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Nimrod Aloni 《Educational Philosophy and Theory》2013,45(1):98-105
In this article, I am suggesting that one effective strategy for revitalizing moral education consists in incorporating classical traditions of care ethics, East and West, which are very much alive in contemporary culture, into sentiments, insights and practices of contemporary care ethics. In so doing we might make moral education much more accessible, natural and friendly to both teachers and students. First, it is associated with down to earth affective and relational elements rather than with highly theoretical philosophical reasoning; second, it is grounded in local cultural traditions that are very much alive in the ‘cultural DNA’ of millions of people in their traditional communities; third, in terms of its moral tenets it is humanistic and universally binding. The desirable outcome, if this model proves tenable, is moral education oriented by care ethics, locally grounded and universally binding. 相似文献
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Although Spinoza's formative influence on the cultural ideals of the West is widely recognized, especially with reference to liberal democracy, secular humanism, and naturalistic ethics, little has been written about the educational implications of his philosophy. This article explores the pedagogical tenets that are implicit in Spinoza's writings. I argue (1) that Spinoza's ethics is eudaimonistic , aiming at self-affirmation, full humanity and wellbeing; (2) that the flourishing of individuals depends on their personal resources, namely, their conatus , power, vitality or capacity to act from their own inner natures; and (3) that the combination of the Spinozian conceptions of humanism, liberal democracy, eudaimonistic ethics, and the enlightened and sovereign individual constitute together the grounds for a comprehensive empowering and liberating pedagogy. 相似文献
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Levin Nimrod Lipshits-Braziler Yuliya 《International Journal for Educational and Vocational Guidance》2022,22(3):535-556
International Journal for Educational and Vocational Guidance - We investigated the conceptual similarity and empirical overlap between the Career Adapt-Abilities Scale (CAAS) and the career... 相似文献
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Simon McGrath Salim Akoojee Anthony Gewer Mahlubi Mabizela Nimrod Mbele Jennifer Roberts 《Compare》2006,36(1):85-103
This paper explores the role that vocational education and training (VET) can play in Southern African responses to major socio‐economic challenges. It argues that this role will be most pronounced if it is articulated within a broader educational and economic vision that is shared by a range of stakeholders in society and supported by an adequate funding base, effective information systems and qualified and motivated planners and implementers. However, it cautions that it is also important to remember that VET reform will not in itself transform economies or societies. The paper argues that there is considerable convergence within Southern Africa around 10 themes of VET reform. It argues that there is much that is of merit in the current broad package for VET transformation but that it is essential that it is carefully critiqued and that elements are adapted to national circumstances and visions. 相似文献
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Galit Nimrod 《Educational gerontology》2018,44(2-3):148-162
Internet use may be helpful in maintaining older adults’ independence, social connectedness, and quality of life. High levels of technophobia (fear of modern technologies or discomfort with them), however, may constrain older Internet users’ online activity and limit the benefits they derive therefrom. The literature on technophobia in later life tends to focus on nonusers and ignore older individuals who already use advanced technologies. Relying on an online survey of 537 Internet users aged 60 and up, this study explored the extent to which technophobia constrains older users’ online activity. The results demonstrated varying levels of technophobia among users and significant associations between technophobia and Internet use patterns, including type and complexity of use. Technophobia also correlated with users’ education, perceived health and well-being: Technophobes tended to be less satisfied with their lives—a correlation that remained significant even after controlling for background variables and online activities. The findings suggest that technophobia plays a role at both the first and second levels of the digital divide among seniors. They also indicate that technophobia may be a risk factor in later life, suggesting that older users ought to be taken into account in planning measures to reduce technophobia among seniors. 相似文献
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A REDEFINITION OF LIBERAL AND HUMANISTIC EDUCATION 总被引：1，自引：0，他引：1
Aloni Nimrod 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1997,43(1):87-107
This article aims to integrate and reach beyond three distinct discourses on humanistic and liberal education: the philosophical-curricular, the historical, and the highly politicized debate between conservative and radical educational theorists. It will be argued that humanistic education can be classified into four forms -- classical, romantic, existentialist, and radical -- and that they should be viewed as complementing rather than negating each other. Finally, an integrative model of humanistic and liberal education will be offered, one whose foundational principles are acculturation, autonomy, and authenticity. 相似文献
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Previous qualitative studies of lay perspectives explored older adults’ definitions and views of successful aging as a condition. This study aims at examining their perceptions of successful aging as a process. For this purpose, 207 individuals aged 65–92 years old were interviewed by students, who asked the participants for advice on how to achieve successful aging. Three principal themes were identified: (a) Investments at early stages are profitable; (b) preservation of early qualities contributes to well-being, and (c) internal resources are a key factor in the coping process. Each theme reflected a wide range of actions and attitudes perceived as useful by participants. Findings indicated that older adults consider successful aging a positive outcome of resources acquired and efforts invested throughout life, viewing it as a 3-phase, lifelong process that begins with early adulthood investments, continues through efforts to preserve continuity in spite of changes and losses, and concludes with various emotional coping strategies applied when counteraction is no longer viable. 相似文献
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