The cargo cult and the protestant ethic as conflicting ideologies: Implications for education     

Joseph M. Conforti 《The Urban Review》1989,21(1):1-14

As a prolonged endeavor, education has been ideologically justified in American society by the certainty of the Protestant ethic, in terms of rewards for adherence and punishment for deviation. That certainty is increasingly challenged by contemporary culture's numerous celebrations of cataclysmic reward of inherent endowment, cunning, speculative choice, and fortuitous circumstances. In essence, a nascent cargo cult ideology posits as an alternative to the certainty of the Protestant ethic, the indetermination of good fortune. This paper seeks to distinguish the Protestant ethic and cargo oult as competing ideologies, how each articulates to the organization of formal education and its presumptions, and some implications of their contention for education.  相似文献   

A plan for the development of a conceptually-based mathematics curriculum for disadvantaged children I: Theoretical foundations     

Joseph M. Scandura 《Instructional Science》1972,1(2):247-262

The purpose of this two-part article is to point the way towards more sophisticated educational technologies with specific reference to educating the disadvantaged. In Part I, after summarizing some of the current problems in educating the disadvantaged, a new theory of structural learning is proposed and relationships between this theory, educational technology, and curriculum development are made explicit. This conceptual framework then is used as a basis for planning curriculum development in education. Part II shows in more detail how this plan may be applied in the real world with special reference to three specific projects:

1. An efficient and self-instructional way to diagnose and teach the basic arithmetical skills of addition, subtraction, multiplication, and division.
2. A systematic way of teaching children how to read critically based on a behavioral analysis of the process in terms of logical reasoning.
3. A plan for in-service teacher education which deals with mathematical processes (as opposed to content).

  相似文献   

Examining a Comprehensive College Transition Program: An Account of Iterative Mixed Methods Longitudinal Survey Design     

Cole  Darnell  Kitchen  Joseph A.  Kezar  Adrianna 《Research in higher education》2019,60(3):392-413

Research in Higher Education - There are few accounts in the higher education literature of mixing methods at the survey design stage and very little guidance targeting higher education researchers...  相似文献   

The Development of Diploma in Education Student Teachers’ Mathematics Pedagogical Content Knowledge     

Suat Khoh Lim-Teo  Kwee Gek Chua  Wai Kwong Cheang  Joseph K. Yeo 《International Journal of Science and Mathematics Education》2007,5(2):237-261

Mathematics pedagogical content knowledge (MPCK) of teachers cannot be easily defined but is a complex concept integrating generic pedagogical knowledge, mathematics teaching methodology as well as knowledge of the discipline of mathematics. It is the objective of mathematics methodology courses in teacher preparation programmes to begin the development of MPCK in their pre-service teachers. As part of a research study on the development of MPCK in primary school beginning teachers, a 16-item instrument was developed to measure some aspects of the MPCK for teaching mathematics at primary level. The instrument was administered to the 2003 Intake of the Diploma in Education student teachers at the National Institute of Education, Singapore just at the beginning of their programme. As they completed their methodology course in February 2005, the instrument was administered again. This paper will discuss the findings concerning their performance in these two tests, with reference to the overall performance as well as topic-specific and MPCK construct-specific performance. The findings indicate that student teachers at the beginning of their programmes are generally quite weak in their mathematics pedagogical content knowledge, as might be expected. There was significant improvement in some aspects of their MPCK on completion of their mathematics pedagogy course.  相似文献   

把高校数学课堂还原成一个科学探究的场所     

李修昌  鲍曼  肖强 《继续教育研究》2006,(4):144-146

本文主要论述了以下观点:好的教学贵在流淌教师鲜活的思想;解除学生的思想约束,善待学生的思想幼芽;倡导思路教学,将课堂还原成一个科学探究的场所。  相似文献   

Issues and Directions in Technology-Integrated Personnel Assessment and Professional Development     

Joseph Claudet 《Journal of Personnel Evaluation in Education》2002,16(1):7-10

Program design possibilities for educational personnel assessment and professional learning have considerably expanded in recent years as a result of the continued development and refinement of computer, video, and web-based digital technologies. As a result, preK-12 teachers, administrators, and other educators increasingly have access to newer kinds of technology-based professional assessment and career learning tools that enable personnel to approach assessment, evaluation, and professional learning activities in more integrative and effective ways. These technology-based tools engender new sets of issues and raise prospects for new directions and possibilities for personnel assessment and development in the field of education.  相似文献   

Revisiting Peirce’s account of scientific creativity to inform classroom practice     

Joseph Paul Ferguson  Vaughan Prain 《Educational Philosophy and Theory》2020,52(5):524-534

Abstract

Peirce made repeated attempts to clarify what he understood as abduction or creative reasoning in scientific discoveries. In this article, we draw on past and recent scholarship on Peirce’s later accounts of abduction to put a case for how teachers can apply his ideas productively to elicit and guide student creative reasoning in the science classroom. We focus on (a) his rationale for abduction, (b) conditions he recognised as necessary to support this speculative reasoning, (c) pragmatic strategies to guide inquiry and test conjectural hypotheses, and (d) his growing recognition of creative dimensions to reasoning beyond abductive inference-making. We illustrate this case through examples of a guided inquiry approach to student claim-making in the science classroom.  相似文献   

层次逻辑系统论——以哲学与章法学作对应考察     

陈满铭 《锦州师范学院学报(哲学社会科学版)》2005,27(6):1-7

逻辑层次，乃由多样的“二元对待”为基础，经“移位与转位”之过程与“‘多’、‘二’、‘一（0）’螺旋结构”之终极统合，而形成其完整系统；这不但可由《周易》与《老子》等哲学典籍中找出它的理论根源，也可从辞章章法结构中寻得它的具体呈现。因此本文即从“二元对待”（含“对比与调和”）、“移位与转位”与“‘多’、‘二’、‘一（0）’螺旋结构”等层面切入，作对应之探讨，以凸显出层次逻辑系统在哲学与章法学中的纽带作用。  相似文献   

Lifelong Learning and Adult Education: Russia Meets the West     

Joseph Zajda 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2003,49(1-2):111-132

This article examines the impact of social change and economic transformation on adult education and lifelong learning in post-Soviet Russia. The article begins with a brief economic and historical background to lifelong learning and adult education in terms of its significance as a feature of the Russian cultural heritage. An analysis of Ministerial education policy and curriculum changes reveals that these policies reflect neo-liberal and neo-conservative paradigms in the post-Soviet economy and education. Current issues and trends in adult education are also discussed, with particular attention to the Adult Education Centres, which operate as a vast umbrella framework for a variety of adult education and lifelong learning initiatives. The Centres are designed to promote social justice by means of compensatory education and social rehabilitation for individuals dislocated by economic restructuring. The article comments on their role in helping to develop popular consciousness of democratic rights and active citizenship in a participatory and pluralistic democracy.  相似文献   

高校校园中的大众文化意味     

倪曼 《湖北成人教育学院学报》2006,12(6):31-33

网络文化、手机文化和偶像文化是当前高等院校中的大众文化的代表性元素。应在中国本土文化语境中去解读大众文化概念。当代中国的大众文化兼具双重性,既有浅表化和娱乐化的现象,也有内在的人文精神。大学生是全社会中最能接纳大众文化的群体之一。只要突出大众文化的审美情趣,使之符合社会公共道德规范,那么它对大学生便有了教育意义。  相似文献