If you want to get ahead,get a good master. Annette Karmiloff-Smith: the developmental perspective / Si quieres avanzar,ten una buena maestra. Annette Karmiloff-Smith: la mirada desde el desarrollo

Annette Karmiloff-Smith’s perspective places development at the very core of of the explanation of psychological functioning. Her neuroconstructivist model involves several fundamental assumptions, as follows: (a) functional specificity is acquired through interactive experience with the environment through a process of progressive specialization; (b) the influence of each level of explanation in human development (i.e., genetic, cellular, neural, cognitive, behavioural and environmental) inter-depends on the others; (c) there is no one-to-one correspondence between the level of observable behaviours and the level of cognitive processes and mental representations; and (d) interaction with caregivers is the privileged development context. There is an urgency to translate these assumptions into practices that enable the optimization of developmental contexts; this paper addresses this urgency by suggesting the implications of this neuroconstructivist model for the assessment and design of support for children at risk of atypical development.     

Formalizing theories of child development: Introduction to the special section

Here we introduce a Special Section of Child Development entitled “Formalizing Theories of Child Development.” This Special Section features five papers that use mathematical models to advance our understanding of central questions in the study of child development. This landmark collection is timely: it signifies growing awareness that rigorous empirical bricks are not enough; we need solid theory to build the house. By stating theory in mathematical terms, formal models make concepts, assumptions, and reasoning more explicit than verbal theory does. This increases falsifiability, promotes cumulative science, and enables integration with mathematical theory in allied disciplines. The Special Section contributions cover a range of topics: the developmental origins of counting, interactions between mathematics and language development, visual exploration and word learning in infancy, referent identification by toddlers, and the emergence of typical and atypical development. All are written in an accessible manner and for a broad audience.     

Self‐complexity and Self‐integration: Theory and Therapy in Clinical‐Developmental Psychology

Abstract

The growing field of clinical‐developmental psychology has been influenced by Lawrence Kohlberg's theory of moral judgement. Too literal a use of structural theory, however, has hindered this field's advancement. This paper argues that a new theory of self is required to apply appropriately developmental theory to clinical practice. The model consists of two related dimensions of self: self‐complexity and biographical themes (schemata and themata). A perspective on normal and atypical development given by the interactions between these components is described and implications for practice are discussed.     

Sport as a site of transformative non-formal education: A South African action research project

One of the legacies of apartheid is a crisis in South African education. The existing formal structures of education cannot cope with the scale nor the nature of the educational needs of the vast majority of South Africa's population. This article explores the potential role that sports programmes can play in non-formal educational provision. Within an action research format, the research project utilized the apprenticeship model of social organization for the general development of 10-year old boys through the medium of the game of rugby. Results of the project show that the developmental benefits of participation in a well organized sports programme, generalize to the contexts of formal schooling, home, and broader community life.     

Educational model for environmental‐cognition development

Environmental education (EE) is an holistic educational approach the main goal of which is to develop the students’ environmental cognition, as compared to the disciplinary approach which develops a compartmentalized cognition. Environmental cognition is defined as a reciprocal relationship, comprising knowledge, understanding, sensitivity, perceptiveness and imagination with regard to the environment as well as responsibility and motivation to make environmental decisions. A conceptual model was constructed for this purpose comprising three stages: sensing the environment and generating questions; analysing and then synthesizing a system presentation of the environment, thereby focusing upon the inter‐relatedness and interdependence of environmental components; and environmental problem‐solving.

The model was implemented for training EE teachers and for EE curriculum development. Both of which may enhance the inclusion of EE within the formal educational system.     

论绿色物流与可持续发展战略

随着现代物流的发展,同时也带来了许多影响环境的负面因素。未来世界经济发展与可持续发展并存,且国际竞争日趋激烈。发展绿色物流是参与全球物流业竞争的重要基础,是保护环境和物流业可持续发展的必要途径。绿色物流将成为可持续发展的必然要求。     

Going to action? A literature review on educational proposals in formal Environmental Education

The current state of the planet’s environmental deterioration calls for formal educational contexts to implement effective environmental proposals which nurture action competence. The aim of this paper is to examine the educational proposals in formal contexts that have been published in the two research journals of greatest impact on Environmental Education during the period 2008–2013, and to analyse how they contribute to the development of action competence. Special attention is paid to research (i) based on real participation by students; (ii) promotes reflection on the complexity of environmental issues; (iii) facilitates critical thinking; (iv) encourages autonomous and responsible decision-making and (v) involves communities. Our results show that these approaches can help improve the development of action-focused environmental education and bring to light a series of challenges for future research.     

A Review of Non‐formal Environmental Education in Uganda

Non‐formal environmental education and training in Uganda is reviewed and a new approach proposed. Contemporary environmental education has been characterised by a top‐to‐bottom approach, which has resulted in a dependence syndrome. It has not allowed for better perception and conceptualization of the ideas learned by the people. It has less emphasis on the roles of social change, economics and politics in environmental crisis. The new approach emphasises the adoption of multidisciplinary, interdisciplinary, people‐centred and participatory programmes in environmental concerns. It should embrace the diversity of the biophysical, social and economic environments and be closely associated with permanent, developmental and functional literacy programmes. Special emphasis should be given to youth, women and policy makers. The five basic functions for participation, which are identification, out‐reach, dialogue, assimilation and feed‐back, are discussed.     

论教学设计的发展历程

文章以美国教学设计发展历史为蓝本，描述了教学设计学科的发展历程。教学设计的发展经历了自在孕育期、诞生兴起期、正式发展期和转型发展期四个发展阶段。每个阶段都因媒体技术、学习理论、社会历史背景等方面的不同而形成其特点。     

非政府环保组织与联合国气候谈判

近些年来非政府环保组织在全球范围内迅速发展,并为全球环保事业做出了巨大贡献。本文将以著名的国际非政府组织联盟——气候行动联盟为例,探讨非政府环保组织在联合国气候谈判中发挥的作用,正式国际合作制度在应对全球环境问题时的缺陷以及非政府环保组织自身的独特优势为其提供了发展的空间,非政府环保组织的积极参与将推动联合国气候谈判更公开、透明、民主、公平。     

Sustainable development education: Averting or mitigating cultural collision

The essay explores the role educational institutions can play in fostering sustainable development, a framework based on the integration of the economic, social, and environmental dimensions. Sustainable development, a culture sensitive model, lends itself to reconciling competing cultures in a contemporary context driven by global demands for competition and consumerism on one extreme, while the other focuses almost exclusively on strict environmental protection. It further affirms the value of traditional or indigenous knowledge to complement modern knowledge. The paper suggests that educating for a sustainable future requires inclusion of six features: an interdisciplinary approach; teacher-training, pre- and in-service; curricula based on the three pillars of sustainable development; social and environmental justice; meaningful political participation; and respect for local and indigenous cultures.     

大众艺术体操与瑜伽协调发展的模式探究

对大众艺术体操与瑜伽项目特征的异同、开展状况及比赛机制、协调发展模式进行了分析,在此基础上,提出了二者协调发展的建议,目的是为大众艺术体操和瑜伽项目的协调发展提供理论参考.     

加强高校师资队伍建设的思考

师资队伍建设是一个学校可持续发展的关键,也是一个学校生存和发展的根基,高校的竞争首先表现为师资队伍的竞争.当前,我国高校师资队伍建设方面普遍存在着总量不足,高素质优秀人才不多,教师队伍年龄结构、学历结构以及职称结构不合理等情况,存在着师资队伍管理体制滞后老化、教师流动速度加快以及部分教师事业心不强等状况.为此,必须要高度重视师资队伍建设,加大学科带头人的选拔与培养,完善师资队伍管理体制,实行全员聘用制度,提高教师业务水平以及职业道德水准,同时,不断完善内外部环境,为高校教师队伍建设提供良好保障,实现高校跨越式发展.     

Friendships in Children with Developmental Disabilities

Studies of friendships in children with developmental disabilities have evolved primarily from the research on children with typical development. As a result, the theories, definitions, and difficulties in measuring friendship have also been carried over to the research on children with developmental disabilities. Children with developmental disabilities, however, present unique issues that warrant consideration. Special consideration should be given to measurement issues, developmental level, the etiology or type of disability of the child, the experience and context of the child with the disability, and individual characteristics. Given these considerations, we make some suggestions for the study of friendships in atypical children.     

Friendships in Children with Developmental Disabilities

Studies of friendships in children with developmental disabilities have evolved primarily from the research on children with typical development. As a result, the theories, definitions, and difficulties in measuring friendship have also been carried over to the research on children with developmental disabilities. Children with developmental disabilities, however, present unique issues that warrant consideration. Special consideration should be given to measurement issues, developmental level, the etiology or type of disability of the child, the experience and context of the child with the disability, and individual characteristics. Given these considerations, we make some suggestions for the study of friendships in atypical children.     

试论皮亚杰的运算逻辑

皮亚杰认为抽象模式是心理学因果解释的一种形式,文章认为皮亚杰所开创的运算逻辑是儿童实际思维发展机制的形式化模型,也是解释儿童认知结构转换规律的抽象模式。     

浅论地方行业特色高校的“差异化竞争”——以常州大学为例

目前,我国许多地方行业特色高校从实际出发,开拓创新,实施差异化竞争的发展战略,走出了我国高水平大学的发展新路。常州大学从创新人才引进、使用和服务模式,实施特色人才强校工程,紧跟区域产业发展,产学研结合,引领区域产业转型升级,突破技术瓶颈,输送特色人才,增强行业国际竞争力等三个方面深度贯彻差异化竞争,为地方行业特色高校的建设与发展提供了一些有益经验。     

辽宁省城市循环经济发展水平综合评价

我国的许多城市已经面临越来越严重的资源、环境和发展的困境,通过循环经济建设可以改变城市的发展模式,提高城市的可持续发展能力.对循环经济的发展状况进行评价是发展循环经济的一个必要步骤,在充分考虑经济增长、社会进步与资源的有效利用、环境保护之间相互制约关系的基础上,建立循环经济评价指标体系,并对辽宁省各主要城市循环经济发展水平进行排序.