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Kristján Kristjánsson 《British Educational Research Journal》2021,47(5):1303-1322
The concept of phronesis enters educational discourse at various levels of engagement, and it continues to fascinate and frustrate educational theorists in equal measure. This article begins by charting the vagaries of three educational discourses on phronesis, and by eliciting insights from the recently burgeoning wisdom research within psychology. Mindful of the fact that making progress in the educational study of phronesis is not only a conceptual or philosophical endeavour but also an empirical one, the article elicits and illustrates 22 testable (but as yet mostly untested) hypotheses about phronesis from the Aristotelian and neo-Aristotelian literatures and hence lays the foundation of an educational research programme on phronesis. A serviceable conceptualisation will need to offer ways to evaluate the educational credibility of each hypothesis in real life, rather than just serving as a new philosophical plaything. 相似文献
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论教师教育课程的精神关注:文化·伦理·智慧 总被引：2，自引：0，他引：2
技术取向的教师教育课程更多关注教学知识与能力,而忽视教师的精神成长。为确保教师质量的改善,教师教育课程必须进行新的转向。普通教育类课程应该发生"文化"转向,以提升教师的文化素养,教育专业类课程应转向"伦理"关注,以帮助教师成为具有人文伦理品性的教育者,学科专业类课程应关注"智慧"品性,以促进教师成为有教育机智的教育者。 相似文献
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Kristján Kristjánsson 《Journal of moral education》2020,49(1):1-8
ABSTRACTThis essay introduces the present special issue on wisdom and moral education, which draws on a conference held in Oxford in 2017. Some of the seven contributions (by Sanderse; Ferkany; and Hatchimonji et al.) make use of the Aristotelian concept of phronesis, or practical wisdom, while others focus more on the wisdom concept as it has developed in contemporary psychology (Huynh and Grossman; Ardelt; and Brocato, Hix and Jayawickreme). One (by Swartwood) straddles the distinction between the two. All the contributions, however, address in different ways practical questions about how wisdom can be evaluated and how it relates to issues of moral development and education. 相似文献
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张向众 《云南师范大学学报(哲学社会科学版)》2006,38(5):30-35
从教育思维方式来看,实体思维从本质和规律、原理和模式等视角诠释教育活动和过程;而关系思维则试图从对话分析、过程分析、背景分析和层次分析等维度寻求教育研究的突破,但两者仍局限丁概念思维层面。随着教育研究的深入,实践思维已初现端倪,在主体及其实践的基础上整合了实体思维和关系思维。在教育研究中,它重建了人在教育中的意义和价值、转化了一种新的教育研究路径以及形成了动态的变革思维。实践思维预示着教育思维方式的变革趋向。 相似文献
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We explore academic literature on business ethics education and critically compare the themes emerging from different contexts. Outlining guidelines for analysis based on Southern Theory, we conduct a content analysis on a selection of English, peer-reviewed articles and then critically compare emergent themes from across the ‘Northern'–Southern’ divide. The results suggest commonality but also substantive nuances. One key difference concerns a concerted effort from the South to decipher daily business experiences in relation to prevalent business ethics frameworks focused on the North. Furthermore, using notion of phronetic science, we critically discuss our findings to highlight inherent dynamics of control and resistance. The paper concludes by suggesting future directions for business ethics curriculum development that is more sensitive to these dynamics and by suggesting an adoption of notions related to practical wisdom. 相似文献
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梁美瑜 《沈阳教育学院学报》2011,(5):10-12
论述了亚里士多德理论中的德性与实践。亚里士多德将实践的逻各斯称为明智。明智不仅是实现行动目标的手段,而且间接地影响着行动目标的抉择。在亚里士多德的德性学说中,感情和实践一样在人们获得德性的过程中扮演着重要的作用。实践和感情都是存在着过度、适度和不及的连续体。过度和不及都是应当回避的恶,适度是应当追求的德性。 相似文献
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An expanding literature focuses on the so-called shadow education system of private supplementary tutoring, and contributes to understandings of the nexus between in-school and out-of-school learning. This paper, contextualised in broader literature, draws on questionnaire and interview data from students, teachers, principals, parents and other stakeholders in Myanmar, and observes that shadow education may subtract as well as supplement. For some decades, public education in Myanmar has suffered from financial stringency, large classes, and overloaded curriculum. Students and their families have sought private tutoring, particularly from public school teachers, to supplement school education; and teachers and other providers have welcomed the revenue that they can earn. As a result, private tutoring has become embedded in the lives of many students and teachers, and has consumed time and energy supposed to be spent on school education. However, the private tutoring has also helped to keep the school system running. 相似文献
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人类对希望的言说史是一部希望的\"误读\"与\"遮蔽\"史,为了探求希望论题的意义,我们必须回到古希腊,在希望\"史\"的去蔽中澄明出希望的本真含义。在神话时代,古希腊人将\"希望\"误读为指向命运的神秘主义\"期望\",以柏拉图为首的哲学家们继承了这种传统,将对本原的期望视为生活的最高目标。亚里士多德一方面承认这种对\"最初的推动者\"的形而上学期望,一方面提出\"实践智慧\"来追求伦理生活中的幸福,这种关注实践的希望观在后亚里士多德时代得到一定发扬。虽然随着希腊化罗马时代的战乱而稍纵即逝,却依然影响了后世哲学的走向和旨趣。 相似文献
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朋辈教育近年来在我国高校以朋辈心理辅导咨询活动方式得到迅猛发展。在朋辈教育中国化中必须处理好朋辈教育的现实性、独立性和普遍性的辩证关系。陶行知先生把美国杜威教育理论进行创新性改造和转化,使之形成适合中国本土教育状况的生活教育理论实践,为朋辈教育中国化提供了有益启示。 相似文献
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Bart Huisman Nadira Saab Paul van den Broek Jan van Driel 《Assessment & Evaluation in Higher Education》2019,44(6):863-880
Peer feedback is frequently implemented with academic writing tasks in higher education. However, a quantitative synthesis is still lacking for the impact that peer feedback has on students’ writing performance. The current study conveyed two types of observations. First, regarding the impact of peer feedback on writing performance, this study synthesized the results of 24 quantitative studies reporting on higher education students’ academic writing performance after peer feedback. Engagement in peer feedback resulted in larger writing improvements compared to (no-feedback) controls (g?=?0.91 [0.41, 1.42]) and compared to self-assessment (g?=?0.33 [0.01, 0.64]). Peer feedback and teacher feedback resulted in similar writing improvements (g?=?0.46 [-0.44, 1.36]). The nature of the peer feedback significantly moderated the impact that peer feedback had on students’ writing improvement, whereas only a theoretically plausible, though non-significant moderating pattern was found for the number of peers that students engaged with. Second, this study shows that the number of well-controlled studies into the effects of peer feedback on writing is still low, indicating the need for more quantitative, methodologically sound research in this field. Findings and implications are discussed both for higher education teaching practice and future research approaches and directions. 相似文献
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《Educational Philosophy and Theory》2013,45(10):1028-1039
AbstractThe main point of this article is that more credence should be given in teacher education to performative dimensions of teaching. I agree with David Carr (1999) that the requisite capabilities are probably best learned in actual schools. I employ Turnbull’s (2000) conception of performativity, which speaks of tacit cultural learning. Following Wilfred Carr (1987) I go back to Aristotle, and to debate between Gadamer and Habermas, before arriving at the view that expert teaching practice should be in the spirit of phronesis. The article then proposes that school-university collaboration should be the standard motif of teacher preparation, the context within which the spirit of phronesis can be realized and modeled. 相似文献
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Frank Hardman Christian Stoff Wan Aung Louise Elliott 《Asia Pacific Journal of Education》2016,36(1):98-118
This paper presents the findings of a baseline study of pedagogic practices used by Myanmar primary teachers in the teaching of mathematics and Myanmar language at Grades 3 and 5. The main purpose of the baseline study was to inform the design of teacher education programmes and allow for subsequent evaluations of interventions designed to improve the quality of primary education. It found that the majority of observed lessons (n = 728) used a transmission model of teaching in which the teacher often used a chalkboard and/or textbook to transmit recipe knowledge for recall and there was little variation across the teaching of mathematics and Myanmar language at Grades 3 and 5. Drawing on evidence from the baseline, the paper explores the training needs of primary teachers in Myanmar in the light of proposed reforms to teacher education at the pre- and in-service stages. 相似文献
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论朋辈教育制度在大学新生适应性教育中的实践 总被引：1，自引：0，他引：1
许占鲁 《江西教育学院学报》2009,30(5):38-41
大学新生入校后会出现各种各样的问题,这阻碍了他们自然地融入大学生活,有些甚至会造成某种严重的后果。朋辈教育制度正是用同龄人的经验和感受去感染和引导同龄人,对大学新生的适应性教育起到了重要的推动作用。 相似文献
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Peer sexuality educators' accounts of their work reveal two approaches to empathy with their students: affinity and alliance. ‘Affinity-based empathy’ rests on the idea that the more commonalities sexuality educators and students share (or perceive they share), the more they will be able to empathise with one another, while ‘alliance-based empathy’ is an analytical process of considering the social contexts that shape others' lives. We assess the potential for each source of empathy to equip peer sexuality educators to counter hierarchical models of teaching and learning, effect social change and promote the interests of youth. Because shared identity categories prove difficult to manage and sustain, we find affinity alone does not offer peer sexuality educators lasting opportunities to work with young people. In contrast, developing alliance-based empathy prepares peer educators – indeed, all sexuality educators – to identify inequalities or barriers that others face and seek ways to foster social change. We conclude with recommendations for future research. 相似文献
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《Quest (Human Kinetics)》2012,64(4):447-462
ABSTRACTMany students experience difficulties during their graduate education. Scholars have proposed mentoring as one potential strategy to support them. While often assumed to be the sole responsibility of faculty, graduate students are also in a position to provide meaningful mentorship to their peers. Thus, the purpose of the current article is to focus on the relationship between peer mentor and mentee and provide those interested in becoming peer mentors during their graduate training with a guide to deliberately structure their interactions and relationships with mentees. More specifically, the approaches of four former peer mentors are presented. These are all grounded in theory and have been labeled: (a) autonomy-supportive mentoring, (b) mentoring with resonance, (c) community-based mentoring, and (d) self-concept-based mentoring. 相似文献
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谢锦江 《河南职业技术师范学院学报(职业教育版)》2011,(1)
朋辈教育作为一种大学生教育管理模式已经被越来越多的国内高校尝试和实施,并获得了一定成效。它一改高校新生教育工作中的单向教育模式,向互动模式延伸,达到交流平等、无障碍、可接受性强,更好地推动学生工作有效开展的目的。同时在实施朋辈教育过程中,也应该注意这一模式的不足,做到扬长避短。 相似文献
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刘红 《佳木斯教育学院学报》2012,(6):414-415
基于同伴教育的原理,图书馆可将同伴教育融入到大学生信息素质教育中,形成朋辈教育的模式,探索培养大学生的信息素质教育的全新模式。文章以同伴教育作为信息素质教育工作的出发点,介绍同伴教育的含义与特征;探讨了图书馆移用同伴教育,培养大学生信息素质教育的可行性和必要性,分析了运用同伴教育原理在提高大学生信息素质方面可达到的效果,并使之成为促进大学生信息素质教育效果的有效途径之一。 相似文献
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The Visitors and Residents model of internet use suggests a continuum of modes of engagement with the online world, ranging from tool use to social spaces. In this paper, we examine evidence derived from a large cohort of students to assess whether this idea can be validated by experimental evidence. We find statistically significant differences between individuals displaying ‘Visitor’ or ‘Resident’ attitudes, suggesting that the Visitors and Residents model is a useful typology for approaching and understanding online behaviour. From our limited sample, we have been able to produce evidence that the Visitors and Residents labels are statistically robust. This demonstrates that the Visitors and Residents approach provides a valuable framework for those considering the use of social tools in educational contexts. 相似文献