bluuebunny/crossref_metadata_2025 huggingface dataset:
The Philosophic Pretence of Linguistic Analysis: A Polanyian Perspective on Joe Green 's Drawing Out Paul Hirst's Concept of Reason
Authors: Cato Dennis
Published: September 2024

"Objectivism," the view that valid knowledge can be obtained only by impersonal rules of procedure, constituted, for Michael Polanyi in his theory of "personal knowledge" , the pathology of modem thought. In science objectivism was manifested in the form of positivism, the appeal to the "objective" procedures of observation, testing and experiment. In philosophy, objectivism takes several forms, perhaps the most widespread spread of which is that of linguistic analysis, the appeal to the "objective" rules of usage. This paper attempts to reveal the objectivist premises of a recent example of such analysis, that of Joe Green 's " The Concept of Reason in Hirst's Forms of Knowledge." (The Journal of Educational Thought, Vol. 19, No. 2, August, 1985.)
Pour une education imerculturelle au Quebec
Authors: Moisset Jean
Published: September 2024

In this paper, the author notes that the society of Quebec is more and more multiracial, multiethnic and multicultural. This reality, of course, is mirrored in the school system's population, particularly in the large cities. Respect for the rights of the ethnocultural minorities is often problematical. It is asserted that a deep change in attitudes is necessary to promote respect for others' rights. That is the very finality of intercultural education of which a functional definition is suggested and from which are drawn some pedagogical inferences.
Analytic Philosophy of Education: Development and Misconceptions
Authors: Portelli John P.
Published: September 2024

This paper traces the development of analytic philosophy of education during the last three decades. It identifies the two major stages of its development (I 950- I 964 and 1964- 1985), the characteristics of these stages, and the criticisms launched against analytic philosophy of education. It is argued that the recent criticisms of analytic philosophy of education are outdated and somewhat mi directed and have thus misrepresented the nature of contemporary work in the field.
William Morris: A Claim for Education
Authors: Clamp Peter
Published: September 2024

The system of education which William Morris saw spawned by the commerce-oriented nineteenth century society horrified him. Formal schooling, as evidenced in the Board school era (and prior to this) was governed by the ideology of Robert Lowe Benthamite thinking in terms of cheapness and efficiency. Morris found it unacceptable for any stratum of society, since true education was lacking and it was all conducted in an atmosphere of bleakness, non-spirituality and "process-mindedness," the opposite of that which he had experienced himself as a child and youth. He accordingly decried the system and launched an appeal of his own.
The Helping Model of Interpersonal Communication: Viable Alternatives for Teacher Education Programs
Authors: Fiordo Richard
Published: September 2024

This article criticizes the extensive use of the helping model for interpersonal communication courses in teacher training programs. As one of several alternative models, the helping model is endorsed; as the sole model, it is criticized. While the humane goals of the helping model may be retained, it is argued that diverse means for attaining humane goals be utilized. The alternatives to the helping model discussed include the psychological perspectives of Maslow and Clarizio and Goldstein , the perspectives involving the management of human and public relations of Galleraman and Cutlip and Rapaport, and the rhetorical perspectives of Frye and Andersen and Freely. The article concludes with a reminder of the benefits associated with a limited use of the helping model for interpersonal courses in teaching programs and the burdens associated with the unlimited use of the helping model.
On Narrative Method, Biography and Narrative Unities in the Study of Teaching
Authors: Connelly F. Michael , Clandinin Jean
Published: September 2024

The paper outlines a narrative method for the study of teaching. The method's principal feature is the reconstruction of classroom meaning in terms of narrative unities in the lives of classroom participants. Narrative method is explored through comparative analyses with closely associated lines of work in which each method's contributions to our understanding of classrooms are detailed. Narrative method offers a way to understand teaching and learning in classrooms as a temporal process reflecting the biographic histories of classroom participants.
Recounting Counts: A Review of George S. Counts' Challenge and the Reactions to'' Dare Progressive Education Be Progressive?''
Authors: Niece Richard , Viechnicki Karen J.
Published: September 2024

During the February, I 932 , Annual Conference of the Progressive Education Association , George S. Counts made a speech to his colleagues which reverberated throughout the progressive movement. Reactions to Counts' speech ranged from "inspirational" and "stirring" to "impractical" and" un-American." This essay reviews a number of articles, both pro and con, written in response to the controversial address. It also includes a reply by John Dewey, advocate of child-centeredness, who philosophically opposed Counts' social welfare stance. The authors conclude that Counts' speech split the movement beyond reconciliation, and that this polarization began the slow erosion and ultimate demise of education's most influential era.
The Problems of Black Education
Authors: Witherspoon Roger
Published: September 2024

This paper argues that schools, the primary instrument of cultural assimilation in the society, have failed to meet the needs of most minorities but particularly urban black students in the United States. The "committed school" is suggested as a partial solution, but the author warns that the underlying issue is racism, a barrier which must be eliminated before substantial progress can be made in minority education.
L'education Morale: Reinventer une Transcendance Affective
Authors: Giroux Aline
Published: September 2024

Even in the opinion of Benjamin Bloom and his collaborators, to raise the question of affect in education is to open a Pandora's box. But perhaps in moral education more than in any other domain, we must be prepared to risk opening this "box," for in the final analysis, a moral judgment rests upon human feelings , or to say it in other words, altitudes that have been examined . The purpose of this article is first, to draw attention to the affective factor that prepares and guides moral judgment. The second is to suggest a methodology for promoting the education of moral fee lings.
Recalling the Moral Force of Literature in Education
Authors: Willinsky John
Published: September 2024

In light of the continuing challenges which schools and libraries face from those who would restrict on moral grounds the literary fare of the young, I thought it helpful to recall the original arguments in public education for making literature a mainstay, arguments which hinged on literature's ability to form the soul, to restore a lost community and 10 foster the state. Rather than treat these as simply antiquated, I argue that there are elements within the work of Mathew Arnold, F.R. Leavis and Louise Rosenblatt which can form the basis of a renewed defence of the moral and educational value of literature in both its aesthetic and testimonial aspects.
Occupational Analysis and Work Education
Authors: Dippo Don
Published: September 2024

This paper will explore the question of whether developments in the field of occupational analysis can be used to help redefine the aims and purposes of work education in such a way as to provide students with the kinds of ''really useful knowledge" (Waugh, 1982; Johnson, 1981) that will enable them to participate more fully in the social and economic changes which characterize the contemporary work world.
Skilling for Life/Living for Skill: The Social Construction of Life Skills in Ontario Schools
Authors: Griffith Alison I.
Published: September 2024

Over the course of conducting interviews with teachers, administrators and community workers about life skills programs in the school system and in the community, we came to take a stance opposite to that of the educators with whom we spoke. We found the life skills curriculum in both the separate and public education systems to be an ideological process embedded in administrative concerns about student "attitudes" and student "discipline." The concept of life skills assembles a set of understandings which organizes individuals' lives in the conceptual relevance’s of the labor process. Life skills courses place students' lives and concerns in the curriculum while at the same time providing the basis on which those concerns can be rationalized and fitted to the cultural understandings generated in the capitalist mode of production which characterizes Canadian society. It is a conceptual frame through which the complexity of life processes becomes reduced to a set of skills.
College Students View Clerical Work: Issues in the Social Construction of Skill
Authors: Gaskell Jane , Riecken Ted
Published: September 2024

The level of skill that is attributed to a job is of enormous consequence for the political power, the income and the status of the workers who perform it. More skilled jobs attract more public respect and allow the people who perform them to demand better working conditions and higher rewards. Definitions of the skill level of a job, while purporting to be neutral descriptions of its character, in fact serve to justify its status and pay level, and to legitimize, or challenge the structure of inequality that exists in the workplace.
Competence, Curriculum, and Control
Authors: Jackson Nancy S.
Published: September 2024

No word better reflects the educational preoccupation of our times than "competence." It signifies a pervasive and protean concern with instrumental and practical action (Aoki 1984) in all aspects of teaching and learning. Despite a long history of cogent criticism and active resistance associated with the implementation of competency-based curriculum (see Collins 1987, 1983; Johnson 1984; Grant 1979; Kliebard 1975; Smith 1975; Macdonald-ross 1975, 1972), the approach has still been called "as close to a panacea for educational ills as one might find for the decade of the eighties" (Fagan 1984:8). The present paper will investigate this remarkable tendency of competency measures to reappear continually in "new trapping" (Goodlad 1975). The case under investigation is the introduction of competency measures at a community college in Canada in the mid 1980 's.
The Construction of Femininity Embraced in the Work of Caring for Children Caught Between Aspirations and Reality
Authors: Lewis Magda
Published: September 2024

"It's my life so I'll do what I want, right?" These words, spoken by a young woman during the course of an interview provide a suitable starting point for the following examination. The belief that you can be anything you want to be if you want it bad enough and work hard enough is the massively prevalent ideological underpinning of many of the social relations and economic and political forms that touch our everyday lives. The effect of this assured ideological construct is that many disadvantaged groups (among them women) blame themselves for their own disadvantage. Conventional wisdom claims that the failure to realize one's aspirations is the result of inadequate will, initiative or ability. Such a claim fails to acknowledge that people are embedded in social, cultural and ideological forms, relations and practices that give meaning to who they are and who they might become.
Evaluation of University Presidents: Broadening the Perspective
Authors: McKerrow K. Kellys , Dennis Lawrence J.
Published: September 2024

This essay deals with the current status of university presidential evaluation and the narrow anti-evaluation perspective taken in the current literature. In an attempt to broaden the basis upon which the issues can be debated, the authors systematically analyze and expand upon the six advantages to presidential evaluation developed by John Nason in his book , Presidential Assessment: Challenge to College and University Leadership.
The American School and Prospects for Critical Thought
Authors: Romanish Bruce
Published: September 2024

The current "thinking skills" movement proceeds under the assumption that students do not emerge from schools as critical thinkers and offers increased instruction in thinking skills as the solution. While attention is needed on the pedagogical front, and current theorists have contributed to the awareness of the need for critical thought in the curriculum, the nature and context of the school encounter in relation to critical thinking have gone largely unexamined. The author argues that the authoritarian and bureaucratic features of the existing system have a significant influence on the thinking of the young. Not only do these controlling elements of the enterprise restrict the thinking that is possible under such conditions, they also affect the views of knowledge and roles of learners which can be accommodated by the existing structure.
Re-ordering our Partiality: Reflections on Careerism and Feminist Commitment in Academia
Authors: Rooke Patricia
Published: September 2024

The author raises several problems intrinsic to feminist discourse which have serious repercussions for female academics - for their work, career advancements, and collegial relationships. The argument isolates the question of "networking" as exacerbating rather than solving these problems, as such a system effectively excludes independent scholars and avoids any concerted advocacy for the part-time and sessional instructor within the institution. As women have been '’outsiders" in a phallocrtic institution (historically and culturally) networking marginalizes women from other women. In relating rhetoric to reality the author argues that the philosophical basis for feminism has always been " gynocentric" in nature and that while it empowers women ideologically it has serious practical implications.
Creativity Through Interpretation and Its Implications for Education
Authors: Jacobs Raymond D.
Published: September 2024

One of the essential problems with the notion of creativity is that Behaviorists such as B.F. Skinner. argue for a world of lawful activity of patterning regularity while Existentialists such as Jean-Paul Sanre, concern themselves with inner processes only. Since Behaviorism and Existentialism by themselves cannot account for creativity my proposal is that we should go beyond their singularity to a multifocal humanist position which not only unifies both views but which offers a plausible explanation for human creativity.
One More Time: How Do You Get Both Equality and Excellence in Education?
Authors: Schaefer Thomas E.
Published: September 2024

The tension between egalitarian goals and excellence in education comes to the fore when democratic societies attempt to educate their citizens. Rather than resolving the tension in Favor of either side of the polarity, a theory is advanced whereby both equality and excellence may be seen not only as compatible, but as requiring each other. The argument is made that "equal education" achieves real equality only through excellence. At the same time, and particularly in democracies, educational excellence demands equality as its foundation. Finally, the mutually supportive interrelationship between equality and excellence is adumbrated in a framework drawing upon perennial philosophical views of the nature of freedom.
Adult Education as Socialization: Implications for Personal and Social Change
Authors: Minnis John R.
Published: September 2024

The process of education, including many forms of adult education, inevitably involves the adoption and possibly the transmission of certain explicit or implicit values. Efforts to distance adult education from youth education, in theory and in practice, have meant that important concepts from socialization theory and curriculum theory have been largely ignored by adult educators. In this paper, this gap is bridged through a synthesis of the ideas of Brim, Berger and Luckmann, and Bourdieu. As well, the utility of these ideas is discussed with regard to an issue of supreme importance to adult educators: the relationship between adult education and social change.
The Teacher Technician: Causes and Consequences
Authors: Helebowitsh Peter S.
Published: September 2024

The fundamental issues that help shape the criticism of technocratic narrowness among teaching professionals are examined in this paper. My major aim is to offer some observations about the root causes and wider educational consequences of this alleged narrowness in teacher thinking and behavior. My argument in the paper is based on the view that sociopolitical forces external to the school tend to constrict the pedagogical conduct of teachers.
Attitudes de l'adulte, climats educatifs et developpement de I' enf ant
Authors: Artaud Gerard
Published: September 2024

Based on the characteristics of different educational climates identified through previous research, this article attempts to demonstrate how these climates are rooted in the attitudes of the adult's growth process. In addition, by analyzing the impact of these climates on a child's development, the article concludes that it is essential to reintroduce, in an educational mode l, the authoritarian support that is vital to a child's growth.
La pensee critique en science: presentation d 'un modele iconique en vue d 'une definition operationnelle
Authors: Guilbert Louis
Published: September 2024

In this paper, a critical review of literature is provided and different ways of defining critical thinking in science are explored: A tentative iconic model and an operational definition are proposed in order to stimulate exploratory observations and, eventually, the development of teaching strategies in science taking into account critical thinking. In our model, three main components of critical thinking are identified: the affective component (dispositions), the cognitive component (knowledge, basic skills, high order skills) , and the behavioral component (contextualised or generalised behaviors). The cognitive component is embedded in the affective component which modifies the development as well as the use of critical thinking skills and knowledge. The links between the environment and these critical thinking components are described as well as their mutual influences. This model emphasizes the key role of affectivity in the development and actualization of critical thinking in everyday life as a critical spirit.
Women's Studies and Feminist Scholarship: A "Different Voice" in Academe
Authors: Choldin Sudha
Published: September 2024

Women's studies were the academic outgrowth of the women's movement. Initially there was a push for equality and women were encouraged to move into nontraditional roles; success was equated with success in the male world. As women's studies evolved there was a growing recognition and valuing of feminine qualities, and caring and interpersonal relationships were recognized as playing a meaningful role in the human endeavor. Feminist scholarship and women's studies programs are using feminism as a critique to analyze existing knowledge and in the process are transforming how knowledge is constructed.
Observing and Normalizing: Foucault, Discipline, and Inequality in Schooling
Authors: Ryan James
Published: September 2024

My purpose in this article is to show how Michel Foucault's notion of disciplinary technology can be employed to illuminate the production of inequalities in school. Toward this end, I review Foucault's notion of discipline, describe what he means by panopticism, and illustrate how the rudiments of the organization of schooling, many aspects of which people simply take for granted, play a part in the production of inequalities.
Teacher Group Formation as Emancipatory Critique: Necessary Conditions for Teacher Resistance
Authors: Kanpol Barry
Published: September 2024

One of the essential problems of critical social theory in education has been the inability by critical ethnographers to practicalize the heavy theoretical formulations of resistance theory. This naturalistic case study situates a group of four middle school teachers acting both individually and collectively in an attempt to undermine the contradiction between the individual and group concepts. It is argued that, through institutional and cultural political resistant acts, teachers can build an intersubjective, group understanding that potentially opposes dominant ideological propensities. My proposal is that teachers realize their group identity and use this to form a normative stance on cultural issues at the school site.
The World Portrayed in Texts: An Analysis of the Content of Elementary School Textbooks
Authors: Brummelen Harro Van
Published: September 2024

Textbook content continues to frame a great deal of classroom learning. In thispaper, the perception of society and its ideals portrayed in elementary- leveltextbooks commonly used in British Columbia, Canada, are investi gated andanalyzed. Prominent themes are teased out and discussed under fo ur broadheadings: technology and consumeri sm, the personal world of children, what itmeans to be a Canadian, and morality and religion. Questions are raised aboutthe potential effects of the nature and scope of textbook content.
Collaborative Inquiry and the Professional Development of Science Teachers
Authors: Erickson Gaalen L.
Published: September 2024

In this article I argue that the nature and meaning of collaborative relationshipsare highly dependent upon the particular, practical settings in which they occur.To obtain a better understanding of a claim that a given project is collaborative,that claim must be examined in view of the specific purposes, processes, andrelationships engendered by that project. To illustrate this argument I describean on-going, science teacher development project and outline the fundamentalpostulates on which the project was based. Both a practical and a theoreticalrationale are advanced to explain why a form of collaborative inquiry wasessential to the project. A set of general principles linking the various types ofcollaborative relationships found in the project is identified and discussed.
Payment by Results ( 1862- 1897): Ensuring a Good Return on Governmental Expenditure
Authors: Rapple Brendan A.
Published: September 2024

"Payment by results" ( 1862- 1897) was a system whereby the annual governmental grant for English and Welsh elementary schools depended for the most part on how well pupils answered in the examination conducted by Her Majesty's Inspectors. In this article I review its origin, its principles, its practice, and its effects. My main conclusion is that it was a narrow, restrictive, Philistine system of educational accountability. It impeded for the second half of the 19th century any hope that England's elementary education might swiftly advance from its generally appalling condition during the first half of the century when the theories and practices scorned in the likes of Dickens's Hard Times were more the norm than the exception.
Teaching Moral Thinking: A Reconceptualization
Authors: Giroux Aline
Published: September 2024

During this last decade, research in teaching moral thinking shows that certain fundamental questions need to be addressed. In this article, I examine three of these questions: l) 1 f moral deliberation is practical thinking, what kind of rationality does it call for? 2) If this rationality is progressively acquired, what transformations does moral thinking undergo? and 3) If these transformations are favored or hampered by education, what kind of teaching would best foster the advent of mature moral thinking?
Pedagogie et Sciences de I 'Education
Authors: Gauthier Clermont
Published: September 2024

This paper is based on the premise that at the beginning, during the 17th century, "pedagogy" was oriented toward the improvement of teaching. At the end of the 19th century pedagogy became more scientifically oriented and was defined as "the" science of education. Later, more precisely in 1967, in French speaking universities the name used was sciences of education with an "s." We think that the passage from the singular to the plural is more than a simple grammatical detail; rather it indicates an epistemological shift. The emphasis in faculties of education is now more on producing scientific research than on producing research pertinent to teachers in their practice. The author's proposal is to revisit the pedagogical domain and elaborate a theory of pedagogy.
Sheriff Dewey and Another High Noon Scenario
Authors: Maciver Donald
Published: September 2024

John Dewey was a sophisticated theorist who had a considerable impact on education in North America. Dewey's critics have tended to ignore his theories or to treat them superficially while they make pejorative claims about the practical results of progressive education. Scholars who are persuaded by Dewey's work tend to respond with careful explanations of his theory and its broad application to educational practice. In this brief paper the tables are turned. An attempt is made to reveal how an appreciation of Dewey' s work could have avoided the mistreatment of aboriginal Canadians during the first half of this century - in other words, an illustration of how progressive theories could have ameliorated the results of conservative practice.
Modele du Processus d'Experience Esthetique
Authors: Beaudoin Huguette
Published: September 2024

My intention in this article is to clarify the concept of aesthetic experience. It offers a definition and presentation of the stages required to actualize this phenomenon. To begin with, we will examine  the various conceptions  of aesthetic experience, through the  best  known authors in the area of  aesthetics. Through the analysis of these conceptions, we will build the foundation of an aesthetic  experience  model. This will enable us to  better   understand what occurs within individuals when they have an aesthetic experience. Thus, it will  illustrate the stages required to carry out this process  and the behaviors in which it is manifest. Ultimately, the aim is to develop a tool with which to evaluate clearly the  degree of realization of the aesthetic experience in subjects, within  the educational  framework of aesthetic  sensitivity. Therefore, we will review the literature  by  grouping the various  conceptions of aesthetic experience of authors who have influenced the area of  aesthetics the most in the last  ten years,  with  recourse to secondary and even  tertiary  sources. This is a synthesis of a subject that is extremely vague and difficult to organize. In fact, there presently  exists a multitude of aesthetic  theories which emerged  in Europe  since the 18th century, a time in which we began to consider aesthetics as a separate discipline. The authors studied here are for the most part American authors because of their proximity  to us and to our North American lifestyle.
The Safety of Theory: Working with Educators in a Squatter Community
Authors: Soudien Crain , Colyn Wendy
Published: September 2024

Based on the experience of recent educational work in a squatter community on the outskirts of Cape Town, South Africa, we examine the difficulties and problems encountered in trying to develop a critical pedagogy amongst teachers. We show how sedimented the dominant class's ideology is within the consciousness of oppressed communities and hence how inadequately the process of developing a critical pedagogy is understood. We argue that the empowerment of oppressed teachers is a complex process and that we need to take seriously the specific circumstances which confront these teachers.
Lightning
Authors: Stratton Marilynn Shirley
Published: September 2024

It seems, to Rose - that when it comes to lightning - grown-ups expect children to swallow some pretty farfetched stories. How lightning peeled the varnish right off the cedar fence, right beside a hydro pole, practically on top of where Dad was standing at the time.
Give Me Liberty: Why It Is Important Not to Confuse Freedom and Other Educational Values
Authors: Chambers John H.
Published: September 2024

Freedom as liberty, the absence of constraints by other people, is crucial in politics and education. Unfortunately, it is too often confused with such other conceptions as autonomy and ability. Freedom as liberty is justified both by Kant's Principle of Practical Reason and by Mill's four arguments. Moreover, the personal pursuit of other values normally presupposes, or empirically requires, freedom as liberty. The author proposes that freedom should be kept conceptually distinct from notions of autonomy and ability because freedom has a fundamental place in their achievement through education. Being in possession of abilities and powers is not being in possession of freedom and having freedom is not the same thing as acquiring ability. The onus is not upon persons to show why they should be allowed to be free and to do what they want to do, but rather upon those who set the constraints. If we make schooling compulsory and stop children from doing other things they might prefer, we do so only for good reasons of prudence or morality which justify such constraints.
Reforming Educational Administration: Ethical Considerations
Authors: Calabrese Raymond L.
Published: September 2024

Serious ethical questions regarding the preparation of prospective school administrators have arisen as a result of the American educational reform movement. The university is responsible to a number of stakeholders. Of primary concern are the students, the state, and the employing school district. Of equal concern, but further removed from direct contact with the university, are the faculty, students, and parents in the employing school district. Thus, preparation programs for administrators who will lead schools and school districts have considerable social impact. Ethical questions center on the university's recognition of its social responsibility and its understanding of the social consequences of graduating ill-prepared administrators. As a result faculty in educational administration programs must consider the motives, means, and consequences of these programs.
Voice, Archive, Practice: The Textual Construction of Professional Identity
Authors: Graham Robert J.
Published: September 2024

If educators are to include stories of teaching in the pages of professional research journals, they ought to become more aware of what happens when experience is represented in text. In this paper I argue first, that the case for teachers' stories will not be strengthened by appeals to voice metaphors; second, that since we already possess an extensive archive of stories about teachers we ought to subject them to a searching rhetoric of inquiry in order to ascertain how they have constructed plausible representations of teaching; and third, that any hope for creating a space for this literature must be deferred until current conceptions of the purposes and practices of the research journal are radically reconsidered.
The Pragmatic Curriculum: Teacher Reskilling as Cultural Politics
Authors: Kanpol Barry
Published: September 2024

It is said that teachers can, and do, use curricula different from thestandardized versions presented to them. The author argues that teachers are more than deskilled technicians and, using excerpts from three case studies, demonstrates that teachers apply cultural politics to create pragmatic curricula and to reskill themselves. The application of cultural politics alleviates oppressive, alienating, and subordinating relations in schools. It is suggested that, to transform themselves from deskilled technicians to reskilled practitioners, teachers question seriously the socio-political climate in which curricula function.
Educational Reform and the Treatment of Students in Schools
Authors: Levin Benjamin
Published: September 2024

The literature on educational administration contains many recommendations regarding changed approaches to the organization of teachers' work in schools. Many of these changes rest on the notion that teachers are most effective and satisfied when treated as reasonable, capable, and autonomous persons who can work collaboratively, yet with personal autonomy. While these principles should be transferable to the way in which the work of students is organized, there seems little interest in doing so. Examination of three specific areas - participation in decision-making, learning for improved practice, and evaluation - shows clearly that current arguments about what is good for teachers are not being extended to what might be good for students. Some suggestions for change are proposed.
Paradigms Lost: The Role of Reason in Reflection
Authors: Baillie Lynne E.
Published: September 2024

In this article I present the argument that the simple inclusion of the reflective component in student teaching is insufficient. Both supervising teacher and student need to examine what they understand by reflection and what they mean by teaching. It is possible that, in their mutual assumption that these terms share a common definition, communication between the student and the supervising teacher is being undermined. I suggest that the use of an unexamined reflection as a tool for teacher education has the potential for causing confusion and frustration.
On Returning to School: Adults' Lived Experiences
Authors: Cooper Karyn
Published: September 2024

In this paper, I use a phenomenological and hermeneutic approach to explore the lived experience of graduate students returning to school. The paper begins with a reflexive narrative in which I connect adults' experience of graduate school with children' s experience of elementary school. The paper then reports on some of the research interviews I conducted with 30 graduate students. I interlace direct quotations from the interviews with my interpretations of the students' experiences. I argue that the boundaries between child learner and adult learner are socially constructed and not ontological.
The Influence of the School on Acculturation with Special Reference to Greenland
Authors: Hobart Charles W.
Published: September 2024

In most societies education is the process through which the mature members of the society seek to prepare their children and adolescents for the responsibilities and opportunities which exist in the society. In simple hunting, fishing, gathering societies, much of "education" is essentially "learning by doing" through imitation and apprenticeship. Formal instruction, if present at all, is brief, and is often a part of puberty initiation rites. Even in folk societies where formal education does exist it usually consumes but a small portion of the child's day, for a brief period of his life, and this is overshadowed by the "learning by doing," informal aspects of his education.
Education and Economic Development
Authors: Vaizey John
Published: September 2024

What is known of the established relationships between education and economic development? This is a question that I have studied for several years, and I wish to summarize my views here. It would perhaps be as well to enter here my caveat that the interrelationships between education, productivity, the economy and society are enormously complex and that we know little about them. I will leave on one side for the moment, too, accusations of philistinism - I love the arts need I say more? I write as an economist who has worked in many fields of economics, but I also write as one who has taught for seventeen years, and who has been involved in the administration of public school systems for almost as long. I reject the distinction between "economist" and "educator" - though, in economics (as elsewhere) to assume the mantle of educator is, I have discovered, to lose caste in some circles. Perhaps the wisest place to begin would be the widely repeated statements about the part of economic growth which has been measured and attributed to education in a number of - especiallyAmerican publications. In particular, this part of my paper draws upon the analyses published by Mr. Edward Denison: before I describe it I should emphasize that the statistical work he has done has been extremely laborious, and I have the highest admiration for it. This work is an attempt to evaluate the benefits of education. Many benefits are non-commensurate without an assumption that a common numerical value can be assigned to them (and these numbers - indeed the very process of assigning numbers - are, of course, in dispute). My own original work lay in the back-breaking task of trying to evaluate the costs of education.
How High and Low Self-Empowered Teachers Work with Colleagues and School Principals
Authors: Wilson Sandra Meacham , Coolican M. Jean
Published: September 2024

This study explores the phenomena of teacher empowerment by describing intrinsic motivation associated with the tasks of working with colleagues and principals for two groups of teachers - those with a high and those with a low sense of self-empowerment. Data were collected via interviews that focused on goals and meanings teachers assigned to the tasks, their perceived competence in completing the tasks, and their self-determination in selecting behaviours to accomplish desired outcomes.
Human Development as Cultural Negotiation: Indigenous Lessons on Becoming a Teacher
Authors: Stairs Arlene
Published: September 2024

Human development in a cultural negotiation perspective is a theoretical, not merely a descriptive, stance. As have others, the author finds encounters with indigenous life to open up understandings of the cultural nature of human development obscured by formal instructional settings. Examples of both in- and out-of-school learning in indigenous contexts demonstrate the blurring of learning-teaching roles in joint endeavors embedded in relationship, the significance of right context, and the seriousness of integrated personal and cultural /developmental goals or future pictures. Beyond current individualistic models of cognitive or social constructivism, a cultural constructivism - education as culture-in-themaking - is presented. Indigenous lessons support the movement from an intrapsychic, positivistic, and normative cognitive psychology to a contextualized/situated, interpretive/intentional, and participatory /constructivist cultural psychology of human development. A shift in conceptualizing teachers' roles, from primarily instructors and evaluators to focal cultural negotiators, is proposed, with some examples of relevant practice.
Critical Perspectives on the Evolution of Technology in American Public Schools
Authors: Gormly Eric Kevin
Published: September 2024

This nation has historically viewed technology as a powerful, independent force for social change and superior education. Despite the enormous value placed on technology, however, the vision of dramatically superior education pouring great young minds into society has not materialized. In fact, the overall impact of technology on education has been quite small, manifesting little discernable change in the classroom. With the enormous promise that so many believed technology offered for education, why has that promise failed to materialize?This paper will trace the evolution of technology attempted in the public schools, and the great expectations and subsequent failure to meet the majority of them. Generally speaking, these failures have resulted not from a refusal on the part of teachers to apply the technologies, but the social-situational influences that are an integral part of the public educational milieu. Ultimately, the technologies adopted have been those most easily adapted to existing pedagogical approached, a reality that will remain in the public schools without a dramatic change both in educational paradigm and in method of adoption.
Just Caring? Supervisors Talk About Working With Incompetent Teachers
Authors: Phillips Warren , Young Beth
Published: September 2024

The administrative strategy of inducing the exits of teachers whose performance has been judged incompetent has received little scholarly attention. Because of the complex moral issues involved, we view situations in which induced exits are the means to removing incompetent teachers from classrooms as a crucible for ethical questions about the enactment of caring and just administrative leadership in education. We take as the framework for our analysis the contention of some scholars that there is a necessary complementarity between - or integration of - caring and justice in both theory and practice. Drawing on data, particularly interviews, from a recent study that explored the supervisory processes leading to forced resignations, our purpose is to show how some supervisors' accounts suggested a blend of caring and justice while others did not. We hope this analysis invites reflection on what constitutes ethical supervisory practice in a difficult and morally perplexing area of administrative leadership.
England's Neglect of Higher Education: The Comparative Perspective of Matthew Arnold
Authors: Rapple Brendan
Published: September 2024

In this study, I examine why Matthew Arnold considered his country's higher educational institutions to be inadequate, what prescriptions he advocated for improving them, and why he was convinced this amelioration was so necessary for leading England to true modernity. I argue throughout that Arnold's beliefs were profoundly influenced by what he had witnessed during his many official and unofficial trips to the Continent. A genuine understanding of Arnold's views on England's post-secondary institutions necessitates a concomitant comprehension of Arnold the comparative educator.
In Search of a Usable Philosophy of Education: The Vision of J. Glenn Gray
Authors: Preskill Stephen
Published: September 2024

This essay explores J. Glenn Gray's neglected philosophy of education as an active search after a meaningful framework for grounding the practices of teachers. Influenced by Hegel, Heidegger, and Arendt, Gray's philosophy addresses the tensions between individuality and community, argues for a vision that honors wholeness and synthesis and embraces plurality and public action as one of the bases for a truly generous education. Gray contends that the love of beauty must also be an integral part of education that matters. The concluding part of this essay considers some of the implications of Gray's vision for practitioners.
La competence parentale: Une pratique reflexive
Authors: Miron Jean-Marie
Published: September 2024

In this article, I explore the educational thought and reflective practice in parental education meetings. From a reflective viewpoint, I examine the concept of parental competency used in the field of intervention with parents. The analysis of qualitative data collected during meetings held for three years with parents and daycare educators leads to extend the concept of parental competency to reflective practice. The use of this concept is explored in the article as well as its pedagogical implications for reflective interventions in daycare centers.
Education of Females in China: Trends and Issues
Authors: Liu Jing-qui
Published: September 2024

An overview of the status of Chinese female education is presented. The education received by males and females is compared in terms of geographic location and economic development. Although many changes have taken place in Chinese female education, there is still a great discrepancy existing between the two genders. Based on research and personal experiences, the author discusses the disparity. Pressure through traditional customs, combined effect of family and local financial dilemmas, irregular geographic location, the individual's self-commitment to upward social mobility, and the emerging educational and economic systems are some possible reasons for the disparity. In conclusion, possible approaches for the alleviation of this discrepancy are explored
Unraveling Multicultural Education's Meanings: An Analysis of Core Assumptions Found in Academic Writings in Canada and the United States, 1981-1997
Authors: Raptis Helen , Fleming Thomas
Published: September 2024

Scholars in the field of multicultural education continue to debate the very meaning of the concept itself. This paper analyzes conceptions and definitions of multicultural education found within the academic literature from 1981 to 1997. The paper argues that underlying these conceptions of multiculturalism are five key social and educational beliefs which have not generally been subjected to academic scrutiny. The origin and character of these beliefs are examined, as are the consequences of the currently confused and contradictory state of academic writings on multicultural education . Altogether, the discussion suggests that contradictions within the literature may have a potentially destructive impact on efforts to improve intercultural relations in countries troubled by the negative effects of cross-cultural misunderstandings.
Places Everyone! IQ Heritability, Ideology, and Education
Authors: Tucker William H.
Published: September 2024

Since the invention of the intelligence test, there have been frequent claims that the existence of a substantial genetic component to IQ scores has important implications for education. From Terman to Herrnstein and Murray, the social scientists most prominently associated with this position, however, have invariably viewed IQ as the basis for determining a student's social and occupational future at an early age and providing an education to match. Thus the supposed significance of gen etic influence on IQ has invariably reflected a particular ideological view of the purpose of education and its relation to the state that is rooted in conservative political thought.
Research as Poetic Rumination: Twenty-Six Ways of Listening to Light
Authors: Leggo Carl
Published: September 2024

I search for a poetics of research in long walks on the dike where I listen to light, smell the line of a heron startled into slow motion by my presence, taste the screeches of eagles and hawks, poke with the roots of alders and aspens into the black earth, see the scent of the seasons. In my walking and researching, I hear ducks laughing in the slough along the dike, and my research question laughs with the ducks: What are the ducks laughing about? I do not ask the question in order to answer the question; I ask the question, again and again, in order to know the question. My research is really about opening my ears and eyes and tongue and skin and nose and lungs and heart and spirit, to learn to laugh with the ducks.
The Passionate Teacher and the Curriculum Police: Perspectives on Modes of Subjectivity and the Curriculum as Art
Authors: Senyshyn Yaroslav
Published: September 2024

Educational authoritarianism does not tolerate or provide the opportunity for individuals to write significant curriculums with the creative and personal intensity of art. Authoritarian meddling discourages experienced teachers from collaboratively interpreting so-called "aims and objectives" and other modes of written expression. The police-like approach, governmental fawning, sycophantic committee work and the railroading of insidious and dominating curriculums etched in stone will ultimately fail and betray us. We need a greater shift toward the personal and an active recognition for interpretation of authentic curriculum texts as art in our teaching practices. Authoritarianism can only lead to the eventual and diminishing returns in our schools and institutions.