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DAVID MORRISON‐LOVE 《Journal of Philosophy of Education》2017,51(1):23-37
Technology Education offers an authentic and invaluable range of skills, knowledge, capabilities, contexts and ways of thinking for learners in the 21st century. However, it is recognised that it occupies a comparatively less defined and more fragile curricular position than associated, but longer established, subjects such as Mathematics and Science. While recognising that no single factor lies behind such a condition, this paper draws upon thinking in the philosophy of technology, technology education and the ontology of artefacts to argue that transformation may be considered as an epistemic source for technology in a similar way to ‘proof’ within Mathematics and ‘interpretation’ within Science. Encapsulating technology's intimate relationship with materials, it is ultimately argued that the transformation of a technical artefact from an ill‐defined into a well‐defined ontological state constitutes a prime source of technological knowledge for pupils. Moreover, it provides an alternative route into further consideration about the nature of the domain, epistemology and curricular identity of the subject. 相似文献
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In this article, the authors argue that secondary school academic subjects should integrate elements of pastoral work into their teaching through the use of collaborative group work. Pupils who are given the opportunity to develop emotionally and socially are more likely to understand each other, which can lead to a reduction of conflict in the classroom. Social and emotional development can be facilitated in normal school lessons, such as science, through structured group work. The evidence shows that pupils do improve their communication and understanding of other pupils in the class, developing their emotional literacy. Further investigation indicates that benefits are sustained and that the class is more cohesive and mutually supportive. 相似文献
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LIZ JONES 《Gender and education》1996,8(3):311-322
This paper focuses on discourses which surround the notion of femininity and how these emerge in the play of girls within the nursery classroom. Two stories told through the play of three 4 year-old girls are used in locating the girls' emergent understanding of what it is to be a woman. I then consider the implications of these stories with reference to my teaching. I enquire whether it is possible within the context of the classroom to reconcile different discourses which surround notions of femininity and if there is a means to generate alternative discursive practices. 相似文献
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KEITH R. B. MORRISON 《课程研究杂志》2013,45(4):487-494
This paper offers a critique of a paper by Wraga and Hlebowitsh in the Journal of Curriculum Studies (2003) for narrowness of vision, repetition of already‐familiar material, irrelevance, a retreat into the academy, reductionism, and ultimate sterility as an approach to moving forward the fields of curriculum theory and development. Curriculum discourse should be marked by richness, diversity, discordant voices, fecundity, multiple rationalities, and theories, and should be touched by humanity and practicality in a hundred thousand contexts. To replace outworn but convenient labels and to advance the field, curriculum theory must catch the untidy but authentic lived experiences of curricularists of every hue, draw on emergent disciplines outside education, and touch major issues in everyday life. 相似文献
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J. S. MORRISON 《Higher Education Quarterly》1963,17(3):249-253
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DALE E. THOMPSON KIT BROOKS ELIZABETH S. LIZÁRRAGA 《Assessment & Evaluation in Higher Education》2003,28(5):539-547
The purpose of this study was to explore student and supervisor perceptions regarding application within the workplace of skills and concepts learned in distance education university courses offered by interactive audio/video. The courses were degree requirements for a programme that focused on hunan resource development. Transfer of learning from the classroom to the workplace did occur. This study suggests that the individual and the organisation benefited by this ability to transfer knowledge and skills from the learning environment back to the working environment. Supervisors and students indicated that students were better employees as a result of attending the hunan resource development programme. Students reported feeling more qualified and confident while supervisors reported observing enhanced leadership qualities among students. 相似文献
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Recent moves in many parts of the world to restructure and deregulate state education have sought to link significant degrees of institutional autonomy with an emphasis on parental choice and competition, thereby creating 'quasi-markets' in education. This paper discusses such developments as part of a neoliberal project for education in two of the contexts in which these policies have so far been taken furthest-England/Wales and New Zealand. It compares five aspects of policy in these countries, namely school autonomy, diversity and choice, private sector involvement, privatised provision and accountability mechanisms. It argues that the rhetoric of neoliberal schooling policies is far removed from their reality, as governments confront the classic tension between fiscal imperatives and the need for legitimation. It points to the need for new political ways forward in a situation where there appears to be little creative thinking about alternatives to the policies of the New Right. 相似文献