苏格拉底几何对话教学法在国内的应用

文章选用苏格拉底与Meno 的奴隶关于几何问题的对话为研究工具,选取某校六年级的34名学生进行苏格拉底对话教学,对话严格按照苏格拉底与Meno 的奴隶几何问题的顺序。对结果进行分析后发现：苏格拉底对话的跨文化、跨时间一致性,并且在苏格拉底对话关于几何问题的对话上,数学成绩好的学生和数学成绩差的学生存在显著差异。     

作为文本的法律--"苏格拉底教学法"的引入与检视

苏格拉底方法引入英美法的教学而形成案例教学法，是与英美法系的特质、诉讼方式以及法学教育制度密切相关的。中国法属于成文法，法条背后隐含了法学理论，法学教育仍须以制定法的注释为核心任务，并支撑法学专业教育。在法学教育中引入苏格拉底方法的路径，其实质就是法律文本的解读方法。为此，应借助于诸如社会学、经济学、历史学等其他学科的研究方法，与社会对话，使苏格拉底方法在法学教育中不致于堕落成单一的“案例教学法”。     

Autonomous moral education is Socratic moral education: The Import of repeated activity in moral education out of evil and into virtue

Abstract

Kant’s commitment to autonomy raises difficult questions about the very possibility of Kantian moral education, since appeal to external pedagogical guidance threatens to be in contradiction with autonomous virtue. Furthermore, moral education seems to involve getting good at something through repetition; but Kant seems to eschew the notion of repeated natural activity as antithetical to autonomy. Things become even trickier once we remember that Kant also views autonomous human beings as radically evil: we are capable of choosing rationally and autonomously, but, left to our own devices, that same capacity for reason might tempt us to choose only out of a concern to satisfy our happiness. We thus need a moral education which realizes autonomy while dodging the dual bullets of external natural forces and internal evil forces. Ultimately, his concerns about external natural forces and internal evil forces do not lead Kant to reject either moral education or a role for repeated activity in it. Rather, he advocates a carefully circumscribed appeal to repeated activities within a course of Socratic moral education focused on encouraging the student, subjectively and first-personally, to claim her autonomy, resulting in the cheerful and vigilant exercise of virtue as an aptitude.     

Socratic Circles in World History: Reflections on a Year in Dialogue

This article examines and offers insights to a year of Socratic circles in the context of a world history classroom. Grounding this practice in relevant research before offering examples from the classroom and providing advice to practitioners, this discussion strategy offers an antidote to the often divisive and destructive examples of interaction in our society, and is a salve to the paucity of true dialogue available to students in the context of a school day. Students benefited by asking better questions, using evidence to support their opinions and arguments, reading more carefully and with a greater sense of purpose, and connecting the past to the present, ultimately gaining perspective on the interplay between ancient times and today.     

The Socratic method,defeasibility, and doxastic responsibility

There is an extensive body of philosophical, educational, and popular literature explaining Socratic pedagogy’s epistemological and educational ambitions. However, there is virtually no literature clarifying the relationship between Socratic method and doxastic responsibility. This article fills that gap in the literature by arguing that the Socratic method models many of the features of an ideally doxastically responsible agent. It ties a robust notion of doxastic responsibility to the Socratic method by showing how using defeaters to undermine participants’ knowledge claims can facilitate responsible belief. It then argues that more robust notions of doxastic responsibility can be augmented by constructs found in the American Philosophical Association’s Delphi Report. Finally, it shows how considering challenges (that is, entertaining defeaters) and modifying beliefs accordingly are objectives of the Socratic method and crucial elements of what it means to be a responsible believer.     

“产婆术”与“中道”——苏格拉底与释迦牟尼教育法思想特质的比较

苏格拉底的"产婆术"思想与释迦牟尼佛的"中道"思想都是人类历史上著名的教育思想和文化思想,二者都强调人对自我存在的反思与觉醒。苏格拉底认为,教育的根本目的是培养高尚的人,强调智慧和美德;释迦牟尼佛的教育目的就是成佛,即成为明悟宇宙人生"中道"本体的觉者,强调体验、超越、悟性。苏格拉底的"产婆术",其方法的根基是认识论的;释迦牟尼佛的"中道",既是方法性的,也是本体性的。     

用苏格拉底教学法激活思政课课堂教学

苏格拉底将哲学家的思维与教育家的责任恰当地融合在一起,创立了自己独特的教学方法,即“苏格拉底法”。苏格拉底教学法是一种问答式、对话式的教学方法,他用启发式的教学理念,引导学生批判性思考,激发学生寻找真理的热情与欲望。用苏格拉底教学法激活思想政治理论课课堂教学,倡导做一名苏格拉底式的教师,将讨论、辩论引入课堂教学,尊重学生的主体地位,调动课堂的学习气氛,使其摆脱面临的困境,进而增强思政课课堂教学的实效性。     

A contribution to the history of assessment: how a conversation simulator redeems Socratic method

Assessment in education is a recent phenomenon. Although there were counterparts in former epochs, the term assessment only began to be spoken about in education after the Second World War; and, since that time, views, strategies and concerns over assessment have proliferated according to an uncomfortable dynamic. We fear that, increasingly, education is assessment-led rather than learning-led and ‘counter to what is desired’ in an ugly judgemental spirit whose moral underpinnings deserve scrutiny. In this article, we seek to historicise assessment and the anxieties of credentialising students. Through this longer history, we present a philosophy of assessment which underlies the development of a new method in assessment-as-learning. We hope that our development of a conversation simulator helps restore the innocence of education as learning-led, while still delivering on the incumbencies of assessment.     

苏格拉底"产婆式"教学法对高校教学的启示

分析苏格拉底"产婆式"教学法的主要特征,提出"产婆式"教学法对高校教学的启示:确立大学生在教学中的主体地位,构建民主平等的师生关系,开发大学生潜能和激发大学生的求知欲,扩展大学生对人类思想及文化价值的理解;强调应用"产婆式"教学法要注意因时、因人制宜等问题。     

Developing a material-dialogic approach to pedagogy to guide science teacher education

Abstract

Dialogic pedagogy is being promoted in science teacher education but the literature on dialogic pedagogy tends to focus on explicit voices, and so runs the risk of overlooking the important role that material objects often play in science education. In this paper we use the findings of a teacher survey and classroom case study to argue that there is a gap in the way that science teachers think about the role of materials and that this could be addressed by changes in the theory base of teacher training, augmenting the current constructivist and dialogic theory with the addition of new materialism in the form of Barad’s ‘Agential Realism’. Our findings suggests that science teachers do not regularly explicitly consider the relationship between the material resources they deploy and the dialogic learning taking place. We argue that science teacher training and professional development should pay more attention to the material-dialogic relationships in the learning that emerges in science classrooms.     

Out of Asia: learning re-examined,teacher education re-configured

The impetus for this argumentative paper is anecdotal evidence overheard in West Australian educational settings indicating that there continues to be “othering” of learners from Asian backgrounds. Exploring prevailing Western social, theoretical and educational discourses associated with Asia, the author argues that teacher education in Western Australia be reconceptualized in three main ways. Firstly, levels of meta-cultural sensitivity in pre-service and in-service educators should be ascertained. Secondly, there needs to be a more rigorous theoretical and conceptual framework for pre-service/in-service teacher education informed by cross-cultural, historical knowledge and awareness of the social and personal constructions of reality – views of the “other” and “self”. Thirdly, teacher education courses must offer opportunities to examine current developments in educational research which encourage reconceptualization and replacement of traditional East/West dichotomies. The paper aims to review literature related to theoretical Thirdness as an ontological, educational principle and to contribute to Thirdness discourse by situating the argument in a particular context in Western Australia. It is hoped that papers such as this may lead to more informed and symmetrical dialogue between educators in the Asia Pacific region.     

Dialogue as a catalyst for teacher change: A conceptual analysis

Teacher–teacher dialogue is a central activity within many professional learning programmes. Understanding how and why dialogue works as an effective tool for teacher change is a question, however, that needs more careful probing in the extant literature. In this paper, I draw upon the philosophical theory of practical reason in order to show why and how teacher–teacher dialogue plays such a crucial role in the evolution of teacher practice. This conceptual analysis also builds our understanding as to the kinds of teacher–teacher dialogues that are more likely to be effective at catalysing teacher learning.     

Understanding teacher learning in secondary education: The relations of teacher activities to changed beliefs about teaching and learning

In this study, relations between learning activities of teachers and changes in their beliefs were examined. Thirty-four teachers in Dutch secondary education were asked to complete a questionnaire regarding their beliefs about teaching and learning on two occasions. They were also asked to report on learning activities that they undertook. Teachers who had changed their beliefs in a direction congruent with the aims of recent educational reforms often reported experimentation with colleagues' teaching methods. Teachers who changed their beliefs in a direction that was not congruent with the reform often reported experimentation with alternative methods due to discontent with the effectiveness of current methods.     

Evaluating initial teacher education programmes: Perspectives from the Republic of Ireland

Research studies in teacher education have focussed on the outcomes of preparatory programmes. Less attention has been paid to the processes through which professional learning is acquired. This article argues that the study of attitudes and persuasion is very important in teacher education. The elaboration likelihood model (ELM) of persuasion provides an integrative framework to analyze empirical evidence from a five-year study, conducted in the Republic of Ireland, which presents findings from an in-depth survey of 2348 respondents. This model highlights many salient issues that teacher educators should consider when engaged in programme development, delivery and evaluation.     

Making sense of research-based learning in teacher education

Research-based learning challenges teacher educators to rethink pedagogical strategies, particularly so in a context where views about the role of research in pre-service teachers' professional development are contested. The views of academics implementing a research-based learning course in teacher education are examined through qualitative semi-structured interviews in order to understand how learning autonomy is fostered. Variation was found in what teacher educators thought the course was intended to achieve and in their teaching strategies. The basis for pedagogical decision-making appeared to be their own research learning experiences. Implications for teacher education and for implementing research-based learning more generally are discussed.     

转变学习观念 实现人的可持续发展

人的可持续发展是可持续发展的实质与核心。人的可持续发展包含两个方面，其一是人类的可持续发展，其二是个体人的可持续发展。实现人的可持续发展应当强化终身学习观念、转变传统知识观念、树立学习方式观念。     

The state steers by remote control: Standardising teacher education

This article questions whether the teacher training standards, (Department for Education and Employment Circular 4/98) have made it more difficult for teacher educators to help student teachers to become critically reflective teachers. It is suggested that, following the introduction of the discourse of the three 'e's', efficiency, economy and effectiveness and the teacher training standards, teacher 'education' has been transformed into teacher 'training' within an ideology of technical rationality. Four classroom-based episodes are introduced to form the contexts through which the teacher education standards are interrogated. It is argued that these standards ignore important issues to do with equality in the classroom and the relationship between education and the state. Ideas are suggested for teaching sessions using the episodes to encourage the development of a critically reflective perspective amongst student teachers.     

From assistant teacher to teacher: challenges and pathways in situated pre-service teacher education

Vocational pathways to Higher Education have a key role in opening teacher education to under-represented groups but bring with them particular challenges. Teacher educators need to address the challenges faced by these learners, of not only connecting their learning but also challenging their knowledge, and doing so in an invested work environment. This paper shares my experiences as a teacher educator working with two groups of Indigenous and non-Indigenous para-professional pre-service teachers in remote and urban Central Australia. I identify four key role-shifting challenges individuals face in developing their professional practice and locate them in two interdependent areas: social sphere challenges arising out of the situated learning setting of professional experience, and those occurring in the personal sphere of professional identity. I suggest that the new ways of mentoring and the development of student’s reflexive capacity needed to address these challenges can best be mobilised by re-positioning the role of professional identity at the centre of both professional experience and academic learning.     

Situated learning theory and the pedagogy of teacher education: Towards an integrative view of teacher behavior and teacher learning

Lave and Wenger have greatly influenced existing views of learning and teaching, but relatively little has been written about the implications for the understanding of teacher behavior and teacher learning, and for the pedagogy of teacher education. Based on their work, a three-level model of learning is used to analyze the friction between teacher behavior in practice and the wish to ground teachers' practices in theory. Supported by empirical data on teacher learning and brain research, this model reconciles the situated learning perspective with traditional cognitive theory, and leads to concrete implications for the pedagogy of teacher education.     

The development of community competence in the teacher education curriculum

Teachers are expected to frequently collaborate within teacher communities in schools. This requires teacher education to prepare student teachers by developing the necessary community competence. The present study empirically investigates the extent to which teacher education programmes pay attention to and aim to stimulate the development of community competence in the intended curriculum, the implemented curriculum and the attained curriculum. Various types of data are gathered and analysed in respect of these three curriculum representations. It appears that community competence is weakly conceptualised in the intended curriculum. In the implemented, and especially the attained curriculum, this results in no systematic and explicit practice in terms of the development of community competence.