全球化、相互依赖与教育

当代全球化的一个重要标志是深刻而日益加剧的相互依赖,它不仅发生在国家内部,也发生在国家之间。日益加剧的全球性相互依赖在很多层面对教育都有着重要的影响,包括如何应对一个界限消融而相互可渗透的世界,一个比历史上任何时期都有更多移民流动的世界,一个城市化以空前速度推进的世界。本文对当代的全球化进行了分析,并探讨了全球化给教育带来的诸多挑战,包括教育如何赶上技术革新的步伐,如何培养才能使毕业生掌握与当今社会相适应的技术,如何培养学生才能使其适应持久而快速的社会变迁。     

Continuity and Change in English Further Education: A Century of Voluntarism and Permissive Adaptability

ABSTRACT

This paper argues that the evolution of further education colleges in England is marked by both continuities and change, and provides evidence to show that they retain many of the characteristics and the underlying rationale present at the turn of the twentieth century. A defining characteristic remains the colleges’ need to respond to student demand in a continued climate of voluntarism and lack of policy commitment to the education of young people beyond school-leaving age.     

Religious Education: Race,Dreams, and the Guild

Abstract

Introducing dreams of new centers for the guild, this article responds to the 2018 Religious Education Association's annual conference, "Beyond White Normativity." After remarks on embedded whiteness within religious education, I ask, "Can people of color be the center of the guild?" There is an opportunity if the guild focuses on love (specifically self-love for people of color) for a radical transformation of its practices, activities, behaviors, and dreams for religious educators of color and the guild. Can the nightmares caused by white systems of power be turned into dreams for scholars of color to experience love and community?     

Assimilation, Faith and Identity: Educational Implications of Change and Continuity

In England, the presence of an established church places its adherents within the social mainstream. Other religious groups have been tolerated though suffering social and educational disadvantages. With the passage of time through the nineteenth and twentieth centuries, minority religious groups such as Irish Catholics have been assimilated into the host culture, and allowed to have their own schools.
However, it would appear that contemporary movements of people to the United Kingdom have retained loyalties not only to their own religion, but, in some instances to their own language, which they perceive as a vital element of their own culture and identity. Demands for schools, within the state-funded system, for minority religious groups have not lessened. As faith schools in England increase in number, their role in a multicultural society becomes increasingly problematic. Lessons about changing models of assimilation and identity can be learnt from a brief review of the historic Irish Catholic experience that, in turn, can illuminate the current experience of a Greek Orthodox school in south London.     

The Attrition of Change: A Study of Change and Continuity

In this article models and theories on effective schooling are reviewed. Modelling is based on the various disciplinary oriented approaches to educational effectiveness. As such production functions, instructional effectiveness models and integrated, multi‐level educational effectiveness models are discussed. Various conceptual and formal representations of facilitation across levels are seen as the most interesting area for further model‐driven research. In the second part of the article four organization theories are discussed, all of which are seen as specific interpretations of the rationality paradigm: rational control theory and bureaucratic structuring; contingency theory; public choice theory; and retroactive planning. A fifth theoretical perspective, chaos theory, as applied to organizational functioning, looks more like a complete anti‐thesis of rationality, but can nevertheless be related to the emergence of ordered patterns and to organizational survival. Core mechanisms or theory‐embedded principles that follow from these theories are, respectively: proactive structuring; fit; market mechanisms; the cybernetic principle; and self‐organization. Further analysis of these principles leads to the conclusion that the cybernetic principle of evaluation feedback and reinforcement is the most interesting one, both from a theoretical and practice‐oriented perspective. Throughout the article hints and suggestions are provided for future, more theory and model‐driven educational effectiveness research.     

现代化、全球化与公民教育

公民教育是社会现代化的产物,是人类在现代化过程中,人自身实现现代化的一个根本途径。现代化进程中的三种基本因素,即市场经济、民主制度和公民社会是它存在的客观基础。所以,现代化的进程决定了公民教育的总体发展趋势。作为现代化的必然结果——全球化为公民教育的发展提供了新的机遇,但也带来了新问题。     

In Defense of Core Competencies,Quantitative Change,and Continuity

J. Kagan (2008) urges contemporary developmentalists to (a) be cautious when attributing conceptual knowledge to infants based on looking‐time performance, (b) constrain their interpretation of infant performance with multiple methodologies, and (c) reconsider the possibility that qualitative development may be the path by which perceptual infants become conceptual adults. This commentary outlines an account of conceptual development that adheres to two of the three Kagan provisos. It is (a) circumspect in the core competencies attributed to infants and (b) grounded in convergent measures including looking time, event‐related potentials, computational modeling, and eye tracking, but (c) maintains that the transition from the perceptually based category representations of infants to the knowledge‐rich concepts of adult is a continuous developmental process marked by quantitative change.     

Class,Race, and Power: Interest Group Politics and Education

Literature review focuses on what theory and research primarily from political science and sociology of education have to say about families and communities working for change in education. Questions: (1) Do low-income minority families have the power to create positive and lasting change in school and/or district organization and policy? (2) Is such change possible and can it serve as a foundation for state and national education policy change? The families and communities in question are ‘the truly disadvantaged’ or ‘underclass’ in America’s urban centers. Largely black and Latino, the communities share the characteristics of developing nations: low economic development, high infant mortality rates, short life spans, and low levels of educational attainment. Social capital, collective action/social movement, and democracy theory are used. A typology of the policymaking process as described in the research is described. Local successes are treated laying the groundwork for answering the question about whether local successes can lead to state and federal reforms. Theories, typology, and stories of success are put into the context of school organization because the way that schools are organized may dictate what kinds of collective action are likely to succeed. Adriane Williams (M.Ed., The George Washington University) is affiliated with Department of Educational Policy Studies, University Of Wisconsin-Madison, Madison, WI. Adriane Williams is a Ph.D. candidate studying how school organization facilitates or impedes the involvement of non-college graduate parents in educational decision making for their children.     

Globalization and Education

This paper reviews four books on globalization and education. It begins with a brief overview of theories of globalization, focusing specifically on cultural globalization. The paper then moves on to examine how each of the books deploys and develops a theory of globalization in relation to the topic of education. It also examines the utopian vision of education outlined within the books, as well all as the methods used to undertake research in an era of globalization.     

教育:全球化、本土化与本土生长——从比较教育学的角度观照

民族主义和世界主义是比较教育学研究中的一对观念上的基本矛盾 ,在全球化的后殖民时代背景下 ,这对矛盾又有新的表现。本土化无法成为弱势文化有效的解殖出路 ,在“和”的模式中寻求多元发展 ,第三世界的教育和文化才有可能在本土生长中逐步解殖     

全球化·民族文化·高等教育

全球化是历史发展的必然结果,信息化与网络化在广度与深度上加速了全球化的进程,以一个民族或国家为背景研究社会发展的思路受到了严峻挑战,人文社会科学研究不能无视全球化状态。面对全球化,民族文化的本来生存命运与现实生存命运已引起人文社会科学界的广泛关注。担负着传承、弘扬民族文化,进而培育民族精神的民族文化教育的重新提出,是全球化语境中高等教育应对和融入全球化的重要话题。     

民族国家、全球化与比较教育学:问题、冲突与挑战

比较教育学始建于200年前欧洲民族国家初步形成时期,在其奠基者朱利安的著作中孕育了比较教育学的三个基本矛盾:比较教育研究的出发点是国际主义的,还是民族主义的;比较教育研究的目标是寻找教育的规律还是学习借用其他国家的教育经验;比较教育研究的对象是测量众多民族国家的教育成就,还是讲好他国的教育故事.比较教育学伴随着民族国家的发展而发展,直至20世纪末,比较教育研究的基本特点是"借",借用他国教育经验,借用其他社会科学的研究范式.在全球化的时代,比较教育研究的基本特点是多元,研究目的多元,研究单位多元,研究选题多元,研究范式多元.比较教育学科进入了"革命科学阶段".