Critical thinking, education, and postmodernity: Possibilities and limitations for moral education     

Duck-Joo Kwak 《Asia Pacific Education Review》2008,9(2):127-135

The contemporary educational discourse on critical thinking, as one of the primary aims of education. has been divided into the spheres of modernist defense and post-modernist criticism. Critical of both positions, this paper attempts to find a new way of employing critical thinking, especially for the purposes of moral education, by drawing on Bernard William’s concept of “ethical reflection.” It will be shown that employing critical thinking for the fostering of ethical reflection in our young students can lead them into an “understanding” of ethical, rather than “ethical knowledge,” which enables them to properly deal with moral relativism in a culturally pluralistic society. This paper then explores the educational possibilities presented by Socrates’ teaching method as an example of this employment, though not without consideration of the attendant educational limitations and dangers.  相似文献   

The mind of a plagiarist   总被引：1，自引：0，他引：1  

Jon Baggaley  Bob Spencer 《Learning, Media and Technology》2005,30(1):55-62

The ease with which material may be ‘copied and pasted’ from the Internet into written work is raising concern in educational institutions, and particularly in those disciplines that use online sources and methods in their curriculum. A case of ‘serial plagiarism’ is discussed, in the work of a graduate student in an online distance education program. The complexity of the student’s thinking is emphasized, and the manner in which the case was handled by the teacher and the university. The use of an online plagiarism‐checking technology (Turnitin.com) and the value of such services are discussed. The case illustrates the importance of explaining the precise nature of plagiarism to students, of providing clear warnings about its consequences and of developing a careful institutional approach to plagiarism detection and prevention.  相似文献   

Cultural Differences in Korean- and Anglo-American Preschoolers' Social Interaction and Play Behaviors   总被引：1，自引：1，他引：1  

Jo Ann M. Farver  Yonnie Kwak Kim  Yoolim Lee 《Child development》1995,66(4):1088-1099

48 Korean- and 48 Anglo-American children were observed in their preschool settings to examine the role of culture in organizing children's activities and in shaping their pretend play behavior. Observers recorded the presence or absence of preselected social behaviors and levels of play complexity. Parents completed a questionnaire about play in the home, teachers rated children's social competence, and children were given the PPVT-R and a socio-metric interview. Korean parents completed an acculturation questionnaire. The findings revealed cultural differences in children's social interaction, play complexity, adult-child interaction and play in the home and in the preschool, adult beliefs about play, scores on the PPVT-R, and children's social functioning with peers. The results suggest that children's social interaction and pretend play behavior are influenced by culture-specific socialization practices that serve adaptive functions.  相似文献   

Moving toward a grand theory of development: in memory of Esther Thelen     

Spencer JP  Clearfield M  Corbetta D  Ulrich B  Buchanan P  Schöner G 《Child development》2006,77(6):1521-1538

This paper is in memory of Esther Thelen, who passed away while President of the Society for Research in Child Development. A survey of Esther Thelen's career reveals a trajectory from early work on simple movements like stepping, to the study of goal-directed reaching, to work on the embodiment of cognition, and, ultimately, to a grand theory of development--dynamic systems theory. Four central concepts emerged during her career: (1) a new emphasis on time; (2) the proposal that behavior is softly assembled from the interaction of multiple subsystems; (3) the embodiment of perception, action, and cognition; and (4) a new respect for individuality. Esther Thelen communicated these ideas to scientists and practitioners alike, so the ultimate benefactors of her work were children.  相似文献   

Early childhood naps initiate emotional memory processing in preparation for enhanced overnight consolidation     

Olivia Hanron  Gina M. Mason  Jennifer F. Holmes  Rebecca M. C. Spencer 《Child development》2023,94(3):721-733

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Formal theories clarify the complex: Generalizing a neural process account of the interaction of visual exploration and word learning in infancy     

Ajaz A. Bhat  Larissa K. Samuelson  John P. Spencer 《Child development》2023,94(6):1491-1510

The interaction of visual exploration and auditory processing is central to early cognitive development, supporting object discrimination, categorization, and word learning. Research has shown visual–auditory interactions to be complex, created from multiple processes and changing over multiple timescales. To better understand these interactions, we generalize a formal neural process model of early word learning to two studies examining how words impact 9- to 22-month-olds' attention to novelty. These simulations clarify the origin and nature of previously demonstrated effects of labels on visual exploration and the basis of mutual exclusivity effects in word learning. We use our findings to discuss key questions for this special section: what makes a good theory and how should formal theories interface with empirical paradigms and findings?  相似文献   

Technology—it's all in the sales pitch!     

Bonnie Sue Spencer 《Performance Improvement》1995,34(4):35-36

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