bluuebunny/crossref_metadata_2025 huggingface dataset:
Moral Education Through the Development of the Moral Atmosphere of the School
Authors: Power Clark
Published: September 2024

There are at the present time two major approaches to moral education which have arisen out of the theory and research of KohIberg and his colleagues. The firs t to appear, the moral discuss ion approach , began as a result of the efforts of Moshe Blatt , a doctoral student of Kohlberg's who attempted to stimulate development through the discuss ion of hypothetical dilemmas in his Sunday School class . The second , the just community approach, originated in a women's correctional institution and was later applied to high school settings. The moral discussion approach clearly grew out of Kohlberg 's psychological investigations into moral development. The very dilemmas which Kohlberg used to assess an individual's moral stage were appropriated for classroom use in order lo stimulate stage development. The just community approach while drawing in part from Kohlberg's psychological research represents other important theoretical considerations , considerations which have important implications for future research in moral development and education.
Moral Education, Moral Character, and the Virtues
Authors: O' Leary P. T.
Published: September 2024

Contrary to the claim of Lawrence Kohlberg that moral virtues are arbitrary standards of character because virtue words lack descriptive content , it is argued that the moral virtues and judgement are indispensible to one another and to the development of moral character. The case is made by a careful analysis of the concepts habit and virtue. It is shown that virtues are not habits, that some virtues are forms of self-control, and that those which are entail right judgement and there in describe moral character.
Gestalt Workshops: Suggested In-Service Training for Teachers
Authors: Fiordo Richard
Published: September 2024

Fritz Perls' Gestalt Workshops are explained and recommended for in-service training for teachers. Since Gestalt Workshops increase their participants growth , aware ness, and integration personally and environmentally , their benefit to classroom teachers would be direct and dramatic.
Tutoring and Social Psychology
Authors: Malamuth Neil M. , Turcotte Shelly J.C. , Fitz-Gibbon Carol Taylor
Published: September 2024

The implications of social psychological theory and research, particularly in the area of social influence, are examined in an attempt to provide a theoretical foundation for cross-age tutoring programs. Areas discussed include the relative effectiveness of adults and peers as sources of social influence, the desirability and effect liveness of various bases of social influence, and the effects of tutoring programs on students, tutors and teachers. A set of hypotheses that merit empirical testing is outlined. The potential benefits of utilizing social psychological theory in the development, implementation, and analysis of cross-age tutoring are examined.
Must Educational Responsibility be an Illusion?
Authors: Inbar Dan
Published: September 2024

Undertaking responsibility is a difficult process. Undertaking educational responsibility is a major challenge. The basic characteristics of education impose boundaries on educational responsibility. In this article an attempt is made to consider the problem of educational responsibility through a systematic analysis of seven characteristics. In order to confront the challenge a new outlook on the educational system is required. Some basic alternatives, although preliminary in nature, are suggested.
Wasted Resources: What Educational Philosophers Might Contribute to Educational Theory But Often Don't
Authors: Hendley Brian
Published: September 2024

According to T. W. Moore (Educational Theory: An Introduction, London, 1974), general theories of education of the sort developed by philosophers from Plato to Dewey have quite rightly gone out of fashion. Moore would restrict the contemporary philosopher to a more formal, analytical contribution to educational theory. The author contends that he (and many of his fellow philosophers of education) ignores the special resources a philosopher can bring to educational questions as an educated man, coming from a distinguished tradition of analysis and synthesis, and usually engaged in teaching. These are resources that the current educational system can afford to waste.
Epistemic Authority, Institutional Power, and Curricular Knowledge
Authors: De Castell Suzanne
Published: September 2024

Under what conditions are student rejections of teacher authority legitimate? This paper used Keddie 's (1971) discussion of classroom know ledge as a critique of Peters' (1966) widely accepted analysis and justification of teacher authority. The contention is that Peters ' justification relies upon contrafactual presuppositions about what the teacher knows and what the teacher teaches. As such, it functions to legitimate a perspective of teacher authority which is misleading as a reflection of classroom practice. The author argues that what would in theory be considered (philosophically justified) authority based on superior disciplinary knowledge is in fact an extension of (sociologically explained) institutional power. This has important implications for the view that an aim of education is the promotion of autonomous rationality.
Values and the Ideal of Objectivity
Authors: Brinton Alan
Published: September 2024

This paper starts with the acknowledgement that the making of value judgements is unavoidable in the teaching of traditional disciplines. The expression "The Ideal of Objectivity" is introduced in general terms for the requirement that in some respects the making and expressing of value judgements in education ought to be limited. An effort is then made out to set this ideal in the context of a general commitment to rationality. The relation between values and rationality is explored in terms of a moral obligation to be rational -- moral phenomena are shown to be essentially related to rationality. Objectivity and rationality are then presented as involving methodological norms. Finally, it is argued that the principal way in which values may enter legitimately into the teaching of u-aditiona1 disciplines is in terms of methodological norms rather than in terms of particular substantive value judgements, and that the teaching of such norms is in fact central to the teaching of a discipline.
Cookson: The Canadian Context
Authors: Barman Jean
Published: September 2024

The stages of boarding-school life described by Peter Cookson while in apparent reference to the United States, have greater applicability. The concept of boarding as an integral part of school life, which forms the basis of Cookson's essay, only emerged in the mid-nineteenth century. Although American historians of boys' education such as James McLachlan make concerted efforts to demonstrate the existence of an indigenous boarding tradition "independent" of a much more influential British tradition, even they acknowledge that the growth of boarding schools in the United States in the critical years, 1880-1914, was due in large part to the tremendous popularity of these schools in Great Britain. ' Not only was American Anglophilia "intense," to use McLachlan's phrase, but schools in both countries were characterized by identical terminology and dependence on Anglican theology.
Gramsci 's Contribution to the Analysis of Public Education Knowledge
Authors: Welton Michael
Published: September 2024

It is generally agreed that the work of Antonio Gramsci reveals an imaginative and intellectual power seldom attained in Western Marxism. For those interested in the role of education in building an alternative, anticapitalistic cultural formation, Gramsci's ideas arc of considerable value. Of particular interest is that Gramsci, as part of his revolutionary strategy, argued that the education of children of subordinate classes must be considered an essential element in any strategy aimed at building an oppositional culture. This paper explicates Gramsci's essential educational ideas.
Educational Hegemony and the Phenomenology of Community Participation
Authors: Dawson Don
Published: September 2024

Critics of education in advanced capitalist societies have assailed schools as being reproducers of the existing patterns of social inequality. A fund a mental concept in understanding this reproductive role of education lies in Gramsci's notion of ' hegemony'. On the other hand, the ' interpretative' perspective on schooling, drawing heavily from phenomenology, sees the possibility of educational and broader social change through the transcendence and redefinition of the realities of day-to-day school life . In this view, through community participation in schools, teachers, students, and parents can develop new ' realities' which concomitantly alter consciousness and generate counter-hegemonic momentum.
Work, Play and School in Marx 's Views on Education
Authors: Small Robin
Published: September 2024

A prominent feature of Marx's programme for education is the combination of schooling with work for the child. The reasons for his plan are both theoretical and practical. Marx regards labour as essential to human development; he rejects the claim of progressive education that 'play is the work of the child '. On the practical side, Marx uses the factory school as his model, not forseeing its replacement by full-time schooling.
The Element of Success In Transactions
Authors: Rothstein Arnold M.
Published: September 2024

There are differences between transactions and in expectations of success. The concept of success may not be borrowed from dissimilar transactions and applied indiscriminately in judging whether teaching acts have been executed. From a statement that one has taught something, only the intent to produce a desired outcome may be inferred. The actual results of teaching are not implicit within such a statement but require some determination of effectiveness.
Defensible Roles for Researchers in Curriculum Policy making
Authors: Orpwood Graham W.F.
Published: September 2024

This case study of a science curriculum project in an Ontario school board is concerned with the broader question of how researchers can intervene appropriately in the policymaking activities of practicing educators. After discussing and rejecting two traditional models of involvement, the author first illustrates and then justifies two practical principles which can guide the conduct of researchers in these situations.
Another Look at Indoctrination
Authors: Casement William
Published: September 2024

During the past two decades many philosophers have attempted to define indoctrination. A brief review is offered of the central debate in which they have engaged over the importance of such features as method, content, and intention. It is then demonstrated that attempts to make the intention to indoctrinate a necessary feature of indoctrination are not successful. It is pointed out that the whole debate over method, content, and intention is misconceived, as it fails to focus attention on the experience of the learner. A revised definition is offered which takes into account this important factor.
The Education of the Imagination
Authors: Pecover Joan
Published: September 2024

Equality among men rests in the human traits of emotion and imagination. it is through the development of these traits that insight into the feelings of others is gained. The arts educate the imagination, providing an increased awareness of the nature of human equality and empathy for one's fellows. Such an education seems particularly important at a time when computer technology points to other priorities.
Linking Faculties of Education with Classroom Teachers Through Collaborative Research
Authors: Torney-Purta Judith
Published: September 2024

It almost goes without saying that a major reason for promoting closer relations between classroom teachers and faculties of education is to improve educational practice in the schools. Some educational observers, noting that the process of educational reform in developed societies has been extraordinarily difficult, might quip, "we've tried everything else, why not university/school collaboration." It is true that reform has been slow. Cuban, after a review of documentary sources spanning ninety years concluded that there is a stubborn continuity in the nature of instruction '' 1 And he cites only a few examples of close collaboration between practicing teachers and university faculty members in these nine decades.
The Concept of Reason in Hirst's Forms of Knowledge
Authors: Green Joe L.
Published: September 2024

In this paper I seek to clarify Paul H. Hirst's concept of reason, which is ex pressed only implicitly in his theory of forms of knowledge. Hirst's view of the temporal nature of knowledge is explicated as a prerequisite to the analysis of his key concepts of objectivity, judgement, the given, and facts, all of which are entailed by and necessary to his concept of reason.
Interprétation du choix cle carrière de la femme dans une perspective sociologique
Authors: Gagné Evelyn , Poirier Pierre
Published: September 2024

L'interprétation des aspirations professionnelles et du choix de carrière de la jeune fille dans les contextes théoriques de la divergence social e et de la symbolisation personnelle constitue 1 'objectif de eel article. Une telle interprétation a permis la formulation de propositions dérivées des postulats de chacun de ces contextes théoriques.
Teaching People to Think
Authors: Paton James M
Published: September 2024

This paper is addressed principally to staff members of faculties or colleges of education, and its theme is that, whether lecturing in foundationssubjects or in academic course content and methodology, they should attempt to bridge the widening gap between educational theory and research on the one hand and, on the other, the classroom teachers and various other people who help to run school systems.
Studentship and Membership: A Study of Roles in Learning
Authors: THOMAS ALAN M.
Published: September 2024

It is a curious fact that even the most radical political approaches to education as a social issue of growing prominence still attach their arguments and nostrums to the education of children and youth. It has not yet become apparent in many of the centres of public debate and analysis that the educational system can never again be considered a matter of concentration on the young. That this is true is not simply because of the contemporary awareness of governments of the close relationship of productivity and prosperity to trained and retrained manpower, nor because of the recently resulting availability of substantial financial support for an enterprise of this kind. Actually, the latter situation has prompted voices within organizations like the Canadian Teachers' Federation to argue that an imbalance in support has already occurred, and that elementary education, where all begins, is being slighted in favour of secondary and post-secondary.Rather the argument that we can no longer concentrate only on the young is based on two more fundamental factors that seem at the moment at any rate to have the right to be treated as facts.
Cultural Deprivation: A Commentary in the Sociology of Knowledge
Authors: FRIEDMAN NORMAN L.
Published: September 2024

"Culturally deprived" children and "cultural deprivation" are terms that have been extensively used and heard in recent years. Perhaps enough time has now passed to warrant an examination of and reflection upon the idea of cultural deprivation in the tradition of the sociology of knowledgelooking into its nature, social and cultural context, development, impact, and interest group support and opposition.1 The years from about 1955 through early 1967 will be surveyed, with emphasis upon the 1960's
The University as a Mass Organization
Authors: DEVALL W. B.
Published: September 2024

Recently the term "crisis of legitimacy" has come into use to question the relevancy of the university to modern mass society. It is our purpose here to explore some of the changes in the social structure of the university and the discontinuities between the needs of emergent groups - clients, employees, and critics of the university - from the perspective of theories of mass society.
Teaching and Rationality: The Case of Jim Keegstra
Authors: Pearson Allen
Published: September 2024

This paper discusses two conceptual relations between teaching and rationality and uses the case of Jim Keegstra, a teacher who was dismissed for his unorthodox teaching, such as that the Holocaust never occurred, to illustrate the points. Firstly, Keegstra failed to promote rationality and thereby failed to educate his students. Secondly, it is shown that in teaching situations there is a logical presupposition of rationality which Keegstra did not meet and which ironically contributed to his "success".
Dispositions, Emotions, Episodes and the Autonomous Learner
Authors: Wesson Anthony J.
Published: September 2024

The paper explores the relationship between dispositions, emotions, episodes and the development of moral autonomy. The view taken here is that autonomy requires a settled disposition towards the good, and that interpretations of the moral life that emphasize its episodic nature are destructive of autonomy.
Toronto's Public Schools and the Assimilation of Foreign Students. 1900- 1920
Authors: Pennacchio Luigi G.
Published: September 2024

As regards their foreign student population was one of assimilation into the Protestant, British-Canadian cultural milieu of the city. Consequently, the educators who staffed the schools' classrooms worked diligently towards that end. The foreigners tried to inhibit the assimilative efforts, but with the help of Protestant missionaries and the support of society in general, the schools were just too strong to be effectively opposed.
Schooling and the 'Left': Policy Alternatives for Education and the Economy in the 80's
Authors: Shapiro Svi
Published: September 2024

This paper looks at the economic policy alternatives emerging on the political left in the United States, as a response to the continuing crisis of the American economy. Focusing on the two most significant of these - increased government intervention on behalf of corporate needs, and economic democratization - the author considers each in terms of its implications for education. He concludes that they represent profoundly conflicting views of education, culture. And the role of the worker in U.S. society.
Creativity or Quality: a Deceptive Choice
Authors: Bailin Sharon
Published: September 2024

The fostering of creativity is currently seen as a primary goal of education, but the view of creativity which underlie this emphasis dictates that creativity must sometimes be purchased at the expense of the quality of the work produced. It is maintained here that this dichotomy between creativity and quality which is assumed in this view as a false one, based on an erroneous theory of creative process. It is argued that the notions of creativity and quality are intimately connected, and that, thus, the question of the choice between the two does not really arise.
Educational Pluralism and Tolerance
Authors: Thiessen Elmer John
Published: September 2024

The issue of intolerance is increasingly being brought to our attention. (See, for example, a recent publication by Jay Newman, Foundations of Religious Tolerance, Toronto: University of Toronto Press, 1982). A task force recently appointed by the Government of Alberta in response to the Keegstra affair was assigned to study the problem of intolerance within our education system and in our society generally. The committee's report gives expression to a very commonly held position, namely, that the key to fostering tolerance in a society is to maintain a strong and uniform public school system, and that the proliferation of private/alternative/separate schools will foster intolerance in our society.The purpose of this article is to refute this belief by clarifying the concept of "tolerance,'' uncovering some problematic assumptions underlying the opposition to educational pluralism, and considering relevant empirical evidence.
Concepts and Paradigms in the Historiography of Educational Change: Some Reflections on the Uses of the Past
Authors: Hodysh Henry
Published: September 2024

Ever since Butterfield 's seminal critique of the Whig interpretation of history, historians have held that judgements about the past should remain independent of the present. With reference to Kuhn and the application of concepts from the Renaissance of the Twelfth Century, this paper examines the process by which present-day meanings enter into judgements about the history of educational change . Contrary to the establi shed view, it argues that this phenomenon, better known as presentism, is an unavoidable and , ironically perhaps, a necessary condition for the study and teaching of history.
Teaching Reading Methods: How do Pre-Service Teachers Understand the Experience of Learning to Read?
Authors: Hunsberger Margaret
Published: September 2024

It is common in teacher education programs to require a course in language arts (including reading) methods, at least for students preparing to be elementary teachers. Not all students approach such a course enthusiastically, but generally they acknowledge its importance and so are there fairly willingly. The question, obviously, for those of us who teach these methods courses, is how we can best prepare students to be teachers of reading. I would like first to sketch two approaches to the study of reading, one a traditional approach and the other, a more experience-based stance toward reading. That is followed by a discussion of the possible contributions which the insights of reading experience can give to methods teaching.
Children and the Gods of War
Authors: Smith David
Published: September 2024

A recent United Nations study on the effects of the arms race on daily life should invite us to think about the relationship between increasing global militarism and children. In 1981 , $1 million was spent on weapons every minute of every hour of every day (U .N. , 1983 , p. 7) , and according to UNICEF director James Grant, every year twelve to thirteen million children (the equivalent of one hundred and twenty Hiroshimas) die from hunger and malnutrition largely because funds for social and economic development are everywhere being diverted to the stockpiling of arms and the development of standing armies (Toh, p. 59).
Studying Teachers' Knowledge of Classrooms: Collaborative Research, Ethics, and the Negotiation of Narrative
Authors: Clandinin D. Jean , Connelly F. Michael
Published: September 2024

We are engaged in a research project aimed at conceptualizing teachers' knowledge of classrooms. Our practical intention is to foster a spirit of confidence on the part of teachers in the personal ways they know their classrooms. We hope, thereby , to counteract in some small way those administrative, policy, and research traditions which deny a central voice for teachers in curriculum and instruction. Our intention is for the work to enhance teachers ' sense of authority amidst a predominantly prescriptive administrative, policy and research environment.
Cultural Immersion in Indonesia Through Pancasila: State Ideology
Authors: Fitch Robert M. , Webb Sheila Anne
Published: September 2024

Indonesia's Pres ident Suharto has accented Pancasila, state ideology, as a sustaining and supportive force of harmony and cyclical time. The five principles of Pancasila are elaborated through education and nation-building programs and expanded in the daily lives of the Indonesian people. Westerners, striving for consonance and productive work relationships and results, can utilize Pancasila as a guideline. The effectiveness of Pancasila sterns from its reflection of indigenous values, making it the main contemporary factor in maintaining both the unity and diversity in Indonesia.
Eduquer Aujourd'hui: La Mise a l'Epreuve de Nos Choix et de Nos Valeurs
Authors: Michaud Claude
Published: September 2024

In this period of drastic social change, it is imperative that the educational objective be redefined. This undertaking is a major challenge to teachers who wish to renew their teaching philosophy and improve their teaching skill. It also represents a serious challenge to parents who must make choices regarding the school system that they will support. The author makes a comprehensive analysis of the situation, and explores various pathways leading to a redefinition of education to suit the needs of the coming years.
Public School Policy and Minority Students
Authors: Calabrese Raymond
Published: September 2024

American school policy toward adolescents has traditionally operated through sanctions, tracking and leveling, economics, power, sorting and se lection, and dependency. Policies related to these areas are applied to all students; however, they have a negative impact on minority students. Evidence suggests that these policies primarily meet organizational needs and those of advantaged students. Since the minority student population is largely composed of disadvantaged students, there is the constant opportunity for conflict with the organization's value structure. Minority students who choose to rebel receive sanctions; they are required to conform or to drop out of school. Those who conform are given rewards distinctly different from their advantaged peers. These rewards encourage a sense of maintained dependency. School organizations that attempt to alter traditional policies are frequently met with resistance by administrators and faculty members who work to ensure the perpetuation of the school's ethos. School policy needs to be driven by a philosophy of equality that protects all students from academic, cultural, economic, and financial exploitation. Failure on the part of school organizations to provide such safeguards should result in the use of receivership as a sanction for continued discrimination against minority students.
The Rise of Competency-Based Education: A Deconstructionist Analysis
Authors: Magnusson Kris , Osborne John
Published: September 2024

In this paper, the authors present a deconstructionist perspective of Competency-Based Educational (CBE) technology. First, the historical context for CBE growth is traced with an emphasis on political and philosophical considerations. This context is then used as a focal point for identifying the mechanisms of power and knowledge that form the constituent elements of CBE technology. The authors conclude with a discussion of the impact of the implementation of CBE technology at the personal, institutional, and social levels.
L'education morale: reinventer les logiques de la reflexion
Authors: Giroux Aline
Published: September 2024

This article deals with the cognitive aspect of moral judgment. In the first part, an instance of scientism is brought to light: the kind of reductionism according to which a judgment must conform to the canons of deductive logic if it is to have any epistemological value. In the second part, it is argued that moral thinking follows another logic, requires other kinds of knowing, and calls for a different type of rationality. Therefore, theory and practice of moral education demand a revision of dominant models of knowledge, of rationality , and of the development of thinking.
Apprendre a croitre: Reflexion sur la croisssance de l'adulte
Authors: Bédard René
Published: September 2024

The nature of human growth is now well documented and well articulated. We now propose a reflection on human growth in which we propose that the adult can find in himself the resources he needs to facilitate his growing process. We also suggest that the adult can find in the education field all that can be useful to his personal growth.
To Accept or Reject: Peer Review
Authors: Fagan William T.
Published: September 2024

Peer review is an established and perhaps essential part of the pubIishing process. ln this study , 1214 review comments by 216 reviewers were analyzed to determine the nature of the reviews and to get a sense of the reviewers by developing profiles based on the nature of the comments. The reviews were categorized according to tone (complimentary, constructive, or negative); direction (specific suggestions for change versus statements of criticism); and focus (the particular aspect of the manuscript which the reviewer selected for comment). In general, the topic/content and methodology were most likely to be selected for comment, which was usually negative. Whereas authors of accepted manuscripts were often given specific suggestions for change, there was little encouragement for the authors of rejected manuscripts. Four reviewer profiles were delineated: critic, conciliator, competitor, and procrastinator. As might be expected, the reviewer profiles were interrelated with the nature of the reviewer comments. Implications for authors, editors, and reviewers are suggested.
Vocation as Personal Calling: A Question for Education
Authors: Rehm Marsha
Published: September 2024

In this paper, it is proposed that historically positive meanings regarding the concept of a vocation be given serious consideration in the practical role of vocational education. The history of vocation as a spiritual calling to manifest personal gifts and to contribute to the common good is discussed. Modern interpretations concerning the spiritual quest for meaning in work both for the self and in relation to others are provided. The benefits of a vocation are briefly described and contrasted with difficulties in actualizing a sense of vocation under current conditions of work and society. Finally, in view of the analysis of the idea of vocation, suggestions for the future of vocational education are provided.
Progress in Education: A Deconstructionist View
Authors: Buck George H. , Osborne John
Published: September 2024

In this paper, Foucault's ideas, commonly termed deconstructionism, are employed to argue that there are several perennial myths in educational thought and research (e .g., all change is progressive and what is promoted as change is novel). These are discussed with specific reference to statements by two instructional psychologists, R.M. Gagne and B.F. Skinner. Three commonly held assumptions about progress in education that have likely lead to such myths are also discussed from a deconstructive perspective. Work of earlier educators and researchers such as Quintilian, Bloom and his associates, Elkind, and Popper are presented to support this particular method of criticism.
Conceptual Models in Educational Research and Practice
Authors: Glasersfeld Ernst von , Steffe Leslie P.
Published: September 2024

In this paper we suggest that the use of conceptual models, as developed in cybernetics and used in cognitive psychology, may help to bridge the gap between educational research and teachers. The notion of model is discussed in the context of explanatory theories, teachers' understanding of students, and students' understanding of mathematics. Piaget's concept of accommodation is explicated in terms of his scheme theory. A plea is made for greater flexibility, both in research methodology and teaching, and for an increased awareness that understanding and motivation to understand require the students' deliberate autonomous operating.
Assessing Morality: The Ontario Provincial Survey of 1896
Authors: Lanning Robert
Published: September 2024

In this essay the published results of the 1896 Ontario survey into the moral standing of teachers and pupils are analyzed. The commentaries of school inspectors are used to make connections between morality and the formation of moral character. A distinction between abstract moral obligations and concrete moral customs provides a framework for understanding the moral activity under investigation. Remarks by inspectors indicate the manner in which the conception of morality was perceived and provide the essential content of the inquiry
Personal and Cultural Factors Interfering With the Effective Use of Individual and Group Learning Methods
Authors: Stahl Abraham
Published: September 2024

In traditional teaching methods the teacher is at the center of attention; with new methods of individual and group instruction, an effort is being made to change this. The accepted ways of instruction are sequential in nature and conform to the linearity characteristic of Western culture; the new modes of teaching in effect discard the view that most people think and learn in a very systematic way. Classroom observation shows that in many cases teachers who have ostensibly adopted one of the new individual or group methods of instruction partly continue to employ the teaching methods they formerly used in whole-class teaching. It is contended that this is not just an unimportant relic of past behavior but a sign of serious personal and cultural problems the teachers encounter in modifying their ways of teaching. From the literature it does not appear that sufficient attention is being paid to these problems by the propagators of the new teaching methods. It remains to be investigated whether such basic changes are at all possible.
Ecole Publique et Ecole Conf essionnelle Face a la Dimension Spirituelle
Authors: Michaud Claude
Published: September 2024

Public and private schools linked to various religious denominations are part of the Canadian scene. Throughout the years educators have often compared them and discussed their merits. We have taken part in these arguments more often from an administrative perspective than from a perspective dealing strictly with educational questions. In the context of the secular and pluralistic society, the urgent need to promote the development of the spiritual dimension of the person creates new situations and therefore new questions arise. Confronted with this new task, what are the roles of the two systems and how are they to be redefined in relationship to one another?
The Quest for Understanding in Educational Administration: A Habermasian Perspective on the "Griffiths-Greenfield Debate"
Authors: Dolmage W. Rod
Published: September 2024

In this discussion I consider the current confusion in the theory and research tradition in educational administration, specifically by addressing the Griffiths Greenfield debate from the perspective of Habermasian communications theory. I argue that the field's inability to reach a new understanding can be partially attributed to inappropriate communications structures and strategies and that new approaches are required.
Extending Cultural Literacy
Authors: Riecken Ted J. , Court Deborah
Published: September 2024

In this paper the authors argue for extending the traditi onal conception ofcultural literacy to include a critical perspective in which the role that the massmedia plays in the transmission and maintenance of North American culturalstereotypes is addressed. They di stinguish between the ideational and materialaspects of culture and suggest that present day communication technologiesplay a powerful role in shaping many of the values and beliefs that werepreviously learned in familial, religious, and educational settings. As well, theyquestion the moral perspective embodied in certain material presented by themass media and advocate that students be taught a kind of critical thinking thatis based on the concept of respect for persons.
I Wear Many Masks
Authors: Leggo Carl
Published: September 2024

The first time I met Karen Manuel she was laughing as she entered my classroom for the introductory session of Language 10. Several other girls stuck close to her like princesses around a queen. Even at fifteen Karen Manuel was tall and heavy. Her hair was dusty blond, cut short, and gelled back from a pale face without make up. Her eyes were dark magnets that drew you to her. In that first class she never spoke, but I was always aware of her. I was also scared, not physically afraid of her, but scared because here was a woman nobody seemed able to explain or predict.
Wild Hearts, Silent Traces and the Journeys of Lament
Authors: Jardine Jardine W.
Published: September 2024

We live in skittering times, when the old reliables of our own invention are beginning to crack.There is both sadness and adventure ahead, and there is pain to pay for the somnabulent beliefs in our own dominion.Children sit in the middle of this maelstrom, full of belly giggles and little night tremor jolts, waiting for us to respond in kind.
Cabbages and Kings: Research Directions in Integrated/ Interdisciplinary Curriculum
Authors: Kain Daniel L.
Published: September 2024

In this essay I examine past research into integrated or interdisciplinary studies and explore future directions for researchers. Four questions form the focus of the essay: Why integrate curriculum? What constitutes integrated studies? Who benefits from curricular integration? and What pedagogical changes accompany integrated studies? Citing the values questions raised by curricular integration, I predict an unstable future for interdisciplinary studies. The essay calls for a research agenda that moves beyond traditional process/product investigations to include the meanings of teachers, students, and others participating in integrated studies.
Societe Pluraliste et Diversite des Experiences Spirituelles Chez les Jeunes Adultes
Authors: Michaud Claude
Published: September 2024

The pluralistic society has marked the end of social homogeneity. It has brought about the disintegration of yesterday's certainty relating to beliefs, values, and ethics. In this context, what significance does spiritual development have for young adults? This study illustrates the variety of spiritual experiences that young adults have and the fact that they perceive these experiences as closely related to their personality development. The study also identifies four psyscho-religious profiles. The research, carried out with 168 students at the University of Ottawa, raises the question of how these young people can be best accompanied on the path toward total growth.
Recent Trends in Literacy Studies and Their Application to China
Authors: Peterson Glen
Published: September 2024

Established views about literacy's role in the making of the modem world have come under increasing attack in recent years by a new scholarship which seeks to relate the literacy "myth" to the actual uses of literacy within a wide array of social and historical settings. In this paper I contribute to the revisionism in literacy studies by applying its main theoretical premises to the greatly neglected subject of literacy in the People's Republic of China. I examine the social construction of literacy in China after the communist revolution in 1949, showing how official literacy ideologies contributed to the formation and reproduction of rural-urban differences in Chinese society.
Two Liberal Trajectories of Civic Education: The Political and Educational Thought of Hobbes and Winstanley
Authors: Snauwaert Dale T. , Theobald Paul
Published: September 2024

The moment of the English Civil war marks a historical turning point toward the establishment of modem liberal democratic institutions. The authors argue that at this juncture there were two political and educational alternatives offered by Thomas Hobbes and Gerrard Winstanley respectively, which constitute two liberal trajectories. The Hobbesian trajectory is based upon negative liberty and state sovereignty which renders an educational approach in comparative tension between the demands of liberty and those of conformity. The Winstanley trajectory is premised upon positive liberty and a communitarian and democratic notion of sovereignty which renders an educational approach devoted to the cultivation of independent civic judgement grounded in community life. The authors argue that while both trajectories have flaws Winstanley's thought is pregnant with greater democratic possibility
Cognitive Frameworks and Teaching Practices: A Case Study of Teacher Learning and Change
Authors: Briscoe Carol
Published: September 2024

In this interpretive case study constructs that may enable teachers to reflect on how their knowledge facilitates and constrains their ability to make changes in teaching practice were explored in collaboration with one teacher. Transcripts and field notes from participant obseivations in the teacher's high school chemistry classes were primary data sources. Data were analyzed using theoretical perspectives derived from philosophy, social-psychology, and anthropology. Socially negotiated constructs, including images, metaphors, and cultural myths that the teacher employed in making sense of teaching and learning were identified. Through exploring the process of change with this teacher, I found both cognitive and cultural dissonance make even individually desired change a difficult process which requires a context of social support if it is to be maintained
Fruits, Salads, and Smoothies: A Working Definition of Interdisciplinarity
Authors: Nissani Moti
Published: September 2024

Interdisciplinarity involves bringing together distinctive components of two or more disciplines. In academic discourse, interdisciplinarity typically applies to four realms: knowledge, research, education, and theory. Interdisciplinary knowledge involves familiarity with distinctive components of two or more disciplines. Interdisciplinary research combines distinctive components of two or more disciplines in the search or creation of new knowledge, operational procedures, or artistic expressions. Interdisciplinary education merges distinctive components of two or more disciplines in a single program of instruction. Interdisciplinary theory takes interdisciplinary knowledge, research, or education as its main objects of study. At any given historical period, the interdisciplinary richness of any two exemplars of knowledge, research, and education can be compared by weighing four variables: number of disciplines, the distance between them, novelty, and integration.
Broken Silences: Writing and the Construction of 'Cultural Texts' by Urban, Pre Adolescent Girls
Authors: Blake Brett Elizabeth
Published: September 2024

In the fifth grade urban classroom in which I have been doing ethnographic research over the last two and one half years, the Latina and African American preadolescent girls talk about stories of expectations and conflicting roles that they must perform in their schools and communities. These young women often feel afraid to speak, afraid to break the silences they know they are expected to keep. In this article, I argue that one of the best ways for young women to begin to break these silences, at a "critical moment" (Gilligan, 1990) in their psychological development, is to talk about their particular experiences through writing, developing cultural texts to be used for further examination and discussion as part of the literature of the classroom.
Metaphor, Model, and Museum: Reflections on the Art of Educational Policy Making
Authors: Shields Carolyn M.
Published: September 2024

In this paper, the author uses three concepts from the arts to prompt reflection on the artistic nature of educational policy making. The metaphor of humanity's quest for knowledge as depicted by Alexander Pope is combined with elements of a physical model and components of the Museum of Civilization, Hull, Quebec to highlight some characteristic truths about the policy process itself. The arts illuminate the nature of educational policy making as a unique creation, combining in harmonious tension elements of culture, technology, materials, form, function, and spirit. A formula or assembly line approach to either art or policy will result in nothing more than cheap imitation.
Les arnbiguiles d'un concept de la creativite qui minimise le role de la creation
Authors: Comeau Gilles
Published: September 2024

In the last few decades, creativity has become a major preoccupation in education. Educators generally approach creativity either with regard to the development of certain personality traits, or the development of creative process. Rarely do they stress the production of tangible creative works. The arguments include many ambiguities, and are often supported by hypotheses that are currently under question. Educators would benefit from looking at creativity through its connection to the production of concrete works. It is when the creative process is directly tied to the constraints of developing a work that it can best serve educational purposes.
Education Vouchers: An Administrative Challenge?
Authors: PATERSON IAN W.
Published: September 2024

In discussions of the financing of elementary and secondary schools, the distinction between public finance and public provision of educational services is rarely drawn. Consequently, the assumption has hardened that they are reciprocal terms. This paper challenges this assumption to suggest that public finance is more appropriate than public provision of educational services. Further, it suggests that public finance for education can be effectively handled by education vouchers. An educationvoucher is a tax-financed coupon, specifying an amount based onb an annual cost per pupil for education which, distributed to all parents, entitles the child to a place in any approved school.
Another Look at Theory and Practice in Education
Authors: POWELL J. P.
Published: September 2024

The activities in which teachers, doctors and lawyers engage when they are performing their professional tasks are compounded of a mixture of practical skills and abstract theories which issue in actions. Teaching, for example, is not simply a piece of behaviour on a par with sneezing or breathing: it is an activity governed by the intention to bring about learning on the part of pupils and is thus associated with some theories - I use this term in a very general sense here - concerned with how this intention may best be realized. Practical activities of this kind are always theory-laden in that they would be quite unintelligible if they were simply characterized by the doing of certain things rather than others. Such activities as those which are intended to bring about learning, the restoration of health, or success for a client in court, are necessarily conducted against a background of theory: there is thus no sharp contrast between theory and practice such that there could be some practice without any theory. This is a point worth noting since it is not unheard of for practitioners to conceive of themselves as 'practical men' who can get along perfectly well without the aid of theory.
Toward an Integrating Consciousness
Authors: Mackinnon A. R.
Published: September 2024

There can be little doubt that certain fundamentals of Eastern thought are being integrated or assimilated into Western culture. This development preceded, but is related to, the radical theology and the drug movements. The confrontations produced by the "Death of God" and LSD movements emphasize a global swing of the pendulum: from the rational to the intuitive, from the seen to the unseen, from the conscious to the unconscious.The challenge would appear to be not so much toward science outcomes but to rational thought as such. The empirical methods which science has used to obtain its outcomes have forced upon Western culture a linear, part-by-part, "show-me" perception. Since empiricism has proven to be a disappointment in dealing with life's essential nature - the metaphysics of Being - the instinctive and unconscious forces of mind may be rising again, even in an era when scientific rationalism had appeared to be solidly entrenched.
Gaming, Play and Education
Authors: Koch E. L.
Published: September 2024

Games and play are universal attributes of man - present to ourknowledge at all times and all places inhabited by man. This aspectof man's behavior, however, has not caught the attention of serioussocial thinkers until quite recently. Johan Huizinga, rector of the Universityof Leyden, in his work Homo Ludens - (Man the Player) published in 1938, analyzed the functions and structure of play as it relates to culture.