Review Essay: Rhetoric Studies in Scandinavia

Human Speech. (Some Observations, Experiments, and Conclusions as to the Nature, Origin, Purpose and Possible Improvement of Human Speech), By Sir Richard Paget, Bart., Fellow of the Physical Society of London, Fellow of the Institute of Physics; Harcourt, Brace and Company, New York, 1930: pp. 360, $6.00.

Speech and Hearing. By Harvey Fletcher. New York: D. Van Nostrand Company, Inc., 1929; pp. $5.50.

Platform and Laboratory Projects for Speech I. A Manual for the Student. By Henry Lee Ewbank. New York: Harper and Brothers, 1929: pp. 98.

Prose and Verse for Speaking and Beading. Compiled and edited By William Palmer Smith, Harcourt, Brace and Company, New York, 1930: pp. 382.

The Art of Argument, By Harold F. Graves and Carle B. Spotts. New York: Prentice‐Hall, 1927: pp. xi, 298; $2.50.

Modern Debate Practice. By Waldo O. Willhoft. New York: Prentice‐Hall, Inc., 1929; pp. xii, 339.

The School Drama in England. By T. H. Vail Motter. New York: Longmans, Green and Company, 1929; pp. xiii, 325; $3.50.

The New Public Speaker. By Richard C. Borden and Alvin C. Busse, New York: Harper and Brothers, 1930; pp. 155.     

Review Essay

Book reviewed in this article:
Catherine Clark, Alan Dyson, Alan Milward (eds), Theorising special education     

Review Essay

Richard Tesse, Academic Success and Social Power: Examinations and Inequality Melbourne University Press, 2000     

Review Essay

Abstract

Teachers and university professors hold strong, and often different, views on school subjects and academic disciplines. This paper explores the meanings of subjects and disciplines for teachers and university professors who have different subject or disciplinary affiliations as these emerge within discussions about curriculum in a professional development context. It describes a group of university professors and secondary school teachers who met to discuss new developments in research in the humanities and social sciences and their impact on school curriculum. The professors brought their expertise in their academic disciplines and their teaching experience to the conversations. Teachers brought their varied disciplinary knowledge, pedagogical content knowledge and a deep understanding of schools. They perceived their primary goal as making ‘translations’ and ‘transformations’ between university and school. There were many bridges to cross within these complex and multi‐layered conversations. The possibility of bridges was enhanced by sharing common experiences in dealing with dilemmas of teaching. However, it demonstrated the importance of exposing the key structures and arguments of the disciplines as a first step in building bridges among subject communities and between universities and schools.     

Essay Review

David Crook &; Richard Aldrich (eds.), History of Education for the Twenty-first Century (London, Institute of Education, University of London, 2000) xi + 8 pp. [= Bedford Way Papers, 14] ISBN 0-85473-619-0 Richard Aldrich (ed.), A Century of Education (London-New York, Routledge Falmer, 2002) xx + 245 pp., ISBN 0-415-24323-8 Petra Götte & Wolfgang Gippert (Hrsg.), Historische P dagogik am Beginn des 21. Jahrhunderts. Bilanzen und Perspektiven. Christa Berg zum 60. Geburtstag (Essen, Klartext, 2000) 269 pp., ISBN 3-88474-888-2 Thomas S. Popkewitz, Barry M. Franklin & Miguel A. Pereyra (eds.), Cultural History and Education. Critical Essays on Knowledge and Schooling (New York-London, Routledge Falmer, 2001) viii + 369 pp., ISBN 0-415-92805-2, ISBN 0-415-92806-0     

Review Essay

Che Guevara, Paulo Freire and the Pedagogy of Revolution, P. McLAREN, 2000, Lanham: Rowman & Littlefield, 220 pp., ISBN 08477695336, $17.61     

Review Essay

This article provides a critical sociological analysis of trends and perspectives pervasive during the emergence of North American adult education (1919–1970). In discussing transitions during the first 50 years of what is considered modern practice, it draws on Webster E. Cotton's (1986, On Behalf of Adult Education: A Historical Examination of the Supporting Literature. Boston, MA: Center for the Study of Liberal Education for Adults) periodization model—modified a few years later—to organize people, politics, and ideas as categories shaping North American adult education. In exploring this complexity, the article reflects on the perennial difficulty of answering the question ‘What is adult education?’ Following brief considerations of periods one (1919–1929) and two (1930–1946) in the field’s emergence, the article focuses on period three (1947–1970) in more detail, providing critical perspectives on field expansion during the perceived corporate age of adult education. It considers how adult education and constituent higher adult education were each affected as the field of study and practice negotiated the knowledge–culture–language–power nexus where it sought presence and place. Then, comparing the historical example of post-World War II North American adult education and the contemporary example of lifelong learning in neoliberal times, the article concludes by considering how cultural change forces have placed educational formations into reactive modes over time and tides.     

Review Essay

This article examines how pastoral leaders learn in the context of ministry in terms of how they see the relationship between theory and practice. The work of Wilfred Carr is introduced as a theoretical framework and clue structures are used to distinguish the different approaches to the theory and practice relationship. A case study using two examples is used to demonstrate how the clue structures are used. The article concludes with implications for the theological curriculum.     

社会资本:理论回顾与本土研究

经济学的新古典模型所舍弃的社会资本要素是使模型解释力下降的主要原因,而实际中的个人效用函数要比新古典理论中体现的简单假定要复杂得多,因此围绕着社会资本而展开的系列研究在近些年也引起了国内外学者的广泛关注。经过科尔曼、波茨、布朗以及其他经济学家对社会资本所进行的梳理发展和深度挖掘,社会资本的不同层面和类型特征构成了我国社会资本研究的基础。但是中国社会的特殊性决定了社会资本概念应用上的谨慎,相应地在应用社会资本概念时必须同时把握中国社会文化传统的特殊性和中国社会转型的特殊性。