The versatility of the perinatal educator

Perinatal educators can expand their role beyond that of childbirth preparation. One such role is the perinatal bereavement counselor. Having the courage to balance one's skills with one's intuitive impulses may greatly enrich carrying out this or any role.     

Karl Popper as educator

Although most commonly known for his work in the philosophy of science and political theory, the late Sir Karl Popper gained his formal qualifications in Education and Psychology. Using interviews with Popper, this paper examines his early training as a school teacher, the early influences upon his intellectual development, his participation in the socialist School Reform Movement, and the views he held on education up to his death in 1994. Whilst Popper's views on education defy simple categorization, a number of his statements can be more closely aligned with progressive and child-centred theorists than with the Conservative policy-makers, over whom he was said to hold some influence.     

试论江永的教育思想

江永是清代康乾年间一位教育家,培养了一批著名的弟子,并留下了不少有价值的教育理念,他认为立学教人应重实用;应看到学者之间异中有同,同中有异;并主张学人治学应注意"藏修息游".     

The teacher educator as a role model

New visions of learning have entered education. This article discusses the consequences for teacher education, and examines modelling by teacher educators as a means of changing the views and practices of future teachers. The results of a literature search and a multiple case study on modelling are discussed. Both the literature search and the case study approach led to the conclusion that we have discovered what is almost a blank spot in both the body of knowledge on teacher education and the actual practices of many teacher educators. The article concludes with a discussion of ways to improve this situation.     

探寻教育新路的一代教育家--颜元

颜元是中国实学教育的先驱，从唯物主义世界观出发，他对“主静”、“空谈”的封建传统教育进行了深刻的批判。他倡导学以致用，强调习行实践，提出了以培养实用人才为核心的实学教育方案，对后世的教育产生了深刻的影响。     

Celebrate being a childbirth educator

Some of the many reasons to celebrate the work of childbirth educators include Lamaze International's upcoming 40th anniversary, an impressive history of dedicated people who first pioneered childbirth education, and the active role childbirth educators continue to play in promoting consumer advocacy in health care.     

Virtues of the educator

Abstract

This article is a translation, with accompanying comments, of an address given by Paulo Freire in 1985. Freire deals with his vision of the virtues necessary in a teacher. He considers eight virtues, the final one underpinning the others. For Freire, this final virtue—the necessity of reading the text from reading the context—means that critical discussion in the classroom (or other space dedicated to education) is recognized by the students as relevant to their lives. If this is achieved, the other virtues mentioned in the address can be developed by the teacher, in an ongoing process of critical reflection with students. These virtues are all discussed in terms of the resolution of profound tensions which are present in all situations of learning and teaching.     

Dancing with the one who "brung" you into perinatal education

The childbirth education movement began with creating a cultural shift to foster understanding that women should have choice in their birth. It has moved to the perinatal education movement with recognition that there are many teachable perinatal moments.     

The French model of the educator state

The emergence in the nineteenth century of a centralized school system controlled by the state was one response to the need to stabilize government and legitimate a state model during a period of repeated revolutions in France. This is why French education has traditionally occupied a specific place in the political sphere: it has been at the heart of a political project of realizing national integration through the construction of a symbolic public space. There are signs today that this ambitious political construction may be coming apart.     

Facing and managing dilemmas as a clinical educator

Although clinical educators make an important and irreplaceable contribution to the education of students undertaking qualifications that will enable them to practise as health professionals, little is known about the day‐to‐day experiences of clinical educators and the complexities of clinical education that may contribute to the problems or to the successes of clinical educators. This paper reports on one aspect of a study that sought to increase the understanding and appreciation of the roles and responsibilities of being a clinical educator. The lived experiences of clinical educators in speech pathology ¹ 1. Also known as speech‐language pathology in North America and speech‐language therapy in the UK. View all notes were explored in depth, over a sustained period of time, in an attempt to understand what it is like to be a clinical educator. This paper uses narrative data to illustrate dilemmas faced by clinical educators in our study, and discusses implications pertinent to clinical educators in a range of health disciplines in higher education.     

Review Article: John Wilson as moral educator

Abstract

John Wilson's work as moral educator is summarized and evaluated. His rationalist humanistic approach is based on a componential characterization of the morally educated person. Such a person consistently manifests a unity of reflection, feeling, belief, and acting under the logically structured rubrics of PHIL, EMP, GIG and KRAT, and exemplifying the formal features of ‘moral opinion’. The rationale and conceptual status of the components is discussed, as is the view that the concept of education entails that teachers be moral educators. This involves cultivating autonomous rationality with respect to the unconscious, motivation, day‐to‐day moral decision‐making, and the emotions; in the latter case there are extensive applications in religious education. Finally, certain weaknesses and pre‐eminent strengths of Wilson's position are indicated, and comparisons briefly made with the views of McPhail, Peters, Frankena and Kohlberg.     

Developing a family-centered, hospital-based perinatal education program

The development of a family-centered, comprehensive perinatal education program for a large, urban hospital system is described. This program was developed in conjunction with the building of a new women's center and, although the authors were fortunate that several opportunities for educational program development were linked to this project, many of the steps taken and the lessons learned can be helpful to anyone desiring to develop a similar program. This article relates perinatal education to the principles of family-centered maternity care, outlines the criteria for a quality educational program, gives rationale for this type of program development, and offers practical suggestions for starting or enhancing a perinatal education program within a hospital system.     

The hope of biography: the historical recovery of women educator activists

UNESCO formed the concept of fundamental education in hopes that the programme could end poverty, bring world peace and serve indigenous people. When UNESCO’s first pilot project appeared to fail, the organisation developed centres where fundamental education workers learned to use such techniques as libraries, museum displays, films and radio, instruction in vernacular languages, and literacy campaigns. Modelled on progressive education, these techniques shared four tendencies that contradicted the aims of fundamental education. First, the programmes seemed to impose a modern scientific culture on indigenous societies. Second, the fundamental education workers found themselves manipulating indigenous people to accept what the programmes offered. Third, when officials used words aimed at helping, they seemed to mask the cultural traits that the programmes implied. Fourth, the fundamental education workers tended to translate failure as an indication of the need for increased efforts rather than as events questioning the wisdom of the programmes.     

Madame Li Li: Communist revolutionary,adult educator,lifelong learner

Prior to 1949 the Chinese Communist Party orchestrated innovative and participatory forms of adult education. This article concerns Madame Li Li, a leading Chinese Communist woman adult educator. Western delegates at the International Council for Adult Education 1984 Shanghai symposium on adult education were fascinated by Madame Li Li because, amongst other things, she had begun her career in adult education as a 14-year-old propagandist in the Communist New 4th Army. Today, China is trying to become the biggest learning society in the world. With this as a backdrop, the purpose of this study was to chronicle the life of Li Li and reflect on what it means for twenty-first century Chinese adult education and learning. After being forced from her Huai'an (Jiangsu) home at age 14, she worked underground for the Communist Party. After 1949 she turned early experience in surveillance and propaganda into a career as an adult educator. She has misgivings about her work in the Party Discipline department and, being from a privileged family and a high official, suffered harsh treatment during the Cultural Revolution. After the Cultural Revolution she presided over a massive adult education enterprise in Shanghai and was an organiser of the 1984 Shanghai symposium on adult education. Today she worries about corruption, instability and lack of a moral compass in China. The authors reflect on what her life means for adult education and lifelong learning in twenty-first century China.     

Becoming a teacher educator: a personal perspective

This paper examines various aspects of the author's transition from classroom teacher to a cooperating teacher and then from cooperating teacher to university teacher educator. This analysis is used as the basis for several specific suggestions for how to improve the preparation of the next generation of teacher educators and teacher education programs.     

Silenced gender: the construction of a male primary educator

A trio of researchers (including the student teacher) explore the experiences of a male student teacher as he left the Marine Corps and entered his first placement in a first grade classroom. The difficulties this preservice teacher encountered in the field draw attention to the gendered nature of both the primary classroom and the elementary teacher education program. We used the student teaching journal as the primary basis for this collaborative oral inquiry of critical incidents that occurred, and highlight the way that discourses of femininity were deployed in often inconspicuous ways. We conclude with a set of recommendations for teacher education.     

Sex and Pregnancy: A Perinatal Educator's Guide

This article is a continuation in the author's growing series of articles on intimacy and sexuality in the transition to parenthood and its relationship with perinatal education. So many couples in the author's perinatal education practice feel that health professionals are uncomfortable discussing sex and pregnancy. Indeed, the couples have so many questions and concerns regarding this subject; they are seeking answers so that they may better understand and cope with the changes in this aspect of their relationship. Perinatal education group encounters or special sessions are the ideal setting to discuss intimacy and sexuality during pregnancy. The objectives of this article are to provide the perinatal educator with content for the group sessions and tools for teaching strategies and activities.     

Invisible theatre,ethics, and the adult educator

This article probes the ethics of one of the more controversial as well as exciting forms of adult education—the mode of theatre of the oppressed called ‘invisible theatre’. Looking at claims made by practitioners—Augusto Boal’s especially—and drawing on concrete theatre pieces, the author asks: What are invisible theatre’s claims to ethicality? How valid are the claims? Are the claims and practices compatible with adult education principles? And how might invisible theatre be conducted more ethically? The article demonstrates that despite invisible theatre’s highly ethical mandate, Boal’s defences of invisible theatre are wanting, the levels of deception and danger are problematic, and the standard practices and claims are incompatible with certain adult education principles and commitments, including the Freirian commitment to non‐manipulation. At the same time, it is shown, there is potential for invisible theatre praxis which is both effective and ethical, albeit changes are called for. Suggestions for improved practice include: invisible theatre troupes committing themselves to becoming ethically reflective practitioners, making minimal deception the new norm, reining in the level of conflict, exploring the ‘opaque’, and no longer taking as a given that invisible theatre should never be ‘outed’.     

Becoming a teacher educator: Voices of women academics in canadian faculties of education

Although much has been written on teacher education, voices of teacher educators have been ignored; we know little about their struggles and strategies. This article juxtaposes narratives of five women academics in Canadian faculties of education against the literature on continuity, change and critique in teacher education. I contend that a better understanding of these trends requires approaching them through narratives of involved individuals. The article focuses on the recruitment stage of a university career. For many, teacher education is a second career. Late entrants must “catch up,” while younger high flyers strive to reach ever-rising expectations of academic productivity.     

Developing an appreciation of what it means to be a school-based teacher educator

The nature of partnership between schools and higher education institutions is changing in many countries, with experienced teachers taking on more responsibility for teacher education whilst remaining in their school as teachers, rather than entering the higher education sector to become teacher educators. This research considers the perspectives of these school-based teacher educators (SBTEs) in England, exploring the impact that this role has on them, their student-teachers and their schools. Some benefits and challenges that they face in the dual role of teacher and teacher educator are revealed. The research takes an interpretive perspective, listening to the meanings being constructed by the participants through use of a questionnaire, semi-structured interviews and a focus group of student-teachers who learned from these SBTEs. Possible impacts on student-teachers’ learning and implications for the development of high-quality teacher education are examined.