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LES BURWOOD 《Journal of Philosophy of Education》1992,26(2):257-259
ABSTRACT John Wilson argued, in a recent paper, that equality of opportunity is neither coherent nor reasonable. It seems that we can better understand Wilson's points If we distinguish between what one might call perfect equality of opportunity and greater equality of opportunity. Further, the familiar notions of formal opportunity and substantive opportunity still seem crucial to an understanding of the issues. 相似文献
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LES ADKINS 《Counselor Education & Supervision》1977,17(2):137-141
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LES BURWOOD 《Journal of Philosophy of Education》1996,30(3):415-427
How should state schools respond to the plurality of values in a multicultural society? The liberal response has been that it is unacceptable to promote only the traditional, mainstream values of dominant groups and impose them on others. During the 1980s this response gradually evolved into an ideology of extreme subjectivism, commonly referred to as cultural relativism. This ideology is rejected and it is argued that the school must make crucial judgements about which values should be promoted, tolerated or condemned. 相似文献
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LES WATSON 《European Journal of Education》2007,42(2):255-263
Could it be that in our excitement about e‐learning we forgot about buildings? With the advent of the personal computer and ubiquitous networks were we enticed into thinking that they would suffice and learning would follow removing the need for places and communities for learners? We now seem to have woken up, however, as there is an enormous resurgence of interest in new building in Universities, Schools and Colleges — a real opportunity to ‘build’ our learning futures. But if the interest is just in building then it's an opportunity lost. However, if it is about transformation, place and community we could create the connected learning society, both physically and virtually, that we aspire to. New 21st century buildings and refurbished spaces should reflect our educational approaches and philosophies and, even more importantly, they should not disable tomorrow's possibilities. The buildings that we build today can prevent us from doing what tomorrow might become the dominant ways of working and learning. Our buildings should combine educational ideas, with imaginative technology and architecture to create the learning futures we wish to see. The Saltire Centre at Glasgow Caledonian University, which opened in January 2006, started from the premise of a building that is flexible and does not disable the future. The building, through its variety of spaces, embraces learner differences and supports a concept of learning as a social process putting human social interaction and conversation at its heart. This article uses the Saltire Centre as a case study to illustrate how some current key ideas in educational thinking can influence the learning facilities that we provide. 相似文献
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This paper describes a unique and innovative undergraduate degree course aimed at meeting the educational and practical needs of graduates who intend to pursue careers within the international arena of disaster management. The course was developed as a result of a unique partnership forged between Coventry University and The Fire Service College (UK), resulting in a degree programme that, while based on the well-established discipline of civil engineering, can claim to be multi-disciplined in its content, innovative in its structure and mode of delivery, and international in its perspective. 相似文献
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