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NATHAN ALEXANDER MUELLER 《Journal of Philosophy of Education》2019,53(1):94-110
In this paper, I aim to reconsider MacIntyre's notion of an educated public. In particular, I aim to do so in light of his recent elucidation of the role of philosophical education in rejecting, or at least challenging, predominant and shared cultural assumptions. I begin by outlining MacIntyre's original case for an educated public as found in The Idea of an Educated Public. I then briefly consider and respond to three prominent criticisms of MacIntyre's original explication of the notion. In responding to these criticisms, it will be made clear that subtle shifts in MacIntyre's subsequent treatments of the notion reduces the dependency of such a public's existence on the university. I conclude by arguing that the development in MacIntyre's articulation of the necessary conditions for an educated public when considered in conjunction with his recent defence of the conditions for an ‘adequate philosophical education’ provides his philosophy of education with the conceptual resources needed to break free of a final difficulty which MacIntyre himself has articulated. Specifically, I contend that the four stages of an adequate philosophical education MacIntyre outlines are such that they need not be restricted to implementation in formal educational institutions such as the university. 相似文献
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Huw Bell 《English in Education》2016,50(2):148-163
This case study of developing teacher attitudes, beliefs and content knowledge at one primary school in the North‐West of England deals with the new spelling, punctuation and grammar (SPaG) elements of the National Curriculum, focusing on grammatical terms and concepts. It uses data collected over 10 months from June 2014 to March 2015, including surveys, interviews and comments made during post‐observation discussions and during SPaG CPD sessions. The findings suggest that, while much work remains to be done in developing teachers’ knowledge base, attitudes are largely supportive of teaching children grammar terms and concepts. 相似文献
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Huw Jarvis 《British journal of educational technology : journal of the Council for Educational Technology》1997,28(3):165-175
This paper demonstrates the viability and usefulness of word processing as a pedagogical tool for developing writing skills in the language classroom. Although the specific context is English as a Foreign Language (EFL), the applications are relevant to all language teachers working in primary, secondary or tertiary levels.
The paper illustrates some possible ways into this important and ever growing aspect of education technology. It is written for language teachers who are either completely new to this field or who have some experience which they would like to develop further. 相似文献
The paper illustrates some possible ways into this important and ever growing aspect of education technology. It is written for language teachers who are either completely new to this field or who have some experience which they would like to develop further. 相似文献
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Huw ALEXANDER 《Learned Publishing》2012,25(1):75-76
Access‐Right: The Future of Digital Copyright Law Zohar Efroni New York, Oxford University Press, 2010, 632pp. 978‐0199734078, $95 hbk Whenever a copyright law is to be made or altered, then the idiots assemble. (Mark Twain's Notebook, 1902–1903) 相似文献
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Kilduff LP Owen N Bevan H Bennett M Kingsley MI Cunningham D 《Journal of sports sciences》2008,26(8):795-802
Following a bout of heavy resistance training, the muscle is in both a fatigued and potentiated state with subsequent muscle performance depending on the balance between these two factors. To date, there is no uniform agreement about the optimal acute recovery required between the heavy resistance training and subsequent muscle performance to gain performance benefits. The aim of the present study was to determine the recovery time required to observe enhanced muscle performance following a bout of heavy resistance training. Twenty professional rugby players performed a countermovement jump at baseline and approximately 15 s, 4, 8, 12, 16, 20, and 24 min after a bout of heavy resistance training (three sets of three repetitions at 87% one-repetition maximum squat). Power output, jump height, and peak rate of force development were determined for all countermovement jumps. Despite an initial decrease in countermovement jump performance after the heavy resistance training (P<0.001), participants' performance increased significantly following 8 min recovery (P<0.001) (i.e. jump height increased by 4.9%, s=3.0). The findings suggest that muscle performance during a countermovement jump can be markedly enhanced following bouts of heavy resistance training provided that adequate recovery (approximately 8 min) is allowed between the heavy resistance training and the explosive activity. 相似文献
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