The Fallacy of Misplaced Concreteness: Its Importance for Critical and Creative Inquiry     

H. Edward Thompson 《Interchange》1997,28(2-3):219-230

In Science and the Modern World, Alfred North Whitehead (1925/1953) critically discusses the historical development of science and its larger impact on our civilization and culture today. The fallacy of misplaced concreteness (FMC) is a notion central to his analysis, both of the process of inquiry and to the general sustainability of quality of life. This paper is part of a panel of four presentations relevant to the theory, practice, and teaching of science. In this paper I identify the FMC as a set of variations on the central theme of misplacing concreteness, by mistaking the abstract for the concrete, and I define the component notions involved. More than half of the paper involves a representative range of concrete examples of the FMC. The realm of the aesthetic, of patient and sensitive attention, the full range of immediate bodily feeling, and the variety of real values revealed therein, turns out to be both the victim of and the remedy for the FMC. As Whitehead says: "Sensitiveness without impulse spells decadence, and impulse without sensitiveness spells brutality" (1925/1953, p. 200).  相似文献   

The “Wicked Problem” of Neutral Description: Toward a Documentation Approach to Metadata Standards     

Kara Long  Santi Thompson  Sarah Potvin  Monica Rivero 《Cataloging & classification quarterly》2017,55(3):107-128

Increasingly, metadata standards have been recognized as constructed rather than neutral. In this article, we argue for the importance of a documentation approach to metadata standards creation as a codification of this growing recognition. By making design decisions explicit, the documentation approach dispels presumptions of neutrality and, drawing on the “wicked problems” theoretical framework, acknowledges the constructed nature of standards as “clumsy solutions.”  相似文献   

The Representation of Altruistic and Egoistic Motivations in Children’s TV Programming     

Ron Tamborini  Lindsay Hahn  Brian Klebig  Clare Grall 《Communication Research Reports》2017,34(1):58-67

A content analysis of children’s television examined the frequency with which behaviors were (a) driven by altruistic versus egoistic motivations, (b) performed by affable/surly characters, (c) rewarded/punished, and (d) present in content popular among different age groups (2–5, 6–11, and 12–17 years old). We found that portrayal patterns stressed the importance of egoistic motivations (particularly competence, autonomy, and relatedness) for older children. The findings are interpreted in line with logic underlying the model of intuitive morality and exemplars (MIME; Tamborini, 2013), suggesting that media representations can influence the motivations of their viewers.  相似文献   

The Use of Student Consulting Projects as an Active Learning Pedagogy: A Case Study in a Production/Operations Management Course     

Kirk C. Heriot  Ron Cook  Rita C. Jones  Leo Simpson 《Decision Sciences Journal of Innovative Education》2008,6(2):463-481

Active learning has attracted considerable attention in higher education in response to concerns about how and what students are learning. There are many different forms of active learning, yet most of them are classroom based. We propose an alternative to active learning in the classroom through active learning outside of the classroom in the form of student consulting projects. While the literature on student consulting has largely focused on projects to assist small business owners, this research demonstrates the potential for using student-consulting projects in the Production/Operations Management course. We use a case study to describe the use of a student-consulting project as an alternative to the other types of active learning described in the Operations Management education literature.  相似文献   

Responding to student expectations: a partnership approach to course evaluation   总被引：1，自引：0，他引：1  

Ron Fisher  Dale Miller 《Assessment & Evaluation in Higher Education》2008,33(2):191-202

This paper presents a study that used newly developed instruments to investigate student expectations at two points in a semester‐based course. Course convenors were able to make some changes in response to the feedback, explain to students how the feedback had informed the course processes, and work with tutors on delivery enhancements. The administration of these instruments, a partnership approach involving students, tutors and lecturers, contributed to the creation of a responsive teaching and learning environment. In addition to enabling real‐time changes to be made, evaluation of the total teaching and learning experience ensured that improvements were made to subsequent offerings of the same course. Also, insights from one course were evaluated in terms of applicability to other courses offered within the same academic discipline. The study finds that establishing student expectations provides a framework for developing a responsive and iterative approach to achieving excellence in teaching and learning.  相似文献   

Curriculum continuity and school to university transition: science and technology programmes in Malawi     

D. C. Nampota  J. J. Thompson 《Compare》2008,38(2):233-246

This paper reports on a study that explored issues of curriculum continuity at the school to university level transition in Malawi. It bases its analysis on the school integrated science curriculum and university science and technology programmes. Data were collected through interviews, documentation and classroom observations. The findings show that gaps do exist, with both the ‘intended’ and the ‘experienced’ curriculum, between integrated science and the requirements of university science and technology programmes in the three categories of the knowledge of science, science as a way of knowing and general knowledge and skills. With respect to the investigative nature of science, gaps exist only with the delivered curriculum. Implications for both the integrated science curriculum and the university science and technology programmes are discussed.  相似文献   

The developmental influence of sex composition in preschool classrooms: Boys fare worse in preschool classrooms with more boys     

Arlen C. Moller  Emma Forbes-Jones  A. Dirk Hightower  Ron Friedman 《Early childhood research quarterly》2008

A multilevel modeling approach was employed to investigate the relation between sex composition and developmental change in 70 urban preschool classrooms. The research represents a unique contribution as (1) few studies have examined the influence of sex composition during the preschool years, (2) it represents the first research to use a continuous (i.e., sex ratio) as opposed to binary (i.e., mixed- versus single-sex) indicator for classroom sex composition, and (3) the sample represents an important and often neglected group (i.e., low-income children from urban schools). A series of HLM models were run, addressing the nested nature of the data (children within classrooms), and relating classroom sex composition to developmental change using the cognitive, motor, and social subscales from the Child Observation Record (COR). Overall, there were no main effects at the classroom-level for sex composition. However, a cross-level interaction indicated that, while girls’ development was not influenced by classroom sex composition, boys in classrooms with proportionally more boys fared significantly worse in terms of development as assessed by combined score on the COR. More specifically, this interaction was significant when predicting the COR cognitive subscale, but nonsignificant when predicting the COR social and motor subscales. This was true when controlling for the number of students at the classroom-level, as well as child's age and baseline ability (i.e., Time 1 COR) at the child-level. Implications for early childhood education policy are discussed.  相似文献   

Vulnerability to Bullying: Teacher-reported conduct and emotional problems,hyperactivity, peer relationship difficulties,and prosocial behaviour in primary school children     

Helen R. Johnson  Margaret J. J. Thompson  Suzanne Wilkinson  Louise Walsh  Jonathon Balding  Victoria Wright 《教育心理学》2002,22(5):553-556

Twenty five class teachers completed a "Strengths and Difficulties" assessment for 523 children aged from 7 to 11 years of age. Children self-completed a 39-item "My Life in School" questionnaire. One third of the sample were self-reported victims of bullying behaviour. Boys with poor prosocial skills, emotional problems and general difficulties with social interaction, expression of emotion and hyperactivity were at greatest risk of being bullied. There was no significant effect of age. The data support previous research findings that gender influences the prevalence of bullying but not that younger children are more vulnerable. This study provides new evidence that teachers recognise social behaviour and interactions that can significantly affect whether primary school children are bullied.  相似文献   

The Vestiges of Childhood Interparental Conflict: Adolescent Sensitization to Recent Interparental Conflict     

Patrick T. Davies  Morgan J. Thompson  Meredith J. Martin  E. Mark Cummings 《Child development》2021,92(3):1154-1172

This study examined whether childhood interparental conflict moderated the mediational pathway involving adolescent exposure to interparental conflict, their negative emotional reactivity to family conflict, and their psychological problems in a sample of 235 children (M_age = 6 years). Significant moderated-mediation findings indicated that the mediational path among Wave 4 interparental conflict during adolescence, change in youth negative reactivity (Waves 4–5), and their psychological problems (Waves 4–6) was significant for teens who experienced low, rather than high, levels of childhood interparental conflict (Waves 1–3). Supporting the stress sensitization model, analyses showed that adolescents exposed to high interparental conflict during childhood evidenced greater increases in negative reactivity than their peers when recent parental conflicts were mild.  相似文献   

Introducing and Developing Professional Standards in the Information Systems Curriculum     

Elizabeth?TowellEmail author  J.?Barrie?Thompson  Kathleen?L.?McFadden 《Ethics and Information Technology》2004,6(4):291-299

In light of growing concerns in the public and recent mandates from business program accrediting bodies and curricular task forces, the importance of teaching ethical topics in information systems programs is discussed. Innovative strategies used for teaching the application of ethical criteria to common situations are reviewed. Results of a survey of information systems faculty members in the US are presented and are compared to previous studies that related primarily to computer science and software engineering programs. Insight is provided into the topics, techniques, degree of coverage, and assessment techniques currently used when teaching ethics in computing-related programs. Key concerns and future work is also outlined.  相似文献