‘Finding Foucault’: orders of discourse and cultures of the self     

A.C. Besley 《Educational Philosophy and Theory》2013,45(13-14):1435-1451

The idea of finding Foucault first looks at the many influences on Foucault, including his Nietzschean acclamations. It examines Foucault’s critical history of thought, his work on the orders of discourse with his emphasis on being a pluralist: the problem he says that he has set himself is that of the individualization of discourses. Finally, it addresses his work on the culture of the self which became a philosophical and historical question for Foucault later in his life as he investigated the historical form of relations between subjectivity and truth in Western philosophy since Antiquity and how philosophy as an activity taught about the care of the self. The conclusion suggests some ways that students might approach his work as they proceed in finding Foucault and their own selves.  相似文献   

Flights from the field and the plight of teacher education: a personal perspective   总被引：1，自引：1，他引：0  

ROY NASH 《课程研究杂志》2013,45(5):605-623

The sociology of the curriculum has been placed at the centre of a narrative of how social and cultural reproduction is effected through the symbolic power of the school. An influential body of critique maintains that the forms of the curriculum are characterized by an ‘arbitrary’ that effectively confines access to knowledge to those students who possess the code required for its acquisition. The insights of this critique, particularly as represented by Bourdieu and Bernstein, are invaluable. A realist ontology demands, however, that the necessary elements of education, including respect for reality, knowledge, and truth, should be an integral part of the school curriculum. It is concluded that the possibility of reconciling the arbitrary with the necessary should be grasped.  相似文献   

The road to self‐efficacy: a discussion of generic training in mental health competencies for educational professionals     

Dave Finney 《Pastoral Care in Education》2013,31(1):21-28

This discussion aims to consider the value of training educational professionals in mental health competencies. Primary Mental Health Workers working in the Child and Adolescent Mental Health Service have traditionally used a consultation model when working with schools. In this article I consider moving the emphasis away from consultancy work, instead putting training at the cornerstone of improving mental health in schools. I believe that local practices using consultation can create a ‘dependency’ culture, inhibiting the development of self‐efficacy in those involved in pastoral care in educational settings. Instead, an alternative method of improving confidence and self‐efficacy amongst educational practitioners is by delivering a comprehensive training course, which aims to provide a range of competencies in mental health. Training, which provides skills in low‐level therapeutic approaches for pupils and students, in conjunction with a broad understanding of mental illness and mental health issues, could be a highly effective method of responding to the maxim ‘mental health is everyone’s business’.  相似文献   

Soft benefits for hard nuts: the impact of community‐building interventions on ‘anti‐social youth’     

Ruth Ann Rogers 《Pastoral Care in Education》2013,31(3):195-204

This paper emerges from an evaluation conducted by the author into the impact of a community‐based intervention scheme designed to reduce perceived levels of ‘anti‐social behaviour’ amongst young people living in deprived communities. Drawing from this evaluation, the paper discusses the difficulties in assessing quantifiable measures of the impact of intervention schemes such as these; given the complex nature of the communities served, limitations in the realistic achievements of diversionary schemes and difficulties in identifying measureable outcomes. The paper also argues that given the highly problematic nature of such schemes, qualitative and ‘soft’ measures of impact, which although more difficult to assess, should be afforded greater status amongst funders and evaluators.  相似文献   

Evaluation of e‐learning outcomes: experience from an online psychotherapy education programme     

Chris Blackmore  Digby Tantam  Emmy van Deurzen 《Open Learning》2013,28(3):185-201

SEPTIMUS is a one‐year Europe‐wide postgraduate theoretical course for psychotherapists and counsellors provided entirely via the Internet. It may be used as part of a training course, with face‐to‐face elements provided locally, or for continuing professional development. The course was developed at the University of Sheffield in collaboration with psychotherapy training institute partners in seven other European countries. Two studies involving 167 SEPTIMUS students and 60 comparable face‐to‐face students were undertaken. ? Study 1. Drop‐out rates for the SEPTIMUS programme were found to be low, and comparison between those dropping out and those completing did not highlight any significant factors linked to distance learning. However, students cited finance, distance from training centre, lack of practical experience, family commitments and the intensity of their working weeks as having been barriers to taking face‐to‐face learning courses in the past.

? Study 2. SEPTIMUS students (e‐learners) were compared with students taking comparable attending (face‐to‐face) theoretical courses also being provided by partners in the project to psychotherapy trainees. Significant differences were found in distance from training institute and ability to visit training institute. SEPTIMUS students had higher levels of computer ownership, frequency of Internet use and IT skills than attenders; these factors when examined in Study 1 did not have an impact on the drop‐out rate of e‐learners.

e‐Learning can overcome barriers to traditional learning in psychotherapy, particularly distance from a training centre, without loss of student satisfaction or student performance. Factors sometimes thought to be obstacles to e‐learning, such as information technology skills, were not found to be significant barriers – although they may have affected recruitment. Certain aspects of e‐learning, such as the tendency to facilitate self‐disclosure, were found to be very beneficial, particularly in the context of psychotherapy programmes.  相似文献   

Finding an identity and meeting a standard: connecting the conflicting in teacher induction     

Jim McNally  Allan Blake  Brian Corbin  Peter Gray 《教育政策杂志》2013,28(3):287-298

This article has the apparently contradictory aims of describing a discourse of new teachers that is at odds with the policy‐derived competence‐based discourse of the professional standard for teachers, and of also seeking to find some points of connection that may help start a dialogue between policy and research. The experience of new teachers is conceptualised as personal stories of identity formation with a clear emotional‐relational dimension and a sense of self and intrinsic purpose in which others, especially colleagues and children, are central – themes not visible in the standard. The empirical context is that of new teachers in Scotland but the argument is supported through a wider literature that extends beyond the traditional limits of teacher education, drawing on, for example, notions of self‐identity, pure relationship and ontological security in the work of Giddens. Whether a more constructive dialogue can begin depends partly on the extent to which the formal standard can be expected to capture the complex, personal nature of the beginner’s experience, and partly on the possibility of research identifying particular areas of competence, such as understanding difference, that connect in some way to the standard.  相似文献   

Philosophical sense: An ampliative twist in gifted education     

Robert Arthur Schultz 《Roeper Review》2013,35(3):152-157

Philosophy has not been widely recognized as a means of approaching theory development in gifted education. This article provides an historical overview of the foundations of philosophy related to the field, as well as a structural means of developing philosophical sense for exploring the Natures of knowing, being, and values and valuing through sensitivities of social, political and economic factors of life. The goal is to explore issues beyond the psychologized (developed from theory but not sufficient for reality) manner prevalent within the field. A dichotomy (talent development vs. giftedness) is used as an example of how philosophical sense can structurally organize exploration of controversial issues, enabling scholarly work and adding varied viewpoints to understanding rather than fractionalizing focus into theoretical camps incessantly promoting prized viewpoints at the expense of divergent opinions (and evidence).  相似文献   

Rhetorical vision of equality: Analysis of the rhetoric of the southern black press during reconstruction     

William A. Haskins 《Communication quarterly》2013,61(2):116-122

The present study examines the rhetorical vision of equality by southern black journalists during Reconstruction. Their vision illuminates key areas of needs, themes, heroes or villains which are shared by most blacks who believed equal rights essential for full participation in a society reluctant to share them. The black press, then, puts forth a vision significantly different from ones developed in most southern papers, and advances one more atuned with the changing views of blacks during Reconstruction.  相似文献   

Development of the nonverbal immediacy scale (NIS): Measures of self‐and other‐perceived nonverbal immediacy     

Virginia P. Richmond  James C. McCroskey  Aaron D. Johnson 《Communication quarterly》2013,61(4):504-517

In recent years nonverbal immediacy has received considerable attention from researchers concerned with instructional communication, interpersonal communication, and organizational communication. Unfortunately, the instruments used to measure nonverbal immediacy in these contexts sometimes have been problematic in terms of their reliability estimates. This research attempted to overcome this problem, or failing that, to identify the cause(s) of the reduced reliability. The research resulted in a scale with high reliability when used as either a self‐report or an other‐report measure. It was also found to be equally reliable across the contexts of instructional, interpersonal, and organizational communication. Content validity of the scale is good and an initial test of predictive validity produced a high validity correlation. Unexpected sex differences were observed in the results and these are discussed in this report.  相似文献   

“斯密教条”与社会劳动价值论的终结     

张滇波 《南昌教育学院学报》2013,(9):10-11,18

"斯密教条"的性质在我国素为定论,而钱伯海通过"重新研究",认定"斯密教条"是一个"很为精湛的见解和发现",马克思对其批判有误。他得出结论:从社会看是活劳动创造价值,从企业看是物化劳动创造价值,从而物活劳动共同创造价值。并在此基础上提出了他自己的社会劳动价值论。由于斯密教条与国民经济核算的基础理论密切相关,因而一度引发激烈争论。由于论战双方对于马克思批判"斯密教条"的要点都未能尽义,因而本文力图阐明问题的实质,并指出钱伯海理论的根本性错误。  相似文献