西方分析哲学对教育的影响

本文通过对西方最具影响力的哲学流派——分析哲学 ( Analytic Philosophy)的研究 ,从“教育研究中的哲学”与“作为教育研究的哲学”两个角度对西方分析教育的影响进行深入剖析。在此基础上 ,作者对西方分析哲学对中国教育的影响做了进一步的研究。最后 ,作者对西方分析哲学对中国教育的现实意义做了探讨     

Lifelong education and philosophy of education

Problems of scale lead to the use of lay tutors in education for trade union members. These tutors need support from their organization. The design of this support is far from easy. A Dutch research project reveals some of the problems of providing support for these educational volunteers. Some results of this research are reported in this article. First, attention is devoted to some ideas about trade union education, based on British and Dutch literature. Second, the article concentrates on the investigated practices: local trade union education in the Netherlands, lay tutors and their tasks. In order to decipher the role of support activities, the elements of a model of volunteer activities are proposed. With a view to the diffusion of Dutch experience, a model of the support activities of trade unions related to the tasks of lay tutors is described. Five support environments for lay tutors are subsequently sketched.

Although some aggregation has been achieved, the level of knowledge remains quite low. Fundamental knowledge on support does not, as yet, exist. Knowledge is still far too limited to be able to provide advice on which environment to choose in a specific situation. Creating finely tuned support for lay tutors cannot be reduced to making a choice or to the combination of certain elements. If creating support is not the same as making a choice, this implies a design task. To assist efforts in designing support activities for lay tutors ten recommendations are made. Finally, their quality is briefly discussed.     

Performance management and diversity in higher education: an introduction

Tertiary Education and Management -     

Models in science and in science education: an introduction

This collection of papers contributes to the tradition of model-related research in education, and it does so in both the fields of pedagogy and epistemology. Hopefully the papers will deepen understanding and move the research field forward. The ubiquity of models in the history and current practice of science is widely recognised. In the past half-century historians and philosophers of science have devoted considerable time to documenting and understanding the role of models in science and social science. A minority of studies have engaged with the central epistemic question of the truth-status of models, and of how models relate, or do not relate, to the real-world processes that they are putatively representing. In Education research there has been a rich vein of such research investigating the use of models as aids to memory, as ways of bridging between the experience and understanding of learners and the more abstract theories of science; and there has been a lot of research on the efficacy of children’s own experiences of model construction and testing. Attention to the epistemological side of model construction, functioning and testing is of special current importance because of the unprecedented importance being given to ‘Nature of Science’ objectives in science curricula around the world.     

高等教育哲学的逻辑起点

高等教育哲学的逻辑起点是构建高等教育哲学的前提和出发点,“认识论”、“政治论”、“人本论”高等教育哲学观都是哲学智慧的体现。但从哲学与教育的原始意义上考察,从高等教育的普适价值着眼,高等教育应以开发人的智慧、教人追求“大智慧”为最高价值标准。