Ghosts in the Curriculum—Reframing Concepts as Multiplicities     

MARK HARDMAN 《Journal of Philosophy of Education》2019,53(2):273-292

Contemporary curricula specify the conceptual understanding that will be important for pupils in the world that they will soon inhabit. In so doing, concepts are characterised as representing the essential qualities of phenomena, the knowledge of which will be applicable in future contexts. Yet such a characterisation divorces concepts from the here and now, and from the detail of the activities and problems presented to learners in classrooms. I argue that there is a category error inherent in the way that the spectres of conceptual understanding are assumed to emerge from the unique circumstances of educational practice. This error has a long heritage which spans from Aristotle's essentialism to cognitivist theories of learning. I will show that this category error is sustaining an unnecessary separation between knowledge and learning in contemporary debates about curriculum, pedagogy and assessment. Deleuze's notion of multiplicity offers an alternative characterisation, making a single curricular concept synonymous with the many, unique manifestations of that concept in the world. Seeing concepts as multiplicities allows us to recognise that curricular concepts themselves, and the conceptual understandings of individuals, are in a process of continual becoming. Concepts are dynamic and emergent from unique circumstances, yet allow shared understanding and assessment. Exorcising the supernatural view of concepts from contemporary debates in education is an affirmative first step in developing a more specific account of learning.  相似文献   

Voluntary Apartheid? Problems of Schooling for Religious and Other Minorities in Democratic Societies   总被引：1，自引：0，他引：1  

MARK HALSTEAD 《Journal of Philosophy of Education》1995,29(2):257-272

  相似文献   

The Changing Face of Teaching in England and Portugal: A study of work experiences of secondary school teachers     

CHRISTOPHER DAY  JOSE´ PACHECO  MARIA ANNUNCAO FLORES  MARK HADFIELD  JOSE´ C. MORGADO 《欧洲师范教育杂志》2003,26(2):239-251

This paper reports research into the perceived effects of educational reform among secondary school teachers in England and Wales and Portugal. While the two countries have different education histories, as in most countries across the world teachers' lives and work are being affected by increased centralised interventions in the name of raising standards of achievement. In the case of England, interventions since the late 1980s have touched every facet of school government, curriculum and assessment, whereas in Portugal, this process did not begin until the late 1990s. The paper focuses upon teachers' experiences in these two communities, which are in different transition phases. By doing so it is possible, even within the different cultures, to identify common problems experienced by teachers within the reforms and their management which challenge existing identities, values and commitments and which are creating new forms of compliant professionalism.  相似文献   

Q-Sorting Gloria     

MARK J. MILLER  DANIEL PRIOR  THOMAS SPRINGER 《Counselor Education & Supervision》1987,27(1):61-68

The authors assessed differences in viewers' perceptions of a client (Gloria) as a function of treatment (i.e., client-centered, gestalt, rational-emotive) received. The stimulus material used was the film series, Three Approaches to Psychotherapy. Gloria was perceived differently as a result of the type of treatment received, although some of the differences were not statistically reliable. Implications of the findings are discussed.  相似文献   

The Reflecting Team in Counselor Education     

LYNN L. LANDIS  MARK E. YOUNG 《Counselor Education & Supervision》1994,33(3):210-218

The reflecting team is a group learning experience for counselor trainees in which they can give and receive immediate feedback on their perceptions and learn about intervention strategies for working with couples.  相似文献   

Academic Criteria,Experiential Background,and Personal Interviews as Predictors of Success in a Counselor Education Program     

RAY E. HOSFORD  MARK E. JOHNSON  DONALD R. ATKINSON 《Counselor Education & Supervision》1984,23(4):268-275

A 4-year evaluation was conducted of a counselor education trainee selection process that places approximately equal weight on three selection criteria: academic index, experiential background, and personal interviews. Mean faculty rankings were obtained for 77 trainees on three separate evaluative areas: (a) academic success in the program, (b) overall counseling competency in the program, and (c) anticipated success in the field. Results of Pearson product-moment correlational analyses indicated that two selection criteria (Miller's Analogies Test and the Verbal portion of the Graduate Records Examination) were significantly related to faculty-ranked academic success. No single criterion, however, was significantly related with faculty rankings of either counseling competency or anticipated success in the field. The correlation between the Miller's Analogy Test and a measure of “overall success in counselor education” was in the predicted direction but failed to reach the traditional levels of statistical significance (p < .09). Implications for future research and limitations of the study are discussed.  相似文献   

商机无处不在     

MARK HULL 《海外英语》2007,(5):18

How many times have you heard a friend or colleague talk about the introduction of some new technology or a new piece of equipment which is going to revolutionise their workplace?  相似文献   

Teaching Counseling Skills Through Self-Management Procedures     

MARK A. HECTOR  STEVEN E. ELSON  GEOFFREY G. YAGER 《Counselor Education & Supervision》1977,17(1):12-22

Counseling skills can be learned through self-management programs, as well as through more traditional methods. The benefits of self-management in counselor training are discussed, and an outline of an applicable procedure for self-change projects is detailed. Two examples of completed self-managed change in counselor behavior are included.  相似文献   

The Power of the “OCEAN”: Another Way to Diagnose Clients     

MARK J. MILLER 《Counselor Education & Supervision》1990,29(4):283-290

This article outlines the five-factor model of personality (i.e., “OCEAN”) and illustrates how it can be used to diagnose clients.  相似文献   

Effects of Supervisors' Sex,Focus, and Experience on Preferences for Interpersonal Power Bases     

JAMES E. ROBYAK  RODNEY K. GOODYEAR  MARK PRANGE 《Counselor Education & Supervision》1987,26(4):299-309

The authors examined the effects that supervisor's sex, amount of supervisory experience, and supervisory focus had on preferences for the referent, expert, and legitimate power bases. Supervisors from seven counseling center training programs (20 women, 36 men) rated the utility of responses reflecting each power base in enhancing the professional development of a female trainee. Results indicated that men preferred the referent power base to a greater extent than did women and that supervisors with relatively little experience preferred the referent power base to a greater extent than did supervisors with more experience. Supervisors who focused on trainee self-awareness preferred the expert power base to a greater extent than did supervisors who focused on the trainees' conceptualization skills. Significant differences were not found in the preferences for the legitimate power base. Results were discussed in terms of differences between counseling and supervisory-relationships and the characteristics of each power base.  相似文献