Reappraising Positivism and Education: The Arguments of Philipp Frank and Herbert Feigl

This paper documents some of the `bad press' that Positivism has received inscience education; it delineates the varied, and sometimes contradictory, waysin which educationalists characterize positivism; it indicates that Constructivismshares the same philosophical commitments as the instrumentalist tradition inpositivism; and it suggests that there is considerable educational gain in reconsideringthe philosophical and educational commitments of the non-instrumentalist, logicalempiricist, tradition in positivism. The paper proceeds by examining and elaboratingupon two educational papers of Vienna Circle members Philipp Frank and HerbertFeigl. It is argued that a number of the philosophical and educational `principles' ofthese foundational positivists are of value to educators facing a worldwide drift fromnatural sciences in schools and universities, and an increasingly strident anti-sciencelobby in universities and society. There are at least some positivist babies that shouldnot be thrown out with the educational bathwater.     

The Concept of Education Revisited

Enquiries into the meanings of words and the nature of things are first distinguished, and two different senses of 'concept' identified: a first sense in which 'concept' is attached to empirical facts, and a second sense in which a concept marks a purely logical space. The concept of education, in the second sense, is seen to be inevitable for human beings, and already carries certain values with it.     

全纳教育——当代教育发展的方向、内涵和启示

全纳教育是当代教育重大发展趋势之一。从时代特征和文本释义的角度对产生这种趋势的必然性、全纳教育的内涵及特点进行分析是一种新的探索,其目的是通过这种探索获得有益于我国教育特别是特殊教育发展的启示。     

Development Education Revisited: The New Zealand Experience

Until the mid-1980s, New Zealanders were progressing in their understanding of the causes of and strategies for overcoming world poverty and injustice. However, the arrival of more multinational aid agencies and the increased competition for the donor dollar have given rise to a new conservatism in the development debate. This has coincided with the imposition of structural adjustment policies in New Zealand which provides an opportunity to demonstrate connections between poverty and powerlessness, and parallels between the growth of poverty and inequality at home and in "underdeveloped" countries. The government, the media and the wealthy agencies conceal these parallels and promote aid responses based on charity. This excludes from the development debate the increasingly marginalised sectors of New Zealand society and undermines the international solidarity essential for building strategies for change.     

科学发现中的弱认知方法及其教育启示

科学发现是真正的创造性问题解决过程，它最有效和最常用的思维形式是类比推理，其中常用的类比推理形式主要包括本域类比，近域类比和远域类比，其认知操作则是对多重问题空间进行搜索的过程，认知心理学关于科学发现的研究对我国基础教育具有重要启示；加强对青少年进行的科学教育，并在教育中把智能训练与专门科学知识的掌握紧密结合，把弱认知方法的训练与强认知方法的训练紧密结合，通过科学课程的教学和验证性的科学实验过程，着力培养青少年学生的团结协作意识，敏锐的观察力，强烈的好奇心。     

Environmental Education and Environmental Advocacy: Revisited

Abstract

Environmental education and environmental advocacy have a contentious relationship. In this article, the author argues that there will always be uncertainty about educationally appropriate responses to controversial issues. Although uncertainty is inherent in this task, the choices are not dichotomous. The author also argues that education suggests a fluidity of meaning that shifts across a range of contexts, and what needs to be done will be found on a case-by-case and context-by-context basis in a mediated and negotiated third space. Some tentative guide-posts are offered.     

Education and Human Diversity: The Ethics of Separate Schooling Revisited

This article reviews the arguments in the separate schools debate in an attempt to present a view of the matter which would be acceptable in a liberal democracy. Although the case for common or inclusive schools is treated sympathetically, the burden of the argument is that public sponsorship of separate schools can be defended once certain conditions are met.     

印度高等教育发展中的问题、对策及启示

印度独立后高等教育得到了迅猛发展,成为仅次于美国的世界高等教育大国。印度在高等教育的大扩充中产生了不少问题,如教育质量下降、办学经费紧张、高级专门人才的失业和外流等。对此,印度政府采取了一些改革策略,如成立高等教育质量鉴定委员会,多渠道筹措办学经费,采取措施遏制人才外流等。印度在高等教育大发展中的经验教训对于我国目前高等教育大众化无疑提供了一定的参考与借鉴。     

《社会主义从空想到科学的发展》对思想政治教育方法艺术的启示

恩格斯《社会主义从空想到科学的发展》是一部科学社会主义的经典代表作,它以小册子的形式和通俗、简明的内容受到各国工人阶级的普遍欢迎,在科学社会主义的宣传教育上取得了良好的成效。其中体现出来的向善、求真、尚美的方法艺术值得思想政治教育借鉴,启示思想政治教育要坚持将把握适度、以理服人和善用语言的方法艺术运用到教育的各个方面和各个环节,从而不断提高思想政治教育水平,增强思想政治教育的实效性。     

陶行知科学材料思想对当前农村幼儿科学教育的启示

科学材料是幼儿园开展科学课程或者设置科学活动的必备物质条件,是幼儿进行科学探索的物质支柱.在科学探究过程中,教师提供给幼儿的科学材料应该具有探究性和科学性、层次性和结构性、实用性和启发性、经济性和安全性.通过科学材料的使用,幼儿在科学探究过程中不仅能够学到科学知识、科学技能和科学方法.还有利于幼儿科学思维的锻炼和科学情感的发展.当前.农村幼儿园开展幼儿科学教育时面临科学材料匮乏等诸多问题.教育家陶行知的科学材料思想可以给我们许多启示.     

国际教育评价中的科学探究能力测评简介及启示

科学探究能力测评已经成为世界科学教育专家关注的焦点。国际上目前采用了三种测评方法,分别为TIMSS、PISA和NAEP。通过对这三种测评中科学探究的能力目标分类体系的介绍,指出了三种测评在考查科学探究能力各个方面的特点,提出了可供我们借鉴的有关启示。     

泰勒科学管理思想对我国高校思想政治教育管理的启示

泰勒创立的科学管理原理的核心是标准化、规范化和制度化管理,它是管理的基础,直到今天仍有重大的现实意义。当前我国高校思想政治教育管理在具体的方法、职能和分工上存在一些问题。因此,借鉴泰勒的科学管理原理,实现思想政治教育管理的科学化是我们的必由之路,同时应该将借鉴与创新相统一、科学性与人文性相统一起来。     

城乡教育一体化的新思考

一个地区城乡教育的和谐发展,至少要统计和比较以下5种数据：a．人均GDP;b．人均国民收入（纳税之后的可支配收入）;c．生均教育经费（政府投入）;d.人均教育支出（家庭支付）;e．人均受教育年限。这5种数据是“相生相克”的,由此可以判断这一地区教育的发展是否处于“良性循环”。“对分点定理”、“中位线定理”、“教育投入定理”是“城乡教育一体化、均衡和谐共发展”的一个理想的、定量的、可操作的数学模式。     

国际科学素养测评对我国科学学科测评的启示

本文在分析PISA、TIMSS和NEAP三项国际学生科学素养测评现状的基础上,提出对我国科学素养测评的启示:1.明确测评目标和测试框架,在深入研究课程教材的基础上设计恰当的试题;2.根据测评目标,采用科学的测评方法和工具;3.多维度收集学生学业成绩信息,进行合理解释。     

祖冲之科学成就探因及启示

祖冲之是我国南北朝时期杰出的科学家,他在数学、天文学和机械制造等领域都取得了重大成就,在世界科学史上享有崇高的地位,也是中华民族的骄傲。祖冲之科学成就的取得有着多方面的因素,其中家学传统对祖冲之产生了极大的影响,而他一生所秉持的求真创新、甘于奉献的科学精神则是最关键的因素。在当今我们倡导科技创新、建设科技强国的新时代,需要更好地营造科技创新氛围,大力弘扬这种科学精神。     

肯尼亚基础教育信息化建设:动因、措施与启示

教育信息化作为推动社会教育公平和提高教育质量的有效方式,是教育现代化的重要内容和标志。近年来,为了推动教育优质均衡发展、促进社会经济持续增长,肯尼亚政府积极推进本国的基础教育信息化建设。文章主要对肯尼亚基础教育信息化建设的动因、措施进行了分析,指出肯尼亚主要从教育现代化角度,来考虑开展基础教育信息化建设;同时,肯尼亚通过制定政策战略规划、投入大量建设经费、扩大基础设施建设、开展教育师资培训、进行课堂教学改革等措施,构建了立体式的教育信息化发展体系。上述做法有力地促进了肯尼亚基础教育信息化的建设与发展,其做法和经验可在政策设计、经费投入、设施建设、师资培训、教学改革等方面为我国提供有益的启示。     

Understanding, Mathematics, and Scientific Education

The purpose of this paper is to state what the author believes is a good way to develop the powers of understanding of talented college science students. After making a careful and somewhat novel distinction between knowledge and understanding, the paper closely defines the main problem in terms of the new interpretation of "understanding." A short discussion follows which concludes that what is needed is more and better schooling in the central ideas of mathematics. At this point, the tenor of the paper is changed and a semipopular discussion is given on the fundamental type of mathematics the author has in mind. Finally, a proposal is made which is general enough to be adapted to a wide variety of situations.