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The Research Community ‘Philosophy and History of the Discipline of Education’ was established in 1999. The academics involved in this worldwide network share the belief that there is a place within the discipline of education for so-called foundationalist approaches. This is not, however, to answer a need for a (new) foundation, but to systematically study a particular area from a discipline-oriented stance. This paper details the reasons for establishing this collaborative research, develops the rationale behind the various topics that were addressed, and pays particular attention to ‘method’, to Wittgenstein's ‘picture’ metaphor, and to Ankersmit's ‘intertextuality in history’. For two decades annual meetings provided the opportunity to enable a deeper understanding of the many kinds of educational research. The ‘output’ can be found in articles and special issues of journals and in twelve edited collections. Finally, the suite of papers appearing in this issue is introduced. Another suite will appear in issue 5 of the 2020 volume of this journal. 相似文献
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The Research Community ‘Philosophy and History of the Discipline of Education’ was established in 1999. First an overview is given of the two main areas into which the more than 180 chapters published in 12 books can be grouped. In general the papers are addressing ‘internal’ educational research topics and more ‘external’ relations. The suite of papers in this issue continues the selection of material presented during the 2017 and 2018 meetings and follow on from the suite published in an issue of this journal earlier this year (54:3). Next, the suite of papers appearing in this issue is introduced. In this, and the preceding suite, aspects of the production and acceleration, as well as of the (re)presentation, dissemination and reception of educational research are brought into focus. 相似文献
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SANTI SCIMECA PETRU DUMITRU MARC DURANDO ANNE GILLERAN ALEXA JOYCE & RIINA VUORIKARI 《European Journal of Education》2009,44(4):475-492
School networking is increasingly important in a globalised world, where schools themselves can be actors on an international stage. This article builds on the activities and experience of the longest established European initiative in this area, European Schoolnet (EUN), a network of 31 Ministries of Education. First, we offer an introduction covering school networks. We then describe the case of European Schoolnet, its history, role, and relationship with other school networks in the world. We then describe the underlying structure of EUN school networks and their basic characteristics. Using these basic characteristics as a framework, we consider a number of eTwinning, European Schoolnet networks: Network of Innovative Schools (ENIS) and myEUROPE. Last, we identify key features of network literacy, potential future trends in school networks, and areas where further research is needed in this field, and offer some recommendations. 相似文献
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EDWARD W. CHRISTENSEN JOSEPH L. NORTON MARC SALISCH SANDRA GULL 《Counselor Education & Supervision》1977,16(3):185-193
Most counseling students and counselor educators lack adequate preparation for working with clients who have sexual problems. The authors developed a program to facilitate increased awareness of one's own sexuality as a basis for aiding others in that area. The program emphasizes small group participation in order to provide security to explore sexuality and its effects on interpersonal relationships. The program uses brief videotape vignettes of affective-sexual behaviors of individuals and pairs (heterosexual and same-sexed pairs), followed by group discussion. Interpersonal interaction exercises are used to aid participants in relating to their own sexuality. Overall response to the six presentations reported here has been favorable. 相似文献
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