PERCEPTIONS OF NATIONAL LEADERS IN THREE PROFESSIONAL ASSOCIATIONS ABOUT AGING,LEARNING, AND WORK

The principal focus of the study was to identify the perceptions of the leaders in three professional associations (AAACE, ASTD, GSA) about changes in learning and work behaviors related to the aging process. A 40‐item, true‐false self‐assessment inventory was used to collect the data. Gerontology leaders scored the greatest number of correct perceptions, followed by adult education, and traing and development leaders. Implications for adult education practitioners are provided.     

贯彻党的基本路线 加强高校学生工作

高等学校在贯彻党的基本路线上有其重要而特殊的作用。因此，高校学生工作必须坚定不移地贯彻执行党的基本路线，必须坚持德育首位的原则；强化“两课”教学，充分发挥“两课”在德育工作中的主阵地作用；要坚持以教学为中心的原则，克服思想教育与教学工作“两张皮”的问题；要从严治校，加强学生管理，建设好学生骨干队伍，充分发挥学生的“三自作用”。     

EXPLORING FEAR: ROUSSEAU,DEWEY, AND FREIRE ON FEAR AND LEARNING

Fear is not the first feature of educational experience associated with the best‐known progressive educational theorists—Jean‐Jacques Rousseau, John Dewey, and Paolo Freire. But each of these important thinkers did, in fact, have something substantive to say about how fear functions in the processes of learning and growth. Andrea English and Barbara Stengel juxtapose the ideas of these thinkers in this essay for three purposes: (1) to demonstrate that there is a progressive tradition that accounts for negative emotion in learning; (2) to explore doubt, discomfort, and difficulty as pedagogically useful, with links to fear as both a prompt for and an impediment to growth; and (3) to suggest that teachers take negative affect into account in their pedagogical practice. In doing so, English and Stengel join with contemporary theorists in and out of education to recognize that affect cannot be left out of social theory and that understanding the play of emotion is an integral part of creating truly educational contexts and experiences. The authors' focus here is on fear in processes of learning.     

归纳式教学法的定义、比较与研究基础(上)

教学模式是目前工程教育改革的一个关键问题。传统的演绎式教学模式并不适合工程人才的培养。本文首先探讨了归纳式教学法的原理,然后对各种常用的归纳式教学方法作了全面的综述,就每一种方法的定义、相互之间的异同之处及对各种方法有效性的评价研究进行了详细的介绍,最后对各种方法的具体实施提出了有益的建议。     

FAMILY,SCHOOL, FRIENDS AND WORK: A SOCIOLOGICAL PERSPECTIVE

It is argued that methods currently available for studying values within a socio‐psychological framework are inadequate and that, if, for example, the interrelationships between values and education are to be systematically explored, then it is essential that approaches be devised which reflect more accurately the nature of human valuing. Some of the problems associated with present methods are illustrated by examining in detail one of the latest and, in some ways, most impressive to become available‐‐the Rokeach Survey of Values. It is suggested that, in spite of its simplicity and ready appeal, it suffers from important weaknesses (notably its inadequate conception of human values) which are liable to seriously distort the information which it appears to give. Some of the requirements for an adequate questionnaire method of studying values are outlined, but the importance of obtaining corroborative evidence from idiographic and field approaches is also stressed. The paper illustrates the kind of basic thinking required before values are studied or measured.     

TOTAL QUALITY MANAGEMENT ASSESSMENT,TEACHING, AND LEARNING: TOWARD A CAMPUSWIDE LANGUAGE AND SYSTEM

On most community college campuses where quality and improvement are taken seriously, there are at least three coexisting languages. The language of total quality management is spoken by administrators and by faculty members who teach management or business courses; the language of assessment is spoken by both faculty members and administrators; and the language of teaching and learning is spoken primarily by faculty members and academic administrators. Each language reflects a philosophical commitment to improvement. Each overlaps in terminology with the other two. Each suffices well in its own domain. Yet each is, by itself, insufficient as a campuswide lingua franca of continuous improvement. These languages may continue to coexist. If a college is really to accomplish a paradigm shift throughout the institution, however, it must generate its own language—a language spoken by all, a language that describes and discusses a campuswide system of quality, improvement, and change.     

DISCUSSION, COLLABORATIVE KNOWLEDGE WORK AND EPISTEMIC FLUENCY

ABSTRACT:   This paper argues for an action-oriented conception of learning in higher education: one which marries higher order learning (coming to understand) with apprenticeship in knowledge work. It introduces epistemic tasks, forms and fluency as constructs that are useful in giving a more precise meaning to ideas about collaboration in knowledge construction. Discussion is seen as central to collaborative knowledge work and we examine the role of discussion in supporting weaker and stronger interpretations of collaborative knowledge construction.