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Jacob W. Neumann 《Educational theory》2011,61(5):601-619
Critical pedagogy has often been linked in the literature to faith traditions such as liberation theology, usually with the intent of improving or redirecting it. While recognizing and drawing from those previous linkages, Jacob Neumann goes further in this essay and develops the thesis that critical pedagogy can not just benefit from a connection with faith traditions, but is actually, in and of itself, a practice of faith. In this analysis, he juxtaposes critical pedagogy against three conceptualizations of faith: John Caputo's blurring of the modernist division between faith and reason, Paul Tillich's argument that faith is “ultimate concern,” and Paulo Freire's theology and early Christian influences. Using this three‐pronged approach, Neumann argues that regardless of how it is seen, critical pedagogy manifests as a practice of faith “all the way down.” 相似文献
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Marita Jacob 《Higher Education》2011,61(3):277-291
In a recent paper on gender inequality in higher education Buchman and DiPrete (2006) assume that the decrease in the gender
gap in college completion in the US can partly be explained by changes in the allocation of familial resources in favour of
women. However, they do not test this hypothesis empirically. In this paper I examine the effects of sibling sex composition
on the graduation of women in more detail by analysing data from the German Life History Study. I assume that resources are
the key issue to explaining the effects of sibling configuration on educational attainment. Tertiary education is a good case
for testing sex composition effects due to the unequal distribution of resources between and within families, because the
direct costs and opportunity costs of higher education are relatively high compared to those of earlier educational decisions.
Accordingly, I expect that working class daughters are most likely to be disadvantaged if they are raised with brothers. The
empirical results show that in fact, not the presence of a brother as such hinders educational attainment of sisters, but
older brothers have a negative influence on their sisters chances of graduation. In accordance to the hypothesis, this effect
is stronger for university graduation than for graduation at Fachhochschule. For social class differences in sibling effects it turns out that working class daughters are particularly less likely to
graduate compared to service class daughters if there are older brothers in the family. 相似文献
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Practitioner‐members of the National Association of School Psychologists (N = 208) completed questionnaires regarding their ethics training, preparedness, the types of ethical transgressions and dilemmas encountered in the previous year, and the strategies used to solve problems. Respondents who received multilevel training in ethics (ethics coursework, ethics instruction in multiple classes, ethics addressed in practicum/internship) perceived themselves to be better prepared to tackle difficult challenges and were more likely to use a systematic problem‐solving strategy when faced with an ethical dilemma than respondents who did not receive multilevel training. Assessment‐related ethical transgressions and failure to follow up on interventions were the two most commonly witnessed types of ethics code violations; troublesome dilemmas included whether to suspect child abuse, whether to tell parents about their child's risky behavior, and how to handle administrative pressure to engage in unethical actions. Implications for ethics training are discussed. © 2011 Wiley Periodicals, Inc. 相似文献
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Alvin Weinberg’s classic and much debated two articles in Minerva, “Criteria for Scientific Choice” (1963) and “Criteria for Scientific Choice II – The Two Cultures” (1964), represent two of the first and most important attempts to create a meta-discourse about priority setting in science policy, and many of the points advanced remain relevant. The goal of this paper is to elaborate on the relevance of some of Weinberg’s original arguments to priority setting today. We have singled out four issues for attention: The tension between scientific and institutional choice, the assumptions behind the triad of scientific, technological and social merit, the elusive ‘externality from size’ argument for funding promoted by Weinberg, and finally the problems involved in the idea of basic science as an ‘overhead cost’ for applied science, and applied science as an ‘overhead’ on a sectoral mission. These four issues will be elaborated from a policy perspective and connected to present day challenges for science and technology policy. 相似文献
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This study seeks to shed light on the informal process of knowledge production in criminology and criminal justice by examining acknowledgements in journal publications. Studying the structure of research collaboration among scholars may enhance our understanding of the discipline’s organization. We test hypotheses derived from prior research by analyzing acknowledgements in 786 articles from five journals in criminology and criminal justice over the last five years. As anticipated by the “invisible college” hypothesis, criminology and criminal justice scholarship contains a small group of individuals who receive a disproportionate share of acknowledgements. Additionally, we find that higher ranked and more productive scholars are awarded more acknowledgements than their lower ranked and less productive counterparts. Integrating acknowledgements as an unofficial assessment tool may improve the collective endeavor of contemporary science in our field. Overall, the influence of the “invisible colleagues,” measured by acknowledgements, demonstrates the value of collaboration in the process of knowledge production. 相似文献