THE CONTRIBUTIONS OF HOWARD YALE McCLUSKY TO AN EVOLVING DISCIPLINE OF EDUCATIONAL GERONTOLOGY

The development of interest, knowledge, and professional involvement in educational gerontology has been evolutionary. Knowledge from various disciplines has contributed to this development. Howard Mc‐Clusky, professor emeritus of adult education and educational psychology at the University of Michigan, has made many valuable contributions. His advocacy of limitless human potential throughout life has included work toward the development of knowledge about adults as learners and corresponding instructional needs. McClusky's development of a “theory of margin” has facilitated an understanding of the need to balance in the later years those stresses and demands (load) on a person with his or her coping resources (power). He also has provided insights to program developers regarding the importance of time perceptions and differences in how learning needs are categorized. He calls for intergenerational approaches to older adult instruction efforts and provides some optimistic hope for the future of educational gerontology.     

如何形成一所学校的教育哲学

学校教育哲学指学校所信奉的教育理念，它渗透在学校教育，教学过程之中，体现于学生日常生活和学校环境之中，学校教育哲学的形成是成功学校的重要标志。     

IMPLICATIONS FOR THE CONDUCT OF EDUCATIONAL RESEARCH OF ADOPTING DEWEY'S THEORY OF INQUIRY

This paper examines the implications for the practical conduct of educational research of adopting John Dewey's theory of inquiry as a research methodology. Complex theoretical issues generated by his account of inquiry are not discussed, though references are provided in the text. It is argued that educational research conducted according to the tenets of Dewey would be considerably different from traditional research. Teachers would occupy a major role as researchers and teachers’ immediate and practical problems would serve as the focus of research, knowledge and theory generation, thereby alleviating many of the causes of teacher alienation to research.     

THE PHILOSOPHY OF DISSONANT CHILDREN: STANLEY CAVELL'S WITTGENSTEINIAN PHILOSOPHICAL THERAPIES AS AN EDUCATIONAL CONVERSATION

Education is often understood as a process whereby children come to conform to the norms teachers believe should govern our practices. This picture problematically presumes that educators know in advance what it means for children to go on the way that is expected of them. In this essay Viktor Johansson suggests a revision of education, through the philosophy of Stanley Cavell, that can account for both the attunement in our practices and the possible dissonance that follows when the teacher and child do not go on together. There is an anxiety generated by the threat of disharmony in our educational undertakings that may drive teachers toward philosophy in educational contexts. Here Johansson offers a philosophical treatment of this intellectual anxiety that teachers may experience when they, upon meeting dissonant children, search for epistemic justifications of their practices—a treatment whereby dissonant children can support teachers in dissolving their intellectual frustrations.