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41.
This paper employs an eclectic mix of paradigms in order to discuss constituting characteristics of young children's learning experiences. Drawing upon a phenomenological perspective it examines learning as a form of 'Being' and as the result of learners' engagement with the world in their own, unique, intentional manners. The learners' intentions towards their world are expressed in everyday activity and participation. A social constructivist perspective is thus employed to present learning as situated in meaningful socio-cultural contexts of the everyday, lived world and as a form of participation in those settings. These characteristics of learning are brought together into a holistic, synthesised model, a Gestalt of learning. The proposed synthesis has relevance for and is applicable to educational contexts as a means of making sense of children's learning experiences and of promoting and facilitating them. 相似文献
42.
Margaret J. Snowling Hannah M. Nash Debbie C. Gooch Marianna E. Hayiou-Thomas Charles Hulme Wellcome Language Reading Project Team 《Child development》2019,90(5):e548-e564
We followed children at family risk of dyslexia and children with preschool language difficulties from age 3½, comparing them with controls (N = 234). At age 8, children were classified as having dyslexia or Developmental Language Disorder (DLD) and compared at earlier time points with controls. Children with dyslexia have specific difficulties with phonology and emergent reading skills in the preschool period, whereas children with DLD, with or without dyslexia, show a wider range of impairments including significant problems with executive and motor tasks. For children with both dyslexia and DLD, difficulties with phonology are generally more severe than those observed in children with dyslexia or DLD alone. Findings confirm that poor phonology is the major cognitive risk factor for dyslexia. 相似文献
43.
On Language, Meaning, and Validity: Philosophy of Education and the Universal Pragmatics of Habermas
Marianna Papastephanou 《Interchange》2004,35(1):1-29
A theory of language may prove conducive to many important and complex issues in philosophy of education. After grouping these issues into four main categories, I explore the possibility and need to back up the categories with a comprehensive theory of language or a cluster of theories of compatible assumptions. I argue that Habermas's universal pragmatics can be presented as one such theory and explain why by reference to its conceptions of meaning and validity, while associating them with specific educational concerns and dilemmas. I suggest that, by breaking with representationalism and expressivism, universal pragmatics can help educational theory keep distances from positivism, performativity, and relativism. 相似文献
44.
Elena Bartolomé Ignasi Florensa Marianna Bosch Josep Gascón 《European Journal of Engineering Education》2019,44(3):330-346
ABSTRACTStudy and research path (SRP) is an inquiry-based teaching format grounded in the Anthropological Theory of the Didactic. One of the specific characteristics of SRP is its task-design basis, which includes explicitly questioning the knowledge at stake in study processes. In this work, we propose general guidelines for the design of SRPs for Engineering courses. We have explored the validity of the SRP methodology for learning Strength of Materials, a key subject in Mechanical Engineering. The use of question–answer maps and the media–milieu dialectics throughout the development of the SRP are discussed, together with the student’s perceptions on the new learning process. 相似文献
45.
Marianna Papastephanou 《Educational Philosophy and Theory》2017,49(14):1338-1350
This article argues that hegemonic cosmopolitan narrativity fails to frame a complex cosmopolitan normativity. The hegemonic cosmopolitan narrative celebrates a mobile selfhood merely hospitable to the encountered, mobile diversity that comes ashore. A recent educational-theoretical ‘refugee-crisis’ initiative serves as an illustration of the normative shortcomings of the new cosmopolitanism. The implicit normativity of the dominant cosmopolitan narrativity is, I claim, politically too weak to cover the normative surplus of a more critical cosmo-politics. Cosmopolitanism should be recast to make higher ethico-political demands on the global self and world for the cultivation of neglected ecological and relational sensibilities. 相似文献
46.
Marianna Papastephanou Miranda Christou Zelia Gregoriou 《Globalisation, Societies & Education》2013,11(1):61-84
In this article, we set out from the challenge that globalising synchronisation – usually exemplified by Organization for Economic Cooperation and Development and World Bank initiatives – presents for education to argue that the time–space compression effected by globalisation must educationally be dealt with with caution, critical vigilance and a broadening of educational theoretical outlooks. We focus on the demands this raises upon the teacher as a researcher and a critical thinker and claim that meeting such demands presupposes some curricular enrichment of teacher education. We suggest two theoretical frameworks that can effect such enrichment and be made relevant to a critique of the globalising educational synchronisation, namely, the charge of developmentalism and the capabilities approach (Sen, Nussbaum) to equality. We conclude with some indications of the need for a reformulated notion of cosmopolitanism that should be contrasted with those globalising practices that often appear in cosmopolitan guise. 相似文献
47.
Marianna Czapnik 《Slavic & East European Information Resources》2013,14(4):391-401
The New York Public Library (NYPL) holds one of North America's largest and oldest collections of books pertaining to the Slavic, Baltic, East European and Eurasian languages and peoples. The present catalog describes 514 volumes dating from the fifteenth through eighteenth centuries held by the NYPL. The following categories of material are included: books printed in the Polish‐Lithuanian Commonwealth; books printed outside of the homelands by Polish printers; titles by ethnic Polish authors, regardless of place of imprint or language of publication; works by foreign authors printed in the Polish language, or on subjects connected with Poland and/or the Rzeczpospolita. The catalog includes incunabula and 62 works of the sixteenth century. 相似文献
48.
Kyriacos Athanasiou Penelope Papadopoulou 《International Journal of Science Education》2013,35(6):903-924
In this study, we explored some of the factors related to the acceptance of evolution theory among Greek university students training to be teachers in early childhood education, using conceptual ecology for biological evolution as a theoretical framework. We examined the acceptance of evolution theory and we also looked into the relationship between the acceptance and parents' education level, thinking dispositions and frequency of religious practice as independent variables. Students' moderate acceptance of evolution theory is positively correlated with the frequency of religious practices and thinking dispositions. Our findings indicate that studying a controversial issue such as the acceptance of evolution theory in a multivariate fashion, using conceptual ecology as a theoretical lens to interpret the findings, is informative. They also indicate the differences that exist between societies and how socio-cultural factors such as the nature of religion, as part of the conceptual ecology, influence acceptance of evolution and have an influence on evolution education. 相似文献
49.
Marianna Papastephanou 《Educational Philosophy and Theory》2013,45(13-14):1493-1515
Many educational theoretical approaches to cosmopolitanism tend towards an unconditional appreciation of mobility, diversity and rootlessness. The recent interest of educational philosophy in the rhizome, de-territorialization and diversity contributes to this understanding of cosmopolitanism as movement across a borderless and imperfect world. Without downplaying such insights (and related political education), this article displaces and de-temporalizes them. It takes the form of a parody of the rhizome to view those insights from a different perspective and make them strike a different pedagogical note. 相似文献
50.
The present study addresses the distinction between specific (SLI) and nonspecific (NLI) language impairment at an etiological level by estimating the relative genetic and environmental contributions to language impairment in children with SLI and NLI. Drawing on a large longitudinal twin study, we tested a sample of 356 four-and-a-half-year-old children with low language ability and their twin partners at home on a range of language and nonverbal measures. For children whose language and nonverbal abilities were both low (NLI), genetic influence on language impairment was moderate and shared environmental influence was substantial. A similar pattern emerged for children whose language difficulties occurred in apparent isolation (SLI), although there was a trend for the genetic effects to be smaller for SLI than for NLI: Group heritability was .18 for SLI and .52 for NLI. Probandwise cross-concordances were suggestive of some genetic overlap between these two groups, but not with a subgroup of children with more severe cognitive delay. 相似文献