Education and schooling     

Carson  A. Scott  Wilson  John 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1984,30(1):41-55

An analysis of the concept of education has been thought necessary by philosophers of education in the past in order to provide a measuring stick against which the genuineness and quality of purportedly educational activities and educated people could be gauged. R.S. Peters and John Wilson have both offered new analysis of education and it is here argued that each fails: Peters' because it will allow too much to count as educational and Wilson's because it will permit too little. The author's position is that the concept of education is too vague to admit of precise characterization, hence further analysis is futile. In its place is offered an analysis of the concept ofschooling. Schooling is less vague and can be divided intotypes of schooling each of which provides criteria for establishing the genuineness and quality of educational activities and educated people.

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Zusammenfassung In der Vergangenheit wurde eine Analyse des Erziehungsbegriffs von Erziehungsphilosophen für nötig gehalten, um einen Maßstab zu schaffen, anhand dessen Echtheit und Güte von beabsichtigten erzieherischen Aktivitäten und der Ausgebildeten abgelesen werden könnte. R.S. Peters und John Wilson haben beide eine neue Erziehungsanalyse vorgeschlagen, und der Autor legt dar, daß eine wie die andere fehlschlagen: Peters Analyse, weil sie erlaube, zu viel zum Erzieherischen zu zählen und Wilsons, weil sie zu wenig gestatte. Der Autor meint, daß der Erziehungsbegriff viel zu ungenau ist, um abgrenzende Beschreibung zuzulassen, und daher weitere Analyse vergeblich ist. Stattdessen wird eine Analyse des BegriffsSchulung vorgeschlagen. Schulung ist weniger ungenau und kann in zwei Schulungstypen unterteilt werden, welche beide Kritieren liefern, zur Feststellung von Echtheit und Güte der erzieherischen Aktivitäten und der Ausgebildeten.

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Résumé On pensait autrefois que l'analyse du concept de l'éducation présentée par les philosophes de l'éducation était nécessaire à l'élaboration d'une échelle de mesure d'après laquelle on pouvait apprécier l'authenticité et la qualité des activités pédagogiques visées et des personnes instruites. R.S. Peters et John Wilson ont présenté l'un et l'autre une nouvelle analyse de l'éducation et l'on démontre dans cet article que les deux échouent: celle de Peters parce qu'elle prend trop en considération l'aspect pédagogique, celle de Wilson pas assez au contraire. L'auteur pense que le concept de l'éducation est trop vague pour permettre une définition précise, ce qui rend tout autre analyse futile. On offre donc à la place une analyse du concept de l'instruction. L'instruction est moins indéfinie et peut être divisée entypes d'instruction, chacun pouvant fournir les critères de détermination de l'authenticité et de la qualité des activités pédagogiques et des personnes instruites.

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Exploring the Role of Ideology in Interdisciplinary Science Education Policy     

Benjamin Allen 《Educational Studies A Journal of the American Educational Studies Association》2017,53(6):642-653

Despite its popularity in education studies literature, interdisciplinary science education is mostly considered outside the multitude of social forces that drive education reform. This has contributed to a mythologizing of interdisciplinary science education and lead to assumptions about the necessity of its intervention into science education practice. This research constructs a critical analysis of interdisciplinary science education by exploring a philosophical understanding of the relations between scientific disciplines, investigating discourse about interdisciplinarity in science education policy literature, and provides socioeconomic context for this reform movement. In particular, Louis Althusser's theory of ideology as material force, his conception of the spontaneous philosophy of scientists, and his theses on the ideological nature of interdisciplinary science are foundational to this critique. Althusser's contributions allow for critical reflection on interdisciplinarity and the effects of promoting it throughout scientific enterprise. Viewing interdisciplinary science education through this critical lens allows for demarcating the ideological narratives of reformist discourse from the intended outcomes of reform. This investigation elucidates the intervention of interdisciplinarity as an ideological force governing the reproduction of scientific labor, with intended downstream socioeconomic effects, such as shifting science labor from the public sector to private industry to accommodate for austerity. The conclusions of this analysis advocate for historical materialist methodologies in science education research and critical education studies, while emphasizing the role of ideology in socioeconomic reproduction.  相似文献   

(<Emphasis Type="Italic">CF</Emphasis>)<Superscript>2</Superscript> architecture: contextual collaborative filtering     

Dennis Bachmann  Katarina Grolinger  Hany ElYamany  Wilson Higashino  Miriam Capretz  Majid Fekri  Bala Gopalakrishnan 《Information Retrieval》2018,21(6):541-564

Recommender systems have dramatically changed the way we consume content. Internet applications rely on these systems to help users navigate among the ever-increasing number of choices available. However, most current systems ignore the fact that user preferences can change according to context, resulting in recommendations that do not fit user interests. This research addresses these issues by proposing the \(({ CF})^2\) architecture, which uses local learning techniques to embed contextual awareness into collaborative filtering models. The proposed architecture is demonstrated on two large-scale case studies involving over 130 million and over 7 million unique samples, respectively. Results show that contextual models trained with a small fraction of the data provided similar accuracy to collaborative filtering models trained with the complete dataset. Moreover, the impact of taking into account context in real-world datasets has been demonstrated by higher accuracy of context-based models in comparison to random selection models.  相似文献   

Promoting Sustainable Development in Tvet:<Superscript>1</Superscript> the Bonn Declaration     

John Fien  David Wilson 《Prospects》2005,35(3):273-288

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Toward genuine self-government     

Wilson Carey McWilliams 《Academic Questions》2001,15(1):50-56

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The dialectic of the master-student relationship     

Fred Wilson 《Interchange》1995,26(2):193-203

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Standardized grade equivalents: really! No. Well, sort of, but they are more confusing than helpful     

C R Reynolds  V L Wilson 《Journal of learning disabilities》1984,17(6):326-327

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Attention distribution in the 24-month-old child: variations in complexity and incongruity of the human form     

M Lewis  C D Wilson  M Baumel 《Child development》1971,42(2):429-438

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Growing monstrous organisms: the construction of anti-GMO visual rhetoric through digital media     

Kelly A. Clancy  Benjamin Clancy 《Critical Studies in Media Communication》2016,33(3):279-292

This paper explores the international controversy over genetically modified organisms (GMOs). We argue that the uncommonly high levels of opposition to genetically modified food in both the United States and in Europe can be attributed to the overwhelming success of the online visual campaign against GMOs. By exploiting the unique characteristics of the internet to create memetic images that can travel freely across linguistic and cultural borders, opponents of the technology have been able to refute rationalist claims about the safety of GMOs. In response to the single coherent narrative of scientific certainty, a diffuse set of challenges emerges. The risk of genetic engineering holds within it the potential for catastrophe, leaving the industries that produce and manufacture the technology in a perpetual state of crisis. Instead of a unified narrative of scientific certainty, each challenge presents a multiplicity of diffuse narratives that unsettle the public’s understanding of the risk presented by GMOs. We aim to augment traditional understandings of the way that publics may interact with the “public screen” by explicating one way in which dominance of the visual in mediated political discourse may privilege non-rational political decision making.  相似文献   

Hyperlocal News Coverage: A Population Ecology Perspective     

Wilson Lowrey  Eunyoung Kim 《Mass Communication and Society》2016,19(6):694-714

Adopting a population ecology perspective, this study tests the influence of population-level factors on news coverage in hyperlocal websites. Specifically, level of legitimacy of the hyperlocal website population is assessed as a predictor of frequency and favorability of coverage of local businesses and government organizations. Traditional “field-level” predictors from media sociology are also examined. Among the field-level factors tested, professional background of staff and affiliation with traditional media organizations proved most important in explaining favorability of coverage, and level of advertising was an important predictor of frequency of coverage. The level of the population’s legitimacy also corresponded significantly with frequency of coverage. Results suggest that factors related to the population level and to institutionalization over time are relevant, even for the hyperlocal website, a relatively young and idiosyncratic media form. These factors warrant attention in future research.  相似文献