Didactics and the culture of school disciplines: The case of French language arts as taught in France     

Fournier  Jean-Marie  Veck  Bernard 《Instructional Science》1999,27(1-2):119-145

This article first examines didactics from an epistemological perspective.

Didactic analysis grasps knowledge as something circulated and/or transmitted. It is distinguished from sociological and psychological approaches to the learning act that legitimize the sociology of education, and from cognitive approaches.

Modifying the learner's individual knowledge so that it conforms to institutional knowledge is a scholastic goal that, in our view, defines the field of didactic research.

The second part of the article proposes answers to these questions: What is the status of the notions taught by the discipline? How are these notions constituted? What is the role of values and knowledge in school exercises and school goals? And what is to be understood by literary culture?

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Martin Buber's concept of inclusion as a critique of special education     

Wayne Veck 《International Journal of Inclusive Education》2013,17(6):614-628

Martin Buber offers an account of a tendency towards polarisation in responses to the perplexing question of inclusion in education. On the one hand, the educator can be identified as one who includes what is present and becoming within individual young people in isolation from the world. On the other hand, the educator can be recognised as one whose life is dedicated to including young people into the world who have been moulded to conform to established ideals. The influence of these two, divergent but equally flawed, ways of viewing the educator's responsibility to include the young into education is detectable in much current policy and theory that promotes the case for special education. In his rejection of both these views of the educator, Buber envisions a relationship in education that is established neither solely for the sake of the newness of child nor entirely for the preservation of the world. Instead, Buber addresses the living responsibility of an educator who attends to the young and responds to the vastness of creation they represent. The depths of Buber's concept of inclusion are examined and presented as a corrective to the technicalism of special education policy and theory, in which relationships between educators and the young are demarcated by the scope of pre-established and categorised needs.  相似文献   

From an exclusionary to an inclusive understanding of educational difficulties and educational space: implications for the Learning Support Assistant’s role     

Wayne Veck 《牛津教育评论》2013,39(1):41-56

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Hannah Arendt and the politics of friendship     

Wayne Veck 《Journal of educational administration and history》2016,48(2):194-196

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Hannah Arendt 40 years on: thinking about educational administration     

Wayne Veck  Sharon Jessop 《Journal of educational administration and history》2016,48(2):129-135

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Participation in Education as an Invitation to Become Towards the World: Hannah Arendt on the authority,thoughtfulness and imagination of the educator     

Wayne Veck 《Educational Philosophy and Theory》2013,45(1):36-48

This article draws on Hannah Arendt’s analysis of authority in education, along with her insights into the workings of the imagination and the thinking process, to argue that participation in education should be conceived as an invitation to become towards the world. The potential of this invitation, the article argues, is located in the educator’s imaginative and thoughtful responsibility to receive the young as they are and as they are becoming on the one hand, and to represent the world to them, on the other hand. The ways in which this potential can be negated are examined in relation to Arendt’s accounts of non-thinking and wilfulness. The article advances to the conclusion that participation in an education is possible only where young persons are received by educators who are persistently awake to their responsibility to receive the young people they educate anew.  相似文献