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De Bont R 《Isis; an international review devoted to the history of science and its cultural influences》2003,94(4):604-630
Although he died in obscurity, the Belgian museum conservator Aimé Rutot (1847-1933) was one of the most famous European archaeologists between 1900 and 1920. The focus of his scientific interest was stone flints, which he claimed to be the oldest known human tools, so-called eoliths. Skeptics maintained that the flints showed no marks of human workmanship, but Rutot nevertheless managed to spread his "Eolithic theory" in an important part of the scientific community. This essay demonstrates how material objects--series of stone flints and sets of statues that purported to reconstruct prehistoric "races"--were given scientific meaning by Rutot. Rutot diffused his ideas by disseminating his stones and statues, thus enlarging his networks of influence. For a time he managed to be at the material center of a trade network as well as at the intellectual center of archaeological debate. The essay shows how Rutot achieved this status and how he eventually fell from favor among serious scientists. 相似文献
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Raf Vanderstraeten 《教育政策杂志》2013,28(5):507-522
Modern society is characterized by the form of functional differentiation. This form organizes communication processes around special functions to be fulfilled at the level of society. The inclusion of individuals into these functional subsystems is, in modern society, not determined by birth. An individual's career is the temporal structure of the process of inclusion. These structural characteristics affect the development of the educational system within modern society, and of the demand for education of individuals. In this article, I present figures about the evolution of educational participation in Belgium. Using a systems theoretical perspective, I try to provide an explanation of this evolution. I focus on characteristics of the modern society in general, and of the educational system in particular. It follows that educational policy cannot steer or control this educational expansion. The educational system can only react autonomously 相似文献
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Collaboration can be described using layered systems such as the article–author–institute–country structure. These structures can be considered ‘cascades’ or ‘chains’ of bipartite networks. We introduce a framework for characterizing and studying the intensity of collaboration between entities at a given level (e.g., between institutions). Specifically, we define the notions of significant, essential and vital nodes, and significant, essential and vital sub paths to describe the spread of knowledge through collaboration in such systems. Based on these notions, we introduce relative and absolute proper essential node (PEN) centrality as indicators of a node's importance for diffusion of knowledge through collaboration.We illustrate these concepts in an illustrative example and show how they can be applied using a small real-world example. Since collaboration implies knowledge sharing, it can be considered a special form of knowledge diffusion. 相似文献
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Q-measures are network indicators that gauge a node's brokerage role between different groups in the network. Previous studies have focused on their definition for different network types and their practical application. Little attention has, however, been paid to their theoretical and mathematical characterization. In this article we contribute to a better understanding of Q-measures by studying some of their mathematical properties in the context of unweighted, undirected networks. An external Q-measure complementing the previously defined local and global Q-measure is introduced. We prove a number of relations between the values of the global, the local and the external Q-measure and betweenness centrality, and show how the global Q-measure can be rewritten as a convex decomposition of the local and external Q-measures. Furthermore, we formally characterize when Q-measures obtain their maximal value. It turns out that this is only possible in a limited number of very specific circumstances. 相似文献
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The Flexible Learning Environment eXperiment (FLEX) distance education project focuses on circus, fairground and bargee children. FLEX challenges the absence of face-to-face immediate feedback in learning. This article discusses the approach to embed didactical functions in the FLEX learning environment to meet constructivist didactical goals. FLEX is designed as a generic learning environment, suitable for different target groups. The article aims at an elucidation of constraints on a generic design due to the transition from design to development and actual implementation of a learning environment. Time pressures and technological constraints typically threaten didactical functions and, thus, innovation. As an example, the FLEX database is discussed. Shared values, ideas and key notions in a multidisciplinary context, and the follow-up of teacher training, are found to affect the actual implementation process. User training has to focus simultaneously upon how technology is used and why and when it is applied. FLEX moreover confirmed the relative robustness of innovative learning environments and the need for resources to back up unforeseen events. Finally, a summary of the article values strong pedagogical underpinnings, the actual use of the learning environment, and the interaction of the learner and the environment. L’Encadrement de l’Innovation Conceptuelle dans les Entreprises d’Education à Distance: Bouchons et Facteurs de succès critiques. Le projet d'éducation à distance ayant recours à l'expérience de la flexibilité de l'environnement (FLEX) est concentrée sur les enfants du cirque, des foires et des péniches. Flex défie l'absence de feedback immédiat dans l'enseignement. Cet article discute de l'approche pour ancrer des fonctions didactiques dans l'environnement du Flex pour atteindre des buts didactiques constructifs. Flex est concu comme un environnement didactique générique convenant à des publics cibles différents. L'article cherche à élucider les contraintes s'excusant lors de l'élaboration d'un plan générique dues à la transition entre la planification et la mise en m uvre d'un environnement éducatif. La pression du temps et les contraintes technologiques et par la même innovation. A titre d'exemple on discute de la base de données Flex. Les valeurs partagées, les idées et les notions clé dans contexte multidisciplinaire paraissent affecter le processus de mise en m uvre. La formation de l'usager doit être contrée simultanément sur la facon dont la technologie est utilisée et pourquoi et quand il y est fait appel. De plus Flex a confirmé la robustesse relative d'environnements éducatifs innovants et le besoin pour les ressources éducatives de faire face à environnements imprévus. Finalement, un résumé de l'article met en valeur de forts étais pédagogiques, l'usage réel de l'environnement éducatif et l'interaction entre l'apprenant et l'environnement. Einbettung konzeptueller Innovation für den Fernunterricht: Engpässe und kritische Faktoren für den Erfolg. Das Flexible Learning Environment eXperiment (FLEX) des Fernunterricht-Projekts zielt auf Zirkus-, Ausstellerkinder und Kinder, die z.B. auf Frachtschiffen leben, ab. FLEX befasst sich mit dem Wegfall der bei Direktunterricht möglichen unmittelbaren Rückmeldungen beim Lernen. Dieser Artikel beschreibt den Versuch, didaktische Funktionen in die Lernumgebung einzubetten, um so konstruktivistische didaktische Ziele zu erreichen. FLEX wurde als generische Lernumgebung konzipiert, die bei unterschiedlichen Zielgruppen angewendet werden kann. Der Artikel möchte die Grenzen eines generischen Konzepts, die sich aus der Entwicklung vom Entwurf bis zu Fertigstellung und der eigentlichen Anwendung des “learning environments" ergeben, aufzeigen. Zeitdruck und technische Begrenzungen erschweren i.A. didaktische Möglichkeiten und somit Innovation. Als Beispiel dient die FLEX Datenbank. Gleiche Werte, Ideen und Schlüsselfunktionen innerhalb eines multidisziplinären Kontexts und die begleitende Lehrerfortbildung beeinflussen den Anwendungsprozess. Benutzertraining muss gleichzeitig sowohl auf die technischen Möglichkeiten als auch auf den Anwendungsmodus abzielen. FLEX hat die relative Robustheit einer innovativen Lernumgebung und die notwendige Unterstützung durch andere Mittel bei unvorhergesehenen Schwierigkeiten unterstrichen. Der Artikel folgert, dass ein starkes pädagogisches Fundament für die interaktive Nutzung der Lernumgebung und ihres Umfelds unerlässlich sind. 相似文献
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Raf Vanderstraeten 《Journal of Philosophy of Education》2004,38(2):195-206
In the course of the ‘long’ eighteenth century, ways of thinking in the Western world transformed in fundamental ways; even words that remained the same took on new meanings. In the field of the history of ideas, the period 1700–1850 is also called the ‘saddle‐period’. Philosophers of history have argued that the new basic concepts that emerged at this time indicate how social reality has come to be comprehended in the modern era. Various segments of the population relied on them to act, understand, interpret and reform reality. These concepts are crucial to the discursive constitution of the world—in the economy, politics, science, art, education and so on. They play their part in the dissolution of the ‘old’ world and the emergence of a ‘new’ one. They can thus also be studied with regard to their functioning as both factors in and indicators of evolutionary processes. This article deals with a small aspect of the historical co‐evolution of concepts and structures in education. It examines the non‐random character of the variations in the discourses on the social function of education, especially in the eighteenth century. 相似文献
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Raf Vanderstraeten 《British Journal of Sociology of Education》2007,28(5):621-635
Professions are occupational arrangements for dealing with human problems. Professional ‘people work’ requires a certain interactive closeness; face‐to‐face communication is prominent in professional–client relations. This also seems the case in the educational system. But in education, organization provides the raison d’être of this profession. This organizational infrastructure enables and delimits educational interaction. The school bureaucracy is criticized by the profession; the profession has an outspoken interest in reforming its organizational infrastructure again, again and again. This article provides a theoretical analysis of teaching, which elucidates this relation between profession, organization and work. 相似文献
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Raf Vanderstraeten 《Paedagogica Historica: International Journal of the History of Education》2014,50(4):494-513
In Europe, the nineteenth and twentieth centuries are characterised not only by processes of secularisation, but also by religious reactions to the perceived secularisation of society. In the Catholic Church, the rise of active congregations constitutes a prominent part of this reaction. With their work “in the world”, the members of the active congregations (brothers and sisters) had to represent and disseminate religious values in a modernising and secularising world. In the latter part of the nineteenth century, many of them became active in the field of education. Until well into the twentieth century, teaching sisters and teaching brothers were a customary feature in the system of Catholic education. This article provides a theory-driven historical–sociological and historical–educational analysis of this form of religious activism in the field of education. Overall, its focus is on mechanisms of social differentiation and inclusion in modern society at large, and on the opportunities and problems they create for fields such as religion and education. Empirically, the focus is on the rise and fall of the congregations of teaching brothers and teaching sisters in the Low Countries, especially Belgium. 相似文献