Curriculum and the idea of a cosmopolitan inheritance   总被引：4，自引：3，他引：1  

David T. Hansen 《课程研究杂志》2013,45(3):289-312

The ancient idea of cosmopolitanism is a topic of renewed interest today. Scholars and practitioners in many fields are examining what it means to conceive all human beings as linked by their membership in a shared cosmos. Some people focus on political cosmopolitanism, others on moral, cultural, or economic cosmopolitanism. This paper examines educational cosmopolitanism by elucidating the idea of curriculum as a cosmopolitan inheritance. It argues that curriculum can generate a cosmopolitan sensibility, by which one means an outlook that regards life experience as universally educational. It suggests that a cosmopolitan sensibility can assist people in working through some of the tensions that accompany global and local change in our time. It can position them to reconstruct creatively cultural and individual values rather than abandon them in the face of the ceaseless pressure of globalization. A cosmopolitan sensibility edifies human beings by helping them perceive why all persons, in principle, can be creative guardians and practitioners of creativity itself.  相似文献   

RESEARCH     

Richard Hansen 《The Educational forum》2013,77(1)

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Law-Related Curriculum: The Next Major Thrust in Education     

Dr. Thomas Ruff  Dr. J. Merrell Hansen 《Clearing house (Menasha, Wis.)》2013,86(8):381-383

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Connecting Theories to Practice: A Model for Categorizing Theories According to Use     

James T. Hansen 《International journal for the advancement of counseling》2014,36(4):384-394

In modernist fashion, counseling theories are ordinarily categorized according to their common conceptual features. This system of classification generally does not serve counseling practitioners, who use theories to help clients. The author proposes a practitioner-based, postmodernist model of classification that organizes theories according to the ways that they can be used.  相似文献   

Kodak's PHOTO CD System     

Dominique Cavet 《Educational Media International》2013,50(4):211-218

Abstract

As described in the different announcements made by Kodak, their PHOTO CD originally appeared as a product targeted at the general public. However, the purpose of this article is to describe the system which Kodak is going to produce and which is specifically directed towards professionals. This will be of interest to the educational system for its potential use of photographs and images. As well as its attraction for the general public and the professional, PHOTO CD is characterized by the following two important aspects:

‐ The system does not in any way affect the way pictures are actually taken; conventional films are used which are only transferred onto optical disks after being developed.

— The pictures can be viewed equally well on an ordinary television, or on a compatible PC micro or Macintosh.

PHOTO CD, then, seems to be a means of constructing picture banks which are available for editing. Recalling existing pictures poses no greater problem than integrating new pictures into the bank,” on the other hand, from the number of possible ways of viewing pictures, one can foresee quite complex use (multimedia or micro) as well as simple use (diaporama on a television).  相似文献   

About cooperative engineering: theory and emblematic examples     

Grace Morales  Dominique Forest 《Educational Action Research》2017,25(1):128-139

In this article we focus on ‘cooperative engineering’, in which teachers and researchers co-design didactic sequences. In the first part of the article, we present cooperative engineering by describing some of the main principles on which it is grounded. The second part is dedicated to a case study, which enables us to illustrate some elements of the collective work in a specific cooperative design in kindergarten. The designed learning game, the ‘Treasure Game’, aimed to assist kindergarten students to build a system of graphical representations, which was implemented in a series of phases in which students were asked to memorise a series of items with increasing levels of difficulty. The game demonstrated the students’ growing competence in recalling items using strategies such as making lists and working collaboratively to collectively recall items through a ‘treasure box’. In the third part of the article, we show how this case study embodies some of the main principles put forward in the first part.  相似文献   

Back to school blues: Seasonality of youth suicide and the academic calendar     

Benjamin Hansen  Matthew Lang 《Economics of Education Review》2011,30(5):850-861

Previous research has found evidence of academic benefits to longer school years. This paper investigates one of the many potential costs of increased school year length, documenting a dramatic decrease in youth suicide in months when school is not in session. A detailed analysis does not find that other potential explanations such as economic conditions, weather or seasonal affective disorder patterns can explain the decrease. This evidence suggests that youth may face increased stress and decreased mental health when school is in session.  相似文献   

    

Dominique Groux 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2006,52(1):107-123

EARLY LANGUAGE TRAINING: SOCIOLOGICALLY AND POLITI- CALLY DETERMINED PRACTICES – Throughout the world there is a great diversity of curricula for introducing early foreign language training more or less intensively. These curricula correspond to different pedagogical approaches. But these pedagogical choices are not neutral. They are the result of political choice. They are also sociologically discriminatory. The author studies and contrasts various forms of language training of certain countries and within the same countries (for example, the correlation between bilingual training and private schools, or the choice of bilingual education as a political goal). She proposes a scale for classifying the kinds of early foreign language training, depending on sociological criteria and political choice.

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Zusammenfassung FREMDSPRACHENUNTERRICHT IM FRüHEN KINDESALTER: SOZIOLOGISCH UND POLITISCH DETERMINIERTE PRAKTIKEN – Weltweit gesehen besteht eine gro?e Diversit?t in den Lehrpl?nen für die Einführung von Fremdsprachenunterricht im frühen Kindesalter (in mehr oder weniger intensiver Weise). Solche Lehrpl?ne entsprechen verschiedenen p?dagogischen Zugangsweisen. Aber diese p?dagogischen Entscheidungen sind nicht neutral. Sie sind das Ergebnis politischer Entscheidungen. Sie sind auch, soziologisch betrachtet, diskriminierend. Die Autorin untersucht und vergleicht verschiedene Formen von Sprachunterricht in bestimmten L?ndern und innerhalb dieser L?nder selbst (z. B. das Verh?ltnis von bilingualem Unterricht und Privatschulen oder die Wahl der bilingualen Erziehung als ein politisches Ziel). Sie schl?gt ein Raster vor, mit dem sich die Arten des Fremdsprachenunterrichtes im frühen Kindesalter abh?ngig von soziologischen Kriterien und politischen Entscheidungen klassifizieren lassen.

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Resumen EL APRENDIZAJE PRECOZ DE LAS LENGUAS LAS PRàCTICAS SOCIOLOGICA Y POLíTICAMENTE DETERMINADAS – Alrededor del planeta existe una gran diversidad de planes de estudio para el aprendizaje más o menos intensivo de una lengua extranjera a temprana edad. Estos currículos se corresponden con diferentes enfoques pedagógicos. Sin embargo, la elección de estos enfoques no es neutral; estos enfoques son el resultado de una elección política, y también son discriminantes a nivel sociológico. La autora analiza y contrasta diferentes formas de aprendizaje de lenguas extranjeras de determinados países y dentro de los mismos países (por ejemplo, la correlación existente entre ense?anza bilingüe y escuelas privadas, o la elección de una educación bilingüe como objetivo político). La autora propone que se confeccione una escala, para clasificar las formas de ense?anza precoz de lenguas extranjeras en función de criterios sociológicos y de elecciones políticas.

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Résumé Il existe, dans le monde, une grande diversité de curricula qui proposent un apprentissage des langues plus ou moins intensif et plus ou moins t?t dans le cursus. Ces curricula correspondent à des choix pédagogiques différents. Mais ces options pédagogiques ne sont pas neutres. Elles sont le produit de choix politiques. Elles sont aussi sociologiquement discriminantes. L’auteur étudie les différentes formes d’apprentissage des langues dans certains pays (contrastés) et à l’intérieur même de ces pays (corrélation entre enseignements bilingues et écoles privées, par exemple, choix d’une éducation bilingue à des fins politiques). Elle propose une grille de classement de ces formes d’enseignement précoce des langues étrangères en fonction de critères sociologiques et de choix politiques.

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L’auteur: Dominique Groux est professeur des université s à l’IUFM de Versailles. Elle est actuellement dé taché e comme attaché e de coopé ration universitaire à l’Ambassade de france en Allemagne et elle travaille à l’université de Potsdam (Allemagne). Ses champs de recherche sont l’é ducation comparé e, l’apprentissage pré coce des langues, les échanges internationaux et l’é ducation à l’alté rité . Addresse: 5, cité de Phalsbourg, 75011, Paris, France. E-mail: dgroux@noos.fr.  相似文献   

Ideas on the Margins: Professional Counseling and Ideological Insularity     

James Hansen 《International journal for the advancement of counseling》2010,32(3):214-224

Efforts to professionalize counseling practice have yielded extraordinary benefits to counselors. However, professionalization has also caused counselors to adopt strict definitions of their education, practices, and ethics. In order to combat the ideological insularity brought on by professionalization, several marginalized ideas are considered. The implications of these ideas and ways to overcome ideological insularity are discussed.  相似文献   

Acculturation, well-being and classroom behaviour among white British and British Asian primary-school children in the south–east of England: Validating a child-friendly measure of acculturation attitudes     

Dennis Nigbur  Rupert Brown  Lindsey Cameron  Rosa Hossain  Anick Landau  Dominique Le Touze  Adam Rutland  Charles Watters 《Int J Intercult Relat》2008,32(6):493-504

Using a sample of white British and British Asian primary-school children (N = 386, aged 5–11 years), we measured acculturation attitudes (own and perceived outgroup), correlated constructs (ingroup and outgroup affect and identification) and relevant outcomes (self-esteem, classroom demeanour) in a structured interview to validate a customised, child-friendly measure of acculturation attitudes based on Berry's framework. Scale items measuring desire for culture maintenance and intergroup contact loaded onto the predicted factors, were internally reliable and showed concurrent validity with affect and identification. The predictive utility of measures was demonstrated in associations between children's acculturation attitudes (or perceived discrepancies with those of the outgroup) and outcomes such as self-esteem and teacher ratings of emotional symptoms.  相似文献