Tradition or Modernity? The Fallacy of Misplaced Concreteness Among Women Science Educators in Cameroon     

Howard Woodhouse 《Interchange》1997,28(2-3):253-262

Building on an earlier article in which I analyzed the views of women scientists and science educators in Cameroon, West Africa (Woodhouse & Ndongko, 1993), I reflect upon the ways in which these same science educators managed to commit the fallacy of misplaced concreteness, attributed by Alfred North Whitehead to the abstractions of 17th-century physics.On the one hand, the women in our study tried to make their science teaching as concrete as possible by introducing examples from African traditional medicine that were familiar to their students. On the other, they undermined these laudable efforts by consistently diminishing the value of traditional indigenous healing, for they regarded the abstractions of scientific methodology as real in a way that such treatments were not. I argue that this is a prime example of the fallacy.Furthermore, the only way in which these women science educators could imagine that African traditional healers would be accepted by the scientific community was to become professionals by adopting the abstract methodology of science, which falls foul of the fallacy in the first place. Only then could their various traditional treatments be assimilated to the market and developed commercially by multinational corporations. I argue that this overlooks the ways in which such corporations appropriate the cultural and intellectual property of traditional healers in Cameroon and elsewhere. Moreover, their reasoning is based once again on the fallacy of misplaced concreteness, accepting the abstractions of the market as real, while disregarding the value of indigenous knowledge itself.  相似文献   

在新课改中应重视学生创新能力的培养     

李荣 《伊犁教育学院学报》2003,16(4):126-130

创新是素质教育的灵魂,学习兴趣、自主性和创新思维是创新能力的三大要素。培养学生创新能力的设想是:通过满足学生缺失需要,特别是爱和自尊的需要,从而激发学习兴趣,变被动学习为自主性学习、变灌输教学为讨论式责疑辩难式教学,培养学生的自主性和创新思维。  相似文献   

洛桑酒店管理学院人才培养模式及经验借鉴     

吉园园 《晋城职业技术学院学报》2019,12(5):24-27

洛桑酒店管理学院及其开创的“洛桑模式”在全球酒店业内有着极高的声望和影响力。“洛桑模式”精益求精,追求卓越的教育管理,资格把控、严进严出的招生机制,引领前沿、重在实践的专业教学和学以致用内外并举的专业实习,为世界培养和造就了大批优秀酒店管理人才,也对我国具有重要的借鉴意义。我国的酒店教育只有从市场和行业的需要出发,强化专业教学改革;从学术创新和行业历练出发,打造“双师型”师资队伍;从教学需要和企业诉求出发,实施高质量的专业实习,才能培养出更多优秀的酒店经营与管理人才。  相似文献   

我国城市区域发展建设探讨   总被引：2，自引：0，他引：2  

饶会林  王晓玲 《南阳师范学院学报》2006,5(1):14-19

城市区域化是城市化的高级阶段。随着中国城市化水平的提高和城市化发展速度的加快,城市区域也呈现出良好的发展态势,城市区域发展出现了一系列的新形势。基于此,汲取中国城市区域建设过程中的经验教训,从理论上合理设计中国城市区域未来发展之路,对指导中国城市区域建设实践显得尤为重要。  相似文献   

两种发展了的传播模式对教育教学的启示——再论拉斯韦尔的"5W"模式和香农-韦弗模式     

刘文灵 《安阳工学院学报》2006,(3):150-152

拉斯韦尔的“5W”模式和香农—韦弗模式在传播学研究中占据着重要的地位,几经学者们的改进和完善。两模式对教育教学活动也发生着深远的影响,而且还将有新的启示被不断地挖掘出和感悟到。  相似文献   

浅谈庄子的审美境界     

赵艳驰  胡荻秋 《齐齐哈尔师范高等专科学校学报》2002,21(4):31-33

本主要探讨庄子的审美境界,庄子审美的最高境界也是他的“道”的最高境界。庄子的审美境界是以“无为”思想为核心的,在此基础上形成了庄子审美境界的美在极处,美在天然以及美在自由的特点。庄子哲学的最高境界也是他审美的最高境界,即“天地与我并生,而万物与我为一”。庄子认为达到这个审美境界的途径就是进行审美感受,即进行“心斋”、“坐忘”、“物化”,然后获得最大的审美愉悦。  相似文献   

差异里的建构——梁宗岱的新诗理论及其启示     

陈太胜 《北京师范大学学报(社会科学版)》2001,(3):54-60

梁宗岱是 2 0世纪 30年代很重要的文艺理论家 ,很注重新诗理论的现代性建设 ,但长期以来没有得到学界应有的重视。梁宗岱以一种高度现代化的文化建构方式 ,融汇贯通中西文艺传统 ,建构起了“体验的形式诗学”。他在审美把握的基础上认为诗不仅是体验的、形式的 ,而且在其总体的境界上是“丰富 ,复杂 ,深邃 ,真实的灵境”,也就是“象征的灵境”。梁宗岱的新诗理论是对中国新诗发展流弊——反诗倾向的反拨 ,为中国新诗朝现代化的纯正方向发展作出过应有的贡献。梁宗岱的新诗理论对今天具有诸多的启示意义。  相似文献   

注重教学目标设计狠抓过程环节落实     

冯光耀 《湖北广播电视大学学报》2004,21(5):21-23

试点教育课程教学模式如何服从和服务于自主学习模式构建的需要,是课程教师亟待研究和解决 的问题。在课程导学过程中,开展了教学目标设计、过程环节落实(分散自学的引导、协作学习的指导、面授辅导的 设计)和提升服务水平的实践探索。  相似文献   

Supervision learning as conceptual threshold crossing: when supervision gets ‘medieval’     

Susan Carter 《高等教育研究与发展》2016,35(6):1139-1152

This article presumes that supervision is a category of teaching, and that we all learn how to teach better. So it enquires into what novice supervisors need to learn. An anonymised digital questionnaire sought data from supervisors [n226] on their experiences of supervision to find out what was difficult, and supervisor interviews across campus [n7] sought to discover whether there were discipline differences among challenges. Findings suggest that supervision is often troublesome, and that lessons learned during supervision are irreversible, taking the learner to a deeper level of understanding, all aspects of threshold concept crossing. However, there was more that led me from threshold concept to conceptual threshold crossing theory: the darker themes of the data suggest that truly troublesome learning is more like that which occurs in early English literature, where threshold crossing is a common motif. Many early English stories show heroes in liminal, threshold spaces, often the forest, where their skills and methods are inadequate for ordeals. The result is their acquisition of what educational jargon might call leadership attributes and emotional intelligence. The title draws on Tarantino's [1994. Pulp fiction [Motion picture]. United States: Miramax Films] ‘getting medieval’ to mean threatening, unpleasant, off the edge of the known. Medieval English stories specialise in challenge: they focus on the doing, being and feeling of hard learning. When ongoing challenge from the unexpected troubles supervisors, it also enables, or forces, the acquisition of new attitudes, skills and attributes. I expand conceptual threshold crossing theory by adding the heuristic model of the medieval threshold crossing motif to interpret troublesome learning. Findings raise further research questions: how might novices avoid danger in the dark forest as they traverse their supervisory path and how can institutions support those who find themselves there.  相似文献   

中师情结折射的小学教师教育的中国经验     

徐建星 《科教导刊》2020,(1):54-55

改革开放以来中师为我国小学教育培养了大批优秀教师,积累了小学教师培养的丰富经验。当下随着中师退出教师教育的舞台及教师教育存在的问题,社会上形成了深厚的中师情结,其中蕴含着择优录取形成了小学教师的专业自豪感、提前录取促成了小学教师的职业动机、就业待遇提供了小学教师的专业发展动力、综合化课程培育了小学教师的专业素养等小学教师培育的中国经验。  相似文献