bluuebunny/crossref_metadata_2025 huggingface dataset:
"The Personal is Political' ' (Australia)
Authors: Helling Rita
Published: September 2024

Everything combined to make 1973 a good year to start Women's Studies at Flinders University. We'd had some success in the anti-Vietnam movement and many of us were fee ling that we could exercise some power in society. The Women's Movement had been around long enough for "progressive men" to pay lip service to it, though few of them thought it had much application to their own lives. The long boom of the sixties had resulted in many sections of the Australian community being relatively well-off. An expansion of the student body was achieved by the abandonment of fees, then the introduction of freely available loans, and finally by payment of student allowances. The range of courses was expanded also, and in this atmosphere of liberality, some educational innovations were possible.
Clive Beck: A Philosophical Appraisal
Authors: Falikowski Anthony
Published: September 2024

The foc us of this essay is philosophical. Arguments are offered stating that the Reflective Approach to Clive Beck's values education is either logically inconsistent or incoherent insofar as Beck muddles the theoretical distinction which needs to be made between moral and non-moral values , and between ultimate life goals andcorresponding means values which may be either specific or intermediate. Criticisms are also offered suggesting that the Reflective Approach is relativistic and inadequate to deal with interpersonal conflict, an important aspect of moral value experience.
Teacher Judgement and Teacher Effectiveness
Authors: Barrow Robin
Published: September 2024

Sanders' recent argument that differences in teacher behavior do not have any significant effect on levels of student achievement is flawed. His criticisms of research into teacher effectiveness are cogent but apply no less to the research into social factors that he cites to support his view. It is argued that what is really being revealed is the inevitable inadequacy of empirical research for contributing to knowledge of cause and effect in the classroom. Consequently, teacher education should concentrate more on developing conceptual finesse to enable teachers to judge for themselves what they should do in the classroom and to treat empirical research more skeptically.
T.S. Kuhn's Idea of Progress and Its Implications for Theory Choice in the Historidgraphy of Education
Authors: Hodysh Henry W.
Published: September 2024

In the debate on the relative merits of traditional and revisionist educationalhistoriography, little if any reference has been made to the idea of progress in a discipline and its relation to the metatheory of history. This paper endeavours to rectify this shortcoming with reference to the oftquoted but, in the history of education, seldom explored views of T.S. Kuhn on progress, paradigms and theory choice . The writings of Monroe, Cubberley, Bailyn and Cremin serve as vehicles for a study of Kuhn's ideas and their implications for historical theory.
Two Vignettes of Minority Group Education in Canada
Authors: Edmonds Kirsteen F.H.
Published: September 2024

The Canadian Charter of Human Rights and· Freedoms, 1982, powerfully affects the future prospects of all minority groups in Canada.The author of this paper selects two such groups for consideration, one relating to languages , the other to physical/mental handicap. She discusses each from the view point of politics, economics, and public attitudes. The paper concludes on a note of cautious optimisim.
An Ideology of Educational Planning in Nigeria
Authors: Enaohwo J. Okpako
Published: September 2024

The lack of a critical ideology for educational planning in Nigeria can be attributed to the consistent use of education to sustain the social structure, federal structures and its operation, and inadequate projection of future circumstances. To overcome this, the process of systematic forward planning, whereby education is conceptualised as a system process orientation is advocated through the transmission of desirable values.
Survival in a Time of Crisis: the Professional Faculty in British Columbia
Authors: Lvany J. W. George
Published: September 2024

" Schools of Art , Education and Natural Resources to be reviewed! " read the headlines in Michigan Daily, soon to be followed by smaller but equally as serious headlines in the Ann Arbor News, The Detroit Free Press and, yes, even the New York Times. What followed was two years of agonizing effort by the students, faculty and administration of a major, Big Ten University to grapple with the perceptions, hopes and reality of a review that would leave in its wake a demoralized faculty and reduced enrollment. The School of Education, rated number one in the United States by at least one outside reviewer, was being challenged by the spectra of closure. Closure of a school of education in a university noted for having the first permanent chair, in 1879, devoted exclusively to the training of secondary school teachers and administrators; closure of school noted for having John Dewey so involved in teaching and research that he forgot and left the perambulator containing his baby in front of the Ann Arbor post office one sunny day; closure of a School of Education rated in 1977 as having the best undergraduate teacher education program and in 1983 the best graduate teacher preparation program . The fact of review sank in slowly for the faculty and students and is still sinking in. With relief, we can say that the recent reports of our demise have been greatly exaggerated. The fact is not that the School of Education is headed for closure but that the School of Education at The University of Michigan will take a 40% budget cut over the next five years.
Variations in Search of a Theme
Authors: Broudy H. S.
Published: September 2024

There is little doubt that leading institutions of higher education feel they must do something to improve the standards of teacher education. This is not the only group that feels so obliged, but the term" leading institutions" implies a special mission. For convenience I shall construe such institutions as modem universities housing undergraduate programs in the academic disciplines for general education, graduate programs for academic specialists, and professional schools. A College of Education on such a campus is caught between demands from scholars in the disciplines and the well-established professions on the one hand and the demands of the public schools and classroom teachers on the other. As matters now stand, colleges of education seem to satisfy neither. Can they hope to do both? Should they try?
The Education Professor and the President's People
Authors: Morris Van Cleve
Published: September 2024

I suppose l speak for all of you when I say that the theme of this conference is intriguing and challenging. As we individually pursue our careers in professional education, it is inevitable that we would reflect from time to time on the status of our profess ion, on where it stands in relation to other profess ions and to other university studies. Yet, in spite of the continuing interest in this question, there has never been, so far as I can remember, a conference convened to discuss this topic. Accordingly, l think we owe a debt of thanks to Professor Evelina Orteza for identifying this problem as a proper focus for a conference, and to Dean Robert Lawson for organizing it.
Implementing Theory and Practice: The Right Blend
Authors: Dueck K. G.
Published: September 2024

The theory-practice blend is an issue which must be addressed by Faculties and Schools of Education in the conceptualization and implementation of their "initial" teacher preparation programs. In this paper I will elaborate on some of the problems encountered in attempting to obtain the "right blend" in the theory-practice issue followed by some suggestions of what might be done to improve the situation. I will end by sharing with you some "hunches" I hold regarding the issues which surround questions related to theory and practice. My comments and observations are based on experiences gleaned in the implementation of the Extended Practicum and Core Undergraduate Programs at the University of Calgary.
Theory, Practice and the Student of Education
Authors: Roberts Douglas A.
Published: September 2024

Theory/practice is an important topic but a tired one. It 's difficult to say anything new about it. I'm going to try , however, and to that end I shall avoid concentrating very much on three engaging areas of inquiry that beckon comfortingly but , a las, can become ends in themselves rather than shedding any fresh light on the concern of this conference. First, for purposes of this paper, I intend to shun the task of doing a literature review on what counts as a theory, and whether as a field of study education can claim to have any. Second, I shall not be detained by the cousin literature on what kind of theory an educational theory is supposed to be. And finally, I ' II sidestep detailed analysis of the literature that purports to tell whether and how theory relates to practice in the abstract.
The Relationship Between Teaching and Research: Clear Answers to the Wrong Questions?
Authors: Gamble, Jr. John King
Published: September 2024

The relationship between teaching and research is extremely important to colleges and universities especially with changing expectations of faculty performance. This piece summarizes the results of empirical studies that have tried to measure this association; most did not find a significant relationship. However, measures of teaching effectiveness are generally inadequate ignoring those aspects of teaching that are most likely to benefit from research activity.
Education of Ethnic Minority Children; an Issue in Australian Multiculturalism
Authors: Foster Lois
Published: September 2024

Multiculturalism is the latest in a series of ideologies which have been developed to control the social and political consequences of cultural and linguistic pluralism in Australian society. Education is seen as the key element in achieving a multicultural attitude. The paper argues that, on the manifest level, there has been a transition from migrant to multicultural education, but that, on the latent level, forces favouring the status qua have led to a de facto 'ethnic' education stream within the education system.
Schooling in an Earlier Era: Some Reminiscences and Convictions
Authors: Phillips Charles E
Published: September 2024

This article should be childishly simple because it is a record of my ownexperience as a boy and as a pupil during the early part of the presentcentury, with occasional indications of how that experience fitted in witheducational thought and conditions at the time.From age three to seven I was taught at home to tell the time and toplay dominoes, checkers, and a variety of card games-including euchre,cassino, thirty on the king, poker, and whist. These were obviouslyuseful accomplishments because we lived with grandparents, an aunt, andtwo uncles-all maternal. My aunt seemed to rely on me to get her offto work on time, and I was constantly in demand to make a fourth atcards, except on Sundays, when only dominoes and checkers were allowed.Another advantage was that I was well prepared for learning to readat school without having interest killed by pre-knowledge of what theschool would teach. Although the school had a kindergarten, I was notsent to it. My Anglican parents were probably aware of concern expressedin the Toronto synod in 1900 about heretical religious views of Froebel,but that would not have deterred them. Certainly it was not because kindergartenswere "progressive:" my father and mother were extremely "permissive"even if unaware of any such labels. My only recollection is thatthey saw no reason for rushing things by sending a child to be cooped upin school earlier than need be. Of course, no one in our house had r eceivedmore than an elementary education except my relatively youngaunt, who had a year or two in fifth book, but my parents set no upperlimits on the length of formal education-quite the contrary.
Ideology and Educational Policy
Authors: Vandenberg Donald
Published: September 2024

The increasing distrust of vaguely expressed political and social ideals that is perhaps best symbolized by the title of Daniel Bell's The End of Ideology has made it increasingly difficult to relate educational problems to societal problems with any degree of logical or scientific warrant. But is this distrust of political and social philosophy, this distrust of ideology, merely another ideological proclamation? What accounts for our hesitancy to venture into thinking about the educational development of persons who are capable of alleviating or resolving contemporary societal difficulties? Is this hesitancy due to the indirect support of education resting upon suppressed premises, i.e., upon an ideology?
Editorial
Authors: Baker H S , Zachariah M , Koch E L , Lawson R F
Published: September 2024

What should be said on the editorial page of the first issue of The Journal of Educational Thought? Obviously the content must speak for itself. Beyond this, however, it seems appropriate for the editors to speak briefly of the purpose of the Journal, of the contributors, and of plans for immediately ensuing issues.
The Definition of a University
Authors: OAKESHOTT MICHAEL J.
Published: September 2024

The world is unusually full of doubts and confusion, and among them is a very considerable confusion about the nature of a university and the character of a university education. Perhaps this confusion is greatest in those parts of the world where, because universities are an old-established feature of the landscape, they have, until recently, been accepted without very much reflection. Moreover, universities have always been manifold and somewhat ambiguous institutions which naturally resist attempts to define their character. But the creation of many new universities, the appearance of students in large numbers who come with mixed and uncertain expectations, as well as other changes, have shaken us out of the mood of acceptance into a mood of reflection. All over the world universities have now got used to hearing themselves talked about in general terms.
A Systemic Analysis of Unit Teaching
Authors: KOCH E L
Published: September 2024

The quest for symmetry seems a very persistent human preoccupation. Man has ever been a system-building animal in response to the chaos and disorder with which nature seems to have confronted him. This tendency has assisted him to adapt to and subsequently exercise some control over his environment. A product of this tendency has been a symbolic treasure house of past experiences and some very instrumental conceptual schemes which have enabled man to construct ever more sophisticated systems.
Concealed Aims of Education and How We Achieve Them
Authors: PHILLIPS CHARLES E.
Published: September 2024

To reveal concealed aims is logically to destroy their characteristic and their hidden power. This result may not, however, apply in the field of public education. Our first concealed aim in society and its schools has been to obscure perception of stark reality, and we have been so successful that the exoteric majority will be unable to discern the truth of these disclosures. Educational historians will recall the Massachusetts Education Act of 1647, in which that "old deluder, Satan" is charged with having kept men in ignorance - first by preventing publication of the Scriptures in the vernacular, and later by discouraging efforts to teach the young to read. Whether Satanic in origin or not, the devices of today are much more sophisticated. The educational significance of Marshall McLuhan's dictum, "the medium is the message," is that there is no longer any message clear and definite enough to distinguish true or false. This makes it possible for people to live in a fog - or several contradictory fogs - and cling concurrently to traditional "truth" and modern denials. The coherent reasoning of hot print, the emotional response from cool T.V., and the church whatever its temperature cannot really be in opposition because in each case the medium not the content is the message. All the school has to do to keep the young in a daze is nothing in particular - and this it does. This is why there is enthusiastic advocacy of E.T.V. - that is, of its "use" as a medium - but relatively little support for critical study in school of the content of television programs to which pupils devote much of their time. Critical appreciation of the productions of other mass media, except books, is similarly neglected in school. This leavespupils able to focus their eyes but not their minds, so that the message, if any, is just the medium itself. A neo-Roman circus.
Legal Reasoning, Recipes, Ethics, Values , Educational Administration and Applied Philosophy
Authors: Kaminsky James S.
Published: September 2024

This article is an investigation in applied philosophy. It argues that the traditional ideas that philosophy directly empowers practice is misleading and unhelpful. Using educational administration as a starting point, the author addresses the question of how theory, in this case philosophical theory, might be applied to practice in the realm of ethics and/or values. A methodology for this addressing of ethical and/or value questions in educational administration is constructed using examples from legal reasoning and Bunge 's discussion of technology. In the closing sections of this paper, an outline of applied philosophy is offered. It is argued that in the realm of morals or in any of the other traditional areas of philosophical thought, philosophy can be applied to the practice of educating (although not directly). This methodology is called "bracketed neglect".
Student Freedom in the Classroom
Authors: Rich John Martin
Published: September 2024

The article's purpose is to develop a meaningful theory of freedom and relate it to educational policy and practice. First, the concept of freedom is analyzed; then some salient views of student freedom (progressivism, libertarianism, and essentialism) are evaluated; and finally, a resolution is undertaken of the problems raised by developing a position that relates freedom and authority more effectively than the previous positions reviewed.
The White Paper, Education and the Crafts: An Assessment of Values
Authors: Richmond Stuart
Published: September 2024

A parallel of instrumentally direct thinking can be drawn between the Alberta Government's White Paper on industry and science, and the Industrial Education curriculum for schools. This reveals a philosophy which focuses on "means" to the detriment of the inherent qualitative dimensions of work and learning. An analysis of "craft" testifies to the central, creative role of the craftworker, and shows how craft in its traditional "making" sense forms an interrelated whole of means, ends, and values. On this account craft can, and in some industrialized counties does, play an important part in education, industry and the quality of life generally.
Reflection and Self-Understanding in Piagetian Theory: A Phenomenological Critique
Authors: Jardine David W.
Published: September 2024

Recent work has been emerging which is examining the notions of self-understanding and reflection insofar as these phenomena emerge within the context of the practice of teaching. This paper makes the case that , because of the powerful influence of Piagetian theory on the practice of teaching, it is necessary to re-examine how these phenomena are formulated in that theory. This necessity is especially urgent, since Piaget's theory, as a form of scientific discourse, leads to a formulation of " practical understanding" which is decidedly negative.
Few Women in School Administration: Some Explanations
Authors: Nixon Mary
Published: September 2024

Frequently, explanations for the small number of women administrators are based on the belief that we know the nature of the problem (i.e., disparity in numbers). An alternative explanation would suggest that disparity in numbers is not the problem but is symptomatic of a larger one the androcentrism embedded in administrative roles, i.e., role discrimination. This concept in conjunction with access discrimination and treatment discrimination may answer the question, "Why are there so few women in school administration?"
Formation des Enseignants et Recreation du Savoir
Authors: Artaud Gerard
Published: September 2024

Teacher education programmes pursue the triple objective of transmitting knowledge, of initiating to a savoir fa ire and of developing certain attitudes. Research indicates that attitudes which precede preparation for teaching and which the programs attempt to modify tend to reappear continually in the practice of education. This observation brings the author to question the teacher educators' methodology and to propose a methodology of the recreation of knowledge which would make it possible for transmitted knowledge to influence the development of attitudes more effectively.
The Impossibility of Atheoretical Educational Science
Authors: Garrison James W.
Published: September 2024

Atheoretical science is not merely difficult or undesirable - it 's impossible. The reasons for this impossibility center on the Meno paradox of Plato. Briefly stated the paradox says that all inquiry is impossible because we either know what we seek, in which case why search for it, or we have no idea of what we seek, in which case how could we recognize it? The way out of this paradox, first suggested by Aristotle, is to say that we have at least partial foreknowledge of the objects of inquiry. In scientific inquiry this foreknowledge comes in the guise of theory. Science without theory stumbles along blindly. A theoretical science is impossible. The attempt at atheoretical science is simply bad science - or worse.
La Dependence dans I' Education au Tiers Monde: l'Exemple Africain
Authors: Medahunsi S. O.
Published: September 2024

The paper examines the relationship between dependency and education, and the extent to which the modem educational systems as operated in the third word reinforce dependency. Some fundamental questions relating to the issues of foreign aid to education (i.e. capital and technical assistance), language and training and the way they reproduce and perpetuate dependency in education are critically explored. Suggestions on how to tack le some of the questions raised in the paper are made to facilitate the efforts of third world governments in making the education relevant to third world people.
Anton Makarenko: Contribution to Soviet Educational Theory
Authors: Zilberman Victor
Published: September 2024

In the USSR, Anion Makarenko is regarded as one of the founders of post-revolutionary education. This artic le examines the relationship of Makarenko's educational theories to Russian hi story, tradition and culture. II also analyses the influence of Russian and foreign pre-revolutionary thinking on the major concepts of Makarenko's educational theories. The article examines Makarenko's major educational concepts, i.e ., discipline, education through work, collectives, the teacher's role in education, etc. The author analyses Makarenko 's views on various aspects of the child's upbringing.
New Robes for an Old Order: Multicultural Education, Peace Education, Cooperative Learning and Progressive Education
Authors: Friesen John W. , Wieler Edith Elizabeth
Published: September 2024

This paper examines three recent educational movements from a philosophical and historical perspective in order to identify and analyze the related philosophical underpinnings. Those approaches examined include multicultural education, peace education and cooperative learning. The origins and basic features of each educational movement are described briefly. Analysis is primarily concerned with goals and objectives and an examination of points common to the three approaches. The theoretical concern is that the underlying philosophical bases of these movements is not readily discernible due to the lack of the proponents of each approach to make these c lea r. The authors contend that the fundamental premise of these movements is remarkably like that of the Progressivist educational focus of this century. Two implications flow from this, namely that all "new" ideas need to be carefully examined for their relation to ongoing (or past) practice, and educators need to be more concerned about explicating premises when postulating new approaches.
Moral Autonomy and Moral Training
Authors: Malikail J. S. , Stewart J. D.
Published: September 2024

The popul ar belief that school teachers should leave students free to choose their own moral values is both misleading and indefensible. This paper shows why, and concludes that early formation of moral habits is ind ispensable to achieving moral agency and moral autonomy.
"There are Children all Around Us"
Authors: Jardine David W.
Published: September 2024

The memories of childhood have no order, and so I remember that never was there such a dame school as ours, so firm and kind and smelling of galoshes, with the sweet and fumbled music of the piano lessons drifting down from upstairs to the lonely schoolroom, where only the sometimes tearful wicked sat over undone sums, or to repent a little crime (Dylan Thomas, "Reminiscences of Childhood" I 954, p. 13).
Technical Knowledge in Science Teaching
Authors: Benson Garth D.
Published: September 2024

The issues involved with learning are varied, but a central concern is the increasing use of technical knowledge to understand the world. This concern leads us to question the nature and conceptualization of knowledge and moves us into the philosophical areas of ontology and epistemology - the meaning and grounds of knowledge. We are also moving into a sociocultural area where justification of knowledge becomes important. In education, constrained as it is by curriculum guidelines and procedures for bureaucratic and administrative accountability, we also discover that the conceptualization of knowledge involves sociocultural constraints as to what counts as a viable understanding of the world. Technical knowledge has come to gain social and cultural predominance, both as an aim of education and as a means of educating. Thus, the place of technical knowledge in science teaching involves both an implicit philosophical world view and, indirectly, a sociocultural milieu which condones that view. It is the combination of these two factors that estranges students from scientific knowledge and helps reproduce technical knowledge.
Curriculum or Common Sense? An Exploration in the Classroom Production of Useful Knowledge
Authors: Grahame Peter R.
Published: September 2024

The relation among instrumental knowledge, practical understanding, and critical insight has been examined in a wide variety of contexts, including workers' study institutes of I 9th century England (Johnson, 1979), the public school in post-World War I middle America (Lynd and Lynd, 1929), and third-world literacy programs (Freire, 1973). A recurrent theme is the tendency of instrumental or technicist concepts of education to suppress those interests and concerns of students which might lead to their developing critical insights into their situation. In other words, certain attempts to make education more practical or useful may, ironically, make students less able to form autonomous judgements about their social situation and more dependent on official definitions of it. This paper explores some problems associated with attempts to implement a curriculum geared to imparting useful knowledge. In particular, it focuses on the relation of practical understanding and critical insight to the instrumental tendencies associated with a recent curriculum innovation, life skills education, which has found wide application in educational and training contexts in Canada. In the pages which follow, I consider some main features of the life skills approach and raise issues connected with the social dimensions of school curricula of this kind. I then turn to a case of teaching skills for everyday living in the setting of a secondary school classroom.
Le Climat d' Apprentissage; Analyse Conceptuelle
Authors: Michaud Pierre , Forgette-Giroux Renee , Richard Marc
Published: September 2024

The concept of "climate" is ambiguous because it is applied in many different ways such as "organizational climate" and " learning climate. " The purpose of this article is to analyze the concept of "learning" climate. It first looks at definitions of the concept, second, it presents conceptual mode ls integrating it, then examines problems related to measurement. Finally it discusses findings of research in the field and their pedagogical and administrative implications.
Autobiography and Education
Authors: Graham Robert J.
Published: September 2024

Autobiography has emerged within a number of educational endeavors as an informing principle which directs both theory and practice. This article argues that despite this activity, there is still little widespread appreciation with in education for its special characteristics as a literary genre. The paper maps out the ontological status of autobiography. By analyzing three major contributions to the theory of the genre, its boundaries and key concepts are revealed and discussed. The paper recommends that educators become more familf.ar with the genre in order to appreciate both its complexities and potential.
Luther and the Foundations of Literacy, Secular Schooling and Educational Administration
Authors: Carmen Luke Carmen Luke
Published: September 2024

Antecedants and consequences of typography and 16th century Protestant educational reform are outlined to show how curricular innovation led to a bureaucratic discourse of social control. It is argued that compulsory schooling for mass literacy gave rise to the institutionalization of childhood, and to state controlled techniques of normalization and surveillance. Implications for the histories of curriculum and administration are noted.
On "My Moral Judgment"
Authors: Miranda Evelina Orteza y
Published: September 2024

My comment on Malikail and Stewart's (1988) paper. ‘’Moral Autonomy and Moral Training," shows that there are other possible meanings to the expression my moral judgment' which do not necessarily reduce to either ‘’judgment peculiar to me’’ or ‘’judgment of personal taste." Additionally, I show that concentrating on the public aspects/features of moral judgments while necessary is not all there is to the making of sound moral judgments. The paper proposes to include the self of the person as a necessary condition for judging the soundness of a moral judgment.
Understanding and Administering Educational Organizations: The Contribution of Greenfield's '' Alternative Theory''
Authors: Johnson Neil A.
Published: September 2024

Some contemporary writers have strongly attacked traditional theories of educational administration, but few with the vehemence and public recognition of T.B. Greenfield. The alternative view of educational organizations proposed by Greenfield has attracted the attention of administrators, theorists, and researchers around the world. By considering this perspective in relation to three major systems views of schools and other organizations, the author examines the contribution of Greenfield's "Alternative Theory" to current educational administration practice and scholarship
The Riskiness of the Playground
Authors: Smith Stephen J.
Published: September 2024

Risk is described, not as a negative attribute of children's playground activity, but more positively, as challenge and adventure to which children can actively respond. Risk refers to something that is being accomplished by children, some intended activity which expands their sense of the world. Such a positive sense of risk is developed by showing that the riskiness of the playground is a reflection of our concerns for the safety of children and their proper supervision. I describe, in particular, how we might observe children closely and how we might take responsibility for the risky situations in which children find themselves. In so doing, I present a way of understanding how we can bring an underlying sense of security to children's feelings for the playground and for the risks that can be taken there.
Teaching the Foundations of Education: A Developmental Perspective
Authors: Ryan Francis J.
Published: September 2024

The Education Department at La Salle University in Philadelphia has restructuredits teacher preparation program around the principles of human growth anddevelopment. Instructors teaching the foundations courses are encouraged tostress developmental principles through the application of four themes: (a)Educational Practice in Developmental Perspective, (b) Image of the Child inDevelopmental Perspective, (c) Educational Theory in Developmental Perspective,and (d) Educational Language in Developmental Perspective. The focus andcoherence of foundations courses approached according to these themes wouldbe improved, especially because these courses are frequently weakened byencyclopedic, disj uncted texts and by inadequately trained instructors.
Neutral and Timeless Truths: A Historical Analysis of Observation and Evaluation in Teacher Training
Authors: Varga Donna
Published: September 2024

The use of observation as a technique of cultural power through which dominant ideas of teacher behavior are manifested and by which possibilities of teaching behavior are constructed is examined in this paper. The maintaining of documentary records on student teachers' development as teachers characterizes the records as forms of knowledge for reconstituting the student into a teacher. Through an analysis of 19th century Training Registers of the Ontario Provincial Model School in terms of characteristics observed, numerical evaluations, and written comments, the relation between educational processes and the regulation of behavior is described.
Professionnalisation et Formation Prof essionnelle en Enseignement: Perspective Generale d 'Evolution
Authors: Gervais Femand
Published: September 2024

This article deals with the issue of the legitimization of teaching as a profession as well as teacher training within the university context. While adopting this dual perspective, I will discuss the influence of social representations towards the evolution of the teaching profession. From an analogical perspective I will also consider the difficulties emerging from the integration of professional training (in teaching more extensively) within the university structure. Throughout this article I will try to exemplify a hypothesis of stagnation related to the evolution of these interdependent dimensions.
The Difference Between the Abstract Concepts of Science and the General Concepts of Empirical Educational Research
Authors: Chambers John H.
Published: September 2024

Empirical educational research may be that there is a fundamental difference between the general concepts used therein and the abstract concepts used in the natural sciences. To make clear the contrast between generalization and abstraction, the work of Galileo and Newton is discussed. It is shown how success is achieved through their ability to penetrate behind the flux of observable empirical phenomena to reach universal conceptual abstractions and relations between these. As well, two pieces of modem empirical educational research are discussed. It is argued that such studies make use of general concepts rather than abstract concepts of the scientific sort, general concepts which lack the possibility of the precise manipulation used in science as demonstrated in the work of Galileo and Newton.
Entre didactique et pedagogie: Epistemologie de I' espace/temps strategique
Authors: Tochon Francois V.
Published: September 2024

This paper deals with the double agenda of teaching and its epistemology. Both subject-matter and pedagogical realities merge in one strategic focus while immediate actions impose a constant adaptation of planning and relational guidance. Actually, strategic space/time would be a flow experience where cognitions meet the field of practice. Its junction "way of knowing" or epistemology might define the domain of educational pragmatics. The author examines the way transformations of knowledge could be represented according to recent trends in artificial intelligence. Mental models may be most adapted to teaching practical cognitions, but their use in education might have the limits of any instructional generalization.
Science, pedagogie et art: des ressemblances et des differences
Authors: Gauthier Clermont
Published: September 2024

Pedagogy: art or science? Inspired mainly by the works of Perelman, this ageold question is examined in a new light. Many elements of comparison are used to study the similarities and differences between science, pedagogy, and art. In some cases there are differences in their nature; in other cases there are differences in their degree. In short, while positivi stic science is oriented toward reality and contemporary art is directed to producing unpredictable effects, pedagogy focuses on the student. Pedagogy is seen not as a sc ience nor as an art, but rather as an exercise in persuasion aimed at courting the student's consent in order to win the learning game. Thus, the way we write when we are concerned with pedagogy will di ffer significantly from the way we write when we are concerned with art or science.
Creating Spaces for Teachers' Voices
Authors: Clandinin D. Jean
Published: September 2024

In this section two university researchers and one teacher researcher engage in a dialogue about the possibilities of including teacher research in our academic journals. Clandinin suggests, in her opening comments, that we have much to learn from li stening to teachers' accounts of their practices as we begin to create collaborative agendas for educational research shared with teachers. Black responds by inviting readers to imagine the poss ibilities that would be created by engaging in new relationships between researchers and teachers where there is an ongoing conversation that would reconfigure our work as teachers and researchers. Milburn responds by asking questions about the nature of teachers' accounts of their practices, about the criteria needed to judge the worth of teachers' stories, and about the validity of teachers' stories. Finally, Clandinin responds by wondering about the possibilities for written conversations between teachers and researchers.
A Response to Rushton's "Race Differences in Behaviour"
Authors: Mouat IV Thomas W.
Published: September 2024

In this paper I refute J. P. Rushton's claim to having demonstrated heritable race differences in intelligence, cranial capacity, and brain weight. I also refute his claim to having established that heritable behavior traits, when ordered by gene-culture coevolutionarily based r/K reproductive strategies, determine the level of human evolutionary development to be, in descending order, Mongoloids, Caucasoids, and Negroids. Refutation is accomplished through analysis of the causal chain governing explicit theory and unstated assumptions; documentation of inadequate, spurious and misapplied data sources; and demonstration of scientifically unacceptable methodology.
The Law of Late Birth
Authors: Thirunarayanan M. O.
Published: September 2024

When I was about ten years old, I used to throw stones at our neighbor' s mangotree with the hope that one of the stones might hit a mango and make it fa ll to the ground. One of the stones, instead of hitting a mango, bounced off of a branch of the mango tree and hit my head with great force.At the very instant the stone struck my head, it also struck me that some mighty force, hitherto unknown to me, had managed to pull the stone down after it bounced off the branch of the mango tree.
The Trouble With Teachers
Authors: Mullins Thomas
Published: September 2024

The trouble with teachers is-that they are teachers. Being a teacher means becoming involved in playing a role which has been strictly defined by parents' memories, school attitudes, and pupil expectations. The role, whether it fits the person or not, whether it is how one likes to play the role or not, tends to be imperative as regards behavior. There are just certain things one cannot do or else one loses moral force in the classroom.
L'Education a l'Heure de la Crise: A Ia Recherche de l'Equilibre
Authors: Mayrand Georges
Published: September 2024

The author perceives contemporary educational thought as polarized along two major axes: utilitarianism and holism. Utilitarianism is the result of a conglomeration of doctrines influenced by Cartesian dualism, Newtonian mechanism, and social Darwinism; all of these share a fragmentary and reductionist view of reality. In opposition to that view, holism, in both its rational and intuitive forms, tends to see reality as a global and unified whole. The traditionalist position, in search of a renewed foundation where relativism prevails, oscillates between these two major axes. The author suggests the Taoist principles of yin and yang, the complementary poles of reality, as a background for his analysis. He presents a cyclical model of change in which interaction between the yin and yang polarities results in a cultural evolution wherein equilibrium and disorder alternate. The evaluation of recent trends in education is analyzed and epistemological issues are raised. Finally, the author underlines the potential influences of both the utilitarian and holistic axes on the outcome of the current crisis in education.
Public Schools and the Search for Community
Authors: Craig Robert P.
Published: September 2024

In this article I argue that public schools can be a viable means of developing and nurturing community. I note that there are two forms of institutional structures: gesellshaft, with a rule-oriented, contract-bound emphasis and gemeinshaft, with a personal sharing emphasis. Each structure has aspects which can be detrimental to the development of community. I then suggest modes of skill development necessary for leaders in educational settings, if such settings are to enhance community, Finally, I reflect on two current issues facing schools in North America: the attendance of children who are from shelters or are the children of street people, and children from new immigrant groups. I make some exploratory suggestions on ways to integrate these students into schools to enhance community.
Rejection or Confirmation of Racial Identity: A Dilemma for High-Achieving Blacks?
Authors: Ford Donna Y. , Harris III J. John , Webb Karen S. , Jones Deneese L.
Published: September 2024

The problems of underachievement or poor achievement among Black students has received much attention in the scholarly and professional literature. Many theories and explanations have been proposed to explain the achievement problems of Black students in general, and high-achieving Black students in particular. In this article we present an overview of that literature, giving special attention to research on peer pressure and its impact on achievement. Specifically, the phenomenon of "acting white" or "raceless" is discussed in an attempt to understand such poor achievement. Recommendations are offered for educators, parents, community leaders, and others who seek to reverse the problem of underachievement among Black students, thus ensuring their educational success.
Conceptions of Intelligence in an Academic Community
Authors: Lund Darren E.
Published: September 2024

A phenomenological stance is adopted in this inquiry into the concept of intelligence. The term intelligence is discussed as a uniquely Western concept that has been defined and refined, with significant implications for people in educational settings. A brief critical literature review includes discussion of some influential models of human thought and intelligence measurement and their application in school settings. Three practicing University of Hawaii at Manoa professors are engaged individually in reflective conversations, during which they discuss their notions of intelligence together with the researcher. From their shared conversations, meanings emerge which are expressed here in separate descriptive interpretations for each professor. The emergent understandings are intended to explore and illuminate some current conceptions of intelligence in an academic setting. From these descriptions educators and researchers may recognize relevant meanings for themselves regarding the improvement of the school learning situation.
Transcending the Limitations of the Social Sciences: Insight, Understanding, and the Humanities in Educational Administration
Authors: Ryan James
Published: September 2024

This article provides a rationale for the employment of the humanities in expanding the ways in which those associated with education can come to know educational administration. It does so by illustrating how the humanities can overcome the limitations of the subject-object duality that is a part of most current approaches to the study of administration. The new insights and understandings that will inevitably accompany exposure to the humanities will provide opportunities for administrators to develop a philosophical approach to administration that will assist them in dealing with the moral issues that constitute an important part of their daily regimen.
Three Unspeakable Things: Looking Through English's Family Album
Authors: Morgan Robert
Published: September 2024

Briefly surveying some of the reasons for current rhetorics of crisis within English studies, the article explores some of the problematic historical commitments of this disciplinary area. Considered as a discursive formation constituting its objects of knowledge in a print-centric manner while defining its subject of knowing in individualist/nationalist terms, the author argues that a move from an English to a Cultural Studies perspective is overdue within schooling. Several features of the latter approach are described.
Quantum Drama: Transforming Consciousness Through Narrative and Roleplay
Authors: Martin-Smith Alistair
Published: September 2024

This article argues that through a practical understanding of some aspects of quantum theory, teachers can develop new roleplay and narrative strategies in the classroom. Describing fictional worlds through narrative and exploring virtual worlds through roleplay can transform the child's consciousness. This article considers the value of the metaphor of quantum theory in relation to drama, learning, and self-image. It discusses potential educational implications of quantum theory, such as the opportunity for greater empathy between teachers and children, in terms of their relevance for helping children meet developmental challenges.
Le partage du champ scolaire au Quebec: Reconversion et invention de domaines de pratique au sein de l'organisation scolaire, 1930-1990
Authors: Mellouki M'hammed , Lemieux Nicole
Published: September 2024

In this article we review the constitution of the school and professional counselling (1930-1990) and the disparition of the inspection system (1851- 1964). Those realities have been an important of the transformation that the Quebec society has been going through. This analysis shows the mediation function, that is, the transmission and the cultural and ideological control of the school agents: the counsellors and the school inspectors are seen here as belonging to the intellectual category. The analysis also underlines the relevance of this definition as being responsible for some changes that have taken place in the school system. Finally, we show the place occupied by school agents in social interactions.