亚洲海洋教育合作与发展契机

海洋教育经过50多年的发展,在2010年公布《海洋素养范畴与K-12年级内涵》报告后,海洋教育正式进入海洋素养时代,加上2017年联合国教科文组织确定以海洋素养为主的海洋教育方针,引领全球海洋教育者对于海洋素养研究的趋势,也带动海洋教育的快速发展。亚洲海洋教育者协会自2015年在日本东京成立以来,陆续举办了三届海洋教育研讨会,同时也建立一个海洋教育交流的平台,该协会除了搭起亚洲海洋教育者的交流外,在交流过程中体现出多元的海洋教育内涵,第三届亚洲海洋教育者研讨会,成为带动未来亚洲海洋教育发展的契机。文章通过汇整国际海洋教育者社群的发展、海洋素养架构发展、海洋素养评量以及海洋教育内涵四个部分,以文献回顾的方式探讨亚洲海洋教育合作与发展契机,以期让人们更进一步了解海洋教育过去与现况,共同推动和发展未来的海洋教育。     

From “Boy-Government” and “Student-Government” to “Learner-Government”: The Best of Both Worlds?

In the history of South African education there have been three contrasting attempts to incorporate learners into the authority structures of schools, namely: “boy-government” (prefect system), “student-government” (Student Representative Councils (SRCs)) and “learner-government” (Representative Councils of Learners (RCLs)). This article traces the historical development of these traditions in governance in South African schools. Against this background, it proffers a historical analysis of these traditions to show that the phrase “learner representative council” is at a crossroads, that is, it is being stretched and pulled in different directions in post-apartheid South Africa. It points out that “student-government” was born out of the rejection of the unpopular “boy-government”. It also provides a critical analysis of the attempt of the national Guides for Representative Councils of Learners (Guides for RCLs) (DoE 1999) to blend the “prefect” and “SRC” traditions in order to strengthen democracy at school level. In doing so, it argues that the Guides for RCLs undermine democratic SRCs developed in the anti-apartheid education struggle. In the end, the article defends the “student-government” tradition because of its potential to educate for democratic citizenship in post-apartheid South African schools.     

SHOULD JEWISH SUPPLEMENTARY RELIGIOUS SCHOOLS BE LIKE THE PUBLIC SCHOOLS?

Whether the Jewish supplementary school should be operated as if it were a public school depends on the goals of Jewish education. “In terms of ultimate goals, however, Jewish education is now at a crossroads.”¹ While all Jewish educators would probably agree with Harold Schulweis' statement that “it is our sacred task to create Jews,”² educators are not in agreement over what type of Jews we are to create and how we are to create them. Jewish educators can be divided into two groups. One group wants to create “educated, thinking Jews” — goal #1—while the other desires to shape children into “feeling Jews” —goal #2.     

On adventure therapy and the natural worlds: Respecting nature's healing

Abstract

This paper sets out to discover if the history of outdoor education, within the UK and more particularly Scotland, provides its modern exponents with a legacy of prescribed conservatism or alternatively a form of education which embraces, or is capable of embracing, diversity of theory and practice. It begins in the post World War II period entitled “out of the ashes” and charts the history decade by decade.

Secondary sources are used and include statutory instruments as well as the body of literature that relates to outdoor education. The paper has succeeded in adding to the literature through uncovering rarely used sources. Secondary sources have been supplemented by primary data in the form of interviews. The interviews were used to provide detail and fill gaps where secondary sources were lacking.

The time between the post-war period until the end of the 1960s charts the growth of outdoor education provision. This growth is characterised by diversity where common themes such as “fitness for war”, “character building” “social education” “recuperative holiday for socially disadvantaged young people” and “progressive education” emerge as competing and contrasting claims. Consequently it can be stated that outdoor education defies definition in terms of being a fixed entity of common consent, homogeneous over time and space.     

A critique of neo-Hahnian outdoor education theory. Part one: Challenges to the concept of “character building”

Abstract

Within the diverse and sometimes amorphous outdoor education literature, “neo-Hahnian” (NH) approaches to adventure education are exceptional for their persistence, seeming coherence, and wide acceptance. NH approaches assume that adventure experiences “build character”, or, in modern terminology, “develop persons”, “actualise selves”, or have certain therapeutic effects associated with personal traits. In social psychological terms NH thought is “dispositional”, in that it favours explanations of behaviour in terms of consistent personal traits. In this paper I critically review NH OAE in an historical context, and draw on Ross' and Nisbett's (1991) seminal review of dispositional social psychology to argue that OAE programs do not build character, but may provide situations that elicit certain behaviours. For OAE research and theory, belief in the possibility of “character building” must be seen as a source of bias, not as a foundation. The conceptual analysis I develop provides not only a basis for critique, but also offers a way forward for OAE.     

Educational Expectations: How They Differ Around the World: Implications for Teaching ESL College Students

Expectations regarding teacher-student relationships, classroom interactions, testing and evaluation, and academic integrity vary widely around the world. Understanding these differences can be critical to enhancing the academic success of ESL(English as a Second Language) college students. Faculty working with ESL students often ask: “Why won't my students participate more in class?” “Why do my students only repeat back what I've said?” “Why won't they tell me what they think?” “Why don't they ever know what courses they want to take when they come to registration or advisement?” Students often ask: “Why does my professor keep asking me to talk about my personal experiences? We never had to do that in my country. Why is it such a big deal to do that here?” There are a lot of “why's” floating around the campus. This article addresses some of these questions.     

Learning through culture: seeking “critical case studies of possibilities” in the history of education

Abstract

In Radical Education and the Common School (2011), Michael Field and Peter Moss argue for a radical alternative to the failed and dysfunctional contemporary discourse about education and the school with its focus on markets, competition, instrumentality, standardisation, and managerialism. They argue that it is necessary, if we are to progress “social alternatives” in education, to construct micro-histories of schools that have developed as “real utopias” through radically revising their practice. They call these micro-histories “critical case studies of possibilities”. In To Hell with Culture (1963), the art educator and anarchist Herbert Read returned to a theme he had been exploring since the early 1930s – the purpose of education. For him, “education” implied many things, but he saw modern practice as “socially disintegrating”. Instead, Read offered an alternative to the dominant discourse about education under capitalism in the 1960s which would create “that collective consciousness which is the spiritual energy of a people and the only source of its art and culture”. To what extent was Read’s conception of education an ideal, a dream unfulfilled? Following Fielding and Moss this paper will seek to trace “critical case studies of possibilities” drawn from the past which reflect the fundamental connection identified by Read between school learning, “collective consciousness”, art, and culture.     

Gender stereotypes: The case of MisProfesores.com in Mexico

In this study we analyze the extent of gender stereotypes in student evaluations of college professors on the internet site MisProfesores.com in Mexico. We downloaded more than 600,000 evaluations for the period 2008–18. The evaluations include three scores on a scale of 0 to 10: how easy it is to obtain a good grade, how much the professor helps his or her students obtain good grades, and how clearly the professor presents the concepts of the course. The site also allows students to comment on the professor and the class, and we performed a quantitative text analysis of these comments. We found that women receive lower scores than their male counterparts, although the difference is relatively small: 1–2% of a standard deviation. Students refer more to the appearance and personality of female professors, and describe them more often as “bad” or “strict.” They also refer to women in less respectful terms, calling them “maestra” (“teacher”), but calling men “profesor” or “licenciado” (the title corresponding to their academic degree), and they use less positive language for women (“good” vs. “great” or “excellent” for men). Finally, words associated with qualities of service (traditionally stereotyped as feminine) favor women more than men; whereas, words with traditionally masculine associations have a negative impact on women's evaluations.     

Progression in learning science balanced forces

This article is linked to the last in its intelligent concern for the purposes of activities (“play”; “building with apparatus”) that can too often become part of the “routine” of a classroom. She starts with her own sensitive observations of what children do in her own classroom and enables us to see the value of structured use of play materials. With our current concerns for science, design and technology teaching in junior and secondary schools, it is, perhaps, a timely reminder of those subjects' starting points.     

Quality in Teacher Education: a suppressed theme?

With the emergence of neo‐conservative and neo‐liberal ideologies since the early eighties the formula “quality” has superseded continuously the leitmotif “equality of educational opportunities” in debates on education in most member states of OECD—initially as reaction against reforms in the secondary sector of education, then in higher education by focusing on economic and administrative aspects. Although the term “quality” has remained rather vague, it has dominated debates on education since the early nineties and some observers even speak of a “quality movement”. With a certain delay, the same applies to teacher education (TE) and one may hold the impression that TE has been surprised by discussions on “quality in/of TE” which focus on economic and administrative aspects—aspects suppressed in most systems of TE in the member states of the European Union (EU) so far. This article analyses the complex background of debates on “quality in TE” by focusing on sociological perspectives and arguments of the educational sciences. Then it defines problem areas of TE which seem to be in need of improvement. Thirdly, it discusses measures to deal with perceived problems by taking into account experiences in various European countries discussed on occasion of an all‐European seminar of experts supported by the Commission of the European Union. In dynamic societies even preserving the existing “quality” of education systems and TE calls for permanent improvement. If it is intended to increase the “quality” of TE, improvements seem to be indispensable both permanently and of a substantial nature. Based on existing strength of TE and on continuous evaluation, improvements and reforms will be necessary both in its curricula (e.g. aims contents, methodologies) and in its organisational as well as administrative areas. Research in TE as well as competencies of teacher educators will have to play crucial roles. It might become possible to deal with a suppressed theme more pro‐actively.     

Telling the truth about stories

This paper opens with two stories—about the “joking relationship” discovered by anthropologist Radcliffe-Brown Structure and function in primitive society. New York: The Free Press (1965), and an incident in the life of Rousseau—which illustrate that sometimes a story needs to be true, and that the opinion of an outsider can be preferable to that of the insider whose story it is. Recent papers by Carter and Polkinghorne Educational Researcher, 22(1), 5–12 (1993) and International Journal of Qualitative Studies in Education, 8(1), 5–23 (1995) are analysed; it is argued that a clear and enticing plot is no indicator of a story's truth, furthermore the need to be true can hold both of “analysis of narratives” and “narrative analysis”.     

The school as a workplace: Extending democracy to schools

The author has a thorough knowledge of the educational scene in the USA. His critical analyses of the “modern” educational theories developed by J. Holt, H. Kohl, Ch. Silbermann, I. Illich and others, and of their — as yet unresearched — application to institutionalized learning and socialisation processes provide very informative insights into the on-going discussion on reform, even outside his own country. Stopsky points to four factors which have had a pronounced influence on the objectives, direction and progress of curriculum reform:

1. The student movement and the stimuli it generated in the civil rights movement and the relations with the “Third World”.
2. The subculture of youth, accompanying this protest movement and partly caused by its lack of success, with its typical phenomena of drug consumption and social disintegration.
3. The disappointment at the failure of the propagated educational reform to establish, e.g., equality of chances and improve the quality of life, and the effects of raising the standards of performance demanded of under-privileged pupils by means of drastic restrictions on admission and entrance examinations implying social selection for higher educational courses.
4. The development of “anti-curricula” in the form and content of “open” or neohumanist education. The favourable reports on experiments with these “pupil-centred” curricula in British schools created a fascinating response from teachers and pupils in the USA, but most colleges rejected the innovation as being anti-intellectual and decided in favour of a “competency based” or “performance based” curriculum.

In this future-oriented paper F. Stopsky attempts to free school from the odium of suffering individual oppression and the resulting fear of the pupils, and to turn it instead into a place where children and adults will work without repression.     

A critique of neo-Hahnian outdoor education theory. Part two: “The fundamental attribution error” in contemporary outdoor education discourse

Abstract

In the first of a two part series of articles I argued that “character building” in outdoor adventure education (OAE) is a flawed concept. This, the second article, examines the persistence of the idea of character building in OAE in the face of strong evidence that outdoor experiences cannot change personal traits. I examine how the “fundamental attribution error” can explain the paradox of (a) a shortage of evidence that adventure education “works” and (b) a widespread belief that it does “work”. I review the place of character building in research, and develop a critical reading of a representative adventure education text. I show how unchallenged dispositionist assumptions emerge in neo-Hahnian discourse. I explain how discarding the intuitively appealing but fallacious foundations of neo-Hahnism can clear the way for situationist approaches to outdoor education that bring much needed sensitivity to cultural, regional, historical, and social contexts.     

THE VANISHING MAGIC WAND

Futurists “wave a magic wand,” insinuating thereby that tabula rasa is a psychic and sociological option. “If there were no Bureau, what would the Jewish community do?” “If there were no Jewish community, what would the world's Jews do?” “If there were no world… ?” On the surface, it's an innocuous strategy: a way to probe assumptions, a way to hone a definition of needs. Examined closely, however, it is a flawed way to explore reality. At worst, it is a device to encourage a preconceived outcome.     

Effects of professional support in school improvement

At a time when much attention is being paid to teachers’ effectiveness, there is little regard for the effectiveness of their professional support. Although professional development facilitators are frequently involved in school improvement projects, little is known about the interventions they should carry out and the effectiveness of these interventions. In this study, five facilitators’ interventions are operationalised. Multilevel regression analyses show, that the intervention “guiding the process” explains a significant part of variance in teachers’ knowledge, attitude and concerns with respect to an innovation and the degree of implementation. The interventions “team training and coaching”, “creating conditions for innovation at school level” and “individual coaching” explain a significant part of variance in teachers’ knowledge with respect to an innovation. In general, it appears that professional development facilitators have considerable influence on teachers’ knowledge and concerns and reasonable influence on teachers’ attitude and the degree of implementation.     

Teacher educators’ collaboration in subject departments: collaborative activities and social relations

Teacher educators’ collaboration plays an important role in the improvement of teacher education. Many studies in educational research focus on collaboration from 1 particular perspective. A focus on 2 perspectives, a qualitative (focusing on collaborative activities) as well as a quantitative (focusing on relations) perspective, and relating both perspectives, can add to our knowledge. Data were collected in 3 subject departments of a teacher education institute. Findings indicated that educators’ collaborative networks inside the departments could gain from more coherent and dense relations, and that key players were important to support and sustain collaboration. Both perspectives were mildly related, correlations were found for “degree” and “information” (r = .31, p < .05), “degree” and “joint work” (r = .38, p < .01), and “reciprocity” and “joint work” (r = .33, p < .05), no correlations were found for “degree” or “reciprocity” and “discussing”. At the department level, only mathematics showed significant correlations. Results indicated that, in further research, qualitative aspects as well as quantitative aspects should be included.     

Transformative Education? A Philosophic-Augustinian Response to the 2010 Albertan Reform Initiatives in “Inspiring Education”

The Alberta Government’s 2010 “Inspiring Education” reform proposals claim to be “transformational” in nature. This paper examines these proposals in light of ancient philosophy and various among the world’s wisdom traditions. Drawing particularly on the philosophic reflections of St. Augustine in his Confessions, it argues that the proposals are neither new nor “transformational,” but part of a long and problematic educational lineage that has its roots among the ancient sophists. As an alternative to the Alberta proposals and “sophist-icated” education, this paper advocates for the incorporation of philosophic or contemplative elements into the school day during which both teachers and students might learn the genuine meaning of school as schole through the practice of pursuing wisdom.     

Social Metaphorical Mapping of the Concept of Force “CHI‐KA‐RA” in Japanese

This research focused on the concept of “force” (“CHI‐KA‐RA” in Japanese) in Newtonian mechanics. The primary objective was to develop a tool, based on metaphor, to interpret student thinking in learning scientific topics. The study provides an example of using the tool to trace the process of mutual changes in thinking during a dialog among students who have different perspectives on the same topic. “Social metaphorical mapping” was used to interpret a dialog between two groups of junior high school students with different epistemological paradigms with regard to the concept of force (CHI‐KA‐RA) in the learning environment of a computer simulation. Both source domains were recontextualized through social metaphorical mapping and the process of mutual changes in concepts was traced. Participants noticed that the Buridanian ¹ 1. Buridan was a French scientist in the fourteenth century who proposed a theory of impetus. concept of“force” differs from the Newtonian concept of “force,” differentiated between the concepts of “force” that use the same Japanese term “CHI‐KA‐RA,” and noticed that the Buridanian concept of “force” resembles the Newtonian concept of “momentum.”     

LINKING MARXISM, GLOBALIZATION, AND CITIZENSHIP EDUCATION: TOWARD A COMPARATIVE AND CRITICAL PEDAGOGY POST 9/11

Abstract In a post‐9/11 world, where the politics of “us” versus “them” has reemerged under the umbrella of “terrorism,” especially in the United States, can we still envision an éducation sans frontières: a globalized and critical praxis of citizenship education in which there are no borders? If it is possible to conceive it, what might it look like? In this review essay, Awad Ibrahim looks at how these multilayered and complex questions have been addressed in three books: Peter McLaren and Ramin Farahmandpur’s Teaching Against Global Capitalism and the New Imperialism, Nel Noddings’s Educating Citizens for Global Awareness, and Gita Steiner‐Khamsi’s The Global Politics of Educational Borrowing and Lending. Ibrahim concludes that, through creating a liminal, dialogical space between humanism, environmentalism, materialism, philosophy, and comparative education, the authors in these books offer a critical pedagogy in which éducation sans frontières is possible — a project that is as visionary as it is hopeful.