Whitehead and a new look at teaching elementary science

If Whitehead is right, science teachers who try to increase student interest by making the science they teach more pure and by covering more material are going about their work in just the wrong way. Science, for purposes of precision in measurement, translates the dynamic world of feeling and force, of causal efficacy (for example, the San Francisco earthquake), into a static representation spatialized and given presentational immediacy (for example, the Richter scale). But notice that the Richter scale isn't very interesting (even as abstract art) apart from its connection, via symbolic reference, to the earthquake. Such reference is essential to give both a sense of reality and a feeling of interes to the subject, but it makes the science less pure, and it takes more time to cover the material. An example of teaching pure and impure formal logic is given as a case study.     

The Changing Debate on Internationalisation of Higher Education

Internationalisation, the growing border-crossing activities between national systems of higher education is losing ground to globalisation, increasing border-crossing activities of blurred national systems which is often employed to depict world-wide trends and growing global competition. This article addresses recent issues of knowledge transfer. It points out tensions between increasing diversity in higher education and efforts to facilitate recognition of prior studies on student mobility. It shows the diversity of steering and management policies with respect to internationalisation and globalisation. Finally, it asks whether globalisation of higher education has to be viewed as a manifestation of turbo-capitalism or could be viewed instead as a move towards global understanding.     

Consciously Thinking About Consciousness

Merker hypothesized that because mobile creatures move around and must constantly readjust their map of the world and because the demands are so great for continually processing information for a map of the world, evolution has created a space in the brain where such preprocessing has been eliminated. This space he calls consciousness with the preprocessing in the unconscious. Using Merker's view, this paper explores the process of changing paradigms, giving advice and the implications for learning.     

Print and reading: What do preschoolers know?

John Downing, an eminent reading researcher at Canada's University of Victoria, says that many children come to school in a state of cognitive confusion about the functions of reading and the terms we use when we start to teach them to read formally. Adults take for granted that young children know what they mean when they talk about a word, a letter, a sound, and other print-related terms. In his studies done in England and in Canada, Downing (1970; 1973–74) has found that many children, especially those who have not been read to regularly, simply don't understand the conventions of print and really don't understand what reading is all about.Joan T. Feeley is Professor of Reading and Language Arts at William Paterson College in Wayne, New Jersey.     

Exploring the Concept of ‘Habitus’ with Preservice Teachers Through the Use of Popular School Films

The thesis of this paper is that it is a productive venture to introduce preservice students to social theories that are typically not a part of teacher preparation programs. Examples of these theories are those associated with terms such as habitus, the carnivalesque, power / knowledge, seduction, detournement, the spectacle,la perruque, (the wig), and the art of making do,as well as others. In this paper, I describe a project that involved exploring the theory of habitus to problematize the tendency of preservice students to not think in terms of relations between what goes on in the classroom and what goes on in society. I introduced habitus by having preservice students read selected print materials and by having them view, analyze, and respond in writing to popular school films. Students also analyzed their experiences in classrooms in terms of habitus, making a connection between theory and practice.     

Tell another story,teacher!

The classroom is still. The children are watching the teacher, wide-eyed. The teacher is dressed in a red cape and hood. Softly she begins: Once upon a time, there was a little girl named Red Riding Hood ...Kay Singley is a former Kindergarten Teacher who lives in Moulton, Iowa.     

Selbstorganisation: ein neues Paradigma für die Schulpädagogik — oder alter Wein in neuen Schläuchen?

Zusammenfassung Die Schulpädagogik ist seit langem daran gewöhnt, mit Theorieangeboten aus anderen Wissenschaftsdisziplinen konfrontiert zu werden. Mit dem Paradigma der Selbstorganisation liegt gegenwärtig eine sehr komplexe Konzeption bereit, die die Schulpädagogik zur Reflexion über ihren Gegenstand Schule anregen kann. Eine von diesem Paradigma motivierte differenztheoretische Betrachtungsweise von Systemen schärft den Block für die Möglichkeiten, aber vor allem für die Grenzen eines modernene Sozialsystems, wie es die Schule heute ist. Die Fragen, ob Schule kompensatorische Erziehungsleistungen für das Familiensystem erbringen kann, ob unterrichtliches Handeln auch therapeutisches Handeln sein kann, können aus der Perspektive dieses Paradigmas beantwortet werden.

---

School education has long been accustomed to accommodating theories from other scientific disciplines. The paradigm of self-organization provides a complex concept which will stimulate reflection on the phenomenon of schools within educational science. Analysis of systems in the light of different theory, motivated by this paradigm, can give a clearer view of the potential and limitations of a modern social system, which is what a school now is. By employing this paradigm, answers can be found to the questions whether schools can deliver education that compensates for family systems, and whether teaching can also provide therapy.

---

Resumen La educación escolar desde hace mucho tiempo se ha acostumbrado a adaptar teorías de otras disciplinas científicas. El paradigma de la auto-orgnización provee un concepto complejo que estimulará la reflexión acerca de fenómeno de las escuelas dentro de la ciencia de la educación. El análisis de sistemas a la luz de una teoría diferencial, motivada por este paradigma, podrá proporcionar una visión más clara del potencial y de las limitaciones de un sistema social moderno, de lo que es una escuela ahora. Aplicando este paradigma, podrán encontrarse soluciones a los interrogantes de si las escuelas pueden proporcionar una educacíon que compense sistemas familiares, y si la enseñanza puede también redundar en terapia.

---

Résumé L'éducation scolaire est depuis longtemps habituée à assimiler les théories d'autres disciplines scientifiques. Le modèle de l'autogestion fournit un concept complexe qui donnera aux sciences de l'éducation matière à réflexion sur le phénomène de l'école. Une analyse des systèmes à la lumière de la théorie différentielle soutenue par ce modèle peut donner une vision plus claire des possibilités et des limites d'un système social moderne, comme l'est l'école aujourd'hui. Dans l'optique de ce modèle, des réponses peuvent être apportées aux questions si l'école peut remplir un rôle compensatoire par rapport au système familial, et si l'enseignement constitue aussi une action thérapeutique.

---

. , . , , , #x0441; . , : , , .

     

Early childhood family education

If they came with instructions, then you wouldn't need us reads the poster on the classroom door. It is a pleasant morning in early September and my twelve-month-old daughter, Laura, and I are going to our first day of school. Laura and I enter the infant and toddler room with anticipation.Barb Rose is a free lance writer living in St. Paul, MN, and the mother of a 2-year-old named Laura.     

Education and the Contested Meanings of ‘Global Citizenship’

This article examines the oftentaken-for-granted educational policy and curricular discourses of globalization and global citizenship within their larger cultural, political, and economically uneven histories and unequal consequences. Drawing upon evidence from recent scholarship on the implications for classroom pedagogy embodied inefforts to internationalize curricula in the North American university contexts, as well as specific related efforts in one Canadian context, the University of British Columbia,this article unpacks the contested meanings of global citizenship from above and below.The author analyzes three dominant curricular discourses of global citizenship. Far from weakening the Canadian state and building instances of transnational democratic educational communities, these dominant discourses may actually reinforce notions of Canadian gendered and racialized nation-building and nationalism. The article raises questions about what an alternative curricular and educational policy discourse from below premised upon efforts to decolonize curricula might look like. By way of provisional conclusion, the author discusses some promising examples of such an alternative,showing how they depend on seeing the relations between the local and global neither as fixed abstractions nor as a slogan system to be applied in absolutist racial, geographical,national, or culturally essentialist terms.     

Sociological theory and the analysis of strategies of educational redress

In this paper, three sociological models or theoretical templates for the analysis of social order are outlined: (a) the order-consensus model, (b) the conflict model and (c) interactionist models. The paper then discusses how each model can be applied to what is here called educational redress. Special reference is made to those redress strategies addressed to pre-school-age children-strategies customarily termed Compensatory Education Programmes. The paper goes on to show how proponents of each model would approach the analysis of such programmes, and how proponents of each model would criticize the other models' analyses. It is shown that the three sociological models are located in, and formalizations of, commonsense conceptions of social structure tacitly held by lay members of society, and that even professional educators typically do not make their model of society very explicit. Finally the paper upholds the belief that the above elements constitute what sociologists can add to the understanding of educational redress strategies.

---

Zusammenfassung In diesem Artikel werden drei soziologische Modelle oder theoretische Schablonen für die Analyse der Sozialstruktur umrissen: (a) das Struktur-Konsens-Modell, (b) das Konfliktmodell und (c) das Wechselwirkungsmodell in seinen verschiedenen Varianten. Dann wird untersucht, wie jedes dieser Modelle auf den Bildungsausgleich angewandt werden kann, insbesondere auf die Ausgleichsstrategien für Kinder im Vorschulalter, die gewöhnlich mit Kompensierende Erziehungsprogramme bezeichnet werden. Anschliessend wird beschrieben, wie Protagonisten jedes dieser Modelle diese Programme analysieren und wie sie mit Hilfe der anderen Modelle vorgenommene Analysen kritisieren würden. Weiterhin wird ausgeführt, dass die drei Modelle Formalisierungen der unter Laiengruppen verbreiteten Vorstellungen von der Gesellschaftsordnung darstellen, und dass selbst Pädagogen ihr Gesellschaftsmodell gewöhnlich nicht klar definieren. Zum Schluss spricht der Verfasser seine Ansicht aus, dass die Soziologie durch die obigen Elemente zum Verständnis der Bildungsausgleich-Strategien beitragen kann.

---

Résumé Dans ce rapport sont décrits trois modèles sociologiques ou échantillons theoriques pour l'analyse de l'ordre social: (a) le modèle ordre-consensus, (b) le modèle conflit et (c) les modèles interactionnistes. Le rapport examine ensuite comment pouvoir appliquer chaque modèle à ce qu'on appelle ici redressement éducatif. Sont mentionnés particulièrement les stratégies de redressement que l'on adresse aux stratégies pour enfants d'âge préscolaire, appelées habituellement Programmes d'éducation compensatoire. Le rapport montre ensuite comment les défenseurs de chaque modèle aborderaient l'analyse de ces programmes, et comment ils critiqueraient les analyses des autres modèles. On montre que les trois modèles sociologiques sont situés dans — et sont en fait des formalisations — des conceptions courantes de structure sociale qu'ont tacitement les membres laïques de la société, et que même les éducateurs professionnels ne rendent typiquement pas leur modèle de la société très explicite. Enfin, l'auteur est convaincu que les éléments susmentionnés constituent ce que les sociologues peuvent ajouter à la compréhension des stratégies de redressement éducatif.

     

The Humanities in the Era of Cooperation: Beyond C. P. Snow's “Two Cultures”

During the forty years since C. P. Snow decried the existence of two cultures and castigated literary intellectuals for their lack of concern for humanity as a whole, an intellectual revolution in the humanities, driven in part by the intellectual obliteration of boundaries between disciplines and in part by globalization, has reoriented scholars toward engagement in the world and communication with scientists. A recognition that interdependence makes cooperation essential, whether among scholars or among nations, is bringing about an era of cooperation among disciplines and between academic and non-academic institutions.     

The role of professionalization in a collective bargaining election

This study examined a university's faculty voting in a collective bargaining election. Not only were the votes for and against bargaining collected, but also relevant demographic data were includedon each ballot. These data permit analysis of which specific faculty members at a comprehensive university tend to favor or oppose faculty bargaining. The variable of professionalization is identified as being important to the faculty members' decision. The findings have ramifications for faculties, governing boards, and governmental labor-relations agencies in considering how bargaining units should be composed and imposed.     

Working Towards Building Cultures of Peace: A Primer for Students and New Professionals

As the counseling profession moves into the 21st century, counselors and psychologists are increasingly expanding their roles in the reduction of violence across settings. For students and new professionals, this new horizon of needs and opportunities can create some role confusion as traditional direct service functions of individual and group therapy are evolving into indirect services that focus on broader interventions to help create peace. This article seeks to contribute a foundational guide for readers interested in peace psychology. The article provides a brief overview of the peace psychology movement, current trends, and informational sources. It reflects on factors that influence the decision to get involved and provides possible ways to participate in social action, as well as citing a personal example of how one student got involved in building cultures of peace within an international setting.     

The effects of educational reform on the content and status of the social subjects in England and wales and the USA: A case study

Over the past decade educational reform has been taking place in the USA and in England and Wales. This paper traces the political pressures to change the social subjects curriculum on both sides of the Atlantic. In England and Wales the new National Curriculum aims to raise educational standards and to increase accountability through a national assessment system. In the USA the Federal Government has set to work on establishing national goals. There is evidence in both countries that the new curricula are emerging from a political process which imposes content and structures upon teachers with little consultation. The paper concentrates on how the social studies curriculum has been affected in this process. It explores the politics of curricular reform by comparing events in the USA and England and Wales and outlines the ways, particularly in the British context, in which the teaching profession has explored the limits of its power and has fought back against central control to make its voice heard.

---

Zusammenfassung In den letzten zehn Jahren gab es eine Bildungsreform in den USA, sowie in England und Wales. Dieser Bericht studiert den politischen Druck, der zu einer Änderung des Curriculums in den Sozialfächern auf beiden Seiten des Atlantiks geführt hat. In England und Wales soll das neue nationale Curriculum den Bildungsstandard anheben und die Verantwortlichkeit durch ein nationales Bewertungssystem steigern. In den USA begann die Bundesregierung mit der Festsetzung nationaler Ziele, die den Lehrern Inhalte und Strukturen mit wenig Mitbestimmungsrecht auferlegt. Der Artikel konzentriert sich auf die Auswirkungen dieses Prozesses auf das Curriculum der Sozialstudien. Er untersucht die Politik der Curriculums-Reform, in dem Ereignisse in den USA, England und Wales verglichen werden. Insbesondere im britischen Kontext werden Wege aufgezeigt, auf denen der Lehrberuf die Grenzen seiner Macht erforscht und sich gegen eine zentrale Kontrolle gewehrt hat, um Aufmerksamkeit auf sich zu ziehen.

---

Resumen Durante la última década se ha realizado una reforma de la educación en los EEUU, Inglaterra y Gales. Este trabajo esboza las presiones políticas de cambiar los planes de estudio de los sujetos sociales a ambos lados de Atlántico. En Inglaterra y Gales, elNew National Curriculum aspira a crear estándares de la educación y a incrementar la responsabilidad a través de un sistema nacional de valoración. En los EEUU, el Gobierno Federal ha comenzado a trabajar en la fijación de objetivos nacionales. Es evidente que en ambos países los nuevos planes de estudios están emergiendo de un proceso político que impone contenidos y estructuras a los maestros, consultándolos poco o nada. El trabajo se concentra en el impacto que ha sufrido el curriculo de estudios sociales en este proceso. Explora la política de la reforma curricular comparando acontecimientos de los EE UU y de Inglaterra y Gales y proporciona una idea general de los modos, particularmente en el contexto británico, en los que la profesión de enseñanza ha explorado los límites du su poder y se ha defendido contra el control central para hacerse escuchar.

---

Résumé Au cours de la dernière décennie, une réforme éducative a été engagée aux Etats-Unis, en Angleterre et au pays de Galles. Cet article retrace les pressions politigues qui ont été exercées pour remanier les thèmes sociaux dans les programmes des deux côtés de l'Atlantique. En Angleterre et au pays de Galles, le nouveau curriculum national a pour but d'élever les niveaux de l'enseignement et d'augmenter la responsabilité par un système national d'évaluation. Aux Etats-Unis, le gouvernement fédéral a entrepris d'établir des objectifs nationaux. Il est évident que dans les deux pays, les nouveaux programmes sont nés d'un processus politique qui a imposé aux enseignants des contenus et des structures en les consultant à peine. L'article se concentre sur les retombées de ce processus sur les programmes d'études sociales. Il étudie la politique de la réforme curriculaire en comparant les événements intervenus aux Etats-Unis et en Angleterre-pays de Galles et souligne, en particulier dans le contexte britannique, la façon dont le corps enseignant a épuisé les limites de son pouvoir et a résisté au contrôle central pour se faire entendre.

---

, . . , , . , . , , , . , . , , , , .

     

Satisfying syndrome symptoms

I'm concerned about you, my husband began after I arrived home one evening from my job at the day care center. I've heard of an illness sometimes contracted by persons who spend a lot of time with children. Frankly, I think you may be displaying some symptoms.     

Take-home video for adult literacy

In the past, it has not been possible to teach oneself to read at home, because learners could not read the books to teach them. Videos and interactive compact discs have changed that situation and challenge current assumptions of the pedagogy of literacy. This article describes an experimental adult literacy project using video technology. The language used is English, but the basic concepts apply to any alphabetic or syllabic writing system. A half-hour cartoon video can help adults and adolescents with learning difficulties. Computer-animated cartoon graphics are attractive to look at, and simplify complex material in a clear, lively way. This video technique is also proving useful for distance learners, children, and learners of English as a second language. Methods and principles are to be extended using interactive compact discs.

---

Zusammenfassung In der Vergangenheit war es nicht möglich, sich selbst in Heimarbeit lesen beizubringen, da die Lernenden die Lehrbücher nicht lesen konnten. Videos und interaktive Compact discs haben diese Situation geändert und gegenwärtige Meinungen zur Pädagogik der Alphabetisierung herausgefordert. Dieser Artikel beschreibt ein experimentelles Erwachsenenalphabetisierungsprogramm, das Videotechnologie anwendet. Arbeitssprache ist Englisch, aber das Grundkonzept gilt für jedes alphabetische oder syllabische Schreibsystem. Ein halbstündiges Zeichentrickvideo soll Erwachsenen und Jugendlichen mit Lernschwierigkeiten helfen. Computeranimierte Zeichentrickgraphiken sind attraktive Lernmittel, die komplexes Material klar und lebendig vereinfachen. Diese Videotechnik dient auch Fernlerndenden, Kindern und Lernenden mit Englisch als Zweitsprache. Methoden und Prinzipien müssen durch den Gebrauch von interaktiven Compakt Discs erweitert werden.

---

Resumen Durante el pasado, no ha sido posible el autoaprendizaje de la lectura en el hogar, ya que los lectores no estaban en condiciones de leer los libros de enseñanza. Ahora, los videos y los discos compactos interactivos cambiaron esta situación, creando un desafío para los conceptos corrientes de la pedagogía de alfabetización. Este artículo describe un proyecto experimental de alfabetización de adultos mediante el uso de tecnología de video. El lenguaje utilizado es el inglés, pero los conceptos básicos son aplicables para cualquier sistema de escritura alfabética o silábica. Un video de dibujos animados de media hora de duración puede ayudar a los adultos y adolescentes con dificultades de aprendizaje. Las gráficas animadas por computadora son atractivas para el espectador y simplifican materias complejas de un modo claro y ameno. Esta técnica de video también está mostrando su utilidad para el estudio a distancia, para la instrucción de niños y para el aprendizaje del inglés como segunda lengua. Los métodos y los principios también se pueden ampliar mediante la utilización de discos compactos interactivos.

---

Résumé Jusqu'à présent, il n'était pas possible d'apprendre à lire seul chez soi, puisque les apprenants ne pouvaient pas lire les manuels d'enseignement. La vidéographie et le disque compact interactif ont modifié cette situation et remettent en cause les principes courants de la pédagogie de l'alphabétisation. L'article décrit un projet expérimental d'alphabétisation des adultes qui exploite la technologie vidéo. La langue utilisée est l'anglais, mais les concepts de base peuvent être appliqués à tout système d'écriture alphabétique ou syllabique. Un dessin animé sur vidéo d'une demi-heure se propose d'aider les adultes et adolescents éprouvant des difficultés. Les graphiques animés par électronique sont agréables à regarder et illustrent de façon claire et vivante les matières complexes. Cette technique vidéo se révèle également utile pour les apprenants à distance, les enfants et pour l'enseignement de l'anglais en seconde langue. Les méthodes et principes d'utilisation de disques compact interactifs restent à développer.

---

, , . - . . , . . , , , . -, . -.

     

Separation — Between 9 and 5

Goodbye, says Chris, mother of two-year-old Harry, I must go to work now. I will come back after you play with your friends and take a nap and go out to the park. Then we will go home together. Harry cries as his mother kisses him and walks out the door.Amy Laura Dombro is a freelance writer specializing in the field of infant/toddler development and day care.     

Towards minimizing social,cultural, and intellectual disruptions embedded in literacy instruction

A personal attempt to make sense of the diverse array of information, both practical and theoretical, about the complex concept called literacy is articulated through the development of the Integrative Systems Model of literacy. The model illustrates how understanding literacy has direct applications to both instruction and research. As well, the model's utility in reconciling opposing concepts of literacy is shown. Finally, some practical suggestions for literacy instruction consistent with the model and which appear to minimize social, cultural, and intellectual disruption are presented.     

The Story of the Indian Gentleman: Recovery of the English Masculine Identity in A Little Princess

The focus of this article is the figure of the Indian gentleman, a friend of Sara's late father, and who later becomes her surrogate one, to clarify what this most Orientalised Englishman embodies. In other words, the story is read as the recovery of his English masculine identity. Examining the plot development from his perspective will make it possible to interpret the happy ending as the resolution of racial, cultural, and gender ambiguity as represented by him. It is also an opportunity to historicise the story in the India-England relationship during the age of New Imperialism. Having done this, it will be possible to re-examine the role of the heroine Sara in that context, as well.     

A Textbook Case of the Nature of Science: Laws and Theories in the Science of Biology

The two concepts law and theory are among the most important elements of the nature of science. They represent both the tools and products of science itself. Unfortunately, the variable meanings and use of these terms in general discourse and in other school disciplines results in much confusion with respect to their proper application in a science context. The project included the design of a six-part model definition for law and theory based on a review of the literature of the philosophy of science with special reference to biology. These model definitions were then compared with those provided in a range of U.S. secondary school biology textbooks. The majority of all current major U.S. secondary school biology texts were reviewed and analyzed with respect to how the concepts of law and theory were defined and applied, in an attempt to determine whether students and teachers using such texts would gain an accurate impression of these terms and the distinction between them. This study focuses on biology instruction since a life science course is completed as a graduation requirement by virtually all U.S. high school students and as such serves as a widely shared educational experience across the nation. The term law is rarely defined in any text but various laws such as those found in genetics are frequently included as examples. The term theory is frequently defined but with a wide range of completeness of the definitions. Only rarely are theories in biology included as examples.