The Appraisal of Educational Psychologists: A very private affair

This paper presents the results of a survey into the use of appraisal in educational psychology services within Local Education Authorities in England and Wales. Based on the findings of the study, the current range of appraisal schemes in use within the educational psychology service are described. The way in which such schemes link with appraisal in the wider local authority context is considered, and an attempt is made to identify whether appraisal schemes used with educational psychologists have distinctive features and, if so, what those features are.     

论德性伦理复兴中的反理论思想

20世纪五六十年代之后,西方德性伦理的复兴成为当代伦理学发展的前沿领域。在德性伦理过程的发展中,麦金太尔、威廉斯等人认为,自近代以来,德性的失落与现代道德哲学中过度扩张理性以构建所谓的规则密切相关。他们就此批判康德的理性和绝对命令,力主伦理反理论的思想,开创了反理论的德性伦理思想的复兴之路。     

关于美德性伦理教育可能性的思考

美德性伦理教育的可能性包含着两个问题:第一,“美德”是可以通过教而学会的么;第二,德育对象为什么需要接受美德教育。本文首先分析美德性伦理教育及其面临的困惑和挑战,从孔子的“性相近,习相远”和苏格拉底的“知识即美德”回答了美德是可以通过教而学会的,并从人性的本质需要方面回答了人需要接受美德教育。     

Hypothetical Markets: Educational Application of Ronald Dworkin's Sovereign Virtue

The purpose of this paper is to consider, in principle and at the most general level, a particular possible approach to educational policy-making. This approach involves an education-specific application of the notion of hypothetical markets first developed in Ronald Dworkin's book Sovereign Virtue: The theory and practice of equality (2000). The paper distinguishes the concept of the market from the operation of any actual market, and from the operation of 'market forces' in any generalised sense. It continues by arguing that hypothetical markets of the kind identified by Dworkin are not only distinct, in both their nature and purpose, from actual markets operating in education, but also—in the face of continuing widespread debate about the value, at particular times and places, of such actual markets—a potentially valuable theoretical tool for educational policy-making. The paper then briefly considers a particular instance of such debate about actual markets in education.     

An Appraisal of the Watson-Glaser Critical Thinking Appraisal

Abstract

Successful prediction of achievement involves, as a minimum, selecting significant variables, measuring them accurately, and finding a way of combining them to account for maximum achievement variance. Extending earlier work, this report is of two studies-one on developing a refined combination of predictors including ability, “likability,” and “motivation”; and the other aimed at validating this multiple regression equation against actual school achievement, Prediction is in terms of whether students would fall in “good” or “poor” categories determined by dichotomizing the rank-ordered list of actual achievement at a grade point average of 3.33. The biserial r between the dichotomized variable of actual achievement and predicted achievement scores is .882, which is highly significant. The importance and shortcomings of the method are discussed.     

教育评价中的模糊综合评价方法

本文根据模糊综合评价的基本原理，就如何应用模糊综合评价实现教育评价的量化作一般性的讨论。     

学生感恩德性缺失的伦理思考

大学生感恩德性养成是高校德育工作的重要课题。现实生活中大学生感恩德性缺失的表现形式是多方面的。其主要原因包括父母单向偏爱、学校人文教育失范、社会感恩意识弱化和制度供给不足。强化感恩德性认知,开展感恩德性实践和构建感恩德性教育的长效机制是感恩德性养成的具体路径。     

关于大众化高等教育质量评估的思考

随着我国高等教育大众化进程,高等教育质量保证越来越为人们所关注．实践证明．质量评估是质量保证的有效手段．大众化伴随着多样化,大众高等教育的质量是一个多层面、多样化的概念．与多样化的质量内涵相应,质量评估也应当从单一走向多元,实现评估主体、评估内容、评估指标体系、评估方式的多元化．     

发展性评价的教育人类学解读

发展是人类的生存方式,教育是人类的本质需求,人的发展与教育具有多维的动态关系.同时人的发展是教育人类学研究的核心问题,从教育人类学视角解读人的发展观,在此基础上重新解释人的发展性评价,从而提出文化多元背景下教育评价尊重差异的合理化走向.     

The Educational Limits of Ethical Cosmopolitanism: Towards the Importance of Virtue in Cosmopolitan Education and Communities

ABSTRACT

Cosmopolitanism has become an influential theory in both political and, increasingly, educational discourse. In simple terms cosmopolitanism can be understood as a response to the globalised and diverse world in which we live. Diverse in nature, cosmopolitan ideas come in many forms. The focus here is on what have been termed ‘strong’ ethical forms of cosmopolitanism; that is, positions which conceptualise moral bonds and obligations as resulting from a shared, common humanity. The view that pupils should be taught that all human beings are equal and, crucially, that this entails a responsibility to take action when human equity is challenged or transgressed, is finding increasing expression within educational literature. The suggestion explored here is that strong forms of ethical cosmopolitanism are limited in ways which seriously restrict their educational worth. In the final section, it is argued that forms of cultural and political cosmopolitanism (which are part of the lived experiences of intra- and supra-national citizenship) are best responded to by developing the requisite virtues in pupils to engage with diverse and dialogic communities.     

教育思维:教育观和教育操作思路的统一体

教育思维是一个新教育理论范畴。所谓教育思维,是人类的教育实践理性,是教育理论认识在教育实践面前的凝结,也是教育实践经验在人们认识中的凝结;就其实质来说,是一定的教育观及其支配下的教育操作思路的统一体。教育观和教育操作思路在教育思维中的统一是必然的,其实质是人的意识功能在教育认识中的反映。     

转变教育观念 更新教育思想

教育思想是整个社会的和教育的客观实际及其要求在教育者意识中的反映,它对教育起着定向和指导的作用,在进行高教诸多方面改革的时修,应该把教育思想的改革放在首要的位置上,重点加以考虑,当前主要应该注意改革单纯传播知识的旧观念,树立知识、能力、素质直辖市发展的新思想,转变只注重教学生学会的旧观念,树立教学生会学、培养自学能力和自学习惯的新思想;转变以“教”为中心的旧观念,树立教师为主导,学生为主体的新思想,转变只重视统一要求和同化训练的旧观念,树立在统一要求的前提下,注意因材施教,促进学生个性全面发展的新思想。     

教育领域现行学术评价制度的弊病及重构

教育领域现行的学术评价制度造成了教育理论研究的泛滥,却没有很好地促进教育实践。应针对教育自身的性质,打破单一的学术量化评价制度,建立既能考察学者理论水平,又能体现实践效能的评价制度。这对革除目前教育研究的＂书斋化＂倾向和解决理论与实践相脱节的矛盾具有重要的意义。     

Virtue, Vice and Vacancy in Educational Policy and Practice

The incessancy of the educational reforms of recent decades in Western countries, and their prominent association with conceptions of quality drawn from industry and commerce, tend to becloud the lack of educational substance at the heart of many of the more influential of the reform patterns. This lack betokens something of a sophisticated renaissance of the late nineteenth-century mentality of payment-by-results. Exploration of the reforms also reveals a preoccupation with performance which bypasses the central concerns of education itself. Quality, in short, becomes redefined by a privative rationality, which then furnishes the conceptual arena and the predominant language for decision-making in matters educational.
Writings of two influential contemporary thinkers – MacIntyre and Lyotard – are reviewed to illustrate the nature and significance of what the reforms have neglected. These thinkers' contrasting analyses reveal how intricate the contexts of educational policy and practice have become in the pluralist circumstances of late modernity. Where MacIntyre adopts a largely traditionalist stance and Lyotard a largely dismissive one in the face of the competing inheritances which battle for the minds and hearts of learners, this paper suggests not a middle way, but a different way. This pursues a kind of thinking which is itself educational more than political, self-critical more than adversarial. Declining the path of self-assured advocacy it concentrates instead on opening up an educational issue which is more often overlooked, or busily bypassed, than understood: What actually befalls the experience of teachers and learners in the practical conduct of education? How can that experience benefit best as teaching and learning are defensibly practised? A range of communicative rather than combative virtues is identified in this connection and their promising import is briefly explored.     

对普通高校公共体育课课程学习评价的思考

普通高校公共体育课课程学习评价是新一轮课程改革的重点内容,《全国普通高等学校体育课程教学指导纲要》中明确指出:要"建立促进学生全面发展的评价体系",因此,通过对体育学习评价的重要性、影响因素和发展趋势三个角度的分析,希望体育教师对体育学习评价有一个更深刻的认识,在体育教学实践中能够建立科学、合理的评价体系,有利于提高普通高校的公共体育教学质量。     

《关于费尔巴哈的提纲》中的教育思想及时代意义

《关于费尔巴哈的提纲》是马克思的早期著作之一,马克思在这篇著作中论述哲学问题时论及社会教育问题,表现出马克思主义新的科学教育观的萌芽,其中以实践为基础的认识论思想为教学理论奠定了科学的理论基础;提纲阐明了人的能动的实践在人的发展中的作用,对于正确认识和理解人与环境和教育的关系指明了方向,揭示了人的社会性的本质特征,为树立科学的教育观,有效地开展思想教育工作提供了科学的依据。     

追寻古典精神:教育理想的现时阻障与德性复归

测量时代的教育所向与古典教育的理想所归相向而立、鲜有呼应,演化成教育形态的古今之争.大规模测评的介入,促发了教育知识的内部分化,注重数字指标的教育科学与回归古典精神的教育思想两个阵营明显对立.陷入技术主义宰制之下的教育,弥漫出对科学测量生产的成绩、表现、能力、排位等数字繁荣的迷信.这种迷信与大众的经验知识不谋而合,合力造成教育本质目的 的偏离,教育成了过分追求现实目的 的手段,漠视人的生命和精神境况.这与古典教育理想完全相悖.从哲学源头重勘教育理想,返回人的本质境况审思当代教育的运行逻辑,检视个体在教育行动中的道德立场,成为弥合教育古今之争的理想途径.古典教育理想虽不能直接施行启蒙,但可以唤起教育行动者的自觉精神,达至自我启蒙.     

关注教育事件--教育研究的复杂性思考

人们进行教育研究,总是期望获得对教育(活动)的普适性解读,总在寻找教育的内在属性或者隐藏在教育现象背后的本质规律。而一旦发现了这种规律,教育活动遵此而行,那受教育者似乎就会按照教育者所期望的那样达到预期的目的。可事实上,不管是从教育实践的过去,还是现在来看,没有也不会如此必然。问题的呈现促使人们思考:我们所发现或认识的教育规律的效应怎么没有达到预期的目的呢?现代科学的发展趋势--复杂性的兴起--也促使人们从新的方法论视角来重新审视教育研究。     

德性--生活的守望者

社会历史的变迁使得传统德性的内涵在现时代发生了改变,并且,德性也从以往在社会生活的中心位置退居到生活的边缘。德性对人类生存的意义被暂时“隐蔽”,但是,德性永远不会从人类生活中消失。它始终会以或近或远的距离守望着人类及其生存的宇宙空间。