Norris discusses a wide range of issues having to do with postmodernism, deconstruction and other controversial topics of debate within present–day philosophy and critical theory. More specifically he challenges the view of deconstruction as just another offshoot of the broader postmodernist trend in cultural studies and the social sciences. Norris puts the case for deconstruction as continuing the ‘unfinished project of modernity’ and—in particular—for Derrida’s work as sustaining the values of enlightened critical reason in various spheres of thought from epistemology to ethics, sociology and politics. Along the way he addresses a number of questions that have lately been raised with particular urgency for teachers and educationalists, among them the revival of creationist doctrine and the idea of scientific knowledge as a social, cultural, or discursive construct. In this context he addresses the ‘science wars’ or the debate between those who uphold the values of scientific reason, progress and truth, and those (like the ‘strong’ sociologists of knowledge) who would reject such values as merely the expression of a dominant ideological consensus. Norris also discusses the emergence of anti–realism as a strongly marked trend within recent analytic philosophy, one that denies the existence of objective (‘recognition–transcendent’) truths in mathematics, the physical sciences, history and other disciplines. Thus statements are thought of as possessing a truth–value just insofar as we possess some adequate proof–procedure or some means of finding them out through empirical or other methods of enquiry. Norris offers a range of arguments against this anti–realist position and brings out its convergence with various postmodernist lines of thought. Through a running commentary on Derrida’s work in relation to these developments he shows how deconstruction has been misconstrued by sociologists, cultural critics and educational theorists whose understanding has often been based on a limited acquaintance with the primary texts. Above all Norris calls for a renewed engagement with the philosophic discourse of modernity and a willingness to challenge postmodern scepticism and value–relativism in a spirit of open–minded critical debate. 相似文献
49.
Marianna Papastephanou 《Journal of Philosophy of Education》2002,36(1):69-86
50.
Marianna Papastephanou 《Journal of Philosophy of Education》2004,38(3):369-378
Responding to Jan Masschelein's discussion of critical distance and the trivialisation of critique in his ‘How to Conceive of Critical Educational Theory Today?’, I draw attention to the antinomic character of immanence and transcendence—that is, to the way that it entails both non‐circumventible necessity and omnipresent risks. I argue that the discourse of critical thinking in education is exemplary of the tensions generated by such consolidated meanings. Through this prism, I aim to offer a nuanced account of ways in which the trivialisation of critique nurtures narcissistic and conformist tendencies that do not leave unaffected any critical philosophical line of thought. To illustrate my critique of contemporary critical education of all persuasions, I deal with an ethics of reading and writing. I suggest that, rather than encouraging cynicism and an abdication of responsibility, this antinomic character of critique should discourage any complacent and one‐sided reliance on one's own tradition. 相似文献