Scepticism (The Problems of Philosophy:Their Past and Present)     

MARK SACKS 《Philosophical Books》1992,33(4):227-228

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Counselor Gullibility     

MARK J. MILLER 《Counselor Education & Supervision》1986,26(2):103-107

In this article the author argues that it is mandatory that counselors suspend any disbelief in their clients during the early stages of counseling. Disbelieving interferes with counselor spontaneity and empathy. Indeed, the real work of counseling cannot start until clients perceive counselors as gullible. I offer a justification for being gullible during the initial sessions, along with suggestions for what can be done to develop appropriate levels of gullibility in counselors in training.  相似文献   

Land,Language and Listening: The Transformations That Can Flow from Acknowledging Indigenous Land     

SEAN BLENKINSOP  MARK FETTES 《Journal of Philosophy of Education》2020,54(4):1033-1046

We begin this paper by considering a practice that is not normally thought of as ‘environmental education’. That is, the land acknowledgement. In recent years, it has become standard for schools and other public institutions in British Columbia (BC) to acknowledge that they are situated on Indigenous land, especially when hosting events and presentations. And yet, as the paper continues, we are challenged to consider the greater implications these acknowledgements might bear for educators beyond simply a speaking of the words. In order to do this work, we focus on three strands—land, language and listening—which we suggest arise directly from careful consideration of the contents and goals of these acknowledgements. Drawing from Indigenous, philosophical, experiential and political sources, we explore the strands and posit that they may become important educational well-springs for transforming human and more-than-human relationships. We end this paper with a short discussion of some work currently under way in BC.  相似文献   

Curriculum 2000: A broader view of A levels?     

MARK PRIESTLEY 《Cambridge Journal of Education》2003,33(2):237-255

Curriculum 2000 was heralded as a long overdue reform of the post-sixteen curriculum in England. In particular, critics of the traditional A level school curriculum had long complained of the narrow focus of these qualifications. The initiative therefore sought to improve the breadth of study experienced by students, through the added inclusion of Key Skills to the curriculum and the institution of an additional tier of assessment in Year 12; this latter reform would, it was hoped, allow students to follow broader courses of study in Year 12 before specialising in Year 13. Curriculum 2000 also sought to bring together the academic and vocational tracks, through encouraging mix-and-match qualifications. In practice its first two years have been characterised by implementation problems, as examination boards, schools, teachers and students have struggled to come to terms with the new system. Recently these problems have received the full glare of publicity, contributing to a ministerial resignation, as the media has spotlighted the grading crisis of 2002. This paper examines the policy context of the reform before drawing on research findings to address a particular issue of relevance: whether Curriculum 2000 succeeds in its stated aim of increasing breadth of study.  相似文献   

In Place of a Conclusion: The Common School and the Melting Pot     

J. MARK HALSTEAD 《Journal of Philosophy of Education》2007,41(4):829-842

Drawing substantially on the arguments put forward by the contributors to this Special Issue, this final article examines the two main purposes of the common school in contemporary western societies: to develop a set of shared values and a unified sense of citizenship, on the one hand, and to iron out disadvantage and equalise opportunities, on the other. Four main justifications for the common school are discussed—its symbolic value, its compatibility with liberal values, its inclusiveness and its provision of practical opportunities to learn to live together. Nevertheless, the common school faces a number of challenges, including how much freedom of choice to allow parents, how to interpret the principle of equality in practice, how to devise a common curriculum that meets the needs of all students and how to respond to the apparent inequalities of the neighbourhood school. It is argued that the biggest dilemma facing the common school is a cultural one: that is, finding a balance between the need to respect the diverse cultural identities of its students and the need to develop a common set of loyalties and shared national identity at the same time. An examination of the case of Muslims in England suggests that intentionally or otherwise the common school is still in the business of assimilating minorities into a new identity through processes very similar to those of the melting pot. The article concludes by warning that continuing this policy may result in stronger resistance in the future.  相似文献   

Educational Change under Autocratic and Democratic Governments: The case of Argentina     

E. MARK HANSON 《比较教育学》1996,32(3):303-318

This study contrasts the strategies, procedures and outcomes of educational reform as they took place in Argentina's military autocratic government (1976-1983) and the civilian democratic government that followed (1983-1993, when the study ended). As the study points out, the harsh strategy of change employed by the military regime proved to be ineffective, even disastrous. During the democratic period that followed (at least until mid-1993 when the study ended) the participative strategy of change healed many wounds, but it encountered numerous barriers that significantly limited its effectiveness. In both cases and in a comparative context, the study attempts to explain why. With the support of a Fulbright Research Award, the data for the study were gathered in Argentina through extensive interviews and document analysis over a 5-month period in 1993.  相似文献   

Connectionism and the Language of Thought     

ROWLANDS  MARK 《The British journal for the philosophy of science》1994,45(2):485-503

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Correspondence and Disquotation: An Essay on the Nature of Truth     

MARK MIGOTTI 《Philosophical Books》1995,36(4):270-272

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The Greening of Gullibility: Some Afterthoughts     

MARK J. MILLER 《Counselor Education & Supervision》1986,26(2):115-116

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CAMBRIDGE RECRUITS TO UNIVERSITY TEACHING     

MARK ABRAMS 《Higher Education Quarterly》1963,17(3):260-270

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