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Maherzi Aïcha 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2004,50(2):95-117
EDUCATION AND CULTURE IN THE WORK OF LÊ THÀNH KHÔI – Education in a broad sense, whether formal or informal, composes the major concern of Lê Thành Khôi. Throughout his work, he has endeavored to demonstrate its fundamental role and meaning in the endogenous dynamics of civilization. His consistently pursued goal is to produce an overall theory of education incorporating both the historical and the contemporary as well as the universal and the particular. For Lê Thành Khôi, education and culture form two sides of the same coin; seen globally, they complement or rather mutually influence each other. This perspective radically challenges all forms of xenophobia and ethnocentrism as well as all restricted and ossified ways of thinking. The following study presents an overall picture of education and culture in the work of Lê Thành Khôi with a view to the way that they contribute to helping us understand ourselves and overcome our contradictions in living successfully together. 相似文献
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A?cha Maherzi 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2004,129(1):95-117
EDUCATION AND CULTURE IN THE WORK OF LÊ THÀNH KHÔI – Education in a broad sense, whether formal or informal, composes the major concern of Lê Thành Khôi. Throughout his work, he has endeavored to demonstrate its fundamental role and meaning in the endogenous dynamics of civilization. His consistently pursued goal is to produce an overall theory of education incorporating both the historical and the contemporary as well as the universal and the particular. For Lê Thành Khôi, education and culture form two sides of the same coin; seen globally, they complement or rather mutually influence each other. This perspective radically challenges all forms of xenophobia and ethnocentrism as well as all restricted and ossified ways of thinking. The following study presents an overall picture of education and culture in the work of Lê Thành Khôi with a view to the way that they contribute to helping us understand ourselves and overcome our contradictions in living successfully together. 相似文献
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Aicha Maherzi 《欧洲师范教育杂志》1986,9(3):247-258
Within the context of a general reflection on teacher training curricula in Algeria the author focuses on training patterns modelled upon two principles: interdisci‐plinarity, and the adaptation of programmes to local needs rather than standards imported from abroad.
The examination of the curriculum puts the student at the centre. The content proposed here for the fourth year of training of student teachers at the Ecole Normale Supérieure of Algiers is only one element in the curriculum. The following steps are proposed: creation of a database, a focus upon educational objectives, selection of subject matter relative to objectives previously defined and which are especially geared to putting theoretical understanding at the service of learning to think, placing pedagogic methods at the heart of content, of subject didactics and of general pedagogy, and, finally, establishment of a system of evaluation.
The numerous questions thrown up by the article are eloquent testimony to the complexity of what is currently being attempted in Algeria. 相似文献
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Aicha Isabel Thomson 《Educational Psychology in Practice》2007,23(3):273-282
Research consistently reports an educational disadvantage of being looked after. There is a lack of literature pertaining specifically to young people who are placed out of their local authority. The following research reports on an investigation of educational psychologists’ views on the educational implications of non‐local authority residential placements for 12 young people. The findings show that non‐local authority residential placements were usually precipitated by care crises and tended to have a negative impact on the extent to which educational needs were met. One non‐local authority residential placement which allowed continuation of the local authority educational placement had positive educational implications. Action implications for local authorities and educational psychology services are given regarding casework, working with other agencies, local commissioning of establishments and areas for further research. 相似文献
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